Education Division

General and Elementary Education

GED5001.1 Educational Research

3 credits. M, 4:00-6:30pm

The student is exposed to contemporary practices in educational research. Topics investigated include: research design, data analysis and interpretation, and literature review. Designs for researching problems and issues in public schools are emphasized through use of the Action Research model.

GED502.1 Law and the Education of Children

3 credits. Online.

The operation of public elementary and secondary schools and institutions of higher learning as they are affected by the Constitution, acts of Congress, state statutes and regulations and the common law. Areas of consideration will include state control of education, church-state matters, tort liability, teacher and student rights, collective bargaining, desegregation, and the rights of individuals with disabilities.

GED503.1 Curriculum Development

3 credits. W, 6:45-9:15pm

The course will explore the foundations for curriculum development, curriculum procedures and practices. The role of philosophy in curriculum planning as well as the impact of current trends in educational reform will direct class activities. Work on curriculum projects will center around Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. (Student taking GED503 may not take for GSE503 for credit.)

GED506.1 Fundamentals of Education

3 credits. M, 6:45-9:15pm

This course will address issues related to the everyday processes of teaching. Topics include curriculum and lesson planning, classroom organization and behavior management, instructional strategies, current trends, the law and education, Interstate Teacher Assessment and Suport Consortium (InTASC) Model Core Teaching Standards, the special education process, and a look at the historical foundations of education. Students will also become familiar with the Initial Licensure Portfolio and demonstrate skills in writing for Part 1 of entry one of the Initial Licensure Portfolio

GED560A.1 Supervision and Staff Development for Educators

3 credits. Online.

This course focuses on the most important resources that schools have – their professional staff. The functions of supervision, observation, evaluation, and professional development will be explored. Through investigation, synthesis and analysis of current research, established theory, and case studies, students will gain an in-depth understanding of the role of the instructional leader/supervisor in developing the school as a community of learners, respectful of the needs of diverse populations.

GED560B.1 School and Community Relations

3 credits. Online.

This course focuses on issues and responsibilities relating to the organization and administration of a school community relations program at the school building and to a more limited extent the school district level. Attention is given to administrative tasks, duties, and responsibilities needed to conduct an effective school community relations program and also research supporting school community interactions.

GED560C.1 Online Course Design

3 credits. Online.

This course informs new online instructors about the best practices related to the development of online courses that are engaging and effective. Student will learn how to align course content with standards and best practice as identified by research. Course participants will create a fully-developed online course customized for use in their own area of interest. Participants are guided through the process of defining course goals and objectives, learning activities, materials, and assessments.

GED560D.1 Google for Education Level 1

1 credit. Online.

This course is designed to be a continuation of a Google for Education Summit or Bootcamp. At the conclusion of the on-ground training, each student will work with the instructor to develop a set of documents (ex: lesson plans) that implement the information that was presented at the training. Students will also complete the Google Certified Educator Level 1 certification exam. Contact Dr. St. Germain for information about prerequisites.

GED560E.1 Google for Education Level 1

2 credits. Online.

This course is designed to be a continuation of a Google for Education Summit or Bootcamp. At the conclusion of the on-ground training, each student will work with the instructor to develop a set of documents (ex: lesson plans) that implement the information that was presented at the training. Students will also complete the Google Certified Educator Level 1 certification exam. Contact Dr. St. Germain for information about prerequisites.

GED560F.1 Google for Education Level 1

3 credits. Online.

This course is designed to be a continuation of a Google for Education Summit or Bootcamp. At the conclusion of the on-ground training, each student will work with the instructor to develop a set of documents (ex: lesson plans) that implement the information that was presented at the training. Students will also complete the Google Certified Educator Level 1 certification exam. Contact Dr. St. Germain for information about prerequisites.

GED560G.1 Google for Education Level 2

1 credit. Online.

This course will afford the student an opportunity to deepen his or her understanding of effective instructional strategies and how technology can enhance student learning. Students will explore a number of educational technology tools and demonstrate how those tools can be used to enhance student learning. Students will also complete the Google Certified Educator Level 2 certification exam. Prerequisite: Student must be a Level 1 Google Certified Educator. Contact Dr. St. Germain for information about prerequisites.

GED560H.1 Google for Education Level 2

2 credits. Online.

This course will afford the student an opportunity to deepen his or her understanding of effective instructional strategies and how technology can enhance student learning. Students will explore a number of educational technology tools and demonstrate how those tools can be used to enhance student learning. Students will also complete the Google Certified Educator Level 2 certification exam. Prerequisite: Student must be a Level 1 Google Certified Educator. Contact Dr. St. Germain for information about prerequisites.

GED560I.1 Google for Education Level 2

3 credits. Online.

