DEPARTMENT OF LANGUAGE, LITERACY,
AND SPECIAL POPULATIONS
Course Descriptions
Admission Requirements:
To be regularly admitted to the graduate school, applicants must submit to the Office of Graduate Studies:
1. An Application for Admission.
2. Official transcripts from all colleges and universities attended, both undergraduate and graduate. A minimum GPA of 2.5 in undergraduate and graduate work is expected.
3. Acceptable scores on the Graduate Record Examination or the Miller Analogies Test.
NOTE: Candidates may be permitted to enroll for one semester while their admission file is incomplete.
Applicants with completed files are reviewed for regular admission by graduate faculty in each program area and are selected by faculty based on information in the completed file.
Applicants must submit to the Department of Language, Literacy and Special Populations:
1. Two letters of recommendations (the form is available from the LLSP Office)
2. A copy of applicant’s teaching certificate if the intention is to sit for the Texas Reading Specialist Certification Exam
3. Acceptable writing sample
In addition, applicants for the Reading Master’s Online Program must complete an online questionnaire that shows that (1) they are presently teaching (or have access to a class) so that assignments can be applied and (2) they possess the necessary technology skills for graduate work/research.
Master of Education in Reading/Language Arts Education. There are two different programs leading to a Masters of Education in Reading/Language Arts. One program is designed for those students interested in the Reading Specialist Certification and the other for those students who seek a Masters Degree in Reading, but are not interested in sitting for the certification exam. Both programs require a 36-hour degree plan and are designed for those holding a valid Elementary or Secondary teaching certificate. The candidate must have two years successful teaching experience and successfully complete a departmental comprehensive and/or portfolio examination before taking the Reading Specialist Exam. Candidates must be enrolled in coursework during the semester they submit their comprehensive portfolio. The degree plans originate in the Department of Language, Literacy, and Special Populations.
Master of Education in Reading
(leading to the Reading Specialist Certification)
Foundations of Literacy |
3 SCH |
|
Literature and Instructional Materials
in Reading Programs |
3 SCH |
|
Cognition and Emergent Literacy |
3 SCH |
|
The Administration and Supervision of
Literacy Programs |
3 SCH |
|
Social, Cultural and
Language Influence on Learning |
3 SCH |
|
Language Arts: Theory and Instruction |
3 SCH |
|
Practicum in Literacy
Assessment and Instructional Strategies I |
3 SCH |
|
Practicum in Literacy Assessment and Instructional
Strategies II |
3 SCH |
|
Improvement of Literacy
in Secondary Schools and Adult Populations |
3 SCH |
|
Research in Language and Literacy I |
3 SCH |
|
The Politics of Literacy |
3 SCH |
|
Internship in Reading Supervision |
3 SCH |
Course Prerequisites in the Master of Education in Reading
1 Prerequisite: RDG 530
2 Prerequisite: Enroll concurrently with RDG 533
3 Prerequisite: Enroll concurrently with RDG 532
4 Prerequisite: RDG 530, 532, 533
5 Prerequisite: RDG 638
Masters in Education in Reading (not leading to the Reading
Specialist Certification)
Required Courses (24 hours)
Foundations of Literacy |
3 SCH |
|
Literature and Instructional Materials
in Reading Programs |
3 SCH |
|
Cognition and Emergent Literacy |
3 SCH |
|
| or | ||
Improvement of Literacy in Secondary Schools and Adult Populations |
3 SCH |
|
Social, Cultural and
Language Influence on Learning |
3 SCH |
|
Language Arts: Theory and Instruction |
3 SCH |
|
Practicum in Literacy
Assessment and Instructional Strategies I |
3 SCH |
|
Practicum in Literacy Assessment and Instructional
Strategies II |
3 SCH |
|
The Politics of Literacy |
3 SCH |
|
| Electives (12 hours) | ||
| Any other 500/600-level RDG course Any 500/600-level courses in C&I, CNE, LS, ENG, EDL,ESL, ECE or SPD |
||
Master of Education in Special Education. This 36-hour degree plan is designed for those holding a valid teaching certificate. Candidates seeking Educational Diagnostician Certification must complete an additional 9 hours of coursework (SPD 677, SPD 678, and SPD 679). The degree plan originates in the Department of Language, Literacy, and Special Populations. The candidate must successfully complete a departmental comprehensive examination. Candidates must be enrolled in coursework during the semester they take comprehensive examinations.
