MAE 605M Multicultural Perspectives (2.00)
Participants will reflect on their culture and the cultural perspectives of others, issues of social justice, and societal structures which impact the success of individual students and programs. Participants will address issues of discrimination and examine their own beliefs and how these impact their roles as educators.
Cross listing(s): ED 651.
MAE 610 Connect Beliefs, Theory & Pract (3.00)
Research and learning theories from constructivism and cognitive psychology are explored. Based on these studies and synthesis of content from throughout the program, participants develop personal beliefs, explore how these beliefs are supported by educational theorists and research, and demonstrate how their beliefs manifest in classroom practice.
MAE 614 Teacher As Researcher: Foundations (3.00)
Participants develop research questions and design an action research study to investigate a relevant aspect of their practice. A formal research proposal is submitted to the Regis IRB and school district for approval. A literature review, synthesizing the current scholarly research on the topic will be completed.
MAE 616 Tchr as Researcher:Practicum (2.00)
Participants will implement research designs developed during MAE 614/615, collect and analyze data, write a formal research paper, and present findings to peers and the community. Prepares educators to investigate questions that arise from their own practice that supports quality teaching and learning.
MAE 619 Curriculum Theory & Application (2.00)
Participants will engage in the process of discovering how concept-based curriculum, especially inquiry and constructivism is developed in student-centered classrooms. Distinctions among adopting, adapting, and designing a student centered curricula around the Colorado State Standards will be examined.
MAE 620 Evaluation Theory & Applicatn (2.00)
Assessment and evaluative procedures will be studied as an integral part of curriculum design and instructional practice. Participants design assessments and evaluation procedures for their classrooms based on individual school communities. Participants will implement ongoing assessments in the classroom and reflect upon student learning.
MAE 665E Teaching Strategies for CLD Educators (3.00)
Instructs participants in research-based methods and examines effective content-based instructional strategies for teaching English to CLD learners. Participants will adapt curriculum materials and learn differentiation techniques. Constructivist and sheltered teaching methodologies will be discussed and demonstrated.
MAE 665F Spanish Literacy (3.00)
Provides current and emerging philosophies and methods of teaching reading, writing, speaking and listening in Spanish to native Spanish speakers. Includes a review of materials and strategies for teaching reading, writing and important considerations for transference from first to second language. NOTE: Course is taught in Spanish and designed for the bilingual educator.
MAE 665G Linguistics I: Lang Acquisition (3.00)
Provides the participant with information concerning first and second language acquisition theory. Explores the structure and function of the English language including linguistics, applied linguistics, psycholinguistics, and sociolinguistics. Process learning will be explored and modeled.
MAE 665H Foundations of Ed for CLD Educators (3.00)
Provides an overview of the history and legislation related to CLD learners and a survey of bilingual and ESL programs. Models, philosophies and theoretical underpinnings of programs for the CLD will be discussed. Strategies for collaboration with, inclusion of, and advocacy for, diverse students and their families will be explored.
MAE 665I Assessment for CLD Education (3.00)
Develops skills for design, evaluation and critique of a variety of formative and summative assessments for CLD learners. Participants will apply this learning through a case study and design of a differentiated assessment based on language proficiency level.
MAE 665L Practicum for CLD Education (2.00)
Supports candidates in linking course theories to classroom practices. With mentor support, candidates will demonstrate their skills and knowledge of teaching CLD learners. Additional areas which contribute to the success of CLD learners will be documented through professional development and community involvement activities. NOTE: Pass/No Pass Grading only.
MAE 665P Literacy for CLD Education (3.00)
Focuses on developing reading literacy skills with a focus on differentiation for CLD learners and applies research-based reading strategies in their course of study. A plan for instruction and academic language supports will be developed using the teaching and learning cycle, process learning principles, and a focus on the importance of family literacy.
MAE 665R Linguistics II: Form & Function (2.00)
Explores English language grammatical structures and incorporates grammar explanations into sheltered lessons for K-12 CLD learners. Development of appropriate language objectives for language and content lessons will be emphasized.
MAE 695M-P Linguistically Diverse Seminar (1.00)
Candidates work with a mentor to apply their developing understanding from program courses to their classroom practice. Candidates will explore learning connections integrating belief, theory and practice in preparation for the CAP Review as a part of this series of seminars.
MAE 699A Culminating Academic Prog Rvw (0.00)
Candidates are required to register for the Culminating Academic Program (CAP) Review the final semester of their respective programs. Candidates must have completed all course requirements prior to the Review semester. The purpose of the CAP Review is to provide a forum for prospective graduates to actively and creatively demonstrate their growth and changes as learners and educators. The CAP Review serves as a "comprehensive examination."
MAE 699B CLDE CAP Review (0.00)
Candidates are required to register for the Linguistically Different Learner Culminating Academic Program (CLDE CAP) Review the final semester of their endorsement programs. Candidates must have completed all course requirements prior to the Review semester. The purpose of the CLDE CAP Review is to provide a forum for prospective endorsement candidates to actively and creatively demonstrate their growth and changes as learners and educators of linguistically different learners. Prerequisites: Approval of program director. Pass/No Pass grading only. CAP Review fee required.