School of Teacher Preparation, Administration and Leadership (TPAL)

The NMSU College of Education’s School of Teacher Preparation, Administration, and Leadership (TPAL) is devoted to the preparation of master educators, administrators and leaders for public, private, and governmental institutions. Graduates are prepared to serve as teachers, directors of instruction and curriculum, subject matter specialists, supervisors of student teaching, educational leaders, and university professors. The School of TPAL has three divisions: Educational Foundations & STEM; Educational Leadership and Administration; and Educator Preparation.

Vision

We serve the State of New Mexico, borderlands and global communities with socially responsive scholarship, innovative programs, and collaborative initiatives in education that foster and enhance the capacity of educators and communities to advance equity, democracy, and social justice in education and society.

Mission

As a School within a land-grant and Hispanic Serving Institution, we support and advocate for equitable education for all, especially historically marginalized and multicultural/multilingual communities and students with exceptionalities. We accomplish this through teaching, scholarship, public service, the preparation of teachers and leaders, and collaborations across the disciplines and with our constituents.

Degrees for the Department

Bachelor Degree(s)

Applied Studies (Zero to Four (Early Childhood)) - Bachelor of Applied Studies

Early Childhood Education - Bachelor of Science in Education

Educational Leadership - Bachelor of Science

Elementary Education  (Language Arts K-8)- Bachelor of Science in Education

Elementary Education  (Math Arts K-8)- Bachelor of Science in Education

Elementary Education  (Science Arts K-8)- Bachelor of Science in Education

Elementary Education (Social Studies K-8)- Bachelor of Science in Education

Secondary Education (Secondary Education General Science) - Bachelor of Science in Education

Secondary Education (Secondary Education Language Arts) - Bachelor of Science in Education

Secondary Education (Secondary Education Math) - Bachelor of Science in Education

Secondary Education (Secondary Education Social Studies) - Bachelor of Science in Education

Special Education (Elementary Education) - Bachelor of Science in Education

Special Education (Secondary Education) - Bachelor of Science in Education

Master Degree(s)

Education (Bilingual Education) - Master of Arts

Education (Curriculum & Instruction) - Master of Arts

Education (Curriculum & Instruction) - Master of Arts (Online)

Education (Early Childhood Education) - Master of Arts

Education (Educational Learning Technologies) - Master of Arts

Education (Educational Learning Technologies) - Master of Arts (Online)

Education (Elementary Mathematics and Science) - Master of Arts

Education (Language, Literacy & Culture) - Master of Arts

Education (Language, Literacy & Culture) - Master of Arts (Online)

Education (Teaching English to Speakers of Other Languages) - Master of Arts

Education (Spanish) - Master of Arts in Teaching

Educational Leadership and Administration (Master's Higher Education Administration) - Master of Arts

Educational Leadership and Administration (Master's Higher Education Administration) - Master of Arts (Online)

Educational Leadership and Administration (PK-12 Administration) - Master of Arts

Educational Leadership and Administration (PK-12 Administration) - Master of Arts (Online)

Special Education - Master of Arts

Special Education - Master of Arts (Online)

Doctorate Degree(s)

Curriculum and Instruction - Doctor of Philosophy

Curriculum and Instruction - Doctor of Philosophy (Online)

Educational Leadership and Administration (Dr. Education Higher Education Administration)- Doctor of Education (ELDP)

Educational Leadership and Administration (Dr. Education PK-12 Administration) - Doctor of Education (ELDP)

Educational Leadership and Administration (Dr. Philosophy Higher Education Administration)- Doctor of Philosophy (ELDP)

Educational Leadership and Administration Dr. Philosophy PK-12 Administration) - Doctor of Philosophy (ELDP)

School of Teacher Preparation, Administration, and Leadership (TPAL):

Associate Professor, Rick Marlatt, Interim Director, School of Teacher Preparation, Administration, and Leadership

Professors: Araujo, Baptiste, Haynes Writer, A. Hernandez, Osanloo; Associate Professors:  Fahrenbruck, Flores Carmona, Guillaume, Huerta-Charles, Marlatt, Parra, Rutledge, Salas, Williams Pichon; Assistant Professors: Engledowl, Gray, Ibarra Johnson, Kew, Lucero, Matute-Chavarria, Neville, Pando, Thomas; College Professor: Cifuentes; College Associate Professors: Bagwell, Gorham-Blanco, Hannan, C. Hernandez; College Assistant Professors: Mason, Moreno, Rodriguez-Strawn; College Instructors: Martinez-Griego, Owens; Emeritus Professors: Armendáriz, Cahill, Chavez-Chavez, Dominguez, González, Ivory, Reyes, Torres, Townley, Wiburg

B. Araujo, Ph.D. (New Mexico State University) - teacher education, social studies, bilingual education; L. Bagwell, Ph.D. (New Mexico State University) - early childhood education; H. P. Baptiste, Ed.D. (Indiana University) – science elementary; L. Cifuentes, Ph.D. (University of North Carolina, Chapel Hill) - learning and instructional design, educational technologies, collaborative learning; C. Engledowl, Ph.D. (University of Missouri) - mathematics education; J. Flores-Carmona, Ph.D. (University of Utah) - culture and society, sociology of education; T. Gorham Blanco, Ph.D. (University of Wyoming) - mathematics education and pre-service teacher preparation; R. Guillaume, Ph.D. (New Mexico State University) - student development theory, biracial/multicultural identity development, higher education administration; M.L. Fahrenbruck, Ph.D. (University of Arizona) – language, reading & culture; P. Gray, Ed.D. (University of Texas-San Antonio) - principalship, culturally responsive leadership, race and leadership;  J.M. Hannan, Ph.D. (New Mexico State University) – distance education administration, best practices in teaching distance education, student services for distance education students; J.L. Haynes Writer, Ph.D. (University of New Mexico) – critical multicultural & social justice education, Indigeneity, Native American education teacher preparation; A. Hernandez (Stanford University) – elementary literacy, sociolinguistics, biliteracy-multiliteracy, and teacher professional development; C.M. Hernandez, Ph.D. (Kansas State University) – science education; L. Huerta-Charles, Ph.D. (New Mexico State University) – multicultural/bilingual education; S. Ibarra-Johnson, Ph.D. (University of New Mexico) - bilingual education, bi/multilingual development, translanguaging pedagogy; K. Kew, Ph.D. (Boston College) – educational change and reform, educational leadership, school culture, micro-politics; L. Lucero (University of Texas-El Paso) – teaching, learning, and culture, with a concentration in math/science, technology/LGBTQ+studies; Barbara Martinez-Griego, ABD (New Mexico State University) - Bilingual education/leadership/cultural and linguistic responsive education and practices, intersectionality; R. Marlatt, Ph.D. (University of Nebraska-Lincoln) - language, literacy and culture; L. Mason, Ed.D. (University of Northern Colorado) - visual impairment, orientation and mobility, literacy; M. Matute-Chavarria, Ph.D. (University of Nevada, Las Vegas) - special education, culturally responsive practices, and the intersections of race, disability, and family; M. Neville, Ph.D. (Michigan State University) - secondary English, language, and literacy teacher education; equity-oriented curriculum and instruction;  A.F. Osanloo, Ph.D. (Arizona State University) – educational equity, educational leadership and policy, social justice leadership; critical race theory; A. Owens, Ph.D. (University of Texas at El Paso) - literacy/bi-literacy, educational equity in special education awareness for teachers and principals; M. Pando, Ph.D. (Texas Tech University) - bilingual education; J.L. Parra, Ed.D. (Pepperdine University) – online teaching & learning; technology integration; teacher/ faculty professional development, innovative & transformative education; D. Rodríguez-Strawn, Ph.D. (New Mexico State University) - higher education administration, service learning practitioner, SLED program developer, teaching higher education, doctoral programs coordinator; D. Rutledge, Ph.D. (University of Colorado-Boulder) – learning technologies, international education, bilingual education/TESOL; L. Salas, Ph.D. (New Mexico State University) – bilingual and multicultural special education, early childhood special education; R. Thomas (University of Missouri-Kansas City) - early childhood education, critical literacy; auto-ethnography; H. Williams Pichon, Ph.D. (University of New Orleans) ─ higher education administration, access and persistence of historically underrepresented groups in higher education, college student development, research

Emeritus Professors
A.L. Armendáriz, Ph.D. (University of New Mexico - emeritus)– school administration, leadership development, organizational theory; E. Cahill, Ph.D. (Kent State University)– early childhood education, community education; R. Chavez Chavez, Ph.D. (New Mexico State University - emeritus)– curriculum theory, foundations, and multicultural education; R. Dominguez, Ph.D. (New Mexico State University - emeritus)- educational administration, higher education, community college administration, leadership development; M.L. González, Ph.D. (New Mexico State University)– leadership in public school administration, multicultural organizations; L.V. Reyes, Ph.D. (New Mexico State University - emeritus)– early childhood education and critical pedagogy; C.T. Townley, Ph.D. (University of Michigan - emeritus)– knowledge management, higher education; M. Torres, Ph.D. (University of New Mexico - emeritus)– critical theory, research as praxis; K. Wiburg, Ed.D. (International University - emeritus)– technology, learning design, mathematics education.

Early Childhood Education Courses

ECED 1110. Child Growth, Development, and Learning

3 Credits (3)

This basic course in the growth, development, and learning of young children, prenatal through age eight, provides students with the theoretical foundation for becoming competent early childhood professionals. The course includes knowledge of how young children grow, develop and learn. Major theories of child development are integrated with all domains of development, including biological-physical, social, cultural, emotional, cognitive and language. The adult’s role in supporting each child’s growth, development and learning is emphasized.

Learning Outcomes
  1. Incorporate understanding of developmental stages, processes, and theories of growth, development, and learning into developmentally appropriate practice. A.1
  2. Demonstrate knowledge of the interaction between maturation and environmental factors that influence physical, social, emotional, cognitive, and cultural domains in the healthy development of each child. A.2
  3. Demonstrate knowledge of the significance of individual differences in development and learning.
  4. Demonstrate knowledge of how certain differences may be associated with rate of development and
  5. developmental patterns associated with developmental delays and/or specific disabilities. A.3
  6. Demonstrate knowledge of the similarities between children who are developing typically and those with diverse abilities. A.4
  7. Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years. A.7
  8. Demonstrate knowledge of the developmental sequence of language and literacy, including the
  9. influence of culture and home factors. A.8
  10. 1Demonstrate knowledge of how children acquire and use verbal, non-verbal, and alternative means of communication. A.9
  11. 1Demonstrate knowledge of the relationship among emotions, behaviors, and communication skills to assist children in identifying and expressing their feelings in appropriate ways. A.10
  12. 1Use appropriate guidance to support the development of self-regulatory capacities in young children. A.11

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ECED 1115. Health, Safety, and Nutrition

2 Credits (2)

This course provides information related to standards and practices that promote children’s physical and mental well-being sound nutritional practices, and maintenance of safe learning environments. It includes information for developing sound health and safety management procedures for indoor and outdoor learning environments for young children. The course examines the many scheduling factors that are important for children’s total development, healthy nutrition, physical activity, and rest.

Learning Outcomes
  1. Recognize and respond to each child’s physical health, intellectual and emotional well-being, and nutritional and safety needs. B.1
  2. Articulate an understanding of indoor and outdoor learning environments that provide opportunities for children to put into practice healthy behaviors (physically, socially and emotionally). B.2
  3. Use appropriate health appraisal and management procedures and makes referrals when necessary. B.3
  4. Recognize signs of emotional distress, child abuse, and neglect in young children and use procedures appropriate to the situation, such as initiating discussions with families, referring to appropriate
  5. professionals,and, in cases of suspected abuse or neglect, reporting to designated authorities. B.4
  6. Establish an environment that provides opportunities and reinforcement for children’s practice of healthy behaviors that promote appropriate nutrition and physical and psychological well-being. B.5
  7. Provide a consistent daily schedule for rest/sleep, as developmentally appropriate. B.6
  8. Implement health care and educational activities for children and families based on health and a.nutritional information that is responsive to diverse cultures. B.7
  9. Assist young children and their families, as individually appropriate, in developing decision-making and interpersonal skills that enable them to make healthy choices and establish health-promoting behaviors. B.8

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ECED 1120. Guiding Young Children

3 Credits (3)

This course explores various theories of child guidance and the practical applications of each. It provides developmentally appropriate methods for guiding children and effective strategies and suggestions for facilitating positive social interactions. Strategies for preventing challenging behaviors through the use of environment, routines and schedule will be presented Emphasis is placed on helping children become self- responsible, competent, independent, and cooperative learners and including families as part of the guidance approach.

Learning Outcomes
  1. Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and
  2. political contexts for development and learning and recognize that children are best understood in the contexts of family, culture and society. A.6
  3. Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years. A.7
  4. Demonstrate knowledge of the relationship among emotions, behaviors, and communication skills to assist children in identifying and expressing their feelings in appropriate ways. A.10
  5. Use appropriate guidance to support the development of self-regulatory capacities in young children. A.11
  6. Recognize and respond to each child’s physical health, intellectual and emotional well-being, and nutritional and safety needs. B.1
  7. Demonstrate knowledge and skill in building positive, reciprocal relationships with families. C.1
  8. Demonstrate knowledge of and respect for variations across cultures, in terms of family
  9. strengths,expectations, values, and child-rearing practices. C.4
  10. Demonstrate the ability to incorporate the families’ desires and goals for their children into classroom or intervention strategies. C.7
  11. Demonstrate knowledge and skills in developmentally appropriate guidance techniques and strategies that provide opportunities to assist children in development positive thoughts and feelings about themselves and others through cooperative interaction with peers and adults. E.3
  12. 1Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning. E.7
  13. 1Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this

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ECED 1125. Assessment of Children and Evaluation of Programs

3 Credits (3)

This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, including systematic observation of typically and non-typically developing children. The course addresses the development and use of formative and summative assessment and evaluation instruments to ensure comprehensive quality of the total environment for children, families, and the community. Students will develop skills for evaluating the assessment process and involving other teachers, professionals and families in the process.

Prerequisite(s): ECED 1110 and (ENGL 1110G or ENGL 1110H or ENGL 1110M).

Learning Outcomes
  1. Demonstrate ability to choose valid tools that are developmentally, culturally, and linguistically appropriate; use the tools correctly; make appropriate referrals; and interpret assessment results, with the goal of obtaining valid, useful information to inform practice and decision making. F.1
  2. Demonstrate knowledge of maintaining appropriate records of children’s development and behavior that safeguard confidentiality and privacy. F.2
  3. Demonstrate knowledge of the educator’s role as a participating member of the assessment process as described and mandated by state and federal regulations for Individual family service plans (IFSP) and individual education plans (IEP). F.3
  4. Demonstrate understanding of the influences of environmental factors, cultural/linguistic differences, and diverse ways of learning on assessment outcomes. F.4 Involve the family and, as appropriate, other team members in assessing the child’s development, strengths, and needs in order to set goals for the child. F.5 Articulate an understanding of the distinctions and definitions of assessment concepts (e.g., screening, diagnostic assessment, standardized, testing, accountability assessment). F.6
  5. Apply understanding of assessment concepts toward selection of appropriate formal assessment measures, critiquing the limitations of inappropriate measures, and discussing assessment issues as part of interdisciplinary teams. F.7
  6. Articulate an understanding that responsible assessment is legally and ethically grounded and guided by sound professional. It standards is collaborative and open with the goal of supporting diverse children and families. F.8
  7. Demonstrate knowledge of assessment techniques, interpretation of assessment information in the Application of this data to curriculum development and/or intervention planning. F.9
  8. 1Demonstrate knowledge of a variety of techniques and procedures to evaluate and modify program goals for young children and their families. F.10
  9. 1Demonstrate knowledge and use of program evaluation to ensure comprehensive quality of the total Environment for children, families, and the community. F.11
  10. 1Use both self and collaborative evaluations as part of ongoing program evaluations. F.12

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ECED 1130. Family and Community Collaboration

3 Credits (3)

This beginning course examines the involvement of families and communities from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establishes collaborative relationships with families in early childhood settings is discussed. Families’ goals and desires for their children will be supported through culturally responsive strategies.

Prerequisite(s): ECED 1110 and (ENGL 1110G or ENGL 1110H or ENGL 1110M).

