Curriculum and Instruction Master of Arts Handbook 2017 ... and Instruction Master of Arts Handbook...

Curriculum and Instruction

Master of Arts Handbook

2017-2018 Academic Year

8/1/17

2

C&I MA Handbook Effective Fall 2017

CONTENTS

Preface ............................................................................................................................... 6

Nondiscrimination ................................................................................................................................... 6

Title IX Notice of Non-Discrimination .................................................................................................... 7

Welcome ............................................................................................................................ 8

Contact Information ........................................................................................................ 8

Overview: Curriculum and Instruction Program ............................................................. 9

Concentration Areas ..................................................................................................... 10

Culturally and Linguistically Diverse Education Concentration ....................................................... 10

Literacy, Language and Culturally Responsive Teaching Concentration ....................................... 11

Mathematics Education Concentration ................................................................................................. 11

Science Education Concentration ....................................................................................................... 11

Mathematics and Science Education Concentration ......................................................................... 11

Special Education Concentration ......................................................................................................... 11

Thematic Course Categories ........................................................................................ 12

Personalized Professional MA in Curriculum & Instruction ....................................... 13

Culturally and Linguistically Diverse Education ................................................................................ 14

Reading and Writing .............................................................................................................................. 14

English Education ................................................................................................................................. 15

Mathematics Education ........................................................................................................................ 15

Science Education ................................................................................................................................. 15

Mathematics and Science Education .................................................................................................. 16

Special Education .................................................................................................................................. 16

Personalized Professional C&I MA Degree Plans .............................................................................. 18

Culturally & Linguistically Diverse Education .................................................................................... 19

Reading & Writing ................................................................................................................................. 20

English Education ................................................................................................................................. 21

Mathematics Education ........................................................................................................................ 22

Science Education ................................................................................................................................. 22

Mathematics and Science Education .................................................................................................. 23

Special Education .................................................................................................................................. 24

MA with Endorsement Degree Plans ............................................................................ 27

Culturally and Linguistically Diverse Education with K-12 Endorsement ....................................... 27

MA in Curriculum & Instruction: Reading and Writing with Reading Teacher Endorsement (K-12)

.....................................................................................................................................................................

3


MA in Curriculum & Iinstruction: Special Education with Special Education Generalist

(Ages 5-21) Endorsement .................................................................................................................... 29

MA C&I Options for Teacher Education Licensure Completers ................................ 30

Degree Requirements ........................................................................................................................... 29

Endorsement Only Course Plans................................................................................. 30

Culturally and Linguistically Diverse Education Endorsement: Elementary and Secondary ....... 31

Reading Teacher Endorsement, Grades K-12 .................................................................................... 31

Special Education Generalist Endorsement ....................................................................................... 33

Assessment ..................................................................................................................... 34

Student Assessment .............................................................................................................................. 34

LiveText .................................................................................................................................................. 34

Capstone ................................................................................................................................................ 34

SEHD Diversity Assessment - IDI .......................................................................................................... 34

Faculty Course Questionnaires ............................................................................................................. 34

Student Exit and Follow-up Surveys ..................................................................................................... 35

Program Review ............................................................................................................. 35

Academic Policies and Procedures .............................................................................. 36

FERPA ............................................................................................................................ 36

Advising ......................................................................................................................... 36

University Computing Account .................................................................................... 36

UCD Access ........................................................................................................................................... 36

Email ....................................................................................................................................................... 36

Forwarding your UCD Email ................................................................................................................. 37

Canvas ........................................................................................................................... 37

Grade Requirements ..................................................................................................... 37

Incomplete Grade Policy .............................................................................................. 37

Grade Appeals Process ................................................................................................. 37

Transfer Credits ............................................................................................................. 38

Graduation Requirements .................................................................................................

Timetable for Completion .............................................................................................. 38

Academic Probation and Dismissal............................................................................. 38

Removal from Probation ....................................................................................................................... 39

Probation and Graduation .................................................................................................................... 39

4


Graduation ..................................................................................................................... 39

Institutional Recommendations - Endorsements ....................................................... 39

CU Denver Student Code of Conduct .......................................................................... 39

Philosophy of Student Conduct ........................................................................................................... 40

Diversity ................................................................................................................................................. 40

SEHD Student Honor Code .......................................................................................... 40

Academic Dishonesty ........................................................................................................................... 41

Intoxication ............................................................................................................................................ 42

Unprofessional Behavior ...................................................................................................................... 42

Disruptive or Disorderly Conduct ........................................................................................................ 43

Procedures for faculty encountering academic dishonesty .............................................................. 43

Leaves of Absence ........................................................................................................ 44

Medical withdrawal Policy ............................................................................................ 44

Disability Resources and Medical Issues ..................................................................... 45

Conflict Resolution Protocol ......................................................................................... 45

Financial Aid .................................................................................................................... 47

Maymester and Summer Financial Aid ........................................................................ 47

Public Service Loan Forgiveness ................................................................................ 47

Scholarships .................................................................................................................. 47

Appendix A: Thematic Course Categories ...................................................................... 49

Appendix B: Degree Plans for Teacher Education Licensure Completers – MA C&I .......................................................................................................................................... 56

Graduate Level Teacher Licensure to C&I MA with a concentration in Culturally and Linguistically Diverse Education .......................................................................... 57

Graduate Level Teacher Licensure to C&I MA with a concentration in English Education ....................................................................................................................... 58

Graduate Level Teacher Licensure to C&I MA with a concentration* in Reading & Writing ............................................................................................................................ 58

Graduate Level Teacher Licensure to C&I MA with a concentration in Mathematics Education ....................................................................................................................... 60

Graduate Level Teacher Licensure to C&I MA with a concentration in Science Education ....................................................................................................................... 61

Graduate Level Teacher Licensure to C&I MA with a concentration in Mathematics and Science Education ................................................................................................. 62

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Graduate Level Teacher Licensure to C&I MA with a concentration in Special Education ...........................................................................................................................

Appendix D: FERPA ......................................................................................................... 64

Appendix E: Conflict Protocol ........................................................................................... 67

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Preface

Your successful experience in the School of Education and Human Development (SEHD) is important to us. This Curriculum and Instruction MA Student Handbook is a tool to ensure you maintain academic progress according to SEHD and University of Colorado Denver (UCD) policies and procedures. Please take the necessary time to read this handbook. In addition to this handbook, students should refer to the School of Education and Human Development Policies Handbook, available on the SEHD website. The student assumes full responsibility for meeting all basic requirements for the degree as well as the specific requirements outlined by their program. The University of Colorado Denver and the School of Education and Human Development reserve the right to make changes in the regulations, courses, rules, fees, or other content in this handbook without advance notice. See the SEHD website at

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/Pages/home.aspx and the UCD

website at http://www.ucdenver.edu/pages/ucdwelcomepage.aspx for any updates. No verbal modifications to the contents of this handbook are allowed. All modifications must be in writing and approved by the SEHD prior to addition to the handbook. The University of Colorado Denver is accredited by the Higher Learning Commission (HLC). University of Colorado Denver’s School of Education & Human Development is fully accredited by the Colorado Department of Education, the Colorado Department of Higher Education, The Council for the Accreditation of Educator Preparation, The Council for Accreditation of Counseling and Related Educational Programs, and the National Association of School Psychologists. We are affiliated with American Association of Colleges of Teacher Education, American Education Research Association, Council of Great City Schools and Colleges of Education (with Denver Public Schools), Urban Educator Corps, National Education Association, A+ Denver Citizens Group, Colorado Association of School Boards, Colorado Association of School Executives, Colorado Council of Deans of Education, and Colorado Education Association.

Nondiscrimination

The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy in admission and access to, and treatment and employment in, its educational programs and activities. The university takes action to increase ethnic, cultural, and gender diversity, to employ qualified disabled individuals, and to provide equal opportunity to all students and employees.

Qualification for the position and institutional need shall be the sole bases for hiring employees, and the criteria for retaining employees shall be related to performance evaluation, assessment of institutional need, fiscal constraints, and/or, in the case of exempt professionals, the rational exercise of administrative prerogative.

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentStudents/Resources/Pages/CurrentResources.aspx

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/Pages/home.aspx

http://www.ucdenver.edu/pages/ucdwelcomepage.aspx

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All students shall have the same fundamental rights to equal respect, due process, and judgment of them based solely on factors demonstrably related to performance and expectations as students. All students share equally the obligations to perform their duties and exercise judgments of others in accordance with the basic standards of fairness, equity, and inquiry that should always guide education.

History: Amended November 8, 2001; September 17, 2013.

Title IX Notice of Non-Discrimination

The University of Colorado Denver | Anschutz Medical Campus (“the University”) is committed to maintaining a positive learning, working and living environment. The University prohibits discrimination on the basis of race, color, national origin, sex, age, disability, pregnancy, creed, religion, sexual orientation, veteran status, gender identity, gender expression, political philosophy or political affiliation in admission and access to, and treatment and employment in, its educational programs and activities. (Law of the Regents, Article 10). The University prohibition against any act of sexual misconduct or related retaliation applies to all students, faculty, staff, contractors, patients, volunteers, affiliated entities, and other third parties and applies to conduct that occurs on campus and off-campus conduct, including on-line or electronic conduct as noted in the University policy. Violations may be subject to disciplinary action. The University will consider what appropriate potential actions should be taken. The University employs trained staff members who have responsibility for Title IX compliance. The Title IX Coordinator oversees the development, implementation, and evaluation of Title IX policies, procedures, and training efforts and will refer all reports to a trained Title IX Investigator. To submit a concern, please fill out the online form, noted above, or to ask further questions about Title IX, please contact the University Title IX Coordinator or Deputy Coordinator: Campus Title IX Coordinators: Nelia Viveiros, Special Assistant to the Provost and Acting Title IX Coordinator Lawrence Street Center, 1380 Lawrence Street, Ste. 1441, Denver, CO 80204 Toll Free Phone: 1-844-CU-TITLE (288-4853) Phone: 1-303-315-0126 Email: [email protected] or [email protected] Will Dewese, Deputy Title IX Coordinator Lawrence Street Center, 1380 Lawrence Street, Ste. 1443, Denver, CO 80204 Phone: 1-303-315-0120 Email: [email protected] or [email protected]

http://www.cu.edu/regents/laws-and-policies/regent-laws/article-10-nondiscrimination

http://www.cu.edu/regents/laws-and-policies/regent-laws/article-10-nondiscrimination

mailto:[email protected]




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Welcome

The School of Education & Human Development at the University of Colorado Denver welcomes you to the MA program in Curriculum and Instruction. This handbook provides students with guidelines to the MA program which are aligned with the University policy, Rules of the Graduate School and the SEHD.