This course will afford the student an opportunity to deepen his or her understanding of effective instructional strategies and how technology can enhance student learning. Students will explore a number of educational technology tools and demonstrate how those tools can be used to enhance student learning. Students will also complete the Google Certified Educator Level 2 certification exam. Prerequisite: Student must be a Level 1 Google Certified Educator. Contact Dr. St. Germain for information about prerequisites.

Early Childhood Education

GEC500.1 Introduction to Early Childhood Education

3 credits. W, 4:30pm-7:00pm

This course introduces students to the historical perspectives, theories, practice, current trends and developments in early childhood education. The foundations of the education profession, the diverse educational settings for young children, professionalism, and planning developmentally appropriate programs will be explored. Various pedagogical approaches will be examined that promote the development and learning of children ages birth to age 8

Reading Education

GRE507.1 Children’s Literature and Language Arts

3 credits. T, 6:45pm-9:15pm

This course presents a survey of children’s literature, including but not limited to poetry, picture books, traditional tales, fantasy, fiction, biography and informational text. Language arts areas of speaking, listening, reading and writing are integrated with the literature. Emphasis will be placed on the role of literature in robust reading instruction, content area integration, reader-response theory, and how technology and 21st century skills support and encourage students’ access to literature experiences.

GRE513.1 Reading Assessment, Analysis and Intervention

3 credits. T, 4:00pm-6:30pm

This course will introduce students to a variety of formal and informal reading assessments for use in the elementary and secondary schools to identify the strengths and needs of students in the area of reading. Students will be trained in administering, interpreting and analyzing data of a qualitative assessment so that they can design effective teaching programs to meet the needs of all students.

Secondary Education

GSE503.1 Curriculum Development – Secondary

3 credits. W, 6:45pm-9:15pm

The course will explore the foundations for curriculum development, procedures and practices at the secondary level. The role of philosophy in curriculum planning as well as the impact of current trends in educational reform will direct class activities. Work on curriculum projects will center around Interstate Teaching Assessment and Support Consortium (InTASC) Model Core Teaching Standards.

Special Education

GSP503.1 Behavior and Learning Characteristics of Students with Special Needs

3 credits. M, 6:45pm-9:15pm

GSP510.1 Education of Students with Cognitive Disabilities

3 credits. M, 4:00pm-6:30pm

With more than 300,000 special education students leaving the high school environment each year, the Individuals with Disabilities Improved Education Act (IDIEA) mandates that every eligible student receive transition services for students age 16 or younger when appropriate. This course will prepare educators to incorporate into the IEP a coordinated set of outcome process oriented activities which promotes movement from school to post-school environments including employment, community involvement, post-secondary education and leisure pursuits.

Psychology & Human Services Division

GPS500.1 Ethics and Foundations of Counseling

3 credits. T, 4:30pm-7:00pm

This course examines the ethical, legal and foundational issues that confront professional counselors in various mental health and educational settings and roles. The history of the profession of counseling is reviewed and the role of the counselor is explored. The course is designed to teach students how to think ethically and to understand the relationship between the counseling profession, the legal system and the community. Students will learn and practice utilizing a values-based ethical decision making process to address ethical dilemmas. Professional training and credentialing requirements as well as various career opportunities in Vermont and surrounding states will be reviewed. Professional issues such as disclosure and privacy regulations, liability and risk management practices, insurance, professional collaboration and consultation, impact of culture, legal issues and health maintenance practices will be reviewed.

GPS502.1 Advanced Theories of Personality

3 credits. W, 6:45-9:15pm

This course provides an opportunity for students to develop both breadth and depth of knowledge regarding major theories of human behavior that have been developed during the past 100 years. Students will begin to develop their own theory of psychotherapy by comparing and contrasting those theories in terms of their philosophical foundations, theoretical concepts and applications to the field of counseling. A central outcome of the course is for students to present their own theoretical perspective for review and discussion.

GPS507.1 Psychological Appraisal

3 credits. W, 4:00pm-6:30pm

This course provides a survey of psychological procedures. Ethical standards for developing and using various assessment procedures will be reviewed as defined by the APA. An overview of the purpose, theory and techniques of assessment as a basis for designing and evaluating client treatment plans and agency level programs within human service agencies and educational settings will be addressed. The student will develop knowledge of observation and interview techniques, the manner in which standardized tests are administered, scored and interpreted, as well as the manner in which results are disseminated in professional reports.

GPS522.1 Foundations of Alcohol and Substance Abuse

3 credits. M, 6:45pm-9:15pm

This course explores issues of substance abuse and chemical dependency with a discussion of the relationships between mood-altering substances and behavior, including tobacco and caffeine. The course will discuss other aspects of addiction such as gambling, family dysfunctions and behavioral and personality disorders, and other co-occurring mental health disorders which can be causative and resultant factors associated with addiction. Phases of addiction and recovery and current treatment approaches for children and adults will be explored (such as 12 step, peer support, medical, psychosocial, relapse prevention and intervention models), with opportunities for practice and field work provided. Information related to the spectrum of institutional and community-based services will be reviewed along with information related to promoting health maintenance and prevention of diseases (such as HIV/AIDS, STDs), Tuberculosis (TB) and other infectious diseases.