Learning Outcomes
  1. Demonstrate knowledge and skill in building positive, reciprocal relationships with families. C.1
  2. Articulate an understanding of a safe and welcoming environment for families and community members. C.2
  3. Develop and maintain ongoing contact with families through a variety of communication strategies. C.3
  4. Demonstrate knowledge of and respect for variations across cultures, in terms of family strengths, expectations, values, and child-rearing practices. C.4
  5. Articulate understanding of the complexity and dynamics of family systems. C.5
  6. Demonstrate understanding of the importance of families as the primary educator of their child. C.6
  7. Involve families and community members in contributing to the learning environment. C.9
  8. Demonstrate ability to communicate to families the program’s policies, procedures, and those procedural safeguards that are mandated by state and federal regulations. C.11
  9. Apply knowledge of family theory and research to understand family and community characteristics including socioeconomic conditions; family structures, relationships, stressors, and supports (including the impact of having a child with diverse abilities); home language and ethnicity. C.12
  10. 1Demonstrate knowledge of and skill to access community resources that assist families and contribute directly or indirectly to children’s positive development such as mental health services, health care, adult education, English language instruction, and economic assistance. C.13
  11. 1Demonstrate effective written and oral communication skills when working with children, families, and early care, education, and family support professionals. E.14
  12. 1Demonstrate a commitment to leadership and advocacy for excellence in programs and services for young children and their families. G.6

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ECED 2110. Professionalism

2 Credits (2)

This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced. Basic principles of early childhood systems are explored. Multiple perspectives on early care and education are introduced. Professional responsibilities such as cultural responsiveness and reflective practice are examined.

Learning Outcomes
  1. Recognize signs of emotional distress, child abuse, and neglect in young children and use procedures appropriate to the situation, such as initiating discussions with families, referring to appropriate professionals, and, in cases of suspected abuse or neglect, reporting to designated authorities. B.4
  2. Demonstrate ability to communicate to families the program’s policies, procedures, and those procedural safeguards that are mandated by state and federal regulations. C.11
  3. Use both self and collaborative evaluations as part of ongoing program evaluations. F.12
  4. Demonstrate ability to adhere to early childhood professional codes of ethical conduct and issues of confidentiality. G.1
  5. Demonstrate awareness of federal, state, and local regulations, and public policies regarding programs and services for children birth through eight years of age. G.2
  6. Demonstrate understanding of conditions of children, families, and professionals; the historical and current issues and trends; legal issues; and legislation and other public policies affecting children, families, and programs for young children and the early childhood profession. G.3
  7. Demonstrate critical reflection of one’s own professional and educational practices from community, state, national, and global perspectives. G.4
  8. Demonstrate understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice. G.5
  9. Demonstrate knowledge in technology resources to engage in ongoing professional development. G.7

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ECED 2115. Introduction to Language, Literacy, and Reading

3 Credits (3)

This course is designed to prepare early childhood professionals for promoting children’s emergent literacy and reading development. Through a developmental approach, the course addresses ways in which early childhood professionals can foster young children’s oral language development, phonemic awareness, and literacy problem solving skills, fluency, vocabulary, and comprehension. . This course provides the foundation for early childhood professionals to become knowledgeable about literacy development in young children. Instructional approaches and theory-based and research based strategies to support the emergent literacy and reading skills of native speakers and English language learners will be presented.

Prerequisite(s): ECED 1110 and (ENGL 1110G or ENGL 1110H, or ENGL 1110M).

Learning Outcomes
  1. Demonstrate knowledge of the many functions that language serves in the cognitive, social, and
  2. emotional aspects of development in the formative years. A.7
  3. Demonstrate knowledge of the developmental sequence of language and literacy, including the
  4. influence of culture and home factors. A.8
  5. Demonstrate knowledge of how children acquire and use verbal, non-verbal, and alternative means of communication. A.9
  6. Develop partnerships with family members to promote early literacy in the home. C.8
  7. Establish partnerships with community members in promoting literacy. C.10
  8. Demonstrate knowledge of the reading and writing components of emergent literacy at each developmental level. D.4
  9. Provide and use anti-bias materials/literature and experiences in all content areas of the curriculum. D.7
  10. Create and manage a literacy-rich environment that is responsive to each child’s unique path of development. E.9
  11. Use a variety of strategies during adult-child and child-child interactions and facilitate communication and dialogue of expressive language and thought. E.10 1
  12. Demonstrate a variety of developmentally appropriate instructional strategies that facilitate the development of literacy skills. E.11

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ECED 2120. Curriculum Development through Play Birth through Age 4 (PreK)

3 Credits (3)

The beginning curriculum course places play at the center of curriculum in developmentally appropriate early childhood programs. It addresses content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized. Consent of instructor required.

Prerequisite(s): ECED 1110 and (ENGL 1110G or ENGL 1110H or ENGL 1110M).

Corequisite(s): ECED 2121.

Learning Outcomes
  1. Use appropriate guidance to support the development of self-regulatory capacities in young children. A.11
  2. Demonstrate knowledge of relevant content for young children and developmentally appropriate ways of integrating content into teaching and learning experiences for children from birth to four (0-4) years of age. D.1
  3. Demonstrate the integration of knowledge of how young children develop and learn with knowledge of the concepts, inquiry tools, and structure of content areas appropriate for different developmental levels. D.2
  4. Adapt content to meet the needs of each child, including the development of individualized family
  5. service plans (IFSP) or individualized education plans (IEP) for children with diverse abilities through the team process with families and other team members. D.6
  6. Demonstrate knowledge of varying program models and learning environments that meet the individual needs of all young children, including those with diverse abilities. E.1
  7. Create environments that encourage active involvement, initiative, responsibility, and a growing sense of autonomy through the selection and use of materials and equipment that are suitable to individual learning, developmental levels, diverse abilities, and the language and cultures in New Mexico. E.2
  8. Create and manage inclusive learning environments that provide individual and cooperative
  9. opportunities for children to construct their own knowledge through various strategies that include
  10. decision-making, problem solving, and inquiry experiences. E.4
  11. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play. E.5
  12. Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors. E.6
  13. 1Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning. E.7
  14. 1Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions. E.8
  15. 1Demonstrate a variety of developmentally appropriate instructional strategies that facilitate the development of emergent literacy skills. E.11
  16. 1Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development of intervention planning. F.

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ECED 2121. Curriculum Development through Play Birth through Age 4 (PreK) Practicum

2 Credits (2)

The beginning practicum course is a co-requisite with the course Curriculum Development through Play – Birth through Age 4. The field based component of this course will provide experiences that address curriculum content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized. Consent of instructor required.

Prerequisite(s): ECED 1110 and (ENGL 1110G or ENGL 1110H or ENGL 1110M).

Corequisite(s): ECED 2120.

Learning Outcomes
  1. Provide a variety of activities that facilitate development of the whole child in the following areas: Physical/motor, social/emotional, language/cognitive and adaptive/living skills. A.5
  2. Develop, implement and evaluate an integrated curriculum that focuses on children’s development and interests, using their language, home experiences, and cultural values. D.5
  3. Provides and uses anti-bias materials and literature, and experiences in all content areas of the curriculum. D.7
  4. Create and manage inclusive learning environments that provide individual and cooperative opportunities for children to construct their own knowledge through various strategies that include decision-making, problem solving, and inquiry experiences. E.4
  5. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play. E.5
  6. Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors. E.6
  7. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning. E.7
  8. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions. E.8

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ECED 2130. Curriculum Development and Implementation Age 3 (PreK) through Grade 3

3 Credits (3)

The curriculum course focuses on developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills, is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEP’s is included. Consent of instructor required.

Prerequisite(s): ECED 1110 and (ENGL 1110G or ENGL 1110H or ENGL 1110M).

Corequisite(s): ECED 2131.

Learning Outcomes
  1. Use appropriate guidance to support the development of self-regulatory capacities in young children. A.11
  2. Demonstrate the integration of knowledge of how young children develop and learn with knowledge of the concepts, inquiry tools, and structure of content areas appropriate for different developmental levels. D.2
  3. Demonstrate knowledge of what is important in each content area, why it is of value, and how it links with early and later understandings within and across areas. D.3
  4. Demonstrate knowledge of the language, reading and writing components of emergent literacy at each developmental level. D.4
  5. Adapt content to meet the needs of each child, including the development of individualized family service plans (IFSP) or individualized education plans (IEP) for children with diverse abilities through the team process with families and other team members. D.6
  6. Demonstrate knowledge of varying program models and learning environments that meet the individual needs of all young children, including those with diverse abilities. E.1
  7. Create environments that encourage active involvement, initiative, responsibility, and a growing sense of autonomy through the selection and use of materials and equipment that are suitable to individual learning, developmental levels, diverse abilities, and the language and cultures in New Mexico. E.2
  8. Create and manage inclusive learning environments that provide individual and cooperative opportunities for children to construct their own knowledge through various strategies that include decision-making, problem solving, and inquiry experiences. E.4
  9. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play. E.5
  10. 1Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors. E.6
  11. 1Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning. E.7
  12. 1Demonstrate knowledge of developmentally appropriate uses of technology, including assistive technology. E.12
  13. 1Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development of intervention planning. F.9

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ECED 2131. Curriculum Development and Implementation Age 3 (PreK) through Grade 3 Practicum

2 Credits (2)

The beginning practicum course is a co-requisite with the course Curriculum Development and Implementation: Age 3 through Grade 3. The field based component of this course will provide experiences that address developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included. Consent of instructor required. Corequisite(s): ECED 2130

Prerequisite(s): ECED 1110 and (ENGL 1110G or ENGL 1110H or ENGL 1110M).

Learning Outcomes
  1. Provide a variety of activities that facilitate development of the whole child in the following areas: Physical/motor, social/emotional, language/cognitive and adaptive/living skills. A.5
  2. Develop, implement and evaluate an integrated curriculum that focuses on children’s development and interests, using their language, home experiences, and cultural values. D.5
  3. Provides and uses anti-bias materials and literature, and experiences in all content areas of the curriculum. D.7
  4. Create and manage inclusive learning environments that provide individual and cooperative opportunities
  5. for children to construct their own knowledge through various strategies that include decision-making, problem solving, and inquiry experiences. E.4
  6. Demonstrate understanding that each child’s creative expression is unique and can be encouraged
  7. through diverse ways, including creative play. E.5
  8. Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors. E.6
  9. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning. E.7
  10. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiryexperiences to help young children develop intellectual curiosity, solve problems, and make decisions. E.8

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ECED 2140. Effective Program Development for Diverse Learners and their Families

3 Credits (3)

This course addresses the role of a director/administrator in the implementation of family-centered programming that includes individually appropriate and culturally responsive curriculum in a healthy and safe learning environment for all children and their families.

Learning Outcomes
  1. Describe important aspects of leadership that an administrator in an early childhood setting must demonstrate.
  2. Identify and describe ways in which classrooms can have a multicultural environment.
  3. Observe a classroom and identify, using photographs good practice with classroom environment.
  4. Describe important aspects of a good early childhood curriculum
  5. Describe how culture and socioeconomic factors influence classroom environment.

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ECED 2141. Effective Program Development for Diverse Learners and their Families Practicum

2 Credits (2)

Provides opportunities for students to apply knowledge gained from Curriculum for Diverse Learners and their Families in a practicum setting. Consent of instructor required. Restricted to ECED majors.

Corequisite(s): ECED 2140.

Learning Outcomes
  1. Describe the requirements to maintain and enhance the physical and mental health, safety, and nutrition components of a program: Demonstrate knowledge of facility management to include evaluation, maintenance, security, and meeting applicable codes; Demonstrate knowledge of planning for appropriate indoor and outdoor environments; Identify ways to support early childhood educators in the selection of appropriate materials and equipment for the environment; Demonstrate knowledge of the impact of the environment on children’s learning and development.
  2. Demonstrate knowledge of early care and education curriculum that is individually, culturally, linguistically, and developmentally responsive: Describe a variety of curriculum goals and teaching strategies; Describe the importance of ongoing curriculum assessment and planning, and collaboration with teachers, families and community entities; Identify ways to support early childhood educators in curriculum assessment and planning.
  3. Demonstrate knowledge of family/community involvement in effective program development: Describe the importance of supporting families as partners in early care and education program development; Describe both informal and formal communication systems with families that encourage information sharing and joint decision making; Identify strategies for resolving conflicts and supporting families with diverse backgrounds and parenting expectations; Identify the range of family needs including transitional periods; Identify within the community the network to support families with their special needs; Describe a “family friendly” inclusive philosophy
  4. Demonstrate knowledge of a director’s role as an educational leader in an inclusive setting: Describe what a director does in supporting the instructional component of the program for children, staff, and families; Identify resources that a director might use to keep current with information relating to the instructional component of the program; Describe ways to involve teachers in instructional decision making.

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ECED 2215. Program Management

3 Credits (3)

This course emphasizes the technical knowledge necessary to develop and maintain an effective early care and education program. It focuses on sound financial management and vision, the laws and legal issues that affect programs, and state and national standards such as accreditation. Consent of instructor required.

ECED 2280. Professional Relationships

3 Credits (3)

This course addresses staff relations that will foster diverse professional relationships with families, communities and boards. Topics of staff recruitment, retention, support and supervision will lay the foundation for positive personnel, family and community relationships. Consent of instructor required.

Corequisite(s): ECED 2281.

Learning Outcomes
  1. Interview an administrator and write a paper describing personnel management, staff support,
  2. supervision, and professional development.
  3. Identify and describe ethical and legal requirements in maintaining a professional relationship with subordinates, the community, clients, and fellow administrators.
  4. Identify and describe technologies which may be used in an early childhood setting.
  5. Identify and describe legal and ethical considerations in the employment of others.

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ECED 2281. Professional Relationships Practicum

2 Credits (2)

Practical experience in the development of staff relationship that will foster professional relationships with families, communities and boards. Issues of staff recruitment, retention, support and supervision will lay a foundation for positive personnel management. Consent of instructor required. Restricted to ECED majors.

Corequisite(s): ECED 2280.

Learning Outcomes
  1. Demonstrate knowledge of personnel management, staff support, supervision, and professional development within a diverse and inclusive organization: Describe methods for recruiting and retaining a diverse staff; Describe job descriptions for each position; Review a sampling of personnel policies and procedures; Review a variety of staff handbooks; Explain why on-going system of supervision should include regular meetings for professional goal setting, self-assessment, and feedback; Review program needs to effectively manage the work of the program including scheduling, covering ratios, initial orientation, in-service, staff meeting, etc.
  2. Demonstrate an awareness of appropriate communication and collaboration skills: Improve written and oral communication skills; Describe strategies for resolving conflicts; Explain how to promote consensus building as a decision making process.
  3. Demonstrate knowledge that promotes effective professional relationships with families, communities, and board members: Describe methods for demonstrating respect, understanding, and appreciation for all people; Identify the aspects of culture that facilitate relationship building among people; Describe how to build a common vision and develop long range program plans with parents, staff, board, and the community; Communicate program goals to visitors, prospective parents, volunteers, and board members; Describe how public relations and marketing strategies can impact programs; Review assessment tools that identify needs for early care, education and family support; Develop a personal professional development plan; Describe methods to work effectively with a board and advisory group.
  4. Demonstrate knowledge of technology uses and skill acquisition: Describe how to use technology resources to engage in ongoing professional development and lifelong learning; Describe how you will use technology to communicate and collaborate in your leadership role

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ECED 315. Research in Child, Growth, Development and Learning

3 Credits (3)

This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided by focusing on contemporary research in all aspects of development, including bio-ecological, social-affective, cognitive, language, and the methodological aspects of research in early childhood development and education. May be repeated up to 3 credits. Restricted to: TEP-ECED majors.

Prerequisite(s): ECED 1110.

ECED 325. Research in Child, Growth, Development and Learning

3 Credits (3)

This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided by focusing on contemporary research in all aspects of development, including bio-ecological, social-affective, cognitive, language, and the methodological aspects of research in early childhood development and education. Intended for Zero to Four degree seeking majors and ECED minors. May be repeated up to 3 credits.

Prerequisite: ECED 1110;.

Learning Outcomes
  1. Incorporate understanding of developmental stages, processes and theories of growth, development, and learning into developmentally appropriate practice. (I.A)
  2. Demonstrate knowledge of the interaction between maturation and environmental factors that influence physical, social, emotional, cognitive, and cultural domains in the healthy development of each child

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ECED 329. Early Primary Field Placement

2 Credits (4P)

The field practicum is a co-requisite course with Teaching and Learning Reading and Writing; Teaching and Learning Math and Science; Teaching and Learning Social Studies, Fine Arts and Movement. The field based component will provide experiences that address curriculum content and practice teaching that is relevant for early primary children in developmentally and culturally sensitive ways. Graded: S/U. May be repeated up to 2 credits. Restricted to: TEP-ECED majors. Graded: S/U Grading (S/U, Audit).