Contact Information:

Academic Advisor Shelley Gomez LSC 715, 303-315-6310 [email protected]

Academic Services LSC 701, 303-315-6309 [email protected]

Culturally & Linguistically Diverse Education (CLDE) Faculty Lead Sheila Shannon LSC 741, 303-315-6305 [email protected]

Literacy, Language, and Culturally Responsive Teaching (LLCRT) Faculty Lead Sally Nathenson-Mejia LSC 733, 303-315-4995 [email protected]

Math-Science Faculty Lead Ron Tzur LSC 728, 303-315-4992 [email protected]

Special Education Faculty Lead Caron Westland LSC 1115, 303-315-4953 [email protected]






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Overview: Curriculum and Instruction Program

The Curriculum and Instruction (C&I) program offers a Personalized Professional MA degree, a MA degree plus endorsement, and endorsements in a variety of areas. The program is intended to provide licensed K-12 teachers the skills and understanding necessary for an ever-increasing diverse student body and to prepare them for curriculum development, implementation, and assessment. The program is also beneficial for those individuals who work in community colleges, professional development, or other ancillary services in education and beyond. This is not a licensure program. No teacher license will be issued upon successful completion of the program.

MA C&I Degree, MA C&I Degree + Endorsement, and Endorsement Areas

Personalized Professional C&I MA Degree

with Concentration in: (no license or endorsement)

C&I MA Degree + Endorsement

Endorsement Only

Culturally and Linguistically Diverse Education

C&I MA w/Culturally and Linguistically Diverse Education concentration and K-12 endorsement

Culturally and Linguistically Diverse Education (K-12)

Reading and Writing C&I MA w/Reading and Writing concentration and K-12 Reading Teacher Endorsement

Reading Teacher (K-12)

English Education

Math Education

Science Education

Math and Science Education

Special Education C&I MA w/Special Education concentration and Generalist Endorsement, Ages 5-21

Special Education Generalist Endorsement, Ages 5-21

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The Master of Arts (MA) in Curriculum and Instruction offers three degree paths:

1. Personalized Professional: The customizable 30 credit hour MA path provides the opportunity

for you to tailor your coursework to your specific needs as an Educator. Students choose from

one of several concentration areas in which to focus, while having the flexibility to choose

courses outside the concentration area for additional learning from the Thematic Course

Categories. This MA does NOT lead to a license or an endorsement.

2. MA plus endorsement: The MA plus endorsement allows students to add an endorsement to

their current teaching license in a variety of areas. In this program, students receive a MA and

an endorsement. Recommendation for endorsement(s) is made by the C&I Program, but

endorsement is granted by the State of Colorado. Individual State requirements vary and may

include teaching experience and examinations in addition to a valid teaching credential. Students

should consult with the Colorado Department of Education for the most updated endorsement

requirements.

http://www.cde.state.co.us/cdeprof/licensure_authorization_landing.

3. MA for teacher licensure completers: Students who have completed the Teacher Education

licensure program in the SEHD have the option of completing their MA in Curriculum and

Instruction with one of the following concentration areas.

Concentration Areas Culturally and Linguistically Diverse Education

Reading and Writing or English Education within Literacy, Language, and Culturally Responsive Teaching

Mathematics Education

Science Education

Mathematics and Science Education

Special Education

Culturally and Linguistically Diverse Education Concentration

This concentration helps licensed teachers enhance their skills and credentials for working with English language learners. This concentration emphasizes a socio-cultural approach to issues of language and learning, acknowledging the legitimacy of linguistic and cultural differences, and recognizing that academic settings represent important socializing forces in students' lives. We emphasize the "whole learner" in our teaching and in teacher education, understanding that individuals do not merely add a language to their repertoire of communication but make fundamental identity adjustments as they progress in their studies. Course work includes language teaching methodology, language acquisition, linguistic analysis of English, multicultural foundations, assessment, literacy, and other areas.

http://www.cde.state.co.us/cdeprof/licensure_authorization_landing

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Literacy, Language and Culturally Responsive Teaching Concentration

Reading and Writing This concentration will enhance your literacy instruction skills and credentials while providing advanced knowledge and training to work with diverse student populations as they develop reading, writing, and oral language skills. Course work includes language and literacy acquisition, culturally relevant teaching practices, literature, literacy assessment and informed instruction, hands-on practica, and other areas. We stress the importance of recognizing a variety of literacies - home, school, community, and mainstream - in both first and second languages, and the meaningful use of literacy and language to improve students' quality of life.

English Education This concentration prepares licensed Secondary English or language arts teacher to work with diverse adolescents as they develop an appreciation for literature and composition. Course work includes theory and methods of English education, linking assessment and instruction, and practicum experience. The study of contemporary, ethnic, and classic literature, reading, and writing are woven together, along with speaking, listening, and viewing. We stress the importance of recognizing a variety of literacies - home, school, community, and mainstream - in both first and second languages, and the meaningful use of literacy and language to improve students' quality of life.

Mathematics Education Concentration

This concentration promotes elementary and secondary mathematics teachers’ passion, confidence, and competence in providing mathematics teaching-learning processes informed by insightful theories, effective learning activities, and innovative teaching strategies, as well as by international perspectives. This concentration area focuses on integration of theory, research, and practice to enable teachers to make instructional decisions and implement mathematics lessons that promote students’ conceptual understandings and problem solving, including opportunities for doing research.

Science Education Concentration

This concentration promotes elementary and secondary science teachers’ passion, confidence, and competence in providing science teaching-learning processes informed by insightful theories, effective learning activities, and innovative teaching strategies, as well as by international perspectives. This concentration area focuses on integration of theory, research, and practice to enable teachers to make instructional decisions and implement science lessons that promote students’ conceptual understandings and problem solving, including opportunities for doing research.

Mathematics and Science Education Concentration

This concentration area combines the mathematics education and science education fields to prepare teachers who can bridge these disciplines into exciting and innovative programming for students. It draws on the learning activities and experiences provided in the mathematics education and science education concentration areas.

Special Education Concentration

This concentration emphasizes the development of reflective practitioners through trans-disciplinary training, fosters reflective inquiry about teaching and learning, as well as the development of the skills, knowledge, and dispositions necessary to teach in elementary and secondary classrooms

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serving students with disAbilities. Reflection and inquiry provide an informed and integrated basis for advocating for all learners.

Thematic Course Categories

The Thematic Course Categories is a collection of courses across all SEHD disciplines designed to allow students to expand student learning. See Appendix A.

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Personalized Professional MA in Curriculum & Instruction

The Personalized Professional 30 credit hour MA path provides the opportunity for you to tailor your coursework to your specific needs as an Educator. Students choose from one of several concentration areas in which to focus, while having the flexibility to choose courses for additional learning from the Categories of Thematic Courses within or outside one’s concentration. This MA does NOT lead to a license or an endorsement. A current teaching license is not required for the Personalized Professional MA.

Students select one concentration area from the following:

Culturally and Linguistically Diverse Education;

Reading and Writing or English Education within Literacy, Language, and Culturally Responsive Teaching;

Mathematics Education;

Science Education;

Mathematics and Science Education; or

Special Education. Students take the required concentration core courses (9 credit hours). Then, in consultation and with approval from your faculty advisor, students select 5 courses from the Thematic Course Categories to customize their learning (15 credits). Finally, students take a research course (3 credits) and then complete a Capstone course (3 credits) for a total of 30 credits.

The Customizable degree plan does not include a license or an endorsement.

Degree Components Courses Credits

Concentration Courses

Three required core courses in your chosen concentration 9

Courses Choice of 5 courses from the Thematic Course Categories 15

Concentration Research Course

This will be a required Research and Evaluation Methods course determined with your faculty advisor

3

Concentration Capstone

The required Capstone should be taken in your final semester from your concentration area

3

Total Credits 30

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Concentration Degree Components

Culturally and Linguistically Diverse Education

Area Prefix Course Title

Core – Foundations (choose 1)

CLDE 5010 Foundations of Language and Culture in Education

CLDE 5140 Language, Culture and Educational Equity

CLDE 5160 History and Law of Bilingual and Immigrant Education

Core – Language and

Linguistics (choose 1)

CLDE 5030 Language Development of Multilingual Learners

CLDE 5070 Advanced Linguistic Analysis of English

Core – Pedagogy (choose 1)

CLDE 5820 Teaching Multilingual Learners: Advanced

CLDE 5825 Methods of Content Teaching for Bilingual Learners

CLDE 5050 Assessment and Advocacy for Multilingual Learners

Research CLDE 6912 Teacher Inquiry in Multilingual Classrooms

Capstone CLDE 5035 Connecting Theory to Practice

Reading and Writing


Core

LCRT 5810 Oral & Written Language & Literacy

LCRT 5020 Reading Development, Instruction and Assessment

LCRT 5055 Literacy Assessment & Informed Instruction

Research RSEM 5050 OR RSEM 5080 OR RSEM XXXX

Classroom Assessment Research in Schools other RSEM course with Advisor Approval

Capstone LCRT 6915 Seminar and Practicum in Literacy Professional Development

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English Education


Core

LCRT 5200 Theory & Methods of English Education

LCRT 5201 Adolescent Literature

LCRT 5720 Writing Development, Instruction, & Assessment

Research RSEM 5050 OR RSEM 5080 OR RSEM XXXX

Classroom Assessment Research in Schools other RSEM course with Advisor Approval




Core – take all 4

MTED 5030 Theories of Mathematical Learning

MTED 5040 Mathematics Teaching - Theory and Practice

MTED 5050 Math Ed Critique Research

MTED 5060 Students' Math Thinking Paths

Research RSEM ______ To be decided by a student with her/his Faculty Advisor

Capstone MTED ______ The Capstone is completed as part of your last core course

Science Education


Core – take all 4

SCED 5340 Equity and Culture in Science Education

SCED 5500 The Nature of Science

SCED 5350 Issues and Trends in Science Education

SCED 6110 Science and Math Curriculum Studies

Research RSEM _____ To be decided by a student with her/his Faculty Advisor

Capstone SCED ______ The Capstone is completed as part of your last core course

16




Core – take 2

each from Math and Science Cores

MTED ______ To be decided by a student with her/his Faculty Advisor

MTED ______ To be decided by a student with her/his Faculty Advisor

SCED ______ To be decided by a student with her/his Faculty Advisor

SCED ______ To be decided by a student with her/his Faculty Advisor


Capstone SCED/MTED ______ The Capstone is completed as part of your last core course

Special Education

Students who select the Special Education concentration will choose 3 courses (9 credits) from the SPED core course options. Then in consultation and with approval from your faculty advisor, select 5 courses from the Thematic Course Categories to customize your learning (15 credits). Finally,take a research course (3 credits) and then complete the Capstone course (3 credits) for a total of 30 credits. The SPED program faculty will be integrating Special Education Law across coursework and will be utilizing a common textbook to support the concepts. All students must own a copy of the identified book at the beginning of your program; you will be referencing this book across coursework. Chapman, R., (2008). The Everyday Guide to Special Education Law. ISBN 10: 0977017931; ISBN 13: 978-0-9770179-7-3. https://disabilitylawco.org/resources/mighty-rights-press/everyday-guide-special-

education-law


3 SPED Core

courses

SPED ______ To be decided by a student with her/his Faculty Advisor





Capstone SPED 5401 Action Research & Leadership in Special Education

https://disabilitylawco.org/resources/mighty-rights-press/everyday-guide-special-education-law

https://disabilitylawco.org/resources/mighty-rights-press/everyday-guide-special-education-law

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SPED Core Options

Prefix Course Title

SPED 5000 Universal Design for Learning

SPED 5010* Intentional Interventions for Exceptional Learners

SPED 5140 Assessment: Inquiry, Instruction, & Intervention

SPED 5151 Slashing Stigmas: Promoting Positive Behaviors

SPED 5300 Family, Professional, and Community Collaboration

SPED 5500 Transition and Secondary Methods in SPED

SPED 5740 Intersections of Literacy, Culture, & Exceptionality

SPED 5780 Literacy Interventions in Special Education

Special Topics Ask your Faculty Advisor for course offerings

*Pre-requisite: SPED 5140

Students who received their undergraduate degree and special education teaching license from UC Denver will work with the special education faculty advisors to develop a customized SPED Core.

