MSPED 500    Assessment in Special Education (3)
Provides for the study, interpretation and use of a variety of commercial assessment tools used in the field of special education. Students will collect and analyze data obtained in an inclusive classroom or special education setting. The data will be used to construct developmentally appropriate classroom activities. A field component is required (summer semester). Prerequisites: MSPED 510 and MEDUC 512. This course is for students who are part of the Dual Certification Program.

MEDUC 501   Current Trends in Education (3)
A study of the political, social, economic and intellectual forces currently shaping American education. Special attention is given to educational reforms since the 1960s, the role of the teacher in a democratic society, the challenges facing the contemporary teacher in an era of cultural diversity, changing family structures, technological change, drugs, the pressures for reform, and professionalism in teaching. Prerequisite: None.

MEDUC 502   Learning Theory and Human Development (3)
Designed to integrate teaching and learning theory. Current research related to child development, cognition, teaching practice and learning styles is explored. Three half-day field observations in a classroom setting are required. Prerequisite: None.

MEDUC 503   Educational Assessment and Measurement (3)
The theory and practice of formal (i.e., achievement, aptitude, etc.) and informal assessment (i.e., portfolio and outcome-based, etc.) are studied. Emphasis is placed on how to assess within the classroom and how to apply assessment information to classroom instruction. Prerequisites: MEDUC 502 and 508. For M.Ed. students only.

MEDUC 504   Technology for Learning (3)
Emphasizes an analysis of the application of technology for learning, including problem solving and assessment. Hands-on experience is emphasized in the exploration of the use of computer hardware and software, digital photography and the Internet. Copyright laws are also reviewed. Prerequisite: None.

MEDUC 505   Management of the Curriculum (3)
Provides an examination of the aims, processes, content and organization of curriculum within secondary school instruction. Particular focus will be given to the interface between student learning and teacher instruction, through a study of classroom management strategies. Theories of student learning in the middle and high grades, and the tools teachers need to connect instruction to learning, will be explored. Basic competencies in lesson and curriculum planning will be developed. Emphasis is placed upon the notion of discipline as integrating subject knowledge with certain teacher-student behaviors and classroom environments for that knowledge to translate into learning. For MAT Secondary only.

MEDUC 506   Mathematics in the Integrated Curriculum (3)
Teacher candidates learn how to assist their pupils as they construct an understanding of mathematics. Focus will be given to teaching math skills within the context of problem solving, communication, connections and reasoning using many tools including manipulatives, technology, children’s literature and journaling. Two half-day field experiences are required. Prerequisite: None.

MEDUC 507   Science in the Integrated Curriculum (3)
Presents modern methods for elementary science instruction via inquiry and Constructivist teaching principles. Teacher candidates will explore methods to stimulate children to wonder, to use process skills and to construct meaning of scientific principles and concepts. Prerequisite: None.

MSPED 508    Students with Special Needs and Diverse Learning Styles (3)
Explores the academic, behavioral and socio-emotional characteristics of students having special needs. Specific handicapping conditions will be described, and behavioral management and classroom inclusion strategies will be presented. Additionally, the learning and response styles of students of diverse ethnicities will be presented. Prerequisite: None.

MSPED 509    Elementary Education Curriculum Design/Adaptation (3)
Teacher candidates learn how to modify school curricula to accommodate differences in their students’ learning styles. Theoretical bases for curriculum adaptation as well as practical application will be discussed. A field component is required (summer session). Prerequisite: MEDUC 512. This course is for students who are part of the Dual Certification Program.

MSPED 510    Reading Assessment and Intervention (3)
Assists teacher candidates in becoming proficient consumers and users of classic based assessments and assessment data. Instruction will focus on: building knowledge of the purposes of the assessment; types of assessment tools; how to administer and use several valid, reliable, well researched formal and informal assessments of reading; related skills of how to effectively interpret the results of assessments; and how to communicate assessment results in a variety of contexts. Teacher candidates will show that they can use assessment data to guide instructional decisions. Teacher candidates will demonstrate their abilities by selecting, administering, and/or interpreting assessments appropriate for screening, progress monitoring, diagnosing and outcome measurement. Prerequisites: MEDUC 528 and 532. MSDE approved.

