College of Education

College of Education Educational Psychology and Higher Education The College of Education is committed to creating an intellectual The Department of Educational Psychology & Higher Education environment that promotes quality instruction, significant provides instruction in, and the delivery of innovative research, research, and professional service. Particular attention is to inform the educational process from early childhood through focused on preparing professionals for diverse educational higher education. Our mission is accomplished through: settings and on contributing to educational and pedagogical • Preparing graduates for leadership positions in diverse knowledge through scholarly endeavors. The college provides settings and roles, including faculty in colleges and leadership in both the art and science of educational practice. universities, student services in higher education, Furthermore, the college is committed to creating an inclusive measurement and evaluation specialists in public and learning environment that values and promotes diversity. private settings, school psychology practitioners at local, Collaboration among students, faculty, other professionals, and state, national, and international levels, and licensed community members is essential to the college in achieving its administrators for PK-12 schools. goals. Integral to the mission is a dedication to being a premier • Providing foundational support for programs across college of education that serves our dynamic and expanding the university including core content in the psychology community, the state, the region, and the nation. of learning, motivation, cognition, problem solving, The College of Education provides dynamic graduate programs instruction, human development, and psychological and that engage students in field-based practice and research, educational measurement, statistics, evaluation, and offering students an exciting opportunity to study at a nationally research methodology. recognized university situated within one of the fastest growing • Investigating educational policy and informing practice in cities and school districts in the country. PK-12 and higher education institutions. Graduate programs in the College of Education include Alice J. Corkill, Chair master, educational specialist, and doctoral degrees as well Steven McCafferty, Graduate Coordinator as post-baccalaureate programs for initial teacher licensure Educational Psychology and Higher Education Faculty and additional endorsement to licensure. These programs are Chair available in the Departments of Educational & Clinical Studies, Corkill, Alice Jane - Full Graduate Faculty Associate Professor; B.A., Educational Psychology & Higher Education, and Teaching & M.A., Ph.D., University of Nebraska. Rebel since 1992. Learning. The College of Education has an outstanding graduate Graduate Coordinator faculty who are nationally recognized for their scholarship and McCafferty, Steven - Full Graduate Faculty Professor; B.A., California leadership in their respective disciplines. State University; M.A., University of Hawaii; Ph.D., University of New Mexico. Rebel since 1995. The College of Education is accredited by the Northwest Graduate Faculty Commission on Colleges and Universities (NWCCU), which Bendixen, Lisa - Full Graduate Faculty Associate Professor; B.A., is an independent, non-profit membership organization Creighton University; M.A., Ph.D., University of Nebraska- recognized by the U.S. Department of Education as the Lincoln. Rebel since 1999. regional authority on educational quality and institutional Bernacki, Matthew - Full Graduate Faculty Assistant Professor; M.A., effectiveness of higher education institutions in the seven-state Temple University; M.A., St Joseph’s University; Ph.D. Temple Northwest region of Alaska, Idaho, Montana, Nevada, Oregon, University. Rebel since 2013. Bickmore, Dana L. - Full Graduate Faculty Associate Professor; B.A., Utah, and Washington. It fulfills its mission by establishing M.A., University of Utah; Ph.D., University of Georgia. Rebel accreditation criteria and evaluation procedures by which since 2015. institutions are reviewed.The COE is also accredited by the Garza, Tiberio - Associate Graduate Faculty Research Assistant National Association of School Psychologists, and the Council Professor; B.A., M.Ed., Ph.D., Texas A&M University. Rebel since for the Accreditation of Counseling and Related Educational 2015. Programs. The COE is also accredited by the State of Nevada. Hall, Gene - Full Graduate Faculty Professor; B.S., Castleton State College; M.S., Ph.D., Syracuse University. Rebel since 1999. Kim K. Metcalf, Ph.D., Dean, College of Education Kardash, CarolAnne M. - Full Graduate Faculty Professor; B.A., Le Danica G. Hays, Ph.D., Executive Associate Dean, College of Moyne College; M.S., College of St. Rose; Ph.D., Arizona State Education University. Rebel since 2001. Doris Watson, Ph.D., Associate Dean for Academic and Lee, Katherine S. - Associate Graduate Faculty Assistant Faculty in Professional Programs Residence; B.A., Princeton University; Ed.M., M.Phil., Ph.D., Sharon Tettegah, Ph.D., Associate Dean for Research and Columbia University. Rebel since 2015. Sponsored Projects Loe, Scott A. - Full Graduate Faculty Associate Professor; B.S., Arizona State University; M.A., Ph.D., The Ohio State University. Rebel since 2003. Lough, Nancy L. - Full Graduate Faculty Professor: B.A., Adams State College; M.Ed., Stephen F. Austin State University; Ed.D., University of Northern Colorado. Rebel since 2006. Nathanson, Rebecca - Full Graduate Faculty Associate Professor; B.A., University of California, Los Angeles; M.A., Ph.D., University of California, Santa Barbara. Rebel since 2000.

84 Graduate Catalog • College of Education Nussbaum, E. Michael - Full Graduate Faculty Professor; B.A., Graduate Certificate in Chief Diversity Officer in Pitzer College; M.P.P., University of California, Berkeley; Ph.D., Higher Education Stanford University. Rebel since 1999. Nehls, Kimberly - Associate Graduate Faculty Visiting Assistant Plan Description Professor; B.A., University of Illinois at Urbana-Champaign; The Graduate Certificate in Chief Diversity Officer in Higher M.A., Ph.D., University of Nevada, Las Vegas. Rebel since 2008. Education (CDOHE) targets full- or part-time graduate students Perera, Harsha N. - Full Graduate Faculty Assistant Professor; B.Ed., who seek professional preparation commensurate with the University of Sydney; Ph.D., University of Technology, Sydney. Standards of Professional Practice for Chief Diversity Officers Rebel since 2016. (CDO) established by the National Association of Diversity Putney, LeAnn G. - Full Graduate Faculty Professor; B.A., Indiana State University; M.S., California State University; Ph.D., Officers in Higher Education (NADOHE) in 2014. Hours earned University of California, Santa Barbara. Rebel since 1997. in a degree program in either higher education or multicultural Relles, Stefani - Full Graduate Faculty Assistant Professor; B.A., education cannot be used for the graduate certificate in CDOHE. Northwestern University; M.Ed., University of New Hampshire; The nature of the certificate allows students to tailor their course Ph.D., University of Southern California. Rebel since 2013. work based on their professional goals. Rosser, Vicki J. - Full Graduate Faculty Professor; B.A., University of Hawai’i, West O’ahu; M.Ed., Ph.D., University of Hawai’i, Manoa. For more information about your program, including your Rebel since 2006. graduate program handbook and learning outcomes, please visit Scott, Chad - Associate Graduate Faculty Visting Assistant Professor; the Degree Directory. B.A., California State University, Stanislaus; M.A., California Plan Admission Requirements State University; Ph.D. Texas A&M University. Rebel since 2015. Application deadlines available on the UNLV Graduate College Slife, Nathan M. - Associate Graduate Faculty Assistant Faculty in Residence; B.A., University of Nevada, Las Vegas, M.A., website. University of Maryland, College Park, Ph.D., University of Applications available on the UNLV Graduate College website. Nevada, Las Vegas. Rebel since 2015. Watson, Doris L. - Full Graduate Faculty Professor; B.A., Adams Qualified students must apply for admission to the Graduate State College; M.S., Colorado State University; M.A., Adams State College via the online application. All minimum Graduate College; Ph.D., University of New Mexico. Rebel since 2005. College requirements MUST be met. Once accepted to UNLV, Directors of the Center for Research, Evaluation, and Assessment students must also complete and submit the Graduate Certificate Marchand, Gwen - Full Graduate Faculty Associate Professor; B.A., in CDOHE application materials. Rockhurst University; M.S., Ph.D., Portland State University. Rebel since 2008. 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. All applicants must review and follow the Graduate College Admission and Registration Requirements. Students are accepted into a certificate 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. Plan Requirements Total Credits Required: 18 Course Requirements Required Courses – Credits: 9 Complete the following courses: CIG 660 - Multicultural Education EDH 705 - HE Law-Doctoral EDH 742 - Academic Governance in Higher Education Core Course – Credits: 3 Complete one of the following courses: CIG 771 - Comparative Studies in Learning, Teaching, and Curriculum CIG 772 - Introduction to Cultural Studies in Education CIG 773 - Critical Literacies/Critical Pedagogies Multicultural Education Elective Course – Credits: 3 Complete one of the following courses:

Graduate Catalog • College of Education 85 CIG 661 - Topics Multicultural Education Graduate Certificate in College Sport Leadership CIG 662 - Theory and Research Multicultural Education Plan Description Higher Education Elective Course – Credits: 3 The Graduate Certificate in College Sport Leadership targets Complete one of the following courses: full or part-time graduate students who may not have studied intercollegiate athletic / college sport leadership (specific to EDH 627 - Student Learning and Development higher education) through any formal degree program but wish EDH 714 - Understanding Minority Serving Institutions to develop a deeper understanding of college sport leadership and career options available in the field of intercollegiate athletics. EDH 738 - Public Policy in Higher and Post-Secondary Current graduate students and administrative professionals who Education already possess an undergraduate degree and have an interest Certificate Requirements in intercollegiate athletics / college sport leadership, may Accepted students must earn a B or better in all courses. benefit from this experience. Hours earned for the certificate may be applied to the degree program in Higher Education at Plan Certificate Completion Requirements the masters or doctoral levels upon formal admission to the The student must submit all required forms to the Graduate program. Hours earned in the masters or doctorate programs College and then apply for graduation up to two semesters prior in Higher Education may NOT be used toward the certificate. to completing his/her degree requirements. For more information about your program, including your graduate program handbook and learning outcomes, please visit the Degree Directory. Plan Admission Requirements Application deadlines available on the UNLV Graduate College website. Applications available on the UNLV Graduate College website. CERTIFICATE SEEKING • A qualified student, who wishes to enter UNLV to obtain the Graduate Certificate in College Sport Leadership without being enrolled in a degree program, may apply for graduate admission to the Graduate College via the Grad Rebel Gateway. All minimum Graduate College requirements MUST be met. Once accepted to UNLV, students must also complete and submit the Graduate Certificate in College Sport Leadership application. DEGREE SEEKING • Doctoral and masters level students who are admitted to and pursuing other disciplines are eligible for the certificate program in college sport leadership. Students must complete and submit an application through the Grad Rebel Gateway along with the Graduate Certificate in College Sport Leadership application materials. Enrollment may be limited based on class size. Applications may be submitted at any time during an academic term. Accepted students can begin taking classes the term following acceptance. All applicants must review and follow the Graduate College Admission and Registration Requirements. Students are accepted into a certificate 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. Plan Requirements Total Credits Required: 15 Course Requirements Required Courses – Credits: 6 EDH 603 - Sport in Higher Education EDH 606 - Intercollegiate Athletic Administration

86 Graduate Catalog • College of Education Electives – Credits: 6 Graduate Certificate in Higher Education Complete a minimum of 6 credits from the following list of courses: Plan Description The graduate certificate in Higher Education targets full or EDH 604 - Management Communications part-time graduate students who may not have studied higher EDH 607 - Leadership Development Seminar education through any formal degree program but wish to develop a deeper understanding of higher education. In EDH 609 - Leading Diverse Organizations particular doctoral students enrolled in other disciplines who EDH 711 - Marketing Institutions of Higher Education plan to enter the academy as tenure track faculty members, as well as current administrative professionals who already EDH 719 - Institutional Advancement possess an undergraduate degree and have 2-3 years full-time EDH 626 - College Student Personnel Services experience in higher education, may also benefit from this experience. Hours earned for the certificate may be applied to EDH 627 - Student Learning and Development a degree program in higher education at the masters or doctoral EDH 703 - History of American Higher Education levels. Hours earned in the masters or doctorate programs in higher education may NOT be used toward the certificate. Internship Course – Credits: 3 EDH 690 - Masters Internship For more information about your program, including your graduate program handbook and learning outcomes, please visit Certificate Requirements the Degree Directory. 1. Completion of a minimum of 15 credit hours, including 3 hours of internship in an intercollegiate athletic department Plan Admission Requirements as a culminating experience. Application deadlines available on the UNLV Graduate College 2. Students must earn a B or better in all courses. website. Applications available on the UNLV Graduate College website. Plan Certificate Completion Requirements 1. Certificates will be awarded upon the student’s successful A qualified student, who wishes to enter UNLV to obtain the completion of all certificate requirements. graduate certificate in higher education without being enrolled 2. The student must submit all required forms to the Graduate in a degree program, may apply for graduate admission to the College and then apply for graduation in MyUNLV by the Graduate College via the Grad Rebel Gateway. All minimum appropriate deadline. Graduate College requirements MUST be met. Once accepted to UNLV, students must also complete and submit the Graduate Certificate in Higher Education application. Doctoral and masters level students who are admitted to and pursuing other disciplines are eligible for the certificate program in higher education. Students must complete and submit the Graduate Certificate in Higher Education application. Enrollment may be limited based on class size. Students must earn a B or better in all courses. Certificates will be awarded upon the student’s successful completion of the certificate requirements. Application may be submitted at any time during an academic term. Accepted students can begin taking classes the follow term of acceptance All applicants must review and follow the Graduate College Admission and Registration Requirements. Students are accepted into a certificate 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. Plan Requirements Total Credits Required: 15 Course Requirements Core – Credits: 12 Complete 12 hours from the following courses: EDH 607 - Leadership Development Seminar EDH 609 - Leading Diverse Organizations EDH 627 - Student Learning and Development Graduate Catalog • College of Education 87 EDH 703 - History of American Higher Education Representative occupations include educational psychologist, program evaluator, director of school counseling, school EDH 710 - Finance and Budgeting in Higher Education counselor educator, educational assessment coordinator, school EDH 715 - Theory of Educational Organizations psychologist, and employee training specialist. Graduates from the school psychology specialization strand can find EDH 733 - The Professorate employment in universities, public and private schools, and as EDH 738 - Public Policy in Higher and Post-Secondary mental health service providers in agencies and private practice. Education For more information about your program, including your EDH 742 - Academic Governance in Higher Education graduate program handbook and learning outcomes, please visit the Degree Directory. EDH 780 - Seminar: Teaching in Higher Education Plan Admission Requirements Electives Course – Credits: 3 Application deadlines available on the UNLV Graduate College Complete a minimum of 3 hours from the following courses: website. Applications available on the UNLV Graduate College EDH 603 - Sport in Higher Education website. EDH 705 - HE Law-Doctoral Admission to the Foundations Post-Master’s, School Psychology, and School Counselor Tracks will be limited to EDH 708 - The American Community College the most qualified applicants based on a combination of the EDH 750 - Special Topics in Higher Education following: Certificate Requirements 1. An undergraduate grade point average of 3.00 or above. Student must complete a minimum of 15 credit hours with a 2. If graduate course work has been completed, a graduate minimum GPA of 3.00. grade point average of 3.00 or above. 3. Preference given to scores that relate to the 50th percentile Plan Certificate Completion Requirements or better on the verbal and quantitative sections of the The student must submit all required forms to the Graduate Graduate Record Examination (GRE). College and then apply for graduation in MyUNLV by the 4. A score of 600 or above on the Test of English as a Foreign appropriate deadline. Language (TOEFL) is also required for students who do not speak English as their language. Doctor of Philosophy - Educational Psychology 5. Three letters of reference from university faculty or other Plan Description individuals qualified to judge the applicant’s academic The Educational Psychology Ph.D. is designed to provide potential. advanced studies in educational psychology with four primary 6. The applicant’s statement of professional interests and strands: 1) Educational Psychology Foundations with specialty goals. area emphases in educational assessment, program evaluation, 7. A scholarly or professional writing sample. research, and learning in school and related domains, 2) Post- 8. Graduate College application is available online. Bachelors Educational Psychology Foundations, 3) School Applications for admission will be considered once a year. Psychology, and 4) School Counselor Education. This program The deadline for the receipt of applications is February. will provide opportunities for students to become independent Foundations Post-Master’s Track scholars who are able to make significant contributions to Students must have a master’s equivalent degree to be knowledge in specialized areas of educational psychology considered for admission. where both regional and national need for trained professionals has been identified. School Psychology Track Students must have a bachelor’s degree. Many students The four strands in the program focus on the outcomes and admitted for this strand have completed their Ed.S. from a processes that promote more effective learning in school based NASP-approved program, or its equivalent, as evidence of the and related applications. Students in all strands will take core knowledge base of a professional school psychologist. Students courses in: 1) research methods and statistics, 2) learning without this foundation are considered for admission with and cognition, and 3) advanced studies in a domain of school understanding that their programs of study will include content curriculum, school counselor education, or school psychology. from our Ed.S. program. All students will be actively involved in research and research- related activities throughout their program of study. Students School Counselor Track in the Post-Bachelor Foundation strand will be eligible to earn Students must have a master’s degree in a school counseling a Master of Science in Educational Psychology. The program program accredited by the council for Accreditation of Counseling will prepare students for a variety of professional careers and Related Educational Programs (CACREP) or must have related to teaching, research, and professional practice in both completed the substantial equivalent of such program. Students academic and nonacademic settings. For example, students will with degrees in other counseling specialties will be considered be prepared to fill faculty, research, or assessment positions at for admission with the understanding that additional course work academic institutions, such as universities, community colleges, will be required as part of their doctoral programs. and K-12 school districts.

88 Graduate Catalog • College of Education Admission to the Foundations Post-Bachelor’s Track will be Emphasis Area Courses – Credits: 12 limited to the most qualified applicants who also aim to pursue Complete 12 credits of advisor-approved coursework within a a research program based on a combination of the following: disciplinary content area of emphasis. 1. An undergraduate grade-point average of 3.25 or above. Dissertation – Credits: 12 2. If graduate coursework has been completed, a graduate, • EPY 799 - Dissertation grade-point average of 3.25 or above. Degree Requirements 3. Students must score at or above the 50th percentile on the 1. Student must successfully complete a minimum of 67 credit verbal and quantitative sections of the Graduate Record hours while maintaining a grade point average of 3.00 or Examination (GRE). better in the program and a grade of B or better in core 4. A score of 600 or above on the Test of English as a Foreign course work. Language (TOEFL) is also required for students who do not 2. Of the 67 credits, 18 must be in coursework tailored for the speak English as their first language. area of focus in the strand. 5. Three letters of reference from university faculty or other 3. Of the 67 credits, 25 are in courses shared with other individuals qualified to judge the applicant’s academic doctoral programs in the department. potential. 4. In consultation with his/her advisor, a student will organize 6. The applicant must submit a statement of professional a dissertation committee of at least three departmental interests and goals which explicitly indicates both a members. In addition, a fourth member from outside the potential area of research and names a faculty mentor. department, known as the Graduate College Representative, All domestic and international applicants must review and must be appointed. An additional committee member may follow the Graduate College Admission and Registration be added at the student and department’s discretion. Please Requirements. see Graduate College policy for committee appointment guidelines. Students are accepted into a degree program as described in 5. Specific specialization courses in the assessment, program the Graduate Catalog. The faculty and corresponding sub- evaluation, research, and learning in school domains disciplines and sub-plans within the described programs are strands are determined by the student in consultation with subject to change at any time. her or his committee. Plan Requirements 6. In addition to the required specialization courses, each See Subplan Requirements Below. student, in consultation with advisor and doctoral committee, selects an individual emphasis area and Subplan 2: Foundations Post-Bachelor’s Track determines the specific courses to be completed. Subplan 1 Requirements: Foundations Post-Master’s 7. Each student must satisfy a scholarly paper requirement Track by the time he or she has completed 36 credits (Review I). Total Credits Required: 67 The student must be primarily responsible for carrying out Course Requirements and reporting a study under the supervision of a program Proseminar Course – Credits: 1 faculty member. The requirement may be fulfilled in one • EPY 701 - Proseminar in Educational Psychology of two ways. First, the study may involve the collection Research Methods Courses – Credits: 15 and analysis of some empirical data (for example, a pilot • EPY 718 - Qualitative Research Methodologies study) resulting in a scholarly paper that is submitted • EPY 719 - Advanced Qualitative Research to either a professional journal or as a proposal to an • EPY 722 - Inferential Statistics and Experimental Design annual conference of a national organization. Second, the • EPY 723 - Theory and Practice of Human Measurement I paper may consist of a literature review that is submitted • EPY 732 - Multiple Regression and Path Analysis for publication in a quality, peer-reviewed journal or submitted for presentation at a national conference. Prior Learning Theory Courses – Credits: 9 to beginning, projects must be approved by a supervising • EPY 757 - Theory and Philosophy of Educational faculty member. Once completed, students must submit to Psychology the program coordinator(s): (a) a copy of the paper, (b) a • EPY 767 - Human Learning and Cognition submission acknowledgment, and (c) a completed Review I • EPY 777 - Cognitive Development form from the supervising faculty member. Specialization Courses – Credits: 18 8. Each student must take the preliminary examination • EPY 733 - Multivariate Statistics (Review II). This second formal assessment, typically and completed during the last semester of formal classwork, is One of the following 3 courses an examination that will focus on areas of knowledge that • EPY 728 - Applied Classroom Research are most relevant to the student’s proposed dissertation • EPY 729 - Qualitative Case Study Research topic. The student and his/her committee will determine the • EPY 738 - Discourse Analysis content of this examination format in that it will focus on and in-depth reading and writing directly related to the student’s proposed dissertation topic as well as on the student’s Complete 12 credits of advisor-approved coursework within mastery of previously learned core information. your specified research area of focus.

Graduate Catalog • College of Education 89 9. After successfully completing Review I (i.e., satisfying the • EPY 767 - Human Learning and Cognition scholarly product requirement) and Review II (i.e., passing • EPY 777 - Cognitive Development the preliminary examination), students can then submit a Specialization Elective Course – Credits: 3 formal dissertation proposal to their doctoral committee Complete one of the following courses: and submit the accompanying “Dissertation Prospectus” • EPY 728 - Applied Classroom Research form to the Graduate College. The doctoral committee • EPY 729 - Qualitative Case Study Research will meet and determine whether to accept or reject the • EPY 738 - Discourse Analysis prospectus. A prospectus can be accepted provisionally given that the student follows the committee’s suggestions Specialization Focus Courses – Credits: 12 in the dissertation. Upon completion of the full dissertation, Complete 12 credits of advisor-approved coursework within a defense will be scheduled. This defense will be scheduled your specified research area of focus. and conducted in accordance with the Graduate College’s Emphasis Area Courses – Credits: 12 policies for thesis and dissertation completion. It is the Complete 12 credits of advisor-approves coursework within a student’s responsibility to file the required “Notification disciplinary content area of emphasis. of Oral or Written Examination” form with the Graduate College in a timely manner. Dissertation – Credits: 12 • EPY 799 - Dissertation Graduation Requirements 1. The student must submit all required forms to the Graduate Degree Requirements College and then apply for graduation up to two semesters 1. Student must successfully complete a minimum of 99 credit prior to completing his/her degree requirements. hours while maintaining a grade point average of 3.00 or 2. The student must submit and successfully defend his/her better in the program and a grade of B or better in core dissertation by the posted deadline. The defense must be course work. advertised and is open to the public. 2. In consultation with his/her advisor, a student will organize 3. The student must submit his/her approved, properly a thesis committee of at least three departmental members. formatted hard-copy document to the Graduate College, In addition, a fourth member from outside the department, and submit the approved electronic version to ProQuest by known as the Graduate College Representative, must the posted deadline. be appointed. An additional committee member may be Subplan 2 Requirements: Foundations Post-Bachelor’s Track added at the student and department’s discretion. Please see Graduate College policy for committee appointment Total Credits Required: 97 guidelines. Course Requirements 3. In consultation with his/her advisor, a student will organize Required Courses – Credits: 1 a dissertation committee of at least three departmental • EPY 701 - Proseminar in Educational Psychology members. In addition, a fourth member from outside the Learning and Development Courses – Credits: 6 department, known as the Graduate College Representative, • EPY 711 - Human Growth and Development must be appointed. An additional committee member may • EPY 712 - Foundations of Learning and Cognition be added at the student and department’s discretion. Please see Graduate College policy for committee appointment Research Courses – Credits: 9 guidelines. • EPY 702 - Research Methods 4. Specific specialization courses in the assessment, program • EPY 721 - Descriptive and Inferential Statistics: An evaluation, research, and learning in school domains Introduction strands are determined by the student in consultation with • EPY 723 - Theory and Practice of Human Measurement I her or his committee. Elective Courses – Credits: 12 5. In addition to the required specialization courses, each Students must complete a minimum 12 credit hours of advisor- student, in consultation with advisor and doctoral approved electives. committee, selects an individual emphasis area and determines the specific courses to be completed. Thesis – Credits: 6 6. Each student must satisfy a scholarly paper requirement by • EPY 749 - Thesis the time he or she has completed 36 credits beyond the MS After successfully completing the requirements above, students degree credits (Review I). The student must be primarily are eligible to earn the Master of Science - Educational Psychology. responsible for carrying out and reporting a study under the Research Methods Courses – Credits: 15 supervision of a program faculty member. The requirement • EPY 718 - Qualitative Research Methodologies may be fulfilled in one of two ways. First, the study may • EPY 719 - Advanced Qualitative Research involve the collection and analysis of some empirical • EPY 722 - Inferential Statistics and Experimental Design data (for example, a pilot study) resulting in a scholarly • EPY 732 - Multiple Regression and Path Analysis paper that is submitted to either a professional journal • EPY 733 - Multivariate Statistics or as a proposal to an annual conference of a national organization. Second, the paper may consist of a literature Learning Theory Courses – Credits: 9 review that is submitted for publication in a quality, peer- • EPY 757 - Theory and Philosophy of Educational reviewed journal or submitted for presentation at a national Psychology 90 Graduate Catalog • College of Education conference. Prior to beginning, projects must be approved Subplan 3 Requirements: School Psychology Track by a supervising faculty member. Once completed, students Total Credits Required: 67 must submit to the program coordinator(s): (a) a copy of Course Requirements the paper, (b) a submission acknowledgment, and (c) a Proseminar Course – Credits: 1 completed Review I form from the supervising faculty • EPY 701 - Proseminar in Educational Psychology member. Research Methods Courses – Credits: 12 7. Each student must take the preliminary examination • EPY 718 - Qualitative Research Methodologies (Review II). This second formal assessment, typically • EPY 722 - Inferential Statistics and Experimental Design completed during the last semester of formal classwork, is • EPY 723 - Theory and Practice of Human Measurement I an examination that will focus on areas of knowledge that • EPY 730 - Advanced Research Methods are most relevant to the student’s proposed dissertation topic. The student and his/her committee will determine the Additional Research Methods Course – Credits: 3 content of this examination format in that it will focus on Complete one of the following courses: in-depth reading and writing directly related to the student’s • EPY 716 - Evaluation Research Methods proposed dissertation topic as well as on the student’s • EPY 719 - Advanced Qualitative Research mastery of previously learned core information. • EPY 724 - Theory and Practice of Human Measurement II 8. After successfully completing Review I (i.e., satisfying the • EPY 733 - Multivariate Statistics scholarly product requirement) and Review II (i.e., passing • EPY 787 - Individual Research the preliminary examination), students can then submit a • EPY 790 - Research Seminar in EPY formal dissertation proposal to their doctoral committee Learning Theory Courses – Credits: 9 and submit the accompanying “Dissertation Prospectus” • EPY 757 - Theory and Philosophy of Educational form to the Graduate College. The doctoral committee Psychology will meet and determine whether to accept or reject the • EPY 767 - Human Learning and Cognition prospectus. A prospectus can be accepted provisionally • EPY 777 - Cognitive Development given that the student follows the committee’s suggestions in the dissertation. Upon completion of the full dissertation, Specialization Courses – Credits: 18 a defense will be scheduled. This defense will be scheduled Complete 18 credits of advisor-approved coursework within and conducted in accordance with the Graduate College’s your specified research area of focus. policies for thesis and dissertation completion. It is the Emphasis Area Courses – Credits: 12 student’s responsibility to file the required “Notification Complete 12 credits of advisor-approved coursework within a of Oral or Written Examination” form with the Graduate disciplinary content area of emphasis. College in a timely manner. Dissertation – Credits: 12 Graduation Requirements • EPY 799 - Dissertation 1. 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. 1. Student must successfully complete a minimum of 67 credit 2. The student must submit and successfully defend his/her hours while maintaining a grade point average of 3.00 or thesis after 27 credits of initial coursework and a minimum better in the program and a grade of B or better in core of 6 credits of thesis coursework to be completed by the course work. posted deadline to be eligible to earn the Master of Science 2. Of the 67 credits, 18 must be in coursework tailored for the - Educational Psychology. The defense must be advertised area of focus in the strand. and is open to the public. 3. Of the 67 credits, 25 are in courses shared with other 3. The student must submit his/her approved, properly doctoral programs in the department. formatted hard-copy document to the Graduate College, 4. In consultation with his/her advisor, a student will organize and submit the approved electronic version to ProQuest by a dissertation committee of at least three departmental the posted deadline. members. In addition, a fourth member from outside the 4. The student must submit and successfully defend his/ department, known as the Graduate College Representative, her dissertation after a minimum of 87 credits of initial must be appointed. An additional committee member may coursework and a minimum of 12 credits of dissertation be added at the student and department’s discretion. Please coursework and have it completed by the posted deadline to see Graduate College policy for committee appointment be eligible to earn the Doctor of Philosophy - Educational guidelines. Psychology. The defense must be advertised and is open to 5. Specific specialization courses in the assessment, program the public. evaluation, research, and learning in school domains 5. The student must submit his/her approved, properly strands are determined by the student in consultation with formatted hard-copy document to the Graduate College, her or his committee. and submit the approved electronic version to ProQuest by 6. In addition to the required specialization courses, each the posted deadline. student, in consultation with advisor and doctoral committee, selects an individual emphasis area and determines the specific courses to be completed.

Graduate Catalog • College of Education 91 7. Each student must satisfy a scholarly paper requirement Subplan 4 Requirements: School Counselor Track by the time he or she has completed 36 credits (Review I). Total Credits Required: 67 The student must be primarily responsible for carrying out Course Requirements and reporting a study under the supervision of a program Proseminar Course - Credits: 1 faculty member. The requirement may be fulfilled in one • EPY 701 - Proseminar in Educational Psychology of two ways. First, the study may involve the collection Research Methods Courses – Credits: 12 and analysis of some empirical data (for example, a pilot • EPY 718 - Qualitative Research Methodologies study) resulting in a scholarly paper that is submitted • EPY 722 - Inferential Statistics and Experimental Design to either a professional journal or as a proposal to an • EPY 723 - Theory and Practice of Human Measurement I annual conference of a national organization. Second, the • EPY 730 - Advanced Research Methods paper may consist of a literature review that is submitted for publication in a quality, peer-reviewed journal or Additional Research Methods Course – Credits: 3 submitted for presentation at a national conference. Prior Complete one of the following courses: to beginning, projects must be approved by a supervising • EPY 716 - Evaluation Research Methods faculty member. Once completed, students must submit to • EPY 719 - Advanced Qualitative Research the program coordinator(s): (a) a copy of the paper, (b) a • EPY 724 - Theory and Practice of Human Measurement II submission acknowledgment, and (c) a completed Review I • EPY 733 - Multivariate Statistics form from the supervising faculty member. • EPY 787 - Individual Research 8. Each student must take the preliminary examination • EPY 790 - Research Seminar in EPY (Review II). This second formal assessment, typically Learning Theory Courses – Credits: 9 completed during the last semester of formal classwork, is • EPY 757 - Theory and Philosophy of Educational an examination that will focus on areas of knowledge that Psychology are most relevant to the student’s proposed dissertation • EPY 767 - Human Learning and Cognition topic. The student and his/her committee will determine the • EPY 777 - Cognitive Development content of this examination format in that it will focus on in-depth reading and writing directly related to the student’s Specialization Courses – Credits: 18 proposed dissertation topic as well as on the student’s Complete 18 credits of advisor-approved coursework within mastery of previously learned core information. your specified research area of focus. 9. After successfully completing Review I (i.e., satisfying the Emphasis Area Courses – Credits: 12 scholarly product requirement) and Review II (i.e., passing Complete 12 credits of advisor-approves coursework within a the preliminary examination), students can then submit a disciplinary content area of emphasis. formal dissertation proposal to their doctoral committee and submit the accompanying “Dissertation Prospectus” Dissertation – Credits: 12 form to the Graduate College. The doctoral committee • EPY 799 - Dissertation will meet and determine whether to accept or reject the Degree Requirements prospectus. A prospectus can be accepted provisionally 1. Student must successfully complete a minimum of 67 credit given that the student follows the committee’s suggestions hours while maintaining a grade point average of 3.00 or in the dissertation. Upon completion of the full dissertation, better in the program and a grade of B or better in core a defense will be scheduled. This defense will be scheduled course work. and conducted in accordance with the Graduate College’s 2. Of the 67 credits, 18 must be in coursework tailored for the policies for thesis and dissertation completion. It is the area of focus in the strand. student’s responsibility to file the required “Notification 3. Of the 67 credits, 25 are in courses shared with other of Oral or Written Examination” form with the Graduate doctoral programs in the department. College in a timely manner. 4. In consultation with his/her advisor, a student will organize Graduation Requirements a dissertation committee of at least three departmental 1. The student must submit all required forms to the Graduate members. In addition, a fourth member from outside the College and then apply for graduation up to two semesters department, known as the Graduate College Representative, prior to completing his/her degree requirements. must be appointed. An additional committee member may 2. The student must submit and successfully defend his/her be added at the student and department’s discretion. Please dissertation by the posted deadline. The defense must be see Graduate College policy for committee appointment advertised and is open to the public. guidelines. 3. The student must submit his/her approved, properly 5. Specific specialization courses in the assessment, program formatted hard-copy document to the Graduate College, evaluation, research, and learning in school domains and submit the approved electronic version to ProQuest by strands are determined by the student in consultation with the posted deadline. her or his committee. 6. In addition to the required specialization courses, each student, in consultation with advisor and doctoral committee, selects an individual emphasis area and determines the specific courses to be completed.

92 Graduate Catalog • College of Education 7. Each student must satisfy a scholarly paper requirement Subplan 1 Requirements: Foundations Post-Master’s Track by the time he or she has completed 36 credits (Review I). Subplan 2 Requirements: Foundations Post-Bachelor’s The student must be primarily responsible for carrying out Track and reporting a study under the supervision of a program Subplan 3: School Psychology Track faculty member. The requirement may be fulfilled in one Subplan 4: School Counselor Track of two ways. First, the study may involve the collection and analysis of some empirical data (for example, a pilot Doctor of Philosophy - Higher Education study) resulting in a scholarly paper that is submitted Plan Description to either a professional journal or as a proposal to an The Doctor of Philosophy – Higher Education is grounded in annual conference of a national organization. Second, the the concept that successful higher educational leaders must be paper may consist of a literature review that is submitted well-informed and context sensitive professionals who make for publication in a quality, peer-reviewed journal or theory based, research supported, and data driven decisions. submitted for presentation at a national conference. Prior The primary objectives of the program are to: to beginning, projects must be approved by a supervising faculty member. Once completed, students must submit to 1. Prepare students for administrative positions in community the program coordinator(s): (a) a copy of the paper, (b) a colleges, four year colleges, universities, and other public submission acknowledgment, and (c) a completed Review I and private learning and policy environments; form from the supervising faculty member. 2. Prepare individuals for faculty positions in higher 8. Each student must take the preliminary examination education; and (Review II). This second formal assessment, typically 3. Assist doctoral students in the development of skills completed during the last semester of formal classwork, is in assessment and evaluation, research design, and an examination that will focus on areas of knowledge that quantitative and qualitative methodologies appropriate for are most relevant to the student’s proposed dissertation leadership roles as faculty or administrators in higher and topic. The student and his/her committee will determine the postsecondary education. content of this examination format in that it will focus on Students can elect to specialize in any of three emphasis in-depth reading and writing directly related to the student’s areas: higher education leadership, including university and proposed dissertation topic as well as on the student’s community college leadership; higher education policy and mastery of previously learned core information. planning; and student affairs leadership. 9. After successfully completing Review I (i.e., satisfying the scholarly product requirement) and Review II (i.e., passing For more information about your program, including your the preliminary examination), students can then submit a graduate program handbook and learning outcomes, please visit formal dissertation proposal to their doctoral committee the Degree Directory. and submit the accompanying “Dissertation Prospectus” Plan Admission Requirements form to the Graduate College. The doctoral committee Application deadlines available on the UNLV Graduate College will meet and determine whether to accept or reject the website. Applications available on the UNLV Graduate College prospectus. A prospectus can be accepted provisionally website. given that the student follows the committee’s suggestions in the dissertation. Upon completion of the full dissertation, Entrance to the Ph.D. program requires candidates to complete a defense will be scheduled. This defense will be scheduled three steps. Current application deadlines are posted on the and conducted in accordance with the Graduate College’s website . policies for thesis and dissertation completion. It is the Minimum admission requirements for UNLV’s Graduate student’s responsibility to file the required “Notification College include: of Oral or Written Examination” form with the Graduate College in a timely manner. 1. Completed application for admission and the nonrefundable application fee; Graduation Requirements 2. One copy of official transcripts from all institutions 1. The student must submit all required forms to the Graduate attended after high school, including verification of a College and then apply for graduation up to two semesters master’s degree from an accredited college or university. prior to completing his/her degree requirements. 2. The student must submit and successfully defend his/her More information is available on the Graduate College website. dissertation by the posted deadline. The defense must be Additional materials each candidate must also upload with the advertised and is open to the public. application: 3. The student must submit his/her approved, properly formatted hard-copy document to the Graduate College, 1. Personal Statement of Professional Aspirations; and submit the approved electronic version to ProQuest by 2. A professional resumé or vita; the posted deadline. 3. Verification of experience in higher education or related field; Plan Graduation Requirements 4. Scores from the Graduate Record Exam (GRE), the Refer to your subplan for Graduation Requirements. Graduate Management Admission Test (GMAT) or the Law School Admissions Test (LSAT). Score should be no more than five years old; Graduate Catalog • College of Education 93 5. Two letters of nomination/ professional reference; Specialization Courses – Credits: 15 6. Evidence of writing ability; see the website for specifics. Complete 15 credits from the following courses in consultation with your program of study chair. In the final step after reviewing all material, a select number of candidates will be invited for an interview with department EDH 607 - Leadership Development Seminar faculty. The interview enables candidates to demonstrate EDH 609 - Leading Diverse Organizations their oral communication skills, commitment to continuing professional development, and to show their leadership, EDH 618 - Facilities Management and Campus Planning learning, and educational philosophy. Final admission will be EDH 719 - Institutional Advancement based on evaluation of all application materials, including the interview. EDH 624 - Readings in Student Personnel Issues For specific information on the Department Educational EDH 706 - Current Issues in Higher Ed Psychology & Higher Education’s Higher Education Ph.D. EDH 708 - The American Community College programs, please visit the website. Applicants interested in receiving a graduate assistantship must complete the Graduate EDH 732 - Readings in Administration of Higher Education Assistantship Application found on the Graduate College EDH 733 - The Professorate website . Potential students should also inform the program or doctoral admissions coordinator of their interest in the program. EDH 737 - Ethical Dimensions of Higher Education Leadership All domestic and international applicants must review and EDH 739 - Organization Change & Innovation in Higher follow the Graduate College Admission and Registration Education Requirements. EDH 740 - Comparative and International Higher Education Students are accepted into a degree program as described in EDH 742 - Academic Governance in Higher Education the Graduate Catalog. The faculty and corresponding sub- disciplines and sub-plans within the described programs are EDH 745 - Institutional Planning in Higher Education subject to change at any time. EDH 750 - Special Topics in Higher Education Plan Requirements EDH 780 - Seminar: Teaching in Higher Education Total Credits Required: 66 Course Requirements EDH 791 - Doctoral Independent Study Required Core Courses – Credits: 15 Internship Course – Credits: 3 EDH 703 - History of American Higher Education EDH 790 - Doctoral Internship EDH 710 - Finance and Budgeting in Higher Education Prospectus Course – Credits: 3 EDH 715 - Theory of Educational Organizations EDH 796 - Dissertation Proposal Preparation EDH 738 - Public Policy in Higher and Post-Secondary Dissertation – Credits: 12 Education EDH 799 - Dissertation EDH 705 - HE Law-Doctoral Degree Requirements 1. Students must complete a minimum of 66 credit hours of Or approved course work with a minimum GPA of 3.00. EDH 742 - Academic Governance in Higher Education 2. Students without a background in statistics may take EPY 721 – Descriptive/Inferential Statistics, but the course will Required Research Courses – Credits: 12 not count as credits toward the doctoral program. EDH 707 - Designing & Critiquing Research In Education 3. In consultation with his/her advisor, a student will organize EPY 716 - Evaluation Research Methods a dissertation committee of at least three departmental members. In addition, a fourth member from outside the EPY 722 - Inferential Statistics and Experimental Design department, known as the Graduate College Representative, EPY 718 - Qualitative Research Methodologies must be appointed. An additional committee member may be added at the student and department’s discretion. Please Research Elective Courses – Credits: 6 see Graduate College policy for committee appointment Complete two of the following courses in consultation with guidelines. your program of study chair. 4. The doctoral comprehensive examination consists of EPY 719 - Advanced Qualitative Research two parts: A core examination and an individualized examination. Part I: Core examination: EPY 729 - Qualitative Case Study Research a. The core examination is offered twice a year EPY 732 - Multiple Regression and Path Analysis (usually September and February). Students should take this examination as early in their programs as EPY 733 - Multivariate Statistics possible. Students are eligible to the Comprehensive Examinations if they have passed all core courses with a “B-” or better. No student with anything less than 94 Graduate Catalog • College of Education a “B-” in any core course will be allowed to take the 6. Students must complete the residency requirement. Comprehensive Examination. A core course may be Residency requirements are met following the completion repeated, allowing the student an opportunity to earn a of 42 credit hours, the comprehensive examinations, and by “B-” or better. completing these outcomes: b. To be eligible to sit for this examination, students must a. Completion of remaining course work, including have completed the required core courses, the required research courses and electives. research courses, and the methodology course. b. Combination of doctoral internships and/or independent c. Each section of the comprehensive examination is taken studies, as advised by student’s doctoral advisor. over a two week period. c. Successful completion of EDH 790 – Doctoral d. Section One: Covers research design. It draws heavily Internship and EDH 796 –Dissertation Proposal on EDH 707 and the research core. Students are Preparation. encouraged to integrate information from other methods d. Completion of a national presentation and/or a courses into their answers. Information about this manuscript submitted for publication consideration. question is provided to students prior to the examination. 7. Students may use three credits of dissertation hours (EDH e. Section Two: Affords student the opportunity to integrate 799) towards their residency. basic historical, organizational, financial/economic, 8. Residency requirements must be fulfilled prior to the policy, and legal perspectives into a discussion of one dissertation proposal defense. Students must review an or more current issues. Faculty members will meet with outcomes checklist with their advisors prior to the proposal students prior to distributing this question to talk about defense to verify completion of residency. Upon completion specific, appropriate issues that may be addressed in this of residency students should have 9 to 12 dissertation section of the exam. credits remaining in the program of study. f. The evaluation rubric is available for download from the Plan Graduation Requirements department website. Students who do not pass a section 1. The student must submit all required forms to the Graduate of the comprehensive exams meet with their current College and then apply for graduation up to two semesters advisor to discuss options and potential remedies. prior to completing his/her degree requirements. g. The purpose of the individualized examination is to help 2. The student must submit and successfully defend his/her students fill in gaps in their knowledge base and to help dissertation by the posted deadline. The defense must be them move forward into the dissertation stage of the advertised and is open to the public. program. 3. The student must submit his/her approved, properly 5. All students are required to engage in an internship formatted hard-copy dissertation to the Graduate College, experience. Each internship is an individually designed, and submit the approved electronic version to ProQuest by semester-long experience that can be repeated for credit the posted deadline. for up to a maximum of 6 hours. Ordinarily, the internship is completed after the student has successfully passed the core comprehensive examination. There are three types of internships for doctoral students: Administrative, Teaching, and Research. a. Administrative internships enable students to apply theory to practice. Internship placements are available in a variety of professional settings including UNLV, the Community College of Southern Nevada, Nevada State College, the Nevada System of Higher Education administrative departments, as well as in neighboring institutions of higher education and government policy and business environments. These are challenging experiences in which students are expected to make meaningful contributions that advance the goals of the host site. b. Teaching internships are done under the aegis of a faculty member. Doctoral teaching assistants may team with a faculty member in a Master’s course or teach undergraduate courses. c. Research internships are usually done with the student’s doctoral chair. These internships allow students to team with a faculty member on a research-based project, which may entail design, data collection, analysis, or writing.

Graduate Catalog • College of Education 95 Doctor of Philosophy - Learning Sciences Plan Requirements Total Credits Required: 67 Plan Description Course Requirements The Learning Science Ph.D. is an academic program with Proseminar Course - Credits: 1 an emphasis on the design and evaluation of learning • EPY 701 - Proseminar in Educational Psychology environments, including but not limited to technology-rich environments. Students take core courses in: 1) the learning Learning Sciences Core – Credits: 15 sciences, 2) research methods and statistics, and 3) advanced • EPY 690 - Introduction to the Learning Sciences studies in a specialization area. The specialization areas are: (a) • EPY 717 - Analysis of Applied Learning Principles and learning technology, (b) educational data science and statistics, Educational Media (c) learning policy and organizational change, and (d) cognitive • CIT 778 - Instructional Design and developmental sciences. All students will be actively • EPY 767 - Human Learning and Cognition involved in research and research-related activities throughout • EPY 770 - Cognition and Instruction their program of study. Core Research Courses – Credits: 15 The program will prepare students for a variety of professional • EPY 718 - Qualitative Research Methodologies careers related to teaching and learning in both academic • EPY 722 - Inferential Statistics and Experimental Design and nonacademic settings. Graduates of the program will be • EPY 723 - Theory and Practice of Human Measurement I prepared for a variety of professional positions (e.g., university • EPY 730 - Advanced Research Methods and community college faculty, curriculum specialists, learning • EPY 732 - Multiple Regression and Path Analysis and technology specialists, employee training specialists, Additional Research Courses – Credits: 6 program evaluators, and instructional technology coordinators). Complete two of the following courses: For more information about your program, including your • EPY 716 - Evaluation Research Methods graduate program handbook and learning outcomes, please visit • EPY 719 - Advanced Qualitative Research the Degree Directory. • EPY 724 - Theory and Practice of Human Measurement II • EPY 726 - Advanced Evaluation Research Methods Plan Admission Requirements • EPY 729 - Qualitative Case Study Research Application deadlines available on the UNLV Graduate College • EPY 731 - Mixed Methods Research website. Applications available on the UNLV Graduate College • EPY 733 - Multivariate Statistics website. • EPY 734 - Latent Variable Models: Factor Analysis and Admission will be limited to the most qualified applicants based SEM on a combination of the following: • EPY 738 - Discourse Analysis • EPY 745 - Categorical/Nonparametric Data Analysis 1. An undergraduate grade point average of 3.00 or above. • EPY 746 - Multilevel Statistical Models: Theory and 2. If graduate course work has been completed, a graduate Application grade point average of 3.00 or above. 3. Preference given to students whose scores relate to the 50th Specialization Courses – Credits: 9 percentile or better on the verbal and quantitative sections Complete 9 credits of advisor-approved coursework within of the Graduate Record Examination (GRE). one of the following specialization areas: (a) Learning 4. A score of 600 or above on the Test of English as a Foreign Technologies, (b) Educational Data Science and Statistics, (c) Language (TOEFL) is also required for students who do not Learning Policy and Organizational Change, or (d) Cognitive speak English as their first language. and Developmental Sciences. 5. Three letters of reference from university faculty or other Illustrative learning technology courses include, but are not individuals qualified to judge the applicant’s academic limited to: potential. • CS 620 - Human-Computer Interaction 6. The applicant’s statement of professional interests and • CIT 770 - Foundations in Technology & Learning goals. • CIT 773 - Interaction Design 7. Graduate College application is available online. • CIT 774 - Behavioral Sciences & Technology All domestic and international applicants must review and • CIT 775 - Affect & Technology follow the Graduate College Admission and Registration • CIT 776 - Emerging Technologies for Learning Requirements. • CIT 780 - Educational Technology Research and Practice • MIS 746 - Information Systems Project Management Students are accepted into a degree program as described in • MIS 764 - Electronic Commerce the Graduate Catalog. The faculty and corresponding sub- disciplines and sub-plans within the described programs are Illustrative data science and statistics courses include, but are subject to change at any time. not limited to: EPY 734 - Latent Variable Models: Factor Analysis and SEM • PSY 712 - Psychometrics • ITE 651 - Managing Big Data and Web Databases • MIS 776 - Business Intelligence

96 Graduate Catalog • College of Education Illustrative learning policy and organizational change courses of the internship is to provide students with real-world include, but are not limited to: experience in designing, implementing, or evaluating a • EPL 731 - Leadership in a Digital Age learning environment, so as to augment students’ depth of • EPL 732 - School and Community Leadership knowledge and skills as Learning Scientists. The internship • EPL 737 - Systematic Professional Development and is also intended to enhance students’ employability. The Instructional Supervision internship, which may be paid or unpaid, must be with • EPY 742 - Language Diversity, Educational Policy & an employer (for example, text book publisher, school Equity district, U.S. military, hotel/casino, museum); these may • EDH 738 - Public Policy in Higher and Post-Secondary include appropriate units at UNLV outside of academic Education departments. The internship may, however, also be part of • EDH 739 - Organization Change & Innovation in Higher an academic research partnership involving these entities. Education The student is responsible for securing an internship • PSC 723 - Policy Analysis opportunity. The internship may be completed at any point in the program prior to advancement to candidacy. Illustrative cognitive and developmental sciences courses 5. The internship must result in an academic research product include, but are not limited to: (paper or report) that is partially or fully authored by the • EPY 777 - Cognitive Development student. Proposals for internships that specify the employer, • EPY 768 - Problem Solving and Reasoning end product, and nature of the work must be approved by • PSY 718 - Cognitive Science the student’s advisor before the internship commences. • PSY 721 - Developmental Science 6. In consultation with his/her advisor, a student will organize a • COM 781 - Seminar in Argumentation dissertation committee of at least three program members. In • PHIL 634 - Philosophy Cognitive Science addition, a fourth member from outside the program, known • PHIL 640 - Theory of Knowledge as the Graduate College Representative, must be appointed. Elective Courses – Credits: 6 An additional committee member may be added at the Student must take a minimum of 6 credit hours of advisor- student and department’s discretion. The committee must approved elective courses that fall within any of the other be chaired by a program faculty member with a primary program specialization areas or their own specialization courses. affiliation with the Department of Educational Psychology and Higher Education or co-chaired by such a faculty Internship – Credits: 3 member and a program faculty member with a primary • EPY 794 - Internship affiliation in another department. Please see Graduate (See Degree Requirement #4 below) College policy for committee appointment guidelines. Dissertation – Credits: 12 7. Students must successfully complete a preliminary • EPY 799 - Dissertation examination. This formal assessment will focus on areas Degree Requirements of knowledge that are most relevant to the student’s 1. Students must maintain a GPA of 3.00 or higher for all dissertation topic. The student and his/her committee will course work taken at the doctoral level. determine the content of this examination. The student 2. Residence Credit Requirement: A minimum of 50 percent of and his/her committee will determine the content of this the total credits required to complete the doctoral degree not examination format in that it will focus on in-depth reading including transferred and dissertation credits must be earned and writing directly related to the student’s proposed at UNLV after admission to the doctoral degree program. dissertation topic as well as on the student’s mastery of 3. Each student must satisfy a scholarly paper requirement previously learned core information. by the time he or she has completed 36 credits (Review I). 8. After successfully completing the scholarly paper The student must be primarily responsible for carrying out requirement and preliminary examination, students can and reporting a study under the supervision of a program submit a formal dissertation proposal to their doctoral faculty member. The requirement may be fulfilled in one committee and submit the accompanying “Prospectus of two ways. First, the study may involve the collection Approval” form from the Graduate College. The doctoral and analysis of some empirical data (for example, a pilot committee will determine the acceptability of the prospectus. study) resulting in a scholarly paper that is submitted Upon completion of the dissertation, a defense will be to either a professional journal or as a proposal to an scheduled and conducted in accordance with the Graduate annual conference of a national organization. Second, the College’s policies for thesis and dissertation completion. paper may consist of a literature review that is submitted Plan Graduation Requirements for publication in a quality, peer-reviewed journal or 1. The student must submit all required forms to the Graduate submitted for presentation at a national conference. Prior College and then apply for graduation up to two semesters to beginning, projects must be approved by a supervising prior to completing his/her degree requirements. faculty member. Once completed, students must submit 2. The student must submit and successfully defend his/her to the program coordinator: (a) a copy of the paper, (b) a dissertation by the posted deadline. The defense must be submission acknowledgment, and (c) a completed Review I advertised and is open to the public. form from the supervising faculty member. 3. The student must submit his/her approved, properly formatted 4. Students must complete a one-semester or summer hard-copy dissertation to the Graduate College, and submit the internship (EPY 794) with an employer. The purpose approved electronic version to ProQuest by the posted deadline. Graduate Catalog • College of Education 97 Dual Degree: Doctor of Philosophy - Educational may be admitted to the dual program by gaining admission to Psychology & Juris Doctor the Educational Psychology Ph.D. program after successful completion of the first year of law school with the consent of Plan Description both programs. The Educational Psychology Program in coordination with the UNLV Boyd School of law offers a dual JD/Ph.D. degree. The Under the terms and conditions of the program the Law Educational Psychology Ph.D. is designed to provide advanced School has agreed to accept 9 credits of course work from the studies in educational psychology with two primary strands: Educational Psychology Program toward the J.D. degree. The 1) Educational psychology with specialty area emphases in Educational Psychology Ph.D. Program has agreed to accept 12 educational assessment, program evaluation, research, and credits of course work from the Law School toward the Ph.D. learning in school domains, and 2) School Psychology. This degree. program will provide opportunities for students to become Students interested in the dual program should alert Graduate independent scholars who are able to make significant College admission personnel when commencing the admission contributions to knowledge in specialized areas of educational process. Students interested in the Dual Degree Program should psychology where both regional and national need for trained alert the Dual Degree Program Coordinator, Dr. Rebecca professionals has been identified. Nathanson, so that consultation on the admissions process can The two strands in the program focus on the outcomes and be initiated. processes that promote more effective learning in school based All domestic and international applicants must review and and related applications. Students in all strands will take core follow the Graduate College Admission and Registration courses in: 1) research methods and statistics, 2) learning Requirements. and cognition, and 3) advanced studies in a domain of school curriculum, school counselor education, or school psychology. Students are accepted into a degree program as described in All students will be actively involved in research and research- the Graduate Catalog. The faculty and corresponding sub- related activities throughout their program of study. The program disciplines and sub-plans within the described programs are will prepare students for a variety of professional careers subject to change at any time. related to teaching, research, and professional practice in both Plan Requirements academic and nonacademic settings. For example, students will See Subplan Requirements Below. be prepared to fill faculty, research, or assessment positions at academic institutions, such as universities, community colleges, Subplan 1 Requirements: Foundations Track and K-12 school districts. Total Credits Required: 135 Course Requirements Representative occupations include educational psychologist, Total Credits Required for the Doctor of Philosophy – program evaluator, director of school counseling, school Educational Psychology: 55 counselor educator, educational assessment coordinator, school psychologist, and employee training specialist. Graduates Proseminar Course – Credits: 1 from the school psychology specialization strand can find EPY 701 - Proseminar in Educational Psychology employment in universities, public and private schools, and as Research Methods Courses – Credits: 12 mental health service providers in agencies and private practice. EPY 718 - Qualitative Research Methodologies For more information about your program, including your EPY 722 - Inferential Statistics and Experimental Design graduate program handbook and learning outcomes, please visit the Degree Directory. EPY 723 - Theory and Practice of Human Measurement I Plan Admission Requirements EPY 730 - Advanced Research Methods Application deadlines available on the UNLV Graduate College Additional Research Methods Course – Credits: 3 website. Applications available on the UNLV Graduate College Complete one of the following courses: website. EPY 716 - Evaluation Research Methods Applicants to the J.D./Ph.D. program must submit formal applications for admission to both the William S. Boyd School EPY 719 - Advanced Qualitative Research of Law and to the Graduate College. Students must meet the EPY 724 - Theory and Practice of Human Measurement II requirements for admission to both programs. Admission requirements are the same as those stated under the regular EPY 733 - Multivariate Statistics J.D. and Educational Psychology Ph.D. programs. Current EPY 787 - Individual Research application deadlines are posted on the website. EPY 730 - Advanced Research Methods A dual program candidate must complete the Graduate College, Law School and Educational Psychology Program admission Learning Theory Courses – Credits: 9 processes in order to matriculate. Successful completion of the EPY 757 - Theory and Philosophy of Educational Psychology first year of law school is a precondition to commencement of EPY 767 - Human Learning and Cognition work on the Ph.D. program and waives the Master’s Degree prerequisite for entry to the program. A law school student EPY 777 - Cognitive Development

98 Graduate Catalog • College of Education Specialization Courses – Credits: 18 Graduation Requirements Complete 18 credits of advisor-approved coursework within See Plan Graduation Requirements below. your specified area of focus. Plan Degree Requirements Dissertation – Credits: 12 1. Students must be admitted to both the J.D. and Ph.D. EPY 799 - Dissertation programs with graduate standing. The candidates must successfully complete the 80 credit hours of Law course Total Credits Required for the Juris Doctor: 80 work and 55 credit hours of the Ph.D. required course Required Courses – Credits: 44 work. Directed Electives – Credits: 9 2. William S. Boyd School of Law cannot award credit for Free Electives – Credits: 27 any class taken before matriculation. J.D./Ph.D. candidates Degree Requirements are required to enroll at the Boyd School of Law and See Plan Degree Requirements below. complete one year of study before taking any Ph.D. Graduation Requirements courses. See Plan Graduation Requirements below. 3. Students in the J.D./Ph.D. program must remain in good standing in both J.D. and Ph.D. programs. Subplan 2 Requirements: School Psychology Track 4. Students must maintain a grade point average of 3.00 or Total Credits Required: 135 better in the program and a grade of B or better in core Course Requirements course work. Total Credits Required for the Doctor of Philosophy – 5. Of the 55 credits, 18 must be in coursework tailored for the Educational Psychology: 55 area of focus in the strand. Proseminar Course – Credits: 1 6. Of the 55 credits, 25 are in courses shared with other EPY 701 - Proseminar in Educational Psychology doctoral programs in the department. 7. In consultation with his/her advisor, a student will organize Research Methods Courses – Credits: 12 a dissertation committee of at least three departmental EPY 718 - Qualitative Research Methodologies members and one law school representative. In addition, EPY 722 - Inferential Statistics and Experimental Design a fifth member from outside the department, known as the Graduate College Representative, must be appointed. EPY 723 - Theory and Practice of Human Measurement I The Dual Degree Program Coordinator will sit on all EPY 730 - Advanced Research Methods dissertation committees. Please see Graduate College policy for committee appointment guidelines. Additional Research Methods Course – Credits: 3 8. Specific specialization courses in the assessment, program Complete one of the following courses: evaluation, research, and learning in school domains EPY 716 - Evaluation Research Methods strands are determined by the student in consultation with her or his committee. EPY 719 - Advanced Qualitative Research 9. In addition to the required specialization courses, each EPY 724 - Theory and Practice of Human Measurement II student, in consultation with advisor and doctoral committee, selects an individual emphasis area and EPY 733 - Multivariate Statistics determines the specific courses to be completed. EPY 787 - Individual Research 10. Each student must satisfy a scholarly paper requirement by the time he or she has completed 36 credits (Review I). EPY 790 - Research Seminar in EPY The student must be primarily responsible for carrying out Learning Theory Courses – Credits: 9 and reporting a study under the supervision of a program EPY 757 - Theory and Philosophy of Educational Psychology faculty member. The requirement may be fulfilled in one of two ways. First, the study may involve the collection EPY 767 - Human Learning and Cognition and 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 an Specialization Courses – Credits: 18 annual conference of a national organization. Second, the Complete 18 credits of advisor-approved coursework within paper may consist of a literature review that is submitted your specified area of focus. for publication in a quality, peer-reviewed journal or Dissertation – Credits: 12 submitted for presentation at a national conference. Prior EPY 799 - Dissertation to beginning, projects must be approved by a supervising faculty member. Once completed, students must submit to Total Credits Required for the Juris Doctor: 80 the program coordinator(s): (a) a copy of the paper, (b) a Required Courses – Credits: 44 submission acknowledgment, and (c) a completed Review I Directed Electives – Credits: 9 form from the supervising faculty member. Free Electives – Credits: 27 Degree Requirements See Plan Degree Requirements below.