Personalized Professional C&I MA Degree Plans Degree plans for each concentration area are outlined below. The degree plans are provided for planning purposes only. Consult with an academic or faculty advisor to be certain about degree requirements. The C&I MA requires a minimum of 30 credit hours. The practicums are arranged so that teachers can complete them in their own classrooms. If you are not currently teaching or do not have a teaching license, we will assist students to arrange volunteering in a classroom at the appropriate level.

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Culturally & Linguistically Diverse Education

For the Culturally & Linguistically Diverse Education (CLDE) concentration there are 5 required CLDE courses (15 credits hours total). For the three concentration classes (9 credit hours), select one foundations class, one language/linguistics class, and one pedagogy class. Then, in consultation with and approval from your faculty advisor, select 5 courses from the Thematic Course Categories to customize your learning (15 credits)1. Finally, take CLDE 6912 as your research course (3 credits) and then complete the CLDE 5035, the Capstone course (3 credits) for a total of 30 credits. In your last semester, also plan on completing your CLDE Culminating Experience. This final project will speak to your academic and professional development in the Master’s program.

*This degree plan does not include a license or an endorsement.

Degree Components

Courses Credits Semester

Completed

Concentration; 9 credits required

Foundations (choose 1)

CLDE 5010 Foundations of Language and Culture in Education

3

CLDE 5140 Language, Culture and Educational Equity

CLDE 5160 History and Law of Bilingual and Immigrant Education

Language and Linguistics (choose 1)

CLDE 5030 Language Development of Multilingual Learners 3

CLDE 5070 Advanced Linguistic Analysis of English

Pedagogy (choose 1)

CLDE 5820 Teaching Multilingual Learners: Advanced

3

CLDE 5825 Methods of Content Teaching for Bilingual Learners

CLDE 5050 Assessment and Advocacy for Multilingual Learners

Total Concentration Credits 9

Choice of 5 courses from the Thematic Course Categories; 15 credits required

Course 1 3

Course 2 3

Course 3 3

Course 4 3

Course 5 3

Total Thematic Course Categories Credits 15


CLDE 6912 Teacher Inquiry in Multilingual Classrooms 3

Concentration Capstone Course

CLDE 5035 Connecting Theory to Practice 3

Total Credit Hours 30 minimum

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Reading and Writing

For the MA in Curriculum & Instruction with a Reading and Writing concentration, there are 3 required courses (9 credits hours). In consultation and with approval from your faculty advisor, select 5 courses from the SEHD course inventory to customize your learning (15 credits). For instance, you may want to focus on courses that would improve your elementary or secondary teaching and leadership abilities. Finally, take a research course (3 credits) and then complete the Capstone course (3 credits) for a total of 30 credits.


Degree Components


Completed

Concentration; 9 credits required

Core Course 1 LCRT 5810: Oral & Written Language & Literacy 3

Core Course 2 LCRT 5020: Reading Development, Instruction and Assessment

3

Core Course 3 LCRT 5055: Literacy Assessment & Informed Instruction

3

Total Concentration 9


Course 1 3

Course 2 3

Course 3 3

Course 4 3

Course 5 3



RSEM 5050: Classroom Assessment OR RSEM 5080: Research in Schools OR other RSEM course with Advisor Approval

3


LCRT 6915: Seminar and Practicum in Literacy Professional Development

3


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English Education

For the MA in Curriculum & Instruction with an English Education concentration, there are 3 required courses (9 credits hours). In consultation and with approval from your faculty advisor, select 5 courses from the SEHD course inventory to customize your learning (15 credits). Finally, take a research course (3 credits) and then complete the Capstone course (3 credits) for a total of 30 credits.

Degree Components


Completed

Concentration Courses 9 credits required

Core Course 1 LCRT 5200 Theory & Methods of English Ed 3

Core Course 2 LCRT 5201 Adolescent Literature 3

Core Course 3 LCRT 5720 Writing Development, Instruction, & Assessment

3

Total Concentration Courses 9

Choice of 2-3 courses from the Thematic Course Categories and 2-3 English courses; 15 credits required

Course 1 ENGL ______ (in Literature, Writing, Film, or Language Study)

3


3

Course 3

ENGL ______ (in Literature Writing, Film, or Language Study) OR XXXX Choice Course from SEHD Thematic Course Categories with Adviser Approval*

3

Course 4 ______ Choice Course from SEHD Thematic Course Categories with Adviser Approval*

3

Course 5 ______ Choice Course from SEHD Thematic Course Categories with Adviser Approval*

3

Total English and Inventory Courses 15

Research RSEM 5050: Classroom Assessment OR RSEM 5080: Research in Schools OR other RSEM course with Advisor Approval

3


3

Total Credit Hours 30

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For the Mathematics Education concentration area there are 4 required courses (12 credits hours). In consultation and with approval from your faculty advisor, select 5 courses from the Thematic Course Categories to customize your learning (15 credits). For instance, you may want to customize your Thematic Course Categories selections for elementary or secondary. Finally, take a research course (3 credits) for a total of 30 credits.


Degree Components


Completed

Concentration Core; 12 credits required

Core Course 1 MTED 5030 Theories of Mathematical Learning 3

Core Course 2 MTED 5040 Mathematics Teaching - Theory and Practice

3

Core Course 3 MTED 5050 Critique of Mathematics Education Research

3

Core Course 4 MTED 5060 Developmental Pathways in Students' Mathematical Thinking

3

Total Concentration Core 12


Course 1 3

Course 2 3

Course 3 3

Course 4 3

Course 5 3



RSEM ______ To be decided by student with their Faculty Advisor

3


MTED ______ The Capstone is completed in your final core course

3


22


Science Education

For the Science Education concentration there are 4 required courses (12 credits hours). In consultation and with approval from your faculty advisor, select 5 courses from the Thematic Course Categories to customize your learning (15 credits). For instance, you may want to customize your Thematic Course Categories selections for elementary or secondary. Finally, take a research course (3 credits) for a total of 30 credits.


Degree Components


Completed


Core Course 1 SCED 5340 Equity and Culture in Science Education 3

Core Course 2 SCED 5500 The Nature of Science 3

Core Course 3 SCED 5350 Issues and Trends in Science Education 3

Core Course 4 SCED 6110 Science and Math Curriculum Studies 3



Course 1 3

Course 2 3

Course 3 3

Course 4 3

Course 5 3



RSEM _______ To be decided by student with their Faculty Advisor

3


SCED ______ The Capstone is completed in your final core course

3


23



For the Mathematics and Science Education concentration there are 4 required courses (12 credits hours), two courses from the Mathematics Education core (6 credit hours) and two courses from the Science Education core (6 credits hours). In consultation and with approval from your faculty advisor, select 5 courses from the Thematic Course Categories to customize your learning (15 credits). Finally, take a research course (3 credits) for a total of 30 credits.


Degree Components


Completed


Core Course 1 SCED ______ To be decided by student with their Faculty Advisor

3

Core Course 2 SCED ______ To be decided by student with their Faculty Advisor

3

Core Course 3 MTED ______ To be decided by student with their Faculty Advisor

3

Core Course 4 MTED ______ To be decided by student with their Faculty Advisor

3



Course 1 3

Course 2 3

Course 3 3

Course 4 3

Course 5 3



RSEM _____ To be decided by student with their Faculty Advisor

3


SCED or MTED ______ The Capstone is completed in your final core course

3


24


Special Education Students who select the Special Education concentration will choose 3 courses (9 credits) from the SPED core course options. Then in consultation and with approval from your faculty advisor, select 5 courses from the Thematic Course Categories to customize your learning (15 credits). Finally, take a research course (3 credits) and then complete the Capstone course (3 credits) for a total of 30 credits.


Degree Components


Completed

Choose 3 Course Core; 9 credits required

SPED Core

SPED ______ 3

SPED ______ 3

SPED ______ 3



Course 1 3

Course 2 3

Course 3 3

Course 4 3

Course 5 3



RSEM 5080 Research for Teachers 3


SPED 5401 Advanced Seminar in Special Education 3


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SPED Core Options

Prefix Course Title


SPED 5010* Intentional Interventions for Exceptional Learners







Special Topics Ask your Faculty Advisor for course offerings

*Pre-requisite: SPED 5140

Students who received their undergraduate degree and special education teaching license from UC Denver will work with the special education faculty advisors to develop a customized SPED Core.

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MA with Endorsement Degree Plans

Recommendation for endorsement(s) is made by the C&I Program, but endorsement is granted by the State of Colorado. Individual State requirements vary and may include teaching experience and examinations in addition to a valid teaching credential. Students should consult with the Colorado Department of Education (http://www.cde.state.co.us/cdeprof/licensure_authorization_landing) or the state in which they wish to be endorsed for the most updated endorsement requirements.

Culturally and Linguistically Diverse Education with K-12 Endorsement

Courses: All Required Credit Hours

Semester Completed

CLDE 5010 Foundations of Language and Culture in Education 3

CLDE 5160 History and Law of Bilingual and Immigrant Education 3

CLDE 5070 Advanced Linguistic Analysis of English 3


CLDE 5820 Teaching Multilingual Learners: Advanced 3

CLDE 5050 Assessment and Advocacy for Multilingual Learners 3

CLDE 5825 Methods of Content Teaching for Bilingual Learners (Some district partnership courses may substitute here. Contact your Faculty Advisor for approval.)