Corequisite(s): ECED 440,ECED 455,RDG 350.

ECED 335. Family, Language and Cultural

3 Credits (3)

This course analyzes the interrelationships between family, language, and culture as connected to children's development and learning. In this course, language is understood as a human activity and higher mental process which build on the children's families, community and cultural background. May be repeated up to 3 credits. Restricted to: TEP-ECED majors.

Prerequisite(s): ECED 1130.

ECED 345. Family, Language, and Culture

3 Credits (3)

This course analyzes the interrelationships between family, language, and culture as connected to children's development and learning. In this course, language is understood as a human activity and higher mental process which build on the children's families, community, and cultural background. Intended for Zero to Four degree seeking majors and ECED minors. May be repeated up to 3 credits.

Prerequisite: ECED 1130.

Learning Outcomes
  1. Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning and recognize that children are best understood in the contexts of family, culture, and society. A.6 Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years. A.7

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ECED 351. Emergent Literacy

3 Credits (2+2P)

This advanced course is designed to prepare early childhood professionals to study literacy development, specifically oral language, writing and reading. This course focuses on children from birth through age 4, including children with special needs. Through a developmental approach, the course addresses: 1) recent theory and research that translates into practical strategies, assessment materials and preparation of rich literacy environments, 2) the socio-cultural contexts in which children develop literacy, 3) culturally, linguistically and developmentally appropriate literacy curricula, 4) processes used to determine the appropriateness of various literacy strategies, 5) assessment, evaluation, and accountability and 5) literacy leadership. Crosslisted with: RDG 351.

Prerequisite(s): ECED 2115.

ECED 395. Special Topics

1-3 Credits

Each course will be identified by a qualifying subtitle. A maximum of 3 credits in any one semester and a grand total of 6 credits.

ECED 420. Integrated Early Childhood Curriculum

4 Credits (4)

This advanced course focuses on developmentally appropriate content, learning environments, and curriculum implementation for children birth through age 4. It emphasizes integration of content areas (the arts, literacy, math, health/emotional wellness, science, social studies, motor, and adaptive living skills) and the development of rich learning environments for infants, toddlers, and preschool children.

Prerequisite(s): ECED 1115, ECED 2120, ECED 2121, ECED 2130, ECED 2131, ECED 2110, and ECED 1120.

Corequisite(s): ECED 425.

ECED 425. Integrated Curriculum Practicum

2 Credits (2)

The advanced practicum course is a field based course that will provide opportunities for the integration of content areas (the arts, literacy, math, health/emotional wellness, science, social studies, motor, and adaptive living skills) and the development of rich learning environments for infants, toddlers, and preschool children.

Prerequisite(s): ECED 1115, ECED 2120, ECED 2121, ECED 2130, ECED 2131, ECED 2110, ECED 1120.

Corequisite(s): ECED 420.

ECED 440. Teaching and Learning Math and Science

4 Credits (4)

Standards, principles, and practices in teaching mathematics and science to young children in preschool through grade 3. An emphasis is placed on developing a content-rich integrated math and science curriculum that focuses on children's development and interests, includes appropriate content, processes, environment, and materials with an emphasis on problem-solving as the major means of constructing basic concepts. Field experience required. May be repeated up to 4 credits.

Corequisite(s): ECED 329, ECED 455, RDG 350.

ECED 455. Teaching and Learning Social Studies, Fine Arts and Movement

3 Credits (3)

The course focuses on the aims, scope, and integration of methods of teaching social studies, the fine arts and movement across the curriculum. This course emphasizes an integrated approach to teaching the what and why of social studies; assessing student learning; planning units, lessons, and activities; effective instructional strategies; and knowledge of social studies content. Concepts of expressive art include the visual arts, music, movement and drama. May be repeated up to 3 credits.

Corequisite(s): ECED 329,ECED 440,RDG 350.

ECED 458. Field Experience (Infants Pre-K)

1 Credit (1)

Supervised field experiences in early childhood settings: infants, toddlers, and pre-K programs. Graded S/U.

ECED 459. Field Experience (K-3)

1 Credit (1)

Supervised field experiences in early childhood settings: public school programs K 3. Graded S/U.

ECED 465. Advanced Caregiving for Infants and Toddlers

3 Credits (3)

The advanced field-based course is intended to assist students to define and implement advanced elements of quality programming for all infants, toddlers in safe, healthy, responsive caring environments. The experiences in the approved setting will support strong nurturing relationships, cultural competence, diverse learning needs and styles of every child, appropriate guidance techniques and partnership with the families, cultures, and community represented. Students are assisted through the course in advancing their ability to observe, discuss, and implement elements of quality programming for infants and toddlers in home, small-group or whole-group care situations. May be repeated up to 3 credits.

Prerequisite(s): ECED 2120 and ECED 2121; ECED 2130 and ECED 2131.

ECED 470. Student Teaching/Seminar Early Childhood

3 Credits (3)

Discussion of early childhood school issues related to student teaching. May be repeated up to 3 credit hours. Restricted to: TEP-ECED Majors.

Learning Outcomes
  1. Synthesis of knowledge and skills appropriate to teaching in PreK - 3rd grade educational settings.

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ECED 479. Curriculum in Early Childhood Education

3 Credits (3)

Development and implementation of curriculum and materials for teaching young children.

ECED 489. Topics

3 Credits (3)

Offered under various subtitles which indicate the subject matter to be covered. May be repeated three times for a maximum of 9 credits.

ECED 510. Issues in Early Childhood Education

3 Credits (3)

Examines current trends and problems through readings of theoretical, empirical, and applied literature.

ECED 515. Working with Parents of Young Children

3 Credits (3)

Techniques for setting up home and classroom visitations, communicating with parents, and establishing special programs.

ECED 520. Seminar on Child Development, Assessment and Well-being of Young Children

3 Credits (3)

This course will reintroduce you to the world of young children in a variety of early childhood settings. It focuses on early childhood development, observation of young children and evaluation of classrooms, child well-being, and the many ways in young children learn. Sessions will bridge theory to practice as we explore your internship experiences and gain deeper understanding of your role as an early care and education professional. May be repeated up to 3 credits.

ECED 530. Leadership and Advocacy in Early Childhood

3 Credits (3)

The course explores a multidisciplinary approach to early childhood educational leadership, advocacy and change. The course focuses on leadership in its many forms: in teaching, administration, policy, research, and ethics. In addition, we will examine the theory and practice of change to gain an understanding of what contributes to advocating for policy and community change. Students will gain a deeper understanding of themselves as leaders, and ways to improve early education to promote social justice in programs and systems serving families and young children.

ECED 540. Science/Math Curriculum

3 Credits (2+2P)

Methods and materials for developmentally appropriate practices in teaching science and math for young children.

Learning Outcomes
  1. Synthesis of knowledge and skills appropriate to teaching in PreK - 3rd grade educational settings.

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ECED 550. Student Teaching/Seminar

3 Credits (3)

Provides student teaching experience in a variety of settings with young children ages birth 8. Restricted to: TEP-ECED majors. Students must be Admitted into student teaching to enroll. May be repeated up to 3 credits.

Learning Outcomes
  1. Our mission is to serve the people of New Mexico through education, research, extension education, and public service with specific emphasis on innovative practices, overcoming barriers to learning, international activities, technology, and literacy for the diverse populations of New Mexico, surrounding states and border communities.

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ECED 570. Play in the Early Childhood Curriculum

3 Credits (3)

Advanced exploration of the development of curriculum based on children's play. A means of exploring and learning the patterns of human living, communications, and experiences congruous with developing interests and capacities. Restricted to majors. Same as ECED 451 with differentiated assignments for graduate students.

ECED 612. History and Philosophy of Early Childhood Education

3 Credits (3)

Critical analysis of the historical development and philosophical underpinnings of the field of early childhood education as it relates to current practice. Restricted to doctoral-level students of any major.

ECED 614. Early Childhood, Communities, and Social Policy

3 Credits (3)

Early childhood politics and policy taken from a global, national, state, and community context. Restricted to doctoral-level students of any major.

ECED 698. Selected Topics in Early Childhood Education

1-6 Credits

Offered under various subtitles. May be repeated for a maximum of 6 credits. Restricted to doctoral-level students of any major.

Education Courses

EDUC 1110. Freshman Orientation

1 Credit (1)

Introduction to the university and to the College of Education. Discussion of planning for individualized education program and field experience. Restricted to Las Cruces campus only.

Learning Outcomes
  1. Demonstrates knowledge of and uses theories, approaches, methods, and techniques for teaching, reading, writing, and other academic skills in English and the native language.
  2. Demonstrates knowledge of and applies management techniques appropriate to classrooms containingstudents who have varying levels of proficiency and academic experience in both languages.
  3. Community/Family Involvement
  4. The bilingual teacher:
  5. Recognizes the importance of parental and community involvement for facilitating the learner’s successful integration to his/her school environment.
  6. Demonstrates knowledge of the teaching and learning patterns of the students’ home environment and incorporates these into the instructional areas of program.
  7. Assessment
  8. The bilingual teacher:
  9. Assesses oral and written language proficiency in academic areas in both languages utilizing the results for instructional placement, prescription, and evaluation.
  10. Evaluates the growth of the learner’s native and second language in the context of the curriculum.
  11. Continuously assesses and adjusts her or his own language use in the classroom in order to maximize learner comprehension and verbal participation

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EDUC 1120. Introduction to Education

2 Credits (2)

Introduction to the historical, philosophical, sociological foundations of education, current trends, and issues in education; especially as it relates to a multicultural environment. Students will use those foundations to develop effective strategies related to problems, issues and responsibilities in the field of education. Restricted to Las Cruces campus only.

Learning Outcomes
  1. Describe the teaching and learning of various American education settings including early childhood, elementary, middle school, high school, and special education.
  2. Describe how teachers use educational theory and the results of research of students’ learning.
  3. Explain the techniques for establishing a positive and supportive environment in the classroom
  4. Identify and describe instructional strategies supported by current research to promote thinking skills of all learners.
  5. Recognize the teachers’ role and responsibilities in an increasingly diverse, multicultural society.

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EDUC 1140. Math for Paraprofessionals

3 Credits (3)

Applied math skills for paraprofessionals working with children.

Prerequisite: CCDM 103 N.

Learning Outcomes
  1. Students will plan developmentally appropriate math activities for young children.
  2. Students will plan adaptations to math activities for children with diverse abilities.
  3. Students will demonstrate understanding of recent research in methods of teaching mathematics.
  4. Students will demonstrate understanding of early childhood theories as they relate to the teaching of mathematics.
  5. Students will demonstrate understanding of unique needs of children from diverse economic or cultural backgrounds.

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EDUC 1150. Math for Paraprofessionals II

3 Credits (3)

Applied math skills for paraprofessionals working under the direction of a teacher.

Prerequisite(s): EDUC 1140.

Learning Outcomes
  1. Students will plan developmentally appropriate math activities for young children.
  2. Students will plan adaptations to math activities for children with diverse abilities.
  3. Students will demonstrate understanding of recent research in methods of teaching mathematics.
  4. Students will demonstrate understanding of early childhood theories as they relate to the teaching of mathematics.
  5. Students will demonstrate understanding of unique needs of children from diverse economic or cultural backgrounds.

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EDUC 1185. Introduction to Secondary Education and Youth

3 Credits (3)

Introductory course for students considering a career in secondary education. Includes historical, philosophical, and sociological foundations, program organization, critical dispositions, and understanding the context of schools and youth. Practicum required. Restricted to: Secondary Ed majors. Traditional Grading with RR.

Learning Outcomes
  1. Articulate the attributes of an education professional entering the field.
  2. Differentiate and summarize the major educational philosophies and historical events that have influenced the progression of educational practice.
  3. Describe the role of law in education with emphasis on the rights and responsibilities of teachers and learners.
  4. Develop a preliminary personal philosophy of teaching and learning.
  5. Discuss the characteristics and roles of the teacher, the student, and the school in today’s education.
  6. Identify effective teaching methods, instructional strategies and learning styles.
  7. Evaluate the Lesson Planning Process using various lesson planning templates, formats, and rubrics.
  8. Explain classroom management techniques.
  9. Identify different types of diversity in the classroom environment.
  10. 1Describe how learning differences are manifested in schools.
  11. 1Describe how teachers use multiple methods of assessment to engage learners in their own growth, to monitor learner progress
  12. 1Describe how teachers use multiple methods of assessment to modify instruction and inform decision making.
  13. 1Identify the role of Standards and High Stakes Testing in the life of an educational professional
  14. 1Complete 24 hours internship in a classroom, preferably a bilingual classroom.
  15. 1Document and reflect on your observations throughout your internship.
  16. 1Construct an individualized map to teacher licensure in the State of New Mexico.

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EDUC 1995. Field Experience I

1 Credit (1)

Introduction to public school teaching, school visits, classroom observations and discussion seminar.

Learning Outcomes
  1. Demonstrate an understanding of personal attitudes and motivations for entering the field of education.
  2. Identify effective teaching strategies that enhance student learning outcomes.
  3. Identify classroom management techniques and learning styles.
  4. Develop observational skills and reflective thinking skills.
  5. Evaluate instructional methods that enhance upper level thinking skills in children.

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EDUC 1996. Special Topics in Education

1 Credit (1)

Supervised study in a specific area of interest. Each course shall be designated by a qualifying subtitle. May be repeated for a maximum of 9 credits.

Learning Outcomes
  1. Varies

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EDUC 1998. Internship I

3 Credits (3)

Supervised experience in elementary education settings.

Learning Outcomes
  1. Varies

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EDUC 2710. Pre-Teacher Preparation

3 Credits (3)

Assists students in developing the necessary competencies needed for acceptance to the Teacher Education Program. Course content includes basic skill development, test taking skills, and completion of teacher preparation packet. Maybe repeated for a maximum of 6 credits. Graded S/U. Community Colleges only.

Learning Outcomes
  1. Investigate the process and requirements of the Teacher Education Program
  2. Read critically about teacher’s experiences and write brief reactions
  3. Discuss philosophies of education and draft a written personal philosophy of education
  4. Discuss the nature of education for students with diverse languages, cultures and abilities
  5. Draft personal position statements concerning education for students with disabilities and diverse cultures

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EDUC 2998. Internship II

3 Credits (3)

Supervised experience in junior high settings.

Prerequisite: must be a co-op student.

Learning Outcomes
  1. Varies

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EDUC 302. Internship III

3 Credits (3)

Student teaching in public school classroom according to major area of interest.

EDUC 315. Multicultural Education

3 Credits (2+2P)

The conceptual manifestations of culture, race and ethnicity, class, gender, sexual orientation, exceptionalities, language, bilingualism, and global citzenship within the schooling process. May be repeated up to 3 credits. Crosslisted with: EDUC 317V.

EDUC 317V. Multicultural Issues in Society

3 Credits (3)

Conceptual manifestations of culture, race, ethnicity, class, gender, exceptionalities, language, and bilingualism within and across society. Crosslisted with: EDUC 315.

EDUC 381. Secondary Field Experience

3 Credits (2+2P)

Develop professional skills, dispositions, and understanding of secondary bilingual youth, content, and pedagogy through discussion seminar and interactions with public education mentor teachers. Focused observations, study of classroom language and culture, introduction to lesson planning and student assessment. Requires 32 hours of practicum field experience. Same as EDUC 303. May be repeated up to 3 credits. Crosslisted with: BLED 303.

EDUC 395. Special Topics in Education

1-3 Credits

Offered under various subtitles in the Schedule of Classes. May be taken for a maximum of 3 cr. per semester and a total of 6 credits overall.

EDUC 402. Data Literacy and Assessment

3 Credits (3)

Methods for selecting, constructing, and using multiple methods of assessment to monitor learner progress and improve student learning. Students will learn to analyze and use classroom and standardized assessment data to understand patterns and gaps in learning, to guide planning and instruction, and employ technology to support practice. May be repeated up to 6 credits.

EDUC 451. Methods of Teaching Elementary School Science

3 Credits (2+2P)

Methods and materials for teaching elementary school science. Includes components of lessons and the use of multimedia. May be repeated up to 3 credits. Restricted to: TEP-EED majors.

Prerequisite(s): 9 hours of science from biology, chemistry, physics, and earth sciences, with no more than 3 hours from any one department.

EDUC 452. Methods of Teaching Elementary School Mathematics

3 Credits (3)

Content, theories of cognition, and instructional approaches for the teaching of mathematics in the elementary grades.

Prerequisite(s): MATH 1134.