Graduate Catalog • College of Education 99 11. Each student must take the preliminary examination Dual Degree: Doctor of Philosophy - Higher (Review II). This second formal assessment, typically Education & Juris Doctor completed during the last semester of formal classwork, is an examination that will focus on areas of knowledge that Plan Description are most relevant to the student’s proposed dissertation The Higher Education Program in coordination with the UNLV topic. The student and his/her committee will determine the Boyd School of law offers a dual J.D./Ph.D. degree. The Doctor content of this examination format in that it will focus on of Philosophy – Higher Education is grounded in the concept in-depth reading and writing directly related to the student’s that successful higher educational leaders must be well- proposed dissertation topic as well as on the student’s informed and context sensitive professionals who make theory mastery of previously learned core information. based, research supported, and data driven decisions. 12. After successfully completing Review I (i.e., satisfying the The primary objectives of the program are to: scholarly product requirement) and Review II (i.e., passing 1. Prepare students for administrative positions in community the preliminary examination), students can then submit a colleges, four year colleges, universities, and other public formal dissertation proposal to their doctoral committee and private learning and policy environments; and submit the accompanying “Dissertation Prospectus” 2. Prepare individuals for faculty positions in higher form to the Graduate College. The doctoral committee education; and will meet and determine whether to accept or reject the 3. Assist doctoral students in the development of skills prospectus. A prospectus can be accepted provisionally in assessment and evaluation, research design, and given that the student follows the committee’s suggestions quantitative and qualitative methodologies appropriate for in the dissertation. Upon completion of the full dissertation, leadership roles as faculty or administrators in higher and a defense will be scheduled. This defense will be scheduled postsecondary education. and conducted in accordance with the Graduate College’s policies for thesis and dissertation completion. It is the For more information about your program, including your student’s responsibility to file the required “Notification graduate program handbook and learning outcomes, please visit of Oral or Written Examination” form with the Graduate the Degree Directory. College in a timely manner. Plan Admission Requirements Plan Graduation Requirements Application deadlines available on the UNLV Graduate College 1. Students cannot graduate from one portion of the dual website. Applications available on the UNLV Graduate College degree until the requirements for both are met. Students website. must apply to graduate from both programs for the same Applicants to the J.D./Ph.D. program must submit formal semester. applications for admission to both the William S. Boyd School 2. The student must submit all required forms to the Graduate of Law and to the Graduate College. Students must meet the College and then apply for graduation up to two semesters requirements for admission to both programs. Admission prior to completing his/her degree requirements. requirements are the same as those stated under the regular 3. The student must submit and successfully defend his/her J.D. and Higher Education Ph.D. programs. Current application dissertation by the posted deadline. The defense must be deadlines are posted on the website. advertised and is open to the public. 4. The student must submit his/her approved, properly A dual program candidate must complete the Graduate formatted hard-copy document to the Graduate College, College, Law School and Higher Education Program admission and submit the approved electronic version to ProQuest by processes in order to matriculate. Successful completion of the the posted deadline. first year of law school is a precondition to commencement of work on the Ph.D. program and waives the Master’s Degree perquisite for entry to the program. A law school student may be admitted to the dual program by gaining admission to the Higher Education Ph.D. program after successful completion of the first year of law school with the consent of both programs. Under the terms and conditions of the program the Law School has agreed to accept 9 credits of course work from the Higher Education Program toward the J.D. degree. The Higher Education Ph.D. Program has agreed to accept 18 credits of course work from the Law School toward the Ph.D. degree. Students interested in the dual program should alert Graduate College admission personnel when commencing the admission process. Students interested in the Dual Degree Program should alert the Higher Education Ph.D. Admissions Coordinator so that consultation on the admissions process can be initiated.

100 Graduate Catalog • College of Education Students can elect to specialize in any of three emphasis EDH 706 - Current Issues in Higher Ed areas: higher education leadership, including university and EDH 708 - The American Community College community college leadership; higher education policy and planning; and student affairs leadership. EDH 732 - Readings in Administration of Higher Education All domestic and international applicants must review and follow EDH 733 - The Professorate the Graduate College Admission and Registration Requirements. EDH 737 - Ethical Dimensions of Higher Education Leadership Students are accepted into a degree program as described in EDH 739 - Organization Change & Innovation in Higher the Graduate Catalog. The faculty and corresponding sub- Education disciplines and sub-plans within the described programs are subject to change at any time. EDH 740 - Comparative and International Higher Education Plan Requirements EDH 742 - Academic Governance in Higher Education Total Credits Required: 134 EDH 745 - Institutional Planning in Higher Education Course Requirements Total Credits Required for the Doctor of Philosophy – EDH 750 - Special Topics in Higher Education Higher Education: 54 EDH 780 - Seminar: Teaching in Higher Education Required Core Courses – Credits: 15 EDH 703 - History of American Higher Education EDH 791 - Doctoral Independent Study EDH 710 - Finance and Budgeting in Higher Education Prospectus Course – Credits: 3 EDH 796 - Dissertation Proposal Preparation EDH 715 - Theory of Educational Organizations Dissertation – Credits: 12 EDH 738 - Public Policy in Higher and Post-Secondary EDH 799 - Dissertation Education Total Credits Required for the Juris Doctor: 80 EDH 705 - HE Law-Doctoral Required Courses – Credits: 44 Or Directed Electives – Credits: 9 Free Electives – Credits: 27 EDH 742 - Academic Governance in Higher Education Degree Requirements Required Research Courses – Credits: 12 1. Students must be admitted to both the J.D. and Ph.D. EDH 707 - Designing & Critiquing Research In Education programs with graduate standing. The candidates must successfully complete the 80 credit hours of Law course EPY 716 - Evaluation Research Methods work and 54 credit hours of the Ph.D. required course EPY 722 - Inferential Statistics and Experimental Design work. 2. William S. Boyd School of Law cannot award credit for EPY 718 - Qualitative Research Methodologies any class taken before matriculation. J.D./Ph.D. candidates Research Elective Courses – Credits: 3 are required to enroll at the Boyd School of Law and Select one of the following courses in consultation with your complete one year of study before taking any Ph.D. program of study chair. courses. 3. Students without a background in statistics may take EPY EPY 719 - Advanced Qualitative Research 721 Descriptive/Inferential Statistics, but the course will EPY 729 - Qualitative Case Study Research not count as credits toward the doctoral program. 4. In consultation with his/her advisor, a student will organize EPY 732 - Multiple Regression and Path Analysis a dissertation committee of at least three departmental EPY 733 - Multivariate Statistics members and one law school representative. In addition, a fifth member from outside the department, known as Specialization Courses – Credits: 9 the Graduate College Representative, must be appointed. Complete 9 credits from the following courses in consultation The Dual Degree Program Coordinator will sit on all with your program of study chair. dissertation committees. Please see Graduate College EDH 607 - Leadership Development Seminar policy for committee appointment guidelines. 5. Students in the J.D./Ph.D. program must remain in good EDH 609 - Leading Diverse Organizations standing in both J.D. and Ph.D. programs. EDH 618 - Facilities Management and Campus Planning 6. The doctoral comprehensive examination consists of two parts: A core examination and an individualized EDH 719 - Institutional Advancement examination. Part I: Core examination: EDH 624 - Readings in Student Personnel Issues

Graduate Catalog • College of Education 101 a. The core examination is offered twice a year c. Research internships are usually done with the student’s (usually September and February). Students should doctoral chair. These internships allow students to team take this examination as early in their programs as with a faculty member on a research-based project, possible. Students are eligible to the Comprehensive which may entail design, data collection, analysis, or Examinations if they have passed all core courses with writing. a “B-” or better. No student with anything less than 8. Students must complete the residency requirement. a “B-” in any core course will be allowed to take the Residency requirements are met following the completion Comprehensive Examination. A core course may be of 42 credit hours, the comprehensive examinations, and by repeated, allowing the student an opportunity to earn a completing these outcomes: “B-” or better. a. Completion of remaining course work, including b. To be eligible to sit for this examination, students must research courses and electives. have completed the required core courses, the required b. Combination of doctoral internships and/or independent research courses, and the methodology course. studies, as advised by student’s doctoral advisor. c. Each section of the comprehensive examination is taken c. Successful completion of EDH 790 – Doctoral over a two week period. Internship and EDH 796 –Dissertation Proposal d. Section One: Covers research design. It draws heavily Preparation. on the research core courses. Students are encouraged d. Completion of a national presentation and/or a to integrate information from other methods courses manuscript submitted for publication consideration. into their answers. Information about this question is 9. Students may use three credits of dissertation hours (EDH provided to students prior to the examination. 799) towards their residency. e. Section Two: Affords student the opportunity to integrate 10. Residency requirements must be fulfilled prior to the basic historical, organizational, financial/economic, dissertation proposal defense. Students must review an policy, and legal perspectives into a discussion of one outcomes checklist with their advisors prior to the proposal or more current issues. Faculty members will meet with defense to verify completion of residency. Upon completion students prior to distributing this question to talk about of residency students should have 9 to 12 dissertation specific, appropriate issues that may be addressed in this credits remaining in the program of study. section of the exam. Plan Graduation Requirements f. The evaluation rubric is available for download from the 1. Students cannot graduate from one portion of the dual department website. Students who do not pass a section degree until the requirements for both are met. Students of the comprehensive exams meet with their current must apply to graduate from both programs for the same advisor to discuss options and potential remedies. semester. g. The purpose of the individualized examination is to help 2. The student must submit all required forms to the Graduate students fill in gaps in their knowledge base and to help College and then apply for graduation up to two semesters them move forward into the dissertation stage of the prior to completing his/her degree requirements. program. 3. The student must submit and successfully defend his/her 7. All students are required to engage in an internship dissertation by the posted deadline. The defense must be experience. Each internship is an individually designed, advertised and is open to the public. semester-long experience that can be repeated for credit 4. The student must submit his/her approved, properly for up to a maximum of 6 hours. Ordinarily, the internship formatted hard-copy dissertation to the Graduate College, is completed after the student has successfully passed the and submit the approved electronic version to ProQuest by core comprehensive examination. There are three types of the posted deadline. internships for doctoral students: Administrative, Teaching, and Research. a. Administrative internships enable students to apply theory to practice. Internship placements are available in a variety of professional settings including UNLV, the Community College of Southern Nevada, Nevada State College, the Nevada System of Higher Education administrative departments, as well as in neighboring institutions of higher education and government policy and business environments. These are challenging experiences in which students are expected to make meaningful contributions that advance the goals of the host site. b. Teaching internships are done under the aegis of a faculty member. Doctoral teaching assistants may team with a faculty member in a Master’s course or teach undergraduate courses.

102 Graduate Catalog • College of Education Dual Degree: Doctor of Philosophy - Special Plan Requirements Education & Juris Doctor Total Credits Required: 143 Course Requirements Plan Description Total Credits Required for the Doctor of Philosophy – The Doctor of Philosophy Degree (Ph.D.) is designed with an Special Education: 63 emphasis in the development of skills in scientific inquiry and Required Courses – Credits: 21 leadership. Students enrolled in this study program gain an ESP 782R - Professional Seminar in Special Education understanding of philosophy and theory as they relate to the conduct of research and program evaluation. Graduates pursue ESP 783R - Leadership Seminar in Special Education careers in schools, institutions of higher education, research ESP 784 - Seminar in Advanced Special Education Technology centers and agencies that require the competencies developed through a Ph.D. course of study. ESP 785 - Issues, Trends and Futures in Special Education Pursued individually, the J.D. degree requires the completion ESP 787 - Philosophical Perspectives in Special Education of 89 credit hours and the Ph.D. degree requires the completion ESP 788 - Single Subject Methods in Special Education of a minimum of 72 credit hours. The J.D./Ph.D. degree would require the completion of 80 law credit hours and a minimum ESP 789 - Grant Writing for Human Services of 63 education credit hours, as 9 hours of education courses are Research Courses – Credits: 6 accepted toward the J.D. degree and 9 hours of law courses are EPY 721 - Descriptive and Inferential Statistics: An Introduction accepted toward the Ph.D. degree. ESP 791 - Proposal Design and Analysis For more information about your program, including your graduate program handbook and learning outcomes, please visit Statistics Course – Credits: 3 the Degree Directory. Complete one of the following courses, or another advisor- approved equivalent course. Plan Admission Requirements Application deadlines available on the UNLV Graduate College EPY 722 - Inferential Statistics and Experimental Design website. Applications available on the UNLV Graduate College KIN 751 - Selected Application of Statistical Techniques I website. Additional Research Courses – Credits: 6 Applicants to the J.D./Ph.D. program must submit formal Complete 6 credits from the following list of courses, or other applications for admission to both the William S. Boyd School advisor-approved courses. of Law and to the Graduate College. Students must meet the requirements for admission to both programs. Admission EPY 716 - Evaluation Research Methods requirements are the same as those stated under the regular J.D. EPY 718 - Qualitative Research Methodologies and Special Education Ph.D. programs. EPY 733 - Multivariate Statistics A dual program candidate must complete the Graduate College, Law School and Special Education Ph.D. admission processes EPY 790 - Research Seminar in EPY in order to matriculate. Successful completion of the first year KIN 752 - Selected Application of Statistical Techniques II of law school is a precondition to commencement of work on the Ph.D. program. A law school student may be admitted to the Internship Course – Credits: 6 dual program by gaining admission to the Special Education ESP 794 - Internship in Special Education Ph.D. program after successful completion of the first year of ESP 794 - Internship in Special Education law school with the consent of both programs. Leadership & Exceptionality Courses – Credits: 6 Students interested in the dual program should alert Graduate Complete 6 credits of advisor-approved leadership and College admission personnel when commencing the admission exceptionality courses from one or more of the following process. Students interested in the Dual Degree Program should leadership concentrations: Parenting, Administration, Research, alert the Special Education Ph.D. Admissions Coordinator so Diagnosis/Assessment, Transition, Early Childhood Special that consultation on the admissions process can be initiated. Education, Early Childhood Education, Higher Education, All domestic and international applicants must review and Technology, Consultation, or Curriculum. follow the Graduate College Admission and Registration Complete credits in specialty areas from the following list: Requirements. Autism, Learning Disabilities, Emotional Disturbance, Mental Students are accepted into a degree program as described in Retardation, Gifted and Talented Education, Developmental the Graduate Catalog. The faculty and corresponding sub- Disabilities/Children at Risk. disciplines and sub-plans within the described programs are Prospectus Course – Credits: 3 subject to change at any time. Complete the following course as an independent study supervised by the advisor. ESP 796 - Dissertation Prospectus Dissertation – Credits: 12 ESP 799 - Dissertation Graduate Catalog • College of Education 103 Total Credits Required for the Juris Doctor: 80 9. The Educational and Clinical Studies Doctoral Colloquium Required Courses – Credits: 44 typically is held one Friday each semester. The Doctoral Directed Electives – Credits: 9 Coordinator coordinates these meetings with the assistance Free Electives – Credits: 27 of the special education faculty and doctoral students. Degree Requirements 10. The comprehensive examination is taken during the semester 1. Students must be admitted to both the J.D. and Ph.D. immediately preceding enrollment in ESP 799 Dissertation. programs with graduate standing. The candidates must The comprehensive examination consists of 16 hours of successfully complete the 80 credit hours of Law course written examinations with eight hours structured by the work and 63 credit hours of the Ph.D. required course student’s major advisor and eight hours structured by the work. other internal committee members. The examinations 2. William S. Boyd School of Law cannot award credit for are scheduled on two successive Fridays. The student’s any class taken before matriculation. J.D./Ph.D. candidates advisor determines the specific dates of the examination. are required to enroll at the Boyd School of Law and The questions on the comprehensive examination address complete one year of study before taking any Ph.D. elements of the Core, Research, Leadership Studies, courses. Exceptionality Specialties, and any course work taken for 3. The Ph.D. program of study requires a minimum of 63 licensure or endorsements. The student’s Doctoral Studies semester hours. Only credits that meet the following criteria Committee provides general parameters from which may be included on the formal Program of Study: questions are selected. “Take-home” examinations, in whole a. Those not previously used to fulfill requirements for or in part, are not allowed. Students may use college provided another degree; technology for word-processing. Grading consists of three b. Those taken while enrolled at an accredited graduate categories: Pass, Fail, and Pass with Distinction. Pass with degree-granting institution in a degree-granting Distinction occurs contingent upon a unanimous vote of the program; committee excluding the Graduate College representative. c. Those taken as a non-degree seeking student (not to Students who fail the comprehensive examination will be exceed 15 total semester hours); and placed on probation and must wait 4 months from the date d. Those for which a grade of B or higher was earned. of the failed examination to re-write their exam. However, 4. Students in the J.D./Ph.D. program must remain in good under no circumstances may the reexamination be later than standing in both J.D. and Ph.D. programs. the semester following the failed examination. Students not 5. Doctoral students must earn a grade of B or higher in all passing the comprehensive examination on the re-write will core curriculum courses. be “excused” from the program. 6. Doctoral Students must earn a grade of B or higher in EPY 11. Upon successful completion of comprehensive 721 and EPY 722/KIN 751. examination, the student selects a dissertation committee 7. Doctoral students are required to spend a minimum of two (i.e., minimum of three faculty members from the consecutive semesters (Fall-Spring, Spring-Summer or Department of Educational and Clinical Studies, one law Summer-Fall) in full-time resident study in the Department school faculty member, and an outside member appointed of Educational and Clinical Studies. Full-time resident by the Graduate College) and submits a dissertation study is defined as being enrolled in at least nine semester proposal to the committee. This proposal includes an hours of graduate level course work from an approved introduction, review of the literature, and a discussion of Program of Study (six semester hours if the student is a study methods. The Dual Degree Program Coordinator graduate assistant). In cases where residency includes a will sit on all dissertation committees. Two weeks after semester of course work prior to submission of the Program this proposal is submitted to the dissertation committee, of Study, the advisor must approve residency. Work during the committee meets with the student to accept or reject residency is allowed. However, if the student is employed the proposal, as well as provide a critique of its relative as a graduate assistant, any additional work beyond that strengths and weaknesses. Upon acceptance of the student’s performed as an assistant must conform to the rules of the dissertation proposal, a recommendation for advancement University and Graduate College. to candidacy is submitted to the Graduate College. 8. Two-thirds of the total semester hours included on the 12. Upon completion of the full dissertation, a defense is scheduled. formal Program of Study (not including dissertation) must Students need to obtain The Guide to Preparing and Submitting be taken at UNLV. Faculty members of the Department of a Thesis or Dissertation from the Graduate College web site. Educational and Clinical Studies instructing specialist’s Plan Graduation Requirements and/ or master’s classes initiate an interaction with 1. The student must submit all required forms to the Graduate doctoral students enrolled in these courses regarding the College and then apply for graduation up to two semesters appropriateness of both the content and performance prior to completing his/her degree requirements. requirements for doctoral students. Students not admitted 2. The student must submit and successfully defend his/her to the doctoral program in Educational and Clinical dissertation by the posted deadline. The defense must be Studies (or to another doctoral program in the College advertised and is open to the public. of Education) may enroll in: ESP 782 - Professional 3. The student must submit his/her approved, properly Seminar in Special Education (formerly ESP 760) and formatted hard-copy dissertation to the Graduate College, two additional Core Curriculum Courses with consent of and submit the approved electronic version to ProQuest by instructor prior to formal admission. the posted deadline. 104 Graduate Catalog • College of Education Master of Education - Educational Policy and Plan Requirements Leadership Total Credits Required: 36 Course Requirements Plan Description Required Courses – Credits: 14 The primary purpose of the Educational Policy and Leadership EPL 720 - Introduction to Leadership and Organizations program is to prepare educational leaders for leadership and administrative roles in K-12 schools in response to 21st century EPL 737 - Systematic Professional Development and challenges. Particular attention will be paid to engaging pre- Instructional Supervision service principal interns in community-building efforts with EPL 751 - Educational Law & Policy: Student Issues for-profit and non-profit businesses, social service agencies, and university entities. This program will encourage systematic EPL 753 - Human and Fiscal Resource Management research-based practices and evidence-based decision making, EPL 755 - Law for Exceptional Students particularly focused on urban populations, and guided by state and national educational standards. EPL 757 - Education Law and Public Policy: Teacher/Staff Evaluation For more information about your program, including your graduate program handbook and learning outcomes, please visit EPL 758 - Financial Entrepreneurship & Educational the Degree Directory. Innovation Plan Admission Requirements Research Core Courses – Credits: 6 Application deadlines available on the UNLV Graduate College EPL 722 - Educational Research Methods website. Applications available on the UNLV Graduate College EPL 735 - Leadership for School Improvement website. 1. An earned bachelor’s degree in an acceptable field of Internship and Capstone Courses – Credits: 8 undergraduate study; EPL 742 - Leadership Field Experience 2. A GPA of at least 2.75 overall or 3.00 in the last 60 EPL 780 - Capstone Seminar: Educational Leadership semester hours of undergraduate study; 3. At least 3 years of professional experience Elective Courses – Credits: 8 EPL 700 - Special Topics Individuals seeking a Nevada endorsement as an administrator of a school must hold a valid elementary, middle school/junior EPL 731 - Leadership in a Digital Age high, or secondary or special teaching license. EPL 732 - School and Community Leadership In addition to the application and transcripts required by the EPL 740 - Educational Systems Graduate College, applicants must submit the following documents to the program uploaded as part of the online application: Degree Requirements 1. Score Report from Graduate Record Examination (GRE) or 1. Students must complete 36 credit hours of approved Graduate Management Admissions Test (GMAT). GRE is coursework: preferred. 2. Students will meet with an academic advisor and complete 2. Two letters of recommendation (one must be from current a formal degree plan. principal or district supervisor). 3. Students must obtain a 3.0 GPA in order to graduate. A 3. A resume indicating educational and professional student can have no more than one grade less than B-. experience. Graduation Requirements 4. Leadership statement. 1. The student must submit all required forms to the Graduate 5. Summary of leadership experiences. College and then apply for graduation from both degrees 6. Statement of support from applicant’s current principal or up to two semesters prior to completing his/her degree district supervisor. requirements. 7. A valid elementary, middle school/junior high, or secondary 2. The student must successfully complete a culminating or special teaching license. project. All applicants will be interviewed as part of the application process. 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 105 Master of Education - Higher Education Internship – Credits: 3 EDH 690 - Masters Internship Plan Description The Master of Education – Higher Education is designed to Elective Courses – Credits: 15 prepare graduates to serve in administrative capacities within Complete 15 credits of advisor-approved elective course the university, community college, and for-profit settings, with work. Courses may be selected from but are not limited to, the an emphasis on student affairs, intercollegiate athletics, and following three emphasis areas. higher education organization. Student Affairs Emphasis For more information about your program, including your EDH 626 - College Student Personnel Services graduate program handbook and learning outcomes, please visit EDH 627 - Student Learning and Development the Degree Directory. EDH 624 - Readings in Student Personnel Issues Plan Admission Requirements Application deadlines available on the UNLV Graduate College Intercollegiate Athletics Emphasis website. Applications available on the UNLV Graduate College EDH 603 - Sport in Higher Education website. 1. A bachelor’s degree from an accredited college or EDH 606 - Intercollegiate Athletic Administration university EDH 711 - Marketing Institutions of Higher Education 2. A completed application and official copies of all college transcripts Higher Education Organizational Emphasis 3. Two letters of professional recommendation EDH 708 - The American Community College 4. Submission of an official copy of the Graduate Record Examination (GRE) or the Graduate Management EDH 742 - Academic Governance in Higher Education Admissions Test (GMAT), or the LSAT EDH 750 - Special Topics in Higher Education 5. A minimum GPA of 2.75 for all undergraduate work or a 3.00 for the last two years of undergraduate work Capstone Course – Credits: 1 6. Evidence of a minimum of two years satisfactory teaching EDH 610 - Master’s Capstone Experience or administrative experience (or equivalent) preferable but Degree Requirements not required 1. Student must complete a minimum of 37 credit hours with 7. Statement of Interest a minimum GPA of 3.00. 8. Indication of interest in a graduate assistantship, when 2. All courses in the program must be at the 600- or 700-level. applicable 3. The Master of Education (M.Ed.) – Higher Education All domestic and international applicants must review and is a non-thesis program, which requires the successful follow the Graduate College Admission and Registration completion of a capstone project taken during the final Requirements. semester. Students are accepted into a degree program as described in Plan Graduation Requirements the Graduate Catalog. The faculty and corresponding sub- 1. The student must submit all required forms to the Graduate disciplines and sub-plans within the described programs are College and then apply for graduation from both degrees subject to change at any time. up to two semesters prior to completing his/her degree requirements. Plan Requirements 2. The student must successfully complete the capstone Total Credits Required: 37 course. Course Requirements Required Courses – Credits: 12 EDH 604 - Management Communications EDH 607 - Leadership Development Seminar EDH 609 - Leading Diverse Organizations EDH 703 - History of American Higher Education Core Research Course – Credits: 3 EPY 702 - Research Methods Additional Research Course – Credits: 3 Select one of the following: EPY 716 - Evaluation Research Methods EPY 718 - Qualitative Research Methodologies EPY 721 - Descriptive and Inferential Statistics: An Introduction

106 Graduate Catalog • College of Education Master of Science - Educational Psychology Research Courses – Credits: 9 EPY 702 - Research Methods Plan Description The Master of Science - Educational Psychology is appropriate EPY 721 - Descriptive and Inferential Statistics: An Introduction for students seeking the core knowledge, research tools, and EPY 723 - Theory and Practice of Human Measurement I educational experiences necessary to succeed in various educational settings. The program is appropriate for elementary, Elective Courses – Credits: 12 secondary, and special education teachers who wish to enhance Students must complete a minimum 12 credit hours of advisor- classroom skills; students interested in pursuing advanced approved electives. studies in educational psychology; students interested in Thesis – Credits: 6 obtaining a specialist degree in school psychology; as well as EPY 749 - Thesis students who plan to apply their skills in government or business settings. Students’ individualized programs are tailored with Degree Requirements attention to their area of specialization. 1. A minimum of 34 credits is required for the degree. Students must maintain a grade point average of 3.00 or For more information about your program including your better in the program and a grade of B or better in core graduate program handbook and learning outcomes please visit course work. the Degree Directory. 2. The culminating experience for the M.S. degree is the Plan Admission Requirements defense of the students’ master’s thesis. Application deadlines available on the UNLV Graduate College 3. Students who choose to complete a thesis will select a website. Applications available on the UNLV Graduate College Graduate Faculty member to serve as chair. The chair website. and the student will select the other committee members. Each committee must have three members. Committee Admission to graduate studies at UNLV requires a bachelor’s members must be named by the time the student submits degree from an accredited four-year college or university with their Program of Study to the Graduate College. The either a minimum grade point average of 2.75 overall or a 3.00 student must defend a thesis proposal before data to be in the last two years of undergraduate work. Master’s degree used in the thesis are collected. The committee will meet programs require that an application for admission be submitted and determine whether to accept or reject the proposal. to the Graduate College, as well as transcripts from all colleges A proposal can be accepted provisionally given that the and universities attended. student follows the committee’s suggestions for revision. Admission to the Master of Science degree program in Upon completion of the thesis, an oral defense will be Educational Psychology is based on the following criteria: scheduled. This defense will be scheduled and conducted in 1. Department application accordance with the Graduate College’s policies for thesis 2. Preference given to students whose scores relate to the 50th and dissertation completion. percentile or better on the verbal and quantitative sections Graduation Requirements of the Graduate Record Examination (GRE) 1. The student must submit all required forms to the Graduate 3. Three letters of recommendation College and then apply for graduation from both degrees 4. One writing sample up to two semesters prior to completing his/her degree 5. Transcripts from all colleges and universities attended requirements. 6. Graduate College application is available online 2. The student must submit and successfully defend his/ her thesis by the posted deadline. The defense must be All domestic and international applicants must review and advertised and is open to the public. follow the Graduate College Admission and Registration 3. Student must submit his/her approved, properly formatted Requirements. hard-copy thesis to the Graduate College, and submit the Students are accepted into a degree program as described in approved electronic version to ProQuest by the posted the Graduate Catalog. The faculty and corresponding sub- deadline. disciplines and sub-plans within the described programs are Subplan 2 Requirements: Non-Thesis Track subject to change at any time. Total Credits Required: 34 Plan Requirements Course Requirements See Subplan Requirements below. Required Courses – Credits: 1 EPY 701 - Proseminar in Educational Psychology Subplan 1 Requirements: Thesis Track Total Credits Required: 34 Learning and Development Courses – Credits: 6 Course Requirements EPY 711 - Human Growth and Development Required Courses – Credits: 1 EPY 712 - Foundations of Learning and Cognition EPY 701 - Proseminar in Educational Psychology Research Courses – Credits: 9 Learning and Development Courses – Credits: 6 EPY 702 - Research Methods EPY 711 - Human Growth and Development EPY 721 - Descriptive and Inferential Statistics: An Introduction EPY 712 - Foundations of Learning and Cognition

Graduate Catalog • College of Education 107 EPY 723 - Theory and Practice of Human Measurement I Education Specialist - Educational Psychology Elective Courses – Credits: 15 Plan Description Students must complete a minimum of 15 credit hours of Educational Psychology Ed.S. program is based upon electives. standards set forth by Nevada state and national accreditation Culminating Experience - Credits: 3 organizations and is a nationally approved program by the EPY 748 - Capstone Seminar National Association of School Psychologist (NASP). Students pursuing school psychology studies meet credential standards Degree Requirements by completing at least 66 semester hours beyond the bachelor’s 1. A minimum of 34 credits is required for the degree. degree of required and elective graduate-level course work Students must maintain a grade point average of 3.00 or including a 1,200 hours of supervised internship. Completion better in the program and a grade of B or better in core of this program of graduate study enables the student to course work. receive state licensure as a school psychologist in Nevada and 2. The culminating experience for the M.S. degree is the the opportunity to gain national certification as a Nationally completion of a written comprehensive examination. Certified School Psychologist (NCSP). 3. The comprehensive exam is comprised of questions reflective of the core areas (learning and development, The program adopts a Cultural Ecological framework of school research and measurement), and the specialty. All students psychology and the scientist/practitioner model of training. who take the comprehensive exam in a given semester Courses and practica seek to integrate theory and applied skills will respond to items from a set selected for that semester. for working in schools and other educational settings. The In consultation with the Comprehensive Examination primary goal of the school psychology program is to prepare Evaluation Committee, the student’s adviser/committee professional school psychologists who can apply psychological chair will create an additional item to reflect the student’s principles to (a) promote healthy development in school and elective courses/speciality. A department Comprehensive (b) ameliorate various cognitive, academic and psychosocial Examination Evaluation Committee will evaluate the challenges for all children, families, schools, and communities responses for each examinee. Each student’s adviser/ in an increasingly diverse and global society. committee chair will also evaluate his/her student’s For more information about your program, including your responses to the selected items. graduate program handbook and learning outcomes, please visit Graduation Requirements the Degree Directory. 1. The student must submit all required forms to the Graduate Plan Admission Requirements College and then apply for graduation from both degrees Application deadlines available on the UNLV Graduate College up to two semesters prior to completing his/her degree website. Applications available on the UNLV Graduate College requirements. website. 2. The student must successfully complete a culminating experience. Students are admitted each spring to begin the following fall. Applicants must have a 2.75 undergraduate GPA with Plan Graduation Requirements the last two years GPA of 3.0. The GRE must also be taken, Refer to your subplan for Graduation Requirements. with preference given to applicants who score at or above the 50% percentile on both the verbal and quantitative scores on the GRE. The admission process begins with applications submitted to the Graduate College and to the program Admission is based on the following criteria: 1. Graduate College online application 2. Department application 3. Preference is given to students whose scores relate to the 50th percentile or better on the verbal and quantitative sections of the Graduate Record Examination (GRE) 4. Three letters of recommendation from former instructors, employers, or other professionals who can evaluate the potential to complete graduate study 5. One-page career goals statement which also serves as a sample of the applicant’s writing skills 6. Transcripts from all colleges and universities attended 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. 108 Graduate Catalog • College of Education Plan Requirements Degree Requirements Total Credits Required: 66 1. Student must complete a minimum of 66 credit hours with Course Requirements a minimum GPA of 3.00. Psychology/Educational Foundations Courses – Credits: 12 2. Course substitutions may be allowed with advisor and/or EPY 711 - Human Growth and Development program faculty approval. * An elective may be taken in research (EPY) and is highly EPY 712 - Foundations of Learning and Cognition recommended for those students who want to earn their M.S. in ESP 701 - Introduction to Special Education and Legal Issues Educational Psychology (see below) and/or for those students seeking doctoral studies in the future. Elective may also be EPP 760 - Psychoeducational Issues of Diverse Learners taken in EPP, CED, ESP, or other course approved by the Psychology/Educational Foundations Elective Course – academic advisor. Credits: 3 3. Following the first year of the required prescribed Ed.S. An elective may be taken in research (EPY) and is highly program courses (minimum of 34 credits) and successful recommended for those students who want to earn their M.S. completion of EPY 721 Descriptive and Inferential in Educational Psychology and/or for those students seeking Statistics and the comprehensive examination, students doctoral studies in the future. Elective may also be taken in EPP, are eligible to receive an M.S. degree in Educational CED, ESP, or other course approved by the academic advisor. Psychology. Assessment & Intervention Courses – Credits: 26 4. The culminating experience for the School Psychology EPP 735 - Evidence Based Interventions to Promote Mental Health Ed.S. is the completion of a two-semester (minimum of 1200 clock hour) internship in a school setting. This is EPP 710 - Assessment of Intelligence by School Psychologists typically a full-time assignment, completed at the end of EPY 786 - Applied Assessment in Educational and School the program. During this time students will also enroll in Psychology EPP 769 and complete a portfolio with results of a national exam and examples of work product. The portfolio will EPP 715 - Projective, Personality, and Behavioral Assessment serve as the final examination for the Ed.S. degree. by School Psychologists 5. Students will typically have completed all other coursework CED 727 - Counseling Process and Procedures prior to being approved for internship. Students must have successfully completed the primary assessment courses EPP 730 Consultation Theory and Skills (EPP 710, EPP 715, EPP 763) and the practica to be eligible EPP 763 - Psychoeducational Academic and Diagnostic for internship placement. Assessment Plan Graduation Requirements ESP 733 - Management and Modification of Students with 1. The student must submit all required forms to the Graduate Special Needs College and then apply for graduation from both degrees (where applicable) up to two semesters prior to completing EPP 770 Systems Change, Leadership, & Advocacy in Schools his/her degree requirements. Research Course – Credits: 3 EPY 702 - Research Methods Professional School Psychology Courses – Credits: 10 EPP 761 - Role and Function of the School Psychologist EPP 764 - School Psychology Seminar EPP 745 Legal Clinic on Law, Ethics, & Advocacy School Psychology Course – Credits: 6 EPP 762 - School Psychology Intervention with Practicum Internship Course – Credits: 6 EPP 769 - Internship in School Psychology

Graduate Catalog • College of Education 109 EDH 714 - Understanding Minority Serving Institutions Credits 3 EPL 751 - Educational Law & Policy: Student Issues Credits 1 The course seeks to examine the emergence of the use of MSI as a Applicable federal, state, and local requirements and public policy Federal designation in higher education and consider the impact that related to student rights and responsibilities through case studies may have at the institutional level with respect to students, faculty, and intended to develop the student’s capacity to create a safe and staff as it relates to campus climate, student learning, and engagement. productive school culture. Emphasis is placed on legal protections and due process relative to student discipline issues. EPL 700 - Special Topics Credits (1-3) Topics related to current issues in educational leadership and policy. EPL 753 - Human and Fiscal Resource Management Credits 2 May be repeated with new content. Maximum credit 6 units. Note(s): The management of fiscal and human resources in PK-12 schools May be repeated with new content to a maximum of 6 credits. in order to achieve greater student performance. Case studies and simulations will be employed to develop the necessary resource EPL 705 - Independent Study Credits (1-3) management knowledge and skills. Independent study of a topic in educational leadership and policy under the direction/supervision of a faculty member. Note(s): May EPL 755 - Law for Exceptional Students Credits 1 be repeated to a maximum of 6 credits. Prerequisite(s): Permission of Seminar addressing applicable federal, state, and local requirements instructor. and public policy for providing services to exceptional and at-risk student populations through study of contemporary case law, case EPL 720 - Introduction to Leadership and study analysis, and evidence-based program design and supervision. Organizations Credits 3 Introduction to general theories of educational leadership and EPL 757 - Education Law and Public Policy: organizational systems. Teacher/Staff Evaluation Credits 1 Introduction of applicable federal, state, and local requirements and EPL 722 - Educational Research Methods Credits 3 public policy for high stakes assessment of teachers emphasizing Introduction to research for school leaders, including an overview of continuous improvement through carefully designed personnel quantitative and qualitative research methods. The role of research supervision and evaluation. Contract management, employee in organizational change and strategic planning will be emphasized. discipline and recognition, and procedural expectations for insuring Specific applications of research in terms of school improvement and fairness and equity will be addressed. student achievement will be addressed. EPL 758 - Financial Entrepreneurship & EPL 731 - Leadership in a Digital Age Credits 3 Educational Innovation Credits 3 The role of educational leaders in creating and sustaining systems and Exploration of educational leaders’ roles as entrepreneurs within processes to align curriculum, instruction, and assessment with 21st existing organizational structures as well as how educational leaders century skills for college and career readiness, including the use of can develop partnerships with various community, government, and appropriate digital technologies to support learning and organizational business entities to augment financial and human resources toward goals. increasing student learning. EPL 732 - School and Community Leadership Credits 2 EPL 780 - Capstone Seminar: Educational Leadership Credits 2 How to work effectively with diverse families and community members The capstone seminar provides students with the opportunity to by assessing and responding to diverse community interests and needs; synthesize core and major coursework completed during the program sharing leadership with stakeholders; motivating and mobilizing of graduate study culminating in a portfolio or poster presentation community resources; and examining relationships between schools demonstrating competencies in educational leadership as evidenced and communities from demographic and political perspectives, all to by field-based experiences. Prerequisite(s): Permission of program. promote student achievement. EPY 690 - Introduction to the Learning Sciences Credits 3 EPL 735 - Leadership for School Improvement Credits 3 The learning sciences are concerned with designing effective Application of evidence-based decision-making methods aimed at learning innovations and environments. Field is rooted in educational creating a culture of continuous school improvement including: 1) psychology, cognitive science, anthropology, applied linguistics, the collection, analysis, and interpretation of multiple measures, 2) educational technology, and computer science. Course surveys major the inter-relationships between evidence-based interventions and aspects of the learning sciences, including research methodologies, educational outcomes, 3) commonly used analytic strategies and learning technologies, collaborative learning, disciplinary learning, processes, and (4) a step-by-step approach to evidence-based decisions. teacher learning, policy design. Note(s): This course is crosslisted with EPL 737 - Systematic Professional Development and EPY 490. Credit at the 600-level requires additional work. Instructional Supervision Credits 3 EPY 699 - Special Topics The practice of teacher supervision with emphases on instructional Specialized instruction in counseling and human development leadership and professional development. The course addresses services concerned with specific problem areas or specific approaches coaching, adult learning, and distributive leadership to support the to counseling and delivery systems. Specific topics designed to help culture of learning and equity in the organization. students develop in-depth understanding of particular topic or issue. EPL 740 - Educational Systems Credits 1 Note(s): This course is crosslisted with EPY 499. Credit at the 600 Seminar emphasizing the development of systems to guide instructional level requires additional work. supervision through the use of research-based instructional frameworks. EPY 700 - Special Problems: EPY Credits 1 – 6 EPL 742 - Leadership Field Experience Credits 3 Specialized instruction in general professional education designed to Supervised field experience in PK-12 schools. Note(s): May be develop depth in understanding of current EPY problems. Note(s): repeated to a maximum of 6 credits. Prerequisite(s): Permission of May be repeated to a maximum of six credits. program.

110 Graduate Catalog • College of Education EPY 701 - Proseminar in Educational Psychology Credits 1 – 2 EPY 716 - Evaluation Research Methods Credits 3 Introduction to graduate studies in educational psychology. Topics may Addresses the definition and purposes of evaluation research including include, but are not limited to: teaching apprenticeship, professional its potential uses and limitations. Examines models of evaluation organizations, creating a vita, evaluation and assessment, institutional research and their application in a variety of settings. Note(s): Students review board training, peer review process, use of PsychInfo and are strongly encouraged to complete EPY 711 prior to enrolling in this other topics relevant to graduate studies. Note(s): May be repeated to course. Prerequisite(s): EPY 702 or EDH 707 ; EPY 721 a maximum of two credits. Prerequisite(s): EPY 702 (may be taken EPY 717 - Analysis of Applied Learning Principles and concurrently) or equivalent. Educational Media Credits 3 EPY 702 - Research Methods Credits 3 Introduction to the processes and products of educational media Early entry graduate-level survey of research methods with emphasis development/selection through the study of contributions, evaluation on comprehension of educational research literature. Includes scientific criteria, and production requirements essential for optimal learning method, locating and summarizing published research, sampling, situations. Includes practice in applying learning principles to measurement, statistics, research design, and critique of published educational media. research EPY 718 - Qualitative Research Methodologies Credits 3 EPY 703 - Teachers as Producers and Consumers of Qualitative approaches to exploring phenomena related to educational Educational Research Credits 3 and other social contexts. Attention given to theoretical and practical Entry graduate-level survey of research methods with a dual emphasis considerations of case studies, ethnographies, participant observation on 1) comprehension of educational research literature (teachers as and narrative reports; discussion of criteria for establishing goodness consumers of educational research) and 2) designing and conducting of qualitative studies. Note(s): Field work using qualitative methods classroom-based research (teachers as producers of educational required. Prerequisite(s): EPY 702 research). EPY 719 - Advanced Qualitative Research Credits 3 EPY 707 - Adolescent Development Credits 3 Qualitative approaches to exploring phenomena related to educational Examines physical, cognitive, social, and moral development of and other social contexts. Analysis of data and presentation of adolescents. Theories of identity development, including ethnic findings. Specific emphasis on analysis of discourses from participant identity development, and their applications to counseling, education, observation and/or interview data. Note(s): Field work using qualitative and curriculum development discussed. Social relations, aspects of methods may be required. Prerequisite(s): EPY 702 and EPY 718 sexuality, and special problems/issues of adolescence. EPY 721 - Descriptive and Inferential Statistics: EPY 708 - Human Learning and Development Credits 3 An Introduction Credits 3 Graduate-level introduction to basic concepts in educational Descriptive indices of central location and dispersion, correlation psychology with emphasis on development, learning, and motivation. and regression, hypothesis testing and basic inferential techniques. Prerequisite(s): Undergraduate degree not in behavioral science or Emphasis on intuitive understanding and applications in educational/ consent of instructor. behavioral measurement and research. EPY 709 - Classroom Assessment Credits 3 EPY 722 - Inferential Statistics and Experimental Design Credits 3 Compares and contrasts traditional and alternative assessment Intermediate- level coverage of inferential statistics and experimental procedures including factors such as: philosophical basis, purposes, design analysis covering commonly used techniques in educational and roles of teacher, student and administrators, interpreting and reporting behavioral research with computer applications. Prerequisite(s): EPY 721 results, and strengths and limitations. The role of assessment in EPY 723 - Theory and Practice of promoting learning also discussed. Prerequisite(s): EPY 707 or EPY Human Measurement I Credits 3 708 (may be concurrent) or consent of instructor. Measurement of human characteristics using applications of classical EPY 710 - Survey Methods and Design Credits 3 measurement theory and introduction to the more recent item response Systematic analysis of survey design and research conducted using theory models. Topics include test planning, scaling, item and test survey techniques with emphasis on how to effectively plan and construction, item analysis, reliability and validity. Prerequisite(s): conduct mail, electronic, and other self-administered. Prerequisite(s): EPY 721 (EPY 721 may be taken concurrently). EPY 702 or consent of instructor. EPY 724 - Theory and Practice of EPY 711 - Human Growth and Development Credits 3 Human Measurement II Credits 3 Emphasis on implications of human growth and life-span development Human measurement emphasizing methods of test and trait (childhood through adulthood) for counseling, research and instruction. validation. Topics include factor analysis, discriminant analysis, item Topics include prenatal development and birth, death and dying, and response theory, test equating, and current issues in measurement. physical, perceptual, cognitive, moral, personality, and language Prerequisite(s): EPY 721, EPY 722, EPY 723 (EPY 722 may be taken development. Prerequisite(s): EPY 701 or consent of instructor. concurrently). EPY 712 - Foundations of Learning and Cognition Credits 3 EPY 726 - Advanced Evaluation Research Methods Credits 3 Systematic analysis of concepts and principles of human learning with Addresses application of evaluation research theory and methods emphasis on their application to instruction and counseling. Topics through a project-bases curriculum in order to provide in-depth include classical and operant conditioning, information-processing examination of essential elements of the evaluation process. and memory, the neurophysiology of learning, and personality and Prerequisite(s): EPY 716 social factors in learning. EPY 728 - Applied Classroom Research Credits 3 Provides students with basic knowledge and skills necessary to conduct research within a classroom. Introduces elements required to begin and conduct an action research project, including purpose/rationale, literature review, data collection, analysis and interpretation, and communicating results. Prerequisite(s): EPY 702 or EPY 703 and EPY 718 Graduate Catalog • College of Education 111 EPY 729 - Qualitative Case Study Research Credits 3 for ordinal and interval data, logistic and Poisson regression. Note(s): Focuses on case studies within education. Students conduct in-depth, Project involving analysis of the student’s own research data may be naturalistic case studies in educational settings to learn about theory, required. Prerequisite(s): EPY 721, EPY 722 methodology, and methodological issues relevant to disciplined EPY 746 - Multilevel Statistical Models: qualitative case study. Conducting interviews, data collection, coding, Theory and Application Credits 3 and analysis in a qualitative case study design. Prerequisite(s): EPY Intermediate-level coverage of linear and non-linear multilevel 702 and EPY 718 statistical models. Includes coverage of status and growth models. EPY 730 - Advanced Research Methods Credits 3 Emphasis on intuitive understanding and practical application. Compares strengths and weaknesses of experimental research Prerequisite(s): EPY 721, EPY 722, and EPY 732 designs, using this knowledge to improve design sensitivity. Includes EPY 747 - Large Scale Secondary Data Analysis Credits 3 hypothesis testing, threats to validity, power, and effect size. Considers Introduction to large scale secondary data analysis. Examination of controversies in quantitative research literature. Prerequisite(s): EPY the promise and pitfalls of working with secondary data sources. 702, EPY 721 and EPY 722. Overview of data management and analysis issues. Note(s): Practical EPY 731 - Mixed Methods Research Credits 3 skill development emphasized. Prerequisite(s): EPY 721, EPY 722 and This seminar provides an overview and introduction to mixed EPY 732 methods research designs including paradigmatic, practical, and EPY 748 - Capstone Seminar Credits 3 methodological issues associated with the use of mixed methods in A final seminar for students who have selected the comprehensive educational research. Prerequisite(s): EPY 702 , EPY 718 , and EPY examination as the culminating experience. Students will prepare 721. Or, permission of instructor. for and complete the comprehensive examination in this seminar. EPY 732 - Multiple Regression and Path Analysis Credits 3 Note(s): May be repeated to a maximum of 6 credits. Prerequisite(s): Intermediate-level inferential statistics for experimental and non- Completion of 28 of 34 credits required for EPY MS. experimental educational research covering general linear models EPY 749 - Thesis Credits 3 – 6 including analysis of variance, regression (simultaneous, variable- Professional paper preparation, including review of literature or similar selection, hierarchical approach), and path analysis, integrated with research effort. Note(s): May be repeated but only six credits applied the use of statistical computer packages. Prerequisite(s): EPY 722 to the student’s program. Grading: S/F grading only. Prerequisite(s): EPY 733 - Multivariate Statistics Credits 3 EPY 702 Advanced-level statistics including commonly used multivariate EPY 751 - Motivation Theories and statistical procedures in educational and behavioral inquiries with Applications in Education Credits 3 computer applications. Prerequisite(s): EPY 722, EPY 730 (EPY 730 Dominant motivational theories in education and focuses on may be taken concurrently). motivational processes associated with human learning. Role of social EPY 734 - Latent Variable Models: context in motivational development and predictors and outcomes of Factor Analysis and SEM Credits 3 motivational constructs. Prerequisite(s): EPY 702 and EPY 721 Designed for those who want to become familiar with applied latent EPY 752 - Self-Regulated Learning, Metacognition, and variable modeling and popular computer programs used to carry Motivation Credits 3 out the analysis. Topics include exploratory and confirmatory factor Theories of self- regulated learning with a focus on cognitive, analysis and structural equation models with observed and/or latent metacognitive, and motivational processes, their interactions, and variables and with single or multiple groups. Prerequisite(s): EPY 721, their measurement in classroom- and technology-enhanced contexts. EPY 732 or consent of instructor. Theoretical expertise and knowledge of research examining SRL EPY 737 - Social Foundations in Education Credits 3 across ages, domains, and instructional contexts. Prerequisite(s): EPY Study of schools and other socialization agents as they interact within 702 or EDH 707, and EPY 721 the community and the larger society. Also includes intercultural EPY 757 - Theory and Philosophy of education. Educational Psychology Credits 3 EPY 738 - Discourse Analysis Credits 3 Evolution of psychological learning theories, from their philosophical Qualitative approaches to text and discourse analysis from different foundations to the present. Central issues include how psychological theoretical perspectives will be contrasted. Data from various textual constructs such as the mind, knowledge representation, and attention and discourse oriented sources including narratives, audio and/or impact learning and changes in our understanding of the nature of video tapes, and written artifacts analyzed in depth through hands-on these constructs over time. Prerequisite(s): Doctoral Standing. projects. May include use of software programs specific to qualitative EPY 760 - Advanced Seminars in School data analysis. Prerequisite(s): EPY 702 or EPY 703 and EPY 718, or Counselor Education and Practice Credits 3 equivalent. Analysis of significant issues in counseling of current and continuing EPY 742 - Language Diversity, Educational Policy & concern. Examination of historical, social, legal and philosophical Equity Credits 3 dimensions of selected problem areas. Formerly (EPC 760) The course surveys language equity in the context of educational Prerequisite(s): Consent of instructor. policies. Coursework surveys the challenges of developing and EPY 767 - Human Learning and Cognition Credits 3 implementing equitable policies to address the learning needs of Components of human memory and how these components affect students from diverse linguistic backgrounds. learning. Emphasis placed on recent research and theory in working EPY 745 - Categorical/Nonparametric Data Analysis Credits 3 memory and long-term storage. Instructional implications of research Introduction to categorical/nonparametric data analysis, for use in small discussed, especially with respect to skill acquisition, development of samples or when cases consist of categories or ranks. Topics include expertise, and cognitive strategy instruction. Prerequisite(s): Graduate contingency tables (including loglinear models), nonparametric tests standing.

