Online Language Courses at Accredited Schools

Ashford University, the school below with the highest overall ranking, is effective at equipping students via its language courses to be successful interpreters, english teachers, language teachers, linguists, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 40,000 people employed as interpreters and translators alone in the US, and their average annual salary is $45,700. Foreign language and literature teachers make on average $63,300 per year and there are about 27,020 of them employed today.

Language Organizations Language Common Job Tasks
  • learning new languages
  • teaching others a new language
  • working with a diverse community
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Language Courses at Western Governors University

Program Name: Endorsement Prep. Program in ELL (PK-12)
Culture
Course Number CUA1
Credits 3.0

Performance assessment


Language Production, Theory and Acquisition
Course Number LPA1
Credits 4.0

Performance assessment


Theories of Second Language Learning Acquisition and Grammar
Course Number SLO1
Credits 3.0

Objective assessment


Planning, Implementing, Managing Instruction
Course Number NNA1
Credits 4.0

Performance assessment


Field Experience for ELL
Course Number FEA1
Credits 3.0

Performance assessment; includes 30 hours of teaching English language learners (ELLs)


Assessment Theory and Practice
Course Number ASA1
Credits 3.0

Performance assessment


The Professional Role of the ELL Teacher
Course Number NMA1
Credits 2.0

Performance assessment


Subject Specific Pedagogy: ELL
Course Number ELO1
Credits 3.0

Objective assessment


Education Without Boundaries
Course Number EWB2
Credits 2.0

Program description: Our online endorsement in education leadership program is a great way for those with master’s degrees to become a principal, vice principal, or associate principal. This program is designed for currently licensed teachers who desired to become licensed as a school principal. You will become a highly effective, instruction-based, certified principal.

Program Name: M.A. in English Language Learning (PK-12) (ELL/ESL)
Foundations of Research
Course Number RFC1
Credits 2.0

Proctored, computer-based objective exam


Literature Reviews for Educational Research
Course Number JUT2
Credits 2.0

Research Proposal
Course Number JVT2
Credits 2.0

Issues in Educational Research
Course Number JTT2
Credits 2.0

MA, English Language Learning (PreK-12) Capstone Written Project
Course Number IOT2
Credits 3.0

Students will be able to choose from three areas of emphasis, depending on personal and professional interests. These areas include: instructional design, evaluation, and research. If carefully planned in advance, the individual domain projects may serve as components of the capstone. For capstones with the instructional design emphasis, students will design, manage, and develop an instructional product for which there is an identified need. The product can be delivered via the medium of choice (e.g., print-based, computer-based, videobased, web-based, or a combination of these), but students must provide a rationale for the medium selected. The instructional product you develop for your capstone should be an exportable form of instruction designed to bring your target audience to a mastery of predetermined knowledge and skills. For capstones with the evaluation emphasis, students will provide a summative evaluation of a program. These programs may relate to almost any sector, such as school that involves the education of ELL students. Summative evaluation is used to provide evidence of a program’s worth and is often used to make “go/no go” decisions. You should plan to share your results with your school or organization. For capstones with the research emphasis, students will design and conduct a databased investigation of a conclusion-oriented question (decision oriented investigations are most generally considered to be evaluation projects). The project report should be of publishable quality and may be submitted to an appropriate professional journal at the completion of the project. At the minimum students should plan to share their results with their schools or organizations.


MA, English Language Learning (PreK-12) Capstone Oral Defense
Course Number IXT2
Credits 3.0

The final master's exam will be a comprehensive oral defense and is held by conference call. Questions related to your work in the program will test your preparation and ability to synthesize and practically apply information obtained from your courses, self-directed study, and project experiences. The purpose of the defense is a checkpoint to ensure that you have acquired the critically required skills and knowledge specified in the program competencies.


Education Without Boundaries
Course Number EWB2
Credits 2.0

Culture
Course Number CUA1
Credits 3.0

Performance assessment


Language Production, Theory and Acquisition
Course Number LPA1
Credits 4.0

Performance assessment


Theories of Second Language Learning Acquisition and Grammar
Course Number SLO1
Credits 3.0

Objective assessment


Planning, Implementing, Managing Instruction
Course Number NNA1
Credits 4.0

Performance assessment


Field Experience for ELL
Course Number FEA1
Credits 3.0

Performance assessment; includes 30 hours of teaching English language learners (ELLs)


Assessment Theory and Practice
Course Number ASA1
Credits 3.0

Performance assessment


The Professional Role of the ELL Teacher
Course Number NMA1
Credits 2.0

Performance assessment


Subject Specific Pedagogy: ELL
Course Number ELO1
Credits 3.0

Objective assessment


Program description: Our online master’s in ELL education will turn you into a leader. The M.A. in English Language Learning/English as a Second Language (PK-12) will prepare you to teach effectively in ELL or ESL settings and to provide curricular leadership to your school and school systems. You will become a vital asset for your school.