MSPED 511    Management for Inclusive Settings (3)
Focuses on the study of teaching methods and classroom management techniques that facilitate the learning of students with special needs. Prerequisites: MEDUC 501, 502 and MSPED 508. This course is for teacher candidates who are part of the Dual Certification Program. Field experience requirement.

MEDUC 512   Instruction of Reading (3)
Provides the teacher candidate the ability to use a representative array of research-based instructional techniques and strategies in the area of reading. Instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension) suitable for various age and ability groups are emphasized. Throughout the course, teacher candidates will demonstrate their skill with the instructional routines and strategies by role-play, live demonstrations, critiquing good and inadequate models, and reviewing the research support available for those approaches. Prerequisites: MEDUC 528 and 532. MSDE approved.

MEDUC 513   Social Studies in the Integrated Curriculum (3)
Topics in multicultural education, history, geography, economics, political science, social science and current events are presented and integrated into the curriculum to enhance critical thinking and problem solving skills. Teacher candidates will have the opportunity to make literacy connections for each topic presented. Attention is given to a variety of strategies that include, but are not limited to, multiple intelligences, case study, concept formation, primary sources and values formation. Two half-day field experiences are required. Prerequisite: None.

MEDUC 514   Secondary Educational Assessment and Measurement (3)
The theory and practice of formal (i.e., achievement, aptitude, etc.) and informal assessment (i.e., portfolio and outcome-based, etc.) are studied. Emphasis is placed on how to assess within the classroom and how to apply assessment information to classroom instruction. Prerequisites: MEDUC 502 and 508. For MAT Secondary, Art and Music Education students only.

MEDUC 518   Teacher Internship: Elementary (10 credits)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby elementary schools. Open only to teacher candidates enrolled in the MAT Elementary Program. Prerequisite: successful completion of all professional and content courses.

MSPED 519    Dual Internship (10 credits)
Designed to provide the teacher candidate the opportunity to participate in a three-tiered internship setting (regular classroom, inclusive classroom and resource room) under the mentorship of a special educator, a classroom teacher and a university supervisor. Prerequisite: successful completion of all professional and content courses.

MEDUC 520   Teacher Internship: Art or Music (10 credits)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby schools. Open only to teacher candidates enrolled in the MAT Art or Music Program. Prerequisite: successful completion of all professional and content courses.

MEDUC 521   Teacher Internship: Secondary (10 credits)
Provides the student the opportunity to participate in observation and supervised student teaching in nearby secondary schools. Open only to teacher candidates enrolled in the MAT Secondary Program. Prerequisite: successful completion of all professional and content courses.

MEDUC 522   Integrated Teaching and Learning (3)
Designed to integrate mathematics, science, language arts and social studies education. Technologies are applied as learning tools, and students base their instructional design and delivery on their knowledge of learning theory and human development. This summer academic enrichment program for children offers opportunities to deliver and assess integrated instruction. Prerequisites: MEDUC 501, 502, 503, 504, 506, 507, 512, 513. For M.Ed. students only. (offered Summer 2006 and 2007 only)

MEDUC 523   Teacher Research Seminar (3)
This course, taken during Internship II, is designed to engage the student intern in an understanding of the basics of educational research and the value of the research tool for the beginning teacher. Specific attention is given to problem definition, data collection and methods of analysis related to instruction. Similarly, student interns are helped to develop their proficiency in “reflective practice” as a key dimension of successful classroom instruction. An individual action research proposal for a classroom setting will be planned, undertaken and documented. Where applicable, approval by the Mount’s Institutional Review Board will be required for this project. Prerequisites: MEDUC 502, 503 (secondary and art majors only) and 504. For MAT students only.

MEDUC 524   Fundamentals of Educational Research (3)
Designed to introduce students to quantitative and qualitative research methods. Students will apply their knowledge of research methods by conducting a critical review of the research in an area of interest. Prerequisite: None.