3

Elective with Faculty Advisor approval 3


CLDE 5035 Connecting Theory to Practice 3

Culminating Experience: Final Reflection



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Reading and Writing with Reading Teacher Endorsement, K-12

Please note that the Colorado Department of Education also requires 2 years of post-license teaching experience to apply for the Reading Teacher endorsement. .

Degree

Components Courses Credits

Semester

Completed

Concentration Courses: 3 courses required; 9 credits

Core Course 1 LCRT 5810 Oral & Written Language & Literacy 3

Core Course 2 LCRT 5020 Reading Development, Instruction & Assessment 3

Core Course 3 LCRT 5055 Literacy Assessment & Informed Instruction 3

Total Core Credits 9

Content Courses: 5 courses required; 15 credits

Course 1 LCRT 5710 Primary Literacy for Diverse Learners, PreK-3 OR LCRT 5730 Language & Literacy Across the Curriculum

3

Course 2 LCRT 5720 Writing Development, Instruction & Assessment 3

Course 3

LCRT 5795 Current Children’s Literature OR LCRT 5201 Adolescent Literature (OR LCRT 5750, LCRT 5780, or LCRT 5790 are offered occasionally)

3

Course 4 LCRT 6910 Seminar & Practicum in Literacy & Language 3

Course 5 Choice from SEHD Thematic Course Categories list with Faculty Advisor Approval

3

Total Required Content Credits 15

Research (req’d) RSEM 5050 Classroom Assessment OR RSEM 5080 Research in Schools OR other RSEM course with Advisor Approval

3

Capstone (req’d) LCRT 6915 Seminar & Practicum in Literacy Professional Development

3


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MA in Curriculum & Instruction: Special Education with Special Education Generalist (Ages 5-21) Endorsement The MA in C&I: Special Education with added endorsement as Special Education Generalist is designed for currently licensed teachers seeking career advancement and the expertise needed to work effectively with students with special needs and from diverse backgrounds. The program is fully accredited by the Colorado Department of Education and the Council for Exceptional Children. Recommendation for endorsement(s) is made by the C&I Program, but endorsement is granted by the State of Colorado. Individual State requirements vary and may include teaching experience and examinations in addition to a valid teaching credential. Students should consult with the Colorado Department of Education (http://www.cde.state.co.us/cdeprof/licensure_authorization_landing) or the state in which they wish to be endorsed for the most updated endorsement requirements.


Completed

A) Special Education (21-24 hours)

SPED 5030: Frameworks for Understanding (dis)Ability in Contemporary Classrooms (waived if already completed)

3

SPED 5300: Family, Professional, and Community Collaboration 3

SPED 5151: Slashing Stigmas: Promoting Positive Behaviors 3

SPED 5500: Transition and Secondary Methods in Special Education 3

SPED 5740: Intersections of Literacy, Culture, & Exceptionality 3

SPED 5780: Literacy Interventions for Exceptional Learners 3

SPED 5140: Assessment: Inquiry, Instruction, & Intervention 3

SPED 5010*: Intentional Interventions for Exceptional Learners 3

Additional Courses as Necessary** varies

B) Advanced Study (9 hours)

EDHD 5240: Cognition & Instruction 3

RSEM 5050: Classroom Assessment OR RSEM 5080: Research for Teachers

3

SPED 5401: Action Research and Leadership in Special Education 3

Total Credit Hours 30-33

* Pre-requisite: SPED 5140


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MA C&I Options for Teacher Education Licensure Completers The tables below show the required courses that are taken AFTER completing the Teacher Education Licensure program. Degree Plans can be found in Appendix B.

Degree Requirements – Plans do not include an Endorsement

STEM* CLDE LCRT (2 options) SPED

15 additional credit hours


English Education


Concentration in Reading &

Writing 15 additional credit hours

Non-SPED licensure

completers 15 additional credit hours

SPED licensure

completers 15 additional credit hours

Math: MTED 5030 MTED 5040 MTED 5050 MTED 5060 Science: SCED 5340 SCED 5500 SCED 5350 SCED 6110

Choose 1 from each: Foundations -CLDE 5010 or CLDE 5020 Language and Linguistics – CLDE 5030 or CLDE 5070 Pedagogy – CLDE 5820, CLDE 5825, CLDE 5050

1. LCRT 5720 2. ENGL XXXX

(in Literature, Writing, Film, or Language Study)

3. Choose a course from SEHD Thematic Course Categories with Adviser Approval

1. LCRT 5810 2. LCRT 5020 3. LCRT 5055

Select 3 w/ advisor: SPED 5000 SPED 5010** SPED 5140 SPED 5151 SPED 5300 SPED 5500 SPED 5740 SPED 5780

Special Topics (when offered)

Select 3 w/ advisor: SPED 5000 EDHD 5240 EDHD 6320

Special Topics (when offered)

Research: RSEM 5080 or other RSEM course with Advisor Approval

Research: CLDE 6912

Research: RSEM 5050 OR RSEM 5080 or other RSEM course with Advisor Approval

Research: RSEM 5050 OR RSEM 5080 or other RSEM course with Advisor Approval

Research: RSEM 5080

Research: RSEM 5080

Capstone: Completed in your final content course

Capstone: CLDE 5035

Capstone: LCRT 6915

Capstone: LCRT 6915

Capstone: SPED 5401

Capstone: SPED 5401

*MA C&I Options for STEM: Mathematics (Elementary & Secondary) Science (Elementary & Secondary) Mathematics & Science (select two math core & two science core, Elementary)

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Endorsement Only Course Plans

Culturally and Linguistically Diverse Education Endorsement: K-12

Recommendation for endorsement(s) is made by the C&I Program, but endorsement is granted by the State of Colorado. Individual State requirements vary and may include teaching experience and examinations in addition to a valid teaching credential. Students should consult with the Colorado Department of Education (http://www.cde.state.co.us/cdeprof/licensure_authorization_landing) or the state in which they wish to be endorsed for the most updated endorsement requirements.

*This course plan does NOT lead to MA degree.


Taken

CLDE 5010 Foundations of Language and Culture in Education 3

CLDE 5160 History and Law of Bilingual and Immigrant Education 3

CLDE 5070 Advanced Linguistic Analysis of English 3


CLDE 5820 Teaching Multilingual Learners: Advanced 3

CLDE 5050 Assessment and Advocacy for Multilingual Learners 3

CLDE 5825 Methods of Content Teaching for Bilingual Learners (Some district partnership courses may substitute here. Contact your Faculty Advisor for approval.)

3


Culminating Experience: Final Reflection -



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Reading Teacher Endorsement, K-12

Recommendations for endorsements are made by the C&I Program, but endorsement is granted by the State of Colorado. Individual state requirements vary and may include teaching experience and examinations in addition to a valid teaching credential. Students should consult with the Colorado Department of Education (http://www.cde.state.co.us/cdeprof/licensure_authorization_landing) or another state in which they wish to be endorsed for the most updated endorsement requirements. . Please note that the Colorado Department of Education requires 2 years of post-license teaching experience to apply for the Reading Teacher endorsement.

*This course plan can be added to your Bachelor’s degree and teaching license OR your previously obtained Master’s degree and teaching license.

Courses: All Required Credits Semester

Completed

LCRT 5810 Oral & Written Language & Literacy 3

LCRT 5020 Reading Development, Instruction & Assessment 3

LCRT 5055 Literacy Assessment & Informed Instruction 3

LCRT 5710 Primary Literacy for Diverse Learners, PreK-3 OR LCRT 5730 Language & Literacy Across the Curriculum

3

LCRT 5720 Writing Development, Instruction & Assessment 3

LCRT 5795 Current Children’s Literature OR LCRT 5201 Adolescent Literature (OR LCRT 5750, LCRT 5780, LCRT 5790 are offered occasionally)

3

LCRT 6910 Seminar & Practicum in Literacy & Language 3

LCRT 6915 Seminar & Practicum in Literacy Professional Development

3



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Special Education Generalist Endorsement

Recommendation for endorsement is made by the C&I Program, but endorsement is granted by the State of Colorado. Individual State requirements vary and may include teaching experience and examinations in addition to a valid teaching credential. Students should consult with the Colorado Department of Education (http://www.cde.state.co.us/cdeprof/licensure_authorization_landing) or the state in which they wish to be endorsed for the most updated endorsement requirements.

*This course plan does NOT lead to MA degree.

Courses Listed in recommended sequence

Credits Semester

Completed

SPED 5030: Frameworks for Understanding (dis)Ability in Contemporary Classrooms (if already completed, EDHD 5240: Cognition and Instruction)

3

SPED 5300: Family, Professional, and Community Collaboration

3

SPED 5151: Slashing Stigmas: Promoting Positive Behaviors 3

SPED 5500: Transition and Secondary Methods in Special Education

3

SPED 5740: Intersections of Literacy, Culture, & Exceptionality 3

SPED 5780: Literacy Interventions for Exceptional Learners 3

SPED 5140: Assessment: Inquiry, Instruction, & Intervention 3

SPED 5010*: Intentional Interventions for Exceptional Learners 3

Additional Courses as Necessary** varies

Total Credit Hours 24 Minimum

* Pre-Requisite: 5140

** Based on a comprehensive record review (ie. teaching experience & classroom placements), SPED 5933: Internship & Site Seminar (Approximately 192 Hours or 24 days) may be required at the discretion of SPED program faculty


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Assessment

The faculty integrates formative and summative assessments of students’ learning across the entire program. Assessments are designed to provide information at both the student and program levels. All assessments are linked to the desired program outcomes.

Student Assessment Student performance is assessed throughout the student’s program in several different ways, all linked to the program outcomes. Conventional, individual course performance measures (including grades and artifacts) constitute one form of assessment. Assessment data are used formatively and summatively - at both the student and program levels. Following are descriptions of the assessment management system used in the SEHD to track and analyze assessment data as well as the tools used.

LiveText LiveText is a web-based technology platform linked to program assessments and required for all students in the School of Education & Human Development, SEHD. Details on how SEHD students obtain their LiveText subscription as well as important training workshops and other resources are available on the SEHD assessment website at http://sehdassessment.ucdenver.edu/. Students will use their LiveText accounts to upload assessments that show student progress through their program. The LiveText account also provides students with the opportunity to build a portfolio. That portfolio can be used for annual reviews as well as the proposal defense and dissertation reviews.

Capstone

Students are required to complete a Capstone near the end of their program.

SEHD Diversity Assessment - IDI The Intercultural Development Inventory (IDI) is a program and school evaluation tool that the School of Education and Human Development (SEHD) uses to assess how well each program meets the SEHD’s mission and vision. The IDI is a 50-item, computer- based instrument that empirically assesses responses in terms of the general orientations toward cultural difference. Scores from the IDI are reported to the SEHD by IDI evaluators at the overall program level and not at the level of individual students. Completing the assessment at the beginning and end of the program is an important way for faculty to consider program adjustments and improvements.