112 Graduate Catalog • College of Education EPY 768 - Problem Solving and Reasoning Credits 3 EPY 790 - Research Seminar in EPY Credits 1 – 3 Acquisition of reasoning and problem solving expertise. Emphasis on Seminar for the advanced candidate stressing the exploration of information-processing models, critical thinking, creativity, rational current literature and research projects. Prerequisite(s): Consent of decision making skills, reasoning biases, scientific and probabilistic advisor and instructor. reasoning, and evaluation of the extent people are capable of rational EPY 791 - Special Topics in Educational Psychology Credits 3 thinking and discussion. Prerequisite(s): Graduate standing. In-depth study of special topics in educational psychology stressing the EPY 770 - Cognition and Instruction Credits 3 exploration of cutting-edge research on the topic. Topics may include, Examines research in the application of cognitive learning principals but are not limited to: false memory, goal theory, self-regulated to instruction in specific domains, particularly reading, writing, learning, web-based data collection, discourse analysis. Note(s): May mathematics, and science. Research on technological applications be repeated to a maximum of twelve credits. Prerequisite(s): Consent especially emphasized. Readings include both foundational and of instructor. current research. Prerequisite(s): Graduate standing. EPY 793 - Advanced Doctoral Practicum Credits 3 – 6 EPY 772 - Contemporary Philosophies of Education Credits 3 Advanced practice supervised experience for doctoral students in Intensive critical analysis of leading contemporary philosophies of school psychology and counseling. Note(s): May be repeated to a total education and their possible implications for practice. of six credits. Prerequisite(s): Consent of instructor. EPY 777 - Cognitive Development Credits 3 EPY 794 - Internship Credits 3 – 6 Overview of major theories, issues, and research in cognitive Final activity intended to provide on-the-job experience in developing development. Primary emphasis on development of thinking and learning related competencies. Note(s): May be repeated to a maximum of six from childhood through adulthood. Prerequisite(s): Graduate standing. credits. Prerequisite(s): Consent of instructor. EPY 780 - Individual Instruction Credits 1 – 12 EPY 799 - Dissertation Credits 3–24 Selected basic problems related to the field of counseling services. Culminating experience that may be: a) traditional, original research, a) Testing. b) Curriculum. c) Supervision. d) Counseling. e) Area b) field oriented and problem solving, or c) exploratory or generative Problems. f) Research. Note(s): May be repeated to a maximum of research.Limited to doctoral candidates. 3-24 credits in increments of 12 credits. three. Note(s): May be repeated but only a maximum of 24 credits may be applied towards degree. Grading: S/F grading only. EPY 781 - Research in Educational Psychology Credits 3 Individual research projects in educational psychology under the EPP 710 - Assessment of Intelligence by direction of a faculty member. Note(s): May be repeated to a maximum School Psychologists Credits 3 of 12 credits. Prerequisite(s): EPY 702, EPY 721, EPY 722 Theory and practice in the use of assessment measures for evaluating intellectual abilities of children, youth, and adults. Prerequisite(s): EPY 782 - Independent Study Credits 3 Admission to program or consent of instructor. Independent study of a selected topic in educational psychology under the direction/supervision of a faculty member. Note(s): May be EPP 715 - Projective, Personality, and repeated to a maximum of 12 credits. Behavioral Assessment by School Psychologists Credits 3 Assessment devices used by school psychologist to evaluate student’s EPY 783 - Directed Readings in Educational Psychology Credits 3 emotional and behavioral status. Prerequisite(s): Admission to program In-depth study of a topic through selected readings under the direction or consent of instructor. of a faculty member. Note(s): May be repeated to a maximum of six credits. Prerequisite(s): EPY 767 EPP 720 - Problems in Child Development Credits 3 Application of the principles in child growth and development; EPY 784 - Teaching Practicum Credits 3 interpretation of research and theory of school practices relating Individual study under the direction of a faculty member focusing on student personnel services to the resolution of professional problems in preparing to teach at the college level. Prerequisite(s): EPY 723 or the school. Prerequisite(s): Graduate standing or consent of instructor. EPY 767 and consent of instructor. EPP 723 - Diagnostic and Prescriptive Strategies: EPY 786 - Applied Assessment in Educational and School Psychopathology Credits 3 Psychology Credits 1 – 4 Designed to explore variables and intervention strategies with emphasis Application of assessment approaches used for the evaluation of on assessment-based interventions and focus on brief counseling students in school settings. Note(s): May be repeated to a maximum theories and techniques for school psychologists and other school- of four credits. based practitioners. Formerly (EPC 723) Prerequisite(s): Admission to EPY 787 - Individual Research Credits 1 – 7 doctoral program or consent of instructor. Selected basic problems in personnel services. Prerequisite(s): EPY 702 EPP 730 - Consultation Theory & Skills EPY 788 - Seminar in EPY Credits 1 – 6 An overview of the foundations of collaboration models, research- Selected topics in counseling and human development services. a) based interventions, and skills for use in culturally diverse schools and Principles and practices. b) Individual analysis. c) Occupational communities. information. d) Placement. e) Follow-up evaluation. f) Research. EPP 735 - Evidence Based Interventions to Promote Mental Health Note(s): May be repeated to a maximum of six credits. Prerequisite(s): Empirically supported counseling interventions to promote mental Consent of instructor. health and address psychosocial issues that may impede school EPY 789 - Seminar in Learning and Cognition Credits 3 – 12 functioning. Prerequisite(s): CED 727 Selected topics in learning and cognition. Exploration of a specific EPP 745 - Legal Clinic on Law, Ethics, & Advocacy Credits 3 aspect of learning and cognition. Topics may include, but are not Collaborative interdisciplinary experiences advocating for the limited to: memory, learning theory, motivation, text processing, educational rights of children and youth who are involved in the legal individual differences, epistemological beliefs. Prerequisite(s): EPY system. Substantive areas of law, psychology, educational advocacy; 767 or consent of instructor. ethics, consultation, collaboration, and professionalism. Graduate Catalog • College of Education 113 EPP 750 - Advanced Test Analysis in School Psychology Credits 3 EPP 773 - Social Science Contributions in Education Credits 2 Functional and theoretical approach for interpretation and inquiry Utilization of theory, data, and methodology from various social applications with cognitive and affective scales typical in school-based sciences to gain an appreciation and understanding of the forces and practice. Emphasis on advanced statistical analysis for synthesizing interactions among societies, institutions, and individuals in the realm data in diagnostic and validation studies. Prerequisite(s): Admission to of educational theory and pedagogy. a) Anthropological perspectives. doctoral program or consent of instructor. b) Sociological perspectives. c) Economic perspectives. Note(s): May be repeated to a maximum of six credits. Prerequisite(s): Consent of EPP 760 - Psychoeducational Issues of instructor. Diverse Learners Credits 3 Provides skills needed to work with diverse learners in a EDH 602 - Research Based Decision Making Credits 3 psychoeducational setting. The learner will be expected to understand This master’s level course assists students in how to integrate multicultural issues concerning assessment, counseling, second- information from reports, research, surveys, and other forms of data language acquisition, and/or general cultural diversity. Prerequisite(s): into effective leadership and management decision making processes. Admission to program or consent of instructor. The methods and processes for deciphering information will help students detail the strengths and weaknesses of informational sources EPP 761 - Role and Function of the School Psychologist Credits 3 that administrators commonly encounter. Formerly EDH 702 Note(s): Primarily designed for prospective school psychologists but also for (Master’s Program) those interested in field of school psychology. In-depth survey of field with its related problems and issues. Local, regional, and national EDH 603 - Sport in Higher Education Credits 3 issues studied from a practical field perspective. Prerequisite(s): Examine the role athletics and recreational sport plays in higher Consent of instructor. education. Through analysis of relevant scholarly literature and current issues, students will experience the expectations placed on higher EPP 762 - School Psychology Intervention with education administrators responsible for integration and oversight of Practicum Credits 3 college sport programs. Supervised practice with children in school and clinic settings with intervention recommendations. Note(s): May be repeated up to a EDH 604 - Management Communications Credits 3 maximum of nine credits. Prerequisite(s): Admission to program and Master ‘s level course on the administrative and communication consent of instructor. aspects of effective leadership within a higher education setting. Equips students with the tools necessary to be effective communicators EPP 763 - Psychoeducational Academic and with various audiences via letters, memorandums, E-mail messages, Diagnostic Assessment Credits 3 presentations, and meetings. Formerly EDH 704 Note(s): (Master’s Teaches students how to effectively perform psychological, academic, Program) and diagnostic testing as part of a general psychoeducational evaluation. Students will also be given skills in diagnosing educational EDH 605 - Introduction to Colleges and Universities Credits 3 and psychological disorders. Prerequisite(s): Admission to program or Master’s level course that provides an introduction to the purposes, consent of instructor. goals, and structures of institutions of higher education. Provides a broad view of managerial functions and an understanding of EPP 764 - School Psychology Seminar Credits 1 organization, finance, and other issues related to college administration. Review of issues and research in the field of school psychology. Note(s): Master’s program Note(s): May be repeated to a maximum of four credits. Prerequisite(s): Consent of instructor. EDH 606 - Intercollegiate Athletic Administration Credits 3 This course provides students with an understanding of governance EPP 765 - Advanced Assessment Seminar: Credits 1 – 9 and policy development relevant to higher education, intercollegiate Designed to provide functional skills in assessment in the diagnosis and athletics. Through analysis of relevant scholarly literature, national evaluation phase of counseling to provide skills in the administration, governing body policies and institutional policies, students experience scoring, and interpretation of clinical instruments. Prerequisite(s): expectations placed on administrators responsible for oversight of Admission to program or consent of instructor. intercollegiate athletics. EPP 766 - School Psychology Professional Paper Credits 2 EDH 607 - Leadership Development Seminar Credits 3 Scholarly paper on a topic pertinent to the profession of school Analyzes leadership functions related to educational organizations, psychology. Prerequisite(s): Admission to program and consent of leadership and management theory and the impact of human resources. instructor. Special emphasis placed on use of teams in higher education. Formerly EPP 767 - School-Based Neuropsychological Assessment Credits 3 EDH 728 Provides functional skills in neuropsychological assessment for school EDH 608 - HE Law-Masters Credits 3 psychologists with attention to organization of the human nervous Informs students of various legal authorities and their impact on system, brain-behavior relationships, and developing recommendations higher education and administration. Includes review and analysis of for instructional interventions based on neurocognitive strengths and legal dictates including federal and state constitutions, statutes, case weaknesses. law policies, and administrative rules. Formerly EDH 751 Note(s): EPP 769 - Internship in School Psychology Credits 3 (Master’s Program) Supervised school-based experience as a school psychologist intern. EDH 609 - Leading Diverse Organizations Credits 3 Note(s): May be repeated to a maximum of six credits. Prerequisite(s): Provides students with opportunity to reflect on experiences, EPP 761 (may be taken concurrently). examinations of theory, and practical application of organizational EPP 770 - Systems Change, Leadership, & leadership within the context of diversity. Formerly EDH 761 Advocacy in Schools Credits 3 Overview of models for systems change in schools and skills in research-based interventions, organizational consultation, leadership, and advocacy. 114 Graduate Catalog • College of Education EDH 610 - Master’s Capstone Experience Credits 1 EDH 707 - Designing & Critiquing Research In Provides an integrative, synthesizing experience for students Education Credits 3 culminating in a written examination or an Option II Paper. Draws on Helps Ph.D. students become more thoughtful about the goals and and integrates concepts from previous courses and work experiences methods of educational research. Develops in-depth understanding of to ascertain the big picture perspective of higher education. Formerly research design and awareness of issues considered when critiquing EDH 798 Note(s): Only one credit may count toward degree plan. research findings. Grading: S/F grading. (Master’s Program) EDH 708 - The American Community College Credits 3 EDH 618 - Facilities Management and Development of the contemporary community, junior, and technical Campus Planning Credits 3 college. In-depth examination of history, philosophy, curriculum, and This course familiarizes students with facilities management, campus structure of the two-year college. Includes related curriculum topics. planning, and public/private partnerships. The goal of the class is to Prerequisite(s): Consent of instructor. increase the awareness and understanding of the topic areas and their EDH 709 - Seminar in the Economics of impact on both the academic and administrative programs at higher Higher Education Credits 3 education institutions. Formerly EDH 712 Designed to expose students to the basic principles of micro economics EDH 624 - Readings in Student Personnel Issues Credits 3 and fundamental economic theories that tie to education. Students have Explores in detail all aspects of college student personnel work by opportunity to experiment with economics as a tool for examining conducting an extensive review of writings related to theory, practice, higher education policy. Prerequisite(s): Consent of instructor. and program management. Formerly EDH 734 Prerequisite(s): EDH 710 - Finance and Budgeting in Higher Education Credits 3 Consent of instructor. For students who expect to spend their careers in higher education. EDH 626 - College Student Personnel Services Credits 3 Provides understanding of the principals related to the economics of Introduction to the field of college student personnel services and education including why society invests in colleges and universities. the role of CSPW within institutions of higher education. Reviews EDH 711 - Marketing Institutions of Higher Education Credits 3 development of the profession and assessment of current developments A study of the conceptual and empirical approaches higher education Formerly EDH 762 leaders can utilize for building relationships with stakeholders. Topics EDH 627 - Student Learning and Development Credits 3 include commercialization of higher education, market forces versus Explores how students learn and develop. Strategies to facilitate public interest, responsible innovation, strategic marketing plan learning by college students analyzed. Focuses on application of development, corporate sponsorships and intercollegiate athletics, student development theory. Formerly EDH 764 marketing ethics, as well as application of market research in the higher education contexts. EDH 690 - Masters Internship Credits 3 Individually structured program designed to enroll the student in an EDH 715 - Theory of Educational Organizations Credits 3 administrative unit or academic experience under the joint supervision Intense discussion in understanding how higher educational of a practicing administrator or faculty member and a university organizations function. Students examine these roles as they relate to professor. Note(s): Repeatable to six credits. Grading: S/F grading the performance of higher education administrators. only. EDH 719 - Institutional Advancement Credits 3 EDH 691 - Masters Independent Study Credits 3 Introduction to fundraising and alumni relations operations in Research, teaching, or administrative work in a unique area of interest contemporary higher education. Examines the assumptions, models, in the field of higher education. All work conducted in cooperation with and methods that characterize fund and friend raising. Students will instructor/advisor. Note(s): Repeatable to six credits. Corequisite(s): develop a context within which to evaluate the effectiveness of IA Consent of instructor. programs. Formerly EDH 718 EDH 703 - History of American Higher Education Credits 3 EDH 723 - Women in Higher Education Credits 3 Surveys the history of American higher education in the United States Women’s experiences with higher education structures and policies with a focus on two-year and four-year institutions, public and private. are studied. We explore intersections of race, gender, socio-economic Begins with its traditional liberal arts origin through the growth of status and identity development in college women, while considering the community college and American research university. Explores intersections of feminist theory and historical, social, professional and how various groups changed the structure of higher education and the institutional contexts to shed light on the educational process and how challenges these changes created. Prerequisite(s): Master’s consent of women frequently experience discrimination. instructor. EDH 730 - Institutional Assessment Credits 3 EDH 705 - HE Law-Doctoral Credits 3 The course provides students with sufficient understanding of Designed for graduate students preparing for leadership positions assessment practices to conduct or supervise effective, efficient, and in public schools. Formerly EDH 752 Prerequisite(s): Consent of useful assessment projects to meet the assessment requirements of instructor. accreditation agencies, legislatures, review boards, and other external audiences to improve their institutions, departments, and programs. EDH 706 - Current Issues in Higher Ed Credits 3 Assists graduate students in higher education in developing EDH 730 - Legal Aspects of Student-University understanding of and appreciation for philosophical and sociological Relationship Credits 3 contexts that provide foundation for present system of higher education Advanced issues course that explores topics relevant to the legal in America. aspect of the student-university relationship. Formerly EDH 784 Prerequisite(s): Master’s consent of instructor.

Graduate Catalog • College of Education 115 EDH 732 - Readings in Administration of Higher Education EDH 769 - Diverse Student Populations in Credits 3 – 6 Higher Education Credits 3 Selected readings of literature in higher education; assigned topics in Investigates traditional assumptions, including that college makes the areas of organization, administration, finance, and/or supervision, a difference and explores student-related issues, study of campus agreed upon by both advisor and student. Note(s): May be repeated to cultures, and study of diverse student populations. a maximum of six credits. Prerequisite(s): Consent of instructor. EDH 780 - Seminar: Teaching in Higher Education Credits 3 EDH 733 - The Professorate Credits 3 Weekly seminars in organization, materials, and procedures related Designed to engage participants in discussion, research, and writing to working with college-level students. Includes survey of various that focuses on college and University faculty. Analyze faculty as teaching techniques, evaluation, and general patterns of instruction. people at work in organizations, consider structural and cultural EDH 785 A - Practitioner Experience Seminar Credits 3 – 9 dimensions of faculty work, and examine the condition of the academic Follows a three-course sequence that combines seminar discussions profession within changing environmental contexts. Formerly EDH along with limited practical experience in an administrative office or 760 Prerequisite(s): Masters consent of instructor. department of a postsecondary institution. The three seminars center EDH 735 - Law and the Professorate Credits 3 on academic affairs, student services and finance, and administration. Legal aspects of the relationship between university faculty and the Prerequisite(s): Completion of doctoral core. (Ed.D. Program) institution. Prerequisite(s): Master’s consent of instructor. EDH 785 B - Practitioner Experience Seminar Credits 3 – 9 EDH 737 - Ethical Dimensions of Higher Education Leadership Follows a three-course sequence that combines seminar discussions Credits 3 along with limited practical experience in an administrative office or Ethical aspects of the culture, activities, and principles relating to department of a postsecondary institution. The three seminars center leadership in higher education. Students will explore current ethical on academic affairs, student services and finance, and administration. issues in the post-secondary education setting and prepare a written Prerequisite(s): Completion of doctoral core. (Ed.D. Program) project focusing on the ethical principles of a higher education EDH 785 C - Practitioner Experience Seminar Credits 3 – 9 leadership issue. Prerequisite(s): Masters consent of instructor. Follows a three-course sequence that combines seminar discussions EDH 738 - Public Policy in Higher and Post-Secondary along with limited practical experience in an administrative office or Education Credits 3 department of a postsecondary institution. The three seminars center Focuses on decision making and public policy formation in higher on academic affairs, student services and finance, and administration. education. Roles of state and national policy-making process studied Prerequisite(s): Completion of doctoral core. (Ed.D. Program) in depth. Formerly EDH 792 Prerequisite(s): Master’s consent of EDH 790 - Doctoral Internship Credits 3 instructor. Individually structured program designed to enroll the student in an EDH 739 - Organization Change & Innovation in Higher administrative unit or academic experience under the joint supervision Education Credits 3 of a practicing administrator or faculty member and a university Introduces students to philosophical and application tools in which professor. Note(s): Repeatable to six credits. Grading: S/F grading. to view public policy. Students will examine higher education policy Prerequisite(s): Internship-doctoral. utilizing these different tools and national databases. Prerequisite(s): EDH 791 - Doctoral Independent Study Credits 3 EDH 792 Research in area of unique interest in college student personnel work. EDH 740 - Comparative and International Research conducted in cooperation with instructor. Note(s): Repeatable Higher Education Credits 3 to six credits. Prerequisite(s): Consent of instructor. Familiarizes students with international higher education systems. The EDH 796 - Dissertation Proposal Preparation Credits 3 goal of the course is to examine the similarities and differences of the Acquaints students with resources available to graduate students international systems as they relate to higher education in the United in conceptualizing, proposing, conducting and reporting research States. Prerequisite(s): Master’s consent of instructor. proposals. Prerequisite(s): Successful completion of comprehensive EDH 742 - Academic Governance in Higher Education Credits 3 examination. Theoretical and working knowledge of politics in higher education. EDH 799 - Dissertation Credits 1 - 3 Students gain appreciation, understanding and critique of politics and Culminate research analysis and writing toward completion of its influences on policy formation.Formerly EDH 787 Prerequisite(s): dissertation and subsequent defense. Prerequisite(s): Limited to Master’s consent of instructor. doctoral candidates, consent of instructor. EDH 745 - Institutional Planning in Higher Education Credits 3 Familiarizes students with institutional planning in higher education with a focus on issues including academic strategy, university management, institutional competition, program evaluation/ assessment, and program/institutional accreditation. Planning issues at community colleges, private four-year institutions, and public four- year institutions will be examined. EDH 750 - Special Topics in Higher Education Credits 1-3 Exposes students to and helps them understand special topics that impact and influence higher education. Variety of special topics offered: student financial aid, enrollment management, academic organization and leadership, and student diversity. Note(s): May be repeated to a maximum of nine credits. Prerequisite(s): Consent of instructor.

116 Graduate Catalog • College of Education Educational and Clinical Studies Educational and Clinical Studies Faculty The Department of Educational and Clinical Studies offers Chair graduate degree programs at the master’s and doctoral levels. Brown, Monica- Full Graduate Faculty Professor; B.A., University of Master’s level programs are designed for applied practice in Arkansas; M.Ed., Ph.D., University of Nevada Las Vegas. Rebel since 2014. educational (i.e., early childhood, early childhood special Graduate Coordinators education, English language learning, school counseling, special Baker, Joshua - Full Graduate Faculty Assistant Professor; B.A., education) and clinical settings (i.e., clinical/mental health M.A., Marshall University; Ph.D. University of North Carolina, counseling). Many of the master’s level programs are aligned Charlotte. Rebel since 2012. to educational licensure and/or endorsement requirements in Morgan, Joseph - Full Graduate Faculty Assistant Professor; B.A., the state of Nevada. The doctoral program in special education University of Illinois at Chicago; M.Ed., Ph.D. University of is designed for future professors or educational leaders in Nevada, Las Vegas. Rebel since 2012. special education (i.e., autism, learning disabilites, emotional/ Wood, Christopher- Full Graduate Faculty Associate Professor; B,A behavioral disabilites, gifted, intellectual disabilites, early Gonzaga University; M.S., Eastern Washington University; Ph.D., childhood special education) or early childhood education. Oregon State University. Rebel since 2015. Graduate Faculty Monica Brown, Ph.D., Chair Bengochea, Alain - Full Graduate Faculty Assistant Professor; B.A., Joseph Morgan, Ph.D., Graduate Coordinator (Early University of Florida; M.S.Ed., Fordham University; Ph.D., Childhood, English Language Learning, Special Education) University of Miami. Rebel since 2016. Chris Wood, Ph.D., Graduate Coordinator (Counselor Education) Brinson, Jesse A. - Full Graduate Faculty Associate Professor; B.A., Josh Baker, Ph.D., Doctoral Coordinator Clark College; M.A., University of the District of Columbia; Ed.D., Western Michigan University. Rebel since 1989. Brown, Nancy - Associate Graduate Faculty Faculty in Residence; B.S., M.Ed., Utah State University. Rebel since 1992. Chen, Ching-Chen (Jen) - Full Graduate Faculty Assistant Professor; B.Ed., M.S., National Dong Hwa University; M.A., Ph.D., University of Cincinnati. Rebel since 2016. Cumming, Michelle - Full Graduate Faculty Assistant Professor; B.FA, Florida International University; M.S.Ed., Sunbridge College; Ph.D., University of Florida. Rebel since 2016. Filler, John - Full Graduate Faculty Professor; B.A., Randolph Macon College; M.A., Wake Forest University; Ph.D., Vanderbilt University. Rebel since 1989. Gelfer, Jeffrey - Full Graduate Faculty Professor; B.A., Wilmington College; M.S., University of Oregon; Ph.D., Florida State University. Rebel since 1989. Harris, Katrina - Full Graduate Faculty Faculty in Residence; B.A., Stephens College; M.Ed., Ph.D., University of Nevada, Las Vegas. Rebel since 2010. Higgins, Kyle - Full Graduate Faculty Professor; B.A., M.A., Ph.D., University of New Mexico. Rebel since 1991. Hoskins, Wendy - Full Graduate Faculty Associate Professor; B.A., William Penn College M.A., Truman State University; Ph.D., Idaho State University. Rebel since 2003. Huerta, Margarita- Full Graduate Faculty Asssistant Professor; B.A., Rice University; M.A., University of Texas at Austin; M.Ed., Texas State University; Ph.D., Texas A&M University. Rebel since 2014 Lau, Jared - Full Graduate Faculty Assistant Professor; B.S., Univeristy of Hawaii at Manoa; M.S., University of San Diego; Ph.D., University of North Carolina at Charlotte. Rebel since 2013. More, Cori - Full Graduate Faculty Assistant Professor; B.A., University of Montana; M.Ed., Western New Mexico University; Ph.D., University of Nevada Las Vegas. Rebel since 2013. Pollard-Durodola, Sharolyn- Full Graduate Faculty Professor; A.B. Mount Holyoke College; M.A.T Columbia, M.S. University of New York, Ed.D. University of Houston. Rebel since 2015. Smith, Shannon - Full Graduate Faculty Professor; B.A., Eastern Bible College M.A., Ashland College; Ph.D., Oregon State University. Rebel since 2003. Spies, Tracy - Full Graduate Faculty Assistant Professor; B. S., University of Houston; M.S., Sam Houston State University; Ph.D., Texas A & M University. Rebel since 2012.

Graduate Catalog • College of Education 117 Advanced Graduate Certificate in Addiction Subplan 1 Requirements: Con-Current Master’s Track Studies Total Credits Required: 12 Course Requirements Plan Description Required Courses – Credits: 9 The Department of Educational and Clinical Studies offers Complete 9 credits of advisor-approved coursework. Advanced Graduate Certificates in Addiction Studies. The certificate program is designed for individuals already holding Final Project – Credits: 3 master’s degrees in counseling who are seeking to enhance CED 787 - Individual Research their professional counseling practice and licensure options. Certificate Requirements The Advanced Graduate Certificate in Addictions Studies meets 1. Completion of a minimum of 12 credit hours with a the needs of health professionals such as marriage and family minimum GPA of 3.00. therapists, community counselors, rehabilitation counselors, 2. Students who receive an F or more than two C grades will school counselors, physicians, psychologists, social workers, be separated from the program. and behavioral health therapists by providing graduate addiction 3. A minimum of six semester hours of credit must be taken training to help them address client needs. each semester, including summer. 4. The courses listed above may only be taken after the core Faculty members in the Department of Educational and Clinical degree requirements for the Clinical and Mental Health Studies endeavor to promote excellence in counselor education Counseling Program are met. and counseling research. Our graduate counseling programs prepare students to: Certificate Completion Requirements See Plan Certificate Completion Requirements below. 1. Serve as professional counselors, advocates, and leaders who maximize opportunities for individuals, groups, Subplan 2 Requirements: Post-Master’s Track and communities with a particular emphasis on helping Total Credits Required: 24 underserved and oppressed client populations; Course Requirements 2. Address developmental, academic, career, mental health, Required Courses – Credits: 21 socio-cultural, and wellness needs of clients seeking Complete 21 credits of advisor-approved coursework. counseling; Final Project – Credits: 3 3. Help individuals, groups and communities strive to find CED 787 - Individual Research meaning, involvement, worth, and dignity in their lives; 4. Engage in action research and program evaluations to Certificate Requirements further the knowledge base and best practice initiatives of 1. Completion of a minimum of 24 credit hours with a the counseling profession; and minimum GPA of 3.00. 5. Advocate with local, state, and national organizations to 2. Students who receive an F or more than two C grades will promote client and societal wellbeing. be separated from the program. 3. A minimum of six semester hours of credit must be taken For more information about your program, including your each semester, including summer. graduate program handbook and learning outcomes, please visit the Degree Directory. Certificate Completion Requirements See Plan Certificate Completion Requirements below. Plan Admission Requirements Application deadlines available on the UNLV Graduate College Plan Certificate Completion Requirements website. Applications available on the UNLV Graduate College 1. The student must submit all required forms to the Graduate website. College and then apply for graduation in MyUNLV by the appropriate deadline. Students must already be holding a master’s degree in 2. The student must successfully complete the final project. counseling, or be currently admitted to the Clinical and Mental Health Counseling M.S. program at UNLV. All applicants must review and follow the Graduate College Admission and Registration Requirements. Students are accepted into a certificate 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. Plan Requirements See Subplan Requirements below.

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

Graduate Catalog • College of Education 119 Graduate Certificate In Early Childhood Special Graduate College Admission Requirements Education-Preschool Completed application for admission and fee, and Plan Description Set of official transcripts from all previously attended colleges The Certificate in Early Childhood Special Education- and universities. Preschool (ECSE-Preschool) program is a graduate certificate Students are accepted into a certificate program as described program designed for individuals who want to acquire specific in the Graduate Catalog. The faculty and corresponding sub- ECSE-Preschool skills to meet the needs or demands of their disciplines and sub-plans within the described programs are workplace and an NDE endorsement. The certificate program subject to change at any time. is suitable for students with no prior ECSE background, as well as for those who have prior ECSE knowledge or education and Plan Requirements want to acquire specific additional skills. The following are Total Credits Required: 27 examples of students who can benefit from the program: Course Requirements Core – Credits: 18 Individuals who have graduated from an ECE undergraduate ESP 771 - Perspectives on Early Childhood Special Education program or related program several years ago who can use the Certificate in ECSE-Preschool program to stay current with ESP 772 - Family Education in Early Childhood ECSE changes. ESP 773 - Assessment for Young Children with Disabilities ECSE professionals who want to retool themselves to acquire ESP 774 - Seminar in Curriculum Development in Early new ECSE skills. Childhood Special Education Individuals with no formal prior ECSE education who want to ESP 775 - Strategies for Early Childhood Special Education learn about ECSE and earn the NDE endorsement in ECSE- Preschool. ESP 778 - Behavior Management for Early Childhood For more information about your program, including your Fieldwork – Credits: 9 graduate program handbook and learning outcomes, please visit ESP 781 - Field Experience in Early Childhood Special the Degree Directory. Education -Preschool/Kindergarten Plan Admission Requirements Certificate Requirements Application deadlines 1. Acceptance to the Graduate College Early Childhood Applications available on the UNLV Graduate College website. Special Education Certificate Program. 2. Completion of 27 Credit hours in the Certificate required The ECSE-Preschool Certificate requires a minimum of 27 courses with an overall GPA of 3.0 within 4 years. hours of studies. Each applicant for admission to the Certificat 3. Students in certificate programs would be subject to the program must comply with Graduate College requirements continuous enrollment policy. They would have to enroll in for admission. In addition to meeting the requirements of the at least six credits each rolling three semesters (including Graduate College, applicants must also meet the requirements summer). They would be separated from the program as establish by the Department of Educational and Clinical Studies: soon as this threshold is met. However, a leave of absence 1. Minimum of GPA of 2.75 for all undergraduate work or 3.0 is an option. for the last two years of undergraduate study. 4. No more than one grade of less than B- will be permitted in 2. Completed Certificate application for admission. a Certificate Program of Study. 3. One set of official transcripts from all previously attended Plan Certificate Completion Requirements colleges and universities sent directly to the Graduate Students in certificate programs would be subject to the College. continuous enrollment policy completing the program within 4. A one page letter of intent that includes (1) the ECSE 4 years. They would have to enroll in at least six credits each Certificate area of emphasis (Infancy or Preschool) you are rolling three semesters (including summer). interested in, (2) your professional and academic goals, and (3) a discussion of your experience relative to the program. Upon completion of all ECSE-Infancy Certificate course work Please upload this letter when you apply on-line through students are required to schedule a meeting with their advisor. the Graduage College Apply Yourself application system. At the time of the meeting students must provide their advisor 5. All applicants must review and follow the Graduate with an official transcript showing that the student has met all College Admission and Registration Requirements. ECE and Graduate College Certificate requirements. At the completion of the meeting students will be required to complete Admission to a Certificate program in early childhood special an exit survey. education requires that students with a GPA of less than 2.75 be admitted to the Certificate program with provisional status. Applicants are evaluated on scholastic record, professional accomplishments, and potential for advanced studies. Currently, students may be admitted during any semester.

120 Graduate Catalog • College of Education Advanced Graduate Certificate in Mental Health Plan Requirements Counseling See Subplan Requirements below. Plan Description Subplan 1 Requirements: Post CACREP Community The Department of Educational and Clinical Studies offers Counseling Master’s Track Advanced Graduate Certificates in Community Mental Health Total Credits Required: 12 Counseling. The certificate program is designed for individuals Course Requirements already holding master’s degrees in counseling who are seeking Required Courses – Credits: 12 to enhance their professional counseling practice and licensure Complete 12 credits of advisor-approved coursework. options. Certificate Requirements The Advanced Graduate Certificate in Mental Health Counseling 1. Completion of a minimum of 12 credit hours with a is targeted primarily toward those individuals who have minimum GPA of 3.00. graduated from CACREP accredited or equivalent programs, 2. Students who receive an F or more than two C grades will but do not meet the necessary educational requirements for the be separated from the program. LPC in the State of Nevada. 3. A minimum of six semester hours of credit must be taken each semester, including summer. Faculty members in the Department of Educational and Clinical Studies endeavor to promote excellence in counselor education Certificate Completion Requirements and counseling research. Our graduate counseling programs See Plan Certificate Completion Requirements below. prepare students to: Subplan 2 Requirements: Con-Current School Counseling 1. Serve as professional counselors, advocates, and leaders Master’s Track who maximize opportunities for individuals, groups, Total Credits Required: 12-24 and communities with a particular emphasis on helping Course Requirements underserved and oppressed client populations; Required Courses – Credits: 12-24 2. Address developmental, academic, career, mental health, Complete 12-24 credits of advisor-approved coursework. socio-cultural, and wellness needs of clients seeking Certificate Requirements counseling; 1. Completion of a minimum of 12-24 credit hours with a 3. Help individuals, groups and communities strive to find minimum GPA of 3.00. meaning, involvement, worth, and dignity in their lives; 2. Students who receive an F or more than two C grades will 4. Engage in action research and program evaluations to be separated from the program. further the knowledge base and best practice initiatives of 3. A minimum of six semester hours of credit must be taken the counseling profession; and each semester, including summer. 5. Advocate with local, state, and national organizations to promote client and societal wellbeing. Certificate Completion Requirements See Plan Certificate Completion Requirements below. The certificate consists of 12-24 credits, based on the student’s master’s degree training. Subplan 3 Requirements: Non-CACREP Community Counseling Master’s Track For more information about your program, including your Total Credits Required: 24 graduate program handbook and learning outcomes, please visit Course Requirements the Degree Directory. Required Courses – Credits: 24 Plan Admission Requirements Complete 24 credits of advisor-approved coursework. Application deadlines available on the UNLV Graduate College Certificate Requirements website. Applications available on the UNLV Graduate College 1. Completion of a minimum of 24 credit hours with a website. minimum GPA of 3.00. The Advanced Graduate Certificate in Mental Health Counseling 2. Students who receive an F or more than two C grades will is an extension of the M.S. degree and is geared for those be separated from the program. individuals who have graduated from CACREP accredited or 3. A minimum of six semester hours of credit must be taken equivalent programs, but do not meet the necessary educational each semester, including summer. requirements for the Nevada licensure for Clinical Professional Certificate Completion Requirements Counselors (LCPC). See Plan Certificate Completion Requirements below. All applicants must review and follow the Graduate College Subplan 4 Requirements: Post Counseling Related Admission and Registration Requirements. Master’s Track Students are accepted into a certificate program as described Total Credits Required: 24 in the Graduate Catalog. The faculty and corresponding sub- Course Requirements disciplines and sub-plans within the described programs are Required Courses – Credits: 24 subject to change at any time. Complete 24 credits of advisor-approved coursework.

Graduate Catalog • College of Education 121 Certificate Requirements Doctor of Philosophy - Special Education 1. Completion of a minimum of 24 credit hours with a minimum GPA of 3.00. Plan Description 2. Students who receive an F or more than two C grades will The Doctor of Philosophy Degree (Ph.D.) is designed with an be separated from the program. emphasis in the development of skills in scientific inquiry and 3. A minimum of six semester hours of credit must be taken leadership. Students enrolled in this study program gain an each semester, including summer. understanding of philosophy and theory as they relate to the conduct of research and program evaluation. Graduates pursue Certificate Completion Requirements careers in schools, institutions of higher education, research See Plan Certificate Completion Requirements below. centers and agencies that require the competencies developed Plan Certificate Completion Requirements through a Ph.D. course of study. The student must submit all required forms to the Graduate For more information about your program, including your College and then apply for graduation in MyUNLV by the graduate program handbook and learning outcomes, please visit appropriate deadline. the Degree Directory. Plan Admission Requirements Application deadlines available on the UNLV Graduate College website. Applications available on the UNLV Graduate College website. Applicants to the Special Education Ph.D. program must complete the Graduate College Application for Admission and arrange to have official transcripts sent to the Graduate College. Graduate level transcripts should indicate grade point averages (and receipt of a post baccalaureate degree in special education or a related field). The following materials also should be submitted through the online application network. 1. A letter of application that clearly articulates professional and research goals that are related to the focus of the Ph.D. degree program in Special Education; 2. Three letters of recommendation – at least one from an individual familiar with the applicant’s academic performance and potential for doctoral degree completion and at least one from an individual knowledgeable of the applicant’s quality of work experience; 3. Representative samples of scholarly writing, preferably in APA style, and/or other media samples related to professional study; 4. A resume of professional preparation and experience (a minimum of two to three years of professional experience in special education, general education or other relevant field as a teacher, administrator or related service provider for children and adults with disabilities and/or giftedness is preferred); 5. Scores from the verbal, quantitative and analytical sections of the Graduate Record Examination (GRE) (taken within five years from the date of application for admission). Applicants should arrange to have official notification of GRE scores sent to the Department of Educational and Clinical Studies. The department does not impose minimum GRE scores. It is the student’s responsibility to ensure that his/her applicant file is complete. Incomplete files will not be considered. Application materials for U.S. residents requesting financial support are due March 1. Note: The department admissions committee may request additional materials and/or conduct a personal interview after reviewing initial applicant files. 122 Graduate Catalog • College of Education In general, applicants will be expected to have a 3.50 grade Additional Research Courses – Credits: 6 point average on all graduate-level work and an indication Complete 6 credits from the following list of courses, or other of potential to complete all requirements of doctoral study advisor-approved courses. successfully (provided through submitted writings or creative EPY 716 - Evaluation Research Methods products, letters of recommendation and GRE results) to be admitted as doctoral students in the Department of Educational EPY 718 - Qualitative Research Methodologies and Clinical Studies. EPY 733 - Multivariate Statistics After Admission Committee review, the Doctoral Program EPY 790 - Research Seminar in EPY Coordinator may recommend to the department faculty that the applicant be: 1) admitted fully to the Ph.D. program in special KIN 752 - Selected Application of Statistical Techniques II education, 2) admitted provisionally to the Ph.D. program or Internship Course – Credits: 6 3) denied admission to the Ph.D. program in special education. Credits must include 3 credits in Topic A: Research and 3 A recommendation for provisional admission may occur credits in Topic B: Teaching. when an applicant has not met the criteria or prerequisites to do advanced graduate level work. Provisional admission ESP 794 - Internship in Special Education requires the satisfactory completion (e.g., with a minimum Leadership & Exceptionality Courses – Credits: 15 3.50 grade-point average) of nine or more hours in regularly Complete 15 credits of advisor-approved leadership and scheduled graduate courses approved by the student’s advisor exceptionality courses from one or more of the following and departmental faculty. After completion of the provisional leadership concentrations: Parenting, Administration, Research, program, the Doctoral Coordinator and Department Chair Diagnosis/Assessment, Transition, Early Childhood Special recommend to the Graduate College that the student either be Education, Early Childhood Education, Higher Education, transferred to regular status or dropped from the program. Technology, Consultation, or Curriculum. Note: To apply for a Graduate Assistantship, applicants must Complete credits in two specialty areas from the following list: complete online the Graduate Assistant Application for the Autism, Learning Disabilities, Emotional Disturbance, Mental Department of Educational and Clinical Studies. Retardation, Gifted and Talented Education, Developmental All domestic and international applicants must review and Disabilities/Children at Risk. follow the Graduate College Admission and Registration Prospectus Course – Credits: 3 Requirements. Complete the following course as an independent study Students are accepted into a degree program as described in supervised by the advisor. the Graduate Catalog. The faculty and corresponding sub- ESP 796 - Dissertation Prospectus disciplines and sub-plans within the described programs are subject to change at any time. Dissertation – Credits: 12 ESP 799 - Dissertation Plan Requirements Total Credits Required: 72 Degree Requirements Course Requirements 1. The program of study requires a minimum of 72 semester Required Courses – Credits: 21 hours. Only credits that meet the following criteria may be ESP 782R - Professional Seminar in Special Education included on the formal Program of Study: a. Those not previously used to fulfill requirements for ESP 783R - Leadership Seminar in Special Education another degree; ESP 784 - Seminar in Advanced Special Education Technology b. Those taken while enrolled at an accredited graduate degree-granting institution in a degree-granting ESP 785 - Issues, Trends and Futures in Special Education program; ESP 787 - Philosophical Perspectives in Special Education c. Those taken as a non-degree seeking student (not to exceed 15 total semester hours); and ESP 788 - Single Subject Methods in Special Education d. Those for which a grade of B or higher was earned. ESP 789 - Grant Writing for Human Services 2. Doctoral students must earn a grade of B or higher in all core curriculum courses. Research Courses – Credits: 6 3. Doctoral Students must earn a grade of B or higher in EPY EPY 721 - Descriptive and Inferential Statistics: An Introduction 721 and EPY 722/KIN 751. ESP 791 - Proposal Design and Analysis Statistics Course – Credits: 3 Complete one of the following courses, or another advisor- approved equivalent course. EPY 722 - Inferential Statistics and Experimental Design KIN 751 - Selected Application of Statistical Techniques I

Graduate Catalog • College of Education 123 4. Doctoral students are required to spend a minimum of two examination, the student selects a dissertation committee consecutive semesters (Fall-Spring, Spring-Summer or (i.e., minimum of three faculty members from the Summer-Fall) in full-time resident study in the Department Department of Educational and Clinical Studies and an of Educational and Clinical Studies. Full-time resident outside member appointed by the Graduate College) and study is defined as being enrolled in at least nine semester submits a dissertation proposal to the committee. This hours of graduate level course work from an approved proposal includes an introduction, review of the literature, Program of Study (six semester hours if the student is a and a discussion of study methods. Two weeks after this graduate assistant). In cases where residency includes a proposal is submitted to the dissertation committee, the semester of course work prior to submission of the Program committee meets with the student to accept or reject of Study, the advisor must approve residency. Work during the proposal, as well as provide a critique of its relative residency is allowed. However, if the student is employed strengths and weaknesses. Upon acceptance of the student’s as a graduate assistant, any additional work beyond that dissertation proposal, a recommendation for advancement performed as an assistant must conform to the rules of the to candidacy is submitted to the Graduate College. University and Graduate College. 9. Upon completion of the full dissertation, a defense is 5. Two-thirds of the total semester hours included on the scheduled. Students need to obtain The Guide to Preparing formal Program of Study (not including dissertation) must and Submitting a Thesis or Dissertation from the Graduate be taken at UNLV. Faculty members of the Department of College web site. Educational and Clinical Studies instructing specialist’s Plan Graduation Requirements and/ or master’s classes initiate an interaction with 1. The student must submit all required forms to the Graduate doctoral students enrolled in these courses regarding the College and then apply for graduation up to two semesters appropriateness of both the content and performance prior to completing his/her degree requirements. requirements for doctoral students. Students not admitted 2. The student must submit and successfully defend his/her to the doctoral program in Educational and Clinical dissertation by the posted deadline. The defense must be Studies (or to another doctoral program in the College advertised and is open to the public. of Education) may enroll in: ESP 782 - Professional 3. The student must submit his/her approved, properly Seminar in Special Education (formerly ESP 760) and formatted hard-copy disseration to the Graduate College, two additional Core Curriculum Courses with consent of and submit the approved electronic version to ProQuest by instructor prior to formal admission. the posted deadline. 6. The Educational and Clinical Studies Doctoral Colloquium typically is held one Friday each semester. The Doctoral Coordinator coordinates these meetings with the assistance of the special education faculty and doctoral students. 7. The comprehensive examination is taken during the semester immediately preceding enrollment in ESP 799 Dissertation. The comprehensive examination consists of 16 hours of written examinations with eight hours structured by the student’s major advisor and eight hours structured by the other internal committee members. The examinations are scheduled on two successive Fridays. The student’s advisor determines the specific dates of the examination. The questions on the comprehensive examination address elements of the Core, Research, Leadership Studies, Exceptionality Specialties, and any course work taken for licensure or endorsements. The student’s Doctoral Studies Committee provides general parameters from which questions are selected. “Take- home” examinations, in whole or in part, are not allowed. Students may use college provided technology for word- processing. Grading consists of three categories: Pass, Fail, and Pass with Distinction. Pass with Distinction occurs contingent upon a unanimous vote of the committee excluding the Graduate College representative. Students who fail the comprehensive examination will be placed on probation and must wait 4 months from the date of the failed examination to re-write their exam. However, under no circumstances may the reexamination be later than the semester following the failed examination. Students not passing the comprehensive examination on the re-write will be “excused” from the program. 8. Upon successful completion of comprehensive 124 Graduate Catalog • College of Education Master of Education - Early Childhood Students are accepted into a degree program as described in Education the Graduate Catalog. The faculty and corresponding sub- disciplines and sub-plans within the described programs are Plan Description subject to change at any time. The Master of Education – Early Childhood Education is designed to provide a comprehensive contemporary program of Plan Requirements teacher preparation and education for early childhood settings Total Credits Required: 36 (e.g., day care, preschool education, hospitals, community Course Requirements education, early intervention programs, agencies, infant/toddler Required Courses – Credits: 6 education and prek-2nd grade teaching license. In addition, EPY 702 - Research Methods the program provides course work beyond and above the ESP 722 - Multicultural Perspectives in Special Education requirements of the State of Nevada’s Licensure requirements). Students will learn about the typically developing children and Early Childhood Education Courses – Credits: 18 children with special needs and participate in field work. The Complete 18 credits from the following list of courses: program has two tracks, birth through 3 years and birth through ECE 706 - Planning Curriculum for Young Children 8 years. In the Early Childhood Education Program, students gain knowledge and skills for a variety of careers in educational ECE 707 - Programs in Early Childhood Education and intervention programs for young children. ECE 709 - Investigations in Early Childhood Education For more information about your program, including your ECE 711 - Science and Math for Young Children graduate program handbook and learning outcomes please visit the Degree Directory. ESP 719B - Advanced Oral and Written Instruction Early Childhood Plan Admission Requirements Application deadlines available on the UNLV Graduate College ECE 722 - Theoretical Bases for Early Childhood Education website. Applications available on the UNLV Graduate College ECE 726 - Early Education for Infants and Toddlers website. OR In addition to meeting the admission requirements of the Graduate College, as outlined in the front of this catalog, ESP 728 - Theory of Play Development applicants must also meet the requirements established by the Early Childhood Special Education Courses – Credits: 9 Department of Educational and Clinical Studies. They are: ESP 772 - Family Education in Early Childhood 1. A minimum grade point average of 2.75 for all ESP 773 - Assessment for Young Children with Disabilities undergraduate work or a 3.00 grade point average for the last two years of undergraduate work; and ESP 775 - Strategies for Early Childhood Special Education 2. A letter of application/intent. Field Experience Course – Credits: 3 Applications are processed when all credentials required by both ECE 781 - Early Childhood Education Field Experience the Graduate College and the Department of Educational and Degree Requirements Clinical Studies have been received by the Graduate Coordinator. See Plan Degree Requirements below. The Graduate Coordinator evaluates the applicant’s credentials and recommends either 1) admission to full, contingency, or Graduation Requirements provisional graduate standing (depending on the strength of the See Plan Graduation Requirements below. applicant’s academic credentials); or 2) denial. Those who wish Plan Degree Requirements to begin studies but who miss the application deadline may 1. Students must complete a minimum of 36 credit hours with enroll as a non-degree graduate student. However, since there a minimum GPA of 3.00. is no guarantee that courses taken as a non-degree student will 2. For Nevada state licensure, students must complete a total count toward a degree, and since a maximum of 15 hours taken of 8 credits of fieldwork; these additional credits will not prior to admission to the program may be used to meet degree count towards the degree program. requirements, candidates are urged to seek advisement prior to 3. Previous course work included in submitted graduate registering for any course(s). plans of study must have a grade of B or better. Only two Applicants should log back into their online applications to subsequent grades of less than B- (one with an ESP or ECE monitor the status of the application. Official decision letters prefix and one with any other prefix) will be permitted in will be posted in the online application once a decision has been a submitted plan of study. Under no circumstances will a made. Hard-copy letters are not issued. The online decision Grade Point Average (GPA) of less than 3.00 be allowed on letter will include the name of the student’s advisor. Students a finished plan of study. Failure to meet these standards will are responsible for contacting their advisors. result in suspension from the degree program. 4. In order to be endorsed in Teaching English as a Second All domestic and international applicants must review and Language (TESL) the following four courses must be follow the Graduate College Admission and Registration completed in addition to the courses required as part of the Requirements. degree program:

Graduate Catalog • College of Education 125 TESL 651 – Theories of second language acquisition Master of Education - English Language TESL 652 – TESL Methods and Materials Learning TESL 653 – TESL curriculum TESL 654 – TESL Assessment Procedures Plan Description 5. Students must successfully complete and pass a The M.Ed. English Language Learning program is designed comprehensive examination. for individuals who hold a baccalaureate degree in elementary, a. The comprehensive examination is taken during the secondary, or special education and seek to earn a master’s student’s last semester of coursework or in the semester degree in English Language Learning, with a focus in either immediately following completion of coursework listed English Language Learning or Bilingual Education. Admitted on the student’s Program of Studies. If student(s) do students are required to develop a plan of study relevant to their not pass the exam they will receive only one additional focus area of study. opportunity to take a 2nd comprehensive examination. For more information about your program, including your If students opt to take the comprehensive exam the graduate program handbook and learning outcomes, please visit semester after completion of the coursework listed the Degree Directory. on their Program of Studies, they must enroll in ESP 766 or another graduate course. Per Graduate College Plan Admission Requirements Guidelines, students must be enrolled in a minimum of 3 Application deadlines available on the UNLV Graduate College hours of coursework the semester they graduate. website. Applications available on the UNLV Graduate College b. Students must apply to take comprehensive website. examinations. Specific application deadlines are Admission to the Master’s degree program in English Language available in the Department of Educational and Clinical Learning requires a minimum grade point average of 2.75 Studies. for all undergraduate work or a 3.00 for the last two years of 6. Master’s degrees must be completed within a six-year undergraduate work. All applicants are evaluated on their period and continuous enrollment must be maintained scholastic record, professional accomplishments, and potential throughout the six years, unless a formal request for a leave for advanced studies. of absence is approved by the department and Graduate College. 1. Completed admission application and fee 2. Set of official transcripts from all previously attended Plan Graduation Requirements colleges and universities The student must submit all required forms to the Graduate 3. A one-page (350 to 400 words) letter of intent should College and then apply for graduation up to two semesters prior include (1) the English Language Learning or Bilingual to completing his/her degree requirements for the program. Education focus area of interest, (2) professional and academic goals, and (3) discussion of experiences relative to the focus area of study. The letter should be uploaded on-line with the application forms through the Graduate College Grad Rebel Gateway application system. Assistantship applications are submitted to the department through the Grad Rebel Gateway application system. International students should check with the Graduate College for current deadlines and procedures. 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. Plan Requirements See Subplan Requirements below. Subplan 1 Requirements: English Language Learning Track Total Credits Required: 37 Course Requirements Required Courses - Credits: 6 EPY 702 - Research Methods ESP 722 - Multicultural Perspectives in Special Education

126 Graduate Catalog • College of Education English Language Learning Courses - Credits: 26 CIS 684 - Secondary Education Curriculum TESL 750 - TESL Linguistic Theory CIG 602 - Differentiated Curriculum and Instruction TESL 751 - Theory and Practice for Academic English CIE 685 - Elementary Education Curriculum Language Development Culminating Experience - Credits: 2 TESL 752 - Methods and Curriculum for Teaching ELs TESL 770 - TESL Culminating Experience TESL 753 - TESL Curriculum Degree Requirements TESL 754 - Assessment and Evaluation of ELs See Plan Degree Requirements below. TESL 755 - Language Acquisition and Development Graduation Requirements See Plan Graduation Requirements below. TESL 756 - Technology Assisted English Language Learning Plan Degree Requirements TESL 757 - Policies, Critical Issues, and Best Practices for 1. The master’s degree program requires a minimum of Pre-K, Elementary, and Secondary ELs Practicum 37 semester hours of approved studies and an overall TESL 759 - Policies, Critical Issues, and Best Practices for cumulative GPA of 3.00 in all courses counted toward the Pre-K, Elementary, and Secondary ELs Seminar degree. Six of these semester hours are in research (3) and multicultural perspectives (3). Elective Course - Credits: 3 2. All graduate students are held responsible for the Complete one of the following courses: requirements and academic policies established by the CIS 684 - Secondary Education Curriculum Graduate College and outlined in the front of the graduate catalog. In addition, the Department of Educational & CIG 602 - Differentiated Curriculum and Instruction Clinical Studies has established requirements. While these CIE 685 - Elementary Education Curriculum requirements may be obtained from an academic advisor, they are briefly outlined here. Culminating Experience - Credits: 2 3. Master’s degrees must be completed within a six-year TESL 770 - TESL Culminating Experience period, and continuous enrollment must be maintained Degree Requirements throughout the six years, unless a formal request for a leave See Plan Degree Requirements below. of absence is approved by the department and Graduate College. Graduation Requirements 4. The M.Ed. degree requires students to complete a minimum See Plan Graduation Requirements below. of 27 credit hours with the TESL prefix, EPY 702, ESP Subplan 2 Requirements: Bilingual Education Track 722, either a CIE or CIS prefix course, and complete an Total Credits Required: 37 electronic portfolio (e-portfolio) related to the focus area’s Course Requireemnts professional standards. Required Courses - Credits: 6 5. The e-portfolio must contain the primary assignments and EPY 702 - Research Methods grading rubrics from all courses on the student’s program of study. It is each students’ responsibility to collect and ESP 722 - Multicultural Perspectives in Special Education retain the assignments and graded rubrics at the end of each English Language Learning Courses - Credits: 26 semester. Students must earn a “B” or better on the primary TESL 750 - TESL Linguistic Theory assignment in order for it to be included in the e-portfolio. 6. In addition, the e-portfolio must include a matrix of the TESL 751 - Theory and Practice for Academic English appropriate TESOL Standards linked to the primary Language Development assignments from each course. Further, the e-portfolio must TESL 752 - Methods and Curriculum for Teaching ELs include a table of contents and a one-page reflection for each TESOL standard. Each academic advisor will provide TESL 761 - Literacy Development in the Bilingual Classroom additional information and guidelines on the e-portfolios. TESL 764 - Assessment Bilingual Classroom 7. The e-portfolio must be completed and turned in for evaluation by each student to the academic advisor during TESL 765 - Curriculum Development Bilingual Classroom the student’s last semester of coursework or in the semester TESL 755 - Language Acquisition and Development immediately following the student’s last semester of required coursework. TESL 756 - Technology Assisted English Language Learning 8. The e-portfolio will be evaluated across six academic TESL 759 - Policies, Critical Issues, and Best Practices for standards and 4 performance levels: Pre-K, Elementary, and Secondary ELs Seminar a. Academic Standards: i. Theory into Practice Elective Course - Credits: 3 Complete one of the following ii. Professional Philosophy courses: iii. Conduct and/or Evaluate Research iv. Content and Pedagogical Knowledge

Graduate Catalog • College of Education 127 v. Professional Standard Knowledge Master of Education - School Counseling vi. Presentation and Format b. Performance Levels: (with corresponding rubrics) Plan Description i. Distinguished (3) The Department of Educational and Clinical Studies offers a a. exceeds expectations 48 credit Master of Education (M.Ed.) – School Counseling. b. provides multiple layers of connected and The master program is fully accredited by the Council for convincing evidence Accreditation of Counseling and Related Educational Programs c. demonstrates exceptional performance (CACREP), the accrediting body of the American Counseling d. communicates distinctively and authoritatively Association. Graduates of the M.Ed. programs are eligible to sit e. proposes original and creative solutions for the National Counselor Examination in order to qualify for ii. Proficient (2) the National Certified Counselor (NCC) credential. a. meets expectations The Master of Education – School Counseling degree at b. provides multiple sources of clear evidence UNLV requires a minimum of 48 graduate semester credits c. demonstrates satisfactory performance and prepares educational professionals who work to meet the d. communicates accurately academic, career, personal, and social needs of culturally and e. presents a clear and convincing argument linguistically diverse K-12 student populations. The program iii. Marginal (1) prepares school counselors to fulfill the following roles: a. meets minimum expectations 1. Serve as advocates, educational leaders, team members, b. provides some evidence consultants, and counselors to maximize opportunities for c. demonstrates limited performance students to succeed academically; d. exhibits limited ability to communicate ideas 2. Address the academic, career, and personal/social needs of e. presents partial or faulty argument all students in the school; iv. Unacceptable (0) 3. Serve as leaders of equity and achievement and be able to a. fails to meet expectations address institutional and environmental barriers impeding b. provides little or no evidence student progress; c. demonstrates insufficient or incomplete 4. Through the collection and dissemination of data, advocate performance for systemic change to promote student achievement and d. exhibits lack of ability to communicate ideas academic success; and e. presents unsupported or incoherent argument 5. Become managers of resources and partnership builders, 9. The e-portfolio will be graded Satisfactory or enlisting the support of parents, agencies, and community Unsatisfactory. A total score of 12 or greater must be members. attained to earn Satisfactory, and each Academic Standard must receive no less than 2 points each. Unsatisfactory For more information about your program, including your completion will require re-enrolling in the Culminating graduate program handbook and learning outcomes, please visit Experience. An Incomplete is not given for the Culminating the Degree Directory. Experience. Plan Admission Requirements Plan Graduation Requirements Application deadlines available on the UNLV Graduate College 1. The student must submit all required forms to the Graduate website. Applications available on the UNLV Graduate College College and then apply for graduation up to two semesters website. prior to completing his/her degree requirements for the The master degree program requires that an application for program. admission be submitted to the Graduate College and the 2. The student must successfully complete and submit an Department of Educational and Clinical Studies as well as e-portfolio. transcripts of all college-level work. A minimum grade point average of 2.75 for all undergraduate work and a 3.00 for the last two years of undergraduate work is required. Applicants must provide three letters of recommendation directly to the department along with a departmental application form that includes a writing sample. Final applicants undergo an extensive/structured personal interview. Students should refer to the department website. Students are admitted once each year, with an application deadline of February 1st. 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.