Master of Education in Special Education
(with preparation for Educational Diagnostician certification)
| SPD 535 | Education of Individuals with Disabilities | 3 SCH |
| SPD 537 | Assessment in Special Education | 3 SCH |
| CI 593 | Assessment of Learning | 3 SCH |
| SPD 631 | A Study of Behavior Disorders in Children | 3 SCH |
| SPD 635 | In-Home Training and Family Issues | 3 SCH |
| SPD 637 | Classroom Management and Parent Involvement in Special Education | 3 SCH |
| SPD 562 | Study of Cognitive and Low Incidence Disabilities | 3 SCH |
| SPD 567 | Seminar in Learning Disabilities or ASE 660 | 3 SCH |
| SPD 568 | Teaching Methods for Learners with Mild to Moderate Disabilities | 3 SCH |
| RDG 590 | Literature and Instructional Materials in Reading Programs | 3 SCH |
| or | ||
| RDG 598 | Cognition and Emergent Literacy | 3 SCH |
| or | ||
| RDG 675 | The Administration and Supervision of Literacy Programs | 3 SCH |
| or | ||
| RDG 688 | The Politics of Literacy | 3 SCH |
| SPD 595 | Individual Assessment of Cognitive Functioning | 3 SCH |
| SPD 538 | Practicum and Methods in Special Education | 3 SCH |
| Total Hours M.Ed. | 36 SCH | |
| Additional hours for Diagnostician Certification | 9 SCH | |
| SPD 677 | Assessment of Young Children and Low Incidence Populations | 3 SCH |
| SPD 678 | Seminar in Special Education | 3 SCH |
| SPD 679 | Practicum for Educational Diagnosticians | 3 SCH |
| Total Hours | 45 SCH | |
Master of Arts in Special Education
Low Incidence Disabilities and Autism Program
| SPD 538 | Practicum and Methods in Special Education | 3 SCH |
| SPD 660 | Seminar in Autism Spectrum Disorders | 3 SCH |
| SPD 562 | Study of Cognitive and Low-Incidence Disabilities | 3 SCH |
| SPD 630 | Applied Behavior Analysis | 3 SCH |
| SPD 633 | Behavioral Assessment and Intervention | 3 SCH |
| SPD 632 | Evaluation and Measurement of Behavior | 3 SCH |
| SPD 635 | In-Home Training and Family Issues | 3 SCH |
| SPD 637 | Behavior Change and System Support | 3 SCH |
| SPD 677 | Assessment of Low Incidence Populations | 3 SCH |
| SPD 682 | Internship in Behavior Analysis | 3 SCH |
| SPD 698 | Research Methods in Behavior Analysis | 3 SCH |
| SPD 699 | Thesis | 3 SCH |
| Total Hours M.A. | 36 SCH | |
Master of Arts in Special Education
Behavior Disorders Program
| SPD 535 | Education of Individuals with Disabilities | 3 SCH |
| SPD 560 | Seminar in Autism Spectrum Disorders | 3 SCH |
| SPD 568 | Teaching Learners with Mild/Moderate Disabilities | 3 SCH |
| SPD 630 | Applied Behavior Analysis | 3 SCH |
| SPD 631 | Study of Behavior Disorders in Children | 3 SCH |
| SPD 632 | Evaluation and Measurement of Behavior | 3 SCH |
| SPD 633 | Behavioral Assessment and Intervention | 3 SCH |
| SPD 635 | In-Home Training and Family Issues | 3 SCH |
| SPD 637 | Behavior Change and System Support | 3 SCH |
| SPD 682 | Internship in Behavior Analysis | 3 SCH |
| SPD 698 | Research Methods in Behavior Analysis | 3 SCH |
| SPD 699 | Thesis | 3 SCH |
| Total Hours M.A. | 36 SCH | |
Master of Arts. This degree is designed for individuals who wish to write a thesis as part of the requirements for the degree. It is available to majors in Reading and Special Education. Students seeking the Master of Arts in Reading (thesis option) will not take RDG 639. Students in the Special Education Program for Low-Incidence Disabilities and Autism and the Behavior Disorders Program complete a master’s thesis in their Master of Arts Program. A comprehensive examination and/or portfolio review will be taken during the final semester of coursework. The degree plan originates in the Department of Language, Literacy, and Special Populations.