Faculty Course Questionnaires Faculty Course Questionnaires (FCQs) are administered according to university rules at the end of each course. Results of these questionnaires are reviewed by course instructors, the C&I Program Leader, and Associate Dean for Academic Programs and Research. Student feedback is used to make inform improvements.

http://sehdassessment.ucdenver.edu/

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Student Exit and Follow-up Surveys

Program assessment of the curriculum and culminating experiences is also accomplished through student exit and follow-up surveys. Within the SEHD, a formal system exists to conduct exit and follow-up surveys of program graduates, thereby allowing tracking of student placement or advancement in professional jobs following degree completion and documenting the long-term success of graduates.

Program Review

Data from the program assessments (diversity assessment, comprehensive exams, course outcomes, and individual course assessments) as well as on student recruitment, retention, and career placements are examined yearly through a school- wide continuous improvement process linked to the SEHD and the university’s accrediting bodies. Engaging in this process allows the doctoral faculty to determine if various courses and experiences are addressing the goals and outcomes of the program. Ongoing curriculum, instruction and assessment refinements are made based on these data. In addition, periodic program reviews are required and conducted by the campus-level office of the Associate Vice Chancellor for Academic Affairs. These assessments of program quality are used to modify curriculum and program delivery as necessary. All efforts and rationale for changes are fully documented in accreditation reports. Academic outcomes assessment of student learning is conducted through these multiple and varied assessments in an ongoing and systematic way across individual students, courses, and at the program level to meet the Higher Learning Commission of the North Central Association’s ten-year accreditation review. Finally, through our extended partnership activities, input is continuously sought from current students, graduates, and the educational community about new issues that should be addressed by the curriculum.

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Academic Policies and Procedures

All of the processes and procedures within the MA program are within the guidelines of the School of Education and Human Development Student Policy and Procedures Handbook found at http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentStudents/Resources/Pages/CurrentResources.aspx. Students should refer to the SEHD Policy and Procedures Handbook for information on all SEHD policies and procedures.

FERPA

The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." ~ U.S. Department of Education. (See Appendix D.)

Advising

Students will be assigned a faculty adviser and an academic advisor based on their concentration area. Students should rely on their faculty adviser for course selection and questions relating to their career goals and aspirations. The C&I Academic Adviser for the program should be consulted for process questions (i.e., registration, forms).

University Computing Account To claim your university computing account, please fill out the form found at https://myaccount.ucdenver.edu/step1.php and “Submit” the information for each step of the process. Please be sure to complete all 6 steps and close your browser when finished.

UCD Access UCDAccess is the student portal you will use to register for classes, check your grades, view financial aid, pay your tuition, etc. You will login using your official University username and password. You can login at the UCDAccess website located at https://portal.prod.cu.edu/UCDAccessFedAuthLogin.html. You will also find instructions at this website and additional resources.

Email University E-mail is an official means of communication for students at the CU Denver. All official university e-mail will be sent to each student’s assigned a CU Denver e-mail address.

CU Denver will only use CU Denver student e-mail accounts if it elects to send e-mail communications to students. CU Denver e-mail accounts are available through IT



http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

https://myaccount.ucdenver.edu/step1.php

https://portal.prod.cu.edu/UCDAccessFedAuthLogin.html

36


Services. Students are responsible for reading e-mails received from CU Denver. Information on your UCD email account can be found at http://www.ucdenver.edu/about/departments/ITS/Pages/AccountTransition.aspx.

Forwarding your UCD Email Students are discouraged from forwarding their CU Denver email to an external account (Gmail, Yahoo, etc.). Students are strongly encouraged to regularly check their CU Denver email to ensure you are receiving all messages sent from the university.

Canvas Canvas is the online learning management system used by CU Denver, which allows you to access course material, interact with other students, submit assignments online, take quizzes, and engage in online classes. You can login to Canvas at https://ucdenver.instructure.com/ using your University username and password. Visit the Canvas website for information at http://www.ucdenver.edu/academics/CUOnline/OnlineCourses/Pages/CourseLogin.aspx. Visit https://ucdenver.instructure.com/courses/10636 to see a sample online course shell.

Grade Requirements To maintain satisfactory academic progress students are required to maintain a minimum GPA of “B” (3. 0). Failure to maintain a 3.0 GPA will result in students being placed on academic probation. Courses in which grades below “B-” (2.7) are received cannot be applied toward fulfillment of the requirements for any graduate (PhD or Master’s) degree, and consequently, the course must be retaken in order to achieve a B- or better grade. However, all grades received, including repeat courses, will appear on the student’s transcript and will be included in the GPA calculation, but only one course enrollment may be counted towards graduation credits.

Incomplete Grade Policy Students requesting a grade of Incomplete (‘I’) should refer to the SEHD Course Completion Agreement for Incomplete available on the website at http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentStudents/Resources/all_docs/Incomplete%20Application.pdf for the full policy and form. Please note that grades of I, W, NC, and F do NOT satisfy financial aid requirements.

Grade Appeals Process The steps in the program grade appeals process are as follows:

1. The student appeals to the individual faculty member. 2. If the student is not satisfied with the instructor’s decision, he or she can follow the

appeals process through the Student Academic Appeals Committee in the School of Education & Human Development. http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentSt udents/Resources/Pages/CurrentResources.aspx

http://www.ucdenver.edu/about/departments/ITS/Pages/AccountTransition.aspx

https://ucdenver.instructure.com/

http://www.ucdenver.edu/academics/CUOnline/OnlineCourses/Pages/CourseLogin.aspx

https://ucdenver.instructure.com/courses/10636

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentStudents/Resources/all_docs/Incomplete%20Application.pdf

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentStudents/Resources/all_docs/Incomplete%20Application.pdf



37


Transfer Credits

The MA program will transfer a maximum of 9 semester credit hours. Students should refer to the Request for Transfer of Credit form for the full policy and process found at: http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentStudents/Resources/Pages/CurrentResources.aspx.

Graduation Requirements

Students must:

1. Complete all coursework 2. Maintain a 3.0 grade point average 3. Receive no lower than a B- in all coursework (see Grade Requirements above) 4. Satisfactorily complete a Capstone 5. Complete the IDI at the beginning of the program and at the end of the

coursework and prior to graduation

Timetable for Completion

The MA program, with or without endorsement, has a time limit of 7 years. That said, there may be extenuating circumstances that require a student to stop out of her/his studies and return at a later date. Students may apply for extensions to their timetable; these requests will be considered by the program faculty. However, students must complete the requirements of their program within a maximum of 8 years from term of admission. Failure to do so will result in dismissal from the program.

Academic Probation and Dismissal If, at any time, a student’s cumulative graduate grade point average (GPA) after matriculation falls below 3.00 (some graduate programs may require that a higher GPA be maintained) the student will be placed on academic probation. Probationary full-time students have 2 semesters, probationary part-time students have 4 semesters, in which to raise their cumulative GPA to a 3.00 (or greater if required by the program) for removal from academic probation (calculated using all graduate-level courses since matriculation, including graduate courses that a student enrolled in outside his/her main program). In addition, a minimum GPA of 3.00 (or greater if required by the program) must be maintained in each probationary term. Students who fail to meet the conditions of probation are subject to dismissal from the School of Education and Human Development. Any student who is dismissed following unsuccessful academic probation or failure to meet his/her program’s guidelines for satisfactory academic progress may reapply for admission to the same or a different graduate program only after 1 year. The student should consult with the Program Director before applying. Probation also may be imposed for other reasons related to unsatisfactory academic progress and for unprofessional behavior, including honor code violations and conduct that violates the integrity of training and research. In such instances, the length and



38


specific conditions of the probationary period will be determined on a case-by-case basis.

Removal from Probation Once the student’s GPA has been recalculated and shown to be 3.00 or above, and/or other specified conditions of the probationary status have been met, the student will be notified by email, with a copy of the notification sent to the student’s program.

Probation and Graduation A student cannot take a milestone exam (Masters final exam or thesis defense, PhD comprehensive exam or dissertation defense) or obtain a degree from CU Denver while on probation.

Graduation Students MUST file an application for graduation! Apply through your UCDAccess student portal to notify the Office of the Registrar of your intent to confer your degree by the posted deadlines. Full instructions can be found at http://www.ucdenver.edu/student-services/resources/registrar/degrees/Pages/Graduation.aspx.

Institutional Recommendations - Endorsements It is the student’s responsibility to ensure he/she has met the requirements for licensure and endorsement. Students should refer to the Colorado Department of Education (CDE) website for the most current information. http://www.cde.state.co.us/cdeprof/licensure_authorization_landing Recommendations are made by the SEHD, but licenses and endorsements are granted by the State of Colorado. Individual state requirements vary and may include teaching examinations in addition to a valid teaching license. Students should consult with the CDE and/or the state they will be living in, for the most updated licensure and endorsement requirements.

Students should download the applicable form from the CDE website, complete the top portion of the form and submit it with your contact information, including e-mail address, to Academic Services in person, by FAX at 303-315-6311, or email to [email protected] for us to complete. Allow up to 5 business days for the signed form to be e-mailed directly to you for uploading to CDE.

Student Academic Honor and Conduct Code, Misconduct and Appeals

Students are expected to adhere to the highest standards of personal integrity and professional

ethics as detailed in the Graduate School Academic Honor and Conduct Code

(http://www.ucdenver.edu/academics/colleges/Graduate-School/Documents/pdf/HonorCode.pdf).

Students who do not meet these standards of integrity and ethics, or who violate the honor code

may be placed on disciplinary probation by the Dean upon the recommendation of the Academic

Conduct and Appeals Committee (ACAC). Generally, procedures for matters involving academic

misconduct should emphasize due process, which should include, at a minimum, notification to

the student regarding the alleged violation, an opportunity for the student to gather information in

order to properly respond to the allegation, and an impartial hearing to be conducted by the

https://portal.cusys.edu/UCDAccessFedAuthLogin.html

http://www.ucdenver.edu/student-services/resources/registrar/degrees/Pages/Graduation.aspx

http://www.ucdenver.edu/student-services/resources/registrar/degrees/Pages/Graduation.aspx



http://www.ucdenver.edu/academics/colleges/Graduate-School/Documents/pdf/HonorCode.pdf

39


ACAC. The honor code, committee guidelines, and appeal process are on file in the Graduate

School office and available in the Graduate School Student Handbook, as well as online at

http://www.ucdenver.edu/academics/colleges/Graduate-School/program-

resources/Pages/policies.aspx. The Schools or Colleges in which Graduate Programs are housed,

or individual Graduate Programs themselves, may have additional policies and/or requirements

for student conduct.