128 Graduate Catalog • College of Education Plan Requirements Plan Graduation Requirements Total Credits Required: 48 1. The student must submit all required forms to the Graduate Course Requirements College and then apply for graduation up to two semesters Required Courses – Credits: 48 prior to completing his/her degree requirements for the CED 701 - Introduction to Counseling program. 2. The student must successfully complete and pass the final CED 703 - Counseling with Expressive Arts and Activities comprehensive exam. CED 711 - Counseling Appraisal and Inquiry CED 713 - Introduction to School Counseling CED 715 - Counseling and Consultation Theories CED 721 - Career Theories and Practices CED 727 - Counseling Process and Procedures CED 731 - Social Justice and Advocacy in Counseling CED 733 - Introduction to Group Counseling CED 735 - Substance Abuse Prevention and Treatment CED 741 - Practicum CED 743 - Ethical and Legal Issues in Counseling CED 750 - Advanced Seminars in School Counseling CED 751 - Internship in Counseling I CED 752 - Internship in Counseling II CED 753 - Internship in Counseling III EPY 702 - Research Methods EPY 711 - Human Growth and Development Degree Requirements 1. All full and part-time students entering into the M.S. program are required to enroll in the following courses during their first fall semester: CED 701 - Introduction to Counseling and CED 727 - Counseling Process and Procedures. 2. A grade of B or better is required in both CED 701 and CED 727 in order to continue taking coursework in the M.Ed. program. Students who make a grade of B- or lower (but not an F) in either CED 701 or CED 727 will be placed on probation and may not continue taking other coursework in the M.Ed. program until successfully repeating these courses. If after a second attempt a student does not make a B or better, the student will be officially separated from the graduate program. 3. Students must make a grade of B or better in CED 741 in order to enroll in CED 751. A grade of B or better is required for all internship courses (CED 751 and CED 775) or they must be repeated. 4. A student receiving a grade of F in any required course in the degree program will be officially separated from the graduate program. Students must repeat any course in which they make a grade of C- or lower. Students making three or more grades of B- or lower will be officially separated from the graduate program. In order to earn the degree, students must have a cumulative GPA of 3.0 or better. 5. Students must successfully complete and pass the final comprehensive exam.

Graduate Catalog • College of Education 129 Master of Education - Special Education count toward a degree, and since a maximum of 15 hours taken prior to admission to the program may be used to meet degree Plan Description requirements, candidates are urged to seek advisement prior to The M.Ed. program is designed to meet the needs of persons who registering for any course(s). hold a baccalaureate degree and wish to earn a master’s degree in special education or early childhood education special education, Applicants should log back into their online applications to with or without licensure. Students are expected to develop a plan of monitor the status of the application. Official decision letters study that is most relevant to their educational purposes. Students will be posted in the online application once a decision has been seeking a license to teach should be aware that certification or made. Hard-copy letters are not issued. The online decision endorsement requirements might limit their choices. A number letter will include the name of the student’s advisor. Students of specific focus areas are available and can lead to the following are responsible for contacting their advisors. Nevada Department of Education endorsements: Autism, Early All domestic and international applicants must review and Childhood Special Education, Learning Disabilities, Generalist- follow the Graduate College Admission and Registration Mild Disabilities, Gifted and Talented, Emotional Behavioral Requirements. Disorders, Intellectual Disabilities, Applied Behavioral Analysis (BCBA), or other professional areas The Master of Education – Students are accepted into a degree program as described in Special Education program requires 36 credits of graduate-level the Graduate Catalog. The faculty and corresponding sub- coursework. Additional credits may be required for endorsement disciplines and sub-plans within the described programs are or licensure purposes. subject to change at any time. For more information about your program, including your Plan Requirements graduate program handbook and learning outcomes please visit See Subplan Requirements below. the Degree Directory. Subplan 1 Requirements: Applied Behavioral Analysis Learning outcomes for specific subplan tracks can be found Track below: Total Credits Required: 36 • Master of Education - Special Education; Emphasis in Course Requirements Generalist (K-12) Required Courses – Credits: 6 • Master of Education - Special Education; Emphasis in EPY 702 - Research Methods Gifted Education ESP 722 - Multicultural Perspectives in Special Education • Master of Education - Special Education; Emphasis in Intellectual Disabilities Special Education Courses – Credits: 21 • Master of Education - Special Education; Teaching English Complete 21 credits of advisor-approved course work. as a Second Language ESP 712 - Applied Behavior Analysis Plan Admission Requirements ESP 715 - Communication Programming for Persons with Application deadlines available on the UNLV Graduate College Severe Disabilities website. Applications available on the UNLV Graduate College website. ESP 729 - Characteristics of Students with Autism Spectrum Disorders In addition to meeting the admission requirements of the Graduate College, as outlined in the front of this catalog, ESP 735 - Advanced Behavior Management applicants must also meet the requirements established by the ESP 739 - Advanced Educational Strategies for Students with Department of Educational and Clinical Studies. They are: Autism Spectrum Disorders 1. A minimum grade point average of 2.75 for all ESP 762 - Ethical Evaluation of Programs for Persons with undergraduate work or a 3.00 grade point average for the Exceptionalities/Special Needs last two years of undergraduate work. Admission to a master’s degree program in special education requires that ESP 763N - Single Case Research Design students with a GPA of less than 2.75 be admitted to the Elective Courses – Credits: 9 graduate program with provisional status; and Complete 9 credits of advisor-approved course work. 2. A letter of application/intent. Degree Requirements Applications are processed when all credentials required by both See Plan Degree Requirements below. the Graduate College and the Department of Educational and Clinical Studies have been received by the Graduate Coordinator. Graduation Requirements The Graduate Coordinator evaluates the applicant’s credentials See Plan Graduation Requirements below. and recommends either 1) admission to full, contingency, or Subplan 2 Requirements: Autism Track provisional graduate standing (depending on the strength of the Total Credits Required: 36 applicant’s academic credentials); or 2) denial. Those who wish Course Requirements to begin studies but who miss the application deadline may Required Courses – Credits: 6 enroll as a non-degree graduate student. However, since there EPY 702 - Research Methods is no guarantee that courses taken as a non-degree student will

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

Graduate Catalog • College of Education 131 Subplan 5 Requirements: Gifted and Talented Track ESP 701 - Introduction to Special Education and Legal Issues Total Credits Required: 36 ESP 702 - Psychological and Social Problems in Intellectual Course Requirements Disabilities Required Courses – Credits: 6 EPY 702 - Research Methods ESP 704 - Adaptive Curricular Programming for Persons with Intellectual Disabilities ESP 722 - Multicultural Perspectives in Special Education ESP 715 - Communication Programming for Persons with Special Education Course – Credits: 3 Severe Disabilities Complete 3 credits from the following list of courses or other advisor-approved courses. ESP 718 - Assessment of Persons with Severe Intellectual Disabilities ESP 701 - Introduction to Special Education and Legal Issues ESP 730 - Parent Involvement in Special and General Technology Course – Credits: 3 Education Complete 3 credits from the following list of courses or other advisor-approved courses. ESP 733 - Management and Modification of Students with Special Needs CIT 601 - Technology Applications Elementary Curriculum ESP 734 - Vocational and Career Education for Persons with Assessment Course – Credits: 3 Disabilities in Transition Complete 3 credits from the following list of courses or other advisor-approved courses. ESP 755 A - Medically Related Aspects of Disabilities ESP 763Q - Data-Based Decision Making and Growth Models ESP 763Q - Data-Based Decision Making and Growth Models Gifted Education Courses – Credits: 12 Licensure Fieldwork Courses – Credits: 8 (Optional) Complete 12 credits from the following list of courses or other Students requiring Nevada state licensure must complete 8 advisor-approved courses. credits of fieldwork. ESP 717G - Seminar in Advanced Curriculum Development ESP 720 - Field Experience in Special Education ESP 741 - Introduction to Gifted Education Degree Requirements See Plan Degree Requirements below. ESP 742 - Dimensions of Giftedness Graduation Requirements ESP 743 - Teaching Models in Gifted Education See Plan Graduation Requirements below. ESP 745 - Experiential Learning in Gifted Education Subplan 7 Requirements: Learning Disabilities Track ESP 746 - Creativity in Gifted Education Total Credits Required: 36 Course Requirements ESP 747 - Contemporary Considerations Gifted Education Required Courses – Credits: 6 Elective Courses – Credits: 9 EPY 702 - Research Methods Complete 9 credits of advisor-approved courses. ESP 722 - Multicultural Perspectives in Special Education Licensure Fieldwork Courses – Credits: 9 (Optional) Special Education Courses – Credits: 18 Students requiring Nevada state licensure must complete 9 Complete 18 credits from the following list of courses, or credits of fieldwork. other advisor-approved courses. ESP 720 - Field Experience in Special Education ESP 701 - Introduction to Special Education and Legal Issues Degree Requirements ESP 707 - Theories of Learning Disabilities See Plan Degree Requirements below. ESP 708 - Advanced Education Strategies for Students with Graduation Requirements Disabilities See Plan Graduation Requirements below. ESP 709 - Diagnostic and Prescriptive Assessment for Diverse Subplan 6 Requirements: Intellectual Disabilities Track Learners Total Credits Required: 36 Course Requirements ESP 717 C - Seminar in Advanced Curriculum Development Required Courses – Credits: 6 ESP 727 - Technology in Special Education EPY 702 - Research Methods Elective Courses – Credits: 12 ESP 722 - Multicultural Perspectives in Special Education Complete 12 credits of advisor-approved courses. Special Education Courses – Credits: 30 Licensure Fieldwork Courses – Credits: 8 (Optional) Complete 30 credits from the following list of courses or other Students requiring Nevada state licensure must complete 8 advisor-approved courses. credits of fieldwork from one of the following courses:

132 Graduate Catalog • College of Education ESP 720 - Field Experience in Special Education ESP 780 - Field Experience in Early Childhood Special Education Infancy ESP 737C - Learning Disabilities 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 10 Requirements: Early Childhood Special Subplan 8 Requirements: Other Professional Areas Track Education Preschool Track Total Credits Required: 36 Total Credits Required: 36 Course Requirements Course Requirements Required Courses – Credits: 6 Required Courses – Credits: 6 EPY 702 - Research Methods EPY 702 - Research Methods ESP 722 - Multicultural Perspectives in Special Education ESP 722 - Multicultural Perspectives in Special Education Special Education Courses – Credits: 15 Early Childhood Special Education Courses – Credits: 15 Complete 15 credits of advisor-approved course work in ESP 771 - Perspectives on Early Childhood Special Education special education. ESP 772 - Family Education in Early Childhood Elective Courses – Credits: 15 Complete 15 credits of advisor-approved course work. ESP 773 - Assessment for Young Children with Disabilities Degree Requirements ESP 774 - Seminar in Curriculum Development in Early See Plan Degree Requirements below. Childhood Special Education Graduation Requirements ESP 775 - Strategies for Early Childhood Special Education See Plan Graduation Requirements below. Cognate Course – Credits: 3 Subplan 9 Requirements: Early Childhood Special Complete one of the following courses. Education Infant Track ESP 778 - Behavior Management for Early Childhood Total Credits Required: 36 Course Requirements ESP 779 - Early Intervention Service Coordination Required Courses – Credits: 6 Elective Course – Credits: 3 EPY 702 - Research Methods Complete 3 credits of advisor-approved courses. ESP 722 - Multicultural Perspectives in Special Education Fieldwork Course – Credits: 9 Early Childhood Special Education Courses – Credits: 15 Complete 9 credits from the following list of courses, or other ESP 771 - Perspectives on Early Childhood Special Education advisor-approved course work. ESP 772 - Family Education in Early Childhood ESP 781 - Field Experience in Early Childhood Special Education Preschool/Kindergarten ESP 773 - Assessment for Young Children with Disabilities Degree Requirements ESP 775 - Strategies for Early Childhood Special Education See Plan Degree Requirements below. ESP 779 - Early Intervention Service Coordination Graduation Requirements Cognate Course – Credits: 3 See Plan Graduation Requirements below. Complete one of the following courses. Plan Degree Requirements ESP 774 - Seminar in Curriculum Development in Early 1. Previous course work included in submitted graduate Childhood Special Education plans of study must have a grade of B or better. Only two subsequent grades of less than B- (one with an ESP or ECE ESP 776 - Strategies for Working with Infants and Toddlers in prefix and one with any other prefix) will be permitted in Early Childhood Special Education a submitted plan of study. Under no circumstances will a ESP 778 - Behavior Management for Early Childhood Grade Point Average (GPA) of less than 3.00 be allowed on a finished plan of study. Failure to meet these standards will Elective Course – Credits: 3 result in suspension from the degree program. Complete 3 credits of advisor-approved course work. 2. For Nevada state licensure, students must complete a total Fieldwork Courses – Credits: 9 of 8 credits of fieldwork; any additional credits will not Complete 9 credits from the following list of courses, or other count towards the degree program. advisor-approved course work. 3. In order to be endorsed in Teaching English as a Second

Graduate Catalog • College of Education 133 Language (TESL) the following four courses must be Master of Science - Clinical Mental Health completed in addition to the courses required as part of the Counseling degree program: TESL 751 – Theories of second language acquisition Plan Description TESL 752 – TESL Methods and Materials The Department of Educational and Clinical Studies offers a TESL 753 – TESL curriculum 60 credit Master of Science (M.S.) – Clinical Mental Health TESL 754 – TESL Assessment Procedures Counseling. The master’s program is fully accredited by 4. Students must successfully complete and pass a the Council for Accreditation of Counseling and Related comprehensive examination. Educational Programs (CACREP), the accrediting body a. The comprehensive examination is taken during the of the American Counseling Association. Graduates of the student’s last semester of coursework or in the semester M.S. program are eligible to sit for the National Counselor immediately following completion of coursework Examination in order to qualify for the National Certified listed on the student’s Program of Studies. If students Counselor (NCC) credential. opt to take the comprehensive exam the semester after The Clinical Mental Health Counseling program, a 60-credit completion of the coursework listed on their Program of hour course of study, is designed to train professional counselors Studies, they must enroll in ESP 766 or another graduate for work in a variety of community and mental health settings. course. Per Graduate College Guidelines, students must Community mental health counselors work in local, state, and be enrolled in a minimum of 3 hours of coursework the federal agencies, as well as private for-profit and non-profit semester they graduate. agencies. b. Students must apply to take comprehensive examinations. Specific application deadlines are The Clinical Mental Health Counseling M.S. degree offers a available in the Department of Educational and Clinical unique arena for the development of counseling theory and Studies. in depth research in issues impacting community and mental c. If a student does not pass their comprehensive health, as well as continuing the development of professional examination on the first attempt, they must wait 30 counselors to meet the diverse needs of Southern Nevada, the days after written notification from the department to region, and the nation. reschedule the exam. This will be done in consultation Faculty members in the Department of Counselor Education with the student’s advisor. endeavor to promote excellence in counselor education and d. A student may retake their comprehensive examination counseling research. Our graduate counseling programs prepare once. students to: 5. Master’s degrees must be completed within a six-year period and continuous enrollment must be maintained 1. Serve as professional counselors, advocates, and leaders throughout the six years, unless a formal request for a leave who maximize opportunities for individuals, groups, of absence is approved by the department and Graduate and communities with a particular emphasis on helping College. underserved and oppressed client populations; 2. Address developmental, academic, career, mental health, Plan Graduation Requirements socio-cultural, and wellness needs of clients seeking The student must submit all required forms to the Graduate counseling; College and then apply for graduation up to two semesters prior 3. Help individuals, groups and communities strive to find to completing his/her degree requirements for the program. meaning, involvement, worth, and dignity in their lives; 4. Engage in action research and program evaluations to further the knowledge base and best practice initiatives of the counseling profession; and 5. Advocate with local, state, and national organizations to promote client and societal wellbeing. For more information about your program, including your graduate program handbook and learning outcomes please visit the Degree Directory. Plan Admission Requirements Application deadlines available on the UNLV Graduate College website. Applications available on the UNLV Graduate College website. The master degree program requires that an application for admission be submitted to the Graduate College and the Department of Educational and Clinical Studies as well as transcripts of all college-level work. A minimum grade point average of 2.75 for all undergraduate work and a 3.00 for the last two years of undergraduate work is required.

134 Graduate Catalog • College of Education Applicants must provide three letters of recommendation Degree Requirements directly to the department along with a departmental application 1. All full and part-time students entering into the M.S. form that includes a writing sample. Final applicants undergo program are required to enroll in the following courses an extensive/structured personal interview. Students should during their first fall semester: CED 701 - Introduction refer to the department website. Students are admitted once to Counseling and CED 727 - Counseling Process and each year, with an application deadline of February 1st. Procedures. 2. A grade of B or better is required in both CED 701 and All domestic and international applicants must review and CED 727 in order to continue taking coursework in the follow the Graduate College Admission and Registration M.S. program. Students who make a grade of B- or lower Requirements. (but not an F) in either CED 701 or CED 727 will be placed Students are accepted into a degree program as described in on probation and may not continue taking other coursework the Graduate Catalog. The faculty and corresponding sub- in the M.S. program until successfully repeating these disciplines and sub-plans within the described programs are courses. If after a second attempt a student does not make a subject to change at any time. B or better, the student will be officially separated from the graduate program. Plan Requirements 3. Students must make a grade of B or better in CED 741 Total Credits Required: 60 in order to enroll in CED 751. A grade of B or better is Course Requirements required for all internship courses (CED 751 and CED 775) Required Courses – Credits: 60 or they must be repeated. CED 701 - Introduction to Counseling 4. A student receiving a grade of F in any required course CED 703 - Counseling with Expressive Arts and Activities in the degree program will be officially separated from the graduate program. Students must repeat any course in CED 710 - Relationships Through the Lifespan which they make a grade of C- or lower. Students making CED 711 - Counseling Appraisal and Inquiry three or more grades of B- or lower will be officially separated from the graduate program. In order to earn the CED 715 - Counseling and Consultation Theories degree, students must have a cumulative GPA of 3.0 or CED 721 - Career Theories and Practices better. 5. Students must successfully complete and pass the final CED 727 - Counseling Process and Procedures comprehensive exam. CED 731 - Social Justice and Advocacy in Counseling Plan Graduation Requirements CED 732 - Advanced Multicultural Counseling 1. The student must submit all required forms to the Graduate College and then apply for graduation up to two semesters CED 733 - Introduction to Group Counseling prior to completing his/her degree requirements for the CED 735 - Substance Abuse Prevention and Treatment program. 2. The student must successfully complete and pass the final CED 738 - Introduction to Community Mental Health comprehensive exam. Counseling CED 741 - Practicum CED 743 - Ethical and Legal Issues in Counseling CED 751 - Internship in Counseling I CED 752 - Internship in Counseling II CED 753 - Internship in Counseling III CED 766 - Psychopathology and Wellness Models in Counseling CED 772 - Counseling and Spirituality CED 775 - Advanced Internship in Counseling EPY 702 - Research Methods EPY 711 - Human Growth and Development

Graduate Catalog • College of Education 135 CED 608 - Counseling the Older Adult Credits 3 CED 700 - Special Problems: Counseling and Overview of issues that may be encountered while counseling the older Educational Psychology Credits 1 – 6 adult. Reviews information on the nature, diagnosis and treatment of Specialized instruction in general professional education designed to common mental health problems of later life. Introduces students to develop depth in understanding of current counseling and educational services and support systems that are available to older adults and their psychology problems. Note(s): May be repeated to a maximum of six families that will assist in the referral process. Note(s): This course is credits. crosslisted with CED 408. Credit at the 600-level requires additional CED 701 - Introduction to Counseling Credits 3 work. Introductory course designed to provide students with understanding CED 620 - Identification, Assessment, and Treatment of of the basic roles and functions of the counselors in the human services. The Process Addictions Credits 3 Examination of historical roots, philosophy, current trends, and best This course is designed to develop the knowledge and skills to practices in professional counseling. identify, assess, and treat various process and co-occurring disorders. CED 703 - Counseling with Expressive Arts and Emphasis will be placed on creating an understanding of the history, Activities Credits 3 philosophy, and trends of addiction counseling. In addition, knowledge Examination of expressive arts and activity methods for counseling of the current literature that outlines theories, approaches, effective with children, adolescents, and adults. Topics include play therapy, strategies, and techniques when working with these addictions will be sandtray, dreamwork, and other experiential counseling interventions. explored. Teaching method is lecture, presentations, role plays, videos and discussion. CED 710 - Relationships Through the Lifespan Credits 3 Students will learn the basic knowledge of relationship issues CED 639 - Problem Gambling Counseling I Credits 3 across the lifespan and how it relates to the counseling professional. Orients students to the history, etiology and prevalence of compulsive Prerequisite(s): Consent of instructor. gambling. Provides students with the knowledge of assessment tools and counseling skills. Characteristics of compulsive gambling CED 711 - Counseling Appraisal and Inquiry Credits 3 behavior, stages of progression, distinctions and connections to other Theoretical and practical approach to assessing the individual. Includes addictions, effects on families, finances and legal issues. Note(s): This development of a framework for understanding individual and group course is crosslisted with CED 439. Credit at the 600-level requires testing; case study approaches; adapting and using questionnaires, additional work. surveys, and other assessments to meet local needs; and individual differences including ethnic and cultural and gender considerations. CED 640 - Problem Gambling Counseling II Credits 3 Prerequisite(s): CED 701 Provides students with a thorough understanding of client-oriented counseling modalities and strategies. Provides skills to utilize and CED 713 - Introduction to School Counseling Credits 3 interpret assessment tools and provide treatment planning. Practical Study of the roles and functions of the school counselor at the applications and clinical skills. Note(s): This course is crosslisted elementary, middle, and high school levels as well as history and with CED 440. Credit at the 600 level requires additional work. current trends in the profession. Prerequisite(s): Graduate standing. Prerequisite(s): CED 639 CED 715 - Counseling and Consultation Theories Credits 3 CED 645 - Trauma and Addiction Credits 3 Examination of major counseling theories and consultation techniques Designed to provide a working knowledge of the various ways that for application in individual and group settings. Prerequisite(s): substance abuse and personal trauma impact each other. Emphasis on Admission to the department. identifying signs and symptoms. Diagnostic criteria for various trauma categories and counseling approaches explored. Note(s): This course CED 721 - Career Theories and Practices Credits 3 is crosslisted with CED 445. Credit at the 600-level requires additional Survey of current theories and practices in career counseling. Emphasis work. on values and decision-making process. Meets program requirements for school, community, and rehabilitation counseling. Prerequisite(s): CED 646 - Combat Trauma Credits 3 CED 701 Overview of the trauma that is experienced by individuals involved in armed combat situations. The signs and symptoms of such involvement CED 722 - Introduction to Child Counseling & will be explored. In addition, the impact on families and communities Play Therapy Credits 3 will be addressed. Note(s): This course is crosslisted with CED 446. This course is designed as an examination of play therapy theories Credit at the 600-level requires additional work. and interventions usable by professional counselors, social workers, marriage and family therapists, psychologists, nurses, mental health CED 661 - Use and Application of Technology in and related professionals who work with children. Counseling Credits 3 Explores contemporary practices regarding the application of CED 727 - Counseling Process and Procedures Credits 3 technology in the counseling profession. Ethical guidelines regarding Students learn the necessary skills to establish counseling relationships, counselor use of technology, as well as how advances in technology identify relevant counseling issues, and translate their understanding and web-based communication continue to impact the counseling into an action plan for promoting lasting change. Stages of the profession. counseling process identified, practiced, and applied. Prerequisite(s): CED 701 CED 699 - Special Topics Credits 1-3 Graduate credit may be obtained for courses designated 600 or CED 731 - Social Justice and Advocacy in Counseling Credits 3 above. A full description of this course may be found in the UNLV Seminar course designed to foster awareness, knowledge, and skills Undergraduate Catalog under the corresponding 400 number. for counseling with diverse clients. Emphasizes social justice and advocacy in counseling with minority and oppressed students. Topics include culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical abilities, education, family dynamics, and socioeconomic status.

136 Graduate Catalog • College of Education CED 732 - Advanced Multicultural Counseling Credits 3 CED 750 - Advanced Seminars in School Counseling Credits 1 – 3 This course is designed to help students develop awareness, knowledge, Advanced studies in professional school counseling practice, theory, skills for more effective work with culturally diverse groups and and research. Topics may include innovative practices, supervision, individuals. Substantial attention will be given to intrapersonal evaluation, techniques, and theory of school counseling. Note(s): May issues,concerns related to different cultures & programming in a be repeated to a maximum of twelve credits. variety of settings. CED 751 - Internship in Counseling I Credits 1 - 3 CED 733 - Introduction to Group Counseling Credits 3 Advanced supervised counseling practice in human service settings. Study and practice of basic approaches to group procedures in relation Provides the opportunity to engage in all of the activities of a regularly to group goals, group dynamics and group leadership. Prerequisite(s): employed staff member in an organization with program emphasis area. CED 701 and EPY 723 Note(s): May be repeated to a maximum of six credits. Prerequisite(s): CED 741 CED 735 - Substance Abuse Prevention and Treatment Credits 3 Overview of physiological and interpersonal impacts of substance abuse. CED 752 - Internship in Counseling II Credits 1 Emphasis on empirically validated prevention programs, substance Advanced supervised counseling practice in human service settings. abuse assessment, counseling techniques, referral information, Provides the opportunity to engage in all of the activities of a regularly aftercare, and relapse prevention strategies. Prerequisite(s): CED 701 employed staff member in an organization compatible with program emphasis area. Prerequisite(s): CED 741 CED 738 - Introduction to Community Mental Health Counseling Credits 3 CED 753 - Internship in Counseling III Credits 1 Introduction to community and rehabilitation counseling including Advanced supervised counseling practice in human service settings. historical, philosophical legislative and organizational bases; Provides the opportunity to engage in all of the activities of a regularly rehabilitation process, and services in public and private community employed staff member in an organization compatible with program settings. Emphasis on role and function of the counselor. emphasis area. Prerequisite(s): CED 741 CED 739 - Vocational Placement and CED 754 - Supervised Group Practice and Theory Credits 3 Community Resources Credits 2 Group theory and practice as it relates to leadership of personal Study of vocational placement techniques along with an understanding growth, counseling, and therapeutic groups. Emphasis placed on of community resources including community organizational theory leadership functions as they relate to group processes Same as EPY and criteria for use of such facilities in the vocational adjustment and 754 Prerequisite(s): MFT 715, CED 715 placement of the disabled and disadvantaged. CED 755 - Planning, Management, and CED 741 - Practicum Credits 3 Evaluation of Addictions and Mental Health Programs Credits 3 Supervised counseling practice in human service settings including Develops skills in applying basic management, planning, and work with individuals and groups. Emphasis on utilizing a variety evaluation techniques to addictions and mental health programs. of counseling skills and methods with diverse client populations. Areas stressed include the relationships between program evaluation, Prerequisite(s): CED 701, CED 727, CED 733 and EPP 723 program planning, program effectiveness, and organizational performance. Formerly COU 751 Prerequisite(s): CED 745 or consent CED 742 - Introduction to Community Counseling Credits 3 of instructor. Provides information concerning the professional role, function, history, philosophy and practice of counseling. Role of the community-agency CED 758 - Independent Study Credits 3 counselor in community, clinical, education, and business settings, as Independent study of a selected topic in professional counseling under well as their interactive relationship with other professionals. Formerly the direction/supervision of a graduate faculty member. Note(s): May COU 743 Note(s): Normally taken no later than two semesters be repeated to a maximum of twelve credits. Prerequisite(s): Consent following admission to the program. Prerequisite(s): MFT 701 and of instructor. admission to the department. CED 766 - Psychopathology and Wellness Models in CED 743 - Ethical and Legal Issues in Counseling Credits 3 Counseling Credits 3 Overview of ethical, legal, and professional issues in counseling. Overview of psychopathology as classified in the DMS, with an Emphasis on best practices and ethical decision making models. emphasis on diagnosis, supportive psychopharmacology, and Prerequisite(s): CED 701 counseling interventions. Also overviews wellness models in counseling and highlights ways counselors can promote optimal development and CED 745 - Assessment, Treatment, and Case wellbeing with diverse client populations. Prerequisite(s): CED 741, Management in Addictions Credits 3 CED 753 Provides theoretical framework for assessing and treating individuals with addictive disorders and the practical application of managing CED 768 - Pre-practicum Laboratory in Counseling Credits 3 a client’s case from initial treatment stages through discharge and Laboratory practice in counseling theory and techniques. Note(s): aftercare. Formerly COU 741 Prerequisite(s): MFT 731 Must be taken concurrently with EPY 753. Prerequisite(s): MFT 701, EPY 704 and admission to the department. CED 746 - Supervised Practicum in Group Counseling Credits 3 Supervised practice in counseling with small groups in a variety CED 770 - Advanced Supervised Practice in Counseling Credits 3 of settings. Note(s): May be taken concurrently with EPY 744. Theory, research, techniques, and practice of supervising marriage Prerequisite(s): MFT 701, CED 715 and EPY 724, or equivalent. and family therapists. Note(s): May be repeated to a maximum of six credits. CED 749 - Thesis Credits 3 Culminating masters level research project. Note(s): May be CED 772 - Counseling and Spirituality Credits 3 repeated, but only six credits will apply to students program of study. Application and integration of sound counseling skills into a spiritually- Prerequisite(s): Consent of instructor. based counseling approach. Contemporary counseling theories and their assumptions about human nature and the role of spirituality in counseling. Prerequisite(s): Consent of instructor. Graduate Catalog • College of Education 137 CED 775 - Advanced Internship in Counseling Credits 3 TESL 751 - Theory and Practice for Academic Supervised counseling practice in a professional setting with an English Language Development Credits 3 emphasis on developing advanced level counseling skills. Note(s): Presents a broad survey of first- second-language acquisition research. Students will complete a minimum of 300 hours, with 150 of the hours Stresses theoretical concerns and research findings with an overview being direct contact hours Course may be repeated to a maxiumum of of program approaches and models of instruction. Gives special twelve credits. Prerequisite(s): CED 751 emphasis to the English language structure and the relationship between language and culture. Formerly TESL 651 CED 781 - Problem Gambling Counseling Credits 3 Orient students to relevant literature and theoretical perspectives TESL 752 - Methods and Curriculum for Teaching ELs Credits 3 regarding problematic gambling, including an appreciation of its Emphasizes evidence-based practices and strategies related to symptoms, progression, and impact across areas of one’s life. Students planning, implementing, and managing standards-based EL content will be provided with knowledge of current assessment measures and instruction and curriculum. Formerly TESL 652. Prerequisite(s): learn empirically-based treatment practices related to problem gambling. TESL 750 and TESL 751 CED 782 - Counseling with Potential Suicides Credits 1 – 6 TESL 753 - TESL Curriculum Credits 3 Emphasis on the helping skills to facilitate communication with the Principles of curriculum organization, development and adaptation of potential suicide. Principles and techniques to facilitate client self TESL curriculum. Formerly TESL 653. Prerequisite(s): TESL 750 and exploration that encourage self understanding and alternate actions. TESL 751 Prerequisite(s): CED 754 or consent of instructor. TESL 754 - Assessment and Evaluation of ELs Credits 3 CED 783 - Understanding and Treating Trauma Credits 3 Emphasizes the knowledge and use of a variety of standards-based This course will orient students to relevant literature and theoretical English language proficiency instruments utilized with English perspectives regarding psychological trauma, including an appreciation learners. Stresses the use of assessment instruments for identification, of its symptoms, progression, and impact across areas of one’s life. placement and demonstration of language growth. Gives special Students will be provided with knowledge of current assessment emphasis to the analysis and application of performance-based measures and learn empirically-based treatment practices related to assessment tools and techniques to inform instruction. Formerly TESL post traumatic and acute stress disorders. 654. Prerequisite(s): TESL 752 and TESL 753 CED 784 - Co-Occurring Conditions in Counseling Credits 3 TESL 755 - Language Acquisition and Development Credits 3 This course will orient students to relevant literature and theoretical Explores the nature of children’s language acquisition, emphasizing perspectives regarding co-occurring addictions and mental health normal development. Incorporates the application of current research concerns, including an appreciation of complex symptoms, progression, to teaching strategies. Formerly TESL 655. Prerequisite(s): TESL 752 and impact across areas of one’s life. Students will be provided with and TESL 753 knowledge of current assessment measures and learn empirically- TESL 756 - Technology Assisted English based treatment practices related to co-occurring disorders. Language Learning Credits 3 CED 785 - Eating Disorders Counseling Credits 3 Application software for ESL learning, including evaluation of Designed as a comprehensive review of eating disorders, correlated software. Formerly TESL 656. Prerequisite(s): TESL 754 and TESL issues, and treatment interventions. Cultural, familial, societal, 755 and personal factors that may contribute to the development and TESL 757 - Policies, Critical Issues, and Best Practices for maintenance of eating disorders will be examined. Pre-K, Elementary, and Secondary ELs Practicum Credits 1 - 9 CED 787 - Individual Research Credits 1 – 6 Supervised field experience in an ESL setting with application of Individual research on a selected topic in professional counseling TESL methods, materials, and assessment procedures. Formerly under the direction/supervision of a graduate faculty member. TESL 657. Note(s): May be repeated to a maximum of nine credits. Prerequisite(s): Consent of instructor. Prerequisite(s): TESL 754 and TESL 755 CED 789 - The Student in Higher Education Credits 1 TESL 759 - Policies, Critical Issues, and Best Practices for Theory and practices related to counseling college students. Emphasis Pre-K, Elementary, and Secondary ELs Seminar Credits 1 - 3 on both traditional and nontraditional approaches to meeting the Examination of seminal and current English language acquisition needs of students at various types of postsecondary institutions. research through readings, writings, discussions and presentations. Interrelationship of student and institutional needs within the Formerly TESL 659. Note(s): May be repeated to a maximum of three environment of higher education. credits. Prerequisite(s): 15 graduate credits of ELA coursework. CIL 543 - Literacy Instruction II: Clinic-based Credits 3 TESL 772 - Individual Instruction in Teaching Methods of instruction and assessment for intermediate grade readers English as a Second Language Credits 1-9 and writers. Designed to help teacher candidates acquire knowledge Individual study in the analysis, synthesis, evaluation, and application and strategies related to literacy development and engagement through or learning of issues and selected topics in teaching English as a classroom application, reflection, analysis, and implementation of second language. Note(s): Maximum of 9 credits toward degree. Must lessons with diverse learners through tutoring. Formerly CIL 720 be approved prior to registration. Same as EDRL 443 Note(s): This course is crosslisted with EDRL ECE 706 - Planning Curriculum for Young Children Credits 3 443. Credit at the 500-level requires additional work. Prerequisite(s): Examination of basic principles underlying the development and Passing of Praxis Core: Reading 156; Writing 162; Math 150 planning of non-handicapped early childhood education curriculum. Corequisite(s): Concurrent enrollment in a practicum. Note(s): Review of components of selected curricular areas. TESL 750 - TESL Linguistic Theory Credits 3 General linguistics for the TESL teacher and classroom, focusing on the nature of language, English phonology, syntax, semantics, and language change; introduction to psycholinguistics and sociolinguistics. Formerly TESL 650 138 Graduate Catalog • College of Education ECE 707 - Programs in Early Childhood Education Credits 3 ESP 701 - Introduction to Special Education and Overview of current models of early childhood education. Includes Legal Issues Credits 3 principles, research studies, and current trends as factors related to the Survey of the characteristics, training, and educational needs of education of young children. students with disabilities. Designed for graduate students in special education, general education, nursing, counseling, psychology and ECE 709 - Investigations in Early Childhood Education Credits 3 related fields. Note(s): Required of all students in the Generalist Current practices and methods in early childhood education investigated Program who do not have a bachelor’s degree in special education. and evaluated in depth. Prerequisite(s): Consent of instructor. ESP 702 - Psychological and Social Problems in ECE 710 - Planning and Administering Early Childhood Intellectual Disabilities Credits 3 Programs Credits 3 Study and interpretation of theories and research on the learning Investigates the basic principles involved in establishing and operating characteristics of person with intellectual disabilities: psychological centers for the young child; examines the historical background of the and social contributions to educative/habilitative solutions in early childhood education movement; and reviews theories of child intellectual disabilities. development as they relate to planning, operating, and evaluating centers. Prerequisite(s): Consent of instructor. ESP 703 - Prescriptive and Precision Teaching with Intellectual Disabilities Credits 3 ECE 711 - Science and Math for Young Children Credits 3 Cognitive, adaptive, and diagnostic-prescriptive instructional Preparation, by modeling, for presenting and structuring appropriate strategies and behavioral interventions for persons with intellectual science activities/experiences for young children (PK-2) with disabilities and diverse educational and community settings. emphasis on integrating process skills with life, earth, and physical science concepts. Prerequisite(s): Nine hours of content science, or ESP 704 - Adaptive Curricular Programming for consent of instructor. Persons with Intellectual Disabilities Credits 3 In-depth analysis and application of curricular development and ECE 722 - Theoretical Bases for Early Childhood implementation for persons with intellectual disabilities in diverse Education Credits 3 educational settings. Examination of the underlying theories and perspectives supporting early childhood education. Emphasis on the theoretical foundations ESP 705 - Psychological and Sociological for early childhood education and the application of developmental Problems of Students with Emotional Disabilities Credits 3 theories across domains. Study and interpretation of theories and research concerning learning characteristics and psychological and social aspects of the student with ECE 726 - Early Education for Infants and Toddlers Credits 3 emotional disabilities within the school setting. Theoretical and practical approaches to early education services for newborns, infants, toddlers, and their families. Development of ESP 706 - Advanced Educational Strategies for infants and toddlers within the developmental domains and focuses Students with Emotional Disabilities Credits 3 on attachment, milestones, identification of developmental delays, and Evaluation of the behavioral characteristics of students with emotional program development and evaluation. disabilities applied to practical classroom strategies. Application of treatment strategies and relevant research to the educational problems ECE 740 - Early Language and Learning Credits 3 of students with emotional disabilities. Prerequisite(s): ESP 705 Focuses on the theory, research and practice of language development from birth through age eight. Opportunities to implement your ESP 707 - Theories of Learning Disabilities Credits 3 understanding of language development for typically developing Study of the contemporary positions regarding learning disabilities. children and children with special needs. Curricular implications of positions emphasized. ECE 781 - Early Childhood Education ESP 708 - Advanced Education Strategies for Field Experience Credits 3-8 Students with Disabilities Credits 3 Includes program planning, implementing lesson plans, guidance of Advanced instructional methods and procedures applicable to the students, and working with families. Candidates will be placed with education of children with learning disabilities. Prerequisite(s): ESP young children birth to age eight. Prerequisite(s): Completion of all 701 or ESP 707 ECE licensure coursework or consent of instructor. ESP 709 - Diagnostic and Prescriptive Assessment for ESP 691 - Student Teaching in Special Education Credits 1-12 Diverse Learners Credits 3 Full-time supervised practice teaching with exceptional children. Establishment of educationally relevant diagnostic and prescriptive Note(s): This course is crosslisted with EDSP 491. Credit at the teaching procedures for students who are learners (i.e., students with/ 600-level requires additional work. Corequisite(s): ESP 692 or at-risk for disabilities, including those who are second language learners). Emphasis upon both individual and group prescriptive ESP 692 - Student Teaching Seminar Credits 2 classroom methodologies. Prerequisite(s): ESP 701 or ESP 708 Application of specific curricular learning and procedures designed to facilitate the task of the student teacher. Note(s): This course is ESP 712 - Applied Behavior Analysis Credits 3 crosslisted with EDSP 492. Credit at the 600-level requires additional Evaluation of the application of behavior analysis in classroom, clinical, work.Corequisite(s): ESP 691 and consultative settings. Includes definition and characteristics of applied behavior analysis, basic principles of behavior, measurement ESP 700 - Problems in Special Education Credits 1 – 6 and observation procedures, evaluation and analysis of behavior Specialized instruction in special education designed to develop depth change, procedures for increasing and decreasing behavior, and in understanding a current educational problem of the in-service systems applications. teacher. Note(s): Maximum of six credits accepted toward degree from special education courses in EPY 700, ESP 700, and ICG 700.

Graduate Catalog • College of Education 139 ESP 713 - Affective Assessment Models Credits 3 ESP 717 I - Seminar in Advanced Curriculum Study of affective behavioral testing procedures applicable to children Development Credits 1 – 9 and adolescents in public school settings. Emphasis on classroom Critical study of current curricular models in special education. observational techniques, as well as supplemental employment of data Areas of emphasis: management and staff direction. Note(s): May be obtained through school relevant behavior rating scales and checklists, repeated to a maximum of nine credits. task analysis assessments, projective and group personality testing and ESP 717 J - Seminar in Advanced Curriculum case studies. Prerequisite(s): Consent of instructor. Development Credits 1 – 9 ESP 714 - Advanced Seminar in Learning DisabilitiesCredits 3 - 6 Critical study of current curricular models in special education. Areas In-depth review of recent developments and research in the field of of emphasis: English Language Learners Note(s): May be repeated to learning disabilities. Note(s): May be repeated to a maximum of nine a maximum of nine credits. credits. Prerequisite(s): ESP 607 Corequisite(s): ESP 611 ESP 718 - Assessment of Persons with Severe ESP 715 - Communication Programming for Intellectual Disabilities Credits 3 Persons with Severe Disabilities Credits 3 Emphasis on diagnosis and problems encountered in assessing Critical study of disorders affecting communication of persons with individuals with severe intellectual disabilities. Practice observation severe disabilities. Emphasis on developmental considerations, techniques, develop and implement ecological inventories, ecological needs, clinical assessment, selection and implementation developmental scales, and adaptive behavior scales. Prerequisite(s): of augmentative systems, support services, funding, and research. ESP 702 or consent of instructor. Prerequisite(s): ESP 701 or ESP 707 ESP 719A - Advanced Oral and Written Language ESP 717 A - Seminar in Advanced Curriculum Instruction for Students with Disabilities Credits 3 Development Credits 1 – 9 Overview course on language development, disabilities, and delays. Critical study of current curricular models in special education. Information and specific strategies for identifying oral and written Areas of emphasis: mental retardation. Note(s): May be repeated to a language difficulties in students with disabilities. Emphasis on maximum of nine credits. Prerequisite(s): ESP 701 educational applications -- designing and implementing instruction for students with disabilities. Prerequisite(s): ESP 701 ESP 717 B - Seminar in Advanced Curriculum Development Credits 1 – 9 ESP 719B - Advanced Oral and Written Critical study of current curricular models in special education. Areas Instruction Early Childhood Credits 3 of emphasis: emotional disturbance. Note(s): May be repeated to a Methods and curriculum in early childhood literacy and early maximum of nine credits. intervention strategies for inclusive education. Prerequisite(s): ECE 709 ESP 717 C - Seminar in Advanced Curriculum ESP 720 - Field Experience in Special Education Credits 1 – 9 Development Credits 1 – 9 Supervised experience in designing and using prescriptive teaching Critical study of current curricular models in special education. Areas in the classroom. Areas include: (a) intellectual disabilities, (b) of emphasis: learning disabilities. Note(s): May be repeated to a emotional/behavioral disabilities, (c) learning disabilities, (d) early maximum of nine credits. childhood special education, (e) autism, and (f) gifted and talented. A maximum of nine credits may be applied to a graduate program. ESP 717 D - Seminar in Advanced Curriculum Note(s): May be repeated to a maximum of nine credits. Development Credits 1 – 9 Critical study of current curricular models in special education. Areas ESP 722 - Multicultural Perspectives in Special of emphasis: early childhood special education. Note(s): May be Education Credits 3 repeated to a maximum of nine credits. Introduces trends and issues in special education relative to students with disabilities who come from culturally diverse backgrounds. ESP 717 E - Seminar in Advanced Curriculum Educational programming and adaptations emphasized. Development Credits 1 – 9 Critical study of current curricular models in special education. Areas ESP 724 - Math Methods in Special Education Credits 3 of emphasis: adaptive physical education. Note(s): May be repeated to Effective classroom methods and strategies for assessing, teaching, and a maximum of nine credits. monitoring the mathematical performance of students with learning difficulties. Emphasis on practical classroom techniques designed to ESP 717 F - Seminar in Advanced Curriculum facilitate skill acquisition, maintenance, retention, and generalization. Development Credits 1 – 9 Computation and problem-solving covered. Prerequisite(s): ESP 701 Critical study of current curricular models in special education. Areas of emphasis: parent education. Note(s): May be repeated to a ESP 725 - Workshops in Special Education Credits 1 – 3 maximum of nine credits. Supervised instruction through workshops and conferences in topics relevant to special education. Emphasis on in-service education for ESP 717 G - Seminar in Advanced Curriculum regular and special education personnel. Note(s): May be repeated to a Development Credits 1 – 9 maximum of four credits. Grading: S/F grading only. Critical study of current curricular models in special education. Areas of emphasis: gifted education. Note(s): May be repeated to a maximum ESP 726 - Policy Analysis and Development for of nine credits. Special Human Services Credits 3 Principles and practices of policy development and critical analysis of ESP 717 H - Seminar in Advanced Curriculum established social policy in local, state, and federal programs and its Development Credits 1 – 9 impact on persons with exceptionalities. Critical study of current curricular models in special education. Areas of emphasis: career education. Note(s): May be repeated to a maximum of nine credits.

140 Graduate Catalog • College of Education ESP 727 - Technology in Special Education Credits 3 ESP 737B - Emotional Disturbance Credits 1-9 Uses of computers and other technologies in the instruction of students EMOTIONAL DISTURBANCE with disabilities. Includes strategies for adapting computers and ESP 737C - Learning Disabilities Credits 1-9 selecting software for individuals with special needs. Principles for LEARNING DISABILITIES integrating technology into the curriculum and strategies for teaching academic subjects with technology stressed. Overviews of integrated ESP 737I - Resource Room Credits 1-9 technologies such as hypermedia and access technologies provided. RESOURCE ROOM ESP 728 - Theory of Play Development Credits 3 ESP 739 - Advanced Educational Strategies for Critical analysis of theoretical, philosophical, empirical, and Students with Autism Spectrum Disorders Credits 3 educational implications of play. Provides planning, integrating and Advanced instructional methods and curricular models applicable to the evaluating play in the educational curriculum. education of students with autism spectrum disorders. Prerequisite(s): ESP 729 or equivalent. ESP 729 - Characteristics of Students with Autism Spectrum Disorders Credits 3 ESP 740 - Speech and Hearing Therapy for Survey of the characteristics of students with autism spectrum Classroom Teachers Credits 3 disorders, including historical foundations, definitions, placement Overview of common speech and hearing disabilities, with primary alternatives, and current issues. Prerequisite(s): ESP 701 and ESP 733 teacher-relevant therapeutic methods and materials applicable to or equivalent. general and special classroom contexts. ESP 730 - Parent Involvement in Special and ESP 741 - Introduction to Gifted Education Credits 3 General Education Credits 3 Introduction to individuals who are gifted, including definition, Overview of current involvement, rationales for parent involvement, identification, characteristics, etiology, and nurturing factors. and research that supports it. Focuses on common effort by the Relationship of creativity and concerns for underachievement, cultural school, home and community to provide for students’ growth through differences, disabilities and gender issues of individuals who are gifted. integrated successive learning experiences that allow for variation in skills, cognitive development, emotional creative abilities, and ESP 742 - Dimensions of Giftedness Credits 3 physical development. Information concerning educational procedures in all areas of functioning appropriate for gifted individuals, along with basic ESP 731 - Practicum in Parental Involvement Credits 3 strategies for creativity and self-concept. Skills developed for planning, Advanced practicum to involve teachers with parents of children with implementing, and evaluating effective programs for the gifted. special needs in various aspects of special education programming Individualization, strategies for teaching, simulation and inquiry skills, in the home, school, and public agency settings. Development of and skills of higher-level thinking emphasized. Prerequisite(s): ESP parent education materials and program for parents, or prospective 741 or equivalent. parents in some of the basic skills necessary for effective parenting. Prerequisite(s): ESP 730 ESP 743 - Teaching Models in Gifted Education Credits 3 Provides comprehensive review of teaching-learning models for use ESP 733 - Management and Modification of in development and implementation of curriculum for gifted students. Students with Special Needs Credits 3 Prerequisite(s): ESP 742 or consent of instructor. Provides introduction to applied behavior analysis as it relates to teaching and managing students with special needs. Focuses on ESP 745 - Experiential Learning in Gifted Education Credits 3 teaching new skills and managing inappropriate behavior, both Connection between the gifted classroom and the world of work and academic and social. Strengths and weaknesses of common school postsecondary education. Focuses on breaking boundaries of school practices for controlling students’ inappropriate behaviors described. with emphasis on global issues, rapidly changing workplace, and linkage between schools and future life experiences. Prerequisite(s): ESP 741 ESP 734 - Vocational and Career Education for Persons with Disabilities in Transition Credits 3 ESP 746 - Creativity in Gifted Education Credits 3 Consideration and design of vocational and career education programs Intensive study of new approaches dealing with creative expression for for students with disabilities including those with intellectual the gifted student stressing strategies for creativity. disabilities, learning disabilities, emotional disturbances, and others. ESP 747 - Contemporary Considerations ESP 735 - Advanced Behavior Management Credits 3 Gifted Education Credits 3 Application of behavioral, psychoeducational and other management Current trends, research and issues in the education of students who approaches for students with disabilities. Special emphasis given to are gifted. Prerequisite(s): ESP 746 and consent of instructor. implementation of behavior management techniques for students ESP 748 - Overview of Assistive Technology Credits 3 with disabilities and students in early childhood special education. Overview of assistive technology as it relates to life skills including Prerequisite(s): Consent of instructor. communication, mobility, education, recreation, vocation, ESP 737 - Advanced Practicum with independence and therapy/rehabilitation. Variety of computer access Exceptional Children Credits 1 – 9 methods investigated. Underlying assumptions and legal basis Teaching and research experience with exceptional students, with explored. Prerequisite(s): ESP 701 or equivalent. special emphasis upon application, educational methods, and ESP 749 - Thesis Credits 3 – 6 curricular models. Areas of emphasis are: a) intellectual disabilities, Research, analysis, and writing towards completion of thesis and b) emotional disturbance, c) learning disabilities, d) early childhood subsequent defense. Note(s): May be repeated, but only six credits special education, e) research, f) gifted education, g) parent education, applied to the student’s program. Grading: S/F grading only. h) career education, i) resource room, or j) inclusive environments. Note(s): May be repeated to a maximum of nine credits. Prerequisite(s): ESP 701

Graduate Catalog • College of Education 141 ESP 751 - Advanced Techniques in ESP 763 - Seminars in Selected Special Applied Behavior Analysis Credits 3 Educational Topics Credits 1 – 3 Analysis and application of the skills, practices, and knowledge in Areas of emphasis are a) mental retardation, b) emotional disturbance, c) advanced theory and methods of Applied Behavior Analysis in special learning disabilities, d) autism, e) early childhood, f) gifted education, g) education. Attention given to acquiring practical skills in the theory, parent education, h) higher education, i) special education administration, principles, procedures, and science of Applied Behavior Analysis with j) research, k) consultation, l) curriculum, m) technology, n) ABA, o) human populations ans systems (e.g., classrooms and schools). diversity, p) professional writing, q) data-based decision making and growth models. Note(s): May be repeated to a maximum of nine credits. ESP 752 - Consultative Techniques in Prerequisite(s): ESP 760 and consent of instructor. Special Education Credits 3 In-depth emphasis on the differing roles of the special education ESP 764 - Characteristics & Inclusive Strategies for consultant. Attention given to acquiring practical skills in interviewing Students with LD, ED, & MID Credits 3 parents and teachers of exceptional children. Overview of natural and characteristics of students with mild disabilities. Issues in assessment, curriculum and instruction, and ESP 753 - Administration and Supervision of placement discussed. Special Education Programs Credits 3 Investigation of existing special education administrative units, pupil ESP 766 - Comprehensive Examination Credits 3 placement procedures, student staffing, program reimbursement Preparation for Comprehensive Examination. Students enroll in this procedures, and federal funding models. Prerequisite(s): Consent of course only if they are not enrolled in coursework in the semester area coordinator. in which they sit for the Comprehensive Examination. Note(s): No additional assignments are required. Only one credit will be accepted ESP 755 A - Medically Related Aspects of Disabilities Credits 3 toward degree plan. Grading: S/F grading only. Course emphasizes medical bases of typical and atypical development for individuals across the lifespan. Physical systems and disabilities; ESP 767 - Training Program Seminar Credits 3 etiologies, symptoms, and psychosocial implications of disabilities and In-depth analysis of special education training program roles and medical conditions; and interventions, treatment strategies, resources, functions in college and university settings. Emphasis upon teaching, transition/vocational implications are addressed. supervisory, and advisement functions, program and area curriculum development, program funding, program-university, public agency ESP 755 B - Medically Related Aspects of Disabilities Credits 3 and community relationships, and ancillary training program Course emphasizes medical bases of typical and atypical development responsibilities. Prerequisite(s): Consent of instructor. for young children birth to eight with developmental delays. Physical systems and disabilities; etiologies, symptoms, and psychosocial ESP 770 - Second Language Methods for Diverse implications of disabilities and medical conditions; and interventions, Learners in Inclusive Settings Credits 3 treatment strategies, resources, transition/vocational implications are Study and implementation of methods and strategies for teaching addressed. English language learners (ELLs) with and without disabilities. Learner characteristics and second language development reviewed ESP 757 - Assistive Technology Assessment Credits 3 followed by practical techniques for teaching diverse second language Presents variety of procedures for gathering data to identify assistive learners across the curriculum. technology needs. Role of team decision making in the assessment process to determine appropriate assistive technology solutions ESP 771 - Perspectives on Early Childhood Special Education Credits 3 described. Integration of assistive and educational technologies also Perspectives of national, state, and local programs in special education investigated. Prerequisite(s): ESP 748, ESP 701 for young children with disabilities. Reviews variables related to: program development, classroom management, parent involvement, ESP 758 - Collaborative Services in legislation and funding, disability condition, identification, screening Assistive Technology Credits 3 and assessment, learning and developmental problems, research, Emphasizes development of collaborative relationships that support normal child development and developmental deviations. development of student-centered assistive technology plans, including working with parents, students and related service providers. Funding ESP 772 - Family Education in Early Childhood Credits 3 issues also addressed. Prerequisite(s): ESP 701 and overview of AT Review family structure and interaction patterns, roles, expectations (ESP 748). and conflicts; general and specific problems and needs of families; programs developed for family involvement and education; national, ESP 759 - Assistive Technology Applications for state and local program models, policy, regulations and evaluation. The Students with Disabilities Credits 3 course focuses on strategies and practice for engaging, empowering Development of functional applications of assistive technology in the and collaborating with all families. Prerequisite(s): ESP 771 or consent areas of communication, mobility, education, recreation, vocation, of instructor. independence, and therapy/rehabilitation. Prerequisite(s): ESP 701, ESP 715 and ESP 727. ESP 773 - Assessment for Young Children with Disabilities Credits 3 ESP 762 - Ethical Evaluation of Programs for Focuses on subjective, objective, unstructured, and structured Persons with Exceptionalities/Special Needs Credits 3 observations of young children with physical disabilities and Principles and practices in program evaluation including a critical disabilities of behavior, communication, learning, and development. analysis of models, methods of inquiry, evaluator competency issues, Survey, review and critique of standardized and non-standardized tests implementation strategies, and setting criteria and expectations of as well as the use of test data in planning instruction. Prerequisite(s): impact on persons with exceptionalities/special needs. ESP 771

142 Graduate Catalog • College of Education ESP 774 - Seminar in Curriculum Development in ESP 783R - Leadership Seminar in Special Education Credits 3 Early Childhood Special Education Credits 3 Teaches and empowers participants to become highly effective leaders Focuses on the identification of important components of early in the field of special education. Current leadership paradigms and childhood education for young children with disabilities; critical their application to a variety of professional roles in special education evaluation for the suitability of various curriculum modes for various explored. Prerequisite(s): ESP 782R disabilities; critical evaluation of commercial materials; designing ESP 784 - Seminar in Advanced Special new curriculum models; and utilizing teacher-made materials. Education Technology Credits 3 Prerequisite(s): ESP 771 In-depth analysis concerning the impact of technology on persons with ESP 775 - Strategies for Early Childhood disabilities. Includes analysis and synthesis of research, local, state, Special Education Credits 3 and national policies and initiatives; resource allocations; funding Focuses upon development of behavioral objectives, task analysis, and issues; and the use of technology in higher education special education. grouping and regrouping of children. Includes behavior modification, Prerequisite(s): ESP 782R precision teaching, interaction analysis and microteaching procedures. ESP 785 - Issues, Trends and Futures in Consideration of modifications of classroom physical and learning Special Education Credits 3 environments, reinforcement patterns, and questioning styles, etc. Concepts and techniques which facilitates students’ abilities in Prerequisite(s): ESP 771 issue analysis, issue resolution, trend impact analysis, and futures ESP 776 - Strategies for Working with Infants and formulations. The latter includes evaluations of possibilities, Toddlers in Early Childhood Special Education Credits 3 probabilities, and preferences in creating the future. Prerequisite(s): Focus is on research based practices, practical problems, and issues ESP 782R pertaining to the effectiveness of various interventions and strategies ESP 786 - Legal and Political Issues in used with infants and toddlers (0-3) with special needs. Prerequisite(s): Special Education Programming Credits 3 ESP 771 Analysis of federal, state, and local statutes, policies and titles which ESP 777 - Assistive Technology Strategies for affect the funding and direction of programs for exceptional children. Young Children Credits 3 Impact of special education from social, political, and economic Emphasizes the selection and implementation of assistive technology perspectives. for young children with and without disabilities. Prerequisite(s): ESP ESP 787 - Philosophical Perspectives in 701 and ESP 748 Special Education Credits 3 ESP 778 - Behavior Management for Early Childhood Credits 3 Emphasis on the sociocultural, epistemological, teleological, and Provides a background in applied behavior analysis and positive ethical implications of special education programs. Prerequisite(s): behavior support, with a focus on the application of behavior support ESP 782R for young children and their families. Future service providers receive ESP 788 - Single Subject Methods in Special Education Credits 3 important knowledge and skills for implementing positive, preventive Overview of methods for evaluating the effectiveness of individual and function-based interventions in school, home and community educational interventions and curricula for students with disabilities. environments. Prerequisite(s): ESP 771 Factors which determine when and under what conditions it is ESP 779 - Early Intervention Service Coordination Credits 3 appropriate to employ different assessment strategies. Prerequisite(s): Provides content related to staffing patterns in programs for young ESP 782R and EPY 721; and EPY 722 or KIN 751 or consent of children with disabilities; organization and implementation of training instructor to meet identified needs of varied paraprofessionals and professionals; ESP 789 - Grant Writing for Human Services Credits 3 supervisory and consultive roles; and budget and fiscal matters. History and pragmatics of grant proposal writing, management, and Prerequisite(s): ESP 771 or consent of instructor. evaluation for federal, state and philanthropic support of research, ESP 780 - Field Experience in Early Childhood Special Education demonstration programs, and personnel preparation in special Infancy Credits 3 or 6 education and related services. Prerequisite(s): ESP 782R Intensive 15-week full- or part-time early intervention experience ESP 791 - Proposal Design and Analysis Credits 3 with high risk children and infants with disabilities and their families. Formative and summative research considerations and applications, Experience includes working with children below age three years in with emphasis upon practitioner-relevant proposal development, individual and small group activities, planning and implementing research design, and interpretive critical analyses. Prerequisite(s): Individual Family Service Plans, and exploring community resources. ESP 782R, EPY 721, ESP 788, ESP 794, and EPY 722 or KIN 751 or Prerequisite(s): Consent of instructor. consent of instructor. ESP 781 - Field Experience in Early Childhood Special Education ESP 793 - Advanced Field Experience in Preschool/Kindergarten Credits 8 Special Education Credits 3 – 6 Intensive 15-week full- or part-time supervised teaching experience Field-relevant applications of administrative diagnostic-prescriptive with young children with disabilities and their families. Experience and research content to practical working situations. Prerequisite(s): includes working with children three to six years of age in individual, Consent of instructor. small and large group activities, planning and implementing Individualized Program Plans, and exploring community resources. ESP 794 - Internship in Special Education Credits 3 – 6 Prerequisite(s): Consent of instructor. Structured internship experiences related to (a) conducting research within the field of special education and/or early childhood education, ESP 782R - Professional Seminar in Special Education Credits 3 (b) teaching university courses within the Department of Special Perceptions of exceptionality by a variety of interdisciplinary Education, or (c) the administration of special education and/or early personnel. Prerequisite(s): Doctoral status or consent of instructor. childhood programs. Prerequisite(s): ESP 782R, EPY 721, ESP 788, and EPY 722 or KIN 751 or consent of instructor.