EDUC 454. Methods of Teaching Elementary School Social Studies

3 Credits (2+2P)

Focus on social studies curriculum and instruction including student-centered approaches, active learning, educational technology, nontextual curriculum, integration, multicultural education, authentic assessment, and practical applications. May be repeated up to 3 credits. Restricted to: TEP-EED majors.

EDUC 460. Teaching Language Arts at the Middle and High School Level

3 Credits (2+2P)

Implications of cognition and language development for appropriate secondary instructional practices. Focus on construction of meaning, student-centered response to literature, writing process, print and oral language development, based on socio-psycholinguistic research and theory. Practicum required. Same as EDUC 560. May be repeated up to 3 credits. Restricted to: TEP-SED majors.

EDUC 461. Teaching Social Studies at the Middle and High School Level

3 Credits (2+2P)

Integrating content knowledge and pedagogy for the middle and high school teacher in social studies. The focus will be on a variety of instructional strategies and pedagogical skills that will enhance the learning of social studies. Practicum required. Same as EDUC 561. May be repeated up to 3 credits. Restricted to: TEP-SED majors.

EDUC 462. Teaching Mathematics at the Middle and High School Level

3 Credits (2+2P)

Integrating content knowledge and pedagogy for the middle and high school teacher in mathematics. The focus will be on a variety of instructional strategies and pedagogical skills that will enhance the learning of mathematics. Practicum required. Same as EDUC 562. May be repeated up to 3 credits. Restricted to: TEP-SED majors.

EDUC 463. Teaching Science at the Middle and High School Level

3 Credits (2+2P)

Integrating content knowledge and pedagogy for the middle and high school teacher in science. The focus will be on a variety of instructional strategies and pedagogical skills that will enhance the learning of science for students in grades 6-12. Practicum required. Same as EDUC 563. May be repeated up to 3 credits. Restricted to: TEP-SED majors.

EDUC 470. Elementary Student Teaching

9 Credits (9)

Synthesis of knowledge and skills appropriate to teaching in elementary schools. May be repeated up to 9 credits. Restricted to: TEP-EED majors. Graded: S/U Grading (S/U, Audit).

EDUC 471. Secondary Student Teaching

9 Credits (9)

Synthesis of knowledge and skills appropriate to teaching in secondary schools. May be repeated up to 9 credits. Restricted to: TEP-SED majors. Graded: S/U Grading (S/U, Audit).

EDUC 475. Contemporary Issues in Education

3 Credits (2+2P)

Discussion of contemporary issues including: classroom management, motivation, conferences, professional organizations, professional ethics, community influences, cultural pluralism, reform movements, instructional influences, and educational technology. Requires field experience component in a school or community setting. Same as EDUC 575. May be repeated up to 3 credits. Restricted to: TEP-SED majors.

EDUC 476. Science for Educators

3 Credits (3)

This course will focus on the exploration of key central science concepts and how to connect learners to resources, tools of inquiry, and collaborative problem solving related to authentic local and global issues in classroom, lab, and digital science environments. Topics include: The nature of science, Physical Science, Life Science, Earth and Space Science.

EDUC 480. International Student Teaching Seminar

1 Credit (1)

Preparation for students planning to teach in an international setting.

Prerequisite: Must be scheduled one semester before graduation.

EDUC 481. Elementary Student Teaching Seminar

3 Credits (3)

Discussion of elementary school issues related to student teaching. Taken concurrently with EDUC 470. May be repeated up to 3 credits. Restricted to: TEP-EED majors.

EDUC 482. Middle and High School Student Teaching Seminar

3 Credits (3)

Discussion of secondary school issues related to student teaching. Taken concurrently with EDUC 471. May be repeated up to 3 credits. Restricted to: TEP-SED majors.

EDUC 489. Topics

1-3 Credits

Offered under various subtitles which indicate the subject matter to be covered. A maximum of 3 credits in any one semester and a grand total of 3 credits. May be repeated up to 3 credits. Consent of Instructor required. Restricted to: TEP-SPED majors.

EDUC 495. Directed Study Courses in Education

1-3 Credits

Each course shall be identified by a qualifying subtitle. Maximum of 3 credits in any one semester and a grand total of 6 credits.

EDUC 501. Special Topics

1-3 Credits

Course subtitled in the Schedule of Classes. A maximum of 3 credits per semester and a total of 6 credits overall.

EDUC 505. Classroom Management

3 Credits (3)

Strategies for managing classroom settings and determining appropriate modification of instructional approaches to meet changing classroom situations.

EDUC 509. Teaching Methods Laboratory

3 Credits (3)

Practical application of previously learned content.

Prerequisite(s): Bachelors degree and admission to the Graduate School and departmental special program.

EDUC 510. Internship/Student Teaching

3 Credits (3)

Integrated with EDUC 509. Student is assigned to an elementary or secondary classroom for 14-16 weeks. Elementary or secondary.

Prerequisite(s): EDUC 509.

EDUC 515. Multicultural Education

3 Credits (2+2P)

Conceptual manifestations of culture, race, and ethnicity, class, gender, exceptionalities, language and bilingualism within the schooling process. Same as EDUC 315 with differentiated assignments for graduate students.

EDUC 516. Curriculum and Pedagogy I

3 Credits (3)

Introduction, reconstruction, and other connections among historical, philosophical, sociocultural, psychological, and theoretical foundations of curriculum and pedagogy and their application to culturally and linguistically diverse teaching and learning settings.

EDUC 518. Technology and Pedagogy

3 Credits (3)

Critical analysis, design, and evaluation of computer-based technologies in teaching and learning for diverse communities. May be repeated up to 3 credits.

Prerequisite(s): Graduate standing.

EDUC 519. Research in Curriculum and Pedagogy

3 Credits (3)

An introduction to qualitative and quantitative designs for research in curriculum and instruction, with emphasis on action research.

EDUC 520. Action Research Projects

3 Credits (3)

Deeper explorations and connections among foundations of curriculum and pedagogy and their application to culturally and linguistically diverse teaching and learning settings through action research projects, approaches to assessment, and agency.

Prerequisite: EDUC 515, EDUC 519.

Learning Outcomes
  1. Understanding of Action Research Develop an Action Research plan: Question Development; Data collection plan; Analysis Analysis to Action for teaching: Applying data results to planning; Decision-making for changes in teaching
  2. Presentation of Research: Research writing process

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EDUC 530. Exploration in Education

3 Credits (3+3P)

Overview of elementary and secondary schooling. Includes opportunities to gain teaching experience in diverse settings.

EDUC 537. Independent Readings

1-3 Credits

Each project will be designated by a qualifying subtitle.

EDUC 550. Methods of Teaching Early Childhood Education

3 Credits (3)

Characteristics of the young child, play, guidance, communication, methods, materials, models, issues. Same as EDUC 450 with differentiated assignments for graduate students.

EDUC 551. Methods of Teaching Elementary School Science

3 Credits (2+2P)

Methods and materials for teaching elementary school science. Includes components of lessons, planning and teaching lessons in schools, and multimedia. Students should have 9 hours of science from biology, chemistry, physics, and earth science with no more than 3 hours from any one department to enroll in this course. Same as EDUC 451 with differentiated assignments for graduate students.

Corequisite(s): ECED 550; EDUC 552; RDG 560.

EDUC 552. Methods of Teaching Elementary School Mathematics

3 Credits (2+2P)

Content, theories of cognition, and instructional approaches for the teaching of mathematics in the elementary grades. Same as EDUC 452 with differentiated assignments for graduate students.

Prerequisite(s): MATH 1134.

Corequisite(s): ECED 550; EDUC 551; RDG 560.

EDUC 553. Methods of Teaching Elementary School Language Arts

3 Credits (2+2P)

Implications of language acquisition and development for instructional practices. Focus on student-centered response to literature, writing process, whole language learning, based on socio-psycholinguistic theory and research. Same as EDUC 453 with differentiated assignments for graduate students.

Corequisite(s): EDUC 554; EDUC 555; RDG 561.

EDUC 554. Methods of Teaching Elementary School Social Studies

3 Credits (2+2P)

Focus on social studies curriculum and instruction including student-centered approaches, active learning, educational technology, nontextual curriculum, integration, multicultural education, authentic assessment, and practical applications. Same as EDUC 454 with differentiated assignments for graduate students.

Corequisite(s): EDUC 553; EDUC 555; RDG 561.

EDUC 557. Science and Math Methods: Internship

3 Credits (3)

Elementary alternative licensure process course designed to introduce intern licensed teachers to methods of instruction for mathematics and science. University supervision provided simultaneously with EDUC 557. Restricted to CI and HSS non-degree students.

EDUC 558. Social Studies/Language Arts Methods Internship

3 Credits (3)

Elementary alternative licensure process course designed to introduce intern licensed teachers to methods of instruction of social studies and language arts. University supervision provided simultaneously with EDUC 558. Restricted to CI and HSS non-degree students.

EDUC 560. Teaching Language Arts at the Middle and High School Level

3 Credits (2+2P)

Implications of cognition and language development for appropriate secondary instructional practices. Focus on construction of meaning, student-centered response to literature, writing process, print and oral language development, based on socio-psycholinguistic research and theory. Practicum required. Same as EDUC 460 with differentiated assignments for graduate students. Prerequistite(s): TEP required EDUC 515 & EDUC 530.

EDUC 561. Teaching Social Studies at the Middle and High School Level

3 Credits (2+2P)

Integrating content knowledge and pedagogy for the middle and high school teacher in social studies. The focus will be on a variety of instructional strategies and pedagogical skills that will enhance the learning of social studies for student in grades 6-12. Practicum required. Same as EDUC 461 with differentiated assignments for graduate students. Prerequsite(s): TEP required EDUC 515 & EDUC 530.

EDUC 562. Teaching Mathematics at the Middle and High School Level

3 Credits (2+2P)

Integrating content knowledge and pedagogy for the middle and high school teacher in mathematics. The focus will be on a variety of instructional strategies and pedagogical skills that will enhance the learning of students in 6-12 setting settings for mathematics. Same as 462 with differentiated assignments for graduate students.

Prerequisite(s): TEP required EDUC 515 & EDUC 530.

EDUC 563. Teaching Science at the Middle and High School Level

3 Credits (2+2P)

Integrating content knowledge and pedagogy for the middle and high school teacher in science. The focus will be on a variety of instructional strategies and pedagogical skills that will enhance the learning of science for student in grades 6-12. Practicum required. Same as EDUC 463 with differentiated assignments for graduate students.

Prerequisite(s): TEP required EDUC 515 & EDUC 530.

EDUC 571. Elementary Mathematics Development I

3 Credits (3)

Understanding of the research on elementary development of mathematics and its application in the classroom. Focus on how elementary students come to understand counting, the base 10 number system, and connections between early number understanding, geometric representations, fractions, and operations in later grades. Course assignments require working with elementary students. Consent of Instructor required. Restricted to: Master of Arts in Education: Elementary Mathematics and Science majors.

Learning Outcomes
  1. To put current research on elementary students’ development of mathematics into practice. To analyze student thinking to construct models of cognitive structures. To select, sequence, and administer tasks to test models of students’ cognitive structures. To develop and facilitate a classroom lesson plan to build on models of students’ cognitive structures. To reflect on observations of student learning in relation to current research on elementary students’ development of mathematics.

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EDUC 572. Elementary Mathematics Development 2

3 Credits (3)

Understanding of the research on elementary development of science and its application in the classroom. Focus on how elementary students come to understand topics in the physical sciences, life sciences, and earth and space sciences. Includes applications to engineering and technology. Course assignments require working with elementary students. Consent of Instructor required. Restricted to: Master of Arts in Education: Elementary Mathematics and Science majors.

Learning Outcomes
  1. To put current research on elementary students’ development of science into practice. To analyze student thinking to construct models of cognitive structures. To select, sequence, and administer tasks to test models of students’ cognitive structures. To develop and facilitate a classroom lesson plan to build on models of students’ cognitive structures. To reflect on observations of student learning in relation to current research on elementary students’ development of science.

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EDUC 573. Elementary Science Development

3 Credits (3)

Understanding of the research on elementary development of science and its application in the classroom. Focus on how elementary students come to understand topics in the physical sciences, life sciences, and earth and space sciences. Includes applications to engineering and technology. Course assignments require working with elementary students. Consent of Instructor required. Restricted to: Master of Arts in Education: Elementary Mathematics and Science majors.

Learning Outcomes
  1. To put current research on elementary students’ development of science into practice. To analyze student thinking to construct models of cognitive structures. To select, sequence, and administer tasks to test models of students’ cognitive structures. To develop and facilitate a classroom lesson plan to build on models of students’ cognitive structures. To reflect on observations of student learning in relation to current research on elementary students’ development of science.

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EDUC 577. Leadership Advocacy in Elementary Mathematics and Science

3 Credits (3)

This course focuses on development of elementary mathematics and science specialists’ leadership qualities necessary to promote and advocate for positive change through active participation with other professionals and in their own professional growth that draws upon current research in their respective fields, development of professional development programs, evaluation of educational structures that impact equitable access to high quality instruction, and communication with stakeholders directly and indirectly associated with education institutions. Consent of Instructor required. Restricted to: Master of Arts in Education: Elementary Mathematics and Science majors.

Learning Outcomes
  1. To leverage current research on elementary students’ development of mathematics science to enact change in teaching practice and education policy. To make use of leadership skills to facilitate discussion with education stakeholders, school and district administrators, and teaching professionals. To make use of leadership skills to collaborate with education stakeholders, school and district administrators, and teaching professionals. To examine current mathematics and science teaching practice within a school or district and create a professional development plan that aligns with current research on best practices. To examine current mathematics and science teaching practice within a school or district and create a professional development plan that aligns with district and/or school mission and vision.

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EDUC 590. TESOL Practicum

3 Credits (3)

Classroom applications of ESL literacy development through supervised teaching experiences accompanied by a seminar. Same as RDG 590.

EDUC 595. Directed Study Courses in Education

1-3 Credits

Each course will be identified by a qualifying subtitle. Maximum of 3 credits in any one semester and a total of 6 credits overall.

EDUC 597. Capstone Research Project

1-3 Credits (1-3)

Capstone project. Maximum of 3 credits per semester and a total of 6 credits overall. Consent of Instructor required. Restricted to: Admittance into the Master of Arts in Education: Elementary Mathematics and Science program; Instructor Approval Needed majors.

Learning Outcomes
  1. To investigate a problem or issue in education. To communicate results of the investigation in a scholarly manner.

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EDUC 598. Special Research Programs

1-3 Credits

Individual investigations either analytical or experimental. Maximum of 3 credits per semester and a total of 6 credits overall.

EDUC 599. Master's Thesis

15 Credits

Thesis.

EDUC 600. Doctoral Research

1-15 Credits

Research.

EDUC 601. Contemporary Curriculum/Instruction Practices

1-3 Credits

Course subtitled in the Schedule of Classes. A maximum of 3 credits per semester and a total of 6 credits overall.

EDUC 602. Internship in Curriculum and Instruction

3-6 Credits

For those pursuing an advanced graduate degree to meet the requirement for field work. Each course to bear an appropriate subtitle.

EDUC 603. Curriculum for a Diverse Society

3 Credits (3)

Builds upon knowledge of the foundations of curriculum and professional experience in an educational setting. Focus on the role of the curriculum leader in understanding curriculum theory, designing curriculum, and implementing curriculum in various settings.

EDUC 604. Pedagogy of Learning in a Diverse Society

3 Credits (3)

Builds upon knowledge of the foundations of instruction and professional experience in teaching and learning. Focus on diverse theories of instruction with relevant practices in pluralistic settings and multicultural interactions of teaching and learning.

EDUC 605. Independent Study Topics

1-3 Credits

A problem and seminar course for those pursuing an advanced graduate degree. Course subtitled in the Schedule of Classes.

EDUC 606. Qualitative Research I

3 Credits (3)

This course offers an examination of qualitative research approaches used in educational and social settings, with a focus upon research design, field relations, data collection and analysis, and writing from a qualitative perspective. May be repeated up to 3 credits.

EDUC 607. Current Research in Educational Practice

3 Credits (3)

A seminar for doctoral and education specialist students emphasizing current research and educational practices. Same as BLED 607, ECED 607, RDG 607, and SPED 607.

EDUC 608. Issues in Multicultural Curriculum and Instruction and Teacher Education

3 Credits (3)

Builds upon multicultural theories and practices of teacher education. Restricted to doctoral-level students of any major.

