Skip to main content area Skip to sub-navigation
Skip to main content

Graduate Courses

Registration Is open from February 1, 2017 through April 1, 2017.

Colorado College Literacy Intervention Specialist Certification Program Course Descriptions

Year One (3.25 units)

ED513a: The Science of Literacy & Linguistics
0.75 units or 3 semester hours; June 5-13, 2017; 9am - 5pm (M-F)

This course provides a broad framework for understanding reading problems in the classroom, including how children learn to read, why many students have reading difficulties, and what teachers should know to help those who struggle. Teachers receive instruction in the psychology of reading and reading development, including the neurobiology of reading and information processing; dyslexia and other causes of reading failure; the importance of direct instruction in phonological skills; structure of the English language; multisensory instructional strategies for reading and spelling; overview of reading intervention programs; school-based identification of dyslexia; and a brief overview of the new regulations and their implications for the schools as related to dyslexia.

ED513b: Introduction to Literacy Intervention
0.75 units or 3 semester hours; June 13- 23, 2017, 9am - 5pm (M-F)

This intensive training course is designed to enhance teaching abilities and further education in the field of reading and reading disabilities, including dyslexia. The first few days of the course in the summer include some reading and lectures. Teachers will be trained in a specific research-based program for classroom use. Teachers will receive personal support and feedback. This course follows the literacy essentials course.

ED513c: Literacy Seminar I
0.75 units or 3 semester hours; 5 Fridays or Saturdays, 9am-5pm; Sept -April

Teachers return for 5 different Friday seminars, scheduled September to April. The dates are scheduled on the Fridays of CC’s Block Breaks. The seminars will include guest lecturers and LETRS training. Additional Take Flight demonstrations and sharing of practicum work is part of each seminar. 

ED513d: Literacy Practicum I
1.0 unit or 4 semester hours; Independent teaching Sept - May

Teachers receive clinical supervision for 9 months to include a minimum of 75 hours of instruction in the program and responses to five observations (submitted by video). Teachers completing all Year One coursework will receive certification from The Colorado Literacy and Learning Center as Practitioners. Teachers who have succeeded in the practicum work, and have successfully completed all observations and clinical teaching hours may be allowed by CLLC to sit for ALTA’s CALP exam. 

Year Two (3.0 units)

ED513e: Advanced Reading Intervention
0.75 units or 3 semester hours; 9am – 5pm (M-F) July 10-14, 2017 Location: Tutt Science 101

This course continues to enhance teaching abilities and further education in the field of reading and reading disabilities, including dyslexia. The course will include some further reading and lectures and continued training in specific research-based programs for classroom use. (ALTA exams are on July 14.)

ED513f: Advanced Literacy Seminar II
0.75 units or 3 semester hours; 5 Fridays or Saturdays, 9-5 Sept- April

Teachers return for 5 Friday seminars, scheduled September to April. The dates are usually on CC’s block breaks. The seminars will include guest lecturers and LETRS training. Teachers will also be expected to prepare their own presentations.

ED513g: Advanced Literacy Practicum II
1.0 units or 4 semester hours; Independent work from Sept-May

Teachers will receive clinical supervision for 9 months to include a minimum of 200 hours of instruction in program and five observations. Teachers submit 5-10 video observations. Supervision of all clinical teaching hours is included. Teachers completing all Year Two coursework will receive a certificate of completion from the Colorado Literacy and Learning Center. At the end of the practicum, teachers should continue to accumulate teaching hours and prepare to sit for the ALTA CALT exam.

ED518 Colloquium: Administering and Interpreting Academic Assessments
0.5 units or 2 semester hours: 8 Evenings, 5-8 pm from Sept-Nov

This course is optional for LISCP.  The course provides a comprehensive view of academic assessments. Students will become familiar with the characteristics of learning disabilities and coexisting disorders; gain an overview of statistical concepts and the basic theories of assessment. Students will also have practicum experience administering academic assessments. The methods of instruction will include lecture, discussion, reading assignments, and practicum. Case studies will be reviewed. 

Summer 2017 Courses for the MAT Degree

Required (1.0 units)

GS551 Experienced Teacher MAT Directed Readings Capstone Paper (0.5 units)

Independent Study arranged with advisor
Professors: TBD

Current Description

The Capstone Paper is the first part of a final requirement for the MAT degree. There are three options to choose from. MATs should meet with their advisor early to decide upon the best options.