CU Denver Student Code of Conduct As members of the CU Denver community, students are expected to uphold University standards, which include abiding by state, civil and criminal laws and all University policies and standards of conduct. These standards assist in promoting a safe and welcoming community. The University strives to make the campus community a place of study, work and residence where people are treated, and treat one another, with respect and courtesy. The University views the student conduct process as a learning experience that can result in growth and personal understanding of one’s responsibilities and privileges within both the University community and the greater community. Students who violate these standards will be subject to the actions described below. These procedures are designed to provide fairness to all who are involved in the conduct process.

Philosophy of Student Conduct The Office of Community Standards and Wellness views the conduct process as a learning experience that helps students to understand their responsibility both to themselves and their living and learning community. We strive to learn from one another in an educational environment that holds mutual respect for individuals and community in high regard and self-responsibility for behaviors. Behavior that conflicts with established standards, policies and guidelines may be referred for conduct proceedings. Every member of the student community must assume responsibility for becoming educated about the various University and housing standards, policies, and guidelines. It is against the basic nature of this community for anyone to demean or discriminate against another human being. A caring, educational community does not tolerate physical or psychological threats, harassment, intimidation, or violence directed against a person. Such behavior is subject to the University conduct processes.

Diversity We are committed to a campus community where diversity is appreciated and valued, and where all individuals are treated fairly and with respect. We encourage curiosity, open communication, continuous learning, and community service as ways to create a socially just environment. We support the right to respectful disagreement with ideas and philosophies different from their own. However, we do not permit any form of behavior that places anyone in dangerous, discriminatory, or harassing environments. As a community, we expect all community members to work towards these same goals.

http://www.ucdenver.edu/academics/colleges/Graduate-School/program-resources/Pages/policies.aspx

http://www.ucdenver.edu/academics/colleges/Graduate-School/program-resources/Pages/policies.aspx

40


The full CU Denver Student Code of Conduct can be found at: http://www.ucdenver.edu/life/services/standards/Documents/CUDenver-CodeofConduct.pdf.

Students should also refer to individual program handbooks for additional, specific, information regarding expectations related to professional behaviors and/or ethical standards.

SEHD Student Honor Code Education at CU Denver is conducted under the honor system. All students entering an academic program should have developed the qualities of honesty and integrity, and each student should apply these principles to his or her academic and subsequent professional career. All students are expected to achieve a level of maturity which is reflected by appropriate conduct at all times. The type of conduct which violates the School of Education & Human Development’s Student Honor Code may include but is not limited to the following:

http://www.ucdenver.edu/life/services/standards/Documents/CUDenver-CodeofConduct.pdf

http://www.ucdenver.edu/life/services/standards/Documents/CUDenver-CodeofConduct.pdf

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Academic Dishonesty

1. Plagiarism

2. Cheating

3. Fabrication, falsification and deception

4. Multiple submissions

5. Misuse of academic materials

6. Complicity 7. Intoxication

8. Unprofessionalism

9. Disruptive or disorderly conduct or any violation of the Student Code of Conduct Students are expected to know, understand, and comply with the ethical standards of the University. In addition, students have an obligation to inform the appropriate official of any acts of academic dishonesty by other students of the University. Academic dishonesty is defined as a student's use of unauthorized assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the student’s work in meeting course and degree requirements.

Plagiarism

Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. The incorporation of another person’s work into one’s own required appropriate identification and acknowledgment, regardless of the means of appropriation. The following are considered to be forms of plagiarism when the source is not noted:

1. Word-for-word copying of another person's ideas or words. 2. The mosaic (the interspersing of one’s own words here and there while, in

essence, copying another's work). 3. The paraphrase (the rewriting of another’s work, yet still using their fundamental

idea or theory). 4. Fabrication of references (inventing or counterfeiting sources). 5. Submission of another’s work as one's own. 6. Neglecting quotation marks on material that is otherwise acknowledged.

Acknowledgment is not necessary when the material used is common knowledge. Cheating

Cheating involves the possession, communication, or use of information, materials, notes, study aids or other devices not authorized by the instructor in an academic exercise, or communication with another person during such an exercise. Some examples of cheating include:

1. Copying from another's paper or receiving unauthorized assistance from another during an academic exercise or in the submission of academic material;

2. Using any electronic, or digital, or technological or other device when its use has

42


been disallowed; 3. Collaborating with another student or students during an academic exercise

without the consent of the instructor.

Fabrication, Falsification and Deception

Fabrication involves inventing or counterfeiting information, e.g., creating results not obtained in a study or research. Falsification, on the other hand, involves deliberately altering or changing results to suit one’s needs in an experiment or other academic exercise. Deception is providing false information or knowingly withholding information. Multiple Submissions

This is the submission of academic work for which academic credit has already been earned, when such submission is made without instructor authorization.

Misuse of Academic Materials

The misuse of academic materials includes, but is not limited to, the following 1. Stealing or destroying library or reference materials or computer programs; 2. Stealing or destroying another student’s notes or materials, or having such

materials in one’s possession without the owner’s permission; 3. Receiving assistance in locating or using sources of information in an

assignment when such assistance has been forbidden by the instructor; 4. Illegitimate possession, disposition, or use of examinations or answer keys to

examinations; 5. Unauthorized alteration, forgery, or falsification; and 6. Unauthorized sale or purchase of examinations, papers, or assignments.

Complicity in Academic Dishonesty

Complicity involves knowingly contributing to another’s acts of academic dishonesty.

Intoxication This is defined as being under the influence of drugs or alcohol in any University setting, classroom setting, practicum/internship, professional development school/site, computer lab or shared student space that compromises the student’s ability to learn and participate in educational activities, interferes with the learning process of other students and/or customers and clients of the School of Education & Human Development. Students who have difficulties with alcohol and/or other

substances may seek assistance from services available on campus such as the CU

Denver Student/Community Counseling Center.

Unprofessional Behavior Any conduct including electronic communications, both on and off campus, that interfere with the student’s ability to maintain professional standards as defined in program handbooks, professional codes of ethics, University policies or procedures or reflects poorly on the student, School of Education & Human Development or University is prohibited.

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Disruptive or Disorderly Conduct Disruptive or disorderly conduct in any University setting or partner setting, such as the disregard of rights of faculty, staff, administration and peers, threatening behaviors in any medium of communication and sexual harassment are examples of disruptive and disorderly conduct and a violation of the University Code of Student Conduct is prohibited. The Code of Student Conduct can be found by visiting the Office of Community Standards and Wellness website at www.ucdenver.edu/life/services/standards. All proceedings concerned with academic dishonesty are confidential to the extent permitted by law. A student accused of academic dishonesty has the right to:

Admit to the charges and accept the penalty imposed by the instructor. If the student admits to the charges, the faculty member will invoke an appropriate penalty, which could include the issuance of a failing grade in the course. If the faculty member believes further action is warranted, then the faculty member may request a hearing of the Academic Ethics Committee, which will determine if further action is necessary; or

Dispute the charges or the penalty by following the Student Academic Appeal process.

Procedures for faculty encountering academic dishonesty In order to facilitate the accusation process, it is suggested that faculty members include in their syllabi a statement concerning their policy on matters of academic dishonesty.

A. A faculty member who suspects that a student may be guilty of academic dishonesty should react quickly. S/he should gather as much evidence as possible as rapidly as possible: e.g. gathering names of and impressions from potential witnesses, listing potential references that may have been plagiarized, or retaining any hard copies of evidence, such as "cheat sheets" or tests that might have been copied and/or copied from. S/he should commit as many details of the incident to writing as quickly as possible as details regarding an incident can be quickly forgotten.

B. When a faculty member has evidence suggesting that a student is guilty of academic dishonesty, the student should be confronted with the evidence at a meeting, preferably held in the faculty member's office within five (5) working days of the discovery of the alleged incident.

C. After the meeting described above, the faculty member should determine the appropriate penalty for the act of dishonesty. This penalty, as determined by the faculty member, may be a failing or zero grade for the assignment in question or a failing grade in the course. The penalty should be consistent with any information published in the faculty member's syllabus. If the faculty member feels that issuance of a failing grade is an insufficient penalty, then the faculty member may request a formal meeting the Associate Dean over SEHD academic program.

D. After determining the appropriate penalty, the faculty member should present the

http://www.ucdenver.edu/life/services/standards

44


student with a written letter describing the alleged violation. Copies of this letter should be given to the student’s faculty advisor, the Associate Dean of academic programs and a copy should be place in the student’s file housed within the Student Services Center. This letter must include:

• A detailed description of the incident that resulted in the allegation of academic dishonesty;

• A statement of the penalty that will be imposed on the student; and • Attachment: The SEHD Student Academic Appeal Process.

Procedures for faculty that encounter violations of policies other than academic dishonesty

Violations of the student honor code that are unrelated to academic dishonesty should also be considered serious and reported to the School of Education & Human Development Associate Dean for Academics. The appropriate offices including campus police, CU Denver Office of Community Standards and Wellness and other appropriate offices may be contacted to report the violation. Consequences and outcomes will be determined by the appropriate parties given the severity of the offense.

Leaves of Absence A student may take periodic leaves of absence from the program, as long as the total time to the completion of the degree does not exceed seven years. A student may take up to two semesters of approved leave of absence without having to apply for readmission to the program upon her/his return. Any student gone for more than 3 semesters MUST re-establish residency and apply for readmission.

Medical withdrawal Policy Students diagnosed with either physical or psychological medical conditions that significantly impact their safety or ability to be academically successful are eligible to petition for a medical withdrawal. A student who wishes to withdraw under the Medical Withdrawal Policy must withdraw from all classes; partial withdrawals are not permitted. Additionally, international students must contact their assigned International Services Specialist to discuss visa implications associated with withdrawing. Students seeking to withdraw for non-medical reasons will need to review the withdrawal policies and procedures for their respective school or college. The official request for a Medical Withdrawal and all appropriate documentation of the medical condition must be submitted online at http://www.ucdenver.edu/about/WhoWeAre/Chancellor/ViceChancellors/Provost/executiveteam/StudentAffairs/officeofcasemanagement/Pages/default.aspx. The Office of Case Management will review all requests for medical withdrawals; Case Managers may request the student provide additional documentation or clarification when necessary. All required documentation must be attached to the request to receive full consideration. Questions can be directed to the Office of Case Management Staff at 303-352-3579.

http://www.ucdenver.edu/about/WhoWeAre/Chancellor/ViceChancellors/Provost/executiveteam/StudentAffairs/officeofcasemanagement/Pages/default.aspx

http://www.ucdenver.edu/about/WhoWeAre/Chancellor/ViceChancellors/Provost/executiveteam/StudentAffairs/officeofcasemanagement/Pages/default.aspx

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Disability Resources and Medical Issues

Students with a disability or a serious medical issue should consult with the Disability Resources and Services (DRS) office. The DRS encourages each student to self-identify and make his or her needs known at the beginning of each semester. It is the students’ responsibility to initially seek out services. Unless you contact their office, no one will be aware of your needed accommodations. Documentation must be provided to the DRS before any accommodations will be made by the EdD Program.