Graduate Catalog • College of Education 143 ESP 794B - Internship in Special Education Teaching Credits 3 Teaching and Learning Structured internship experiences related to teaching university The Department of Teaching and Learning offers graduate courses within the Department of Special Education. Prerequisite(s): degrees in education at the master, specialist, and doctoral ESP 782R, ESP 785 or consent of instructor. levels. All Teaching and Learning graduate programs are aimed ESP 796 - Dissertation Prospectus Credits 3 at providing the professional experiences required by teachers, Development of appropriate field-relevant topics as a preface to field supervisors, curriculum specialists, adult educators, and dissertation writing. Prerequisite(s): ESP 782R, EPY 721, KIN 751, future professors of education who are dedicated to school ESP 791, ESP 788 improvement. ESP 798 - Professional Paper in Special Education Credits 2 The Department of Teaching and Learning offers the master of ESP 799 - Dissertation Credits 3 – 12 education (M.Ed.) and the master of science (M.S.) degrees. Practitioner-relevant thesis covering significant special educational The M.Ed. degree requires a minimum of 37 semester hours topics, with appropriate applications of demonstration, research and/ of study including a one-credit culminating experience and or model formation. Note(s): 3-12 credits in increments of three. a core of three semester hours in research, three semester Prerequisite(s): ESP 796 hours in foundations, and three semester hours in curriculum TESL 770 - TESL Culminating Experience Credits 1-3 and instruction. The M.S. degree requires a minimum of 39 TESL Culminating Experience Prerequisite(s): 33 Graduate credits. semester hours of study including six credits of thesis and a core of six semester hours in research and three semester hours TESLR 651 - Theories of Second Language Acquisition Credits 3 in foundations. Current philosophies and approaches to second language acquisition and instruction; attention to sociocultural influences. The Department of Teaching and Learning offers the following TESLR 652 - TESL Methods and Materials Credits 3 concentrations for a M.Ed. or M.S. degree: Methods and materials for teaching English as a second language Career & Technical and Postsecondary Education (ESL). Design, implement, prepare, and evaluate ESL materials. Educational Technology Prerequisite(s): TESL 751. English Language Arts Education TESLR 653 - TESL Curriculum Credits 3 Elementary Education Principles of curriculum organization, development, and adaptation of Literacy Education TESL curriculum. Prerequisite(s): TESL 752 or concurrent enrollment, Mathematics Education consent of instructor. Multicultural Education TESLR 654 - TESL Assessment Procedures Credits 3 Science Education Assessment of ESL students; selection of appropriate ESL assessment Social Studies Education instruments, their administration, scoring, and interpretation. Secondary Education Prerequisite(s): TESL 752 or concurrent enrollment, consent of instructor. The Alternative Route to Licensure (ARL)-Graduate Licensure Program (GLP) is a graduate program in the Department of Teaching & Learning leading to an elementary or secondary teaching license with the option for a Master of Education (M.Ed.) degree. The ARL-GLP program is designed for individuals who hold a bachelor’s degree in a field other than education and aspire to become elementary or secondary teachers. The Educational Specialist in Curriculum and Instruction (Ed.S.) degree program is designed for advanced graduate work beyond the master’s degree. The Ed.S. requires thirty-three semester hours of study including a three-credit professional paper/project. The completion of this degree will enable educators to pursue careers as curriculum developers, staff development specialists, school district administrators, and educational consultants. The Ed.D. in Curriculum and Instruction is intended for professional educators who desire to extend and advance their studies in the theory and practice of education. The completion of this degree will enable individuals to become members of university and college faculties as well as leaders in school districts and community agencies.

144 Graduate Catalog • College of Education The Ph.D. in Curriculum and Instruction is intended for Teaching and Learning Faculty professional educators who desire to extend and advance Chair knowledge in the theory and practice of education as university Lin, Emily S.Y. - Full Graduate Faculty Professor; B.Ed, M.A., professors and researchers. The completion of this degree will University of British Columbia; Ph.D., University of Toronto. enable individuals to become skilled researchers and mentors Rebel since 2002. Associate Chair of university students, as well as leaders in school districts and Shih, Jeffrey - Full Graduate Faculty Associate Professor; B.A., community agencies. Curricular emphasis areas within the University of California, Berkeley; Ph.D., University of California, Ed.D. and Ph.D. include: Los Angeles. Rebel since 1999. 1. Career & Technical Postsecondary Education; Doctoral Coordinators 2. Cultural Studies, International Education, Multicultural Deniz, Hasan - Full Graduate Faculty Professor; B.S., Dokuz Eylul University in Turkey; M.S., Ph.D., Indiana University. Rebel since Education (CSIEME); 2007. 3. Interaction and Media Sciences (Educational Technology); Schrader, P.G. - Full Graduate Faculty Associate Professor; B.S., 4. Literacy Education; M.A., Ph.D., University of Connecticut. Rebel since 2003. 5. Mathematics Education; Graduate Coordinator 6. Science Education; Olson, Travis A. - Full Graduate Faculty Associate Professor; B.S., M.S., Western Illinois University; Ph.D., University of Missouri. A separate and unique Ph.D. in Teacher Education is designed Rebel since 2009. for professional educators who have an interest in becoming Graduate Faculty practitioner-oriented scholars in teacher education and who are Bickmore, Steven T.- Full Graduate Faculty Associate Professor; interested in teacher education as a content area for research. B.A., Brigham Young University; M.A., University of Utah; Ph.D., Completing this degree will enable individuals to answer the University of Georgia. Rebel since 2015. national call for teacher educators and researchers in this field. Boone, Randall A. - Full Graduate Faculty Professor; B.S., M.S., The program is one of only a few in the nation devoted to University of Central Arkansas; Ph.D., University of Oregon. teacher education. Rebel since 1991. Clark, Christine - Full Graduate Faculty Professor; B.A., Franklin Emily Lin, Ph.D., Chair and Marshall College; M.Ed., Ed.D., University of Massachusetts, P.G. Schrader, Ph.D, Co-Coordinator of Doctoral Programs Amherst. Rebel since 2007. Hasan Deniz, Ph.D., Co-Coordinator of Doctoral Programs Cole, Merryn L. –Full Graduate Faculty Assistant Professor; Travis Olson, Ph.D., Graduate Coordinator B.S., University of Wisconsin-Platteville; M.S., University of Jovita Bayuga, ME.D., Administrative Graduate Coordinator Wisconsin-Whitewater; Ph.D. University of Kentucky. Rebel since 2017. Davila, Denise –Full Graduate Faculty Assistant Professor; B.A., M.S., California State University, East Bay; MFA, The Union Institute & University at Vermont College; Ph.D., The Ohio State University. Rebel since 2016. Grove, Karen - Associate Graduate Faculty Associate Faculty in Residence; B.A.E., Wayne State College; M.S., Ph.D., University of Nevada Las Vegas. Rebel since 2006. Grubaugh, Steven J. - Full Graduate Faculty Professor; B.A., California State University, Sonoma; M.A., Ed.D., University of Northern Colorado. Rebel since 1991. Gordon, Howard R. - Full Graduate Faculty Professor; Diploma, School of Agriculture, Jamaica, West Indies; B.S. and M.S., Tuskegee University; Ed.D., Virginia Polytechnic Institute and State University. Rebel since 2008. Hartley, Kendall - Full Graduate Faculty Associate Professor; B.S., Ph.D., University of Nebraska-Lincoln; M.S., University of Iowa. Rebel since 1999. Jackson, Iesha –Full Graduate Faculty Assistant Professor; B.A., M.Ed., Arizona State University; Ph.D. Teachers College, Columbia University. Rebel since 2017. Ladd, Sophie –Associate Graduate Faculty Assistant Faculty in Residence; B.S., University of Nevada, Reno. M.A., Ph.D., University of Nevada, Las Vegas. Rebel since 2012. Levitt, Gregory A. - Full Graduate Faculty Professor; B.A., Capitol University; M.A., Ohio State University; Ph.D., Ohio State University. Rebel since 2001. Liu, Katrina Yan –Full Graduate Faculty Assistant Professor; B.S., Hunan Normal University; M.Ed., Beijing Normal University; Ph.D., University of Wisconsin-Madison. Rebel since 2015. Marrun, Norma A. –Full Graduate Faculty Assistant Professor; B.A., San Jose State University; M.A., Univeresity of Utah; Ph.D., University of Illinois, Urbana-Champaign. Rebel since 2016.

Graduate Catalog • College of Education 145 McCarthy, Jane - Full Graduate Faculty Professor; B.A., Douglass Conditional Licensure Certificate For College-Rutgers; M.S., Florida State University, Tallahassee; Elementary Teaching Ed.D., University of Houston. Rebel since 1991. McKinney, Marilyn M. - Full Graduate Faculty Professor; B.A., Plan Description Mary Washington College; M.S., Ed.D., Northwest Missouri State The Conditional Licensure Certificate for Elementary Teaching University; Ph.D., University of Iowa. Rebel since 1988. program is a graduate certificate program designed for McCreery, Michael P. - Fully Graduate Faculty Assistant Professor; individuals who want to acquire elementary school teaching B.S., M.S., Portland State University; Ph.D., University of Nevada, knowledge, skills and dispositions to meet the needs or demands Las Vegas. Rebel since 2014. of teaching in elementary schools. The certificate program is Quinn, Linda - Full Graduate Faculty Professor; B.S., Portland State University; Ed.D., University of Houston. Rebel since 1999. suitable for students with no prior elementary background. Scott, Chyllis E. –Full Graduate Faculty Assistant Professor; B.A., The certificate provides candidates with meeting conditional Fresno Pacific University; M.Ed., California State University, licensure course requirements so that they may eligible for Stanislaus; Ph.D., Texas A&M University. Rebel since 2013. hire in Nevada. Please note that in order to be eligible for Speer, William R. - Full Graduate Faculty Professor; B.S., M.Ed., hire in Nevada, candidates must also meet testing and other Northern Illinois University; Ph.D., Kent State University. Rebel since 1996. requirements beyond this coursework. Stohlmann, Micah - Full Graduate Faculty Assistant Professor; B.A., For more information about your program, including your Concordia University; M.Ed., Ph.D., University of Minnesota. graduate program handbook and learning outcomes, please visit Rebel since 2012. the Degree Directory. Tettegah, Sharon Y. - Full Graduate Faculty Professor; B.A., M.A., University of California, Davis; Ph.D., University of California, Plan Admission Requirements Santa Barbara. Rebel since 2015. Application deadlines available on the UNLV Graduate College Vallett, David B. – Full Graduate Faculty Assistant Professor; B.A., website. Applications available on the UNLV Graduate College M.A., University of North Carolina Wilmington; Ph.D., George website. Mason University. Rebel since 2013. Wiens, Peter –Full Graduate Faculty Assistant Professor; B.A., Goshen Each applicant for admission to the Graduate Certificate in College; M.A., Michigan State University; Ph.D. University of Elementary Teaching program must comply with Graduate Virginia. Rebel since 2017. College requirements for admission. In addition to meeting Xing, Xue (Cher) –Full Graduate Faculty Assistant Professor; B.S., the requirements of the Graduate College, applicants must also Tongji University; Ph.D. University of Georgia. Rebel since 2016. meet the requirements establish by the Department of Teaching Zhang, Shaoan - Full Graduate Faculty Associate Professor; B.A., and Learning: M.A., Hebei Normal University; Ph.D., Old Dominion University. 1. Hold at least a Bachelor’s degree in a field other than Rebel since 2007. education. 2. Pass the Praxis Core (Reading, Writing, and Math). 3. Be accepted to the UNLV Graduate College. 4. Must pass Praxis II. All applicants must review and follow the Graduate College Admission and Registration Requirements. Students are accepted into a certificate 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. Plan Requirements Total Credits Required: 12 Course Requirements Core Courses – Credits: 12 CIE 508 - Classroom Management Elementary Education CIE 601 - Elementary Teacher Development Seminar CIL 542 - Literacy Instruction I CIL 621 - Assessment in Literacy Certificate Requirements 1. Acceptance to the Conditional Licensure Certificate for Elementary Teaching program. 2. Completion of 12 Credit hours in the Certificate required courses with an overall GPA of 3.0.

146 Graduate Catalog • College of Education 3. Students in certificate programs would be subject to the Each applicant for admission to the Graduate Certificate in continuous enrollment policy. Non-compliance to this Secondary Teaching program must comply with Graduate enrollment policy will result in the separation from the College requirements for admission. In addition to meeting certificate program. the requirements of the Graduate College, applicants must also 4. No more than one grade of less than B- will be permitted in meet the requirements establish by the Department of Teaching the Certificate Program of Study. and Learning: 1. Hold at least a Bachelor’s degree in a field other than Plan Certificate Completion Requirements education. 1. The Certificate program requires all coursework as outlined 2. Pass the Praxis Core (Reading, Writing, and Math). on the Certificate Program of Studies for a total of 12 3. Be accepted to the UNLV Graduate College. semester credit hours (in the Certificate required courses). 4. Must pass Praxis II in appropriate subject areas (eg., Students must complete a minimum of 12 credit hours English, Math, Science, etc.). of Graduate Certificate in Elementary Teaching program courses. All applicants must review and follow the Graduate College 2. Students must earn a “B” or better on the primary Admission and Registration Requirements. assignments. Students are accepted into a certificate program as described 3. A grade point average of at least 3.00 for course work in the Graduate Catalog. The faculty and corresponding sub- required for the certificate. No more than one course with disciplines and sub-plans within the described programs are a grade lower than a B- will be permitted in the Certificate subject to change at any time. Program of Study. 4. Students with unsatisfactory progress toward the certificate Plan Requirements requirements are subject to dismissal. A student with a Total Credits Required: 12 grade of C or lower in any of the required courses will Course Requirements be put on probation for one semester. A student with a Core Courses – Credits: 9 grade below a C will be required to retake the course. CIS 602 - Secondary School Practicum Conditions and deadlines for the removal of probation will CIS 603 - Secondary Process and Instruction be specified. Failure to meet the condition will result in separation from the program. A student with two grades of CIS 604 - Secondary Classroom Management C or lower will be dropped from the program. Secondary Subjects Courses – Credits: 3 5. Students in the certificate program would be subject to the Complete 3 credits from the following list of courses: continuous enrollment policy. They would have to enroll in at least six credits each in consecutive semesters (including CIS 533 - Teaching Secondary English summer). CIS 553S - Teaching Secondary Mathematics 6. The student must submit all required forms to the Graduate College and then apply for graduation in MyUNLV by the CIS 553M - Teaching Middle School Mathematics appropriate deadline. CIS 563 - Teaching Secondary Science Conditional Licensure Certificate For Secondary CIS 573 - Teaching Secondary Social Studies Teaching Certificate Requirements Plan Description 1. Acceptance to the Conditional Licensure Certificate for The Conditional Licensure Certificate for Secondary Teaching Secondary Teaching program. program required coursework will adhere to the InTASC 2. Completion of 12 Credit hours in the Certificate required standards enacted by CCSSO (2011) and/or the standards courses with an overall GPA of 3.0. enacted by each national association of the content area. 3. Students in certificate programs would be subject to the Partnerships involves field placement and mentoring. continuous enrollment policy. Non-compliance to this enrollment policy will result in the separation from the The certificate provides candidates with meeting conditional certificate program. licensure course requirements so that they may eligible for 4. No more than one grade of less than B- will be permitted in hire in Nevada. Please note that in order to be eligible for the Certificate Program of Study. hire in Nevada, candidates must also meet testing and other requirements beyond this coursework. Plan Certificate Completion Requirements 1. The Certificate program requires all coursework as outlined For more information about your program, including your on the Certificate Program of Studies for a total of 12 graduate program handbook and learning outcomes, please visit semester credit hours (in the Certificate required courses). the Degree Directory. Students must complete a minimum of 12 credit hours Plan Admission Requirements of Graduate Certificate in Secondary Teaching program Application deadlines available on the UNLV Graduate College courses. website. Applications available on the UNLV Graduate College 2. Students must earn a “B” or better on the primary website. assignments.

Graduate Catalog • College of Education 147 3. A grade point average of at least 3.00 for course work Graduate Certificate in Multicultural Education required for the certificate. No more than one course with a grade lower than a B- will be permitted in the Certificate Plan Description Program of Study. The Graduate Certificate in Multicultural Education (GCME) 4. Students with unsatisfactory progress toward the certificate targets full- or part-time graduate students who seek academic requirements are subject to dismissal. A student with a preparation in multicultural education in order to build/improve grade of C or lower in any of the required courses will their capacity for working well/effectively with diverse be put on probation for one semester. A student with a populations. grade below a C will be required to retake the course. There are two options in this certificate: one is a non- Conditions and deadlines for the removal of probation will recertification option, the other is a recertification option. be specified. Failure to meet the condition will result in Both options target full- or part-time graduate students who separation from the program. A student with two grades of have completed an undergraduate teacher education licensure C or lower will be dropped from the program. program, and/or an alternative route to licensure program, in 5. Students in the certificate program would be subject to the which multicultural education coursework (or related content continuous enrollment policy. They would have to enroll in (e.g., cultural diversity, cultural competency, etc.) was not a at least six credits each in consecutive semesters (including significant part of the program to build/improve their capacity summer). for working well/effectively with diverse PK-12 student 6. The student must submit all required forms to the Graduate populations and their families. College and then apply for graduation in MyUNLV by the appropriate deadline. The difference between the non-recertification and recertification options is one course; certificate students who do not want or do not yet have a Nevada teaching license, or who have been licensed teachers in the state of Nevada for less than 5 years, will take the CIG 660 core multicultural education course, and those who have been licensed for 5 years or more and need to fulfill the state relicensure requirements will take the CIG 665 core multicultural education course for teacher relicensure [students should opt for CIG 665/the recertification option in consultation with the Nevada Department of Education and based on when they need to renew their license]. Through passage of AB234, all state licensed teachers are required to take 6 additional graduate credits after 5 years of teaching to qualify for licensure recertification. Of these 6 credits, 3 must bein multicultural education; accordingly, the Graduate Certificate in Multicultural Education is also a pathway for in-service professionals opting to pursue that licensure recertification to secure one of the course requirements for it. Though the GCME targets full- or part-time graduate students who have completed an undergraduate teacher education licensure program, and/or an alternative route to licensure program, students need not be licensed to take the certificate but should be aware that this is not a licensure program. For more information about your program, including your graduate program handbook and learning outcomes, please visit the Degree Directory. Plan Admission Requirements Application deadlines available on the UNLV Graduate College website. Applications available on the UNLV Graduate College website. All applicants must review and follow the Graduate College Admission and Registration Requirements. Qualified students must apply for admission to the Graduate College via the online application. All minimum Graduate College requirements MUST be met. In addition to the Graduate College requirements, GCME applicants must also complete and submit a résumé/vita and a 250-750 word personal statement detailing their interest in the GCME.

148 Graduate Catalog • College of Education Applications for admission into the Graduate Certificate in Graduate Certificate in Online Teaching and Multicultural Education are accepted for any term. Acceptance Training may be limited based on course enrollments. Plan Description Students are accepted into a certificate program as described The certificate in Online Teaching and Training is offered as a in the Graduate Catalog. The faculty and corresponding sub- sequence of courses that includes both conceptual and strategic disciplines and sub-plans within the described programs are implementation foci. The audience will include K-12 teachers, subject to change at any time. university instructors and professors, and business and industry Plan Requirements trainers. Completion of the certificate program will provide Total Credits Required: 12 educators and trainers with improved ability in their online Course Requirements teaching, training, and professional development. Required Courses – Credits: 9 For more information about your program, including your • CIG 661 - Topics Multicultural Education graduate program handbook and learning outcomes, please visit • CIG 662 - Theory and Research Multicultural Education the Degree Directory. • CIG 663 - Multicultural Curriculum Transformation Elective Course – Credits: 3 Plan Admission Requirements Complete one of the following courses: Application deadlines available on the UNLV Graduate College • CIG 660 - Multicultural Education website. Applications available on the UNLV Graduate College • CIG 665 - Multicultural Education For Teacher License website. Recertification All applicants must review and follow the Graduate College Certificate Requirements Admission and Registration Requirements. Accepted students must earn a B or better in all courses. Students are accepted into a certificate program as described Plan Certificate Completion Requirements in the Graduate Catalog. The faculty and corresponding sub- The student must submit all required forms to the Graduate disciplines and sub-plans within the described programs are College and then apply for graduation in MyUNLV by the subject to change at any time. appropriate deadline. Plan Requirements Total Credits Required: 12 Course Requirements Required Courses – Credits: 12 CIT 609 - Internet for Learning CIT 643 - Designing Digital Materials for Education CIT 647 - Creating Online Learning Environments CIT 648 - Issues and Methods in Online Learning Certificate Requirements This certificate is not a degree. Twelve credit hours inthe specified courses with a B or better grade is required. Plan Certificate Completion Requirements The student must submit all required forms to the Graduate College and then apply for graduation in MyUNLV by the appropriate deadline.

Graduate Catalog • College of Education 149 Graduate Certificate in Social Justice Studies AAS 636 - Politics of Racial Ambiguity Plan Description CIG 660 - Multicultural Education The graduate certificate in Social Justice Studies (SJS) targets CIG 661 - Topics Multicultural Education full- or part-time graduate students who seek professional preparation commensurate with the relevant Transformative CIG 662 - Theory and Research Multicultural Education Standards for Social Justice, Peace, and Environmental CIG 771 - Comparative Studies in Learning, Teaching, and Education codified by Andrzejewski, Baltodano, & Symcox in Curriculum 2009. CIG 772 - Introduction to Cultural Studies in Education For more information about your program, including your graduate program handbook and learning outcomes, please visit CIG 773 - Critical Literacies/Critical Pedagogies the Degree Directory. EDH 609 - Leading Diverse Organizations Plan Admission Requirements EDH 714 - Understanding Minority Serving Institutions Application deadlines available on the UNLV Graduate College website. Applications available on the UNLV Graduate College ETS 603 - The Hispanic in the United States website. ETS 607 - Making Gender, Sexuality & Race 1. Qualified students must apply for admission to the HIST 638A - American Indian History to 1851 Graduate College via the online application. 2. Applicants must complete and submit a résumé / vita HIST 638B - Ethnohistory of Native Americans Since 1851 3. Applicants must complete and submit a 250-750 word HIST 638C - Topics in American Indian History personal statement detailing their interest in the SJS certificate. HIST 695 - Special Topics in Gender and History All applicants must review and follow the Graduate College HIST 754 - Topics in Public History Admission and Registration Requirements. SOC 607 - Environment and Society Students are accepted into a certificate program as described SOC 610 - Sociology of Aging in the Graduate Catalog. The faculty and corresponding sub- disciplines and sub-plans within the described programs are SOC 615 - World Population Problems subject to change at any time. SOC 616 - Sociology of Work and Occupations Plan Requirements SOC 627 - Comparative Racial and Ethnic Relations Total Credits Required: 18 Course Requirements SOC 629 - Globalization: Economic, Political, and Cultural Required Courses – Credits: 3 Perspectives CIG 774 - Social Justice Education SOC 636 - Sociology of Poverty Required Electives – Credits: 6 SOC 641 - Social Inequality Sociology Requirement (choose one of the following): SOC 645 - Men in Society SOC 741 - Graduate Seminar in Social Stratification SOC 649 - Sex and Social Arrangements SOC 755 - Social Movements and Social Change SOC 653 - Gender and Society SOC 770 - Racial and Ethnic Relations SOC 655 - Social Movements and Social Change SOC 776 - Seminar in Political Sociology SOC 660 - Critical Sociology Gender and Sexuality Studies Requirement (choose one of the following): SOC 665 - Collective Behavior WMST 673 - Chicana Feminism and Experience SOC 671 - Race and Ethnic Relations in America WMST 676 - Feminism and Activism SOC 675 - Political Sociology WMST 677 - Critical Race Feminism SOC 678 - Women and Society Elective Courses – Credits: 9 SOC 682 - Aging and Social Policy Choose from the following list of courses (no more than 6 SOC 714 - Seminar in Work and Occupations credits in the same content area): SOC 745 - The Family-Work Nexus AAS 633 - Contemporary Issues in African American Studies SOC 748 - Gender, Sex, Society AAS 634 - Constructions of Racial Ambiguity SOC 750 - Seminar in the Sociology of Sex AAS 635 - Malcolm X SOC 751 - International Issues: Gender, Sex, Globalization 150 Graduate Catalog • College of Education SOC 752 - Global Migrations Doctor of Education - Curriculum & Instruction SOC 753 - Racial Justice and Latina/os Plan Description SOC 768 - Environmental Sociology This program is intended for professional educators who desire to extend and advance their studies in the theory and practice of SOC 774 - Seminar in Feminist Theories and Research education. The completion of this degree will enable individuals SOC 779 - Seminar in Sociology of Aging to become members of university faculties but particularly suited for positions as leaders in school districts and community SOC 780 - Aging and Social Policy agencies. WMST 601 - Feminist Theories Upon completion of the program, graduates will: WMST 618 - Language and Gender • Have an understanding of the theoretical and historical WMST 632A - History of American Women to 1870 foundations of education. • Demonstrate knowledge and synthesis of major research in WMST 632B - History of American Women Since 1870 teaching and schooling. WMST 648 - Gender and Social Interaction • Demonstrate knowledge and research application in the area of emphasis: WMST 672 - Controversies in Gender and Race • Career & Technical and Postsecondary Education WMST 674 - Gender, Sexuality, and Consumer Culture • Cultural Studies, International Education, and Multicultural Education WMST 690 - Special Topics • Educational Technology WMST 700 - Introduction to Women’s Studies • Literacy Education • Mathematics Education WMST 701 - Feminist Theory • Science Education WMST 702 - Principles of Feminist Inquiry • Teacher Education • Demonstrate knowledge and skill in staff development WMST 703 - Feminist Pedagogy theory, research, and practice. WMST 799 - Independent Study • Understand and apply the major tenets of research design and analysis spanning quantitative, qualitative, and Certificate Requirements evaluation research methods. 1. Students must earn a B or better in all courses. • Demonstrate the ability to successfully design, defend, Plan Certificate Completion Requirements and complete an extended educational study resulting in a 1. Students must submit all required forms to the Graduate defensible dissertation. College and then apply for graduation in MyUNLV by the appropriate deadline. Areas of emphasis include: 2. Certificates will be awarded upon the student’s successful Career & Technical and Postsecondary Education completion of all certificate requirements and graduation The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction application. with a Concentration in Career & Technical and Postsecondary Education (CTPE) is a research and 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 and evaluating the many components and systems connecting education, work, and economic development. Program graduates typically seek research and teaching faculty positions in universities; administrative and policy positions in local, state and national education and other governmental agencies; instructional/curricular leadership positions within school districts; leadership and teaching positions in secondary, community and technical colleges, and training positions in a variety of adult education and training environments. Graduates will be prepared to assume leadership positions in Southern Nevada and throughout Nevada and the Nation. Cultural Studies, International Education, and Multicultural Education Cultural Studies is a highly interdisciplinary field, drawing on philosophy, literature, the arts, sociology, psychology, political science, technology, and media. Cultural Studies connects those scholars interested in examining and challenging relationships of power, culture, and knowledge. International Education

Graduate Catalog • College of Education 151 is an umbrella term encompassing comparative education, scientific literacy, policy, media, popular culture, issues transnational education, and pan-global indigenous studies. related to race, gender, class, and attention to comparative, Included in these studies are a series of large-scale, cross- international, and cross-cultural studies in education. In essence, national comparisons in student achievement, teaching practice, the development and offering of this Ph.D./Ed.D. emphasis curriculum, and educational policy. Multicultural Education is is consistent with offerings at other top graduate schools of an instructional and pedagogical paradigm that integrates the education including Penn State and The Ontario Institute for history, cultural traditions, social norms, life experiences, and Studies in Education where these programs currently flourish. learned contributions that members of non-dominant groups Indeed, this goal is consistent with UNLV planning documents have made to all aspects of local and global society, especially designed to advance the research functions of UNLV while those aspects that are typically codified in PK-12 and higher maintaining high quality teaching. education courses of study in the United States. Teacher Education Educational Technology The Ph.D. in Teacher Education is a separate degree program The goal of our program is to enable students to become from the Ph.D. in Curriculum and Instruction with an emphasis university faculty, researchers, instructional designers, and in Teacher Education. This teacher education emphasis is one of leaders in the growing field of educational technology. The the emphasis are in Curriculum and Instruction Ph.D. and Ed.D. focus of the program is on content, pedagogy, technology, and a programs. By completing this emphasis and their program, wide range of associated issues. Students will develop expertise graduates will be able to conduct scholarly research to advance in critical analysis, deconstruction, and research on educational knowledge in specific areas in the field of teaching and teacher technology. The program will prepare students for a variety of education and be well prepared for an academic or professional professional careers related to teaching and learning in both career position that demands a strong commitment to teaching academic and non-academic settings, such as K-12 schools, and research in teacher education. This emphasis is designed in community colleges, universities, state and federal agencies, consistence with top doctorate programs in teacher education and private organizations. in research institutions, such as Michigan State University, University of Wisconsin, and University of Georgia and with Literacy Education UNLV strategic goals to advance its research functions while Doctoral students in Literacy Education will be engaged in maintaining high quality teaching. exploring relationships among language, literacy, culture and social justice. They will develop expertise in critical analysis For more information about your program, including your and methodological approaches for conducting research graduate program handbook and learning outcomes please visit on literacy teaching and learning (e.g., curriculum design; the Degree Directory. assessment; policy; new literacies; issues related to gender, Plan Admission Requirements race, and class; and attention to comparative, international, Application deadlines available on the UNLV Graduate College and cross-cultural studies in education). Students will have website. Applications available on the UNLV Graduate College opportunities for clinical and field-based work in conjunction website. with our teacher education program, the Gayle A. Zeiter Literacy Development Center, the Southern Nevada Writing Application for the Curriculum and Instruction Ed.D. in the Project, and other community organizations. Through an Department of Teaching and Learning is accomplished through emphasis on the integration of theory, research and practice, the UNLV Graduate College online application process. students will demonstrate a well-grounded understanding of the Deadline for completed and submitted applications is March 1. literacy content, pedagogy, technology, and issues associated Specific admission criteria for the Ed.D. – Curriculum and with teaching and learning in literacy education. Instruction include: Mathematics Education 1. All domestic and international applicants must review and The purpose of the Ph.D. Program in Mathematics Education follow the Graduate College Admission and Registration is to prepare individuals for research and teacher education Requirements. careers in higher education and for leadership positions in 2. Hold a master’s degree from an accredited program in an educational settings. The program is designed to develop area closely related to the chosen field of specialization. expertise in conceptualizing, conducting and reporting research Normally, 18 semester hours in education are required. in mathematics education and to improve student knowledge 3. Have a grade point average of 3.0 of higher in all graduate about the field of mathematics education. Students choosing level coursework. *Please note that one third of the total this area of study will find themselves challenged with the latest program hours may be transferred from another accredited ideas and theories in the field. The program is consistent with doctoral program. other top graduate programs and is aligned with UNLV’s goals 4. Have completed a minimum of 2 years of successful to advance the research functions of UNLV while maintaining professional educational experience upon entrance to the high quality teaching. program. Science Education Doctoral students electing this Ph.D./Ed.D. area of study will be engaged in developing expertise in critical analysis, deconstruction, and research on teaching and learning science including, but not limited to: curriculum design, assessment, 152 Graduate Catalog • College of Education 5. Obtain three letters of recommendation from individuals EDW 746 - History and Development of Two Year who can specifically address the applicant’s potential Postsecondary Institution for success in the doctoral program. These letters of EDW 747 - Workforce Education Teaching recommendation will be requested and submitted through the Graduate College online application system. One EDW 749R - Evaluation of Workforce Education Programs of the letters must be from a university faculty member EDW 763 - Readings in Postsecondary Education, Workplace addressing your past academic success and future potential Learning and Performance, and Workforce Education in a doctoral program. Leadership 6. Submit one set of official transcripts from all previously attended colleges and universities as requested in the EDW 765 - Fiscal Management and Administration of Graduate College online application. You may upload Workforce Programs unofficial transcripts via the online application as a Cognate Courses – Credits: 12 supplement if you have the documents in a digital computer Complete 12 credit hours of advisor-approved cognate file (e.g., PDF). Unofficial transcripts do NOT substitute for coursework related to the area of emphasis. the official documents. 7. Submit Graduate Record Examination (GRE) scores for Research Courses – Credits: 9 the General Exam. The scores should be sent directly to the EPY 718 - Qualitative Research Methodologies Doctoral Studies Office in the Department of Curriculum EPY 721 - Descriptive and Inferential Statistics: An Introduction and Instruction. Applicants are encouraged to provide self-reported scores for the GRE in the Standardized Tests CIG 790 - Doctoral Research Seminar section of the Graduate College online application. Research Elective Courses – Credits: 3 8. Submit a Personal Statement via the Graduate College Complete 3 credits of advisor-approved additional research online application that addresses in detail: courses. a. Emphasis area of study b. Reasons for pursuing a doctorate in education Internship Courses – Credits: 6 c. Expectations concerning the doctoral program Complete six credits of a combination of a research internship d. Potential areas of study and/or a college teaching internship. e. The name of a faculty member in the department with EDW 735 - Practicum in Workforce Education whom you would like to work [optional] 9. Demonstrate oral communication skills through an Dissertation – Credits: 15 interview conducted by members of the C&I graduate CIG 799 - Dissertation faculty. Out-of-state applicants must contact the Degree Requirements Coordinator of Doctoral Studies directly to make alternate 1. Complete a minimum of 69 credit hours beyond the arrangements to the on-campus interview. master’s degree. Students are accepted into a degree program as described in 2. All coursework must be approved by the doctoral student’s the Graduate Catalog. The faculty and corresponding sub- advisor. disciplines and sub-plans within the described programs are 3. Maintain an overall GPA of 3.00 or higher for all course subject to change at any time. work taken at the doctoral level; 4. Complete the residency requirement for the degree through Plan Requirements one of the three options available as described in the See Subplan Requirements below. current Doctoral Studies Guide on the department Web site. Subplan 1 Requirements: Career & Technical and 5. Attend the Teaching and Learning Department Doctoral Postsecondary Education Track Colloquium held periodically throughout their years of Total Credits Required: 69 study. Course Requirements 6. In consultation with his/her advisor, a student will organize Required Courses – Credits: 6 a dissertation committee of at least three departmental Complete two of the following courses: members. In addition, a fourth member from outside the department, known as the Graduate College Representative, CIG 761 - Theoretical Foundations of Education must be appointed. An additional committee member may CIG 768 - Advanced Curriculum Studies be added at the student and department’s discretion. Please see Graduate College policy for committee appointment CIG 780 - Research on Teaching and Schooling guidelines. CTPE Required Courses – Credits: 18 7. Pass a written qualifying examination prior to commencing Complete 18 credits from the following courses: work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this EDW 719 - Leadership in Workforce Education and process). Students may begin developing their qualifying Development examination questions and commence their qualifying EDW 745 - Theories of Adult Learning exam upon completion of minimum program requirements and advisor approval.

Graduate Catalog • College of Education 153 Graduation Requirements 4. Complete the residency requirement for the degree through See Plan Graduation Requirements below. one of the three options available as described in the current Doctoral Studies Guide on the department Web site. Subplan 2 Requirements: Cultural and International 5. Attend the Teaching and Learning Department Doctoral Studies in Education Track Colloquium held periodically throughout their years of Total Credits Required: 69 study. Course Requirements 6. In consultation with his/her advisor, a student will organize Required Courses – Credits: 15 a dissertation committee of at least three departmental CIG 662 - Theory and Research Multicultural Education members. In addition, a fourth member from outside the CIG 771 - Comparative Studies in Learning, Teaching, and department, known as the Graduate College Representative, Curriculum must be appointed. An additional committee member may be added at the student and department’s discretion. Please CIG 772 - Introduction to Cultural Studies in Education see Graduate College policy for committee appointment CIG 773 - Critical Literacies/Critical Pedagogies guidelines. 7. Pass a written qualifying examination prior to commencing CIG 768 - Advanced Curriculum Studies work on the dissertation proposal or dissertation (See the Area of Emphasis Elective Courses – Credits: 12 Doctoral Handbook for more detailed information on this Complete 12 credits of advisor-approved emphasis-area process). Students may begin developing their qualifying courses within and/or outside the department. examination questions and commence their qualifying exam upon completion of minimum program requirements Cognate Courses – Credits: 9 and advisor approval. The qualifying examination will Complete 9 credit hours of advisor-approved cognate center on three areas: (a) Emphasis area; (b) Cognate; and coursework outside the department related to the area of (c) Research, with a particular focus on developing the emphasis. dissertation proposal. (See the Doctoral Handbook for more Research Required Course – Credits: 3 detailed information on this process.) CIG 790 - Doctoral Research Seminar Graduation Requirements Research Elective Courses – Credits: 9 See Plan Graduation Requirements below. Complete three of the following courses, or any 600- or Subplan 3 Requirements: Educational Technology Track 700-level advisor-approved research elective course within Total Credits Required: 69 and/or outside the department. Students should check with the Course Requirements relevant department to ensure they meet any admission and/or Required Courses – Credits: 12 prerequisite requirements. CIT 770 - Foundations in Technology & Learning CIG 690 - Teachers as Action Researchers CIT 778 - Instructional Design EPY 718 - Qualitative Research Methodologies CIT 780 - Educational Technology Research and Practice EPY 719 - Advanced Qualitative Research CIT 782 - Distance Education Issues and Trends EPY 721 - Descriptive and Inferential Statistics: An Introduction Area of Emphasis Elective Courses – Credits: 15 EPY 729 - Qualitative Case Study Research Complete 15 credits of advisor-approved emphasis-area courses within and/or outside the department. EPY 730 - Advanced Research Methods Cognate Courses – Credits: 9 EPY 738 - Discourse Analysis Complete 9 credits of advisor-approved cognate coursework Internship Course – Credits: 6 relating to the area of interest. Complete 6 credits of internship. This can include a combination Research Required Courses – Credits: 9 of a research internship and/or a college teaching internship. CIG 790 - Doctoral Research Seminar CIG 791 - Internship in Curriculum and Instruction EPY 718 - Qualitative Research Methodologies Dissertation – Credits: 15 EPY 721 - Descriptive and Inferential Statistics: An CIG 799 - Dissertation Introduction Degree Requirements Research Elective Course – Credits: 3 1. Complete a minimum of 69 credit hours beyond the Complete one of the following courses: master’s degree. 2. Maintain an overall GPA of 3.00 or higher for all course EPY 716 - Evaluation Research Methods work taken at the doctoral level. EPY 722 - Inferential Statistics and Experimental Design 3. Twelve credit hours (drawn from electives, cognate, and/or research courses) must be taken outside the Department of EPY 726 - Advanced Evaluation Research Methods Teaching and Learning. EPY 730 - Advanced Research Methods

154 Graduate Catalog • College of Education EPY 733 - Multivariate Statistics CIL 784 - Theory and Research in Literacy Internship Course – Credits: 6 CIL 782 - Theory and Research in the English/Language Arts CIG 791 - Internship in Curriculum and Instruction CIL 688 - Historical Development of Literature Dissertation – Credits: 15 CIL 747 - Literary Theories and Children’s Literature CIG 799 - Dissertation CIG 773 - Critical Literacies/Critical Pedagogies Degree Requirements 1. Complete a minimum of 69 credit hours beyond the Cognate Courses – Credits: 9 master’s degree. Complete 9 credits of advisor-approved cognate coursework 2. Maintain an overall GPA of 3.00 or higher for all course relating to and broadening the area of interest. work taken at the doctoral level. Research Required Courses – Credits: 9 3. Complete the residency requirement for the degree through CIG 790 - Doctoral Research Seminar one of the three options available as described in the current Doctoral Studies Guide on the department Web site. EPY 718 - Qualitative Research Methodologies 4. Attend the Teaching and Learning Department Doctoral EPY 721 - Descriptive and Inferential Statistics: An Introduction Colloquium held periodically throughout their years of study. Research Elective Courses – Credits: 3 5. In consultation with his/her advisor, a student will organize Complete one of the following courses, or another research a dissertation committee of at least three departmental course from within the College of Education or from one of the members. In addition, a fourth member from outside the departments across campus. department, known as the Graduate College Representative, EPY 729 - Qualitative Case Study Research must be appointed. An additional committee member may be added at the student and department’s discretion. Please EPY 738 - Discourse Analysis see Graduate College policy for committee appointment EPY 716 - Evaluation Research Methods guidelines. 6. Pass a written qualifying examination prior to commencing EPY 722 - Inferential Statistics and Experimental Design work on the dissertation proposal or dissertation (See the EPY 730 - Advanced Research Methods Doctoral Handbook for more detailed information on this process). Students may begin developing their qualifying EPY 733 - Multivariate Statistics examination questions and commence their qualifying Internship Course – Credits: 6 exam upon completion of minimum program requirements Complete 6 credits of internship. This can include a combination and advisor approval. The qualifying examination will of a research internship and/or a college teaching internship. center on three areas: (a) Emphasis area; (b) Cognate; and (c) Research, with a particular focus on developing the CIG 791 - Internship in Curriculum and Instruction dissertation proposal. (See the Doctoral Handbook for more Dissertation – Credits: 15 detailed information on this process.) CIG 799 - Dissertation Graduation Requirements Degree Requirements See Plan Graduation Requirements below. 1. Complete a minimum of 69 credit hours beyond the Subplan 4 Requirements: Literacy Education Track master’s degree. Total Credits Required: 69 2. Maintain an overall GPA of 3.00 or higher for all course Course Requirements work taken at the doctoral level. Required Courses – Credits: 15 3. Complete the residency requirement for the degree through CIG 761 - Theoretical Foundations of Education one of the three options available as described in the current Doctoral Studies Guide on the department Web site. CIG 772 - Introduction to Cultural Studies in Education 4. Attend the Teaching and Learning Department Doctoral CIL 774 - Historical Foundations of Literacy Research and Colloquium held periodically throughout their years of Instruction study. 5. In consultation with his/her advisor, a student will organize CIL 776 - Social and Political Issues in Literacy a dissertation committee of at least three departmental CIG 780 - Research on Teaching and Schooling members. In addition, a fourth member from outside the department, known as the Graduate College Representative, Area of Emphasis Elective Courses – Credits: 12 must be appointed. An additional committee member may Complete 12 credits from the following list of courses, be added at the student and department’s discretion. Please or any 600- or 700-level advisor-approved courses in the see Graduate College policy for committee appointment English Department. Students should check with the relevant guidelines. department to ensure they meet any admission and/or 6. Pass a written qualifying examination prior to commencing prerequisite requirements. work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this

Graduate Catalog • College of Education 155 process). Students may begin developing their qualifying 5. In consultation with his/her advisor, a student will organize examination questions and commence their qualifying a dissertation committee of at least three departmental exam upon completion of minimum program requirements members. In addition, a fourth member from outside the and advisor approval. department, known as the Graduate College Representative, must be appointed. An additional committee member may Graduation Requirements be added at the student and department’s discretion. Please See Plan Graduation Requirements below. see Graduate College policy for committee appointment Subplan 5 Requirements: Mathematics Education Track guidelines. Total Credits Required: 69 6. Pass a written qualifying examination prior to commencing Course Requirements work on the dissertation proposal or dissertation (See the Required Courses – Credits: 15 Doctoral Handbook for more detailed information on this CIG 761 - Theoretical Foundations of Education process). Students may begin developing their qualifying examination questions and commence their qualifying CIG 620 - Principles of Learning Mathematics exam upon completion of minimum program requirements CIG 780 - Research on Teaching and Schooling and advisor approval. CIG 783 - Theory and Research in School Mathematics Graduation Requirements See Plan Graduation Requirements below. CIG 787 - Individual Instruction in Mathematics Education Subplan 6 Requirements: Science Education Track Area of Emphasis Elective Courses – Credits: 12 Total Credits Required: 69 Complete 12 of electives within your area of emphasis, or Course Requirements any 600- or 700-level advisor-approved course with a MAT, Required Courses – Credits: 12 CIG, CIE, or CIS prefix. Students should check with the CIG 761 - Theoretical Foundations of Education relevant department to ensure they meet any admission and/or prerequisite requirements. CIG 777 - Principles of Learning Science Cognate Courses – Credits: 9 CIG 780 - Research on Teaching and Schooling Complete 9 credit hours of advisor-approved cognate CIG 784 - Theory and Research in School Science coursework relating to the area of interest. Area of Emphasis Elective Courses – Credits: 15 Research Required Courses – Credits: 9 Complete 15 credits of electives within your area of emphasis, CIG 790 - Doctoral Research Seminar or any 600- or 700- level advisor-approved course with a EPY 718 - Qualitative Research Methodologies BIOL, CHE, PHY, ENV, GEO, GEY, ENG, AST or SCI prefix. Students should check with the relevant department to ensure EPY 721 - Descriptive and Inferential Statistics: An Introduction they meet any admission and/or prerequisite requirements. Research Elective Courses – Credits: 3 CIG 775 - Theoretical Frameworks for Science Education Complete one of the following courses: CIG 776 - Philosophical Foundations of Science Education EPY 716 - Evaluation Research Methods CIG 788 - Individual Instruction in Science Education EPY 722 - Inferential Statistics and Experimental Design Cognate Courses – Credits: 9 EPY 726 - Advanced Evaluation Research Methods Complete 9 credits of advisor-approved cognate coursework EPY 730 - Advanced Research Methods relating to the area of interest. EPY 733 - Multivariate Statistics Research Required Courses – Credits: 9 CIG 790 - Doctoral Research Seminar Internship Course – Credits: 6 CIG 791 - Internship in Curriculum and Instruction EPY 718 - Qualitative Research Methodologies Dissertation – Credits: 15 EPY 721 - Descriptive and Inferential Statistics: An CIG 799 - Dissertation Introduction Degree Requirements Research Elective Course – Credits: 3 1. Complete a minimum of 69 credit hours beyond the Complete one of the following courses: master’s degree. EPY 716 - Evaluation Research Methods 2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level. EPY 722 - Inferential Statistics and Experimental Design 3. Complete the residency requirement for the degree through EPY 726 - Advanced Evaluation Research Methods one of the three options available as described in the current Doctoral Studies Guide on the department Web site. EPY 730 - Advanced Research Methods 4. Attend the Teaching and Learning Department Doctoral EPY 733 - Multivariate Statistics Colloquium held periodically throughout their years of study. 156 Graduate Catalog • College of Education Internship Course – Credits: 6 Area of Emphasis Elective Courses – Credits: 12 CIG 791 - Internship in Curriculum and Instruction Complete four of the following courses, or other 700-level advisor-approved courses within and/or outside the department. Dissertation – Credits: 15 CIG 799 - Dissertation CIG 764 - Models of Teaching Degree Requirements CIG 771 - Comparative Studies in Learning, Teaching, and 1. Complete a minimum of 69 credit hours beyond the Curriculum master’s degree. CIG 767 - Human Relations for the Teacher Educator 2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level. CIG 781 - Theories and Research in Classroom Management 3. Complete the residency requirement for the degree through CIG 766 - Evaluation of Teaching one of the three options available as described in the current Doctoral Studies Guide on the department Web site. CIT 772 - Technology in Teacher Education 4. Attend the Teaching and Learning Department Doctoral Cognate Courses – Credits: 9 Colloquium held periodically throughout their years of Complete 9 credits of advisor-approved cognate coursework study. within the area of emphasis. 5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental Research Required Courses – Credits: 9 members. In addition, a fourth member from outside the EPY 718 - Qualitative Research Methodologies department, known as the Graduate College Representative, EPY 721 - Descriptive and Inferential Statistics: An must be appointed. An additional committee member may Introduction be added at the student and department’s discretion. Please see Graduate College policy for committee appointment CIG 790 - Doctoral Research Seminar guidelines. Research Elective Courses – Credits: 3 6. Pass a written qualifying examination prior to commencing Complete one of the following courses: work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this EPY 716 - Evaluation Research Methods process). Students may begin developing their qualifying EPY 722 - Inferential Statistics and Experimental Design examination questions and commence their qualifying exam upon completion of minimum program requirements EPY 726 - Advanced Evaluation Research Methods and advisor approval. The qualifying examination will EPY 730 - Advanced Research Methods center on three areas: (a) Emphasis area; (b) Cognate; and (c) Research, with a particular focus on developing the EPY 733 - Multivariate Statistics dissertation proposal. (See the Doctoral Handbook for more Internship Course – Credits: 6 detailed information on this process.) CIG 791 - Internship in Curriculum and Instruction Graduation Requirements Dissertation –Credits: 15 See Plan Graduation Requirements below. CIG 799 - Dissertation Subplan 7 Requirements: Teacher Education Track Degree Requirements Total Credits Required: 69 1. Complete a minimum of 69 credit hours beyond the Course Requirements master’s degree. Required Courses – Credits: 6 2. Maintain an overall GPA of 3.00 or higher for all course Complete two of the following courses: work taken at the doctoral level. CIG 761 - Theoretical Foundations of Education 3. Complete the residency requirement for the degree through one of the three options available as described in the CIG 768 - Advanced Curriculum Studies current Doctoral Studies Guide on the department Web site. CIG 780 - Research on Teaching and Schooling 4. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of Area of Emphasis Required Courses – Credits: 9 study. Complete three of the following courses: 5. In consultation with his/her advisor, a student will organize CIG 706 - Mentoring Strategies to Improve Teaching a dissertation committee of at least three departmental members. In addition, a fourth member from outside the CIG 760R - Inquiry into Teacher Education department, known as the Graduate College Representative, CIG 762 - Instructional Strategies and Learning to Teach in must be appointed. An additional committee member may Higher Education be added at the student and department’s discretion. Please see Graduate College policy for committee appointment CIG 763 - Advanced Research in Teaching and Teacher guidelines. Education

Graduate Catalog • College of Education 157 6. Pass a written qualifying examination prior to commencing will make well-informed, theory-based, research supported, work on the dissertation proposal or dissertation (See the and data driven decisions related to planning, organizing, Doctoral Handbook for more detailed information on this delivering and evaluating the many components and systems process). Students may begin developing their qualifying connecting education, work, and economic development. examination questions and commence their qualifying Program graduates typically seek research and teaching faculty exam upon completion of minimum program requirements positions in universities; administrative and policy positions and advisor approval. in local, state and national education and other governmental agencies; instructional/curricular leadership positions within Graduation Requirements school districts; leadership and teaching positions in secondary, See Plan Graduation Requirements below. community and technical colleges, and training positions in a Plan Graduation Requirements variety of adult education and training environments. Graduates 1. The student must submit all required forms to the Graduate will be prepared to assume leadership positions in Southern College and then apply for graduation up to two semesters Nevada and throughout Nevada and the Nation. prior to completing his/her degree requirements. Cultural Studies, International Education, and 2. The student must submit and successfully defend his/her Multicultural Education (CSIEME) dissertation by the posted deadline. The defense must be Cultural Studies is a highly interdisciplinary field, drawing on advertised and is open to the public. philosophy, literature, the arts, sociology, psychology, political 3. The student must submit his/her approved, properly science, technology, and media. Cultural Studies connects those formatted hard-copy dissertation to the Graduate College, scholars interested in examining and challenging relationships and submit the approved electronic version to ProQuest by of power, culture, and knowledge. International Education the posted deadline. is an umbrella term encompassing comparative education, 4. The student must also file a copy of the dissertation transnational education, and pan-global indigenous studies. with the Teaching and Learning Department.College of Included in these studies are a series of large-scale, cross- Education national comparisons in student achievement, teaching practice, curriculum, and educational policy. Multicultural Education is Doctor of Philosophy - Curriculum & Instruction an instructional and pedagogical paradigm that integrates the Plan Description history, cultural traditions, social norms, life experiences, and This course of study is for professional educators who desire learned contributions that members of non-dominant groups to extend and advance knowledge in the theory and practice have made to all aspects of local and global society, especially of education as university researchers or leaders in an array those aspects that are typically codified in PK-12 and higher of other education-related settings, both in the United States education courses of study in the United States. and abroad. The completion of this degree will particularly Interaction and Media Sciences enable individuals to become skilled researchers as members The goal of our program is to enable students to become of university faculties. university faculty, researchers, instructional designers, and Upon completion of the program, graduates will: leaders in the growing field of educational technology. The 1. Have an understanding of the theoretical and historical focus of the program is on content, pedagogy, technology, and a foundations of education. wide range of associated issues. Students will develop expertise 2. Demonstrate knowledge and synthesis of major research in in critical analysis, deconstruction, and research on educational teaching and schooling. technology. The program will prepare students for a variety of 3. Demonstrate knowledge and research application in the professional careers related to teaching and learning in both area of emphasis: career & technical and post-secondary academic and non-academic settings, such as K-12 schools, education (CTPE), cultural studies, international, and community colleges, universities, state and federal agencies, multicultural education (CSIEME), interaction and media and private organizations. sciences, literacy, mathematics education, and science Literacy Education education. Doctoral students in Literacy Education will be engaged in 4. Demonstrate college-level teaching experience. exploring relationships among language, literacy, culture and 5. Understand and apply the major tenets of research design social justice. They will develop expertise in critical analysis and analysis spanning quantitative and qualitative methods. and methodological approaches for conducting research Begin to disseminate findings in refereed journals. on literacy teaching and learning (e.g., curriculum design; 6. Demonstrate the ability to successfully design, defend, assessment; policy; new literacies; issues related to gender, and complete an extended educational study resulting in a race, and class; and attention to comparative, international, defensible dissertation. and cross-cultural studies in education). Students will have Areas of research emphasis include: opportunities for clinical and field-based work in conjunction Career & Technical and Postsecondary Education (CTPE) with our teacher education program, the Gayle A. Zeiter The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction Literacy Development Center, the Southern Nevada Writing with a Concentration in Career & Technical and Postsecondary Project, and other community organizations. Through an Education (CTPE) is a research and professional leadership emphasis on the integration of theory, research and practice, degree. It is designed to develop future leaders/educators who students will demonstrate a well-grounded understanding of the