MEDUC 525   Research Thesis (3-6 credits)
Building upon MEDUC 524, this course requires the completion of a research project and thesis, as individually determined and pursued by the student in consultation with a research tutor from the faculty. The thesis will be a scholarly study of a research project, showing graduate level synthesis of existing research and literature in a field, and the systematic investigation of a topic within that field according to the canons and traditions of a particular research approach. Review and approval by the university’s Institutional Review Board may be required, as deemed necessary, prior to the investigation. The thesis will be evaluated by a faculty committee. Guidelines on the research process and thesis will be published separately. Prerequisites: MEDUC 524. This course must be taken within the last 9 credits in the program. For M.Ed. students only.

MEDUC 526   Reading in the Secondary Content Areas I (3)
Provides teacher candidates with an understanding of the essentials of reading processes necessary for secondary students to become proficient readers. Participants gain an understanding of the following five areas: purposes and types of reading, methods of assessing reading, strategies and skills in reading, student-centered reading instruction and affecting dimensions of reading. (Taken Spring semester during Internship I.) Internship I fee applies. MSDE approved.

MEDUC 527   Reading in the Secondary Content Areas II (3)
Expands on MEDUC 526, enabling teachers to apply theories, strategies and practices daily in classroom instruction. This course must be taken concurrently with Internship II. MSDE approved.

MEDUC 528   Processes and Acquisition of Reading (3)
Assists teacher candidates in understanding the reading acquisition process through observation and analysis of reading and written language development, and the study of current issues in reading research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be introduced to current scientific research. Prerequisite: None. MSDE approved.

MEDUC 530   Art Methods (3)
Teacher candidates will become acquainted with the various media, techniques and principles of art. The course is designed to provide a basis for understanding, evaluating and developing students’ artistic abilities in grades pre-kindergarten through 12. This course is taken concurrently with MEDUC 514 and MEDUC 526. Prerequisites: MEDUC 501 and MEDUC 502.

MEDUC 532   Materials for Teaching Reading (3)
Assists teacher candidates in selecting and evaluating materials for teaching reading and related skills that are consistent with the findings of scientifically based reading research. Teacher candidates should leave this course with an understanding of research-supported programs, approaches and methods so that they can address different levels of reading proficiency within the classroom and enable students to become strategic, fluent and independent readers. Participants will be prepared to involve parents and members of the school and surrounding community to promote daily reading both inside and outside of school. Field experience is required. Prerequisites: none. MSDE approved.

MEDUC 536   Content Area Pedagogy (3)
Explores models of instruction and teaching methods that guide and support adolescent and young adult learning. Emphasis will be given to lesson and unit planning, communication and assessment strategies across the curriculum, and the use of instructional resources. Field experiences are discipline-specific, extend teacher candidate knowledge of teaching and learning and are held at Frederick High School or West Frederick Middle School. Prerequisites: MEDUC 501, 502. To be taken as part of Internship I.

MEDUC 540   Music Methods (3)
Provides preparation and support for the variety of musical teaching opportunities within the elementary and secondary school classrooms. Teacher candidates will experience and evaluate a broad survey of methods and materials, from which they will begin to formulate original concepts and teaching philosophies and consider methods for inclusion in their present teaching situations as appropriate. Such concepts include the fundamental approaches of Emile Jacques-Dalcroze, Zoltan Kodaly and Carl Orff, as well as the modern philosophy of Edwin Gordon. The implementation of such important documents as the various state-mandated Standards of Learning and the National Standards of Music Education will be addressed as well as fundamental musical concepts, literature and professional development. Prerequisites: MEDUC 501 and MEDUC 502.

MEDUC 600   Roles of the Reading Specialist (3)
Addresses the multiple roles that reading specialists play in K-12 schools. Through course readings, discussions and projects, students will develop the skills to summarize research studies, to plan and deliver research-based professional development workshops for colleagues, and to communicate data-driven decisions with K-12 learners, their parents, colleagues and policy makers.

MEDUC 601   Advanced Processes and Acquisition of Reading (3)
Examines the theory and research of beginning reading and skilled reading as a backdrop for studying the processes and acquisition of reading for English language learners and individuals with learning disabilities.