Conflict Resolution Protocol

Teaching and learning are collaborative endeavors. Just as any close relationship requires excellent communication and problem-solving skills, so do professional relationships. Every student will inevitably encounter conflict during their preparation and should expect to encounter conflict in their professional career. Having the skills and the experience to successfully navigate conflict are an essential part of doctoral preparation. We coach students to apply “guiding principles” to a helpful “conflict resolution process” that starts with analyzing/defining the problem, considering potential solutions and their effects and then deciding on a practical action. A blank flowchart is provided for you to copy and use when needed (Appendix E).

The principles underlying conflict resolution are:

1. Individuals filter experiences through personal lenses. A person’s standards or norms may be different from another person’s, resulting in different perceptions of a problem.

2. Those who are in the situation can usually best solve the problem, not someone outside of the situation. If at all possible, individuals ought to talk to the person perceived to be a part of the problem, rather than to others. If needed, a person ought to first speak to an academic adviser who can offer coaching around language and ways to interact with the person.

3. Most problems are best solved when addressed as soon as possible. Problems that fester are harder to solve. Consider setting up a private meeting that works well for individuals involved.

4. Most people act and talk with good intentions. Try to understand what the other person's intentions might have been and/or assume that they may have been positive even if you didn't perceive them that way. However part of problem solving includes analyzing whether intentions matched the action perceived by the other person.

5. In approaching another person about a problem, it is usually helpful to be prepared to suggest several possible resolutions. In fact, a first idea may not always be the most satisfying to everyone involved.

6. Individuals have a tendency to assume that the other person involved in problem solving has not listened when they do not agree. Although this is possible, it is not necessarily the case. When one feels that s/he has not been listened to, ask the other person to summarize what s/he has heard. One may find that the person has listened but simply doesn't agree.

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7. Practice confidentiality! Resist the urge to share the issue with others not involved in the problem, including those in a university class or peers. Please know, though, that university faculty and the academic adviser are helpful mentors and “sounding boards.” They are always willing to help navigate conflict by coaching with this protocol!

8. Avoid the tendency to make generalities regarding the situation (i.e., everyone in our class feels this way;” “all of these students think and act alike”).

9. When problems are well defined, resolutions follow more easily. To help define the problem, consider the following process:

Suspend judgment.

Define the problem for yourself as clearly as you can at the point where you recognize that something is bothering you.

Consider who/what is contributing to the problem. Consider your role in this issue.

What is within your control and others' control regarding the problem? If the problem is outside of yours and others' control, practice acceptance.

What do you suppose the other person’s interpretation of the problem is?

Put yourself in the other person’s shoes.

Now restate the problem. Are you ready to present the problem to those involved now?

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Financial Aid

Students must apply for financial aid every year. The Free Application for Federal Student Aid (FAFSA) is available starting January 1st of each year. It can be accessed by navigating to the Federal Student Aid website at https://fafsa.ed.gov/. The CU Denver Financial Aid and Scholarships Office website has full information on financial aid policies and procedures. http://www.ucdenver.edu/student-services/resources/CostsAndFinancing/FASO/Pages/FASO.aspx

Note: Financial aid is awarded on a first come, first served basis. We recommend that you file your federal tax returns as early in the calendar year as possible so that your tax data is available through the IRS Data Retrieval Tool (DRT) when completing the FAFSA application. Income tax return data is available through the DRT three weeks after electronic tax filing and eight weeks after paper tax filing.

More than 50% of our students take advantage of need-based financial aid awards and loans. We also offer scholarships, grants (including the popular TEACH grant), and work study. The CU Denver Scholarship Office has information and resources and can be found at: http://www.ucdenver.edu/student-services/resources/CostsAndFinancing/FASO/Do/Scholarships/Pages/default.aspx.

Maymester and Summer Financial Aid The amount of financial aid offered to you for the fall and spring semesters may be at or near your yearly maximum and, if utilized in the fall and spring semesters, will leave you with little or no eligibility for Maymester or summer. If you plan to take summer classes, and will need loan assistance, then you will need to make plans during fall and spring semesters to budget your loan funds. You may want to reserve some funds for summer by reducing the amount of loans that you borrow during the school year. If you opt to borrow your maximum loan eligibility during the fall and spring semesters, please contact Financial Aid at 303-315-1850 or [email protected] for more information on your summer options. You must be enrolled at least half-time (3 credit hours) to receive aid.

Public Service Loan Forgiveness If you are employed by a government or not-for-profit organization, you may be able to receive loan forgiveness under the Public Service Loan Forgiveness Program. Learn more at https://studentaid.ed.gov/sa/repay-loans/forgiveness-cancellation/public-service.

Scholarships We encourage you to apply for scholarships. Some are need-based while others are not. To apply for scholarships – university and SEHD), log in to your UCDAccess Portal at https://portal.prod.cu.edu/UCDAccessFedAuthLogin.html. Be sure to read the scholarship criteria carefully before applying. If you have questions about the application process, contact the Scholarship Resource Office at 303-352-3608.

https://fafsa.ed.gov/

http://www.ucdenver.edu/student-services/resources/CostsAndFinancing/FASO/Pages/FASO.aspx




http://www.ucdenver.edu/student-services/resources/CostsAndFinancing/FASO/Do/Scholarships/Pages/default.aspx

http://www.ucdenver.edu/student-services/resources/CostsAndFinancing/FASO/Do/Scholarships/Pages/default.aspx


https://studentaid.ed.gov/sa/repay-loans/forgiveness-cancellation/public-service

https://portal.prod.cu.edu/UCDAccessFedAuthLogin.html

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Scholarship awards are determined by the School's scholarship committee which includes faculty and staff. Award amounts may vary semester to semester. If you aren't awarded a scholarship the first time you apply, reapply for any scholarship you are interested in if you continue to meet the criteria. Information on SEHD scholarships can be found at: http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/Aid/Scholarships/Pages/Scholarships.aspx.

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/Aid/Scholarships/Pages/Scholarships.aspx

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/Aid/Scholarships/Pages/Scholarships.aspx

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Appendix A: Thematic Course Categories

Courses in italics are under development. Check with your faculty advisor for the most current inventory.

Families and Communities

Prefix Course Title

CLDE 5180 Working with Bilingual Families and Communities

COUN 5170 Issues in Family Studies

COUN 6140 Counseling Children, Adolescents and Their Parents

ECED 5060 Working with Families and Communities

HDFR 5075 Family Policy and Law

HDFR 5010 Family and Cultural Diversity

HDFR 5040 Latino Families in Schools and Communities

HDFR 5045 Latino Families in Later Life

HDFR 5080 Global Family Resource Management

HDFR 6000 Family Theories

LCRT 5815 Family Literacies in Diverse Communities


Social Emotional Growth

Prefix Course Title

COUN 5120 Counseling Grief and Loss

COUN 5170 Issues in Family Studies


50


Language, Literacy & Culture

Prefix Course Title

Foundations

CLDE 5010 Foundations of Language, Literacy and Culture

CLDE 5070 Linguistic Analysis of English

CLDE 5140 Language, Culture and Education Equity

CLDE 5160 History & Law of Bilingual & Immigrant Education

CLDE 5170 Race, Class, Literacy and Culture in Public Schools

CLDE 5800 Language Variation & Implications for Teaching

LCRT 5020 Reading Development, Instruction and Assessment

LCRT 5810 Oral & Written Language & Literacy

LCRT 5815 Family Literacies in Diverse Communities

SCHL 5200 Promoting Literacy in Schools

SPED 5780 Literacy Interventions for Exceptional Learners

Literacy Teaching and Learning

CLDE 5030 Language Development of Multilingual Learners: Advanced

CLDE 5032 Connecting Multilingual Theories to Practice

ECED 5080 Language and Literacy Acquisition in Young Children

LCRT 5028 Developing Strategic Readers, Gr 4-12

LCRT 5029 Developing 21st Century Literacy Curriculum, Gr 4-12

LCRT 5200 Theory and Methods of English Education

LCRT 5201 Adolescent Literature

LCRT 5710 Primary Literacy for Diverse Learners, Pre K-Grade 3

LCRT 5720 Writing Development, Instruction and Assessment

LCRT 5790 Children's Literature: Grimm through Graphic Novels

LCRT 5795 Current Children's Literature

SPED 5530 Language & Literacy Acquisition in Diverse Learners

Assessment, Curriculum and Pedagogy in Language Education

CLDE 5820 Teaching Multilingual Learners, Advanced

INTE 5340 Learning with Digital Stories

LCRT 5055 Literacy Assessment & Informed Instruction

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LCRT 5730 Language and Literacy Across the Curriculum


LCRT 5150 Culturally Relevant & Responsive Pedagogy

CLDE/SPED 5050

Assessment & Advocacy for Multilingual Learners

Leadership

Prefix Course Title

ECED 5091 Educators as Agents of Social Change Agents

ECED 5300 Pedagogical Leadership in ECE

ECED 5330 Leadership and Ethics in ECE

ECED 5350 Policy and Advocacy in Early Childhood

ECED 5410 Using Coaching Skills in Early Childhood Settings

ECED 5430 Attuning for Personal and Organizational Change for Early Educators

EDFN 5240 Culture of Education Policy

EDUC 5040 Mentoring Novice and Pre-Service Teachers

EDUC 5651 Foundations of Leadership

EDUC 5652 Leadership and Equity for Social Justice

EDUC 5653 Leadership Practices for Responsive Change

EDUC 5836 Educational Administration, Curriculum and Supervision

HDFR 5003 Leadership and Organizations

HDFR 5004 Grant Writing and Fundraising

INTE 6999 Leadership for Technology Innovation in Schools

INTE 7110 Mentoring, Coaching and Training

INTE 7120 Creating Digital Spaces and Professional Learning

INTE 7130 Improving Workplace Performance

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Learning & Development

Prefix Course Title

COUN 5130 College Student Development

COUN 5400 Career Development

COUN 6230 Developmental Counseling in Schools

ECED 5070 Supporting Social Competence

ECED 5102 Introduction to Developmentally Appropriate Curriculum

ECED 5104 Advanced Developmentally Appropriate Practice

ECED 5110 Advanced Infant and Toddler Development

ECED 5310 Professional Development in ECE

EDHD 6230 Mind, Brain and Education

EDHD 6100 Advanced Child Growth and Development

EDHD 5110 Human Learning

EDHD 5180 Psychology of Gifted, Talented and Creative Children

EDHD 5240 Cognition and Instruction

EDHD 6140 Social Contexts of Adolescence

EDHD 6200 Human Development Over the Life Span

EDHD 6600 Motivation in Contexts

EDHD 5200 Social Psychology of Learning

INTE 5320 Games and Learning



SPSY 5100 Behavior Analysis and Intervention

COUN/EDHD 6350

Theories of Personality Development and Change

By Subject

MTED 5030 Theories of Mathematical Learning

MTED 5060 Developmental Pathways in Students' Mathematical Thinking

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Pedagogy, Instruction & Assessment