158 Graduate Catalog • College of Education literacy content, pedagogy, technology, and issues associated in a doctoral program. with teaching and learning in literacy education. 6. Submit one set of official transcripts from all previously attended colleges and universities as requested in the Mathematics Education Graduate College online application. You may upload The purpose of the Ph.D. Program in Mathematics Education unofficial transcripts via the online application as a is to prepare individuals for research and teacher education supplement if you have the documents in a digital computer careers in higher education and for leadership positions in file (e.g., PDF). Unofficial transcripts do NOT substitute for educational settings. The program is designed to develop the official documents. expertise in conceptualizing, conducting and reporting research 7. Submit Graduate Record Examination (GRE) scores for in mathematics education and to improve student knowledge the General Exam. The scores should be sent directly to the about the field of mathematics education. Students choosing Doctoral Studies Office in the Department of Curriculum this area of study will find themselves challenged with the latest and Instruction. Applicants are encouraged to provide ideas and theories in the field. The program is consistent with self-reported scores for the GRE in the Standardized Tests other top graduate programs and is aligned with UNLV’s goals section of the Graduate College online application. to advance the research functions of UNLV while maintaining 8. Submit a Personal Statement via the Graduate College high quality teaching. online application that addresses in detail: Science Education a. Emphasis area of study Doctoral students electing this Ph.D./Ed.D. area of study b. Reasons for pursuing a doctorate in education will be engaged in developing expertise in critical analysis, c. Expectations concerning the doctoral program deconstruction, and research on teaching and learning science d. Potential areas of study including, but not limited to: curriculum design, assessment, e. The name of a faculty member in the department with scientific literacy, policy, media, popular culture, issues whom you would like to work [optional] related to race, gender, class, and attention to comparative, 9. Submit a written statement regarding when the residency international, and cross-cultural studies in education. In requirement will be met (see the Doctoral Handbook. This essence, the development and offering of this Ph.D./Ed.D. statement should be uploaded via the Graduate College emphasis is consistent with offerings at other top graduate online application in the Supplementary Information schools of education. Indeed, this goal is consistent with UNLV section as an “Other Required Document.” planning documents designed to advance the research functions 10. Demonstrate oral communication skills through an of UNLV while maintaining high quality teaching. interview conducted by members of the C&I graduate faculty. Out-of-state applicants must contact the For more information about your program, including your Coordinator of Doctoral Studies directly to make alternate graduate program handbook and learning outcomes, please visit arrangements to the on-campus interview. the Degree Directory. Students are accepted into a degree program as described in Plan Admission Requirements the Graduate Catalog. The faculty and corresponding sub- Application deadlines available on the UNLV Graduate College disciplines and sub-plans within the described programs are website. Applications available on the UNLV Graduate College subject to change at any time. website. Plan Requirements Specific admission criteria for the PhD in Curriculum and See Subplan Requirements below. Instruction include: 1. All domestic and international applicants must review and Subplan 1 Requirements: Career & Technical and follow the Graduate College Admission and Registration Postsecondary Education Track Requirements. Total Credits Required: 60 2. Hold a master’s degree from an accredited program in an Course Requirements area closely related to the chosen field of specialization. T&L Required Courses – Credits: 6 Normally, 18 semester hours in education are required. CIG 761 - Theoretical Foundations of Education 3. Have a grade point average of 3.0 of higher in all graduate CIG 790 - Doctoral Research Seminar level coursework. *Please note that one third of the total program hours may be transferred from another accredited Research Required Courses – Credits: 12 doctoral program. EPY 718 - Qualitative Research Methodologies 4. Have completed a minimum of 2 years of successful EPY 721 - Descriptive and Inferential Statistics: An professional educational experience upon entrance to the Introduction program. 5. Obtain three letters of recommendation from individuals Complete two additional advisor approved research courses (6 who can specifically address the applicant’s potential credits) for success in the doctoral program. These letters of CIG 690 - Teachers as Action Researchers recommendation will be requested and submitted through the Graduate College online application system. One EPY 716 - Evaluation Research Methods of the letters must be from a university faculty member EPY 719 - Advanced Qualitative Research addressing your past academic success and future potential

Graduate Catalog • College of Education 159 EPY 720 - Research Design in Education must be appointed. An additional committee member may be added at the student and department’s discretion. Please EPY 722 - Inferential Statistics and Experimental Design see Graduate College policy for committee appointment EPY 726 - Advanced Evaluation Research Methods guidelines. 7. Pass a written qualifying examination prior to commencing EPY 729 - Qualitative Case Study Research work on the dissertation proposal or dissertation (See the EPY 730 - Advanced Research Methods Doctoral Handbook for more detailed information on this process). Students may begin developing their qualifying EPY 731 - Mixed Methods Research examination questions and commence their qualifying EPY 733 - Multivariate Statistics exam upon completion of minimum program requirements and advisor approval. EPY 738 - Discourse Analysis 8. Submit a manuscript for a peer-reviewed publication. Individual Specialization Required Courses – Credits: 15 Graduation Requirements Select six of the following: See Plan Graduation Requirements below. EDW 719 - Leadership in Workforce Education and Development Subplan 2 Requirements: Cultural Studies, International EDW 745 - Theories of Adult Learning Education, and Multicultural Education Track Total Credits Required: 60 EDW 746 - History and Development of Two Year Course Requirements Postsecondary Institution T & L Required Courses – Credits: 6 EDW 747 - Workforce Education Teaching CIG 761 - Theoretical Foundations of Education EDW 749R - Evaluation of Workforce Education Programs CIG 790 - Doctoral Research Seminar EDW 763 - Readings in Postsecondary Education, Workplace Research Required Courses – Credits: 12 Learning and Performance, and Workforce Education EPY 718 - Qualitative Research Methodologies Leadership EPY 721 - Descriptive and Inferential Statistics: An EDW 768 - Grantsmanship in Education Introduction Individual Specialization Elective Courses – Credits: 9 Complete two additional advisor approved research courses. Complete 9 credits of advisor-approved courses outside the CIG 690 - Teachers as Action Researchers CTPE program (e.g., Technology, learning and cognition, cultural studies, etc.) should be selected to broaden the student’s EPY 719 - Advanced Qualitative Research knowledge and research procedures. EPY 720 - Research Design in Education Applied Research and/or Instructional Practice – Credits: 6 EPY 729 - Qualitative Case Study Research Complete six credits of a combination of a research internship and/or a college teaching internship. EPY 730 - Advanced Research Methods EDW 735 - Practicum in Workforce Education EPY 738 - Discourse Analysis CIG 791 - Internship in Curriculum and Instruction EDW 768 - Grantsmanship in Education Dissertation – Credits: 12 Individual Specialization Required Courses – Credits: 9 CIG 799 - Dissertation CIG 662 - Theory and Research Multicultural Education Degree Requirements CIG 771 - Comparative Studies in Learning, Teaching, and 1. Complete a minimum of 60 credit hours beyond the Curriculum master’s degree. CIG 772 - Introduction to Cultural Studies in Education 2. All coursework must be approved by the doctoral student’s advisor. Applied Research and Practice – Credits: 6 3. Maintain an overall GPA of 3.00 or higher for all course CIG 791 - Internship in Curriculum and Instruction work taken at the doctoral level; Individual Specialization Elective Courses – Credits: 15 4. Complete the residency requirement for the degree through Complete 15 credits of advisor-approved courses including one of the three options available as described in the those from the list below: current Doctoral Studies Guide on the department Web site. 5. Attend the Teaching and Learning Department Doctoral CIG 660 - Multicultural Education Colloquium held periodically throughout their years of CIG 661 - Topics Multicultural Education study. 6. In consultation with his/her advisor, a student will organize CIG 773 - Critical Literacies/Critical Pedagogies a dissertation committee of at least three departmental Dissertation – Credits: 12 members. In addition, a fourth member from outside the CIG 799 - Dissertation department, known as the Graduate College Representative,

160 Graduate Catalog • College of Education Degree Requirements Content Area Required Courses – Credits: 18 1. Complete a minimum of 60 credit hours beyond the CIT 770 - Foundations in Technology & Learning master’s degree. CIT 773 - Interaction Design 2. All coursework must be approved by the doctoral student’s advisor. CIT 774 - Behavioral Sciences & Technology 3. Maintain an overall GPA of 3.00 or higher for all course CIT 775 - Affect & Technology work taken at the doctoral level. 4. Complete the residency requirement for the degree through CIT 776 - Emerging Technologies for Learning one of the three options available as described in the CIT 778 - Instructional Design current Doctoral Studies Guide on the department Web site. 5. Attend the Teaching and Learning Department Doctoral Individual Specialization Elective Courses– Credits: 9 Colloquium held periodically throughout their years of Complete 9 hours of advisor-approved courses within and/or study. outside the department. 6. In consultation with his/her advisor, a student will organize Dissertation – Credits: 12 a dissertation committee of at least three departmental CIG 799 - Dissertation members. In addition, a fourth member from outside the department, known as the Graduate College Representative, Degree Requirements must be appointed. An additional committee member may 1. Complete a minimum of 60 credit hours beyond the be added at the student and department’s discretion. Please master’s degree. see Graduate College policy for committee appointment 2. Maintain an overall GPA of 3.00 or higher for all course guidelines. work taken at the doctoral level. 7. Pass a written qualifying examination prior to commencing 3. Complete the residency requirement for the degree through work on the dissertation proposal or dissertation (See the one of the three options available as described in the Doctoral Handbook for more detailed information on this current Doctoral Studies Guide on the department Web site. process). 4. Attend the Teaching and Learning Department Doctoral 8. Submit a manuscript for a peer-reviewed publication. Colloquium held periodically throughout their years of study. Graduation Requirements 5. In consultation with his/her advisor, a student will organize See Plan Graduation Requirements below. a dissertation committee of at least three departmental Subplan 3 Requirements: Interaction and Media Sciences members. In addition, a fourth member from outside the Track department, known as the Graduate College Representative, Total Credits Required: 60 must be appointed. An additional committee member may Course Requirements be added at the student and department’s discretion. Please T& L Required Courses – Credits: 6 see Graduate College policy for committee appointment CIG 761 - Theoretical Foundations of Education guidelines. 6. Pass a written qualifying examination prior to commencing CIG 790 - Doctoral Research Seminar work on the dissertation proposal or dissertation (See the Research Required Courses – Credits: 15 Doctoral Handbook for more detailed information on this EPY 718 - Qualitative Research Methodologies process). 7. Submit a manuscript for a peer-reviewed publication. EPY 721 - Descriptive and Inferential Statistics: An Introduction Graduation Requirements See Plan Graduation Requirements below. CIT 780 - Educational Technology Research and Practice Subplan 4 Requirements: Literacy Education Track Complete two additional advanced research courses approved Total Credits Required: 60 by an advisor. Course Requirements EPY 716 - Evaluation Research Methods T&L Required Courses – Credits: 6 CIG 761 - Theoretical Foundations of Education EPY 719 - Advanced Qualitative Research CIG 790 - Doctoral Research Seminar EPY 720 - Research Design in Education Research Required Courses – Credits: 12 EPY 722 - Inferential Statistics and Experimental Design EPY 718 - Qualitative Research Methodologies EPY 726 - Advanced Evaluation Research Methods EPY 721 - Descriptive and Inferential Statistics: An EPY 730 - Advanced Research Methods Introduction EPY 733 - Multivariate Statistics Complete two additional advisor approved research courses. EPY 738 - Discourse Analysis EPY 719 - Advanced Qualitative Research EPY 720 - Research Design in Education

Graduate Catalog • College of Education 161 EPY 729 - Qualitative Case Study Research Subplan 5 Requirements: Mathematics Education Track Total Credits Required: 60 EPY 730 - Advanced Research Methods Course Requirements EPY 738 - Discourse Analysis T&L Required Courses – Credits: 6 CIG 761 - Theoretical Foundations of Education EDW 768 - Grantsmanship in Education CIG 790 - Doctoral Research Seminar EPY 722 - Inferential Statistics and Experimental Design Research Required Courses – Credits: 12 EPY 726 - Advanced Evaluation Research Methods EPY 718 - Qualitative Research Methodologies EPY 730 - Advanced Research Methods EPY 721 - Descriptive and Inferential Statistics: An Introduction EPY 733 - Multivariate Statistics Complete two additional advisor approved research courses. Individual Specialization Required Courses – Credits: 9 EPY 716 - Evaluation Research Methods CIL 772 - Cognitive Foundations of Literacy EPY 719 - Advanced Qualitative Research CIL 774 - Historical Foundations of Literacy Research and Instruction EPY 722 - Inferential Statistics and Experimental Design CIL 776 - Social and Political Issues in Literacy EPY 726 - Advanced Evaluation Research Methods Individual Specialization Elective Courses – Credits: 21 EPY 730 - Advanced Research Methods Complete 21 credits of advisor-approved courses within and/ EPY 733 - Multivariate Statistics or outside the department to support applied research, practice, theory, and content that aligns with individual scholarly goals. Individual Specialization Required Courses – Credits: 9 CIG 783 - Theory and Research in School Mathematics Dissertation – Credits: 12 CIG 799 - Dissertation CIG 787 - Individual Instruction in Mathematics Education Degree Requirements CIG 720 - Principles of Mathematics Learning 1. Complete a minimum of 60 credit hours beyond the Applied Research and Practice/Internship – Credits: 6 master’s degree. CIG 791 - Internship in Curriculum and Instruction 2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level. Individual Specialization Elective Courses – Credits: 15 3. Complete the residency requirement for the degree through Complete 15 credits of advisor-approved emphasis-area courses one of the three options available as described in the within and/or outside the department. current Doctoral Studies Guide on the department Web site. Dissertation – Credits: 12 4. Attend the Teaching and Learning Department Doctoral CIG 799 - Dissertation Colloquium held periodically throughout their years of study. Degree Requirements 5. In consultation with his/her advisor, a student will organize 1. Complete a minimum of 60 credit hours beyond the a dissertation committee of at least three departmental master’s degree. members. In addition, a fourth member from outside the 2. Maintain an overall GPA of 3.00 or higher for all course department, known as the Graduate College Representative, work taken at the doctoral level. must be appointed. An additional committee member may 3. Complete the residency requirement for the degree through be added at the student and department’s discretion. Please one of the three options available as described in the see Graduate College policy for committee appointment current Doctoral Studies Guide on the department Web site. guidelines. 4. Attend the Teaching and Learning Department Doctoral 6. Pass a written qualifying examination prior to commencing Colloquium held periodically throughout their years of work on the dissertation proposal or dissertation (See the study. Doctoral Handbook for more detailed information on this 5. In consultation with his/her advisor, a student will organize process). Students may begin developing their qualifying a dissertation committee of at least three departmental examination questions and commence their qualifying members. In addition, a fourth member from outside the exam upon completion of minimum program requirements department, known as the Graduate College Representative, and advisor approval. must be appointed. An additional committee member may 7. Submit a manuscript for a peer-reviewed publication. be added at the student and department’s discretion. Please see Graduate College policy for committee appointment Graduation Requirements guidelines. See Plan Graduation Requirements below. 6. Pass a written qualifying examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process). 7. Submit a manuscript for a peer-reviewed publication.

162 Graduate Catalog • College of Education Graduation Requirements members. In addition, a fourth member from outside the See Plan Graduation Requirements below. department, known as the Graduate College Representative, must be appointed. An additional committee member may Subplan 6 Requirements: Science Education Track be added at the student and department’s discretion. Please Total Credits Required: 60 see Graduate College policy for committee appointment Course Requirements guidelines. T&L Required Courses – Credits: 6 6. Pass a written qualifying examination prior to commencing CIG 761 - Theoretical Foundations of Education work on the dissertation proposal or dissertation (See the CIG 790 - Doctoral Research Seminar Doctoral Handbook for more detailed information on this process). Research Required Courses – Credits: 12 7. Submit a manuscript for a peer-reviewed publication. EPY 718 - Qualitative Research Methodologies Graduation Requirements EPY 721 - Descriptive and Inferential Statistics: An Introduction See Plan Graduation Requirements below. Complete two additional advisor approved research courses. Plan Graduation Requirements EPY 716 - Evaluation Research Methods 1. The student must submit all required forms to the Graduate College and then apply for graduation up to two semesters EPY 719 - Advanced Qualitative Research prior to completing his/her degree requirements. EPY 722 - Inferential Statistics and Experimental Design 2. The student must submit and successfully defend his/her dissertation by the posted deadline. The defense must be EPY 726 - Advanced Evaluation Research Methods advertised and is open to the public. EPY 730 - Advanced Research Methods 3. The student must submit his/her approved, properly formatted hard-copy dissertation to the Graduate College, EPY 733 - Multivariate Statistics and submit the approved electronic version to ProQuest by EDW 768 - Grantsmanship in Education the posted deadline. 4. The student must also file a copy of the dissertation with Individual Specialization Required Courses – Credits: 9 the Teaching and Learning Department. CIG 777 - Principles of Learning Science CIG 784 - Theory and Research in School Science Doctor of Philosophy - Teacher Education Complete one additional advisor approved course. Plan Description CIG 775 - Theoretical Frameworks for Science Education The Ph.D. in Teacher Education in the Department of Teaching & Learning is projected for professional educators who have an CIG 776 - Philosophical Foundations of Science Education interest in becoming practitioner-oriented scholars in teacher Applied Research and Practice – Credits: 6 education and who are interested in teacher education as a CIG 788 - Individual Instruction in Science Education content area for research. Completing this degree will enable individuals to answer the national call for teacher educators and Individual Specialization Elective Courses – Credits: 15 researchers in this field. The program is one of only a few in the Complete 15 credits of advisor-approved emphasis-area nation devoted to teacher education. courses within and/or outside the department. Courses will be selected to broaden the student’s knowledge in areas related to Upon completion of this program, graduates will be able to: student’s area of emphasis (e.g. science content courses with a 1. Demonstrate college-level teaching experience; BIO, CHE, PHY, ENV, GEO, GEY, ENG, AST, or SCI prefix, 2. Connect theory and research related to teaching and technology, learning and cognition, and cultural studies) learning to the practice of teaching in schools and to the practice of teaching university courses; Dissertation – Credits: 12 3. Design and conduct research using quantitative and CIG 799 - Dissertation qualitative methodologies with particular emphasis on Degree Requirements applied research in the context of diverse schools. 1. Complete a minimum of 60 credit hours beyond the For more information about your program, including your master’s degree. graduate program handbook and learning outcomes, please visit 2. Maintain an overall GPA of 3.00 or higher for all course the Degree Directory. work taken at the doctoral level. 3. Complete the residency requirement for the degree through Plan Admission Requirements one of the three options available as described in the Application deadlines available on the UNLV Graduate College current Doctoral Studies Guide on the department Web site. website. Applications available on the UNLV Graduate College 4. Attend the Teaching and Learning Department Doctoral website. Colloquium held periodically throughout their years of 1. All domestic and international applicants must review and study. follow the Graduate College Admission and Registration 5. In consultation with his/her advisor, a student will organize Requirements. a dissertation committee of at least three departmental

Graduate Catalog • College of Education 163 2. Hold a master’s degree from an accredited program in an Plan Requirements area closely related to the chosen field of specialization. Total Credits Required: 60 Normally, 18 semester hours in education are required. Course Requirements 3. Have a grade point average of 3.0 of higher in all graduate Teacher Education Core Courses – Credits: 9 level coursework. *Please note that one third of the total CIG 760R - Inquiry into Teacher Education program hours may be transferred from another accredited CIG 761 - Theoretical Foundations of Education doctoral program. 4. Have satisfactory teaching experience, preferably licensed. CIG 762 - Instructional Strategies and Learning to Teach in 5. Obtain three letters of recommendation from individuals Higher Education who can specifically address the applicant’s potential Advanced Teacher Education Courses – Credits: 6 for success in the doctoral program. These letters of CIG 763 - Advanced Research in Teaching and Teacher recommendation will be requested and submitted through Education the Graduate College online application system. One of the letters must be from a university faculty member CIG 772 - Introduction to Cultural Studies in Education addressing your past academic success and future potential Cognition Course – Credits: 3 in a doctoral program. Complete one of the following courses: 6. Submit one set of official transcripts from all previously attended colleges and universities as requested in the EPY 767 - Human Learning and Cognition Graduate College online application. You may upload CIL 772 - Cognitive Foundations of Literacy unofficial transcripts via the online application as a supplement if you have the documents in a digital computer Internship Course – Credits: 6 file (e.g., PDF). Unofficial transcripts do NOT substitute for CIG 791 - Internship in Curriculum and Instruction the official documents. Research Courses – Credits: 6 7. Submit Graduate Record Examination (GRE) scores for EPY 718 - Qualitative Research Methodologies the General Exam. The scores should be sent directly to the Doctoral Studies Office in the Department of Teaching EPY 721 - Descriptive and Inferential Statistics: An Introduction and Learning. Applicants are encouraged to provide self- Additional Research Course – Credits: 6 reported scores for the GRE in the Standardized Tests Complete two additional research courses from the list below or section of the Graduate College online application. any two advisor approved courses. 8. Submit a Personal Statement via the Graduate College online application that addresses in detail: EPY 710 - Survey Methods and Design a. Reasons for pursuing a doctorate in teacher education EPY 716 - Evaluation Research Methods b. Expectations concerning the doctoral program c. Potential areas of study within teacher education EPY 719 - Advanced Qualitative Research d. The name of a faculty member in the department with EPY 722 - Inferential Statistics and Experimental Design whom you would like to work [optional] 9. Submit a written statement regarding when the residency EPY 723 - Theory and Practice of Human Measurement I requirement will be met (see the Doctoral Handbook. This EPY 724 - Theory and Practice of Human Measurement II statement should be uploaded via the Graduate College online application in the Supplementary Information EPY 726 - Advanced Evaluation Research Methods section as an “Other Required Document.” EPY 729 - Qualitative Case Study Research 10. Demonstrate oral communication skills through an interview conducted by members of the T & L graduate EPY 731 - Mixed Methods Research faculty. Out-of-state applicants must contact the EPY 732 - Multiple Regression and Path Analysis Coordinator of Doctoral Studies directly to make alternate arrangements to the on-campus interview. EPY 733 - Multivariate Statistics Once requirements are met, members of the T & L Graduate EPY 734 - Latent Variable Models: Factor Analysis and SEM Faculty will evaluate all evidence for admission submitted by EPY 738 - Discourse Analysis the applicant and then make their recommendations to the entire T& L faculty. The T & L faculty will make a recommendation EPY 746 - Multilevel Statistical Models: Theory and to the Graduate College, and the Graduate College will post Application the decision letter to the student’s online application. Only EPY 747 - Large Scale Secondary Data Analysis complete applications will be considered. SOC 705 - Qualitative Methods Students are accepted into a degree program as described in the Graduate Catalog. The faculty and corresponding sub- SOC 774 - Seminar in Feminist Theories and Research disciplines and sub-plans within the described programs are PSY 707 - Research Methods subject to change at any time. PSY 708 - Statistics for Psychologists I

164 Graduate Catalog • College of Education PSY 709 - Statistics for Psychologists II 3. For the teaching internship course, three credit hours will involve shadowing a faculty member teaching a university Elective Courses – Credits: 12 course and the other three credits will include teaching a Complete four advisor approved elective courses. Optional university course under the supervision and mentoring of a courses include: faculty member. Co-enrollment with CIG 762 required. Teacher Education 4. For the school-based internship, students will complete an CIG 706 - Mentoring Strategies to Improve Teaching internship in Millennium Schools, Paradise Professional Development School, or other Professional Practice CIG 768 – Advanced Curriculum Studies Schools. Co-enrollment in CIG 763 is required. CIG 770 - Current Trends and Issues in Education 5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. CIG 780 - Research on Teaching and Schooling In addition, a fourth member from outside the department, CIG 782 - School Climate known as the Graduate College Representative, must be appointed. An additional committee member may be added at CIL 772 - Cognitive Foundations of Literacy the student and department’s discretion. Please see Graduate CIG 786 - Individual Instruction in Education College policy for committee appointment guidelines. 6. Complete the residency requirement for the degree. The Career and Technical Education residency experience incorporates, to the greatest extent EDW 745 - Theories of Adult Learning possible, a spirit of full-time attention from students to their studies during the residency period. Selection of the EDW 768 - Grantsmanship in Education criteria for fulfilling the residency requirement is under Cultural Studies, International Education, and the auspices of the student’s committee with oversight of Multicultural Education the Doctoral Studies Coordinator and Doctoral Studies CIG 771 - Comparative Studies in Learning, Teaching, and Committee. A formal proposal for the residency period is Curriculum required from the student. The PhD residency experience will incorporate a focus on activities associated with CIG 772 - Introduction to Cultural Studies in Education success in academe (e.g., scholarly writing, classroom CIG 774 - Social Justice Education and online university teaching, research methods and opportunities, and external funding). The residency period CIG 778 - Intergroup Dialogue Facilitation will encompass at least two consecutive terms (may include CIG 793 - Critical Inquiry and Praxis one summer term). 7. Attend the T & L Doctoral Colloquium held periodically Science Education throughout the years of study. CIG 775 - Theoretical Frameworks for Science Education 8. Pass a written comprehensive examination taken before commencing with the dissertation. CIG 776 - Philosophical Foundations of Science Education Plan Graduation Requirements CIG 777 - Principles of Learning Science 1. The student must submit all required forms to the Graduate CIG 784 - Theory and Research in School Science College and then apply for graduation up to two semesters prior to completing his/her degree requirements. Interaction and Media Studies 2. The student must submit and successfully defend his/her CIT 770 - Foundations in Technology & Learning dissertation by the posted deadline. The defense must be CIT 774 - Behavioral Sciences & Technology advertised and is open to the public. 3. The student must submit his/her approved, properly CIT 775 - Affect & Technology formatted hard-copy document to the Graduate College, CIT 776 - Emerging Technologies for Learning and submit the approved electronic version to ProQuest by the posted deadline. CIT 778 - Instructional Design 4. The student must also file a copy of the dissertation with CIT 780 - Educational Technology Research and Practice the Teaching and Learning Department. Dissertation – Credits: 12 CIG 799 - Dissertation Degree Requirements 1. Complete a minimum of 60 hours of study beyond the master’s degree. 2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.

Graduate Catalog • College of Education 165 Master of Education - Curriculum & Instruction • Master of Education - Curriculum & Instruction; Children’s and Young Adult Literature Plan Description • Master of Education - Curriculum & Instruction; The Department holds as its central mission the preparation and Elementary Education development of educators at all levels. The department ensures • Master of Education - Curriculum & Instruction; that its professional education programs are based on essential Elementary Mathematics knowledge, established and current research findings, and • Master of Education - Curriculum & Instruction; sound professional practice. Elementary Science The program offers a wide variety of sub-plans to accommodate • Master of Education - Curriculum & Instruction; educators of all levels and content areas. The Graduate Licensure Elementary Social Studies Program (GLP) subplans are designed to assist the student in • Master of Education - Curriculum & Instruction; English earning a Master’s degree while also completing some of the Education requirements necessary to become licensed teacher. Subplans • Master of Education - Curriculum & Instruction; Library are also available for students who have been admitted into the Science Teach For America (TFA) program. Students can also earn a • Master of Education - Curriculum & Instruction; Literacy Master’s degree in some content areas through a partnership Education with the Regional Professional Development Program (RPDP). • Master of Education - Curriculum & Instruction; Multicultural Education Elementary • Master of Education - Curriculum & Instruction; Reading • Elementary Education Specialist • Elementary Education Endorsement • Master of Education - Curriculum & Instruction; Secondary • Elementary Education GLP Education • Elementary Education TFA • Master of Education - Curriculum & Instruction; Secondary • Elementary Mathematics Education (K-8) Mathematics • Elementary Science Education (K-8) • Master of Education - Curriculum & Instruction; Secondary • Elementary Social Studies Education (K-8) Science Secondary • Master of Education - Curriculum & Instruction; Secondary • Middle School Mathematics Education RPDP (6-8) Social Studies • Middle School Science Education RPDP (6-8) • Master of Education - Curriculum & Instruction; • Secondary Education Educational Technology • Secondary Education GLP • Master of Education - Curriculum & Instruction; • Secondary English Language Arts Education (7-12) Leadership for Teachers and Professionals • Secondary English Language Arts Education TFA • Secondary Mathematics Education (7-12) Plan Admission Requirements • Secondary Mathematics Education RPDP (7-12) Application deadlines available on the UNLV Graduate College • Secondary Mathematics Education TFA website. Applications available on the UNLV Graduate College • Secondary Science Education website. • Secondary Science Education RPDP (7-12) In addition to meeting the admission requirements of the • Secondary Science Education TFA Graduate College, applicants must also meet the requirements • Secondary Social Studies Education (7-12) established by the Department of Teaching and Learning. They • Secondary Social Studies Education TFA are: Specialty 1. An overall undergraduate grade point average (GPA) of • Career & Technical and Postsecondary Education 3.00 is required for admission. Students with a GPA of • Children’s and Young Adult Literature (K-12) **ON less than 3.00 but greater or equal to 2.75 may be admitted HOLD** to the graduate program upon review of the Admissions • Educational Technology Committee. • Educational Technology RPDP 2. A completed on-line application for admission submitted to • Literacy Education (K-12) the Graduate College. • Multicultural Education (PK12, Higher Ed, or Community- 3. The online application must include a one- to two-page Based Ed Focus) statement of professional goals. The names with contact • Reading Specialist (K-12) **ON HOLD** information of two professional references and intended • Leadership for Teachers and Professionals emphasis area should be included in the statement. For more information about your program, including your 4. Two sets of official transcripts from all previously attended graduate program handbook and learning outcomes please visit colleges and universities. One set of transcripts must be the Degree Directory. sent directly to the Graduate College; the other set must be sent directly to the T&L main office. Learning outcomes for specific subplan tracks can be found 5. For Graduate Licensure Program (GLP), must submit below: Praxis Core passing scores and the supplemental • Master of Education - Curriculum & Instruction; Career & application directly to the T&L Department (see tl.unlv.edu/ Technical glp for details). 166 Graduate Catalog • College of Education Applications are processed when all credentials required by Instruction Course – Credits: 3 both the Graduate College and T&L have been received. Once Complete one of the following courses: received, materials are forwarded to the Graduate Coordinator CIE 681 - Elementary School Instruction and the T&L Master’s Admission Committee to evaluate the applicant’s credentials and recommend acceptance or denial CIG 602 - Differentiated Curriculum and Instruction into the program. Those who wish to begin studies but who Curricular Courses – Credits: 18 missed the application deadline may enroll as a non-degree Complete 9 credits from each of two curricular areas below: seeking graduate student. However, since there is no guarantee that courses taken as a non-degree student will count toward Mathematics Education a degree, and since a maximum of 15 hours taken prior Complete one of the following courses: to admission to the program may be used to meet degree CIE 623 - Instruction Primary Elementary Mathematics requirements, candidates are urged to seek advisement prior Education to registering for any course(s). Please see http://tl.unlv.edu/ CIE 625 - Instruction Intermediate Elementary Mathematics admissions for more information. Students may also email Education [email protected] or call (702) 895-1986 for assistance. CIS 622 - Instructional Middle School Mathematics Education The Graduate College will send official notification regarding the status of applications through the Apply Yourself (AY) Complete two of the following courses (excluding the course portal. In addition, an email will be sent from the department taken above): of Teaching and Learning identifying an academic advisor. CIE 620 - Topics Elementary School Mathematics Students are responsible for contacting their advisors upon admission to the program. Students are required to complete CIE 623 - Instruction Primary Elementary Mathematics their program of study using Advise, T&L’s online system Education for submitting a program of study. Advise can be accessed at: CIE 625 - Instruction Intermediate Elementary Mathematics http://advise.unlvcoe.net/. Education All domestic and international applicants must review and CIE 627 - Technology Applications K-8 Mathematics follow the Graduate College Admission and Registration Education Requirements. CIE 629 - Curriculum Development in Elementary School Students are accepted into a degree program as described in Mathematics the Graduate Catalog. The faculty and corresponding sub- disciplines and sub-plans within the described programs are CIG 620 - Principles of Learning Mathematics subject to change at any time. CIS 622 - Instructional Middle School Mathematics Education Plan Requirements Science Education See Subplan Requirements below. Complete the following course: Subplan 1 Requirements: Elementary Education Track CIE 635 - Instruction Elementary Science Education Total Credits Required: 37 Complete two of the following courses: Course Requirements Research Course – Credits: 3 CIE 630 - Topics Elementary School Science Complete one of the following courses: CIE 637 - Technology Applications K-8 Science Education CIG 690 - Teachers as Action Researchers CIE 639 - Curriculum Development Elementary Science EPY 702 - Research Methods Education EPY 703 - Teachers as Producers and Consumers of Social Studies Education Educational Research CIE 640 - Topics Elementary School Social Studies Foundations Course – Credits: 3 CIE 645 - Instruction Elementary Social Studies Education Complete one of the following courses: CIG 603 - Urban Education CIE 649 - Curriculum Development Elementary Social Studies Education CIG 660 - Multicultural Education Literacy Education EPY 707 - Adolescent Development Complete three of the following courses: EPY 711 - Human Growth and Development CIL 601 - Foundations of Literacy Learning EPY 712 - Foundations of Learning and Cognition CIL 604 - Literacy Instruction for Young Children Curriculum and Instruction Course – Credits: 3 CIL 607 - Comprehensive Reading Instruction CIE 685 - Elementary Education Curriculum CIL 610 - Content Area Literacy Pedagogy Course – Credits: 3 CIL 616 - Teaching Writing CIE 683 - Elementary Classroom Management Graduate Catalog • College of Education 167 CIL 621 - Assessment in Literacy Foundations Course – Credits: 3 Complete one of the following courses: CIL 680 - Contemporary Literature Children and Young Adults CIG 603 - Urban Education Multicultural Education CIG 660 - Multicultural Education** Complete three of the following courses: EPY 707 - Adolescent Development CIG 660 - Multicultural Education EPY 711 - Human Growth and Development** CIG 662 - Theory and Research Multicultural Education EPY 712 - Foundations of Learning and Cognition** CIG 661 - Topics Multicultural Education Curriculum and Instruction Course – Credits: 3 CIL 693 - Literacy for a Diverse Society Complete the following course within last 30-36 semester CIL 684 - Multicultural Literature hours of coursework; preferably the semester before CIG 697. Educational Technology CIE 685 - Elementary Education Curriculum Complete three of the following courses: Pedagogy Course – Credits: 3 CIT 601 - Technology Applications Elementary Curriculum CIE 683 - Elementary Classroom Management** CIT 608 - Integrating Technology in Teaching and Learning Additional Pedagogy Course – Credits: 3 CIT 609 - Internet for Learning Complete one of the following courses: CIT 611 - Digital Publishing for Educators CIE 681 - Elementary School Instruction CIT 649 - Instructional Methods Computer Applications CIG 602 - Differentiated Curriculum and Instruction Teaching English as a Second Language Literacy Courses – Credits: 6 Complete three of the following courses: CIL 621 - Assessment in Literacy* TESL 750 - TESL Linguistic Theory CIL 680 - Contemporary Literature Children and Young Adults* TESL 751 - Theory and Practice for Academic English Additional Literacy Course – Credits: 3 Language Development Complete one of the following courses: TESL 752 - Methods and Curriculum for Teaching ELs CIL 604 - Literacy Instruction for Young Children* TESL 753 - TESL Curriculum CIL 607 - Comprehensive Reading Instruction* TESL 754 - Assessment and Evaluation of ELs Methods Courses – Credits: 6 Elective Course – Credits: 3 CIE 635 - Instruction Elementary Science Education* Complete 3 credits advisor-approved elective courses. CIE 645 - Instruction Elementary Social Studies Education* Culminating Experience – Credits: 1 Additional Methods Course – Credits: 3 CIG 697 - Curriculum and Instruction Culminating Experience Complete one of the following courses: Subplan Notes CIE 623 - Instruction Primary Elementary Mathematics 1. CIE 685 must be completed within final 30-36 hours of Education* study and required before enrollment in CIG 697. 2. CIG 660 cannot satisfy requirements in more than one CIE 625 - Instruction Intermediate Elementary Mathematics category. Education* Degree Requirements Professional Education Course – Credits: 3 See Plan Degree Requirements below. Complete one of the following courses, or another advisor- approved course given the Professional Education licensure Graduation Requirements requirements are satisfied. See Plan Graduation Requirements below. CIT 601 - Technology Applications Elementary Curriculum** Subplan 2 Requirements: Elementary Education Endorsement Track ESP 701 - Introduction to Special Education and Legal Total Credits Required: 37 Issues** Course Requirements TESL 752 - Methods and Curriculum for Teaching ELs** Research Course – Credits: 3 Complete one of the following courses: Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience CIG 690 - Teachers as Action Researchers (Prerequisite: CIE 685 the semester prior to enrollment) EPY 702 - Research Methods EPY 703 - Teachers as Producers and Consumers of Educational Research 168 Graduate Catalog • College of Education Subplan Notes Elementary Methods Courses – Credits: 12 1. Student must hold a secondary or special (art, music, Complete four of the following courses: health, physical education, special education, etc.) license, CIE 533 - Teaching Elementary School Mathematics plus three years of successful teaching experience in the initial licensed area to obtain a regular Elementary CIE 543 - Teaching Elementary School Science Education endorsement added to a license. If the license is CIE 553 - Teaching Elementary School Social Studies 7-12 secondary or the specialty teaching experience is in a K-8 setting, then student teaching may be waived given CIE 508 - Classroom Management Elementary Education Nevada Department of Education approval. CIL 501 - Children’s Literature Elementary School 2. *Methods courses (9 semester hours of literacy and 9 Curriculum semester hours of mathematics, science and social studies) required for the regular Elementary Education license. CIL 542 - Literacy Instruction I Depending on student’s academic background, 500-level CIL 543 - Literacy Instruction II: Clinic-based courses may be substituted for 600-level methods courses given instructor, advisor and/or Graduate Coordinator ESP 730 - Parent Involvement in Special and General Education approval. Culminating Experience – Credits: 1 3. **Meets the six semester hours of Professional Education CIG 697 - Curriculum and Instruction Culminating Experience coursework required for the regular Elementary Education license. Although selected courses are required for the Subplan Notes master’s degree program, previous courses taken in two 1. CIS 684 must be completed within final 30-36 hours of of the following areas are acceptable for the Nevada study and before enrollment in CIG 697. Department of Education regular Elementary Education 2. These courses are only for the M.Ed portion of the license. Graduate Licensure program. Additional requirements exist a. Classroom management; that do not count towards the master’s degree. Students b. English as a second language; should reference the Graduate Licensure page for complete c. Technology; details and information about the required sequence in d. Evaluation of pupils; which these courses must be taken. e. Child development; Degree Requirements f. Special education; or See Plan Degree Requirements below. g. Social and cultural issues. Graduation Requirements Degree Requirements See Plan Graduation Requirements below. See Plan Degree Requirements below. Subplan 4 Requirements: Elementary Education TFA Graduation Requirements Track See Plan Graduation Requirements below. Total Credits Required: 37 Subplan 3 Requirements: Elementary Education Course Requirements Alternative Route to Licensure/Graduate Licensure Required Courses – Credits: 33 Program Track Complete these courses: Total Credits Required: 37 CIE 533 - Teaching Elementary School Mathematics Course Requirements Research Course – Credits: 3 CIE 543 - Teaching Elementary School Science CIG 690 - Teachers as Action Researchers CIE 553 - Teaching Elementary School Social Studies EPY 702 - Research Methods CIG 660 - Multicultural Education (formerly CIG 750) EPY 703 - Teachers as Producers and Consumers of CIL 542 - Literacy Instruction I Educational Research CIL 621 - Assessment in Literacy Foundations Course – Credits: 3 CIG 660 - Multicultural Education CIL 680 - Contemporary Literature Children and Young Adults Curriculum & Instruction Course – Credits: 3 CIE 685 - Elementary Education Curriculum CIE 685 - Elementary Education Curriculum ESP 701 - Introduction to Special Education and Legal Issues Pedagogy Courses – Credits: 15 ESP 730 - Parent Involvement in Special and General CIE 601 - Elementary Teacher Development Seminar Education CIT 601 - Technology Applications Elementary Curriculum TESL 752 - Methods and Curriculum for Teaching ELs EPY 709 - Classroom Assessment ESP 701 - Introduction to Special Education and Legal Issues TESL 752 - Methods and Curriculum for Teaching ELs Graduate Catalog • College of Education 169 Research Course– Credits: 3 Education Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: EPY 702 - Research Methods CIE 629 - Curriculum Development in Elementary School CIG 690 - Teachers as Action Researchers Mathematics Culminating Experience – Credits: 1 CIG 621 - Diagnostic Assessment School Mathematics CIG 697 - Curriculum and Instruction Culminating Experience Cognate Courses – Credits: 6 Subplan Notes Complete 6 credits of advisor approved cognate coursework. CIS 684 must be completed within final 30-36 hours of study Possible cognates include, but are not limited to, educational and before enrollment in CIG 697. technology and teaching English as a second language. Degree Requirements Seminar Course – Credits: 3 See Plan Degree Requirements below. CIG 689 - Curriculum and Instruction Seminar Graduation Requirements Culminating Experience – Credits: 1 See Plan Graduation Requirements below. CIG 697 - Curriculum and Instruction Culminating Experience Subplan 5 Requirements: Elementary Mathematics Subplan Notes Education (K-8) Track CIG 689 must be taken prior to enrollment in CIG 697. Total Credits Required: 37 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 6 Requirements: Elementary Science Education EPY 703 - Teachers as Producers and Consumers of (K-8) 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 Methods Courses – Credits: 6 Curriculum and Instruction Course –Credits: 3 Complete two of the following courses: Complete one of the following courses: CIE 623 - Instruction Primary Elementary Mathematics CIE 681 - Elementary School Instruction Education CIE 683 - Elementary Classroom Management CIE 625 - Instruction Intermediate Elementary Mathematics CIE 685 - Elementary Education Curriculum Education CIG 602 - Differentiated Curriculum and Instruction CIS 622 - Instructional Middle School Mathematics Education Core Courses – Credits: 12 Core Courses – Credits: 9 CIE 630 - Topics Elementary School Science CIE 620 - Topics Elementary School Mathematics CIE 635 - Instruction Elementary Science Education CIE 627 - Technology Applications K-8 Mathematics Education CIE 637 - Technology Applications K-8 Science Education CIG 620 - Principles of Learning Mathematics 170 Graduate Catalog • College of Education CIE 639 - Curriculum Development Elementary Science Integration Course – Credits: 3 Education Complete one of the following courses: Elective Courses – Credits: 6 CIT 608 - Integrating Technology in Teaching and Learning Complete 6 credits of 600 or 700-level advisor-approved CIT 609 - Internet for Learning Science courses from the College of Sciences or SCI 630 courses via RPDP. Elective Courses – Credits: 12 Complete three 600-level advisor-approved social science Cognate Courses – Credits: 6 courses from Liberal Arts. Complete 6 credits of cognate coursework. Possible cognates include, but are not limited to, educational technology and Seminar Course – Credits: 3 teaching English as a second language. CIG 689 - Curriculum and Instruction Seminar Seminar Course – Credits: 3 Culminating Experience – Credits: 1 CIG 639 - Science Education Seminar CIG 697 - Curriculum and Instruction Culminating Experience Culminating Experience – Credits: 1 Subplan Notes CIG 697 - Curriculum and Instruction Culminating Experience CIG 689 must be completed prior to enrollment in CIG 697. Subplan Notes Degree Requirements CIG 639 must be completed prior to enrollment in CIG 697. See Plan Degree Requirements below. Degree Requirements Graduation Requirements See Plan Degree Requirements below. See Plan Graduation Requirements below. Graduation Requirements Subplan 8 Requirements: Middle School Mathematics See Plan Graduation Requirements below. Education RPDP Track Total Credits Required: 37 Subplan 7 Requirements: Elementary Social Studies Course Requirements Education (K-8) Track Research Course – Credits: 3 Total Credits Required: 37 Complete one of the following courses: Course Requirements Research Course – Credits: 3 CIG 690 - Teachers as Action Researchers Complete one of the following courses: EPY 702 - Research Methods CIG 690 - Teachers as Action Researchers EPY 703 - Teachers as Producers and Consumers of Educational EPY 702 - Research Methods Research EPY 703 - Teachers as Producers and Consumers of Educational Foundations Course – Credits: 3 Research Complete one of the following courses: Foundations Course – Credits: 3 CIG 603 - Urban Education Complete one of the following courses: CIG 660 - Multicultural Education CIG 603 - Urban Education 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 EPY 712 - Foundations of Learning and Cognition Complete one of the following courses: CIE 681 - Elementary School Instruction Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: CIE 683 - Elementary Classroom Management CIE 681 - Elementary School Instruction CIE 685 - Elementary Education Curriculum CIE 683 - Elementary Classroom Management CIG 602 - Differentiated Curriculum and Instruction CIE 685 - Elementary Education Curriculum CIS 682 - Secondary School Instruction CIG 602 - Differentiated Curriculum and Instruction CIS 684 - Secondary Education Curriculum Core Courses – Credits: 9 Content Courses – Credits: 15 CIE 640 - Topics Elementary School Social Studies Complete 15 credits of SCI 620 courses via RPDP from UNLV’s College of Sciences. CIE 645 - Instruction Elementary Social Studies Education CIE 649 - Curriculum Development Elementary Social Studies Education Graduate Catalog • College of Education 171 Core Courses – Credits: 9 Content Courses – Credits: 15 CIE 627 - Technology Applications K-8 Mathematics Complete 15 credits of SCI 630 courses via RPDP with credit Education through UNLV’s College of Sciences. CIG 620 - Principles of Learning Mathematics Core Courses – Credits: 6 CIE 637 - Technology Applications K-8 Science Education CIS 622 - Instructional Middle School Mathematics Education CIS 632 - Instruction Middle School Science Education Elective Course – Credits: 3 Complete one of the following courses: Elective Courses – Credits: 6 CIE 629 - Curriculum Development in Elementary School Complete two of the following courses: Mathematics CIG 639 - Science Education Seminar CIG 629 - Mathematics Education Seminar CIS 630 - Topics Secondary School Science CIG 621 - Diagnostic Assessment School Mathematics CIS 639 - Curriculum Development Secondary Science Education CIS 620 - Topics Secondary School Mathematics Culminating Experience – Credits: 1 CIS 629 - Curriculum Development Secondary Mathematics CIG 697 - Curriculum and Instruction Culminating Experience Education Subplan Notes Culminating Experience – Credits: 1 1. Admission to UNLV’s Graduate College is required CIG 697 - Curriculum and Instruction Culminating Experience PRIOR to the completion of 15 credit hours. Students who Subplan Notes have already begun the RPDP Certificate Program are 1. CIS 620 is limited to 3 total credit hours. encouraged to apply to UNLV as soon as possible. 2. CIS 684 must be completed within final 30-36 hours of 2. CIS 684 must be completed within final 30-36 hours of study and before enrollment in CIG 697. study and before enrollment in CIG 697. 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 9 Requirements: Middle School Science Subplan 10 Requirements: Secondary Education Track 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 660 - Multicultural Education CIG 603 - Urban Education 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 EPY 712 - Foundations of Learning and Cognition Complete one of the following courses: 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 Pedagogy Courses – Credits: 6 CIS 682 - Secondary School Instruction CIS 684 - Secondary Education Curriculum CIS 684 - Secondary Education Curriculum CIG 603 - Urban Education

172 Graduate Catalog • College of Education Elective Courses – Credits: 9 CIS 649 - Curriculum Development Secondary Social Studies Complete three courses from one of the subject areas below. Education One of the courses must be a methods** course. Cognate Courses – Credits: 9 English Education Complete 3 advisor-approved courses from one of the cognate Complete the following course: areas below. Other cognate areas may be selected with advisor CIL 642 - Instruction English Education** approval. Complete two of the following courses, or any 600- or Multicultural Education 700-level course(s) in English: CIG 660 - Multicultural Education CIL 610 - Content Area Literacy CIG 661 - Topics Multicultural Education CIL 643 - Curriculum Development English Education CIG 662 - Theory and Research Multicultural Education CIL 616 - Teaching Writing CIL 684 - Multicultural Literature Mathematics Education CIL 693 - Literacy for a Diverse Society Complete one of the following courses: Teaching English as a Second Language CIS 622 - Instructional Middle School Mathematics TESL 750 - TESL Linguistic Theory Education** TESL 751 - Theory and Practice for Academic English CIS 624 - Instruction Secondary Mathematics Education** Language Development Complete two of the following courses (excluding the TESL 752 - Methods and Curriculum for Teaching ELs 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 - Assessment and Evaluation of ELs CIS 620 - Topics Secondary School Mathematics Educational Technology CIT 602 - Technology Applications Secondary Curriculum CIS 622 - Instructional Middle School Mathematics Education CIT 608 - Integrating Technology in Teaching and Learning CIS 624 - Instruction Secondary Mathematics Education CIT 609 - Internet for Learning CIS 628 - Technology Application in Secondary Mathematics Education CIT 611 - Digital Publishing for Educators Science Education CIT 649 - Instructional Methods Computer Applications Complete one of the following courses: Elective Course – Credits: 3 CIS 632 - Instruction Middle School Science Education** Complete 3 credits of an advisor-approved elective course. CIS 634 - Instruction Secondary Science Education** Culminating Experience – Credits: 1 Complete two of the following courses (excluding the course CIG 697 - Curriculum and Instruction Culminating Experience taken above), or any 600-or 700-level course(s) in Biology, Subplan Notes Chemistry, Geosciences, and/or Physics: 1. CIS 684 must be completed within final 30-36 hours of CIS 630 - Topics Secondary School Science study and before enrollment in CIG 697. 2. CIG 660 cannot satisfy requirements in more than one CIS 632 - Instruction Middle School Science Education category. CIS 634 - Instruction Secondary Science Education 3. Each topic course (CIS 620, CIS 630, CIS 640, and CIG 661) is limited to 3 total credit hours. CIS 639 - Curriculum Development Secondary Science Education Degree Requirements See Plan Degree Requirements below. CIS 638 - Technology Applications in Secondary Science Education Graduation Requirements See Plan Graduation Requirements below. Social Studies Complete the following course: Subplan 11 Requirements: Secondary English Education CIS 644 - Instruction Secondary Social Studies Education** ARL Program Total Credits Required: 37 Complete the following courses, or any 600-or 700-level Course Requirements course(s) in Anthropology, Economics, Geography, History, Research Course – Credits: 3 Political Science, Psychology and/or Sociology: Complete one of the following courses: CIS 640 - Topics Secondary Social Studies Education CIG 690 - Teachers as Action Researchers EPY 702 - Research Methods

Graduate Catalog • College of Education 173 Foundations Course – Credits: 3 CIS 603 - Secondary Process and Instruction CIG 660 - Multicultural Education CIS 604 - Secondary Classroom Management Curriculum & Instruction Course – Credits: 3 ESP 701 - Introduction to Special Education and Legal Issues CIS 684 - Secondary Education Curriculum ESP 730 - Parent Involvement in Special and General Pedagogy Courses – Credits: 18 Education CIS 602 - Secondary School Practicum TESL 752 - Methods and Curriculum for Teaching ELs CIS 603 - Secondary Process and Instruction Methods and Assessment – Credits: 6 CIS 604 - Secondary Classroom Management CIS 553S - Teaching Secondary Mathematics ESP 701 - Introduction to Special Education and Legal Issues CIG 621 - Diagnostic Assessment School Mathematics ESP 730 - Parent Involvement in Special and General Education Optional Course – Credits: 3 TESL 752 - Methods and Curriculum for Teaching ELs Complete one of the courses listed: Methods and Assessment – Credits: 6 CIG 620 - Principles of Learning Mathematics CIS 533 - Teaching Secondary English CIT 602 - Technology Applications Secondary Curriculum CIL 621 - Assessment in Literacy EPY 707 - Adolescent Development Optional Course – Credits: 3 TESL 753 - TESL Curriculum Complete one of the following courses: CIL 616 - Teaching Writing Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience CIT 602 - Technology Applications Secondary Curriculum Subplan Notes EPY 707 - Adolescent Development 1. CIS 684 must be completed within final 30-36 hours of TESL 753 - TESL Curriculum study and before enrollment in CIG 697. 2. Note: These courses are only for the M.Ed portion of the Culminating Experience – Credits: 1 Graduate Licensure program. Additional requirements exist CIG 697 - Curriculum and Instruction Culminating Experience that do not count towards the masters degree. Students Subplan Notes should reference the Graduate Licensure page (tl.unlv.edu/ 1. CIS 684 must be completed within final 30-36 hours of glp) for complete details and information about the required study and before enrollment in CIG 697. sequence in which these courses must be taken. 2. Note: These courses are only for the M.Ed portion of the Degree Requirements Graduate Licensure program. Additional requirements exist See Plan Degree Requirements below. that do not count towards the masters degree. Students should reference the Graduate Licensure page (tl.unlv.edu/ Graduation Requirements glp) for complete details and information about the required See Plan Graduation Requirements below. sequence in which these courses must be taken. Subplan 13 Requirements: Secondary Science Education Degree Requirements ARL Track See Plan Degree Requirements below. Total Credits Required: 37 Course Requirements Graduation Requirements Research Course – Credits: 3 See Plan Graduation Requirements below. Complete one of the following courses: Subplan 12 Requirements: Secondary Math Education CIG 690 - Teachers as Action Researchers ARL Track EPY 702 - Research Methods Total Credits Required: 37 Course Requirements Foundations Course – Credits: 3 Research Course – Credits: 3 CIG 660 - Multicultural Education Complete one of the following courses: Curriculum & Instruction Course – Credits: 3 CIG 690 - Teachers as Action Researchers CIS 684 - Secondary Education Curriculum EPY 702 - Research Methods Pedagogy Courses – Credits: 18 Foundations Course – Credits: 3 CIS 602 - Secondary School Practicum CIG 660 - Multicultural Education CIS 603 - Secondary Process and Instruction Curriculum & Instruction Course – Credits: 3 CIS 604 - Secondary Classroom Management CIS 684 - Secondary Education Curriculum ESP 701 - Introduction to Special Education and Legal Issues Pedagogy Courses – Credits: 18 CIS 602 - Secondary School Practicum 174 Graduate Catalog • College of Education ESP 730 - Parent Involvement in Special and General Methods and Assessment – Credits: 6 Education CIS 573 - Teaching Secondary Social Studies TESL 752 - Methods and Curriculum for Teaching ELs EPY 709 - Classroom Assessment Methods and Assessment – Credits: 6 Optional Course – Credits: 3 CIS 563 - Teaching Secondary Science Complete one of the following courses: CIS 649 - Curriculum Development Secondary Social Studies EPY 709 - Classroom Assessment Education Optional Course – Credits: 3 CIT 602 - Technology Applications Secondary Curriculum Complete one of the following courses: EPY 707 - Adolescent Development CIS 638 - Technology Applications in Secondary Science Education TESL 753 - TESL Curriculum CIT 602 - Technology Applications Secondary Curriculum Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience EPY 707 - Adolescent Development Subplan Notes TESL 753 - TESL Curriculum 1. CIS 684 must be completed within final 30-36 hours of Culminating Experience – Credits: 1 study and before enrollment in CIG 697. CIG 697 - Curriculum and Instruction Culminating Experience 2. Note: These courses are only for the M.Ed portion of the Graduate Licensure program. Additional requirements exist Subplan Notes that do not count towards the masters degree. Students 1. CIS 684 must be completed within final 30-36 hours of should reference the Graduate Licensure page (tl.unlv.edu/ study and before enrollment in CIG 697. glp) for complete details and information about the required 2. Note: These courses are only for the M.Ed portion of the sequence in which these courses must be taken. Graduate Licensure program. Additional requirements exist that do not count towards the masters degree. Students Degree Requirements should reference the Graduate Licensure page (tl.unlv.edu/ See Plan Degree Requirements below. glp) for complete details and information about the required Graduation Requirements sequence in which these courses must be taken. See Plan Graduation Requirements below. Degree Requirements Subplan 15 Requirements: Secondary English Language See Plan Degree Requirements below. Arts Education (7-12) Track Graduation Requirements Total Credits Required: 37 See Plan Graduation Requirements below. Course Requirements Research Course – Credits: 3 Subplan 14 Requirements: Secondary Social Studies Complete one of the following courses: Education ARL Track CIG 690 - Teachers as Action Researchers Total Credits Required: 37 Course Requirements EPY 702 - Research Methods Research Course – Credits: 3 EPY 703 - Teachers as Producers and Consumers of Educational Complete one of the following courses: Research CIG 690 - Teachers as Action Researchers Foundations Course – Credits: 3 EPY 702 - Research Methods Complete one of the following courses: Foundations Course – Credits: 3 CIG 603 - Urban Education CIG 660 - Multicultural Education CIG 660 - Multicultural Education Curriculum & Instruction Course – Credits: 3 EPY 707 - Adolescent Development CIS 684 - Secondary Education Curriculum EPY 711 - Human Growth and Development Pedagogy Courses – Credits: 18 CIS 602 - Secondary School Practicum EPY 712 - Foundations of Learning and Cognition CIS 603 - Secondary Process and Instruction Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: CIS 604 - Secondary Classroom Management CIG 602 - Differentiated Curriculum and Instruction ESP 701 - Introduction to Special Education and Legal Issues CIS 682 - Secondary School Instruction ESP 730 - Parent Involvement in Special and General Education CIS 684 - Secondary Education Curriculum TESL 752 - Methods and Curriculum for Teaching ELs