Language Courses at Penn Foster Career School

Program Name: Medical Transcriptionist
Law and Ethics and Confidentiality in Allied Health
Course Number ALH022

The Law and Ethics section of this course covers how law affects medical offices; the origin of law that affects medical professionals; the process of litigation and its alternatives; contract law and the ways it affects health professionals; the duties created between health care professionals and patients once a doctor-patient relationship is established; criminal law and torts that are relevant to the health profession. The Confidentiality in Allied Health section examines the common-law basis for the confidentiality of health care information and the laws regulating health care information collected and maintained by government agencies. also covered is the Health Insurance Portability and Accountability Act (HIPAA), as well as how the management of medical information affects the management and measurement of quality in health care.


Medical Transcription 1
Course Number HIT207

An introduction to the technical and legal aspects of medical transcription as well as career opportunities available in the field. The student will transcribe and format various types of medical records. (Required textbook, software, and transcription hardware provided with the course.)


Medical Transcription 2
Course Number HIT208

Emphasis on difficulty, speed, accuracy, complexity within major medical specialties. Students will be evaluated on the submission of 20 transcriptions related to common medical specialties. Prerequisites: HIT 207 - Medical Transcription 1


Introduction to Allied Health
Course Number HIT100

This course is designed to provide a discussion of strategies for completing the allied health programs as an independent learner. In addition, it gives an introduction to health care and the role that medical office assistants, medical coders, and medical transcriptionists play in that industry.


Office Procedures
Course Number BUS091

This course covers the typical duties of the administrative assistant in any business office: task management, general business machines, telephone call management, business letter writing, electronic and print mail processing, travel and meeting planning, policy and procedures manuals, facility care and maintenance, as well as office math.


Word and Excel
Course Number CSC102

Computer and Internet basics; computer hardware and software; digital electronics and file management; introduction to Windows®; PC applications in word processing, spreadsheets.


Business English
Course Number ENG010

This course provides instruction on the basic types of writing you’ll encounter in a business environment. You’ll learn about business letters, forms, client records, and memos; organization, grammar, punctuation, and sentence and paragraph construction; coherent paragraphs, well-organized documents, and purpose-focused materials; and accurate, attractive, and effective final copies.


Body Systems/Terminology 1
Course Number ALH016

Introduction to medical terminology; chemistry/ laboratory; pharmacology; cells, tissues, and membranes; integumentary system; musculoskeletal system; blood and cardiovascular system; respiratory system; digestive system.


Body Systems/Terminology 2
Course Number ALH017

Sense organs; nervous system; endocrine system; urinary/excretory system; male and female reproductive systems; lymphatic system; oncology and radiation; surgery and pathology; genetics.


Basic Pharmacology
Course Number ALH021

An introduction to basic pharmacology, as well as the type of drugs by body systems. Includes the drug's generic and trade names, use, side effects and drug interactions.


Electronic Medical Records
Course Number HIT 130

The Electronic Medical Records Management Certificate Program Provides A Basic Overview On How To Successfully Manage Electronic Medical Records (emrs) In Different Health Care Settings. Attendees Will Learn Emr Concepts, Terminology, Regulations, And Procedures, And Receive Hands-on Training With An Electronic Medical Record.


Program description: Learn medical transcription at home. You'll get the support you need while learning at your own pace with the Penn Foster Medical Transcriptionist training program.

Work for a doctor's office, hospital, or clinic by completing your medical transcription training at home. You can study online, in print, or a combination of both. You decide which method best suits your learning style. Penn Foster's Medical Transcriptionist training program is convenient, affordable, and accredited.

Program Name: Spanish
Instruction Set 1

Learning Strategies Identifying and implementing a successful study method; planning when, where, and how you’ll study; creating effective and efficient study tools; using study tools to improve chances for success. The Administrative Professional Introduction to the field; the administrative professional’s role in the workplace; necessary skills and abilities; workplace trends and opportunities; professional organizations.


Program description: You can learn Spanish at home! The Penn Foster Career School Spanish Certificate Program helps you learn to speak, read, and translate this popular language quickly and conveniently.

Language Courses at Jones International University

Program Name: MEd in K-12 English as a Second Language Education
Introduction to Second Language Acquisition
Course Number EDU532
Credits 3.0

This Course Examines Theories Of Second Language Education In K-12 Classroom Settings. By Exploring Sociolinguistic Perspectives, Pragmatic Views, And Historical Perspectives Of Language Acquisition, The Course Elucidates Specific Principles Of First Language Acquisition Theories In Order To Understand The Relationship Between First Language And Second Language Literacy.the Course Project, Comprehensive Plan For Second Language Acquisition (sla) In The Classroom: Applying Theory To Practice In For Second Language Learners, Promotes The Application Of Sla Theory In Order To: A) Understand The Cognitive Processes Involved In Language Learning, B) Identify Specific Student Needs, And C) Utilize A Blend Of Theory And Research-based Practices To Promote Student Success. Candidates Participate In Real-world Classroom Applications Of Theory Through Classroom Observations And Interactions With Second Language Learners.