EDUC 613. Evaluation of Quantitative Research in Education

3 Credits (3)

A doctoral-level exploration of a broad range of quantitative research designs and methodologies for collection and analysis of data as applied to critical review of the literature. May be repeated up to 3 credits.

EDUC 623. Curricular Mediation for Democratic Communities

3 Credits (3)

Problematization of the various relationships, roles, and leadership considerations which emerge within educational institutions, their structures, and their culturally democratic practices in the classroom, community, and society. Restricted to doctoral-level students of any major. Same as BLED 623, ECED 623.

EDUC 630. Critical Race Theory & Storytelling in Educational Spaces

3 Credits (3)

An upper-level doctoral course focusing on the philosophical, theoretical, and methodological origins and practices of CRT and the sister frameworks that emerged from CRT, i.e., AsianCrit, BlackCrit, FemCrit, LatCrit, QueerCrit, TribalCrit, and WhiteCrit within educational spaces.

EDUC 633. Praxis and Reflexivity

3 Credits (3)

The cyclical research processes of continuous self and systemic (re)evaluation vis-a-vis classroom, community, and society with an eye toward reflection, growth, change, and larger forms of social agency. Restricted to doctoral-level students of any major. Same as BLED 633, ECED 633, EDLT 633, RDG 633.

EDUC 634. Research as Praxis

3 Credits (3)

Alternative community-or-school-based research aimed at investigating and transforming educational realities, with the participants for their own benefit. Students will experience the dynamic between research theory and practice in education. Crosslisted with: BLED 634, EDLT 634 and RDG 634. Restricted to: EDUC,C I,C ID majors.

Prerequisite(s): EDUC 576 and EDUC 613.

EDUC 635. Critical Theory and Pedagogy

3 Credits (3)

Covers the various schools of thought on pedagogy, the historical and philosophical foundations embedded in these schools, and their impact on educational settings. Restricted to doctoral-level students of any major. Same as BLED 635.

EDUC 636. Advanced Statistics

3 Credits (3)

An intermediate course focusing on more advanced theories and techniques of inferential statistics as applied to education and psychology. Includes ANOVA, planned contrasts, ANCOVA, simple regression, and non-parametrics. A computer package will be the primary tool for data analysis. Crosslisted with: CEPY 636.

Prerequisite(s): EDUC 613 or equivalent course work.

EDUC 637. Social Justice Issues in Education

3 Credits (3)

Covers the systems of oppression located within the constructs of power and hegemony and their impact on schooling. Restricted to doctoral-level students of any major. Same as BLED 637.

EDUC 685. Practicum

2-6 Credits

Provision for field inquiries and experiences designed to prepare the doctoral student for assuming responsibilities in the areas of curriculum and instruction.

Prerequisite: post-master's standing.

EDUC 694. Dissertation Seminar

3 Credits (3)

Dissertation seminar course for doctoral students utilizing a qualitative research design. May be repeated up to 3 credits. Consent of Instructor required. Restricted to: C ID,EDUC majors.

EDUC 698. Selected Topics

1-6 Credits

Offered under various subtitles which indicate the subject matter to be covered. A maximum of 6 credits per semester and a total of 6 credits overall.

EDUC 699. Ed.S. Thesis

1-15 Credits

Offered primarily for those pursuing the research requirements for the Ed.S. degree. Course may be repeated up to a maximum allowed for this degree. Each research project will be designated by a qualifying subtitle.

EDUC 700. Doctoral Dissertation

1-15 Credits

Dissertation.

Educational Learning Technology Courses

EDLT 2110. Integrating Technology with Teaching

3 Credits (3)

Considers impact of technology on communication and knowledge development; engages students in the design of technology-integrated lessons with a constructivist approach.

Learning Outcomes
  1. Students will demonstrate a sound understanding of technology operations and concepts.
  2. Students will plan and design effective learning environments and experiences supported by technology.
  3. Students will implement curriculum plans that include methods and strategies for applying technology to maximize learning.
  4. Students will apply technology to facilitate a variety of effective assessment and evaluation strategies.
  5. Students will use technology to enhance their productivity and professional practice.
  6. Students will better understand the social, ethical, legal, and human issues surrounding the use of technology on PreK-12 schools and apply that knowledge into future practice.

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EDLT 368. Integrating Technology with Teaching

3 Credits (3)

Considers impact of technology on communication and knowledge development; engages students in the design of technology-integrated lessons with a constructivist approach.

EDLT 520. Critical Digital Literacy

3 Credits (3)

Explore, evaluate and use a variety of multimedia authoring tools including website, video, audio, image editing and apps (iOS/Android) for educational applications. Prerequisite(s)/Corequisite(s): EDUC 518

EDLT 522. Technology and Language Learning

3 Credits (3)

Use of technology to enhance second language and dual language programs. Organized around technology enhanced communicative and interactive language learning environments. May be repeated up to 3 credits.

EDLT 528. Foundations of Learning Design & Technology

3 Credits (3)

This course covers how to access, use, design, and evaluate instructional resources on the Internet, for blended and online learning environments.

Learning Outcomes
  1. Provide a rationale for using a systematic approach to learning design. Identify and summarize the major elements commonly included in instructional development models. Define terms used to describe the phases and strategies of the learning design process.Conduct a needs assessment. Demonstrate the following competency in the completion of an instructional development project: a) identify an instructional problem, b) analyze learners and learning contexts, c) plan and implement a goal analysis, d) specify terminal and enabling learning objectives, e) design criterion measures, f) prepare appropriate testing instruments and procedures, g) select appropriate instructional strategies, h) select appropriate instructional media (delivery systems), i) construct a prototype product, j) plan and conduct formative evaluations, and k) specify revisions resulting from formative evaluation. Compare and contrast various instructional design perspectives and philosophies. Develop effective and efficient instructional products.

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EDLT 560. Fostering Online Learning Communities

3 Credits (3)

Examines theoretical and practical aspects of communication and collaboration and their impact on the formation of online learning communities for those teaching adults in higher education, business, or government settings.

EDLT 561. Social Media in Blended and Online Learning Environments

3 Credits (3)

This course will explore the role of social media in online and blended learning environments through practical hands-on activities, critical dialogue, and collaborative projects which will prepare you to utilize social media personally and pedagogically.

EDLT 572. Emerging Models for Learning Design and Technology

3 Credits (3)

Applies instructional strategy development supported by technology for classroom curriculum.

EDLT 573. Culturally Responsive Teaching with Technology

3 Credits (3)

Use of inquiry and problem-based learning supported by computer-based applications. Critical analysis of multiple forms of electronic media. Prerequisite(s)/Corequisite(s): EDUC 518

EDLT 575. Designing and Organizing Online Learning Environments

3 Credits (3)

Explores the theories, models, approaches, technologies, and methods of online teaching and adult learning. Provides a foundation for examining the roles and characteristics of the online teacher and learner for those teaching adults in higher education, business, or government settings.

EDLT 577. Online Teaching and Learning

3 Credits (3)

This course provides a survey of theories, models and methods used to design and delivery online education through the use of technologies in K-12, higher education, business/industry, and continuing education.

EDLT 578. Design and Delivery of Webconferences and Webinars

3 Credits (3)

This course provides hands-on experiences with web conferencing and examines the theory and research of webconferencing's impact on teaching and learning.

EDLT 579. Universal Design in Online Course Design

3 Credits (3)

Examines theory, practical application of strategies, and global and policy implications of universal design (UD)in online learning environments.

EDLT 580. Tools and Techniques for Online Teaching

3 Credits (3)

Examines the theoretical and practical implications of various asynchronous and synchronous tools and their impact on teaching and learning through research and hands-on experience.

EDLT 581. Emerging Technology Tools and Techniques

3 Credits (3)

This course examines the theory, research, and practice of emerging technologies for educational practice and their impact on online teaching and learning.

EDLT 590. Capstone

3 Credits (3)

Explores a variety of online assessment and evaluation options with an emphasis on continual assessment and evaluation to improve teaching and learning.

EDLT 592. Directed Studies

3 Credits (3)

Supervised academic work. Consent of Instructor required.

EDLT 607. Current Research in Learning and Technology

3 Credits (3)

Explores models and methods for examining and researching the impact of technology on learning and education.

EDLT 610. Technology, Society, and Education

3 Credits (3)

Same as EDUC 610.

EDLT 612. Advanced Fieldwork

3 Credits (3)

Fieldwork in learning technologies provides opportunities to integrate theory and practice through research, teaching and/or development.

EDLT 620. Multimedia, Authoring and Curriculum Design

3 Credits (3)

Explore, evaluate and use a variety of multimedia authoring tools including website, video, audio, image editing and apps (iOS/Android) for educational applications. Includes additional theoretical research component for doctoral students.

EDLT 628. Foundations of Learning Design & Technology

3 Credits (3)

This course covers how to access, use, design, and evaluate instructional resources on the Internet, for blended and online learning environments. Includes a theoretical and research component for doctoral students.

Learning Outcomes
  1. Provide a rationale for using a systematic approach to learning design. Identify and summarize the major elements commonly included in instructional development models. Define terms used to describe the phases and strategies of the learning design process. Conduct a needs assessment. Demonstrate the following competency in the completion of an instructional development project: a) identify an instructional problem, b) analyze learners and learning contexts, c) plan and implement a goal analysis, d) specify terminal and enabling learning objectives, e) design criterion measures, f) prepare appropriate testing instruments and procedures, g) select appropriate instructional strategies, h) select appropriate instructional media (delivery systems), i) construct a prototype product, j) plan and conduct formative evaluations, and k) specify revisions resulting from formative evaluation. Compare and contrast various instructional design perspectives and philosophies. Develop effective and efficient instructional products.

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EDLT 633. Praxis and Reflexivity

3 Credits (3)

Same as BLED 633, ECED 633, EDUC 633, RDG, 633. Consent of Instructor required.

EDLT 672. Emerging Models for Learning Design & Technology

3 Credits (3)

Integration of technology into content areas. May be repeated up to 3 credits.

EDLT 677. Online Teaching and Learning

3 Credits (3)

This course provides a survey of theories; models and methods used to design and deliver online education through the use of technologies in K-12, higher education, business/industry, and continuing education. Topics covered include accreditation, assessment, culturally responsive course design, current trends and best practices, hybrid and blended learning, learning management systems, online support services, social justice issues in online education, learner engagement, and retention. Crosslisted with: EDLT 577.

Educational Leadership Administration Courses

ELAD 2210. Leadership and Change in Education

3 Credits (3)

This course will introduce students to the challenges and key strategies in initiating, implementing, and sustaining educational change and reform. In the first part of the course, participants will learn about the challenges of educational change in the United States and the role that they as school leaders play in facilitating change and reform. The course continues with an examination of how culture, micro-politics, and power structures support or impede national and global change initiatives. The last part of the course offers suggestions for change agents including community organizing, culture building, and embracing sustainable leadership practices. Participants will learn how to apply the change theories and concepts introduced in the course to practice through course readings, online discussions with the instructor and colleagues, group work, active examination of daily practice in schools, and personal reflection.

Learning Outcomes
  1. Students will be able to communicate in clear manners that articulate, convey and deepen the understandings others have of issues affecting their communities.
  2. Students will be able to collaborate on democratic processes.
  3. Students will be able to communicate engage in critical social analysis and how the status quo fits into a larger movement for social change.

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ELAD 2340. Multicultural Leadership in Education

3 Credits (3)

Introduction to the social and cultural constructions of gender, class, and race. Students will critically apply theoretical constructs to everyday life and discuss the intersection of gender and race with class inequality in national and global contexts. Using a social justice framework, readings, and assignments integrate a variety of racial/ethnic groups while considering the effects of historically uneven resource distribution, unearned privilege, forms of domination and subordination, immigration status, and cultural representation and ideologies. Participants will learn how to apply the change theories and concepts introduced in the course to practice through course readings, online discussions with the instructor and colleagues, group work, active examination of daily practice in schools, and personal reflection.

Learning Outcomes
  1. Students will develop awareness of their own social identities.
  2. Students will recognize differences among various communities, perspectives, and world-views.
  3. Students will describe how privilege and biases impact our communities and systems.
  4. Students will create meaningful peer-to-peer relationships.
  5. Students will understand the impact of their actions on community members.
  6. Students will identify their leadership skills to shape social change on and off campus.
  7. Students will act on opportunities to promote social change.
  8. Students will use academic resources including advising, computers, printing, library, and space.

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ELAD 2996. Special Topics in Educational Leadership

1-3 Credits (1-3)

Special topics course in education for undergraduate students. Course will be identified by a subtitle. May be repeated up to 12 credits. Restricted to Las Cruces campus only.

Learning Outcomes
  1. Students will be able to engage in systems thinking which aids in seeing how individual situations are shaped by a broader contexts
  2. Students will be able to understand how to apply theoretical frameworks for understanding social problems.
  3. Students will be able to help develop leadership capacity in others.
  4. Students will be able to gain an understanding of cultural competence, which recognizes that diverse perspectives strengthen the dialogue and approaches to solving social problems.

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ELAD 342. Current Issues In Educational Leadership

3 Credits (3)

This course addresses issues such as the rise in international education, education's costs, social media's role and influence, changes in state and national funding trends, student and faculty/staff diversity, among others. The focus of this course is centered on the actions and responses of administrators to the current issues they are facing.

ELAD 350V. Introduction to Educational Leadership in a Global Society

3 Credits (3)

Multinational educational systems covered through knowledge of the U.S. system of education promoting critical leadership roles every citizen plays in the success of educational systems.

ELAD 398. Special Topics in Education

1-3 Credits (1-3)

Special topics course in education for undergraduate students. Course will be identified by a subtitle. May be repeated for a maximum of 12 credits.

ELAD 411. Foundation for School Library Specialists

3 Credits (3)

Elements of librarianship. Introduction to the history, purpose, and role of the school library. Overview of current issues and legislation affecting school libraries. Same as ELAD 511. May be repeated up to 3 credits.

ELAD 412. Administration of the School Library

3 Credits (3)

Principles and practices related to the function, structure, and management of school libraries. Same as ELAD 512. May be repeated up to 3 credits.

ELAD 413. Curriculum Role of the School Library Specialist

3 Credits (3)

Introduction to the integration of curriculum in school library programs. Current trends in collaborative planning and teaching between the school librarians and teachers. Taught with ELAD 513. May be repeated up to 3 credits.

ELAD 414. Collection Management and Development in School Libraries

3 Credits (3)

Principles of identifying, selecting, acquiring, managing, and evaluating information for school libraries. Same as ELAD 514. May be repeated up to 3 credits.

ELAD 440. Management of Student Services

3 Credits (3)

History and overview of student services (e.g., admissions, counseling, registration, financial aid, housing, food services, student organizations) for early entry level positions. This course will provide students with an examination of foundations and principals of student services. Important theories and essential competencies needed in order to be successful will be explored through a social justice perspective of leadership.

ELAD 450. Principles of Education Law and Policy

3 Credits (3)

Overview of the use of law and policy in schools and higher education. May be repeated up to 3 credits. Restricted to: E AD, majors.

ELAD 455. Principles of Education Budgeting and Finance

3 Credits (3)

Analysis of budget and finance practices in education. Restricted to: E AD majors.

ELAD 485. Elements of Research

3 Credits (3)

This course provides students with a foundation for understanding educational research. The course will also provide grounding in proper writing format for use in the education profession. Students will be introduced to various research paradigms and the symbiosis of theory and practice. Besides introducing students to the symbiosis of theory and practice, students will complete assignments and activities that demonstrate the use of that symbiosis. Ultimately, students will be able to use the knowledge they gain through the course to be able to critique educational research.

ELAD 499. Internship

3 Credits (3)

The undergraduate Educational Leadership major requires that students complete two internships. Internships provide students with either experience working in an area of administration that is different from the student's regular job or experience conducting research for a program or project. Each internship placement site and scope of work is determined through consultation with the course instructor. Students must complete 120 hours of work with the selected internship site. May be repeated up to 6 credits.

Prerequisite(s): Student must be an E AD major and be within (at least) one year of graduation.

ELAD 502. Special Problems.

1-3 Credits

Offered under various subtitles which indicate the subject matter covered. May be taken for a maximum of 3 credits per semester and a total of 6 credits overall. May be repeated up to 6 credits. Consent of Instructor required.

ELAD 511. Foundation for School Library Specialists

3 Credits (3)

Elements of librarianship. Introduction to the history, purpose, and role of the school library. Overview of current issues and legislation affecting school libraries. Same as ELAD 411. May be repeated up to 3 credits.