Graduate Catalog • College of Education 175 Core Courses – Credits: 12 CIS 604 - Secondary Classroom Management CIL 610 - Content Area Literacy CIS 682 - Secondary School Instruction CIL 642 - Instruction English Education CIS 684 - Secondary Education Curriculum CIL 643 - Curriculum Development English Education ESP 701 - Introduction to Special Education and Legal Issues CIL 616 - Teaching Writing ESP 730 - Parent Involvement in Special and General Education Literacy Topics Course – Credits: 3 TESL 751 - Theory and Practice for Academic English Complete one of the following courses: Language Development CIL 600 - Topics Literacy Education TESL 752 - Methods and Curriculum for Teaching ELs CIL 680 - Contemporary Literature Children and Young Adults Research Course – Credits: 3 Cognate Courses – Credits: 6 Complete one of the following courses: Complete two courses from one of the following areas of EPY 702 - Research Methods emphasis: CIG 690 - Teachers as Action Researchers English Advisor-approved 600-level courses in the Department of Culminating Experience – Credits: 1 English. CIG 697 - Curriculum and Instruction Culminating Experience Literacy Subplan Notes CIL 601 - Foundations of Literacy Learning CIS 684 must be completed within final 30-36 hours of 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 TESL See Plan Graduation Requirements below. TESL 750 - TESL Linguistic Theory Subplan 17 Requirements: Secondary Mathematics TESL 751 - Theory and Practice for Academic English Education (7-12) Track Language Development Total Credits Required: 37 Course Requirements TESL 752 - Methods and Curriculum for Teaching ELs Research Course – Credits: 3 TESL 753 - TESL Curriculum Complete one of the following courses: CIG 690 - Teachers as Action Researchers TESL 754 - Assessment and Evaluation of ELs EPY 702 - Research Methods Elective Course – Credits: 3 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 603 - Urban Education CIG 697 - Curriculum and Instruction Culminating Experience 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 Subplan 16 Requirements: Secondary English Language Curriculum and Instruction Course – Credits: 3 Arts Education TFA Track Complete one of the following courses: Total Credits Required: 37 CIG 602 - Differentiated Curriculum and Instruction Course Requirements Required Courses – Credits: 33 CIS 682 - Secondary School Instruction Complete these courses: CIS 684 - Secondary Education Curriculum CIG 660 - Multicultural Education Methods Course – Credits: 3 CIL 616 - Teaching Writing Complete one of the following courses: CIL 621 - Assessment in Literacy CIS 622 - Instructional Middle School Mathematics Education CIL 642 - Instruction English Education CIS 624 - Instruction Secondary Mathematics Education

176 Graduate Catalog • College of Education Mathematics Education Courses – Credits: 6 CIG 602 - Differentiated Curriculum and Instruction CIG 620 - Principles of Learning Mathematics CIS 682 - Secondary School Instruction CIS 628 - Technology Application in Secondary Mathematics CIS 684 - Secondary Education Curriculum Education Content Courses – Credits: 15 Mathematics Elective Course – Credits: 3 Complete 15 credits of SCI 640 courses via RPDP from UNLV’s Complete one of the following courses: College of Sciences. CIG 621 - Diagnostic Assessment School Mathematics Instruction Course – Credits: 3 CIS 686 - Curriculum Development Secondary Education Complete one of the following courses: Mathematics Content Courses – Credits: 9 CIS 622 - Instructional Middle School Mathematics Education Complete three of the following courses, or other 600-700 level CIS 624 - Instruction Secondary Mathematics Education MAT courses: CIS 620 - Topics Secondary School Mathematics Education Courses – Credits: 6 CIG 620 - Principles of Learning Mathematics MAT 711 - Survey of Mathematical Problems I CIS 628 - Technology Application in Secondary Mathematics MAT 712 - Survey of Mathematical Problems II Education MAT 714 - History of Mathematics Elective Course – Credits: 3 SCI 620 - Middle School Mathematics Content: Complete one of the following courses: CIG 629 - Mathematics Education Seminar SCI 640 - High School Mathematics Content: CIG 621 - Diagnostic Assessment School Mathematics Elective Course – Credits: 3 Complete 3 credits of an advisor-approved elective course. CIS 620 - Topics Secondary School Mathematics Seminar Course – Credits: 3 CIS 629 - Curriculum Development Secondary Mathematics CIG 689 - Curriculum and Instruction Seminar Education Culminating Experience – Credits: 1 Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience CIG 697 - Curriculum and Instruction Culminating Experience Subplan Notes Subplan Notes CIG 689 must be completed before enrollment in CIG 697. 1. CIS 620 is limited to 3 total credit hours. 2. CIS 624 and CIS 628 require secondary mathematics Degree Requirements content background. See Plan Degree Requirements below. 3. Students must successfully complete a culminating Graduation Requirements experience. CIG 697 involves the development of an See Plan Graduation Requirements below. e-portfolio. It is recommended that you keep copies of your work from all classes in your program in preparation for Subplan 18 Requirements: Secondary Mathematics this course. Education RPDP (7-12) Track Total Credits Required: 37 Degree Requirements Course Requirements See Plan Degree Requirements below. Research Course – Credits: 3 Graduation Requirements Complete one of the following courses: See Plan Graduation Requirements below. CIG 690 - Teachers as Action Researchers Subplan 19 Requirements: Secondary Mathematics EPY 702 - Research Methods Education TFA Track EPY 703 - Teachers as Producers and Consumers of Educational Total Credits Required: 37 Research Course Requirements Required Courses – Credits: 33 Foundations Course – Credits: 3 Complete these courses: Complete one of the following courses: CIG 620 - Principles of Learning Mathematics CIG 603 - Urban Education CIG 621 - Diagnostic Assessment School Mathematics CIG 660 - Multicultural Education CIG 660 - Multicultural Education EPY 707 - Adolescent Development CIS 604 - Secondary Classroom Management EPY 711 - Human Growth and Development CIS 624 - Instruction Secondary Mathematics Education EPY 712 - Foundations of Learning and Cognition CIS 682 - Secondary School Instruction Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: Graduate Catalog • College of Education 177 CIS 684 - Secondary Education Curriculum Elective Courses – Credits: 6 Complete 6 credits of 600- or 700-level advisor-approved ESP 701 - Introduction to Special Education and Legal Issues courses from the College of Sciences or SCI 650 courses via ESP 730 - Parent Involvement in Special and General Education RPDP. TESL 751 - Theory and Practice for Academic English Cognate Courses – Credits: 6 Language Development Complete 6 credits of advisor-approved cognate coursework. TESL 752 - Methods and Curriculum for Teaching ELs Seminar Course – Credits: 3 CIG 639 - Science Education Seminar Research Course – Credits: 3 Complete one of the following courses: Culminating Experience – Credits: 1 EPY 702 - Research Methods CIG 697 - Curriculum and Instruction Culminating Experience CIG 690 - Teachers as Action Researchers Subplan Notes CIG 639 must be completed prior to enrollment in CIG 697. Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience Degree Requirements See Plan Degree Requirements below. Subplan Notes CIS 684 must be completed within final 30-36 hours of study Graduation Requirements and before enrollment in CIG 697. See Plan Graduation Requirements below. Subplan 21 Requirements: Secondary Science Education Degree Requirements RPDP Track See Plan Degree Requirements below. Total Credits Required: 37 Graduation Requirements Course Requirements See Plan Graduation Requirements below. Research Course – Credits: 3 Complete one of the following courses: Subplan 20 Requirements: Secondary Science Education CIG 690 - Teachers as Action Researchers Track Total Credits Required: 37 EPY 702 - Research Methods Course Requirements EPY 703 - Teachers as Producers and Consumers of Educational Research Course – Credits: 3 Research Complete one of the following courses: CIG 690 - Teachers as Action Researchers Foundations Course – Credits: 3 Complete one of the following courses: EPY 702 - Research Methods CIG 603 - Urban Education EPY 703 - Teachers as Producers and Consumers of Educational CIG 660 - Multicultural Education Research EPY 707 - Adolescent Development Foundations Course – Credits: 3 Complete one of the following courses: EPY 711 - Human Growth and Development CIG 603 - Urban Education EPY 712 - Foundations of Learning and Cognition CIG 660 - Multicultural Education Curriculum and Instruction Course – Credits: 3 EPY 707 - Adolescent Development Complete one of the following courses: CIG 602 - Differentiated Curriculum and Instruction 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 Complete one of the following courses: Content Courses – Credits: 15 CIG 602 - Differentiated Curriculum and Instruction Complete 15 credits of SCI 650 courses via RPDP through UNLV’s College of Sciences. CIS 682 - Secondary School Instruction Core Courses – Credits: 6 CIS 684 - Secondary Education Curriculum CIS 634 - Instruction Secondary Science Education Core Courses – Credits: 12 CIS 638 - Technology Applications in Secondary Science CIS 630 - Topics Secondary School Science Education CIS 634 - Instruction Secondary Science Education Elective Courses – Credits: 6 CIS 638 - Technology Applications in Secondary Science Complete two of the following courses: Education CIG 639 - Science Education Seminar CIS 639 - Curriculum Development Secondary Science CIS 630 - Topics Secondary School Science Education 178 Graduate Catalog • College of Education CIS 639 - Curriculum Development Secondary Science Subplan 23 Requirements: Secondary Social Studies Education Education (7-12) Track Total Credits Required: 37 Culminating Experience – Credits: 1 Course Requirements CIG 697 - Curriculum and Instruction Culminating Experience Research Course – Credits: 3 Subplan Notes Complete one of the following courses: Admission to UNLV’s Graduate College is required PRIOR to CIG 690 - Teachers as Action Researchers the completion of 15 credit hours. Students who have already EPY 702 - Research Methods begun the RPDP Certificate Program are encouraged to apply to UNLV as soon as possible. EPY 703 - Teachers as Producers and Consumers of Educational Research Degree Requirements See Plan Degree Requirements below. Foundations Course – Credits: 3 Complete one of the following courses: Graduation Requirements CIG 603 - Urban Education See Plan Graduation Requirements below. CIG 660 - Multicultural Education Subplan 22 Requirements: Secondary Science Education TFA Track EPY 707 - Adolescent Development Total Credits Required: 37 EPY 711 - Human Growth and Development Course Requirements Required Courses – Credits: 33 EPY 712 - Foundations of Learning and Cognition Complete these courses: Curriculum and Instruction Course – Credits: 3 CIG 660 - Multicultural Education (formerly CIG 750) Complete one of the following courses: CIS 604 - Secondary Classroom Management CIG 602 - Differentiated Curriculum and Instruction CIS 634 - Instruction Secondary Science Education CIS 682 - Secondary School Instruction CIS 638 - Technology Applications in Secondary Science CIS 684 - Secondary Education Curriculum Education Core Courses – Credits: 12 CIS 682 - Secondary School Instruction CIS 640 - Topics Secondary Social Studies Education CIS 684 - Secondary Education Curriculum (formerly CIS CIS 644 - Instruction Secondary Social Studies Education 705) CIS 649 - Curriculum Development Secondary Social Studies ESP 701 - Introduction to Special Education and Legal Issues Education ESP 730 - Parent Involvement in Special and General Content Course – Credits: 3 Education Complete one of the following courses: CIT 609 - Internet for Learning EPY 709 - Classroom Assessment CIT 608 - Integrating Technology in Teaching and Learning TESL 751 - Theory and Practice for Academic English Language Development Elective Courses – Credits: 9 Complete 9 credits of 600-level social science courses from TESL 752 - Methods and Curriculum for Teaching ELs Liberal Arts. Research Course – Credits: 3 Seminar Course – Credits: 3 Complete one of the following courses: CIG 649 - Social Studies Education Seminar EPY 702 - Research Methods Culminating Experience – Credits: 1 CIG 690 - Teachers as Action Researchers CIG 697 - Curriculum and Instruction Culminating Experience Culminating Experience – Credits: 1 Subplan Notes CIG 697 - Curriculum and Instruction Culminating Experience 1. CIS 640 is limited to 3 total credit hours. Subplan Notes 2. CIG 649 must be completed prior to CIG 697. CIS 684 must be completed within final 30-36 hours of study Degree Requirements and before enrollment in CIG 697. See Plan Degree Requirements below. Degree Requirements Graduation Requirements See Plan Degree Requirements below. See Plan Graduation Requirements below. Graduation Requirements See Plan Graduation Requirements below.

Graduate Catalog • College of Education 179 Subplan 24 Requirements: Secondary Social Studies Curriculum & Instruction Course – Credits: 3 Education TFA Track Complete one of the following courses: Total Credits Required: 37 CIG 602 - Differentiated Curriculum and Instruction Course Requirements CIS 682 - Secondary School Instruction Required Courses – Credits: 33 Complete these courses: CIS 684 - Secondary Education Curriculum CIG 660 - Multicultural Education Concentration Courses – Credits: 15 CIS 640 - Topics Secondary Social Studies Education EDW 755 - Professional Seminar in Workforce Education CIS 644 - Instruction Secondary Social Studies Education EDW 539 - Methods of Teaching in Workforce Education CIS 682 - Secondary School Instruction EDW 575 - Performance-Based Education CIS 684 - Secondary Education Curriculum EDW 733 - Workforce Education Curriculum and Program Development ESP 701 - Introduction to Special Education and Legal Issues EDW 768 - Grantsmanship in Education ESP 730 - Parent Involvement in Special and General Education Core Course – Credits: 3 Complete one of the following courses: EPY 709 - Classroom Assessment EDW 571 - Advising Career and Technical Student TESL 751 - Theory and Practice for Academic English Organizations (CTSO) Language Development EDW 745 - Theories of Adult Learning TESL 752 - Methods and Curriculum for Teaching ELs Cognate Courses – Credits: 6 CIS 604 - Secondary Classroom Management Complete 6 credits of advisor-approval cognate coursework Research Course – Credits: 3 within a particular area of study. Complete one of the following courses: Applied Concepts Course – Credits: 3 EPY 702 - Research Methods Complete one of the following courses: CIG 690 - Teachers as Action Researchers EDW 530 - Tools for Success in Secondary Workforce Education Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience EDW 748 - Internship in Workforce Education Subplan Notes Culminating Experience – Credits: 1 CIS 684 must be completed within final 30-36 hours of study CIG 697 - Curriculum and Instruction Culminating Experience and before enrollment in CIG 697. 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 26 Requirements: Children’s and Young Adult Subplan 25 Requirements: Career & Technical and Literature (K-12) Track **ON HOLD** Postsecondary Education Track Total Credits Required: 37 Total Credits Required: 37 This subplan is currently on hold and unavailable to new Course Requirements students. Research Course – Credits: 3 Course Requirements Complete one of the following courses: Curriculum and Instruction Course – Credits: 3 EPY 702 - Research Methods Complete one of the following courses: EPY 703 - Teachers as Producers and Consumers of Educational CIE 681 - Elementary School Instruction Research CIE 683 - Elementary Classroom Management Foundations Course – Credits: 3 CIE 685 - Elementary Education Curriculum Complete one of the following courses: CIG 603 - Urban Education CIG 602 - Differentiated Curriculum and Instruction CIG 660 - Multicultural Education CIS 682 - Secondary School Instruction EPY 707 - Adolescent Development CIS 684 - Secondary Education Curriculum 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 180 Graduate Catalog • College of Education EPY 702 - Research Methods Subplan 27 Requirements: Education Technology Track Total Credits Required: 37 EPY 703 - Teachers as Producers and Consumers of Educational Course Requirements Research Research Course – Credits: 3 Foundations Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 690 - Teachers as Action Researchers CIG 603 - Urban Education EPY 702 - Research Methods CIG 660 - Multicultural Education EPY 703 - Teachers as Producers and Consumers of Educational EPY 707 - Adolescent Development Research EPY 711 - Human Growth and Development Foundations Course – Credits: 3 Complete one of the following courses: EPY 712 - Foundations of Learning and Cognition CIG 603 - Urban Education Literacy Learning Course – Credits: 3 CIG 660 - Multicultural Education CIL 601 - Foundations of Literacy Learning EPY 707 - Adolescent Development Literacy Topics Course – Credits: 3 Complete one of the following courses: EPY 711 - Human Growth and Development CIL 600 - Topics Literacy Education EPY 712 - Foundations of Learning and Cognition CIL 680 - Contemporary Literature Children and Young Adults Curriculum and Instruction Course – Credits: 3 Elective Courses – Credits: 12 Complete one of the following courses: Complete four of the following courses, or other advisor- CIE 681 - Elementary School Instruction approved CIL 600-level courses: CIE 683 - Elementary Classroom Management CIL 600 - Topics Literacy Education CIE 685 - Elementary Education Curriculum CIL 604 - Literacy Instruction for Young Children CIG 602 - Differentiated Curriculum and Instruction CIL 607 - Comprehensive Reading Instruction CIS 682 - Secondary School Instruction CIL 680 - Contemporary Literature Children and Young Adults CIS 684 - Secondary Education Curriculum CIL 684 - Multicultural Literature Core Courses – Credits: 18 CIL 687 - Literature-Based Instruction CIT 608 - Integrating Technology in Teaching and Learning CIL 688 - Historical Development of Literature CIT 609 - Internet for Learning CIL 747 - Literary Theories and Children’s Literature CIT 643 - Designing Digital Materials for Education Cognate Course – Credits: 6 CIT 648 - Issues and Methods in Online Learning Complete 6 credits of advisor-approved cognate coursework CIT 667 - Technology and Educational Change within a particular area of study. CIT 673 - Digital Materials Studio Seminar Course – Credits: 3 CIL 699 - Literacy Research Seminar Elective Courses – Credits: 9 Complete 9 credits of electives from the following list, or other Culminating Experience – Credits: 1 advisor-approved content area methods courses: CIG 697 - Curriculum and Instruction Culminating Experience CIT 600 - Topics in Educational Technology: Subplan Notes CIT 611 - Digital Publishing for Educators 1. A maximum of 6 semester hours of CIL 602 topics classes accepted toward a degree. CIT 647 - Creating Online Learning Environments 2. CIL 699 must be taken the semester prior to CIG 697. CIT 649 - Instructional Methods Computer Applications Degree Requirements CIT 651 - Instructional Methods Computer Science See Plan Degree Requirements below. CIT 653 - Creating Digital Materials for Education Graduation Requirements See Plan Graduation Requirements below. CIT 676 - Management of Educational Technology Facilities and Resources Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience Degree Requirements See Plan Degree Requirements below. Graduate Catalog • College of Education 181 Graduation Requirements CIT 600 - Topics in Educational Technology: See Plan Graduation Requirements below. CIT 648 - Issues and Methods in Online Learning Subplan 28 Requirements: Educational Technology RPDP CIT 649 - Instructional Methods Computer Applications Track Total Credits Required: 37 CIT 651 - Instructional Methods Computer Science Course Requirements CIT 653 - Creating Digital Materials for Education Research Course – Credits: 3 Complete one of the following courses: Culminating Experience – Credits: 1 CIG 690 - Teachers as Action Researchers CIG 697 - Curriculum and Instruction Culminating Experience EPY 702 - Research Methods Degree Requirements See Plan Degree Requirements below. EPY 703 - Teachers as Producers and Consumers of Educational Research Graduation Requirements See Plan Graduation Requirements below. Foundations Course – Credits: 3 Complete one of the following courses: Subplan 29 Requirements: Literacy Education (K-12) CIG 603 - Urban Education Track Total Credits Required: 37 CIG 660 - Multicultural Education Course Requirements EPY 707 - Adolescent Development Research Course – Credits: 3 Complete one of the following courses: EPY 711 - Human Growth and Development CIG 690 - Teachers as Action Researchers EPY 712 - Foundations of Learning and Cognition EPY 702 - Research Methods Curriculum and Instruction Course – Credits: 3 EPY 703 - Teachers as Producers and Consumers of Educational Complete one of the following courses: Research CIE 681 - Elementary School Instruction Foundations Course – Credits: 3 CIE 683 - Elementary Classroom Management Complete one of the following courses: CIE 685 - Elementary Education Curriculum CIG 603 - Urban Education CIG 602 - Differentiated Curriculum and Instruction CIG 660 - Multicultural Education CIS 682 - Secondary School Instruction EPY 707 - Adolescent Development CIS 684 - Secondary Education Curriculum EPY 711 - Human Growth and Development Technology Integration Courses – Credits: 24 EPY 712 - Foundations of Learning and Cognition CIT 643 - Designing Digital Materials for Education Curriculum and Instruction Course – Credits: 3 CIT 667 - Technology and Educational Change Complete one of the following courses: CIE 681 - Elementary School Instruction CIT 673 - Digital Materials Studio CIE 683 - Elementary Classroom Management CIT 608 - Integrating Technology in Teaching and Learning CIE 685 - Elementary Education Curriculum CIT 609 - Internet for Learning CIG 602 - Differentiated Curriculum and Instruction CIT 611 - Digital Publishing for Educators CIS 682 - Secondary School Instruction CIT 622 - Microcomputer Technology for Educators CIS 684 - Secondary Education Curriculum CIT 647 - Creating Online Learning Environments Required Literacy Courses – Credits: 6 Electives Course – Credits: 3 Complete CIL 601 before taking CIL 699. Complete one of the following courses: CIE 637 - Technology Applications K-8 Science Education CIL 601 - Foundations of Literacy Learning CIE 627 - Technology Applications K-8 Mathematics CIL 699 - Literacy Research Seminar Education Elective Courses – Credits: 21 TESL 756 - Technology Assisted English Language Learning Complete 21 credits from the following list of courses, or other advisor-approved CIL 600-level courses: CIS 628 - Technology Application in Secondary Mathematics Education CIL 600 - Topics Literacy Education CIS 638 - Technology Applications in Secondary Science CIL 604 - Literacy Instruction for Young Children Education CIL 607 - Comprehensive Reading Instruction 182 Graduate Catalog • College of Education CIL 610 - Content Area Literacy CIS 684 - Secondary Education Curriculum CIL 616 - Teaching Writing Literacy Courses – Credits: 15 Complete each of the following courses: CIL 617 - Southern Nevada Writing Project: Invitational CILR 601 - Foundations Literacy Learning Institute (6 semester hours) CILR 607 - Comprehensive Reading Instruction CIL 621 - Assessment in Literacy CILR 610 - Content Area Literacy CIL 622 - Practicum Literacy Diagnosis and Instruction CILR 621 - Assessment in Literacy CIL 691 - Organization and Supervision Literacy Programs CILR 622 - Practicum Literacy Diagnosis and Instruction CIL 693 - Literacy for a Diverse Society Content Course – Credits: 3 CIL 680 - Contemporary Literature Children and Young Adults Complete one of the following courses: Credits: 3 CIL 684 - Multicultural Literature CIL 604 - Literacy Instruction for Young Children CIL 687 - Literature-Based Instruction CIL 680 - Contemporary Literature Children and Young Adults CIL 688 - Historical Development of Literature Electives – Credits: 6 Complete 6 credits from the following list of courses, or other CIL 747 - Literary Theories and Children’s Literature advisor-approved CIL 600-level courses: Culminating Experience – Credits: 1 CIL 600 - Topics Literacy Education CIG 697 - Curriculum and Instruction Culminating Experience CIL 604 - Literacy Instruction for Young Children Subplan Notes 1. A maximum of 6 semester hours of CIL 600 topics classes CIL 616 - Teaching Writing accepted toward a degree. CIL 617 - Southern Nevada Writing Project: Invitational Degree Requirements Institute See Plan Degree Requirements below. CIL 680 - Contemporary Literature Children and Young Adults Graduation Requirements CIL 684 - Multicultural Literature See Plan Graduation Requirements below. CIL 687 - Literature-Based Instruction Subplan 30 Requirements: Literacy Education (K-12) Track - Regional Professional Development Program CIL 688 - Historical Development of Literature Total Credits Required: 37 CIL 691 - Organization and Supervision Literacy Programs Course Requirements Research Course – Credits: 3 CIL 693 - Literacy for a Diverse Society Complete one of the following courses: CIL 747 - Literary Theories and Children’s Literature CIG 690 - Teachers as Action Researchers Culminating Courses – Credits: 4 EPY 702 - Research Methods CIL 699 - Literacy Research Seminar EPY 703 - Teachers as Producers and Consumers of Educational CIG 697 - Curriculum and Instruction Culminating Experience Research Subplan Notes Foundations Course – Credits: 3 1. 15 credits of CILR coursework may be brought into this Complete one of the following courses: subplan only. CIG 603 - Urban Education Degree Requirements CIG 660 - Multicultural Education 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 Subplan 31 Requirements: Multicultural Education (PK12, Higher Ed, or Community-Based Ed Focus) Track Curriculum and Instruction Course – Credits: 3 Total Credits Required: 37 Complete one of the following courses: Course Requirements CIE 681 - Elementary School Instruction Research Course – Credits: 3 CIE 683 - Elementary Classroom Management Complete one of the following courses: CIG 690 - Teachers as Action Researchers CIE 685 - Elementary Education Curriculum EPY 702 - Research Methods CIG 602 - Differentiated Curriculum and Instruction EPY 703 - Teachers as Producers and Consumers of Educational CIS 682 - Secondary School Instruction Research Graduate Catalog • College of Education 183 Foundations Course – Credits: 3 Course Requirements Complete one of the following courses: Research Course – Credits: 3 CIG 603 - Urban Education Complete one of the following courses: EPY 707 - Adolescent Development CIG 690 - Teachers as Action Researchers EPY 711 - Human Growth and Development EPY 702 - Research Methods EPY 712 - Foundations of Learning and Cognition EPY 703 - Teachers as Producers and Consumers of Educational Research Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: Foundations Course – Credits: 3 CIE 681 - Elementary School Instruction Complete one of the following courses: CIE 683 - Elementary Classroom Management CIG 603 - Urban Education CIE 685 - Elementary Education Curriculum CIG 660 - Multicultural Education CIG 602 - Differentiated Curriculum and Instruction EPY 707 - Adolescent Development CIS 682 - Secondary School Instruction EPY 711 - Human Growth and Development CIS 684 - Secondary Education Curriculum EPY 712 - Foundations of Learning and Cognition Multicultural Core Course – Credits: 3 Curriculum and Instruction Course – Credits: 3 CIG 660 - Multicultural Education Complete one of the following courses: Multicultural Education Courses – Credits: 9 CIE 681 - Elementary School Instruction Complete three of the following courses: CIE 683 - Elementary Classroom Management CIG 661 - Topics Multicultural Education CIE 685 - Elementary Education Curriculum CIG 662 - Theory and Research Multicultural Education CIG 602 - Differentiated Curriculum and Instruction CIL 693 - Literacy for a Diverse Society CIS 682 - Secondary School Instruction CIL 684 - Multicultural Literature CIS 684 - Secondary Education Curriculum TESL Core Course – Credits: 3 TESL 751 - Theory and Practice for Academic English Learning Course – Credits: 3 Language Development CIL 601 - Foundations of Literacy Learning TESL Elective Courses – Credits: 6 Additional Foundations Course – Credits: 3 Complete two of the following courses: Complete one of the following courses: TESL 750 - TESL Linguistic Theory CIL 600 - Topics Literacy Education TESL 751 - Theory and Practice for Academic English CIL 680 - Contemporary Literature Children and Young Adults Language Development Reading Specialist Courses – Credits: 12 TESL 752 - Methods and Curriculum for Teaching ELs CIL 610 - Content Area Literacy TESL 753 - TESL Curriculum CIL 621 - Assessment in Literacy TESL 754 - Assessment and Evaluation of ELs CIL 622 - Practicum Literacy Diagnosis and Instruction Cognate Courses – Credits: 6 CIL 691 - Organization and Supervision Literacy Programs Complete 6 credits of advisor-approved cognate coursework. Literacy Programs Course – Credits: 3 Culminating Experience – Credits: 1 Complete one of the following courses: CIG 697 - Curriculum and Instruction Culminating Experience CIL 604 - Literacy Instruction for Young Children Degree Requirements See Plan Degree Requirements below. CIL 607 - Comprehensive Reading Instruction Graduation Requirements Reading Specialist Elective Course – Credits: 3 See Plan Graduation Requirements below. Complete one of the following courses, or other advisor- approved CIL 600-level courses: Subplan 32 Requirements: Reading Specialist Track **ON HOLD** CIL 616 - Teaching Writing Total Credits Required: 37 CIL 617 - Southern Nevada Writing Project: Invitational This subplan is currently on hold and unavailable to new Institute (6 semester hours) students. TESL 750 - TESL Linguistic Theory

184 Graduate Catalog • College of Education CIL 684 - Multicultural Literature 3. Students must successfully complete a culminating experience, CIG 697 under the direction of an advisor. CIL 687 - Literature-Based Instruction a. Registration for the culminating experience, CIG 697, CIL 688 - Historical Development of Literature is restricted to students who have 6 credits or less remaining in their program of study. CIL 693 - Literacy for a Diverse Society b. CIG 697 involves the development of an e-portfolio. It is CIL 747 - Literary Theories and Children’s Literature recommended that you keep copies of your work from all classes in your program in preparation for this course. TESL 751 - Theory and Practice for Academic English 4. Per graduate college requirements, students must be Language Development enrolled in at least 3 credits in the term they will graduate. Seminar Course – Credits: 3 Plan Graduation Requirements CIL 699 - Literacy Research Seminar 1. The student must submit all required forms to the Graduate Culminating Experience – Credits: 1 College and then apply for graduation up to two semesters CIG 697 - Curriculum and Instruction Culminating Experience prior to completing his/her degree requirements. 2. The student must successfully complete the culminating Subplan Notes experience. CIL 699 must be taken the semester prior to Culminating Experience. Master of Science - Curriculum & Instruction Degree Requirements Plan Description See Plan Degree Requirements below. The Department holds as its central mission the preparation and Graduation Requirements development of educators at all levels. The department ensures See Plan Graduation Requirements below. that its professional education programs are based on essential knowledge, established and current research findings, and Subplan 33 Requirements: Leadership for Teachers and sound professional practice. Professionals Track Total Credits Required: 37 For more information about your program, including your Course Requirements graduate program handbook and learning outcomes please visit Research Course – Credits: 3 the Degree Directory. CIG 690 - Teachers as Action Researchers Plan Admission Requirement Foundations Course – Credits: 3 Application deadlines available on the UNLV Graduate College CIG 686 - Teachers and Professionals as Change Agents website. Curriculm and Instruction Course – Credits: 3 In addition to meeting the admission requirements of the Graduate CIG 681 - Curriculum Implementation and Innovation College, applicants must also meet the requirements established by the Department of Teaching and Learning. They are: Concentration: Teacher Leadership – Credits: 27 CIG 603 - Urban Education 1. An overall undergraduate grade point average (GPA) of 3.00 is required for admission. Students with a GPA of CIG 680 - Developing Social Emotional Competence in less than 3.00 but greater or equal to 2.75 may be admitted Teachers and Professional Leaders to the graduate program upon review of the Admissions CIG 682 - Reflective Practice in Teaching Committee. 2. A completed on-line application for admission submitted to CIG 683 - Dynamic Teaching Practices the Graduate College. CIG 684 - Data Literacy for Teacher and Professional Leaders 3. The online application must include a one- to two-page statement of professional goals. The names with contact CIG 685 - Peer Assistance and Review information of two professional references and intended CIG 687 - Coaching High-Leverage Field Practices emphasis area should be included in the statement. 4. Two sets of official transcripts from all previously attended CIG 688 - Teaching and Learning Seminar colleges and universities. One set of transcripts must be CIT 667 - Technology and Educational Change sent directly to the Graduate College; the other set must be sent directly to the T&L main office. Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience Applications are processed when all credentials required by both the Graduate College and T&L have been received. Once Plan Degree Requirements received, materials are forwarded to the Graduate Coordinator 1. Students must complete a minimum of 37 credit hours with and the T&L Master’s Admission Committee to evaluate the a minimum GPA of 3.00. applicant’s credentials and recommend acceptance or denial 2. All graduate students are held responsible for the into the program. Those who wish to begin studies but who requirements and academic policies established by the missed the application deadline may enroll as a non-degree Graduate College and outlined in the front of this catalog. seeking graduate student. However, since there is no guarantee

Graduate Catalog • College of Education 185 that courses taken as a non-degree student will count toward EDW 733 - Workforce Education Curriculum and Program a degree, and since a maximum of 15 hours taken prior Development to admission to the program may be used to meet degree EDW 768 - Grantsmanship in Education requirements, candidates are urged to seek advisement prior to registering for any course(s). Please see http://tl.unlv.edu/ Additional Core Course – Credits: 3 admissions for more information. Students may also email Complete one of the following courses: [email protected] or call (702) 895-1540 for assistance. EDW 571 - Advising Career and Technical Student Organizations (CTSO) The Graduate College will send official notification regarding the status of applications through the Grad Rebel Gateway. In EDW 745 - Theories of Adult Learning addition, an email will be sent from the department of Teaching Seminar Course – Credits: 3 and Learning identifying an academic advisor. Students are EDW 772 - Seminar in Workforce Education responsible for contacting their advisors upon admission to the program. Students are required to complete their program of study Thesis – Credits: 6 using Advise, T&L’s online system for submitting a program of CIG 699 - Curriculum and Instruction Thesis study. Advise can be accessed at: http://advise.unlvcoe.net/. Degree Requirements All domestic and international applicants must review and 1. Students must complete a minimum of 39 credit hours with follow the Graduate College Admission and Registration a minimum GPA of 3.00. Requirements. 2. EPY 702 must be taken prior to EPY 718 or EPY 721. 3. CIG 649 must be taken prior to CIG 699. Students are accepted into a degree program as described in 4. In consultation with his/her advisor, a student will organize the Graduate Catalog. The faculty and corresponding sub- a thesis committee of at least three departmental members. disciplines and sub-plans within the described programs are In addition, a fourth member from outside the department, subject to change at any time. known as the Graduate College Representative, must Plan Requirements be appointed. An additional committee member may be See Subplan Requirements below. added at the student and department’s discretion. Please see Graduate College policy for committee appointment Subplan 1 Requirements: Career & Technical and guidelines. Postsecondary Education Track 5. Complete and defend a thesis. Total Credits Required: 39 a. Students must be enrolled in thesis credits the semester Course Requirements of graduation. Required Course – Credits: 3 b. A thesis prospectus must be filed with the C&I EPY 702 - Research Methods Department and the Graduate College the semester prior Methods Course – Credits: 3 to registering for thesis hours. The form, “Prospectus Complete one of the following courses: Approval Form”, must be completed by the student, EPY 718 - Qualitative Research Methodologies signed by the student’s advisor, and returned to the T&L Department Graduate Studies Office (CEB 368A) three EPY 721 - Descriptive and Inferential Statistics: An Introduction (3) weeks prior to the last day of instruction the semester Foundations Course – Credits: 3 before enrolling in six (6) semester hours of CIG 699 Complete one of the following courses: C&I Thesis. The T&L Graduate Studies Office will CIG 603 - Urban Education obtain signatures from committee members and graduate coordinator before forwarding the form to the Graduate CIG 660 - Multicultural Education College. EPY 707 - Adolescent Development Graduation Requirements EPY 711 - Human Growth and Development 1. The student must submit all required forms to the Graduate College and then apply for graduation up to two semesters EPY 712 - Foundations of Learning and Cognition prior to completing his/her degree requirements. Instruction Course – Credits: 3 2. The student must submit and successfully defend his/ Complete one of the following courses: her thesis by the posted deadline. The defense must be CIG 602 - Differentiated Curriculum and Instruction advertised and is open to the public. CIS 682 - Secondary School Instruction Subplan 2 Requirements: English Language Arts Education Track CIS 684 - Secondary Education Curriculum Total Credits Required: 39 EDW 745 - Theories of Adult Learning Course Requirements Required Course – Credits: 3 Core Courses – Credits: 15 EPY 702 - Research Methods EDW 755 - Professional Seminar in Workforce Education Methods Course – Credits: 3 EDW 539 - Methods of Teaching in Workforce Education Complete one of the following courses: EDW 575 - Performance-Based Education 186 Graduate Catalog • College of Education EPY 718 - Qualitative Research Methodologies a thesis committee of at least three departmental members. In addition, a fourth member from outside the department, EPY 721 - Descriptive and Inferential Statistics: An Introduction known as the Graduate College Representative, must Foundations Course – Credits: 3 be appointed. An additional committee member may be Complete one of the following courses: added at the student and department’s discretion. Please CIG 603 - Urban Education see Graduate College policy for committee appointment guidelines. CIG 660 - Multicultural Education 5. Complete and defend a thesis. EPY 707 - Adolescent Development a. Students must be enrolled in thesis credits the semester of graduation. EPY 711 - Human Growth and Development b. A thesis prospectus must be filed with the C&I EPY 712 - Foundations of Learning and Cognition Department and the Graduate College the semester prior to registering for thesis hours. The form, “Prospectus Core Courses – Credits: 12 Approval Form”, must be completed by the student, CIL 610 - Content Area Literacy signed by the student’s advisor, and returned to the T&L CIL 642 - Instruction English Education Department Graduate Studies Office (CEB 368A) three (3) weeks prior to the last day of instruction the semester CIL 643 - Curriculum Development English Education before enrolling in six (6) semester hours of CIG 699 CIL 616 - Teaching Writing C&I Thesis. The T&L Graduate Studies Office will obtain signatures from committee members and graduate Literacy Topics Course – Credits: 3 coordinator before forwarding the form to the Graduate Complete one of the following courses: College. CIL 600 - Topics Literacy Education Graduation Requirements CIL 680 - Contemporary Literature Children and Young 1. The student must submit all required forms to the Graduate Adults College and then apply for graduation up to two semesters Cognate Courses – Credits: 6 prior to completing his/her degree requirements. Complete two courses from one of the following areas of 2. The student must submit and successfully defend his/ emphasis: her thesis by the posted deadline. The defense must be English advertised and is open to the public. 3. Student must submit his/her approved, properly formatted Classes must be 600-level, advisor approved courses in the hard-copy thesis to the Graduate College, and submit the Department of English. approved electronic version to ProQuest by the posted Literacy deadline. CIL 601 - Foundations of Literacy Learning Subplan 3 Requirements: Elementary Mathematics CIL 621 - Assessment in Literacy Education Track Total Credits Required: 39 CIL 693 - Literacy for a Diverse Society Course Requirements Other CIL literacy courses selected with advisor approval. Required Course – Credits: 3 EPY 702 - Research Methods TESL TESL 750 - TESL Linguistic Theory Methods Course – Credits: 3 Complete one of the following courses: TESL 751 - Theory and Practice for Academic English EPY 718 - Qualitative Research Methodologies Language Development EPY 721 - Descriptive and Inferential Statistics: An Introduction TESL 752 - Methods and Curriculum for Teaching ELs Foundations Course – Credits: 3 TESL 753 - TESL Curriculum Complete one of the following courses: TESL 754 - Assessment and Evaluation of ELs CIG 603 - Urban Education Seminar Course – Credits: 3 CIG 660 - Multicultural Education CIL 699 - Literacy Research Seminar EPY 707 - Adolescent Development Thesis – Credits: 6 EPY 711 - Human Growth and Development CIG 699 - Curriculum and Instruction Thesis EPY 712 - Foundations of Learning and Cognition Degree Requirements 1. Students must complete a minimum of 39 credit hours with Methods Courses – Credits: 6 a minimum GPA of 3.00. Complete two of the following courses: 2. EPY 702 must be taken prior to EPY 718 or EPY 721. CIE 623 - Instruction Primary Elementary Mathematics 3. CIG 649 must be taken prior to CIG 699. Education 4. In consultation with his/her advisor, a student will organize Graduate Catalog • College of Education 187 CIE 625 - Instruction Intermediate Elementary Mathematics CIS 628 - Technology Application in Secondary Mathematics Education Education CIS 622 - Instructional Middle School Mathematics Education Mathematics Elective Course – Credits: 3 Complete one of the following courses: Core Courses – Credits: 9 CIG 621 - Diagnostic Assessment School Mathematics CIE 620 - Topics Elementary School Mathematics CIS 686 - Curriculum Development Secondary Education CIE 627 - Technology Applications K-8 Mathematics Education Mathematics Content Courses – Credits: 6 Complete two of the following courses: CIG 620 - Principles of Learning Mathematics CIS 620 - Topics Secondary School Mathematics Education Course – Credits: 3 MAT 711 - Survey of Mathematical Problems I Complete one of the following courses: CIE 629 - Curriculum Development in Elementary School MAT 712 - Survey of Mathematical Problems II Mathematics MAT 714 - History of Mathematics CIG 621 - Diagnostic Assessment School Mathematics SCI 620 - Middle School Mathematics Content: Elective Course – Credits: 6 SCI 640 - High School Mathematics Content: Complete 6 credits of advisor-approved elective courses. Seminar Course – Credits: 3 Culminating Experience – Credits: 6 CIG 689 - Curriculum and Instruction Seminar CIG 689 - Curriculum and Instruction Seminar Thesis – Credits: 6 CIG 697 - Curriculum and Instruction Culminating Experience CIG 699 - Curriculum and Instruction Thesis Degree Requirements Degree Requirements 1. Students must complete a minimum of 39 credit hours with 1. Students must complete a minimum of 39 credit hours with a minimum GPA of 3.00. a minimum GPA of 3.00. 2. EPY 702 must be taken prior to EPY 718 or EPY 721. 2. EPY 702 must be taken prior to EPY 718 or EPY 721. 3. Complete the culminating experience. 3. CIG 649 must be taken prior to CIG 699. Graduation Requirements 4. In consultation with his/her advisor, a student will organize 1. The student must submit all required forms to the Graduate a thesis committee of at least three departmental members. College and then apply for graduation up to two semesters In addition, a fourth member from outside the department, prior to completing his/her degree requirements. known as the Graduate College Representative, must 2. The student must complete the culminating experience. be appointed. An additional committee member may be added at the student and department’s discretion. Please Subplan 4 Requirements: Secondary Mathematics see Graduate College policy for committee appointment Education Track guidelines. Total Credits Required: 39 5. Complete and defend a thesis. Course Requirements a. Students must be enrolled in thesis credits the semester Required Course – Credits: 3 of graduation. EPY 702 - Research Methods b. A thesis prospectus must be filed with the C&I Methods Course – Credits: 3 Department and the Graduate College the semester prior Complete one of the following courses: to registering for thesis hours. The form, “Prospectus EPY 718 - Qualitative Research Methodologies Approval Form”, must be completed by the student, signed by the student’s advisor, and returned to the T&L EPY 721 - Descriptive and Inferential Statistics: An Introduction Department Graduate Studies Office (CEB 368A) three Foundations Course – Credits: 3 (3) weeks prior to the last day of instruction the semester Complete one of the following courses: before enrolling in six (6) semester hours of CIG 699 CIG 603 - Urban Education C&I Thesis. The T&L Graduate Studies Office will obtain signatures from committee members and graduate CIG 660 - Multicultural Education coordinator before forwarding the form to the Graduate EPY 707 - Adolescent Development College. EPY 711 - Human Growth and Development Graduation Requirements 1. The student must submit all required forms to the Graduate EPY 712 - Foundations of Learning and Cognition College and then apply for graduation up to two semesters Mathematics Education Courses – Credits: 12 prior to completing his/her degree requirements. CIS 622 - Instructional Middle School Mathematics Education 2. The student must submit and successfully defend his/ her thesis by the posted deadline. The defense must be CIS 624 - Instruction Secondary Mathematics Education advertised and is open to the public. CIG 620 - Principles of Learning Mathematics 188 Graduate Catalog • College of Education 3. Student must submit his/her approved, properly formatted 5. Complete and defend a thesis. hard-copy thesis to the Graduate College, and submit the a. Students must be enrolled in thesis credits the semester approved electronic version to ProQuest by the posted of graduation. deadline. b. A thesis prospectus must be filed with the C&I Department and the Graduate College the semester prior Subplan 5 Requirements: Elementary Science Education to registering for thesis hours. The form, “Prospectus Track Approval Form”, must be completed by the student, Total Credits Required: 39 signed by the student’s advisor, and returned to the T&L Course Requirements Department Graduate Studies Office (CEB 368A) three Required Course – Credits: 3 (3) weeks prior to the last day of instruction the semester EPY 702 - Research Methods before enrolling in six (6) semester hours of CIG 699 Methods Course – Credits: 3 C&I Thesis. The T&L Graduate Studies Office will Complete one of the following courses: obtain signatures from committee members and graduate EPY 718 - Qualitative Research Methodologies coordinator before forwarding the form to the Graduate College. EPY 721 - Descriptive and Inferential Statistics: An Introduction Graduation Requirements Foundations Course – Credits: 3 1. The student must submit all required forms to the Graduate Complete one of the following courses: College and then apply for graduation up to two semesters CIG 603 - Urban Education prior to completing his/her degree requirements. CIG 660 - Multicultural Education 2. The student must submit and successfully defend his/ her thesis by the posted deadline. The defense must be EPY 707 - Adolescent Development advertised and is open to the public. EPY 711 - Human Growth and Development 3. Student must submit his/her approved, properly formatted hard-copy thesis to the Graduate College, and submit the EPY 712 - Foundations of Learning and Cognition approved electronic version to ProQuest by the posted Core Courses – Credits: 12 deadline. CIE 630 - Topics Elementary School Science Subplan 6 Requirements: Secondary Science Education CIE 635 - Instruction Elementary Science Education Track Total Credits Required: 39 CIE 637 - Technology Applications K-8 Science Education Course Requirements CIE 639 - Curriculum Development Elementary Science Required Course – Credits: 3 Education EPY 702 - Research Methods Science Courses – Credits: 6 Methods Course – Credits: 3 Complete 6 credits of 600 or 700-level Science courses from Complete one of the following courses: the College of Sciences of SCI 630 courses via RPDP. EPY 718 - Qualitative Research Methodologies Elective Course – Credits: 3 EPY 721 - Descriptive and Inferential Statistics: An Introduction Complete 3 credits of electives. Foundations Course – Credits: 3 Seminar Course – Credits: 3 Complete one of the following courses: CIG 639 - Science Education Seminar CIG 603 - Urban Education Thesis – Credits: 6 CIG 660 - Multicultural Education CIG 699 - Curriculum and Instruction Thesis EPY 707 - Adolescent Development Degree Requirements EPY 711 - Human Growth and Development 1. Students must complete a minimum of 39 credit 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. Core Courses – Credits: 12 3. CIG 649 must be taken prior to CIG 699. CIS 630 - Topics Secondary School Science 4. In consultation with his/her advisor, a student will organize a thesis committee of at least three departmental members. CIS 634 - Instruction Secondary Science Education In addition, a fourth member from outside the department, CIS 638 - Technology Applications in Secondary Science known as the Graduate College Representative, must Education be appointed. An additional committee member may be added at the student and department’s discretion. Please CIS 639 - Curriculum Development Secondary Science see Graduate College policy for committee appointment Education guidelines.

Graduate Catalog • College of Education 189 Science Courses – Credits: 6 Methods Course – Credits: 3 Complete 6 credits of 600 or 700-level courses from the College Complete one of the following courses: of Sciences or SCI 650 courses via RPDP. EPY 718 - Qualitative Research Methodologies Elective Course – Credits: 3 EPY 721 - Descriptive and Inferential Statistics: An Complete 3 credits of an advisor approved elective. Introduction Seminar Course – Credits: 3 Foundations Course – Credits: 3 CIG 639 - Science Education Seminar Complete one of the following courses: CIG 603 - Urban Education Thesis – Credits: 6 CIG 699 - Curriculum and Instruction Thesis CIG 660 - Multicultural Education Degree Requirements EPY 707 - Adolescent Development 1. Students must complete a minimum of 39 credit hours with EPY 711 - Human Growth and Development a minimum GPA of 3.00. 2. EPY 702 must be taken prior to EPY 718 or EPY 721. EPY 712 - Foundations of Learning and Cognition 3. CIG 649 must be taken prior to CIG 699. Core Courses – Credits: 9 4. In consultation with his/her advisor, a student will organize CIE 640 - Topics Elementary School Social Studies a thesis committee of at least three departmental members. In addition, a fourth member from outside the department, CIE 645 - Instruction Elementary Social Studies Education known as the Graduate College Representative, must CIE 649 - Curriculum Development Elementary Social be appointed. An additional committee member may be Studies Education added at the student and department’s discretion. Please see Graduate College policy for committee appointment Integration Course – Credits: 3 guidelines. Complete one of the following courses: 5. Complete and defend a thesis. CIT 609 - Internet for Learning a. Students must be enrolled in thesis credits the semester CIT 608 - Integrating Technology in Teaching and Learning of graduation. b. A thesis prospectus must be filed with the C&I Elective Courses – Credits: 9 Department and the Graduate College the semester prior Complete four 600-level social science courses from History, to registering for thesis hours. The form, “Prospectus Sociology or Political Science. Approval Form”, must be completed by the student, Seminar Course – Credits: 3 signed by the student’s advisor, and returned to the T&L CIG 649 - Social Studies Education Seminar Department Graduate Studies Office (CEB 368A) three (3) weeks prior to the last day of instruction the semester Thesis – Credits: 6 before enrolling in six (6) semester hours of CIG 699 CIG 699 - Curriculum and Instruction Thesis C&I Thesis. The T&L Graduate Studies Office will Degree Requirements obtain signatures from committee members and graduate 1. Students must complete a minimum of 39 credit hours with coordinator before forwarding the form to the Graduate a minimum GPA of 3.00. College. 2. EPY 702 must be taken prior to EPY 718 or EPY 721. Graduation Requirements 3. CIG 649 must be taken prior to CIG 699. 1. The student must submit all required forms to the Graduate 4. In consultation with his/her advisor, a student will organize College and then apply for graduation up to two semesters a thesis committee of at least three departmental members. prior to completing his/her degree requirements. In addition, a fourth member from outside the department, 2. The student must submit and successfully defend his/ known as the Graduate College Representative, must her thesis by the posted deadline. The defense must be be appointed. An additional committee member may be advertised and is open to the public. added at the student and department’s discretion. Please 3. Student must submit his/her approved, properly formatted see Graduate College policy for committee appointment hard-copy thesis to the Graduate College, and submit the guidelines. approved electronic version to ProQuest by the posted 5. Complete and defend a thesis. deadline. a. Students must be enrolled in thesis credits the semester Subplan 7 Requirements: Elementary Social Science of graduation. Education Track Total Credits Required: 39 Course Requirements Required Course – Credits: 3 EPY 702 - Research Methods

190 Graduate Catalog • College of Education b. A thesis prospectus must be filed with the C&I Seminar Course – Credits: 3 Department and the Graduate College the semester prior CIG 649 - Social Studies Education Seminar to registering for thesis hours. The form, “Prospectus Thesis – Credits: 6 Approval Form”, must be completed by the student, CIG 699 - Curriculum and Instruction Thesis signed by the student’s advisor, and returned to the T&L Department Graduate Studies Office (CEB 368A) three Degree Requirements (3) weeks prior to the last day of instruction the semester 1. Students must complete a minimum of 39 credit hours with before enrolling in six (6) semester hours of CIG 699 a minimum GPA of 3.00. C&I Thesis. The T&L Graduate Studies Office will 2. EPY 702 must be taken prior to EPY 718 or EPY 721. obtain signatures from committee members and graduate 3. CIG 649 must be taken prior to CIG 699. coordinator before forwarding the form to the Graduate 4. In consultation with his/her advisor, a student will organize College. a thesis committee of at least three departmental members. In addition, a fourth member from outside the department, Graduation Requirements known as the Graduate College Representative, must 1. The student must submit all required forms to the Graduate be appointed. An additional committee member may be College and then apply for graduation up to two semesters added at the student and department’s discretion. Please prior to completing his/her degree requirements. see Graduate College policy for committee appointment 2. The student must submit and successfully defend his/ guidelines. her thesis by the posted deadline. The defense must be 5. Complete and defend a thesis. advertised and is open to the public. a. Students must be enrolled in thesis credits the semester 3. Student must submit his/her approved, properly formatted of graduation. hard-copy thesis to the Graduate College, and submit the b. A thesis prospectus must be filed with the C&I approved electronic version to ProQuest by the posted Department and the Graduate College the semester prior deadline. to registering for thesis hours. The form, “Prospectus Subplan 8 Requirements: Secondary Social Studies Approval Form”, must be completed by the student, Education Track signed by the student’s advisor, and returned to the T&L Total Credits Required: 39 Department Graduate Studies Office (CEB 368A) three Course Requirements (3) weeks prior to the last day of instruction the semester Required Course – Credits: 3 before enrolling in six (6) semester hours of CIG 699 EPY 702 - Research Methods C&I Thesis. The T&L Graduate Studies Office will obtain signatures from committee members and graduate Methods Course – Credits: 3 coordinator before forwarding the form to the Graduate Complete one of the following courses: College. EPY 718 - Qualitative Research Methodologies Graduation Requirements EPY 721 - Descriptive and Inferential Statistics: An Introduction 1. The student must submit all required forms to the Graduate Foundations Course – Credits: 3 College and then apply for graduation up to two semesters Complete one of the following courses: prior to completing his/her degree requirements. CIG 603 - Urban Education 2. The student must submit and successfully defend his/ her thesis by the posted deadline. The defense must be CIG 660 - Multicultural Education advertised and is open to the public. EPY 707 - Adolescent Development 3. Student must submit his/her approved, properly formatted hard-copy thesis to the Graduate College, and submit the EPY 711 - Human Growth and Development approved electronic version to ProQuest by the posted EPY 712 - Foundations of Learning and Cognition deadline. Core Courses – Credits: 9 Subplan 9 Requirements: Multicultural Education Track CIS 640 - Topics Secondary Social Studies Education Total Credits Required: 39 Course Requirements CIS 644 - Instruction Secondary Social Studies Education Research Courses – Credits: 6 CIS 649 - Curriculum Development Secondary Social Studies Required: Education EPY 702 - Research Methods Content Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 690 - Teachers as Action Researchers CIT 609 - Internet for Learning EOH 715 - Qualitative & Field Methods for Public Health CIT 608 - Integrating Technology in Teaching and Learning SOC 608 - Qualitative Research Elective Courses – Credits: 9 Complete 9 credit hours of 600 or 700-level social science SOC 705 - Qualitative Methods courses from History, Sociology or Political Science.