Pedagogic Principles in Second Language Learning
Course Number EDU533
Credits 3.0

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are: Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners Current trends in language education The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.


Teaching Language Skills
Course Number EDU534
Credits 3.0

This Course Explores Best Practices For Encouraging And Teaching K-12 Linguistically Diverse Education (lde) Students' Language Development In Receptive And Productive Language, As Well As Their Integration Of Language Skills With Content Area Learning. Course Content Introduces The Siop Model For Observation, Lesson Planning, And Assessment Tools. The Course Project, English Language Skills Toolbox: Creating Resources For Educators Prepares Candidates To Select Teaching/learning Activities, Models, Methods, And/or Techniques, As Well As Assessment Tools, Suitable For K-12 Lde Students. Developing And Using These Tools And Activities Allows Candidates To Demonstrate How Teacher Decisions Apply The Principles Of Second Language Acquisition (sla).


Bilingual Education
Course Number EDU535
Credits 3.0

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.


Assessment for Second Language Learners of English
Course Number EDU536
Credits 3.0

This Course Presents Tools For Assessing English As A Second Language (esl) Learners. Although Some Assessments Are Better Than Others And Any Assessment Is Only As Informative As The Person Interpreting The Results, A Solid Understanding Of The Following Topics Provides A Background For Assessing Esl Students: Laws And Federal Mandates That Have Shaped Assessment For Esl Learners Assessments And Assessment Items In Terms Of Linguistic And Cultural Appropriateness Measures Of Academic English Proficiency Level And The Alignment Of Instruction With English Language Development Standards Evidence Used For Determining Goals, Accommodations, Progress, And Recommendations For Instructing Esl Students, Including Those Who Are Learning Disabled Or Gifted The Course Project, Assessment For Esl Learners: A Training For Teachers, Requires Candidates To Create A Training Program For Teachers Or Administrators From The Candidate's Own District On The Topic Of Esl Assessment In Its Various Forms. Analyzing Assessments In Terms Of Linguistic And Cultural Appropriateness, Candidates Develop A Language Acquisition Plan For An Esl Student As Well As Methods For Identifying Giftedness And Learning Disabilities.


Multicultural Communication
Course Number EDU537
Credits 3.0

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including: The influence and historical movements in multicultural education in the U.S. How the breadth of topics in multicultural education affect K-12 teachers and learners The best practices in the education of K-12 students The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.


Capstone: The Professional K-12 ESL Teacher
Course Number EDU608
Credits 3.0

This Capstone Course Focuses On Using A Teacher Work Sample (tws) To Document Lesson And Unit Adaptations To Positively Impact The Teaching Of K-12 Esl Learners. It Integrates Previous Coursework, Synthesis Of Theories, And Application Of Skills And Strategies To Demonstrate Mastery Of Educational Effectiveness. The Course Project Is, Teacher Work Sample: Impacting K-12 Student Learning. Candidates Design, Implement, And Reflect On A Lesson Plan That Has A Positive Impact On K-12 Student Learning.


Orientation - Successful Online Learning
Course Number JIU101

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.


Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.


Program description: The MEd in K-12 ESL Education: Teacher Licensure degree program prepares educators who are pursuing licensure or
certification as a teacher of students who are learning English as a second language. Candidates find coursework, including
student teaching, designed to augment their professional knowledge, skills and aptitude.
The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved
program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation
is an important step toward achieving educator licensure or certification.

Program Name: MEd in K-12 English as a Second Language Education: Teacher Licensure
Student Teaching: Classroom Practicum I
Course Number EDU605A
Credits 3.0

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies,classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments.in The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement.the Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 605a: 1.complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) 2.complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538:k-12 Teaching: Legal And Societal Contexts. 3.possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4.complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5.submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 605a. 6.secure Student Teaching Placement: Secure A Placement In An American School That (1) Consists Of A Classroom Setting At The Grade Level And In The Subject Area Required For Intended Teaching License (e.g., Elementary Classroom, Secondary Mathematics Classroom, Etc.), And (2) ...show more »


Student Teaching: Classroom Practicum II
Course Number EDU605B
Credits 3.0

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment:teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 605a Must Be Successfully Completed Before Registering For Edu 605b. Edu 605b Must Be Taken In Consecutive Sequence With Edu605a. Student Support Counselor Permission Required For Registration Of Edu 605b.