TEACHING CERTIFICATE AND PROFESSIONAL
LICENSURE PROGRAMS
Notice
The State Board for Educator Certification may mandate changes in certification programs which may become effective for students enrolled in the University under this catalog. Such changes may affect the graduation and certification requirements listed in this catalog.
Deficiency Plan Fee Policy
A deficiency plan must be requested by a school district on official letterhead and submitted to the certification department along with an official transcript showing degree conferred.
The fee scale described below is for the preparation of a deficiency plan leading to teacher certification. All fees are payable to Sam Houston State University by cashier’s check or money order.
(No refunds made.)
$30 Non-SHSU graduates
$15 SHSU graduates (bachelor’s or master’s degree)
Special Certificates and Endorsements
The special certificate programs approved for this university are for Educational Diagnosticians, Learning Resources Specialists, Reading Specialists, School Administrators, and School Counselors.
The candidate for a special certificate is required to have completed a minimum of twelve semester hours of required graduate coursework with grades of “B” or better before he is eligible for admission to a special certificate program. Admission to special certificate programs is not permitted without adequate and reliable information concerning the candidate. Factors in reaching a decision on an applicant include:
1. Quality of applicant’s completed graduate work.
2. Results of tests, standardized and others, which may be required.
3. Information from public school administrators concerning the candidate’s success as a teacher and probable success in the field for which the candidate is seeking special certification.
4. Recommendations from University faculty members who have known the candidate as a student.
An applicant for a special certificate must meet the following requirements:
1. Complete a program for a master’s degree.
2. Complete the approved program for the specified certificate with a minimum of a “B” average in the required coursework.
3. Complete the teaching and/or work experience as required for the specific certificate.
4. Pay an application fee of $75.
Educational Diagnostician. Certified teachers desiring to function as Educational Diagnosticians must complete a 45-hour semester program encompassing a master’s degree. To be eligible for this professional certificate the student must complete the following coursework: SPD 535, SPD 537, SPD 538, SPD 562, SPD 568, SPD 631, SPD 637, SPD 677, SPD 678, SPD 679, SPD 595, SPD 567, RDG 598 or 675 or 688, CI 593,SPD 635.
Reading Specialist. Students desiring to work as an all-level Reading Specialist should complete \ the Master of Education degree with an 36-hour major in Reading including RDG 530, RDG 532, RDG 533, RDG 561, RDG 688, RDG 589, RDG 590, RDG 638, RDG 639, RDG 598, RDG 675, and BSL 571. Two years successful teaching experience is required.
School Administrator. The program for the Principal Certificate requires the completion of a minimum of 36 semester hours beyond the bachelor’s degree and includes the following: ASE 532, 563, 572, 578, 579, 586, 662, 668, 671, 694; six semester hours from ASE 510, 630, 660, 695, 696 or other ASE courses as approved.
Professional Certificate for School Superintendent. The program for the Professional Certificate for School Superintendent requires the completion of a minimum of 51 semester hours beyond the bachelor’s degree and includes the following: completion of the 36 semester hours required for the Principal Certificate plus ASE 630, 673, 690, 695. Electives will be substituted for any required courses which were completed as part of the Principal Certificate.
School Counselor. The Texas Education Agency issues one certificate, the Professional School Counselor Certificate, to individuals who have completed an approved program in counseling. Students desiring the complete counselor certification should complete the Master of Education for School Counseling, shown above, including CNE 533, 534, 564, 570, 579, 585, 597, 635, 663, 674, 676; and three hours of approved electives.
Licensed Professional Counselor. The Texas State Board of Examiners of Professional Counselors, Texas Department of Health, issues the Licensed Professional Counselor License to individuals who have completed an approved program in counseling and the necessary work hours. Students desiring to complete the Licensed Professional Counselor License may complete either the forty-eight hour Master of Arts (Thesis Option) or the forty-eight hour Master of Arts (Non-thesis option) degree. Courses include: CNE 510, 511, 512, 579, 585, 591, 592, 597, 632, 636, 663, 674, 676. Nine hours of electives from Counseling, Psychology or related fields, are also required.