Option 1: Directed Readings Paper. The candidate and advisor meet and build an appropriate set of readings around a focused topic. Most topics are based on interests developed in previous graduate summer courses, though new ones may emerge. This paper is usually 20-25 pages that critiques the set of readings and reflects on the larger questions about the themes and issues that connect the set of readings. 

Option 2: Research Project. MATs work with an advisor on a pedagogical topic or issue. Possible projects could include action research within the school with a summary of findings, a well-developed curriculum, or a book of art. The emphasis is on original writing. 

Option 3: Extended Research Thesis: MATs may elect to complete a longer research thesis paper on a topic associated with his or her program of study and interests. A proposal must be presented in advance and approved by the director and faculty advisor(s). The process of preparation and completion of the research paper is accomplished through independent work with the primary advisor and eventual second reader. This option often requires advanced planning with the advisor before the final summer begins. MATs who choose this option are eligible for distinction for the Master’s degree.

Prerequisite: Final summer of MAT study

GS552: Experienced Teacher Capstone Seminar (0.5 units)

July 17-27, 9 AM to Noon
Instructor: Dr. Craig Werner
Location: Palmer Hall 225

Current Description

The final Capstone Seminar course is the final course for teachers following the completion of the Capstone Paper. This 9-day seminar includes selected readings that investigate philosophical, psychological, and historical dimensions of education. The design of this course is to bring together all previous study in this program and how it helps inform the pedagogy that you embrace as a teacher; on how teaching and learning principles have changed and will continue to shape your approach to teaching and relationships to your students and colleagues in the future. The final week of the seminar is devoted to individual presentations of completed GS551 Capstone Papers.

Prerequisite: Must also register for GS551

Electives (0.75 units needed to complete the degree)

Courses may be taken anytime during the program. Courses are also offered as continuing education courses for non-degree seeking graduate students. 

ED518 International Teaching and Learning Institute (1.0 units)

June (4 weeks, but pre-course meetings are mandatory)
Instructor: Kris Stanec

This course explores cross cultural communication, comparative education and international teaching. Experienced teachers and administrators will engage in comparative educational studies on campus with an individualized focus on a selected country. They will then continue by teaching abroad in school placements and return to report on their experiences and to examine the implications for their own American classrooms and schools. This course progresses through three stages: preparation, international teaching, and closure experiences. The preparation phase includes Tuesday afternoon/evening seminars in the spring on the CC campus. Interaction during the international teaching stage occurs electronically through reflective questions and discussion. The final projects will be shared in a forum upon one’s return. The Institute is offered through an eight year collaboration with the Global Gateway at Indiana University, Bloomington, which uses its host country consultants to place students with families and in schools.  

ED518 Colloquium: Multicultural Literacy (0.5 units)

July 3-14
Instructor: Dr. Craig Werner
Location: Palmer Hall 225

This class exams the tension between different understandings of “literacy” in a range of cultural settings.   While the primary emphasis will be on issues of race, ethnicity and indigeneity, the class will consider how different cultures approach types of literacy usually associated with the humanities, sciences and social sciences. Each unit will consider the differing constructions of gender and sexuality in particular cultures. The course will begin with a consideration of African-American scholar Robert B. Stepto’s notions of “ascent” and “immersion,” each of which is based on the movement into a different types of “literacy,” one associated with the centers of cultural power (educational, economic, political), the other with cultural “roots.” We will consider a variety of cultural texts (musical, visual, literary) that reflect how these ideas circulate within and at times are challenged by specific cultures. Possible readings include Richard Rodriguez’s The Hunger of Memory, Gloria Anzaldua’s Borderlands/La Frontera, Robin Coste-Lewis’ Voyage of the Sable Venus, Ta-Nehsi Coates’ Between the World and Me, Shirley Geok-Lin’s Among the White Moon Faces, and Chris Teuton’s Stories of the Turtle Island Liar’s Club.