Orientation - Successful Online Learning
Course Number JIU101

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.


Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Teaching for Mathematics Comprehension
Course Number EDU518
Credits 3.0

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


K-12 Students Using Technology
Course Number EDU521
Credits 3.0

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.


K-12 Classroom and Instructional Management
Course Number EDU523
Credits 3.0

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.


Exceptional Needs in Inclusive Classrooms
Course Number EDU524
Credits 3.0

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.


Introduction to Second Language Acquisition
Course Number EDU532
Credits 3.0

This Course Examines Theories Of Second Language Education In K-12 Classroom Settings. By Exploring Sociolinguistic Perspectives, Pragmatic Views, And Historical Perspectives Of Language Acquisition, The Course Elucidates Specific Principles Of First Language Acquisition Theories In Order To Understand The Relationship Between First Language And Second Language Literacy.the Course Project, Comprehensive Plan For Second Language Acquisition (sla) In The Classroom: Applying Theory To Practice In For Second Language Learners, Promotes The Application Of Sla Theory In Order To: A) Understand The Cognitive Processes Involved In Language Learning, B) Identify Specific Student Needs, And C) Utilize A Blend Of Theory And Research-based Practices To Promote Student Success. Candidates Participate In Real-world Classroom Applications Of Theory Through Classroom Observations And Interactions With Second Language Learners.


Pedagogic Principles in Second Language Learning
Course Number EDU533
Credits 3.0

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are: Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners Current trends in language education The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.


Teaching Language Skills
Course Number EDU534
Credits 3.0

This Course Explores Best Practices For Encouraging And Teaching K-12 Linguistically Diverse Education (lde) Students' Language Development In Receptive And Productive Language, As Well As Their Integration Of Language Skills With Content Area Learning. Course Content Introduces The Siop Model For Observation, Lesson Planning, And Assessment Tools. The Course Project, English Language Skills Toolbox: Creating Resources For Educators Prepares Candidates To Select Teaching/learning Activities, Models, Methods, And/or Techniques, As Well As Assessment Tools, Suitable For K-12 Lde Students. Developing And Using These Tools And Activities Allows Candidates To Demonstrate How Teacher Decisions Apply The Principles Of Second Language Acquisition (sla).


Bilingual Education
Course Number EDU535
Credits 3.0

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.


Assessment for Second Language Learners of English
Course Number EDU536
Credits 3.0

This Course Presents Tools For Assessing English As A Second Language (esl) Learners. Although Some Assessments Are Better Than Others And Any Assessment Is Only As Informative As The Person Interpreting The Results, A Solid Understanding Of The Following Topics Provides A Background For Assessing Esl Students: Laws And Federal Mandates That Have Shaped Assessment For Esl Learners Assessments And Assessment Items In Terms Of Linguistic And Cultural Appropriateness Measures Of Academic English Proficiency Level And The Alignment Of Instruction With English Language Development Standards Evidence Used For Determining Goals, Accommodations, Progress, And Recommendations For Instructing Esl Students, Including Those Who Are Learning Disabled Or Gifted The Course Project, Assessment For Esl Learners: A Training For Teachers, Requires Candidates To Create A Training Program For Teachers Or Administrators From The Candidate's Own District On The Topic Of Esl Assessment In Its Various Forms. Analyzing Assessments In Terms Of Linguistic And Cultural Appropriateness, Candidates Develop A Language Acquisition Plan For An Esl Student As Well As Methods For Identifying Giftedness And Learning Disabilities.


Multicultural Communication
Course Number EDU537
Credits 3.0

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including: The influence and historical movements in multicultural education in the U.S. How the breadth of topics in multicultural education affect K-12 teachers and learners The best practices in the education of K-12 students The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.


Teaching & Administering in Colorado & the States
Course Number EDU600
Credits 3.0

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.


Program description: The MEd in K-12 ESL Education: Teacher Licensure degree program prepares educators who are pursuing licensure or certification as a teacher of students who are learning English as a second language. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Program Name: MEd in K-12 English as a Second Language Specialist: Bilingual Education
Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Teaching for Mathematics Comprehension
Course Number EDU518
Credits 3.0

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


K-12 Students Using Technology
Course Number EDU521
Credits 3.0

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.


K-12 Classroom and Instructional Management
Course Number EDU523
Credits 3.0

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.


Exceptional Needs in Inclusive Classrooms
Course Number EDU524
Credits 3.0

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.