ELAD 513. Curriculum Role of the School Library Specialist

3 Credits (3)

Introduction to the integration of curriculum in school library programs. Current trends in collaborative planning and teaching between school librarians and teachers. Same as ELAD 413. May be repeated up to 3 credits.

ELAD 514. Collection Management and Development in School Libraries

3 Credits (3)

Principles of identifying, selecting, acquiring, managing, and evaluating information for school libraries. Same as ELAD 414. May be repeated up to 3 credits.

ELAD 520. Management of Educational Change: Higher Education

3 Credits (3)

Leadership in implementing innovations in education in higher education. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to: E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Student will gain the insight into how the structure of schools in the United States impacts the success or failure of educational change. Student will understand the role of implementing or resisting educational change efforts

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ELAD 530. Management of Educational Change: Public Schools

3 Credits (3)

Leadership in implementing innovations in education. The course must be passed with a grade of "B" or higher. Consent of instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Students will gain insight into how the structure of schools in the United States impacts the success of failure of educational change and reform.
  2. Students will understand the role of implementing or resisting educational change efforts

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ELAD 531. Special Education Administration

3 Credits (3)

Competencies for the administration of special education programs with an emphasis upon New Mexico public school standards. The course must be passed with a grade of "B" or better. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Knowledge of interactive systems and sub-systems and the influence of internal and external environments on the supervisory and improvement processes. Understanding of research and effective professional development practices tied to curriculum, improvement of instructional delivery and student achievement.

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ELAD 540. Management of Student Services in Higher Education

3 Credits (3)

History and overview of student services (e.g., admissions, counseling, registration, financial aid, housing, food services, student organizations) and a review of management components used in student services. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Explain the origins of student services in relationship to social and historical events
  2. Describe the theoretical foundations and development of student services.
  3. Evaluate the organizational and administrative models for the delivery of student services programs.

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ELAD 550. Higher Education Law

3 Credits (3)

This course is designed to review the impact of the legal process and the judiciary on higher education. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Analyze the options on policy issues using the statues, cases, regulations, and legislative history as their tool.
  2. Evaluate legal developments in higher education.
  3. Synthesis legal trends in their particular area of professional interest.

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ELAD 555. Higher Education Finance and Funding

3 Credits (3)

This course examines the impact and process of financing and funding higher education. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Identify opportunities to use research and individual projects to explore issues related to issues of topics of interest
  2. Describe the ways in which budget and finance skills are important to administrators in college and university settings
  3. Distinguish how financial and budgetary issues vary with respect to state, private, and various funding sources within higher education

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ELAD 563. Higher Education Administration

3 Credits (3)

This course provides an overview of higher education in the United States including history, mission, and governance, in the context of organizational theory. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Understand the purpose of higher education and how this purpose has changed and affected various types of community colleges and universities and groups of people
  2. Consider how organization, governance, and finance in higher education vary by institutional type, control and mission
  3. Gain familiarity with major issues facing U.S. higher education

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ELAD 564. Internship Public Schools Part I

3 Credits (3)

First half of a practical internship in Pk-12 schools under supervision of school administrator. The course must be passed with a grade of "B" or higher. Consent of Instructor required. 3 years of Pk-12 teaching experience required. Restricted to: E AD majors. .

Prerequisite: 18 cr. of ELAD course work; 3.0 GPA or better.

Learning Outcomes
  1. A clear understanding of the roles and responsibilities of the school leader in an adaptive, culturally diverse and changing environment
  2. Provide a platform for prospective leaders to analytically reflect on the complexity of ethical cases in which the school administrator is likely to confront in the scope of his/her administrative career in public education

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ELAD 565. Internship: Public Schools Part II

3 Credits (3)

Second half of a practical internship in Pk-12 administrative setting under supervision of experienced higher education administrator. Internship site determined by class instructor and graduate student. The class must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to: E AD majors.

Prerequisite: ELAD 564; 3.0 GPA or better.

Learning Outcomes
  1. A understanding of the roles and responsibilities of the school leader in an adaptive, culturally diverse and changing environment.
  2. Provide a platform for prospective leaders to analytically reflect on the complexity of ethical cases in which the school administrator is likely to confront in the scope of his/her administrative career in public education.

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ELAD 566. Internship: Higher Education Part I

3 Credits (3)

First half of practical internship in administrative setting under supervision of experienced higher education administrator. Internship site determined by class instructor and graduate student. The course must be passed with a grade of "B" or higher. Restricted to: E AD majors.

Prerequisite: 15 credits of ELAD coursework and consent of instructor; .

Learning Outcomes
  1. Understand the roles and responsibilities of the school leader in an adaptive, culturally diverse and changing environment Will provide a platform for leaders to analytically reflect on the complexity of ethical cases in which the administrator will confront in the scope of administrative role

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ELAD 567. Internship: Higher Education Part II

3 Credits (3)

Second half of a practical internship in an administrative setting under supervision of an experienced higher education administrator. Internship placement determined by class instructor and graduate student. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to: E AD majors.

Prerequisite: ELAD 566; 3.0 GPA or better; .

Learning Outcomes
  1. Enhance knowledge and practice of higher education administration, keeping in mind that experiences should provide opportunities for thoughtful examination of the diversity of the ways and manners in which office supervisors and staff conduct their work. Provide practical experience and opportunity to examine and apply learned theoretical concepts within a supportive, supervised environment. Develop skills related to higher education management and leadership.

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ELAD 568. Topics in School Administration

1-3 Credits

Designated by subtitle.

ELAD 569. Basing Decision on Data: Higher Education.

3 Credits (3)

Analysis of accountability data and other evidence to support educational decision making. Disaggregating and interpreting assessment data to guide improvement of instruction. Moving from evidence to plans for action. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or higher; .

Learning Outcomes
  1. Participants will understand the importance of using assessment data in
  2. decision-making and identify reasons why these skills are important to educational leaders in college and university settings.
  3. Participants will evaluate the assessment structure of one institution or department in higher education, using a criteria-based measurement tool (rubric).
  4. Participants will reflect on possibilities of using assessment data to further social justice outcomes in higher education.

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ELAD 570. Educational Leadership, Supervision, and Evaluation

3 Credits (3)

Leadership, supervision, and evaluation in Pk-12 and post secondary education. The course must be passed with a grade of "B" or better. Consent of Instructor required. Restricted to E AD majors

Prerequisite: 3.0 GPA or higher; .

Learning Outcomes
  1. To acquire a basic knowledge of the processes, persons, and practices of educational leadership and supervision.
  2. To develop personalized understandings of leadership and supervisory roles.
  3. To relate leadership and supervision theory to practice.
  4. To develop a concept of good administrative/supervisory practice.
  5. To develop a diverse awareness of leadership and supervisory issues and techniques.

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ELAD 572. History and Philosophy of Education

3 Credits (3)

An overview of the historical development of the American school system and the relation of various philosophies to American education.

ELAD 575. The Principalship

3 Credits (3)

Key issues surrounding the role of school-site leaders. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better; .

Learning Outcomes
  1. Students will examine the complexities of school leadership.
  2. Students will create a school culture representative of their own core values.
  3. Students will assess the role and importance of the principal in facilitating change, managing conflict, promoting an active anti-racist environment, celebrating diversity, and establishing accountability for all students’ learning.

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ELAD 576. Educational Financial Management

3 Credits (3)

Educational finance and business applications. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better; .

Learning Outcomes
  1. Understand and be able to use and explain to lay people the technical language used to discuss education finance issues.
  2. Analyze, interpret, and present financial data, trends, and issues to various publics served by the schools and outline possible actions and their implications

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ELAD 578. Leadership and Administration of Bilingual Education

3 Credits (3)

Concepts and practical approaches to improving the education of English languages learners through higher education. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or higher; .

Learning Outcomes
  1. Examine the complexity and overarching issues encompassing the role of the school leader as it pertains to the broader and narrower goals of bilingual education
  2. Develop critical understandings of educating equitably, involving the development and sustainability of bilingual education programs which focus on making schooling meaningful and comprehensible for the millions of children whose home languages are different from the dominant language of school and society

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ELAD 579. Public School Law

3 Credits (3)

Legal processes of education, major court decisions, and the legislative process will be studied. The course must be passed with a grade of "B" or better. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better; .

Learning Outcomes
  1. Understand the critical issues involved in applying the law fairly and justly
  2. Understand the complex nature of the federal, state, and local authority levels as they relate to applying statutory and constitutional law

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ELAD 580. Administration of Adult and Continuing Education

3 Credits (3)

Administration of programs in public schools, higher education, community and nontraditional educational settings. The class must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or higher; .

Learning Outcomes
  1. Analyze adult education theory and the intersection of social justice to inform adult education program planning.
  2. Assess the needs of specific populations for adult education programming

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ELAD 582. Community College Administration

3 Credits (3)

An overview of the history, role, objectives and patterns governing the effectiveness of the community college. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better; .

Learning Outcomes
  1. Understand the purpose of higher education and how this purpose has changed and affected various types of community colleges and universities and groups of people;
  2. Consider how organization, governance, and finance in higher education vary by institutional type, control, and mission;

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ELAD 585. Elements of Research

3 Credits (3)

Survey and analysis of research methods and designs focusing on sound educational research and its presentation. The course must be passed with a grade of "B" or higher. Consent of Instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better; .

Learning Outcomes
  1. Explain the purpose of research
  2. Analyze the need for research by practicing educational administrators
  3. Describe the differences between qualitative research and quantitative research

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ELAD 586. Leadership for Social Justice and Equity

3 Credits (3)

Examine cultural diversity and how appropriate understanding, leadership and instructional strategies can be used to reach all learners. Enhances understanding of what it means to be an educator in culturally diverse contexts. The course must be passed with a grade of "B" or higher. Consent of instructor required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better, .

Learning Outcomes
  1. Acquired knowledge of multicultural issues as they relate to race, ethnicity, class, and gender and how these factors intersect with current educational leadership trends; Developed a more multicultural perspective which will lead to greater awareness of the needs of culturally, linguistically, and socio-economically diverse students and an ability to develop/enhance an educational leadership lens designed to promote equity and access for all students;

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ELAD 590. Basing Decision on Data: Pk-12

3 Credits (3)

Analysis of accountability data and other evidence to support educational decision making. Disaggregating and interpreting assessment data to guide improvement of instruction. Moving from evidence to plans for action. The course must be passed with a grade of "B" or higher. Consent of instructor is required. Restricted to E AD majors.

Prerequisite: 3.0 GPA or better.

Learning Outcomes
  1. Identify various types of data and their uses in decision-making Identify federal and state assessment programs, as well as local assessment requirements, and the policies that drive them Explain how data from multiple sources is used to inform decision making about student achievement

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ELAD 595. Current Topics

1-6 Credits

Offered under various subtitles which indicate the subject matter covered. May be taken for a maximum of 6 credits.

ELAD 598. Independent Studies

1-3 Credits

Individual investigation in special topic areas. Requires prior approval of project advisor.

ELAD 600. Doctoral Research

1-15 Credits

Research. S/U to traditional grade options. May be repeated up to 88 credits. Consent of Instructor required. Thesis/Dissertation Grading.

ELAD 615. Organizational Theory

3 Credits (3)

The overarching objectives of this class is to prepare educational leaders who comprehend the complexities of educational organizations, especially those with significant underrepresented populations; to initiate or maintain leaders’ commitment to educational programs that embrace all learners; and to promote within leaders an understanding of the necessity of upholding social justice, primarily as it applies to issues, such as race, ethnicity, class, ability, religion, and gender. Consent of Instructor required. Restricted to: E AD majors.

ELAD 620. Doctoral Seminar

1-3 Credits

A study of current issues in educational administration at the national, state, and local levels. May be repeated up to 6 credits. Consent of Instructor required.

ELAD 622. Quantitative Research I

3 Credits (3)

Explores quantitative research methods, the rationale and assumptions that guide statistical decisions, beginning level statistical analyses, and how all of these are applied in the field of educational leadership. May be repeated up to 3 credits. Consent of Instructor required.

Prerequisite(s): Consent of instructor.

ELAD 623. Qualitative Research I

3 Credits (3)

Explores qualitative research methods and models and their application in the field of educational leadership. May be repeated up to 3 credits. Consent of Instructor required.

Prerequisite(s): Consent of instructor.

ELAD 630. Concepts of Leadership in Education

3 Credits (3)

Survey of concepts of leadership in general and educational leadership in particular. Consideration of implications for practice. May be repeated up to 3 credits. Consent of Instructor required.

ELAD 635. Scholarly Writing and the Southwest Border

3 Credits (3)

This course is designed to provide doctoral-level students with an opportunity to engage with scholarly and academic writing in a meaningful manner. Scholarly writing and academic writing are often used interchangeably. They will be used in that manner for this course. Generally defined, academic writing refers to a particular style of expression that researchers use to define the intellectual boundaries of their disciplines and their areas of expertise. Scholarly writing is the specific genre of writing that is used in all academic fields. For this course, the scholarly writing is contained to the context of the Southwest Border and Borderland issues. This is designed in consideration of and relates to the Department and Program's mission, which takes into account social justice and border education issues. Additionally, the course will cover topics associated with scholarly writing that include, but not limited to: formal language, tone, precision, clarity, word choice, and assumptive statements versus research-supported rationale. Consent of Instructor required. Restricted to: E AD majors.

ELAD 645. The Professoriate

3 Credits (3)

The purpose of this course is to explore the body of scholarly knowledge and research appropriate for the study of American higher education, the context in which teaching and learning occurs, and faculty's roles in the process. We will discuss the number, variety, and purpose of the various types of institutions; the different roles that faculty members play within these institutions; how faculty work is assessed and valued within the outside of the university; administrative regulations related to faculty work; current issues related to the general state of the professoriate; as well as how does one prepare to enter the professoriate.

ELAD 650. Higher Education Law

3 Credits (3)

This advanced course is designed to review the impact of the judiciary on higher education. The legal standing of institutions of higher education on issues of staff rights, student rights, and tort liability will be addressed. In addition, the impact of local ordinances, state and federal laws and regulations will be examined. Consent of Instructor required.

ELAD 655. Higher Education Finance and Funding

3 Credits (3)

This advanced course examines the impact and process of financing and funding higher education. The course is an examination of higher education finance as it relates to operational budgets, capital budgets, and policy issues which impact the financing of higher education. Consent of Instructor required.

ELAD 670. Advanced Internship

1-6 Credits

For those pursuing an advanced degree to meet the field work requirement. To bear an appropriate subtitle. May be repeated up to 6 credits. Consent of Instructor required. Restricted to: E AD majors. Graded: S/U Grading (S/U, Audit).

ELAD 671. Foundations of Educational Administration

3 Credits (3)

Advanced course about the political, economic, and social forces on policy making and governance of Pk-12 and postsecondary education. May be repeated up to 3 credits. Consent of Instructor required.

ELAD 676. Educational Financial Management

3 Credits (3)

This advanced course offers an overview of economic and financial concerns relating to the public school system of the United States. Consent of Instructor required.

ELAD 679. Public School Law

3 Credits (3)

Advanced course in which the legal processes of education, major court decisions, and the legislative process will be studied. Consent of Instructor required.

ELAD 682. Quantitative Research II

3 Credits (3)

Intermediate quantitative methods of research, statistical analyses, and their application in the field of educational leadership. May be repeated up to 3 credits. Consent of Instructor required. Restricted to Doctoral students only.

Prerequisite(s): ELAD 622.

ELAD 683. Qualitative Research II

3 Credits (3)

Advanced qualitative methods of research and implementation in the field of educational leadership. May be repeated up to 3 credits. Consent of Instructor required.

Prerequisite(s): ELAD 623.

ELAD 685. Elements of Research

3 Credits (3)

Advanced survey and analysis of research methods and designs focusing on sound educational research and its presentation. Consent of Instructor required.

ELAD 689. Evaluation Design in Education

3 Credits (3)

Advanced course that focuses on evaluation and accountability models; application to educational programs. Consent of Instructor required.

ELAD 693. Dissertation Seminar

3 Credits (3)

Same as CEPY, EDUC, SPED 693. Non-majors may be permitted to enroll in this course under limited circumstances with the permission of the course instructor, department head, and graduate school dean. Consent of Instructor required.

ELAD 698. Selected Topics

1-6 Credits

Offered under various subtitles which indicate the subject matter covered. May be repeated up to 6 credits.

ELAD 700. Doctoral Dissertation

1-9 Credits

Dissertation. Minimum of 3 credits per regular semester. May be taken for a maximum of 36 credits. Consent of instructor required.