MEDUC 602   Teaching Reading to English Language Learners (3)
Emphasizes the prevention of and intervention for reading difficulties in emergent and early readers, including the appropriate placement, program planning and ongoing assessment of English language learners. The course advocates a literacy program of graphophonics, semantics and syntactics in teaching reading.

MEDUC 603   Teaching Reading in the Content Area for English Language Learners (3)
Through this course the prospective reading specialist will identify and develop an understanding about strategies and skills required to read successfully in various content areas in middle and high schools. Methods of teaching reading while building content knowledge are examined as are ways to deliver inservice training about particular methods. Adapting materials and instructional activities for the English language learners is the focus of the in-school experience.

MEDUC 604   Reading Assessment Seminar (3)
Provides prospective reading specialists an overview of formal and informal reading assessments for the K-12 learner. Through case study analysis students will gain skill in selecting and administering appropriate assessments and making recommendations for instruction to meet individual student needs, including second language learners and those with reading disabilities. Emphasis will be on the evaluation of commercial instruments, the uses of assessment data from state, local and classroom assessments, and the communication of assessment results to parents and school personnel.

MEDUC 605   Reading Specialist Practicum (6)
Provides prospective reading specialists with the opportunity to participate on a school-based literacy team and teach K-12 students in a Frederick County Public School Summer Academy. Emphasis will be on using assessments to develop and deliver reading interventions to individuals and small groups of students, and designing and providing reading workshops for other professionals, paraprofessionals and parents.

Emphasis will be placed on developing sound approaches and procedures to solve statistical problems. In addition, producing correct interpretation of results and clear reporting of analysis are of primary importance. Understanding the concepts and procedures developed and applying and interpreting them correctly are the primary goals of the course.

Theoretical analysis will be kept to a minimum; however, understanding of techniques will be emphasized. It will be assumed that the student can perform basic algebraic calculations.

MEDUC 610   Foundations of Instructional Technology (3)
Examines theoretical frameworks and current research on instructional technology and considers the influence of competing entities on technology’s use and decision making in the classroom. Prerequisite: None.

MEDUC 611   Computer Graphic Design (3)
Covers the essential software, concepts and skills to develop quality graphics, layout and media products with an emphasis on multimedia and desktop publishing. Students learn to use state-of-the-art software for graphic designs, which are the foundations of Web-based delivery systems and all forms of instructional media. The skills developed through this course will be used in subsequent project-based courses where students develop hypermedia products and author educational web pages. Prerequisite: None. Formerly MEDUC 529.

MEDUC 612   Instructional Design and Development (3)
Uses a learning theory approach to instructional design. Students will evaluate web- and media-based learning systems and use instructional design principles to create an electronic learning environment that requires the learner’s active, constructive and reflective involvement. Prerequisite: MEDUC 611.

MEDUC 613   Integrating Technology in Teaching and Learning (3)
Focuses on methods and management strategies for teaching with technology and assessing both student-generated and teacher-generated technology products. An emphasis will be placed on using technology tools to collect and interpret data for the purpose of instructional planning. Prerequisite: MEDUC 612.

MEDUC 614   Assistive and Adaptive Technology (3)
In this course teachers plan, implement and evaluate student uses of adaptive and assistive devices. Prerequisite: None.

MEDUC 615   Distance Education (3)
Students explore relevant concepts and issues in distance education through exploration of existing practices and theoretical foundations. In this course, students will collaboratively develop a distance education module and team teach/facilitate an asynchronous learning environment. Prerequisite: MEDUC 610. Formerly

MEDUC 616   Role of the Technology Facilitator (3 credits)
Addresses the multiple roles of the technology facilitator in K-12 schools. Through course readings, discussions and projects, students will develop the skills to summarize research studies, to plan and deliver research-based professional development workshops, to prepare a school technology plan, to engage in facilities planning, and to address issues of security and legal and ethical uses of technology in schools. Prerequisites: MEDUC 613, 614, 615.

MEDUC 617   Practicum in Instructional Technology (6)
Provides prospective technology facilitators the opportunity to participate on a school-based technology team. Partnered with an experienced technology facilitator or specialist, the prospective facilitator will engage in the daily tasks associated with using technology to enhance student learning, K-12. Prerequisite: MEDUC 524, 616.