Introduction to Second Language Acquisition
Course Number EDU532
Credits 3.0

This Course Examines Theories Of Second Language Education In K-12 Classroom Settings. By Exploring Sociolinguistic Perspectives, Pragmatic Views, And Historical Perspectives Of Language Acquisition, The Course Elucidates Specific Principles Of First Language Acquisition Theories In Order To Understand The Relationship Between First Language And Second Language Literacy.the Course Project, Comprehensive Plan For Second Language Acquisition (sla) In The Classroom: Applying Theory To Practice In For Second Language Learners, Promotes The Application Of Sla Theory In Order To: A) Understand The Cognitive Processes Involved In Language Learning, B) Identify Specific Student Needs, And C) Utilize A Blend Of Theory And Research-based Practices To Promote Student Success. Candidates Participate In Real-world Classroom Applications Of Theory Through Classroom Observations And Interactions With Second Language Learners.


Pedagogic Principles in Second Language Learning
Course Number EDU533
Credits 3.0

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are: Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners Current trends in language education The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.


Teaching Language Skills
Course Number EDU534
Credits 3.0

This Course Explores Best Practices For Encouraging And Teaching K-12 Linguistically Diverse Education (lde) Students' Language Development In Receptive And Productive Language, As Well As Their Integration Of Language Skills With Content Area Learning. Course Content Introduces The Siop Model For Observation, Lesson Planning, And Assessment Tools. The Course Project, English Language Skills Toolbox: Creating Resources For Educators Prepares Candidates To Select Teaching/learning Activities, Models, Methods, And/or Techniques, As Well As Assessment Tools, Suitable For K-12 Lde Students. Developing And Using These Tools And Activities Allows Candidates To Demonstrate How Teacher Decisions Apply The Principles Of Second Language Acquisition (sla).


Bilingual Education
Course Number EDU535
Credits 3.0

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.


Assessment for Second Language Learners of English
Course Number EDU536
Credits 3.0

This Course Presents Tools For Assessing English As A Second Language (esl) Learners. Although Some Assessments Are Better Than Others And Any Assessment Is Only As Informative As The Person Interpreting The Results, A Solid Understanding Of The Following Topics Provides A Background For Assessing Esl Students: Laws And Federal Mandates That Have Shaped Assessment For Esl Learners Assessments And Assessment Items In Terms Of Linguistic And Cultural Appropriateness Measures Of Academic English Proficiency Level And The Alignment Of Instruction With English Language Development Standards Evidence Used For Determining Goals, Accommodations, Progress, And Recommendations For Instructing Esl Students, Including Those Who Are Learning Disabled Or Gifted The Course Project, Assessment For Esl Learners: A Training For Teachers, Requires Candidates To Create A Training Program For Teachers Or Administrators From The Candidate's Own District On The Topic Of Esl Assessment In Its Various Forms. Analyzing Assessments In Terms Of Linguistic And Cultural Appropriateness, Candidates Develop A Language Acquisition Plan For An Esl Student As Well As Methods For Identifying Giftedness And Learning Disabilities.


Multicultural Communication
Course Number EDU537
Credits 3.0

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including: The influence and historical movements in multicultural education in the U.S. How the breadth of topics in multicultural education affect K-12 teachers and learners The best practices in the education of K-12 students The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.


Teaching & Administering in Colorado & the States
Course Number EDU600
Credits 3.0

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.


Student Teaching: Classroom Practicum I
Course Number EDU605A
Credits 3.0

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies,classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments.in The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement.the Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 605a: 1.complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) 2.complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538:k-12 Teaching: Legal And Societal Contexts. 3.possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4.complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5.submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 605a. 6.secure Student Teaching Placement: Secure A Placement In An American School That (1) Consists Of A Classroom Setting At The Grade Level And In The Subject Area Required For Intended Teaching License (e.g., Elementary Classroom, Secondary Mathematics Classroom, Etc.), And (2) ...show more »


Student Teaching: Classroom Practicum II
Course Number EDU605B
Credits 3.0

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment:teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 605a Must Be Successfully Completed Before Registering For Edu 605b. Edu 605b Must Be Taken In Consecutive Sequence With Edu605a. Student Support Counselor Permission Required For Registration Of Edu 605b.


Program description: The MEd in K-12 ESL Education Specialist: Bilingual Education degree program is designed for licensed educators who are
bilingual and interested in pursuing an additional endorsement as a teacher of students who are learning English as a second
language. Candidates find coursework designed to augment their professional knowledge, skills and aptitude.
The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved
program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation
is an important step toward achieving educator licensure or certification

Program Name: MEd in K-12 English as a Second Language Specialist: Bilingual Education Teacher Licensure
Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Teaching for Mathematics Comprehension
Course Number EDU518
Credits 3.0

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


K-12 Students Using Technology
Course Number EDU521
Credits 3.0

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.


K-12 Classroom and Instructional Management
Course Number EDU523
Credits 3.0

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.


Exceptional Needs in Inclusive Classrooms
Course Number EDU524
Credits 3.0

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.