Prefix Course Title

Pedagogy and Assessment

CLDE 5190 Culturally Responsive Pedagogy and Practices

RSEM 5050 Classroom Assessment

LCRT 5028 Developing Strategic Readers, Gr 4-12

LCRT 5055 Literacy Assessment and Informed Instruction

LCRT 5720 Writing Development, Instruction and Assessment

RSEM 5610 Formative and Summative Assessment in Classroom


Disciplinary Pedagogy and Assessment

ECED 5102 Introduction to Developmentally Appropriate Curriculum

ECED 5104 Advanced Developmentally Appropriate Curriculum

ECED 6010 Literacy and Mathematics K-2

LCRT 5029 Developing 21st Century Literacy Curriculum

LCRT 5730 Language and Literacy Across the Curriculum

MTED 5040 Math Teaching: Theory and Practice

MTED 5060 Math Ed Critique Research

MTED 5301 Assessment and Equity in Mathematical Education

MTED 5621 Numerical Quantities and Operations Underlying K-12 Common Core Standards

MTED 5622 Algebraic Reasoning Underlying K-12 Common Core Standards

MTED 5623 Geometrical Reasoning Underlying K-12 Common Core Standards

SCED 5401 Inquiry Science Pedagogy and Practices

SCED 5500 The Nature of Science

SCED 6110 Science and Math Curriculum Studies

SPED 5010 Intentional Interventions for Exceptional Learners

SPED 5500 Transition and Secondary Methods in Special Education

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Pedagogies Using Technologies

INTE 5200 The Online Educator


INTE 5665 Social Media & Digital Cultures


Teaching and Learning

Prefix Course Title

Digital Media & Learning

INTE 5000 Design Thinking

INTE 5200 The Online Educator

INTE 5250 Strategies for Online and Blended Learning

INTE 5320 Games and Learning


INTE 5665 Social Media & Digital Cultures

Media Literacy & the School Library

INTE 5300 Media Literacy

SCHL 5030 Information Literacy

SCHL 5100 School Libraries and the Digital Age

SCHL 5160 Managing School Libraries

SCHL 5200 Promoting Literature in Schools

E-Learning Development

INTE 5660 Developing Self-Paced Online Courseware

INTE 5670 Planning and Facilitating Live Events

INTE 5680 Producing Media for Learning

55


Diversity & Inclusion

Prefix Course Title

COUN 5500 Diversity in Higher education

ECED 5210 Overview of Infant Toddler Autism Services

ECED 6100 Medical and Physiological Aspects of Development

EDHD 5180 Psychology of Gifted, Talented and Creative Children

SCED 5340 Equity & Culture Science Education

SPED 5000 Universal Design for Learning (UDL)

SPED 5010 Intentional Interventions for Exceptional Learners

SPED 5030 Frameworks for Understanding (dis)Ability in Contemporary Classrooms

SPED 5050 Assessment & Advocacy for Diverse Learners


SPED 5500 Transition and Secondary Methods in Special Education

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Appendix B: Degree Plans for Teacher Education

Licensure Completers – MA C&I No Endorsement

Graduate Level Teacher Licensure to C&I MA with a concentration in Culturally and Linguistically Diverse Education

This concentration plan does not lead to an endorsement.

Degree Components


Completed

Foundations (choose 1)

CLDE 5010 Foundations of Language and Culture in Education OR CLDE 5020 Responsive Classroom Communities

3

Language and Linguistics (choose 1)

CLDE 5030 Language Development of

Multilingual Learners OR

CLDE 5070 Advanced Linguistic Analysis of

English

3

Pedagogy (choose 1)

CLDE 5820 Teaching Multilingual Learners: Advanced OR CLDE 5825 Methods of Content Teaching for Bilingual Learners OR CLDE 5050 Assessment and Advocacy for Multilingual Learners

3

Research CLDE 6912 Teacher Inquiry in Multilingual Classroooms

3

Capstone CLDE 5035 Connecting Multilingual Theories to Practice

3

COMPS Culminating Experience: Final Reflection


57


Graduate Level Teacher Licensure to C&I MA with a concentration in English Education


Degree Components

Courses Credits

Semester Completed

Course 1 LCRT 5720 Writing Development, Instruction, & Assessment

3


3

Course 3 ______ Choice Course from SEHD Thematic Course Categories with Adviser Approval

3


3


3


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Graduate Level Teacher Licensure to C&I MA with a concentration* in Reading & Writing

*This is not the coursework needed to complete the Reading Teacher Endorsement K-12.

Please see the endorsement section of the Handbook for those requirements.

The concentration plan does not lead to an endorsement.

Degree Components

Courses Credits

Semester Completed

Course 1 LCRT 5810 Oral & Written Language & Literacy

3

Course 2 LCRT 5020 Reading Development, Instruction and Assessment

3

Course 3 LCRT 5055 Literacy Assessment & Informed Instruction

3


3


3


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Graduate Level Teacher Licensure to C&I MA with a concentration in Mathematics Education

Elementary or Secondary


Degree Components

Courses Credits

Semester Completed

Course 1 MTED 5030 Theories of Mathematical

Learning 3

Course 2 MTED 5040 Mathematics Teaching - Theory and Practice

3

Course 3 MTED 5050 Math Ed Critique Research 3

Course 4 MTED 5060 Students' Math Thinking Paths 3

Research RSEM 5080 or other RSEM course with Advisor Approval

3

Capstone

Completed in your final content course: MTED 5030, MTED 5040, MTED 5050, or MTED 5060

0


60


Graduate Level Teacher Licensure to C&I MA with a concentration in Science Education

Elementary or Secondary


Degree Components

Courses Credits

Semester Completed

Course 1 SCED 5340 Equity and Culture in Science

Education 3

Course 2 SCED 5500 The Nature of Science 3

Course 3 SCED 5350 Issues and Trends in Science Education

3

Course 4 SCED 6110 Science and Math Curriculum Studies

3


3

Capstone Completed in your final content course: SCED 5340, SCED 5500, SCED 5350, or SCED 6110

0


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Graduate Level Teacher Licensure to C&I MA with a concentration in Mathematics and Science Education

For the Mathematics and Science Education concentration there are 4 required courses (12 credits hours), two courses from the Mathematics Education core (6 credit hours) and two courses from the Science Education core (6 credits hours).

Elementary


Math Core: MTED 5030, MTED 5040, MTED 5050, MTED 5060 Science Core: SCED 5340, SCED 5500, SCED 5350, SCED 6110

Degree Components

Courses Credits

Semester Completed

Course 1 MTED ______

3

Course 2 MTED ______ 3

Course 3 SCED ______ 3

Course 4 SCED ______ 3


3

Capstone Completed in your final content course: MTED ______ or SCED ______

0


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Graduate Level Teacher Licensure to C&I MA with a concentration in Special Education After completing the CU Denver Teacher Education Licensure program, Students will select 3 courses (9 credits) from the options below. Then, take a research course (3 credits) and complete the capstone course (3 credits) for a total of 15 credits.

*This plan does not include an endorsement.

Core Options

Non-SPED Licesure Completers

Prefix Course Title


SPED 5010 Intentional Interventions for Exceptional Learners (Pre-requisite: 5140)







Special Topics Ask your faculty advisor for course offerings

Degree Components Courses Credits Semester

Completed

SPED Core

SPED XXXX 3

SPED XXXX 3

SPED XXXX 3

Research Course RSEM 5080 Research for Teachers 3

Capstone Course SPED 5401 Action Research & Leadership in Special Education

3


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SPED Licensure Completers

Prefix Course Title


EDHD 5240 Cognition and Instruction

EDHD 6320 Mind, Brain, and Education

Special Topics Ask your faculty advisor for course offerings

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Appendix D: FERPA

Confidentiality of Students’ Records – FERPA The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their educational records:

1. The right to inspect and review the student’s educational records within 45 days of

the day that the university receives a request for access. Students should submit to

the registrar, dean, head of the academic department or other appropriate official

written requests that identify the record(s) they wish to inspect. The university

official will make arrangements for access and notify the student of the time and

place where the records may be inspected. If the records are not maintained by the

university official to whom the request was submitted, that official shall advise the

student of the correct official to whom the request should be addressed.

2. The right to request the amendment of the student’s educational records that the

student believes are inaccurate or misleading. Students may ask the university to

amend a record that they believe is inaccurate or misleading. They should write the

university official responsible for the record, clearly identify the part of the record

they want changed and specify why it is inaccurate or misleading. If the university

decides not to amend the record as requested by the student, the university will

notify the student of the decision and advise the student of his or her right to a

hearing regarding the request for amendment. Additional information regarding the

hearing procedures will be provided to the student when notified of the right to a

hearing.

3. The right to consent to disclosure of personally identifiable information contained in

the student’s educational records, except to the extent that FERPA authorizes

disclosure without consent. One exception that permits disclosure without consent

is disclosure to school officials with legitimate educational interests. A school

official is a person employed by the university in an administrative, supervisory,

academic or research or support staff position (including law enforcement unit

personnel and health staff); a person or company with whom the university has

contracted (such as an attorney, auditor or collection agent); a person serving on

the board of trustees; or a student serving on an official committee, such as a

disciplinary or grievance committee, or assisting another school official in

performing his or her tasks. A school official has a legitimate educational interest if

the official needs to review an educational record in order to fulfill his or her

professional responsibility. Upon request, the university discloses educational

records without consent to officials of another school in which a student seeks or

intends to enroll.

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4. The right to file a complaint with the U.S. Department of Education concerning

alleged failures by the University of Colorado to comply with the requirements of

FERPA.

Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605 The following items are designated “Directory Information” and may be released at the discretion of the University of Colorado Denver unless a student files a request to prevent their disclosure:

name

address

e-mail address

telephone number

dates of attendance

registration status

class

major

awards

honors

degrees conferred

photos

past and present participation in officially recognized sports and non-curricular activities

physical factors (height, weight) of athletes Forms to prevent the disclosure of directory information can be obtained at the Registrar’s Office in the Student Commons Building, Room 5005, or via the Registrar’s website at http://www.ucdenver.edu/student-services/resources/registrar/Pages/default.aspx. Questions regarding student rights under FERPA should be directed to the Registrar’s Office, 303-315-2600.

http://www.ucdenver.edu/student-services/resources/registrar/Pages/default.aspx

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Appendix E: Conflict Protocol

Curriculum and Instruction Master of Arts Handbook 2017 ... and Instruction Master of Arts Handbook...

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