Licensed Marriage and Family Therapist. The Texas State Board of Examiners of Marriage and Family Therapists, Texas Department of Health, issues the LMFT license to individuals who have completed an approved program in marriage and family therapy, and the necessary post-degree internship hours. Students desiring to complete the academic requirements for the LMFT license may complete either the forty-eight hour Master of Arts Plan III degree or the forty-eight hour Master of Arts Plan I degree. The major in counseling with a specialization in marriage and family therapy includes: CNE 564, 663, 585, 597, 534, 579, 674, 570, 632, 633, 634, 676, 636 (taken twice), 592, and PSY 534.
Board Certification in Behavior Analysis. The International Behavior Analyst Certification Board issues Board Certification in Behavior Analysis to individuals who have successfully completed a master’s degree, specified courses approved by the Behavior Analyst Certification Board, approved internship hours, and the examination for Board Certified Behavior Analyst (BCBA). The Master of Arts in Special Education in the Low-Incidence Disabilities and Autism Program is designed for individuals pursuing this certification. Required courses for BCBA include SPD 630, SPD 633, SPD 632, SPD 637, and SPD 682.
Supplemental Certificates
Bilingual. The following courses can be used as a minor field or electives on the degrees listed above and can lead to additional certification or an Endorsement in Bilingual Education: BSL 574, 575, 576, and 577. Additional requirements include the Texas Oral Proficiency Test in Spanish and the TExES in Bilingual Education. Contact the Department of Language, Literacy, and Special Populations for details.
English as a Second Language. The following courses can be used as minor field or electives on the degrees listed above and can lead to additional certification or an Endorsement in English as a Second Language: BSL 565, 571, 574, 577. Additional requirements include the TExES in ESL. Contact the Department of Language, Literacy, and Special Populations for details.
Doctor of Education Degree in Reading
The Doctor of Education degree in Reading provides the highest professional degree available to candidates who aspire to literacy leadership positions in schools, community colleges, or universities. The degree requirements include a prescribed curriculum of required and elective courses and the successful completion of a major research project resulting in the presentation and defense of a dissertation. A comprehensive examination will be taken after the completion of 45 hours of coursework. Following the written part of the examination, an oral examination is scheduled with the student’s Doctoral Dissertation Committee. Students must be enrolled during the semester the comprehensive examination is taken. After successful completion of the written and oral comprehensive examination (if needed), the student may defend the dissertation proposal.
The program includes a concentration of courses in reading (24 hours), in leadership (9 hours), a research component requiring a minimum of 12 hours, and an elective area of 6 or more hours, concluding with 9 or more dissertation hours. Please see the curriculum outline for a complete listing of program course requirements.
This Ed.D. Program is a cohort program. Individuals are admitted to a specific cohort and are expected to follow the schedule for the cohort to which they are assigned. Cohort groups begin in August of each year. In the event of emergencies that require an individual to drop out of the normal schedule, they may be required to join another cohort group with another schedule. Admission to the program requires a significant commitment of time for the duration of the individual’s program. The inability to devote the necessary time will require the individual to drop out of the program.
Candidates who complete this program will:
have knowledge of the foundations of reading and writing processes;
design and supervise reading and writing curriculum development and coordination at the district/university, regional and state levels;
design and supervise assessment of reading and writing acquisition at the district/university, regional and state levels;
apply knowledge acquired from research and scholarly study to education in reading and writing; and
design, conduct, and interpret research in reading and writing education.
Requirements for Admission
Applicants for admission to the Doctor of Education Degree in Reading must submit a completed application including transcripts of all college level work. In addition, candidates must have:
1. A master’s degree in reading, or equivalent coursework, including 18 hours of graduate reading (or related) coursework from an accredited institution. Students with less than 18 hours of graduate reading or related coursework may need to take additional coursework during the program to meet those requirements;
2. A 3.0 grade point average on all graduate work;
3. An acceptable score on the combined verbal and quantitative sections (V+Q) of the Graduate Record Exam or Miller’s Analogy;
4. Positive recommendations from three individuals who have observed the applicant in an academic environment and letters from individuals who have observed classroom teaching by the applicant;
5. Satisfactory responses to questions on an application form;
6. A teaching certificate with a reading specialist endorsement and/or three years teaching experience.
Applicants meeting the criteria above may be invited for an interview with the doctoral admissions committee. A candidate who fails to meet one of the admission requirements may receive probationary admission if sponsored by a doctoral faculty member.