Introduction to Second Language Acquisition
Course Number EDU532
Credits 3.0

This Course Examines Theories Of Second Language Education In K-12 Classroom Settings. By Exploring Sociolinguistic Perspectives, Pragmatic Views, And Historical Perspectives Of Language Acquisition, The Course Elucidates Specific Principles Of First Language Acquisition Theories In Order To Understand The Relationship Between First Language And Second Language Literacy.the Course Project, Comprehensive Plan For Second Language Acquisition (sla) In The Classroom: Applying Theory To Practice In For Second Language Learners, Promotes The Application Of Sla Theory In Order To: A) Understand The Cognitive Processes Involved In Language Learning, B) Identify Specific Student Needs, And C) Utilize A Blend Of Theory And Research-based Practices To Promote Student Success. Candidates Participate In Real-world Classroom Applications Of Theory Through Classroom Observations And Interactions With Second Language Learners.


Pedagogic Principles in Second Language Learning
Course Number EDU533
Credits 3.0

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are: Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners Current trends in language education The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.


Teaching Language Skills
Course Number EDU534
Credits 3.0

This Course Explores Best Practices For Encouraging And Teaching K-12 Linguistically Diverse Education (lde) Students' Language Development In Receptive And Productive Language, As Well As Their Integration Of Language Skills With Content Area Learning. Course Content Introduces The Siop Model For Observation, Lesson Planning, And Assessment Tools. The Course Project, English Language Skills Toolbox: Creating Resources For Educators Prepares Candidates To Select Teaching/learning Activities, Models, Methods, And/or Techniques, As Well As Assessment Tools, Suitable For K-12 Lde Students. Developing And Using These Tools And Activities Allows Candidates To Demonstrate How Teacher Decisions Apply The Principles Of Second Language Acquisition (sla).


Bilingual Education
Course Number EDU535
Credits 3.0

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.


Assessment for Second Language Learners of English
Course Number EDU536
Credits 3.0

This Course Presents Tools For Assessing English As A Second Language (esl) Learners. Although Some Assessments Are Better Than Others And Any Assessment Is Only As Informative As The Person Interpreting The Results, A Solid Understanding Of The Following Topics Provides A Background For Assessing Esl Students: Laws And Federal Mandates That Have Shaped Assessment For Esl Learners Assessments And Assessment Items In Terms Of Linguistic And Cultural Appropriateness Measures Of Academic English Proficiency Level And The Alignment Of Instruction With English Language Development Standards Evidence Used For Determining Goals, Accommodations, Progress, And Recommendations For Instructing Esl Students, Including Those Who Are Learning Disabled Or Gifted The Course Project, Assessment For Esl Learners: A Training For Teachers, Requires Candidates To Create A Training Program For Teachers Or Administrators From The Candidate's Own District On The Topic Of Esl Assessment In Its Various Forms. Analyzing Assessments In Terms Of Linguistic And Cultural Appropriateness, Candidates Develop A Language Acquisition Plan For An Esl Student As Well As Methods For Identifying Giftedness And Learning Disabilities.


Multicultural Communication
Course Number EDU537
Credits 3.0

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including: The influence and historical movements in multicultural education in the U.S. How the breadth of topics in multicultural education affect K-12 teachers and learners The best practices in the education of K-12 students The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.


Teaching & Administering in Colorado & the States
Course Number EDU600
Credits 3.0

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.


Student Teaching: Classroom Practicum I
Course Number EDU605A
Credits 3.0

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies,classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments.in The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement.the Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 605a: 1.complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) 2.complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538:k-12 Teaching: Legal And Societal Contexts. 3.possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4.complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5.submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 605a. 6.secure Student Teaching Placement: Secure A Placement In An American School That (1) Consists Of A Classroom Setting At The Grade Level And In The Subject Area Required For Intended Teaching License (e.g., Elementary Classroom, Secondary Mathematics Classroom, Etc.), And (2) ...show more »


Student Teaching: Classroom Practicum II
Course Number EDU605B
Credits 3.0

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment:teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 605a Must Be Successfully Completed Before Registering For Edu 605b. Edu 605b Must Be Taken In Consecutive Sequence With Edu605a. Student Support Counselor Permission Required For Registration Of Edu 605b.


Orientation - Successful Online Learning
Course Number JIU101

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.


Program description: The MEd in K-12 ESL Education Specialist: Bilingual Education Teacher Licensure degree program prepares educators who are
pursuing licensure or certification as a teacher of students who are learning English as a second language. Candidates find
coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.
The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved
program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation
is an important step toward achieving educator licensure or certification.

Language Courses at CDI College

Program Name: Teaching English as a Second Language - TESL
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Course Number n/a
Credits 0.0

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Program description: A degree in ESL teaching qualifies an individual to work in various settings as an ESL instructor, usually in colleges or public schools. Coursework in this discipline includes training in educational methodology, English grammar, linguistics and literary standards, student evaluation techniques, and selection of material. Graduates may qualify to either work in ESL instruction at colleges or private instructional facilities. Many graduates choose to pursue higher levels of education and eventually qualify to work at colleges or universities. Generally a certificate course in ESL instruction is enough for admission to entry-level employment.