Graduate Catalog • College of Education 191 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 advisor Foundations Course – Credits: 3 Culminating Experience – Credits: 6 Complete one of the following courses: CIG 699 - Curriculum and Instruction Thesis CIG 603 - Urban Education Degree Requirements EPY 707 - Adolescent Development 1. Students must complete a minimum of 39 credit hours with EPY 711 - Human Growth and Development a minimum GPA of 3.00. 2. EPY 702 must be taken prior to EPY 718 or EPY 721. EPY 712 - Foundations of Learning and Cognition 3. In consultation with her/his advisor, the student will Or another course in consultation with your advisor. organize a thesis committee of at least three departmental members and a fourth member from outside the Instruction Course – Credits: 3 department, known as the Graduate College Representative. Complete one of the following courses: Additional committee members may be added at the CIE 681 - Elementary School Instruction student’s and advisor’s discretion. Please see Graduate CIE 683 - Elementary Classroom Management College policy for committee appointment guidelines. 4. Complete and defend a thesis. CIE 685 - Elementary Education Curriculum a. Students must be enrolled in thesis credits the semester CIG 602 - Differentiated Curriculum and Instruction of graduation. b. A thesis prospectus must be filed with the T&L CIS 682 - Secondary School Instruction Department and the Graduate College the semester prior CIS 684 - Secondary Education Curriculum to registering for thesis hours. The form, “Prospectus Approval Form,” must be completed by the student, Or another course in consultation with your advisor. signed by the student’s advisor, and returned to the T&L Multicultural Education Courses – Credits: 9 Department Graduate Studies Office (CEB 359B) three Required: (3) weeks prior to the last day of instruction the semester CIG 660 - Multicultural Education before enrolling in six (6) semester hours of CIG 699 C&I Thesis. The T&L Graduate Studies Office will Complete two of the following courses: obtain signatures from committee members and graduate CIG 661 - Topics Multicultural Education coordinator before forwarding the form to the Graduate CIG 662 - Theory and Research Multicultural Education College. CIL 693 - Literacy for a Diverse Society Graduation Requirements 1. The student must submit all required forms to the Graduate CIL 684 - Multicultural Literature College and then apply for graduation up to two semesters CIG 771 - Comparative Studies in Learning, Teaching, and prior to completing her/his degree requirements. Curriculum 2. The student must submit and successfully defend her/ his thesis by the posted deadline. The defense must be CIG 772 - Introduction to Cultural Studies in Education advertised and open to the public. CIG 773 - Critical Literacies/Critical Pedagogies 3. The student must submit her/his approved, properly formatted hard-copy thesis to the Graduate College, and CIG 774 - Social Justice Education submit the approved electronic version to ProQuest by the Or another course in consultation with your advisor. posted deadline. Teaching English as a Second Language (TESL) Courses – Plan Graduation Requirements Credits: 6 Refer to your subplan for Graduation Requirements. Required: TESL 751 - Theory and Practice for Academic English Language Development Complete one of the following courses: TESL 752 - Methods and Curriculum for Teaching ELs TESL 753 - TESL Curriculum TESL 754 - Assessment and Evaluation of ELs TESL 755 - Language Acquisition and Development

192 Graduate Catalog • College of Education Education Specialist - Curriculum & Instruction Area of Emphasis Courses – Credits: 15 Complete 15 credits of advisor-approved emphasis-area courses Plan Description within and/or outside the department. Students may fulfill these The Ed.S. degree program is designed for individuals who credits via directed study. possess the ability and desire to pursue advanced graduate work beyond the master’s level. Cognate Courses – Credits: 9 Complete 9 credits of advisor-approved courses in an area of For more information about your program, including your study which enhances the major area of emphasis. Cognate graduate program handbook and learning outcomes, please visit courses may be taken in the Department of Teaching and the Degree Directory. Learning or other departments at UNLV. Plan Admission Requirements Culminating Experience – Credits: 3 Application deadlines available on the UNLV Graduate College CIG 698 - Curriculum and Instruction Professional Paper/ website. Applications available on the UNLV Graduate College Project website. Degree Requirements In addition to the credentials required by the Graduate College, 1. Students must complete a minimum of 33 credit hours with admission to the Ed.S. program in Curriculum and Instruction a minimum GPA of 3.00. also requires the students: 2. Students must complete a written comprehensive 1. Hold a master’s degree in education or in a field related to examination and/or oral presentation of a special project or education. professional paper. 2. Present evidence of a minimum of two years of Plan Graduation Requirements professional experience appropriate to the selected 1. The student must submit all required forms to the Graduate concentration. College and then apply for graduation up to two semesters 3. Have a minimum GPA of 3.00 in all graduate-level course prior to completing his/her degree requirements. work. 2. The student must successfully complete a culminating 4. Submit an on-line application to the Graduate College. experience. 5. Submit satisfactory test results from the Graduate Record Exam (GRE General Exam) to the C&I Department. 6. The online application must include a one- to two-page statement of professional goals. The names with contact information of two professional references and intended emphasis area should be included in the statement. 7. Two sets of official transcripts from all previously attended colleges and universities. One set of transcripts must be sent directly to the Graduate College; the other set must be sent directly to the T&L main office. Applicants will be evaluated on scholastic record, professional accomplishments, and potential for advanced studies. Applicants may be asked to meet with a Graduate Admissions Committee for a formal interview. 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. Plan Requirements Total Credits Required: 33 Course Requirements Research Required Courses – Credits: 6 Complete two of the following courses: CIG 790 - Doctoral Research Seminar EPY 718 - Qualitative Research Methodologies EPY 721 - Descriptive and Inferential Statistics: An Introduction

Graduate Catalog • College of Education 193 CIE 508 - Classroom Management Elementary CIE 629 - Curriculum Development in Education Credits 3 Elementary School Mathematics Credits 3 Introduction to management of the elementary classroom by Emphasizes research and curriculum studies dealing with content and surveying literature in supervising psychosocial environment, physical procedures of elementary school mathematics programs. Formerly environment, curriculum implementation, fundamentals of classroom CIE 729 Same as CIS 629 Prerequisite(s): One 600-level mathematics control, discipline, and monitoring of student learning. Graduate credit instruction course or consent of instructor. may be obtained for courses designated 500 or above. A full description CIE 630 - Topics Elementary School Science Credits 1 – 3 of this course may be found in the Undergraduate Catalog under the Examines specific topics and issues in elementary school science. corresponding 400 number. Formerly CIE 659 Same as EDEL 408 Formerly CIE 730 Same as CIS 630 Prerequisite(s): EDEL 443 or CIE Note(s): Credit at the 500 level normally requires additional work. 543 and current teaching certificate. Prerequisite(s): CIE 601 and EDEL 311 CIE 635 - Instruction Elementary Science Education Credits 3 CIE 533 - Teaching Elementary School Mathematics Credits 3 Study of research-based practices and methods in elementary school Current methods and materials for teaching elementary school science education. Formerly CIE 735 Prerequisite(s): EDEL 443 or mathematics including review of content, objectives, curriculum, and CIE 543 and current teaching certificate. assessment for developmentally appropriate instructional practices. Formerly CIE 652 Note(s): This course is crosslisted with EDEL 433. CIE 637 - Technology Applications K-8 Science Credit at the 500 level requires additional work. Prerequisite(s): PPST, Education Credits 3 MATH 122 and MATH 123 or EDEL 431 or consent of instructor. Research-based study of the integration of technology into the teaching Corequisite(s): Enrollment in a practicum. of science in grades K-8. Formerly CIE 737 Prerequisite(s): EDEL 443 or CIE 543 and current teaching certificate or consent of instructor. CIE 543 - Teaching Elementary School Science Credits 3 Current methods and materials for teaching life, physical, and CIE 639 - Curriculum Development Elementary Science earth sciences using process skills, guided discovery activities, and Education Credits 3 curriculum integration techniques. Formerly CIE 655 Note(s): This Emphasizes research and curriculum studies dealing with content and course is crosslisted with EDEL 443. Credit at the 500-level requires procedures of elementary school science programs. Formerly CIE 739 additional work. Prerequisite(s): PPST, BIOL 100, GEOG 101 and 103, Prerequisite(s): One 600-level science instruction course or consent of CHEM 105 and 106 or 110 or PHYS 108 and 108L. Corequisite(s): instructor. Enrollment in a practicum. CIE 640 - Topics Elementary School Social Studies Credits 1 – 3 CIE 553 - Teaching Elementary School Social Studies Credits 3 Examines specific topics and issues in elementary school social Current methods and materials for teaching social studies. Note(s): studies. Formerly CIE 740 Same as CIS 640 Note(s): Maximum of six This course is crosslisted with EDEL 453. Credit at the 500-level credits accepted toward degree. Prerequisite(s): EDEL 453 or CIE 553 requires additional work. and current teaching license. CIE 601 - Elementary Teacher Development Seminar Credits 3 CIE 645 - Instruction Elementary Social Studies Designed for candidates entering the Elementary Alternative Route Education Credits 3 Licensure program. Examines contemporary trends for developing Study of research-based practices and methods in elementary school classroom expertise with minimum of 150 hours of field experiences social studies education. Formerly CIE 745 Prerequisite(s): EDEL 453 in an elementary classroom. Focus on theory and practice in fostering or CIE 553 and current teaching license. personal and professional development for candidates. Formerly CIE 701 Same as CIS 601 Prerequisite(s): Graduate standing. CIE 649 - Curriculum Development Elementary Corequisite(s): Admission Graduate Licensure Program. Social Studies Education Credits 3 Emphasizes research and curriculum studies dealing with content and CIE 620 - Topics Elementary School Mathematics Credits 1 – 3 procedures of elementary school social studies programs. Formerly Examines specific topics and issues in elementary school mathematics. CIE 749 Same as CIS 649 Prerequisite(s): EDEL 453 or CIE 553 and Formerly CIE 720 Same as CIS 620 Note(s): Maximum of six credits current teaching license. accepted toward degree. Prerequisite(s): EDEL 433 or CIE 533 and current teaching certificate. CIE 681 - Elementary School Instruction Credits 3 Research basis for developing and implementing instructional CIE 623 - Instruction Primary Elementary strategies and models of teaching for the elementary classroom. Mathematics Education Credits 3 Formerly CIE 701 Prerequisite(s): Current teaching certificate. Study of research-based practices and methods in primary elementary school mathematics education. Formerly CIE 723 Prerequisite(s): CIE 683 - Elementary Classroom Management Credits 3 EDEL 433 or CIE 533 or ECE 454 and current teaching certificate. Advanced study in managing various aspects of the classroom including establishing and maintaining positive psychosocial environments; CIE 625 - Instruction Intermediate Elementary rules, routines, and procedures to minimize disruption; discipline Mathematics Education Credits 3 plans; and enriched curricula. Formerly CIE 702 Prerequisite(s): Study of research-based practices and methods in intermediate Current teaching certificate. elementary school mathematics education. Formerly CIE 725 Prerequisite(s): EDEL 433 or CIE 533 and current teaching certificate. CIE 685 - Elementary Education Curriculum Credits 3 Current research, influences, trends and issues in the modern elementary CIE 627 - Technology Applications K-8 Mathematics school curriculum. Recommended as a culminating course. Formerly Education Credits 3 CIE 703 Prerequisite(s): Current teaching certificate. Research-based study of the integration of technology into the teaching of mathematics in grades K-8. Formerly CIE 727 Prerequisite(s): One CIE 687 - Curriculum Development Elementary 600-level mathematics instruction course or consent of instructor. Education Credits 3 Examines the conceptual framework and decision making involved in elementary school curriculum development. Formerly CIE 704 Prerequisite(s): CIE 685 194 Graduate Catalog • College of Education CIG 500 - Topics Teacher Education Credits 1 - 3 CIG 660 - Multicultural Education Credits 3 Graduate credit may be obtained for courses designated 500 or above. Introduces students to topics, issues, research, and practices associated A full description of this course may be found in the Undergraduate with teaching in a diverse society. Formerly CIG 750 Prerequisite(s): Catalog under the corresponding 400 number. Formerly CIG 600 Graduate standing. Note(s): May be repeated to a maximum of six credits. Credit at the CIG 661 - Topics Multicultural Education Credits 3 500 level normally requires additional work. Examines specific topics and issues in multicultural education. Note(s): CIG 600A - Curriculum and Instruction Credits 1 – 6 Maximum of six credits accepted toward a degree. Prerequisite(s): Specialized course in curriculum and instruction designed to develop Graduate standing. depth in understanding a current educational topic for the in-service CIG 662 - Theory and Research Multicultural teacher. Formerly CIG 700 Note(s): Maximum of six credits accepted Education Credits 3 toward a degree. Examines research related to current programs, trends and issues CIG 601 - Curriculum and Instruction Urban Settings Credits 3 relative to student instruction for the purpose of preparing teachers, This course is a research-based study of elementary and secondary administrators, and other educators to work with diverse populations. education in urban settings that blends curriculum and instruction Formerly CIG 752 Prerequisite(s): Graduate standing. to develop an in-depth understanding of contemporary educational CIG 663 - Multicultural Curriculum Transformation Credits 3 practices. Formerly CIG 701 Learn how to transform “mainstream,” “traditional,” or “Eurocentric” CIG 602 - Differentiated Curriculum and Instruction Credits 3 PK-12 and higher education curricula into critical multicultural Research-based study of strategies to differentiate curriculum and educational curricula in discipline- and academic level¬ specific instruction in order to effectively assess learner needs, modify manners, to improve teaching effectiveness, student learning outcomes, curriculum materials, plan and implement instruction, develop and the overall quality of teaching and learning. assignments, and evaluate learning outcomes. Formerly CIG 702 CIG 664 - Multicultural Organizational Development Credits 3 CIG 603 - Urban Education Credits 3 Blending core elements of multicultural education and organizational Analysis of the needs and problems of pupils in the urban school, with development, examine how various dimensions of social identity special emphasis on the development of relevant curricula and teaching relative to institutional norms show up and/or play out in day-to-day strategies. Field work on a pertinent problem required. Formerly CIG operations in any given workplace. Learn to facilitate organizational 703 Prerequisite(s): Subject area undergraduate methods course. change from exclusionary monoculturalism to critical multiculturalism. CIG 620 - Principles of Learning Mathematics Credits 3 CIG 665 - Multicultural Education For Teacher License Study of research involving cognitive factors that impact the learning Recertification Credits 3 of mathematics. Formerly CIG 720 Prerequisite(s): One 600-level This course is designed as a specialized review of multicultural course in mathematics instruction or consent of instructor. education for students who are in-service teachers pursuing State of Nevada teaching recertification. Prerequisite(s): Students seeking CIG 621 - Diagnostic Assessment School Mathematics Credits 3 teacher license recertification. Study of the causes and effects of mathematics learning difficulties, methods and instruments useful in diagnosis and treatment. CIG 667 - Teaching about Latina/Latino Experiences in Evaluation of materials for the correction of mathematics learning Education Credits 3 problems. Formerly CIG 721 Prerequisite(s): One 600-level course in Examine the various sociopolitical, sociocultural, sociohistorical, mathematics instruction or consent of instructor. and other factors that have shaped, and continue to shape, the PK- 16 schooling experiences of Latina/Latino youth. Learn to use a CIG 629 - Mathematics Education Seminar Credits 3 community cultural wealth lens to develop critical understanding of Examination of seminal and current mathematics education the educational challenges that Latina/Latino students’ encounter in research through readings, writings, discussions and presentations. schools. Prerequisite(s): Fifteen hours of graduate coursework or consent of instructor. CIG 680 - Developing Social Emotional Competence in Teachers and Professional Leaders Credits 3 CIG 639 - Science Education Seminar Credits 3 Recognizing social and emotional factors that influence student Examination of seminal and current science education research through learning, analyzing student needs and planning for classroom supports readings, writings, discussions and presentations. Prerequisite(s): to meet those needs. Emphasis on students’ contexts and how to Fifteen hours of graduate coursework or consent of instructor. successfully engage families. CIG 650 - Art History for Art Educator Credits 3 CIG 681 - Curriculum Implementation and Innovation Credits 3 Study of art history and its relationship to the design and implementation of Develop skills in critiquing, redesigning, and differentiating curricula. art curriculum in elementary and secondary education. Formerly CIG 710 Learn to serve as building-level leaders for curriculum implementation, CIG 651 - Aesthetics and Criticism Art Education Credits 3 redesign, and differentiation in urban settings to meet the needs of Study of aesthetics and art criticism concepts as curricular content in students from marginalized backgrounds. elementary and secondary art education. Formerly CIG 711 CIG 682 - Reflective Practice in Teaching Credits 3 CIG 652 - Technology Applications Art Education Credits 3 Focuses on the theoretical bases, roles, approaches, and dimensions Research-based study of the integration of technology into the teaching of teacher reflection. Provides students opportunities for reflective and learning of elementary and secondary art education curriculum. practice to improve teaching. Students acquire important knowledge Formerly CIG 712 and basic skills of teacher reflection necessary to be a master teacher. Formerly CIG 704 CIG 653 - Instructional Discipline-Based Art Education Credits 3 Study of research-based practices and methods in the teaching of discipline-based elementary and secondary school art education. Formerly CIG 713 Graduate Catalog • College of Education 195 CIG 683 - Dynamic Teaching Practices Credits 3 CIG 699 - Curriculum and Instruction Thesis Credits 3 – 9 Develop teacher-as-facilitator perspectives at the building level Culminating activity for M.S. Students. Formerly CIG 719 Note(s): and leverage research-based teaching practices to increase student Maximum of nine credits accepted toward a degree. Grading: S/F achievement. Coursework will be tied to the state teacher evaluation grading only. Prerequisite(s): CIG 689 and consent of instructor. framework and steeped in adult learning theory. CIG 706 - Mentoring Strategies to Improve Teaching Credits 3 CIG 684 - Data Literacy for Teacher and Professional Leaders Addresses underlying theory of mentoring and development of Credits 3 mentoring strategies and practices. Aims to improve mentoring How to design assessments that are valid and reliable. How to develop practices of experienced teachers working with novice teachers. instruction based on multiple sources of formative and summative data Prerequisite(s): Consent of instructor. for all areas. CIG 716 - Reading and Conference Credits 1 – 3 CIG 685 - Peer Assistance and Review Credits 3 Independent reading and study conference with assigned professor. Overview of policy regarding teacher evaluations with an emphasis on Note(s): Maximum of six credits accepted toward a degree. the state’s teacher evaluation. Emphasis will be given to successfully Prerequisite(s): Must be approved prior to registration. coaching peers through the review process. CIG 740 - Critical Multicultural Education Credits 3 CIG 686 - Teachers and Professionals as Change Agents Credits 3 An exploration of critical or sociopolitically-located multicultural Foundations of policy, advocacy, and equity within various systems educational realities; realities in which institutional dynamics of and structures. Explore capacities and roles of teacher leaders as power, juxaposed with individual dynamics of power, are centered in change agents at the school/building/community as well as state and the curriculum, especially as these realities manifest relative to public national levels. education. CIG 687 - Coaching High-Leverage Field Practices Credits 3 CIG 745 - Intersectional Analysis in Multicultural Contextualize high-level field practices for building-level leadership. Education Credits 3 Activities include the development of mentorship plans that consider A systematic examination of the intersections of race, ethnicity, class, content and context. Field component required. Prerequisite(s): Nine gender, sexuality and the other dimensions of difference; intellectual hours of graduate coursework. and axiomatic commitment to re-thinking and re-shaping concepts and theories that have treated these dimensions as discrete; a foregrounding CIG 688 - Teaching and Learning Seminar Credits 3 of interests of those who are persistently unseen in education and Examination of seminal and current research in education or beyond. licensed professionals’ disciplines through student-directed readings, discussions, and presentations. CIG 760R - Inquiry into Teacher Education Credits 3 Supports students in analyzing major issues, questions, and trends CIG 689 - Curriculum and Instruction Seminar Credits 1 - 3 in teacher education as well as the social, historical, and theoretical Examination of seminal and current mathematics education research backgrounds. Familiarizes students with various forms of literature in through readings, writings, discussions and presentations. Formerly the field of teacher education. Engages students in writing literature CIG 717 Note(s): Maximum of six credits accepted toward a degree. reviews and conference proposals. Prerequisite(s): Fifteen hours of graduate coursework or consent of instructor. CIG 761 - Theoretical Foundations of Education Credits 3 Examines the historical, philosophical, sociological, and cultural CIG 690 - Teachers as Action Researchers Credits 3 foundations of teaching and learning. Prerequisite(s): Doctoral status; Surveys literature on classroom action research as a new genre of or consent of instructor. research, examines important issues in the field of teacher research, and helps students begin conducting action research in their own CIG 762 - Instructional Strategies and Learning to classrooms. Students develop an action research project. Formerly 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 teacher CIG 692 - Curriculum Evaluation in Education Credits 3 educator, teacher educator curricular issues, and effective teaching Study of research-based practices in general and specific curriculum strategies for working with adult learners. Prerequisite(s): Doctoral evaluation. Note(s): Requires a field-based curriculum evaluation status. project related to an elementary or secondary subject area and basic knowledge of statistics, research methodology, and curriculum theory. CIG 763 - Advanced Research in Teaching and Prerequisite(s): CIE 685 or CIS 686 or consent of instructor. Teacher Education Credits 3 Broad overview of the process of learning to teach that begins long CIG 697 - Curriculum and Instruction Culminating before a teacher enrolls in education courses. Explores empirical Experience Credits 1 – 3 and conceptual questions about teacher learning across the career. Culminating experience for M.Ed. students. Includes a selection Prerequisite(s): Doctoral status. of faculty approved options such as a comprehensive examination, professional manuscript or presentation, eportfolio project, or other CIG 764 - Models of Teaching Credits 3 equitable curricular experiences. Formerly CIG 715 Grading: S/F Considers the wide variety of approaches to teaching through historical, grading. Prerequisite(s): Thirty hours graduate course work. theoretical and research perspectives. Emphasis on the identification of models of teaching most appropriate to the objectives of individual CIG 698 - Curriculum and Instruction lessons. Prerequisite(s): Doctoral status. Professional Paper/Project Credits 3 Culminating activity for M.Ed. students. Paper/project requires the CIG 765 - Instructional Design Credits 3 student to identify an educational issues applicable to a professional Trends, issues, and research findings on effective instructional setting and conduct in-depth study or action research concerning the planning, presentation, and evaluation. Prerequisite(s): Doctoral status. issue. Formerly CIG 718 Note(s): Maximum of six credits accepted toward a degree. Grading: S/F grading only. 196 Graduate Catalog • College of Education CIG 766 - Evaluation of Teaching Credits 3 CIG 775 - Theoretical Frameworks for Science Survey of current methods in evaluating teaching including summative Education Credits 3 and formative evaluation; high and low inference instruments; validity, Examines the backgrounds and applications of a variety of theoretical reliability and legal issues; and techniques of data gathering. Explores frameworks for qualitative, quantitative, and mixed-methods research evaluation as a method of improving instruction. Prerequisite(s): EPY in science education, including constructivist, hermeneutic, and 702 and Doctoral status. critical theory frameworks. Students will analyze and critique such frameworks as they apply toward their own potential research topics. CIG 767 - Human Relations for the Teacher Educator Credits 3 Prerequisite(s): Doctoral Status or Consent of Instructor Inquiry into the role of cultural, racial, and social minorities in education. Prerequisite(s): Doctoral status. CIG 776 - Philosophical Foundations of Science Education Credits 3 CIG 768 - Advanced Curriculum Studies Credits 3 An exploration of the works of twentieth century philosophers Examines various philosophical and theoretical traditions in of science who were most influential in shaping the thinking contemporary Curriculum Studies, including progressive educational about science among science education community. Aims to help thought, postmodern, post-structural, psychoanalytic, Marxist, participants develop informed and critical views of nature of science postcolonial, feminist, and queer theory. One of three courses that and its implications for science teaching and learning. Prerequisite(s): fulfills the requirement for two Educational Foundations courses. Doctoral status or Consent of Instructor Prerequisite(s): Doctoral status. CIG 777 - Principles of Learning Science Credits 3 CIG 769 - Advanced Curriculum Evaluation in This advanced course is designed to develop an understanding of the Education Credits 3 theoretical ideas related to how people learn scientific concepts. Using Development and application of evaluation models, instruments, and a combination of current research from cognitive science, educational strategies. Applications of selected models, instruments, and strategies psychology, and evaluations of classroom interventions, students to curriculum program evaluation projects. Requires in-depth will explore a range of topics that relate directly to science learning. evaluation report based on field experience project. Prerequisite(s): Prerequisite(s): Consent of instructor. Doctoral status. CIG 778 - Intergroup Dialogue Facilitation Credits 3 CIG 770 - Current Trends and Issues in Education Credits 3 Learn about what intergroup dialogue is, its basis in social identity, Contemporary trends and issues in curriculum development, teaching how to co-facilitate it, and how to go about building a for-credit and learning in education. Prerequisite(s): Doctoral status or consent intergroup dialogue program experience for undergraduate students of instructor. that would fulfill their diversity core course requirement. CIG 771 - Comparative Studies in Learning, CIG 779 - Advanced Seminar in Curriculum and Teaching, and Curriculum Credits 3 Instruction Credits 3 Examines relationships between learning, curriculum, teaching, Concentrated study of literature on specified topics in curriculum and teacher development within and across different countries and and instruction studies. Specific topic announced in the schedule of analyzes goals, theoretical assumptions, methodological dilemmas, classes. Note(s): Maximum of six credits accepted toward a degree. and implications of such comparisons. Prerequisite(s): Graduate Prerequisite(s): Doctoral status and consent of instructor. standing. CIG 780 - Research on Teaching and Schooling Credits 3 CIG 772 - Introduction to Cultural Studies in Education Credits 3 Examines, analyzes, and critiques research literature in contexts and Examines the political, theoretical, and historical roots of Cultural cultures of teaching and schooling, teachers’ knowledge and beliefs, Studies as it applies to issues of power, culture and knowledge in the school change and teacher change processes, and schooling for diverse field of education. Popular culture, media studies, youth/child culture learners. Prerequisite(s): Doctoral status. EPY 702 and CIG 761 or figure prominently. Note(s): This is a compulsory core for those in consent of instructor. the International and Cultural Studies emphasis area. Prerequisite(s): Graduate standing. CIG 781 - Theories and Research in Classroom Management Credits 3 CIG 773 - Critical Literacies/Critical Pedagogies Credits 3 Assists teacher educators in exploring major models of classroom Explores the work of Paulo Freire and the development of Critical management with emphasis on developing strategies to promote Literacy and Critical Pedagogy. Note(s): This is a required course teacher growth. Models include behavioristic, humanistic, and for students of International and Cultural Studies and can be used cognitive approaches toward managing student behavior. Development as an elective for those doctoral students in literacy education. of classroom routines, preventive discipline, and organization of Prerequisite(s): Doctoral Status or Consent of Instructor classroom environment. Prerequisite(s): Doctoral status. CIG 774 - Social Justice Education Credits 3 CIG 782 - School Climate Credits 3 In developing citizens committed to social justice educators must Study of research on effective schools relative to school climate; recognize how schools function within an untenable contradiction curricular, instructional, psychological, affective, and processing. to respond to the needs of hierarchies associated with the capitalist Emphasis on utilization of research in developing and inservice labor force/marketplace, and create equality of access to rights and education. Prerequisite(s): Doctoral status. opportunities for the nation’s residents promised by an ostensibly democratic republic. Prerequisite(s): Graduate standing. CIG 783 - Theory and Research in School Mathematics Credits 3 Analysis and evaluation of theories and research in school mathematics methods and curriculum with emphasis on theories and research leading to contemporary programs. Note(s): Maximum of six credits accepted toward a degree. Prerequisite(s): Doctoral status. Six hours of course work in educational research, one 700-level course in mathematics methods, and consent of instructor.

Graduate Catalog • College of Education 197 CIG 784 - Theory and Research in School Science Credits 3 CIL 501 - Children’s Literature Elementary School Curriculum Analysis and evaluation of theories and research in school science Credits 3 methods and curriculum with emphasis on theories and research Exposes teacher candidates to a wide range of children’s literature leading to contemporary programs. Note(s): Maximum of six credits and develops knowledge for selecting and sharing quality children’s accepted toward a degree. Prerequisite(s): Doctoral status. Six hours of literature in the elementary classroom. Focuses on the role that course work in educational research, one 700-level course in science children’s literature plays in the elementary curriculum. Formerly CIL methods, and consent of instructor. 615 Note(s): This course is crosslisted with EDRL 401. Credit at the 500-level requires additional work. CIG 785 - Theory and Research in School Social Studies Credits 3 CIL 511 - Teaching Language Arts Elementary Schools Credits 3 Analysis and evaluation of theories and research in school social Current methods and materials for teaching language arts including studies methods and curriculum with emphasis on theories and oral language arts including oral language development, speaking and research leading to contemporary programs. Note(s): Maximum of six listening, written expression, spelling, and handwriting. credits accepted toward a degree. Prerequisite(s): Doctoral status. Six CIL 542 - Literacy Instruction I Credits 3 hours of course work in educational research, one 700-level course in Methods of instruction and assessment for primary grade readers and social studies methods, and consent of instructor writers. Designed to help teacher candidates acquire knowledge and CIG 786 - Individual Instruction in Education Credits 1 – 6 strategies related to literacy development and engagement through Application of theory, actual research, or replication of studies related classroom application, reflection, analysis, and implementation of to school education. Note(s): Maximum of six credits accepted lessons with diverse learners. Formerly CIL 655 Note(s): This course is toward degree. Must be approved prior to registration. Prerequisite(s): crosslisted with EDRL 442. Credit at the 500-level requires additional Doctoral status. work. Prerequisite(s): Passing of Praxis Core: Reading 156; Writing 162; Math 15 Corequisite(s): Enrollment in a practicum. CIG 787 - Individual Instruction in Mathematics Education Credits 3 CIL 600 - Topics Literacy Education Credits 1 – 6 Application of theory, actual research, or replication of studies related Examines specific topics and issues of content, materials, methods, to mathematics education. Note(s): Maximum of six credits accepted and procedures related to literacy and literacy learning. Formerly CIL toward degree. Must be approved prior to registration. Prerequisite(s): 702 Note(s): Maximum of six credits accepted toward a degree. Doctoral status. CIL 601 - Foundations of Literacy Learning Credits 3 CIG 788 - Individual Instruction in Science Education Credits 3 Surveys theories and historical trends leading up to present day literacy Application of theory, actual research, or replication of studies related instruction. Incorporates application of current research to the methods to science education. Note(s): Maximum of six credits accepted and philosophies of teaching reading and writing. Formerly CIL 701 toward degree. Must be approved prior to registration. Prerequisite(s): CIL 604 - Literacy Instruction for Young Children Credits 3 Doctoral status. Current trends, practices, materials, and methods utilized in grades K-3. CIG 789 - Individual Instruction in Social Studies Includes language development, reading and writing development, and Education Credits 3 application of current research. Note(s): May include field experience. Application of theory, actual research, or replication of studies related Prerequisite(s): CIL 601 or CILR 601 to social studies education. Note(s): Maximum of six credits accepted CIL 607 - Comprehensive Reading Instruction Credits 3 toward degree. Must be approved prior to registration. Prerequisite(s): Study of historical developments, theoretical underpinnings and Doctoral status. practical applications of a comprehensive approach to literacy CIG 790 - Doctoral Research Seminar Credits 3 instruction. Prerequisite(s): CIL 601 or consent of instructor. Designed to assist a cohort of doctoral students in varying stages of CIL 610 - Content Area Literacy Credits 3 dissertation development: prospectus writing, research design, data Development of literacy processes and strategies in content areas. collection, data analysis, and oral defense. Note(s): Maximum of nine Formerly CIL 710 credits accepted toward a degree. Prerequisite(s): Doctoral status. CIL 616 - Teaching Writing Credits 3 CIG 791 - Internship in Curriculum and Instruction Credits 1 – 3 Study of research-based practices and methods in teaching and Individually structured apprenticeship experience preparing students assessing writing. Throughout the course students will explore the for future service. Requires up to 50 hour of work experience for each writing process through personal writing assignments. Formerly CIL credit earned. Note(s): Maximum of twelve credits accepted toward a 716 degree. Prerequisite(s): Doctoral status and consent of instructor. CIL 617 - Southern Nevada Writing Project: CIG 793 - Critical Inquiry and Praxis Credits 3 Invitational Institute Credits 6 A critical exploration and application of emergent, collaborative, Participants in the SNWP Invitational Institute explore writing and the indigenous, advocacy, and other social justice-oriented approaches to teaching of writing by engaging in the process themselves, demonstrating inquiry. Undertake multi-perspectival analysis and implementation of effective writing practices, planning school and community-based various criticalizing processes embedded in each inquiry approach. inquiry, and reading and responding to professional resources. Formerly CIG 799 - Dissertation Credits 3 CIL 717 Note(s): As an invitational institute, application and interview May be taken for variable credits over a period of several semesters, process required. Prerequisite(s): Application and interview. with final grade being withheld until the dissertation has been CIL 621 - Assessment in Literacy Credits 3 successfully defended. Once a student enrolls in CIG 799, enrollment Examines naturalistic assessment procedures in literacy based on a holistic must be continuous until the dissertation is successfully defended. philosophy. Students expected to field test selected assessment procedures. Note(s): May be repeated but only a maximum of 24 credits may Strategies for improving instruction presented. K-12 perspective. Formerly be allowed in the student’s program. Grading: S/F grading only. CIL 721 Prerequisite(s): CIL 601 or consent of instructor. Prerequisite(s): Consent of advisor. 3-24 credits in increments of three.

198 Graduate Catalog • College of Education CIL 622 - Practicum Literacy Diagnosis and Instruction Credits 3 CIL 680 - Contemporary Literature Children and Practicum in the application of principles, materials, and instructional Young Adults Credits 3 strategies for teaching students with literacy difficulties. Formerly CIL Designed for teachers and librarians. Evaluation, selection, and use 722 Prerequisite(s): CIL 621 of recent literature for children and young adults. Formerly CIL 740 Note(s): May be repeated after a six-year period. CIL 629 - Reading Conference Credits 3 Annual conference to bring together teachers and experts in reading, CIL 684 - Multicultural Literature Credits 3 the related language arts, and reading in the content area. Presentation Study and critical evaluation of multicultural and multiethnic literature of timely topics, new teaching techniques and technology-based media. and media for children and young adults. Formerly CIL 741 Note(s): May be repeated to a maximum of six credits. Grading: S/F grading only. CIL 687 - Literature-Based Instruction Credits 3 Study and application of principles and techniques of teaching reading CIL 641 - Instruction English and Language Arts Credits 3 and language arts with children’s literature (trade books) as primary Study of research-based instructional practices in the teaching of content. Formerly CIL 742 Prerequisite(s): CIL 680, CIL 681 or CIL 682 English/language arts. Formerly CIL 711 Prerequisite(s): CIL 701 or consent of instructor. CIL 688 - Historical Development of Literature Credits 3 Survey of the development of literature for children; investigation CIL 642 - Instruction English Education Credits 3 of social and cultural factors affecting children’s reading and the Designed to connect the study of curriculum theory and research publication of children’s books during different periods of United related to the teaching of English with the practices of teacher in the States history; critical analysis of the literary value of children’s books. secondary English classroom. Methods for reading, writing, speaking Formerly CIL 743 Prerequisite(s): CIL 680, CIL 681, or CIL 682 or and listening skills addressed. Formerly CIL 712 consent of instructor. CIL 643 - Curriculum Development English Education Credits 3 CIL 691 - Organization and Supervision Emphasizes research and curriculum studies dealing with content and Literacy Programs Credits 3 procedures in the English/language arts. Formerly CIL 713 For individual serving in or preparing for leadership roles in literacy. Emphasis on the effects of education reform; evaluation of model CIL 671 - Materials Selection School Library Credits 3 programs; design, implementation and evaluation of district-wide Study of research-based practices and methods of assessing and programs; development of guidelines for staff development. Formerly selecting school library material to meet curricular needs and reading CIL 726 Prerequisite(s): Fifteen hours graduate coursework in literacy interests and abilities of students. Methods of acquisition include or consent of instructor. design and implementation of collection development policies and survey of bibliographic tools used in the selection of K-12 materials. CIL 693 - Literacy for a Diverse Society Credits 3 Formerly CIL 731 Advanced course work focuses on literacy issues for students, including diverse learners from various cultures, socioeconomic backgrounds, CIL 672 - Reference Methods and Resources and language groups. Formerly CIL 728 Prerequisite(s): Fifteen hours School Library Credits 3 graduate coursework in literacy or consent of instructor. Study of research-based practices and methods of the school library’s informational curricular support function including the role of the CIL 699 - Literacy Research Seminar Credits 3 school library specialist as an information resource consultant, teacher Examination of seminal and current literacy education research and instructional partner. Examines selected print and electronic through readings, writings, discussions, and presentations. Formerly reference tools including dictionaries, encyclopedias, yearbooks, CIG 717 Prerequisite(s): Fifteen hours of graduate coursework or periodical indexes and subject area references. Formerly CIL 732 consent of instructor. CIL 673 - Technology Applications School Library Credits 3 CIL 747 - Literary Theories and Children’s Literature Credits 3 Examines the issues and methods for the application of library science- Explores various theoretical positions within the framework of based technology in the school library. Formerly CIL 733 literary theory and how these positions have influenced reading and literature instruction. Participants will come to understand a range of CIL 674 - Organization and Classification perspectives within literary theory and be able to relate these theories School Library Credits 3 to reading comprehension and literacy development. Prerequisite(s): Introduction to the principles, practices and trends of organizing CIL 740 or CIL 741 information in the school library including the classification, cataloging, and processing of materials for effective access and retrieval. Formerly CIL 770 - Advanced Practicum in Diagnosis and CIL 734 Prerequisite(s): CIL 671 and CIL 672 or consent of instructor. Instruction of Literacy Difficulties Credits 3 Corequisite(s): Concurrent or prerequisite CIL 673. Advanced practicum in the application of principles, materials, and instructional strategies for teaching students with literacy difficulties. CIL 675 - Administration School Library Credits 3 Note(s): Maximum of six credits accepted toward a degree. Study of research-based principles and strategies for planning, Prerequisite(s): Doctoral status or consent of instructor. organizing and administering school library programs and practices related to policy development, budgets, personnel, public relations, CIL 772 - Cognitive Foundations of Literacy Credits 3 facilities planning, and systematic program planning and evaluation. Examines theories and research on cognition related to literacy learning Formerly CIL 735 Prerequisite(s): CIL 674 and programs of literacy instruction for adults and children. Required of doctoral students in the literacy emphasis sequence. Prerequisite(s): CIL 676 - Supervised Practicum School Library Credits 3 Doctoral status. Supervised library practicum under the direction of professional librarians in school settings. Formerly CIL 736 Prerequisite(s): CIL CIL 774 - Historical Foundations of Literacy Research and 674 Corequisite(s): Concurrent or prerequisite CIL 675. Instruction Credits 3 Examines the historical foundations of literacy research and instruction. Overview of significance of research and theories within literacy and the implications for instruction today. Prerequisite(s): Doctoral status. Graduate Catalog • College of Education 199 CIL 776 - Social and Political Issues in Literacy Credits 3 CIG 649 - Social Studies Education Seminar Credits 3 Examines the social and political implications of literacy access and Examination of seminal and current social studies education research development by investigating the role of literacy in culture, government, through readings, writings, discussions and presentations. Prerequisite(s): economics, technology and its future in society. Prerequisite(s): CIL Fifteen hours of graduate coursework or consent of instructor. 772 and CIL 774 or consent of instructor. Doctoral status. CIG 720 - Principles of Mathematics Learning Credits 3 CIL 782 - Theory and Research in the Study of research involving cognitive factors that impact the learning English/Language Arts Credits 3 of mathematics. Critical interpretation and evaluation of research and theoretical CIS 513A - Teaching Secondary Art Credits 3 writing in English/language arts. Note(s): Maximum of six credits Provides an overview of methods and materials to include instructional accepted toward a degree. Prerequisite(s): EPY 702 and EPY 721 or strategies, curriculum standards, and classroom management consent of instructor. Doctoral status. techniques for teaching secondary school art. Students must have CIL 784 - Theory and Research in Literacy Credits 3 completed or be currently enrolled in courses to complete three-fourths Critical review of major studies in literacy with the student identifying of the content coursework in art. Corequisite(s): CIS 602, CIS 603 an area or areas which warrant investigation; planning a possible CIS 543 - Teaching Secondary implementation of research proposal. Note(s): Maximum of six credits Foreign/Second Language Credits 3 accepted toward a degree. Prerequisite(s): Six hours of educational Provides an overview of theories, methods, materials to include research from EPY 718, EPY 721, or EPY 722. Doctoral status. insturctional strategies, curriculum standards, and classroom CILR 601 - Foundations Literacy Learning Credits 3 management techniques for teaching Languages Other Than English Surveys theories and historical trends leading up to present day literacy (LOTE) at the secondary school level. Students must have completed instruction. Incorporates application of current research to the methods or be currently enrolled in courses to complete three-fourths of the and philosophies of teaching reading and writing. content coursework in LOTE. Prerequisite(s): 20-24 semester credit hours of LOTE. Corequisite(s): CIS 602, CIS 603 CILR 604 - Literacy Instruction for Young Children Credits 3 Current trends, practices, materials, and methods utilized in grades K-3. CIS 553M - Teaching Middle School Mathematics Credits 3 Includes language development, reading and writing development, Explore mathematics and its relation to education in grades 6 through and application of current research. 9. The focus is to develop skills in planning and teaching mathematics. Lessons incorporate use of technology, cooperative learning, and CILR 607 - Comprehensive Reading Instruction Credits 3 manipulatives while providing an environment to construct knowledge Study of historical developments, theoretical underpinnings and about arithmetic, algebra, geometry, probability, and statistics. practical applications of a comprehensive approach to literacy Evaluation using formative and summative strategies. Note(s): This instruction. course is crosslisted with EDMS 453. Credit at the 500-level requires CILR 610 - Content Area Literacy Credits 3 additional work. Prerequisite(s): PPST Corequisite(s): Concurrent Development of literacy processes and strategies in content areas. enrollment in a practicum CILR 621 - Assessment in Literacy Credits 3 CIS 553S - Teaching Secondary Mathematics Credits 3 Examines naturalistic assessment procedures in literacy based on a holistic The focus is on developing skills in planning and teaching mathematics philosophy. Students expected to field test selected assessment procedures. for grades 9 –12 that are consistent with Mathematics Standards. Strategies for improving instruction presented. K-12 perspective. Students explore instructional strategies to develop understanding of concepts in the topic areas of arithmetic, algebra, geometry, CILR 622 - Practicum Literacy Diagnosis and trigonometry, calculus, probability, and statistics. Evaluation Instruction Credits 3 procedures use formative and summative strategies. Note(s): This Practicum in the application of principles, materials, and instructional course is crosslisted with EDSC 453. Credit at the 500-level requires strategies for teaching students with literacy difficulties. additional work. Prerequisite(s): PPST Corequisite(s): Concurrent CILR 680 - Contemporary Literature for enrollment in a practicum. Children & Young Adults Credits 3 CIS 563 - Teaching Secondary Science Credits 3 Designed for teachers and librarians. Evaluation, selection, and use of This course is designed for candidates intending to teach high school recent literature for children and young adults. science. Course topics include: assessing knowledge before instruction, TESL 761 - Literacy Development in the designing curriculum, planning lessons, promoting inquiry-oriented Bilingual Classroom Credits 3 teaching, teaching about evolution and nature of science, scientific literacy, Current trends, practices, materials, and methods in literacy instruction laboratory safety, national and state standards, using technology, and in a bilingual (Spanish-English) classroom, including Spanish language assessing student learning. Note(s): This course is crosslisted with EDSC development, reading and writing development, and application of 463. Credit at the 500-level requires additional work. Prerequisite(s): research. PPST Corequisite(s): Enrollment in a practicum and CIS 702. TESL 764 - Assessment Bilingual Classroom Credits 3 CIS 573 - Teaching Secondary Social Studies Credits 3 Assessment of bilingual (Spanish-English) students; selection of Teaching Secondary Social Studies appropriate bilingual (Spanish-English) assessment instruments, CIS 601 - Secondary Teacher Development Seminar Credits 3 their administration, scoring, and interpretation. Formerly CIL 664. Designed for students entering the Secondary Graduate Licensure Prerequisite(s): TESL 752 program. Examines contemporary trends for developing classroom TESL 765 - Curriculum Development expertise with observations in a middle or high school setting. Bilingual Classroom Credits 3 Focuses on theory and practice in fostering personal and professional Principles of curriculum organization, development, adaptation, development for inservice teachers. Formerly CIS 701 Same as CIE and implementation of a bilingual (Spanish-English) curriculum. 601 Prerequisite(s): Graduate standing. Corequisite(s): Admission to Prerequisite(s): TESL 752 Graduate Licensure Program. 200 Graduate Catalog • College of Education CIS 602 - Secondary School Practicum Credits 3 CIS 622 - Instructional Middle School Designed for Secondary Graduate Licensure students. Exposure to Mathematics Education Credits 3 contemporary urban educational settings and basic management and Study of research-based practice and methods in middle school planning strategies through structured experiences in a middle or mathematics education. Prerequisite(s): EDEL 433 or EDMS 453 or high school settings, supplemented with campus-based instruction. EDSC 453 or consent of instructor. Formerly CIS 702 Prerequisite(s): PPST and CIS 601 Corequisite(s): CIS 624 - Instruction Secondary Mathematics CIS 603 and subject area methods. Education Credits 3 CIS 603 - Secondary Process and Instruction Credits 3 Study of research-based practice and methods in secondary school Designed to examine effective teaching practices and theories. Students mathematics education. Formerly CIS 724 Prerequisite(s): EDMS 453 examine research literature in classroom organization and management, or EDSC 453 or consent of instructor. instructional planning, classroom contexts and conditions. Provides CIS 628 - Technology Application in analyses of the secondary classroom processes, school context, and Secondary Mathematics Education Credits 3 the community at large. Formerly CIS 703 Prerequisite(s): PPST and Study and development of research-based practices and methods of CIS 601 Corequisite(s): CIS 602 and subject area methods. using computer-based technology to teach mathematics in secondary CIS 604 - Secondary Classroom Management Credits 3 schools. Formerly CIS 728 Prerequisite(s): CIS 622 or CIS 624 or Students engage in the examination of theories, models and application consent of instructor. of classroom management to develop a personal philosophy and CIS 629 - Curriculum Development Secondary effective practices of managing contemporary middle and high school Mathematics Education Credits 3 classrooms. Formerly CIS 711 Prerequisite(s): Graduate standing Examiners research and curriculum studies related to content and CIS 610 - Middle School History, Theory, and procedures within secondary school mathematics programs. Same as Philosophy Credits 3 CIE 629 Prerequisite(s): CIS 622 or CIS 624 or consent of instructor. Study of history, theory, and philosophy of middle school learning CIS 630 - Topics Secondary School Science Credits 1 - 3 environments. Emphasis on application of theory and philosophy to Examines specific topics and issues related to content and pedagogy in contemporary middle school contexts. Formerly CIS 716 secondary science education. Same as CIE 630 Note(s): Maximum of CIS 611 - Instructional Trends for the six credits accepted toward a degree. Prerequisite(s): Current teaching Middle School Level Credits 3 certificate or consent of instructor. Study of application of knowledge about instructional strategies, CIS 632 - Instruction Middle School Science Education Credits 3 adolescent development, and models of teaching to the middle school This course is designed for teachers of middle school science. Course topics context. Students design lessons appropriate for middle-level learners include: assessing knowledge before instruction, designing curriculum, and examine literature on interdisciplinary teaching and middle-level planning lessons, promoting inquiry-oriented teaching, teaching about learners. Formerly CIS 717 Prerequisite(s): CIS 710 evolution and nature of science, scientific literacy, laboratory safety, CIS 612 - Curriculum Development national and state standards, using technology, and assessing student Middle School Education Credits 3 learning. Prerequisite(s): EDSC 463 or consent of instructor. Studies application of curriculum development theory to middle CIS 634 - Instruction Secondary Science Education Credits 3 school context. Emphasis on middle-level teacher’s role in curriculum Study off research-based practice and methods in secondary school development. Students examine and develop interdisciplinary teaching science education. Prerequisite(s): EDSC 463 or EDSC 563 and units. Formerly CIS 718 Prerequisite(s): CIE 685 or CIS 684 or CIS 686 current teaching certificate or consent of instructor. CIS 613 - Contemporary Middle School Research Credits 3 CIS 638 - Technology Applications in Assessment of research practices and trends in middle schools. Secondary Science Education Credits 3 Emphasis on application of research findings to school classroom. Study and development of research-based practices and methods Proposals for action research projects in middle school learning of using computer-based technology to teach science in secondary environment required. Formerly CIS 719 Prerequisite(s): Three hours schools. Formerly CIS 738 Prerequisite(s): CIS 632 or CIS 634 or course work in research; six hours in middle school education. consent of instructor. CIS 617 - Topics Secondary Education Credits 1 – 3 CIS 639 - Curriculum Development Examines specific topics and issues related to content in secondary Secondary Science Education Credits 3 subjects. Formerly CIS 707 Note(s): Maximum of six credits accepted Examines research and curriculum studies related to content and toward a degree. Prerequisite(s): Current teaching certificate or consent procedures within secondary school science programs. Same as CIE of instructor. 639 Prerequisite(s): CIS 632 or CIS 634 or consent of instructor. CIS 618 - Instructional Methods Secondary School Credits 3 CIS 640 - Topics Secondary Social Studies Study of research-based practice and methods related to curricular Education Credits 1 - 3 content in specific secondary subjects. Formerly CIS 708 Examines specific topics and issues related to content and pedagogy Prerequisite(s): Current teaching certificate or consent of instructor. in secondary social studies education. Same as CIE 640 Note(s): CIS 620 - Topics Secondary School Mathematics Credits 1 - 3 Maximum of six credits accepted toward a degree. Prerequisite(s): Examines specific topics and issues related to content and pedagogy Current teaching certificate or consent of instructor. in secondary mathematics education. Same as CIE 620 Note(s): CIS 644 - Instruction Secondary Social Studies Maximum of six credits accepted toward a degree. Prerequisite(s): Education Credits 3 Secondary mathematics undergraduate methods course and current Study of research-based practice and methods in secondary school teaching certificate. social studies education. Prerequisite(s): EDSC 473 or EDSC 573 and current teaching certificate.

Graduate Catalog • College of Education 201 CIS 649 - Curriculum Development CIT 609 - Internet for Learning Credits 3 Secondary Social Studies Education Credits 3 Examines the potential of the Internet to impact education and Examines research and curriculum studies related to content and learning. Explores a wide range of online resources and how they can procedures within secondary school social studies programs. Same as be integrated into instruction. Formerly CIT 709 CIE 649 Prerequisite(s): CIS 644 or consent of instructor. CIT 611 - Digital Publishing for Educators Credits 3 CIS 682 - Secondary School Instruction Credits 3 Hands-on tutorials and design assignments for using page layout Examines effective teaching practices derived from classroom-based and graphics software to create well designed, effective publications research. Includes instructional planning, instructional strategies, for professional and instructional purposes. Topics include: design motivational techniques, teaching models, and the teacher-as- principles, layout techniques, graphics and type manipulation, researcher. Formerly CIS 704 Prerequisite(s): EDSC 481 or consent importing media, and desktop publishing projects for the classroom. of instructor. Formerly CIT 711 Prerequisite(s): Coursework in educational technology or consent of instructor. CIS 684 - Secondary Education Curriculum Credits 3 Examines the major input variables to curriculum decision-making at CIT 622 - Microcomputer Technology for Educators Credits 3 the secondary level. Emphasis on the levels of curriculum decision- In-depth look at how personal computers work. Microprocessors, making, decision implementations, and curriculum evaluation. printed circuit boards, bus structures, storage devices, and display Formerly CIS 705 Prerequisite(s): EDSC 481 or consent of instructor. options examined from the perspective of how they impact educational applications, purchasing decisions, and planning. Formerly CIT 722 CIS 686 - Curriculum Development Secondary Prerequisite(s): Coursework in educational technology or consent of Education Credits 3 instructor. Introduces problem of conducting systematic inquiry in the curriculum field related to a subject area discipline, including generation of practical CIT 643 - Designing Digital Materials for Education Credits 3 programs, curriculum research and theory, innovative proposals, and Examines instructional design principles and applies them to the critical analysis. Current status of field, literature sources, and work of design of instructional software. Explores various theories of learning leading scholars. Prerequisite(s): CIS 618 or CIS 684 as they apply to courseware. Formerly CIT 743 Prerequisite(s): CIT 608 or consent of instructor. CIT 600 - Topics in Educational Technology: Credits 1 - 6 Specialized course that explores current educational technology topics. CIT 647 - Creating Online Learning Environments Credits 3 Educational Web site development using contemporary tools and CIT 601 - Technology Applications Elementary contexts. Emphasis on web-based programming and user interface Curriculum Credits 3 design. Formerly CIT 747 Prerequisite(s): CIT 609 or consent of Study of issues and applications of digital technologies in elementary instructor. schools. Students will explore appropriate uses of technology and gain hands-on experience in developing instructional activities using CIT 648 - Issues and Methods in Online Learning Credits 3 technology applications. Formerly CIT 701 Same as CIT 602 Addresses the theory and practice for online teaching and learning. Participants explore a range of resources and extend skills in CIT 602 - Technology Applications creating and implementing digital learning activities. Emphasis is Secondary Curriculum Credits 3 on pedagogical issues and trends in virtual schooling and distance Study of issues and applications of digital technologies in secondary education. Formerly CIT 768, CIT 668 Prerequisite(s): CIT 609 or schools. Students will explore appropriate uses of technology and consent of instructor. gain hands-on experience in developing instructional activities using technology applications. Formerly CIT 702 Same as CIT 601 CIT 649 - Instructional Methods Computer Applications Credits 3 CIT 604 - Nevada Technology Leadership Conference Credits 1 Study of research-based practices and methods for teaching computer Annual conference to bring together educators interested in enhancing applications. Emphasis on developing project-based instructional activities teaching and learning with computer-based technology. Presentations for teaching digital technologies in the elementary/secondary classroom of timely topics, new techniques and strategies, and the latest hardware or professional development settings. Formerly CIT 749 Prerequisite(s): and software applications. Formerly CIT 704 Note(s): Maximum of Coursework in educational technology or consent of instructor. three credits accepted toward a degree. Prerequisite(s): Course work or experience in computing. CIT 651 - Instructional Methods Computer Science Credits 3 Study of research-based practices and methods in the teaching CIT 607 - Technology as Educational Mindtools Credits 3 of computer science topics including algorithmic processes and Examines current technologies as examples of mindtools, research- their principles, object orientation and programming, elements of based devices used to help students think and learn. Explores software design and usability, data abstraction and logic structures, mindtools as a cognitive model and uses technology as a mindtool and interface design. Emphasis is on project-based learning (PBL) while providing students with the requisite skills to implement these strategies in a web-based development environment. Formerly CIT tools in a classroom setting. Formerly CIT 707 751 Prerequisite(s): Consent of instructor. CIT 608 - Integrating Technology in CIT 653 - Creating Digital Materials for Education Credits 3 Teaching and Learning Credits 3 Focus on current application programming interfaces for developing Study of research-based practices and methods of integrating digital educational materials. Formerly CIT 753 Prerequisite(s): CIT technology to promote thinking and learning. Students actively explore 643 or consent of instructor. contemporary technologies and environments for the production and consumption of information. Formerly CIT 720 and CIT 620. Prerequisite(s): Coursework in educational technology or consent of instructor.

202 Graduate Catalog • College of Education CIT 667 - Technology and Educational Change Credits 3 CIT 774 - Behavioral Sciences & Technology Credits 3 Examines issues and trends pertaining to the implementation of Emphasis is placed on the critical review of theory-driven research technology-based innovations. Includes a review of research on in the general principles of behavioral and social processes in past and current change efforts. Topics covered include professional technological contexts. Prerequisite(s): Doctoral standing and/or development, assessment, strategies for technology coordinators, grant consent of instructor. Students must have the ability to access and use writing, and long-range planning for effective change. Formerly CIT UNLV’s Web Campus learning management system. 767 Prerequisite(s): CIT 608 or consent of instructor. CIT 775 - Affect & Technology Credits 3 CIT 669 - Advanced Web Design and In-depth examination of research that addresses the relationship between Development for Educators Credits 3 affect and learning as facilitated by technology. Prerequisite(s): Doctoral Advanced educational web site development with emphasis on standing and/or consent of instructor. Students must have the ability to web-based programming and user interface design. Development access and use UNLV’s Web Campus learning management system. environments such as JavaScript, Perl/ CGI, and brief introduction to CIT 776 - Emerging Technologies for Learning Credits 3 Java explored. Formerly CIT 769 Prerequisite(s): CIT 647 or consent In depth examination of contemporary technologies for example, of instructor. social media platforms, mobile technologies, games, and simulations. CIT 673 - Digital Materials Studio Credits 3 Prerequisite(s): Doctoral standing and/or consent of instructor. Project-based course emphasizing problem definition, instructional design, Students must have the ability to access and use UNLV’s Web Campus and product development. Students work individually and collaboratively learning management system. on a set of relevant technical and pedagogical competencies. Formerly CIT 778 - Instructional Design Credits 3 CIT 763 Prerequisite(s): CIT 643 or consent of instructor. Trends, issues, and research findings on effective instructional CIT 676 - Management of Educational planning, presentation, and evaluation. Prerequisite(s): Doctoral status Technology Facilities and Resources Credits 3 or consent of instructor. Advanced course focusing on problems and issues in procurement CIT 780 - Educational Technology Research and and management of educational computing applications, desktop Practice Credits 3 workstations, computer laboratories, local and wide area networks, Examines the latest research regarding learning and educational and support services. Consideration given to hardware and software technology. Research supported principles will be applied in the interoperability; security for hardware, software and information; development of instructional materials. This course can be taken up to legal issues; health and safety factors; budgeting. Formerly CIT 766 3 times for a total of 9 credit hours. Prerequisite(s): CIT 770 or consent Prerequisite(s): CIT 622 of instructor. CIT 700 - Advanced Topics in CIT 782 - Distance Education Issues and Trends Credits 3 Educational Technology Credits 1 – 6 Study of issues, and trends in Distance Education. Examines distance Specialized course that explores current educational technology topics education history, research, practice, and program/course development. and issues. Prerequisite(s): Doctoral status or consent of instructor. CIT 770 - Foundations in Technology & Learning Credits 3 ESP 723 - Learning Strategies Instruction Credits 3 Emphasis is on critical review and analysis of computer-mediated Theoretical and practical aspects of implementing a learning strategy communications, human-computer interaction, and human factors curriculum within elementary and secondary school environments. Class design research for learning contexts. Prerequisite(s): Doctoral status participants analyze, synthesize, and modify instructional strategies to or consent of instructor. meet the needs of students with disabilities. Prerequisite(s): ESP 701 CIT 772 - Technology in Teacher Education Credits 3 CIS 533 - Teaching Secondary English Credits 3 Examines issues and research on preparing teachers to enhance This course is designed for preservice teachers planning to teach high learning with technology. Topics include ISTE’s National Educational school English. Course topics include methods, materials, teaching Technology Standards (NETS) for Students and Teachers, technology techniques, and strategies unique to the English classroom, as well as integration in methods courses and field experiences, electronic curriculum design, lesson planning, assessment, and current issues in the portfolio assessment, one-to-one laptop projects, and online learning teaching of English. Note(s): This course is crosslisted with EDSC 433. in teacher preparation and professional development. Prerequisite(s): Credit at the 500 level requires additional work. Corequisite(s): CIS 702 Doctoral status or consent of instructor. CIT 773 - Interaction Design Credits 3 In-depth examination of how human-computer interaction design influences learning. Prerequisite(s): 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 203