Curriculum & Instruction—Gifted and Talented
Required during first semester
- EDUC 500 Online Orientation - 0 credits
- UNIV LIB Information, Research, and Resources - 0 credits
- EADM 515 Research Design (Summer) - 3 credits
- EDCS 563 Instructional Strategies for Students Who Are At-Risk (Spring) - 3 credits
- EDIP 540 Philosophical Foundations in Education (Fall) - 3 credits
- EDIP 542 Introduction to Curriculum & Instruction (Fall) - 3 credits
- EDIP 543 Technology in Education (Spring) - 3 credits
- EFND 534 Assessment & Evaluation Techniques (Summer) - 3 credits
- EDCO 501 Strategic Planning & Program Evaluation (Fall) - 3 credits
- EGTL 500 Introduction to Gifted and Talented Learners (Fall) - 3 credits
- EGTL 510 Curriculum and Instruction for Gifted Learners (Spring) - 3 credits
- EGTL 520 Models and Strategies for Teaching the Gifted (Summer) - 3 credits
- EGTL 530 Psychology and Education of Gifted Learners (Spring) - 3 credits
- EGTL 580 Practicum in Gifted Education - 2 credits
Total: 35 credits
Curriculum & Instruction—Gifted and Talented
EADM 515 Research Design (3) Focuses on the role of the school leader or educator as a consumer (basic, applied, and orientational), a user (evaluation), and a producer (action) of educational research. As consumers, candidates learn how to identify, read, analyze, synthesize, evaluate, explain, and apply quantitative, qualitative, and mixed research. As users, candidates utilize descriptive statistics and data-driven decision making in problem based learning applications. As producers, candidates follow the structure of a research proposal to develop competency with the literature, methods, designs, and data analysis techniques germane to the field.
EDCO 501 Program Planning, Development, & Evaluation (3) Examine strategic planning and the role of program evaluation in the planning-implementation-evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives and alternative evaluation designs and related methodologies, including collaborative action research and issues related to design, measurement and utilization. (Required for Virginia endorsement)
EDCS 563 Instructional Strategies for At-Risk Students (3) Reach and effectively teach students who are at risk in the general classroom. Addresses topics such as curriculum-based assessment, accommodations, modifications and collaboration with other professionals and family members.
EDIP 540 Philosophical Foundations in Education (3) Historical, political and philosophical foundations of education. While focused on U.S. education, emphasis on generalized principles and issues makes it relevant to all nations. Establishes a philosophical foundation of education and surveys various worldviews that affect education today.
EDIP 542 Introduction to Curriculum & Instruction (3) Develop an understanding of biblical perspectives on the nature of learning and the ability to think critically about issues related to teaching and learning. Explore the components of effective instruction and learn how to implement instructional strategies that promote learning.
EDIP 543 Technology in Education (3) Increase learning and learner success by designing educational events that use instructional technology. Covers three basic areas of technology integration: planning, implementation and evaluation. Does not cover specific applications. Within this framework, various technologies and tools will be investigated for the purpose of determining which are best suited for particular instructional situations. Discusses broader issues regarding the usefulness and effectiveness of technology integration in education. The ultimate goal is to create a plan to integrate technology in your educational setting.
EDUC 500 Online Orientation (0) This course is designed to acquaint learners with the technologies and resources needed to successfully complete their online course(s)/program.
EFND 534 Assessment & Evaluation Techniques (3) Using the principles of educational measurement, construct and interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment. Develop the ability to analyze assessment data to make decisions about how to improve instruction and evaluate and improve student performance. Emphasis will be placed on the design of “alternative” and traditional assessment instruments.
EGTL 500 Introduction to Gifted and Talented Learners (3) Overview of the field including history, definitions, identification methods, characteristics and needs of gifted learners. (Required for Virginia endorsement)
EGTL 510 Curriculum and Instruction for Gifted Learners (3) Modify, create and evaluate curriculum through differentiation and tiered assessments. (Required for Virginia endorsement)
EGTL 520 Models and Strategies for Teaching the Gifted (3) Educational models and instructional strategies for use with gifted learners (Required for Virginia endorsement)
EGTL 530 Psychology and Education of Gifted Learners (3) Development of gifted individuals over the lifespan from a cognitive, psychosocial, and physiological perspective; evaluate appropriate learning activities and assessments that include cognitive, affective and psychomotor skills and attributes.
EGTL 580 Practicum in Gifted Education (2) A field-based experience in a gifted education setting.
ESCP 505: Psychology & Development of the Learner (3) Study the process of human growth and developing patterns of behavior throughout the life span. Emphasizes the individual’s physical, mental, emotional, intellectual and spiritual growth.
UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.