Language Courses at Grand Canyon University

Program Name: MED Teaching English to Speakers of Other Languages (TESOL) (No IR, No Cert.)
Internal Auditing
Course Number ACC 612
Credits 3.0

Students study the principles involved in internal auditing. Topics include internal controls, the responsibilities and authority of the internal audit function, the types of audits conducted by internal auditors, and accounting ethics. Forensic accounting and Sarbanes-Oxley will also be covered.


Financial Accounting
Course Number ACC 250
Credits 4.0

This Course Is An Introduction To The Accounting Cycle And The Construction Of Financial Statements. Students Explore The Fundamental Principles And Practices Of Financial Accounting As Outlined By Generally Accepted Accounting Principles (gaap); The Steps In The Accounting Cycle From Journalizing Transactions Through The Preparation Of Financial Statements; And The Use And Interpretation Of The Balance Sheet, Income Statement, And Statement Of Cash Flows. Prerequisite: Mat 134 Or Equivalent College Algebra Course.


Managerial Accounting
Course Number ACC 350
Credits 4.0

This Course Is An Introduction To The Use Of Managerial Accounting Data In The Decision-making Process. Topics Include The Use Of Cost-volume-profit (cvp) Analysis And Relevant Costs In Decision Making, Using Budgets And The Balanced Scorecard To Evaluate Performance, Methods For Setting Prices Of Products And Services, And Analyzing Capital Investment Opportunities. Prerequisite: Acc 250.


Intermediate Accounting I
Course Number ACC 370
Credits 4.0

This Course Is An In-depth Study Of Accounting Objectives, Principles, Theory, And Practice As Related To The Balance Sheet And Income Statement. Students Will Explore Accounting For Assets, Liabilities, And Equity Items, The Specific Rules For Accounting For Pensions, Postretirement Benefits, Leases, And Accounting Changes, And Other Items Frequently Addressed On The Uniform Certified Public Accounting Examination (uniform Cpa Exam). Prerequisite: Acc 350


Intermediate Accounting II
Course Number ACC 371
Credits 4.0

This Course Is An In-depth Study Of Accounting Objectives, Principles, Theory, And Practice As Related To The Balance Sheet And Income Statement. Students Explore Liabilities And Equity Items; The Specific Rules For Accounting For Pensions; Postretirement Benefits, Leases, And Accounting Changes; And Other Items Frequently Addressed On The Uniform Certified Public Accounting Examination (uniform Cpa Exam). This Course Also Includes An Analysis And Interpretation Of A Firm’s Three Principal Financial Statements And Their Uses From A Managerial Perspective. Prerequisites: Acc 370 And Fin 350


Cost Accounting
Course Number ACC 360
Credits 4.0

This course provides a study of principles of internal accounting, including job order systems, process costing, activity-based costing, and budgeting. Prerequisite: ACC 350.


Intermediate Accounting (Retired)
Course Number ACC 355
Credits 4.0

This Course Is An In-depth Study Of Accounting Objectives, Principles, Theory, And Practice As Related To The Balance Sheet And Income Statement. Students Will Explore Accounting For Assets, Liabilities, And Equity Items, The Specific Rules For Accounting For Pensions, Postretirement Benefits, Leases, And Accounting Changes, And Other Items Frequently Addressed On The Uniform Certified Public Accounting Examination (uniform Cpa Exam). Prerequisite: Acc 350.


Financial Statement Analysis
Course Number ACC 486
Credits 4.0

This Course Provides A Detailed Analysis And Interpretation Of A Firm’s Three Principal Financial Statements And Their Uses From A Managerial Perspective. Prerequisites: Acc 350 And Fin 350.


Corporate Taxation
Course Number ACC 429
Credits 3.0

A study of the theory and practices of accounting for income taxes of corporations, partnerships, estates, and trusts. Prerequisite: ACC 322.


Accounting Information Systems
Course Number ACC 430
Credits 3.0

An Analysis Of Current Practices And Technologies Used To Design, Install, Operate, And Manage An Integrated, Automated Accounting System. Application Controls, Information Security Requirements, And Integration With Other Business Information Systems Are Examined. Prerequisites: Acc 212 And Sym 301.


Taxation
Course Number ACC 460
Credits 4.0

This course provides a study of the theory and practices of accounting for income taxes of corporations, partnerships, estates, trusts, and individuals. Other taxes covered include payroll and sales taxes. Prerequisite: ACC 250.