GPS524.1 Health Psychology

3 credits. R, 4:00pm-6:30pm

This course will examine the interrelationships between physical health and psychological factors. Research regarding their influence of biological contributions and life experiences in health maintenance and the onset of medical issues and psychological disorders will be covered. Roles and relationships of various medical and allied health providers as well as various diagnostic and treatment techniques will be discussed. Opportunities for field research will be provided.

GPS525.1 Psychopharmacology

3 credits. T, 6:45pm-9:15pm

The biological bases of behavior will first be reviewed with an emphasis placed on the brain, nervous system and genetics as they relate to normal and abnormal behavior. The course will then focus on their identification, uses and cautions regarding various types of psychotropic medications which are utilized for treating different psychological disorders. Implications of psychotropic medication use will be addressed and models for the use and evaluation of conjoint medical and psychotherapeutic approaches will be emphasized. Issues related to abuse of various psychoactive medications, interaction effects and information and controversies related to the use of agonist therapy for patients with alcohol and other drug dependence will be discussed.

GPS528.1 Organization & Administration of a School Counseling Program

3 credits. T, 6:45pm-9:15pm

Foundations, current status, and future directions in the field of School Counseling will be reviewed as well as philosophical perspectives and current state requirements for the development, administration and evaluation of school counseling services, as described in the Vermont State Standards for School Counseling Services. Ethical, legal, state mandated, educational and other issues which impact on the organization and administration of school counseling programs will be explored, in light of competencies for educators and students, as described in the current editions of American School Counselor Association National Model, Vermont School Counseling Model, Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, Core Teaching and Leadership Standards for Vermont Educators, the Vermont Department of Education Code of Professional Ethics and Rules for Professional Conduct and other pertinent resources. The role of the school counselor as a advocate for students, in coordinating services from home and community, and as a systems change agent to promote healthy educational communities will be examined.

GPS529.1 Advanced Human Growth & Development

3 credits. R, 6:45-9:15pm

This course will provide graduate students an understanding of the nature and needs of individuals at all developmental levels, with particular relevance to counseling practice. Content will include theories of individual and family development and transitions across the life span; theories of learning and personality development; examination of human behavior and attention to development crises, disability, addictive behavior, psychopathology and environmental factors as they affect both normal and abnormal 226 behavior. The course will also examine counseling strategies for facilitating healthy development over the life span, as well as ethical considerations applied to counseling practice.

GPS544.1 Forensic Psychology

3 credits. M, 4:00pm-6:30pm

This course will examine the application of psychological knowledge and methods within the legal system. Specifically, psychological research, roles and practices will be reviewed as they relate to areas of investigation within the civil and criminal justice systems. Topics will include police selection, training and evaluation, criminal profiling, investigations, interrogations, domestic violence, child abuse, rape, trauma, assessment and treatment of offenders within the corrections systems, child custody and family law, suicide and violence risk assessment, public policy formulation and other topics where psychology and law interface.

MBA Program

GBA521.1 Leadership

4 credits. S, 8:30am-5:30pm

This course will investigate a broad variety of leadership theories. Students will analyze each theory for its strengths and weaknesses in relationship to their organizational settings. Participants will approach their investigation of leadership from both the personal and organizational perspective. The course will utilize case studies, and students will produce a personal leadership development plan.

GBA523.1 Marketing Management

4 credits. M, 6:00-9:00pm

This course provides students with a working knowledge of marketing management. Participants will learn to develop marketing plans by aligning marketing initiatives with market opportunities. Emphasis will be placed on the implementation of functional strategies and marketing plans that optimize customer and organizational value. Prerequisite: Undergraduate Introductory Marketing or equivalent.

GBA525.1 Economics

4 credits. W, 6:00-9:00pm

Students will learn to use economic thinking in making managerial decisions and in motivating others to make decisions that increase the value of organizations. Students will have the opportunity to assess macroeconomic and microeconomic impact on businesses. Prerequisite: Undergraduate Introductory Economics or equivalent.

GBA530.1 Operations and Systems Management

4 credits. T, 6:00-9:00pm

Participants will gain a working knowledge of methods for designing organizational functions, systems, and processes by learning to apply strategic and operational decisions in improving administrative and transformational (production) processes for delivering goods and services to internal and external customers. Students will learn and apply approaches to analysis and utilize techniques employed by organizations to achieve competitive advantage in both manufacturing and service industries. Prerequisite: Graduate-level Quantitative Analysis.