Applicants are accepted into the program as a cohort and will complete classes in a prescribed sequence. Exceptions to this would be courses taken as electives. After the completion of one semester (9 hours) of prescribed graduate coursework and all required stem work at Sam Houston State University, the student will apply for admission to candidacy. The doctoral admissions committee will review his/her academic progress, interpersonal skills, and motivation to determine whether or not the student should be allowed to continue in the doctoral program. Upon full admission to the program, the student’s doctoral committee will be determined.
Doctor of Education in Reading
| Reading Component: | 24 SCH | |
| RDG 688 | The Politics of Literacy | 3 SCH |
| RDG 710 | Seminar in Literacy Leadership (1 hr. taken three consecutive semesters) | 3 SCH |
| RDG 730 | Psychological & Sociological Foundations of Language & Literacy | 3 SCH |
| RDG 732 | Issues and Trends in Literacy Education | 3 SCH |
| RDG 734 | Literacy for Culturally and Linguistically Diverse Populations | 3 SCH |
| RDG 760 | Analysis, Interpretation & Dissemination of Literacy Assessment | SCH |
| RDG 775 | Literacy Leadership | 3 SCH |
| RDG 780 | Internship in Literacy Leadership | 3 SCH |
| Leadership Component: | 9 SCH | |
| EDL 731 | Leadership Theory and Applications | 3 SCH |
| EDL 770 | Education Policy and Ethics | 3 SCH |
| EDL 761 | Accountability and Measurement for Contemporary Education | 3 SCH |
| Research Component: 12 hour minimum | ||
| RDG 737 | Quantitative Research Methods in Literacy | 3 SCH |
| RDG 790 | Qualitative Research Methods in Literacy | 3 SCH |
| STA 765 | Statistical Methods for Decision Making | 3 SCH |
| STA 766 | Multivariate Methods | 3 SCH |
| Elective Component: | 6+ SCH | |
| Candidates select courses at the 500-level or higher in the fields of Bilingual/ ESL Education, English, Sociology, Psychology, Educational Leadership, Library Science, Community College Leadership, or Counseling | 6+ SCH | |
| Dissertation: | 9+ SCH | |
| RDG 833 | Dissertation | 9+ SCH |
Doctor of Education Degree in Special Education**
The Doctor of Education degree in Special Education provides the highest professional degree available to candidates who aspire to special education leadership positions in schools, community colleges, or universities. The degree requirements include a prescribed curriculum of required and elective courses and the successful completion of a major research project resulting in the presentation and defense of a dissertation. A comprehensive examination will be taken after the completion of 45 hours of coursework. Following the written part of the examination, an oral examination is scheduled with the student’s Doctoral Dissertation Committee. Students must be enrolled during the semester the comprehensive examination is taken. After successful completion of the written and oral comprehensive examination (if needed), the student may defend the dissertation proposal.
The program includes a concentration of courses in special education (18 hours), in prescribed electives (15 hours), a research component requiring a minimum of 15 hours, and an elective area of 6 or more hours, concluding with 12 or more dissertation hours. Please see the curriculum outline for a complete listing of program course requirements.
This Ed.D. Program is a cohort program. Individuals are admitted to a specific cohort and are expected to follow the schedule for the cohort to which they are assigned. Cohort groups begin in August of each year. In the event of emergencies that require an individual to drop out of the normal schedule, they may be required to join another cohort group with another schedule. Admission to the program requires a significant commitment of time for the duration of the individual’s program. The inability to devote the necessary time will require the individual to drop out of the program.
Candidates who complete this program will:
demonstrate knowledgeable of research-based practices in special education;
demonstrate knowledge and guidance in consultative roles in order to improve existing public school programs and services;
design, develop, and supervise quality programs and services;
provide leadership and advocacy for high quality programs and services in teacher preparation, schools, and communities;
possess a theoretical and applied knowledge of research methodologies, both quantitative and qualitative;
conduct educational research which contributes toward promoting effective learning outcomes for students with disabilities;
provide innovative and effective experiences in the preparation of future professionals serving persons with disabilities.