Advanced Accounting
Course Number ACC 485
Credits 4.0

This Course Provides A Study Of Accounting Theory As It Applies To Partnerships And Business Combinations, International Accounting, And Governmental Accounting. Prerequisites: One Of The Following: 1) Acc 355, Or 2) Acc 370 And 371.


Auditing
Course Number ACC 491
Credits 4.0

Auditing Is An Examination Of Generally Accepted Auditing Standards, Procedures Involved In The Auditing Process, And Ethical Issues Faced By The Auditor. Through Class Discussions, Practical Applications And Case Studies, Students Learn The Responsibilities Of The Independent Public Auditor In The Expression Of Opinion Within The Guidelines Set By The Aicpa’s Code Of Professional Ethics. Topics Include The Nature And Types Of Audits, Auditor Responsibilities And Legal Liabilities, Audit Reports, Auditing Procedures, Ethical Issues, Contemporary Issues In Auditing, And The Sarbanes-oxley Act Of 2002. Prerequisite: Acc 350.


Accounting Theory
Course Number ACC 495
Credits 3.0

An exploration of financial accounting theory and its role in current accounting practice. Prerequisites: ACC 322.


Accounting Practices
Course Number ACC 501
Credits 3.0

This course is designed for students who have not had accounting in their undergraduate work or for those who desire a refresher in accounting. Topics covered include the accounting cycle, the presentation and valuation of accounts shown on the Balance Sheet and Income Statement, the Statement of Cash Flows, cost behavior, and budgeting.


Business Law and Ethics for Accounting
Course Number ACC 623
Credits 4.0

This course gives students a robust legal and ethical framework that is crucial for accountants and managers under SarbanesOxley. Using case studies that incorporate the principles of business law, the AICPA code, and other systems of ethics, students learn how a commitment to ethics can enable accounting professionals to meet their ethical obligations to all stakeholders.


Financial Intelligence and Decision Making
Course Number ACC 633
Credits 3.0

This course focuses on understanding, interpreting, and using financial information for the purposes of making sound financial decisions. The concept of financial intelligence is introduced as it relates to effectively analyzing and assessing financial performance to understand what numbers really mean and when or how to appropriately challenge them.


Program description: The Master of Education in Teaching English to Speakers of Other Languages (TESOL) (Not Eligible for
Institutional Recommendation) program is designed for certified teachers or administrators with an interest in
teaching ESL students in the classroom or serving as a district ESL coordinator. The format and courses of this
regionally accredited program are tailored to meet the needs of the adult learner and to maximize strengths that
the working educator possesses. Courses are taught by experts in their respective fields who share knowledge
and experience in areas of linguistics, second language acquisition, and curriculum development. Opportunities
are provided to apply concepts, theories, and research throughout the program, but particularly in a TESOL
practicum that guides students through observational and practice-based experiences. Graduates of the program
are prepared to become leaders in the ESL/TESOL initiatives that districts must undertake in an ever-increasing
school climate of diversity.

Language Courses by State & City

Top 20 US Language Schools (campus and online)

Harvard University
Total Programs 113
Number of Subjects 76
Rank in USA 1st
Yale University
Total Programs 132
Number of Subjects 95
Rank in USA 2nd
Stanford University
Total Programs 126
Number of Subjects 95
Rank in USA 3rd
Columbia University in the City of New York
Total Programs 192
Number of Subjects 141
Rank in USA 4th
University of Pennsylvania
Total Programs 188
Number of Subjects 140
Rank in USA 5th
University of California-Berkeley
Total Programs 145
Number of Subjects 105
Rank in USA 6th
University of California-Los Angeles
Total Programs 168
Number of Subjects 111
Rank in USA 7th
Princeton University
Total Programs 56
Number of Subjects 59
Rank in USA 8th
Brown University
Total Programs 135
Number of Subjects 88
Rank in USA 9th
University of Southern California
Total Programs 251
Number of Subjects 166
Rank in USA 10th
Northwestern University
Total Programs 197
Number of Subjects 139
Rank in USA 11th
Massachusetts Institute of Technology
Total Programs 67
Number of Subjects 67
Rank in USA 12th
New York University
Total Programs 204
Number of Subjects 146
Rank in USA 13th
Dartmouth College
Total Programs 88
Number of Subjects 68
Rank in USA 14th
Duke University
Total Programs 77
Number of Subjects 76
Rank in USA 15th
University of Virginia-Main Campus
Total Programs 106
Number of Subjects 103
Rank in USA 16th
Vanderbilt University
Total Programs 144
Number of Subjects 81
Rank in USA 17th
The University of Texas at Austin
Total Programs 169
Number of Subjects 141
Rank in USA 18th
Johns Hopkins University
Total Programs 178
Number of Subjects 136
Rank in USA 19th
University of North Carolina at Chapel Hill
Total Programs 148
Number of Subjects 126
Rank in USA 20th