Reading Courses

RDG 350. Teaching and Learning Reading and Writing

3 Credits (3)

The foundation of this course is on understanding the reading process including the relationship between reading, writing, listening, and speaking; individual needs and abilities in reading instruction; and how to organize classrooms and select materials to support literacy development. Concepts of phonemic awareness, phonic instruction, vocabulary development, fluency and comprehension are integrated with the developmentally appropriate use of authentic assessment techniques, language/literacy immersion, and multicultural children's literature. May be repeated up to 3 credits.

Prerequisite(s): ECED 2115.

Corequisite(s): ECED 329, ECED 440, ECED 455.

RDG 360. Elementary School Literacy I

3 Credits (2+2P)

Reading development, curriculum, and instruction in the elementary grades. Required of all elementary education majors as a May be repeated up to 3 credits. Crosslisted with: RDG 350. Restricted to: TEP-EED majors.

RDG 361. Elementary School Literacy II

3 Credits (2+2P)

Reading development in curriculum and instruction with assessment and evaluation in the elementary grades (K 8). May be repeated up to 3 credits. Restricted to: TEP-EED majors.

Prerequisite(s): RDG 360.

RDG 371. Instruction for Special Reading Needs

3 Credits (3)

Emphasizes appropriate techniques for teaching reading to learners with special needs. May be repeated up to 3 credits. Restricted to: TEP: EED, ECED, SED, and SPED majors.

RDG 395. Special Topics

1-3 Credits

Each course will be identified by a qualifying subtitle. A maximum of 3 credits in any one semester and a grand total of 6 credits.

RDG 414. Content Area Literacy

3 Credits (2+2P)

Surveys integrated reading/writing/discursive practices in middle/secondary content areas. Same as RDG 514. May be repeated up to 3 credits. Restricted to: TEP-SED majors.

RDG 510. Adult and Family Literacy

3 Credits (3)

Principles, practices, and instructional materials for adult and family literacy. Same as EDUC 506.

RDG 511. Literacy Assessment and Evaluation

3 Credits (3)

Theoretical and practical aspects of using formal and informal assessment and evaluation procedures in literacy curriculum and instruction. Same as EDUC 511.

RDG 514. Content Area Literacy

3 Credits (3)

Surveys integrated reading/writing/discursive practices in middle/secondary content areas. Same as RDG 314.

RDG 518. Digital Literacies

3 Credits (3)

Digital Literacies study focuses on the multiple relationships between how we express ourselves to one another and the multiple technological systems and networks that provide context, meaning, and shape to those expressions in both social and academic spaces. This course is designed to examine new literacies theory as it applies to teaching applications and current research on digital literacies within K-12 education. As 21st Century practitioner scholars, we are concerned with both the social aspects of literacy practices, understanding that school-based operations are inseparable from the sociocultural contexts in which they are enacted. Must be an NMSU graduate student to participate in this course.

Prerequisite(s): RDG 511 with a B- or better.

Learning Outcomes
  1. Critically assess K-12 implementation of digital literacies across content area curriculum and instruction.
  2. Examine seminal and current research on digital literacies’ theory, pedagogy, and practice.
  3. Determine the level of cultural relevance in schools and pedagogies for 21st Century students.
  4. Interpret how social categories relevant to digital literacy contribute to construction of identity.
  5. Develop a critical digital pedagogy that addresses the literacy practices of all learners.

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RDG 522. Language and Literacy Acquisition

3 Credits (3)

Framework and strategies of language and literacy acquisition with attention to bilingual learners and the interrelationship among reading, writing, and oral language. Same as BIL 522, RDG 422.

RDG 525. Theory and Pedagogy of Literature for Children and Adolescents

3 Credits (3)

This course provides an in-depth exploration of pedagogy and theory related to literature for adolescents May be repeated up to 3 credits.

Prerequisite(s): Graduate Standing.

RDG 530. Sociopsycholinguistics of Reading

3 Credits (3)

Examines current research on reading process, learning to read, and teaching children to read and evaluates current programs and materials.

RDG 536. Special Studies in Literacy

1-6 Credits

Each study will be designated by a qualifying subtitle. Same as RDG 636.

RDG 550. Advanced Teaching and Learning of Literacy

3 Credits (3)

This advanced graduate early literacy course reviews the reading process including the relationship between reading, writing, listening, and speaking; individual needs and abilities in reading instruction; and how to organize classrooms and select materials to support literacy development. Concepts of phonemic awareness, phonic instruction, vocabulary development,fluency and comprehension are integrated with the developmentally appropriate use of authentic assessment techniques, language/literacy immersion, and multicultural children's literature.

Learning Outcomes
  1. This course will focus on the following New Mexico early childhood teacher education competencies and New Mexico State University’s conceptual framework for teacher preparation.
  2. Articulate an understanding of developmental theories and processes and their implications for appropriate methods of teaching reading in the K-third grade classroom.
  3. Demonstrate knowledge of various instructional approaches and strategies for promoting literacy within an integrated curriculum framework.
  4. Provide and use anti-bias literacy materials and experiences, including primary language materials.
  5. Plan appropriate whole group, small group, and individual activities that include appropriate accommodations for working with children with special needs.
  6. Understand and articulate the concept of emergent literacy and the processes toward becoming an authentic reader and writer.
  7. Understand the role of family in literacy development.
  8. Respect and promote the use of the child’s home language for learning.
  9. Demonstrate knowledge of, and use effectively, a wide range of literacy assessment strategies and instruments to determine a child’s strengths and areas of need.
  10. 1 Engage in reflection on current theoretical perspectives on the reading process and the role of print literacy in schools and our society. Our focus will be on rigorous inquiry about literacy education in U.S. schools and methods of literacy instruction. We will be examining how invisible cultural, historical, political, and social contexts have influenced and continue to influence teachers and schools. In your observations of reading and literacy education in your field experience it is critical that you become aware of these subtle but pervasive influences. To achieve this, we will focus our inquiry this semester on the following questions:
  11. 1 What is literacy in early childhood education?
  12. 1 Is that different from literacy outside of school?
  13. 1 How do young children use and pursue literacy?
  14. 1 How do I promote literacy for all the children with whom I work?

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RDG 551. Literacy Development in Early Childhood

3 Credits (3)

Advanced theory, research, and practice relating to early childhood reading. Same as RDG 351.

RDG 555. Introduction to Instructional Leadership for Literacy Educators

3 Credits (3)

Three credit course will introduce students to the roles and responsibilities of literacy specialists in the k-12 school setting.

Prerequisite(s): Graduate standing, RDG 511 & RDG 530.

RDG 560. Elementary School Literacy I

3 Credits (2+2P)

Reading development, curriculum, and instruction in the elementary grades. Same as RDG 360 with differentiated assignments for graduate students.

Corequisite(s): ECED 550, EDUC 551, and EDUC 552.

RDG 561. Elementary School Literacy II

3 Credits (2+2P)

Reading development in curriculum and instruction with assessment and evaluation in the elementary grades (K-8). Same as RDG 361 with differentiated assignments for graduate students.

Prerequisite(s): RDG 560.

Corequisite(s): EDUC 553, EDUC 554, and EDUC 555.

RDG 585. Practicum in Literacy Education

1-6 Credits

Supervised laboratory experience with children with reading difficulties. The student implements a program of specific procedures to aid the disabled reader.

Prerequisite: RDG 511.

RDG 590. Theory and Pedagogy of Writing

3 Credits (3)

This course is designed to examine critical writing theory and pedagogy for K-12 teaching and learning, including inclusive and multicultural approaches, with an emphasis in constructive, collaborative practices, and the integration of digital tools across several genres of writing. Through sequential, thematic units, coursework will emphasize: 1) the study of formative theories along with the development of instructional practices to promote achievement and equity in writing education; 2) the application of these skills through pedagogy and curriculum building, and 3) the construction of broad understandings of craft within the context of the current policies and standards which impact education both regionally and nationally.

RDG 598. Selected Topics in Literacy

1-6 Credits

Offered under different subtitles in the Schedule of Classes. Same as RDG 698 with differentiated subjects for doctoral students.

RDG 600. Doctoral Research in Literacy

1-15 Credits

Research on topic of interest.

RDG 605. Independent Study Topics in Reading

1-6 Credits

A problem and seminar course for those pursuing an advanced degree. Each course will have an appropriate subtitle.

RDG 608. Critical Issues in Literacy Education

3 Credits (3)

Critical issues from historical to current perspectives.

RDG 617. Multiple Critical Literacies

3 Credits (3)

An exploration of the multiple literacies that operate on the individual, classroom, community, cultural and societal levels. Same as BLED 617.

RDG 630. Ethnography of Reading and Writing

3 Credits (3)

Covers the dynamics of data interpretation and critical analysis in the study of literacy.

RDG 633. Praxis and Reflexivity

3 Credits (3)

The cyclical research processes of continuous self and systemic (re)evaluation vis-a-vis classroom, community, and society with an eye toward reflection, growth, change, and larger forms of social agency. Restricted to doctoral-level students of any major. Same as BLED 633, ECED 633, EDLT 633, EDUC 633.

RDG 636. Special Studies in Literacy

1-6 Credits

Offered under different subtitles in the Schedule of Classes. Same as RDG 536 with differentiated assignments for doctoral students.

RDG 639. Multiculturalism, Literature, and Inquiry

3 Credits (3)

Advanced exploration and examination of critical multicultural language education vis-a-vis children's adolescent, young adult, and adult literature, with an eye toward problematizing assumptions about literacy, articulating issues of social justice and enacting transactive, transformative pedagogy.

RDG 640. Higher Education Teaching Apprenticeship

1-6 Credits

Instructor apprenticeship in teaching university-level literacy-related classes. Each course should bear a qualifying subtitle. Maximum of 6 credits per semester and a maximum of 6 credits.

RDG 685. Advanced Internship K-12 Literacy

3 Credits (3)

Advanced internship in a professional position/research/application within K-12 schools and classes. Restricted to doctoral-level students of any major.

RDG 698. Selected Topics in Literacy

1-6 Credits

Offered under various subtitles that indicate the subject matter. Same as RDG 598.

RDG 699. Research Project

1-15 Credits

Offered primarily for those pursuing the research requirement for the Ed.S. degree. Each research project will be designated by a qualifying subtitle.

Special Education Courses

SPED 2130. Society

3 Credits (3)

Development of culturally responsive learning strategies, skills and utilization of support services, to enchance academic achievement. Restricted to: Main campus only.

SPED 2996. Topics

3 Credits (3)

Offered under various subtitles that indicate the subject matter to be covered. May be repeated 3 times for a maximum of 9 credits.

Learning Outcomes
  1. Varies

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SPED 350. Introduction to Special Education in a Diverse Society

3 Credits (3)

Characteristics, identification, and educational needs of exceptional learners. Attention is given to the various types of programs serving exceptional learners. Designed for all professional personnel who work with exceptional learners.

SPED 355. Introduction to Bilingual/Multicultural Special Education

3 Credits (3)

Introduction to issues related to the provision of services to culturally and linguistically diverse students with exceptionalities. May be repeated up to 3 credits. Crosslisted with: BLED 355.

SPED 360. Elementary Curriculum, Methods, and Materials for Special Education in a Diverse Society

3 Credits (3)

Curriculum theory and development for special education programs. Various teaching methods utilized with elementary exceptional learners and techniques involved in identifying, adapting, and developing materials will be addressed.

SPED 406. High Incidence Disabilities in a Diverse Society

3 Credits (3)

Examines those areas of disability that most frequently occur in the special education population, including mental retardation, learning disabilities, communication disorders, and behavioral and emotional disorders.

SPED 407. Low Incidence Disabilities in a Diverse Society

3 Credits (3)

Examines those disabilities that occur less frequently in the special education population, including hearing loss, visual disorders, autism, and other severe manifestations.

SPED 409. Reading for Elementary Exceptional Learners in a Diverse Society, K-6

3 Credits (3)

Emphasizes reading diagnosis and materials for students with special developmental and learning problems. Taught with SPED 509.

SPED 411. Reading for Elementary Exceptional Learners in a Diverse Society, 7-12

3 Credits (3)

Extends information covered in SPED 509, which covers grades K 6. Strategies and materials are addressed.

SPED 450. Working with Young Children with Special Needs, Ages 3-8

3 Credits (3)

Addresses competencies for working with young children with exceptionalities, ages three-eight, and their families. Public school, private school, Head Start and other models are included. Taught with SPED 550. Restricted to: TEP-ECED majors. May be repeated up to 3 credits.

Prerequisite: SPED 350; .

Corequisite: SPED 451.

Learning Outcomes
  1. Demonstrate knowledge of the significance of individual differences in development and learning.
  2. Demonstrate knowledge of how certain differences may be associated with rate of development and developmental patterns associated with developmental delays or specific disabilities. Demonstrate knowledge of the similarities between children who are developing typically and those with diverse disabilities.

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SPED 451. Assessment of Young Children, Birth-Eight

3 Credits (3)

Covers instruments and procedures for assessing young children and their families in order to determine atypical development. Screening, diagnosis, program planning, placement and evaluation issues are covered.

Prerequisite: SPED 350; .

Corequisite: SPED 450.

Learning Outcomes
  1. Understand the technical aspects of early childhood assessments Conduct and utilize assessments Collaborate with other professionals

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SPED 459. Classroom Management for Diverse Learners

3 Credits (3)

Behavior-change strategies for exceptional learners.

SPED 460. Working with Young Children with Special Needs, Ages 3-8

3 Credits (3)

Addresses competencies for working with young children with exceptionalities, ages three-eight, and their families. Public schools, private schools, Head Start, and other models are included. Intended for Zero to Four degree-seeking majors and ECED minors.

Prerequisite: SPED 350.

Corequisite: SPED 461.

Learning Outcomes
  1. Demonstrate knowledge of the significance of individual differences in development and learning
  2. Demonstrate knowledge of how certain differences may be associated with rate of development and developmental patterns associated with developmental delays or specific disabilities.

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SPED 461. Assessment of Young Children, Birth-Eight

3 Credits (3)

Covers instruments and procedures for assessing young children and their families in order to determine atypical development. Screening, diagnosis, program planning, placement and evaluation issues are covered. Intended for Zero to Four degree seeking majors and ECED minors. May be repeated up to 3 credits.

Prerequisite: SPED 350.

Corequisite: SPED 460.

Learning Outcomes
  1. Understands the technical aspects of early childhood assessments
  2. Conduct and utilize assessments
  3. Collaborate with other professionals

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SPED 463. Introduction to Assessment of Diverse Exceptional Learners

3 Credits (3)

Theory and use of norm and criterion-referenced instruments and learning theories in the classroom; planning of prescriptive instructional programs.

SPED 480. Secondary Curriculum, Methods, and Materials for Special Education in a Diverse Society

3 Credits (3)

Curriculum theory and development for elementary special education programs. Various teaching methods utilized with secondary exceptional learners and techniques for identifying, adapting, and developing materials will be addressed. Taught with SPED 580.

SPED 481. Practicum in Education, Equity and Cultural Diversity

3 Credits (3)

This is a supervised experience in providing special education services to local preK-12 students. In the context of the public school classroom, teacher candidates are guided to apply content knowledge from the seminar meetings and from prior coursework. Restricted to: SPED majors.

Prerequisite(s): SPED 350 and SPED 360 or consent of instructor.

SPED 482. Student Teaching SPED

12 Credits (12)

Supervised teaching in a special education classroom and participation in a required seminar. Restricted to: SPED majors.

Prerequisite(s): SPED 481 and admission to student teaching.

SPED 483. Early Childhood SPED Student Teaching

9 Credits (9P)

Synthesis of knowledge and skills appropriate to teaching in PreK - 3rd grade educational settings. Restricted to: TEP-ECED majors. Grading (S/U, Audit). Students must be Admitted into student teaching

Learning Outcomes
  1. Varies

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SPED 485. Introduction to Autism

3 Credits (3)

This course will provide an overview of autism spectrum disorders as a triad of impairments, including historical and theoretical perspectives, assessment issues, characteristics of autism, intervention programs, and family issues. Taught with SPED 585 and SPED 685.

SPED 486. Behavior and Autism

3 Credits (3)

This course will cover the first of the triad of impairments. Students will gain an understanding of the behaviors of children with autism. Students will examine several behavior management philosophies and research based interventions and how they can be applied in the educational setting. Attention will also be given to play skills. The family perspective and participation in the proactive behavior management process will be incorporated throughout the course. Taught with SPED 586 and SPED 686 with differentiated assignments.

Prerequisite(s)/Corequisite(s): SPED 485 or SPED 585 or SPED 685.