Requirements for Admission
Applicants for admission to the Doctor of Education Degree in Special Education must submit a completed application including transcripts of all college level work. In addition, candidates must have:
1. A master’s degree in Special Education, Curriculum and Instruction, Educational Psychology, School Psychology, or Educational Administration, or equivalent coursework, including 21 hours of graduate special education (or related) coursework from an accredited institution. Students with less than 21 hours of special education or related coursework may need to take additional coursework during the program to meet those requirements;
2. A 3.2 grade point average on all graduate work;
3. An acceptable score on the combined verbal and quantitative sections (V+Q) of the Graduate Record Exam
4. Positive recommendations from three individuals who have observed the applicant in an academic environment and letters from individuals who have observed classroom teaching by the applicant;
5. Satisfactory responses to questions on an application form;
6. Three years of teaching, direct service, or administrative experience with exceptional learners either in school, community, administrative, or human service settings.
7. A current vita or resume
8. A writing sample demonstrating graduate level writing ability
9. Attending and responding positively to an interview with the faculty
Applicants meeting the criteria above may be invited for an interview with the doctoral admissions committee. A candidate who fails to meet one of the admission requirements may receive probationary admission if sponsored by a doctoral faculty member.
Applicants are accepted into the program as a cohort and will complete classes in a prescribed sequence. Exceptions to this would be courses taken as electives. After the completion of one semester (9 hours) of prescribed graduate coursework and all required stem work at Sam Houston State University, the student will apply for admission to candidacy. The doctoral admissions committee will review his/her academic progress, interpersonal skills, and motivation to determine whether or not the student should be allowed to continue in the doctoral program. Upon full admission to the program, the student’s doctoral committee will be determined.
Doctor of Education in Special Education
| Special Education Core | 6 SCH | ||
| **SPD | 731 | Legal Issues and Policies in Special Education | 3 SCH |
| **SPD | 710 | Doctoral Seminar in Special Education | 3 SCH |
| Professional Core | 12 SCH | ||
| **SPD | 733 | Instructional Practices in Special Education | 3 SCH |
| **SPD | 734 | Functional and Curriculum-based Assessment in Special Education | 3 SCH |
| **SPD | 735 | Program Evaluation in Special Education | 3 SCH |
| **SPD | 736 | Personnel Preparation and Collaboration in Special Education | 3 SCH |
| Prescribed Electives in the Professional Core | 6 SCH | ||
| SPD | 637 | Behavior Change and System Support | 3 SCH |
| SPD | 633 | Behavioral Assessment and Intervention | 3 SCH |
| SPD | 632 | Evaluation and Measurement of Behavior | 3 SCH |
| RDG | 561 | Language Arts: Theory and Instruction | 3 SCH |
| RDG | 734 | Literacy for Culturally and Linguistically Diverse Populations | 3 SCH |
| Research Component | 9 SCH | ||
| CNE | 773 | Statistical Methods for Counselor Education Research | 3 SCH |
| CNE | 774 | Multivariate Methods for Counselor Education Research | 3 SCH |
| RDG | 737 | Quantitative Research Methods in Literacy | 3 SCH |
| Prescribed Research Electives | 6 SCH | ||
| **SPD | 738 | Small N Designs in Educational Research | 3 SCH |
| EDL | 772 | Qualitative Methodology | 3 SCH |
| RDG | 790 | Qualitative Research methods in Literacy Education | 3 SCH |
| EDL | 762 | Methods of Educational Research | 3 SCH |
| SPD | 698 | Research Methods in Behavior Analysis | 3 SCH |
| Prescribed Electives | 9 SCH | ||
| SPD | 567 | Seminar in Learning and Learning Disabilities | 3 SCH |
| SPD | 562 | Study of Cognitive and Low Incidence Disabilities | 3 SCH |
| SPD | 631 | A Study of Behavior Disorders in Children | 3 SCH |
| SPD | 660 | Seminar in Autism Spectrum Disorders | 3 SCH |
| BSL | 565 | Applied Linguistics for Classroom Teachers | 3 SCH |
| EDL | 733 | Societal Factors Affecting Education | 3 SCH |
| EDL | 734 | Issues in Contemporary Education | 3 SCH |
| RDG | 730 | Psychological and Sociological Foundations of Language and Literacy | 3 SCH |
| Dissertation | 12 +SCH | ||
| SPD | 832 | Application of Special Education Research | 3 SCH |
| SPD | 833 | Dissertation | 3 SCH |
- Bilingual Education and English as a Second Language (BSL) Course Descriptions
- Early Childhood Education (ECE) Course Descriptions
- Reading (RDG) Course Descriptions
- Special Education (SPD) Course Descriptions