ED518 Colloquium: Design Thinking (0.25 units)

July 17-21 (1-3 pm)
Instructor: Lisa Bostwick
Location: Palmer Hall 221

This course will cover a range of considerations and conditions embedded in creative learning environments.  The problem solving methodology, design thinking, will be introduced in the context of curriculum design and as a tool to infuse learning with student centered creativity.  Teachers will engage in design thinking in pairs and teams as they explore deep-dive research, brainstorming and idea generation, user needs and empathy, divergent and convergent thinking, prototyping cycles and collaboration.  Teachers will have opportunities to design curriculum and receive feedback from peers in order to test and revise ideas.  Conditions for fostering creativity in students such as embracing a growth mindset and creating a psychologically safe classroom will be discussed.  Additionally, the STEM to STEAM movement, which calls for adding art and design to the science, technology, engineering and math education agenda, will be used as a springboard for creative problem solving.  All age groups and disciplines will be considered. 

ED518 Colloquium: An Introduction to the Individuals with Disabilities Education Act (IDEA) (0.25 units)

Dates: June 5-9 (9 am - Noon)
Instructor: Phil Kannan

In 1975 Congress enacted the Individuals with Disabilities Education Act (IDEA) to open up public education to millions of disabled children. IDEA works by recognizing rights for children and their parents and imposing obligations on schools and school districts. The interplay of rights and obligations has had dramatic effect on staffing, curriculum, budgets, schedules, and all major school policies. In this colloquium we will explore the rights and obligations arising under IDEA and the role of courts in enforcing them. 

ED518 Colloquium Contemporary First Amendment Issues in Public Education (0.5 units)

Dates: June 12-23 (9 am to Noon)
Instructor: Phil Kannan

The Supreme Court has held that students “do not shed their First Amendment rights at the schoolhouse gate;” however, these rights are necessarily limited there. In this colloquium we will explore the constraints imposed on public school students’ freedom of religion, speech, and press. We will seek to understand the constitutional and educational reasons for these limitations and the effects they have on students’ education. Our inquiry will begin with the objectives the founding fathers wanted to achieve with the First Amendment and extend to historic and recent Supreme Court cases interpreting it. We will seek to understand the dynamics between the Bill of Rights as originally adopted and as interpreted by the Supreme Court.

ED518 Colloquium: EdTech 101- What works with Technology in Schools? (0.25 units)

June 26-30 (1-4 pm)
Instructor: Victor Fitzjarrald

Flip, Integrate, Synthesize, Mobile, Online, Hybrid, 1-to-1, 1-to-web, BYOD… The constant ballad of technology change in education. Trends in Education Technology change rapidly, but the theories and methodologies for integrating those technologies remains the same. This course will explore the pedagogical background for Technology integration. Participants will examine current trends, evaluate technology standards, and apply their knowledge to a technology tool they will be using with students the following year.

During this course, students examine models of instruction that are conducive to integrating technology, including various approaches to differentiated instruction and assistive technology.

Emphasis is on instructional skills including classroom management, student use of the technology, and effective pedagogical methods. Each student will apply their learning within their workplace to develop practical skills in technology implementation while still understanding and making considerations for legal and management implications. At the conclusion of the week, students will produce a Unit Plan that integrates best practices in technology integration.

ED518 Colloquium: Historical Education and Empathy (0.25 units)

June 5-9 (1-4 pm)
Instructor: Brian Straub

Students in today’s classrooms are under increasing pressure to fit in with peers, excel in all areas, and thoroughly document every achievement of their daily lives on social media. As non-personal/electronic communication surpasses personal/face-to-face communication in use, young people’s ability to empathize with others has diminished. In this colloquium we will develop a stronger understanding of what empathy is, how historical education can help students develop and practice empathy, and the role empathy serves in our everyday lives. We will also look at examples of how sensory history, museums and historical sites can be utilized in lessons that promote not only a stronger understanding of the past, but also develop an empathetic nature within our students.

EN404 Independent Readings in Young Adult Literature (1.0 Units)

Dates June 26-July 20 (but arranged as an independent study if enrollment is below 6)
Instructor: Frank Mosher

This course is an investigation and discussion of what constitutes young adult literature and how it can be integrated into a variety of curricular areas. In addition to research, students are required to complete two projects and are encouraged to create practical applications and creative techniques for using fiction and non-fiction works specifically written for students in grades 7 – 12. Students will also discuss the creative and publishing processes with authors of young adult works.