SPED 487. Social Skills and Autism

3 Credits (3)

This course will cover the second of the triad of impairments. As a blend of researched based models and evidenced based practical applications, students will gain an understanding of the social skill deficits often associated with autism spectrum disorders. Review a variety of social cognition theories and explore effective social skill interventions for children functioning at a variety of levels along the autism spectrum. Taught with SPED 587 and SPED 687 with differentiated assignments.

Prerequisite(s)/Corequisite(s): SPED 485 or SPED 585 or SPED 685.

SPED 488. Communication and Autism

3 Credits (3)

This course will cover the third of the triad of impairments. Students will gain an overview of communication characteristics and difficulties often associated with autism spectrum disorders. Review current tools and strategies used to assess speech, language, and interaction skills. Use assessment results to identify needs and implement appropriate interventions. Explore a variety of intervention strategies aimed at building receptive, expressive, and pragmatic language of children functioning at a variety of levels along the autism spectrum. Taught with SPED 588 and SPED 688 with differentiated assignments.

Prerequisite(s): SPED485 or SPED585 or SPED685.

SPED 489. Topics

3 Credits (3)

Offered under various subtitles which indicate the subject matter to be covered. May be repeated 3 times for a maximum of 9 credits.

SPED 495. Directed Study courses in Special Education

1-3 Credits

Each course shall be identified by a qualifying subtitle. A maximum of 3 credits per semester and a grand total of 9 credits.

SPED 500. Introduction to Special Education in a Diverse Society

3 Credits (3)

This course introduces the field of special education to regular educators.

SPED 501. Topics in Special Education

1-3 Credits

Offered under various subtitles which indicate the subject matter to be covered. Maximum of 6 credits, 3 credits per semester.

SPED 502. Problems

1-3 Credits

Offered under various subtitles which indicate the subject matter to be covered. Maximum of 6 credits, 3 credits per semester.

SPED 504. Introduction to Assessment of Diverse Exceptional Learners

3 Credits (3)

Required for students seeking licensure at graduate level. Theory and use of norm-and criterion-referenced instruments and learning theories in the classroom; planning of prescriptive instructional programs with differentiated assignments for graduate students. Crosslisted with: SPED 463. Restricted to: SPED majors.

SPED 506. High Incidence Disabilities in a Diverse Society

3 Credits (3)

Examines those areas of disability that most frequently occur in the special education population, including mental retardation, learning disabilities, communication disorders, and behavioral and emotional disorders.

SPED 507. Low Incidence Disabilities in a Diverse Society

3 Credits (3)

Examines those disabilities that occur less frequently in the special education population, including hearing loss, visual disorders, autism, and other severe manifestations. Taught with SPED 607 with differentiated assignments.

SPED 509. Reading for Elementary Exceptional Learners in a Diverse Society, K-6

3 Credits (3)

Emphasizes reading diagnosis and materials for students with special developmental and learning problems. Taught with SPED 409.

SPED 510. Current Issues in Special Education for Teaching in Culturally Responsive Society

3 Credits (3)

Theoretical and empirical bases for special education practices. Skill development in critical thinking, reading, and writing in relation to contemporary problems. Taught with SPED 610.

SPED 511. Reading for Secondary Exceptional Learners in a Diverse Society, 7-12

3 Credits (3)

Extends information covered in SPED 509, which covers grades K 6. Strategies and materials are addressed. Taught with SPED 411.

SPED 513. Current Research in Special Education

3 Credits (3)

Current investigations and research techniques.

SPED 522. Practicum in Reading Disabilities

3 Credits (3)

Supervised experience in assessing a student with reading disability, developing and intervention plan, and implementing and monitoring the interventions across time.

SPED 523. Advanced Curriculum for Diverse Exceptional Learners

3 Credits (3)

Strategies for developing curricula appropriate to handicapped and gifted learners.

SPED 532. Foundations of Visual Impairment

3 Credits (3)

This course provides an overview of the history and theory of teaching students with visual impairments, including those with additional disabilities. The impact of educational, legislative, and societal trends on the psychosocial adjustment, quality of life, and post-school outcomes of individuals with visual impairments is explored. Taught with SPED 452 and SPED 632 with differentiated assignment.

SPED 533. Functional Implications of Low Vision

3 Credits (3)

This course examines the structure and function of the visual system in relation to associated diseases and syndromes with an emphasis on measuring functional vision and determining appropriate educational adaptations. Taught with SPED 453 and SPED 633.

SPED 534. Strategies for Teaching Students with Visual and Multisensory Impairments

3 Credits (3)

This course defines the roles and responsibilities of the teacher of students with visual impairments as part of the transdisciplinary team that serves students with visual impairments and additional disabilities. Emphasis is on assessment, curricula (both academic and functional), communication, behavior management, assistive technologies, inclusion, transition, and independent living. Taught with SPED 454 and SPED 634.

Prerequisite(s): SPED 533.

SPED 536. Braille I: Literacy for Students with Visual Impairments

3 Credits (3)

This course facilitates an in depth study of the Uncontracted and Contracted Literary Braille codes as well as methods of teaching pre-braille, braille reading, and braille writing skills to tactual learners. Taught with SPED 455 and SPED 636.

SPED 537. Independent Readings in Special Education

1-3 Credits

Each course shall be identified by a qualifying subtitle. Maximum of 6 credits, 3 credits per semester.

SPED 538. Braille II: Numeracy for Students with Visual Impairments

3 Credits (3)

This course facilitates an indepth study of the Nemeth Braille Code for Mathematics and Science Notation as well as instructional strategies for using the abacus and developing numeracy. Specialized braile codes for computers, music, and foreign languages will be introduced. Taught with SPED 457 and SPED 638 with differentiated assignments.

Prerequisite(s): SPED 455 or SPED 536 or SPED 636 consent of instructor.

SPED 539. Strategies for Teaching Students with Visual Impairments

3 Credits (3)

This course covers individualized educational programming in both the core and expanded core curriculums for children and youth with visual impairments with an emphasis on assessment, curricular adaptions, IFSP/IEP/ITP planning, and evidence-based practices. Taught with 460 and SPED 639. Restricted to: SPED majors.

Prerequisite(s): SPED 533, SPED 536, SPED 538.

SPED 545. Technology and Exceptionality in a Diverse Society

3 Credits (3)

This class will address the unique educational needs of learners with exceptionalities, and will provide information and practice in addressing those needs through the use of technology-based interventions. Taught with SPED 645.

SPED 548. Field Experience in Education, Equity & Cultural Diversity

3 Credits (3)

This is a supervised experience in providing special education services to local preK-12 students. In the context of the public school classroom, teacher candidates are guided to apply content knowledge from the seminar meetings and from prior coursework. This experience is designed for both the practicing general education classroom teacher pursuing special education licensure and for graduate teacher candidates pursuing initial special education licensure. Restricted to: SPED majors.

Prerequisite(s): SPED 350 and SPED 360, or SPED 500 and SPED 523, or consent of instructor.

SPED 550. Working with Young Children with Special Needs, Ages 3-8

3 Credits (3)

Addresses competencies for working with young children with exceptionalities, ages three eight, and their families. Public school, private school, Head Start and other models are included. Same as SPED 450 with differentiated assignments for graduate students. May be repeated up to 3 credits.

SPED 551. Assessment of Young Children, Birth Eight

3 Credits (3)

Covers instruments and procedures for assessing young children and their families in order to determine atypical development. Screening, diagnosis, program planning, placement and evaluation issues are covered. Same as SPED 451.

Prerequisite: SPED 550 or consent of instructor.

SPED 552. Introduction to Orientation and Mobility

3 Credits (3)

This course provides an overview of the history and theory of formalized orientation and mobility instruction as it relates to the ability to live independently. The impact of visual impairment and concomittant impairments on the development of spatial concepts and motor skills in relation to independent locomotion is emphasized. Topics covered include mobility aids; navigation, familiarization, and protective techniques; structured pre-cane assessment and instruction; the development and use of tactual maps; and the relationship of orientation and mobility to other areas of the expanded core curriculum. Consent of Instructor required. Restricted to: SPED,EDUC majors.

SPED 553. Beginning Orientation and Mobility

3 Credits (3)

This course provides an overview of the profession of orientation and mobility and how sensory, motor, and psychosocial function affects movement and spatial orientation. Consent of Instructor required. Restricted to: SPED majors.

Prerequisite(s): SPED 552.

SPED 554. Intermediate Orientation and Mobility

3 Credits (3)

This course focuses on strategies and methods for conducting assessments and appropriately sequencing skill acquisition for learners across the lifespan who may or may not have additional disabilities. Adaptive technology and other aids that assist with travel in a variety of environmental conditions using different mobility systems will also be covered. Consent of Instructor required. Restricted to: SPED majors.

Prerequisite(s): SPED 553.

SPED 555. Advanced Orientation and Mobility

3 Credits (3)

This course focuses on the development and monitoring of cane skills needed for safe and efficient travel in indoor, residential, and business districts, including the use of public transportation systems. Development, administration, and supervision of orientation and mobility services is also covered. Consent of Instructor required. Restricted to: SPED majors.

Prerequisite(s): SPED 554.

SPED 559. Classroom Management for Diverse Learners

3 Credits (3)

Behavior-change strategies for exceptional learners. Taught with SPED 459 with differentiated assignments for graduate students.

SPED 580. Curriculum, Methods, and Materials for Secondary Special Education

3 Credits (3)

Curriculum theory and development for elementary special education programs. Various teaching methods utilized with secondary exceptional learners and techniques for identifying, adapting, and developing materials will be addressed. Taught with SPED 480.

SPED 582. Student Teaching SPED

12 Credits (12)

Culminating course required for graduate level students seeking initial licensure. Restricted to: SPED majors.

Prerequisite(s): Bachelor s degree, SPED 548, and admission to student teaching.

SPED 583. Early Childhood SPED Student Teaching

9 Credits (9)

A student teaching experience designed for students studying early childhood special education. Restricted to TEP-ECED majors. Students must be admitted to student teaching to enroll.

Learning Outcomes
  1. Our mission is to serve the people of New Mexico through education, research, extension education, and public service with specific emphasis on innovative practices, overcoming barriers to learning, international activities, technology, and literacy for the diverse populations of New Mexico, surrounding states and border communities.

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SPED 585. Introduction to Autism

3 Credits (3)

This course will provide an overview of autism spectrum disorders as a triad of impairments, including historical and theoretical perspectives, assessment issues, characteristics of autism, intervention programs, and family issues. Taught with SPED 485 and SPED 685. Differentiated Assignments.

SPED 586. Behavior and Autism

3 Credits (3)

This course will cover the first of the triad of impairments. Students will gain an understanding of the behaviors of children with autism. Students will examine several behavior management philosophies and research based interventions and how they can be applied in the educational setting. Attention will also be given to play skills. The family perspective and participation in the proactive behavior management process will be incorporated throughout the course. Taught with SPED 486 and SPED 686 with differentitated assignments.

Prerequisite(s): SPED 485 or SPED 585 or SPED 685.

SPED 587. Social Skills and Autism

3 Credits (3)

This course will cover the second of the triad of impairments. As a blend of researched based models and evidenced based practical applications, students will gain an understanding of the social skill deficits often associated with autism spectrum disorders. Review a variety of social cognition theories and explore effective social skill interventions for children functioning at a variety of levels along the autism spectrum. Taught with SPED 487 and SPED 687 with differentiated assignments.

Prerequisite(s): SPED 485or SPED 585 or SPED 685.

SPED 588. Communication and Autism

3 Credits (3)

This course will cover the third of the triad of impairments. Students will gain an overview of communication characteristics and difficulties often associated with autism spectrum disorders. Review current tools and strategies used to assess speech, language, and interaction skills. Use assessment results to identify needs and implement appropriate interventions. Explore a variety of intervention strategies aimed at building receptive, expressive, and pragmatic language of children functioning at a variety of levels along the autism spectrum. Taught with SPED 488 and SPED 688 with differentiated assignments.

Prerequisite(s): SPED 485 or SPED 585 or SPED 685.

SPED 590. Masters Degree Seminar

3 Credits (3)

Capstone review of current issues in special education. Each student will participate in a practice comprehensive oral exam.

SPED 598. Special Research Problems

1-3 Credits

Individual investigation either analytical or experimental. May be repeated for a maximum of 6 credits, 3 credits per semester.

SPED 599. Master's Thesis

15 Credits

Thesis.

SPED 600. Doctoral Research

1-15 Credits

Research.

SPED 605. Independent Study Topics in Special Education

1-6 Credits

A problem and seminar course for those pursuing an advanced graduate degree. Each course to bear an appropriate subtitle.

SPED 606. High Incidence Disabilities in a Diverse Society

3 Credits (3)

Examines those areas of disability that most frequently occur in the special education population, including mental retardation, learning disabilities, communication disorders, and behavioral and emotional disorders. Taught with SPED 506. Restricted to SPED and C D majors.

Prerequisite: Master's Degree.

SPED 607. Low Incidence Disabilities

3 Credits (3)

Examines those disabilities that occur less frequently in the special education population, including hearing loss, visual disorders, autism, and other severe manifestations. Taught with SPED 507 with differentiated assignments.

SPED 610. Current Issues in Special Education for Teaching in a Culturally Responsive Society

3 Credits (3)

Required for students seeking the Ed.D./Ph.D. Taught with SPED 510.

SPED 613. Current Research in Special Education

3 Credits (3)

Required for students seeking the Ed.D./Ph.D. Restricted to majors. Same as SPED 513.

Prerequisite: M.A. degree.

SPED 619. School Intervention and Organization in a Diverse Society

3 Credits (3)

Introduces public school organization and laws and the psycho-sociological perspective of education. Curriculum and theory, teaching methods and materials will be presented and operationalized through a psycho-educational point of view. May be repeated up to 3 credits. Crosslisted with: SPED 519. Restricted to: SPSY majors.

SPED 640. Internship in Special Education

1-6 Credits

Each course bears a qualifying subtitle. Maximum of 6 credits per semester.

SPED 645. Technology and Exceptionality in a Diverse Society

3 Credits (3)

This class will address the unique educational needs of learners with exceptionalities, and will provide information and practice in addressing those needs through the use of technology-based interventions. Taught with SPED 545.

SPED 685. Introduction to Autism

3 Credits (3)

This course will provide an overview of autism spectrum disorders as a triad of impairments, including historical and theoretical perspectives, assessment issues, characteristics of autism, intervention programs, and family issues. Differentiated Assignments.Taught with SPED 585 and SPED 485.

SPED 687. Social Skills and Autism

3 Credits (3)

This course will cover the second of the triad of impairments. As a blend of researched based models and evidenced based practical applications, students will gain an understanding of the social skill deficits often associated with autism spectrum disorders. Review a variety of social cognition theories and explore effective social skill interventions for children functioning at a variety of levels along the autism spectrum. Taught with SPED 487 and SPED 587 with differentiated assignments.

Prerequisite(s)/Corequisite(s): SPED 485 or SPED 585 or SPED 685.

SPED 688. Communication and Autism

3 Credits (3)

This course will cover the third of the triad of impairments. Students will gain an overview of communication characteristics and difficulties often associated with autism spectrum disorders. Review current tools and strategies used to assess speech, language, and interaction skills. Use assessment results to identify needs and implement appropriate interventions. Explore a variety of intervention strategies aimed at building receptive, expressive, and pragmatic language of children functioning at a variety of levels along the autism spectrum. Taught with SPED 488 and SPED 588 and differentiated assignments.

Prerequisite(s): SPED 485 or SPED 585 or SPED 685.

SPED 690. Doctoral Seminar

1-4 Credits (1-4)

The seminar will engage doctoral students in scholarly dialogue and production. It will assist in preparing them for future careers in leadership roles. Same as CD 690.

SPED 698. Selected Topics in Special Education

1-6 Credits

Offered under various subtitles which indicate the subject matter to be covered. Maximum of 6 credits, 3 credits per semester.

SPED 700. Dissertation

9 Credits

Credit may be earned by students who have successfully completed their doctoral comprehensive exams and presented their dissertation proposals to their committees. At least 18 credits are required during the course of dissertation study. May be repeated for a maximum of 24 credits. Restricted to majors.

Name: School of Teacher Preparation, Administration and Leadership (TPAL)

Office Location: O'Donnell Hall, Suite 302

Mailing Address: P.O. Box 30001, MSC 3TPAL, Las Cruces, NM 88003

Physical Mailing Address: 1220 Stewart Street; O'Donnell Hall Rm 302, Las Cruces, NM 88003

Phone: (575) 646-3825 / 646-4820

Website: http://tpal.nmsu.edu

Program Coordinators