• Teaching

  • Research as Problem Analysis, CUI 5980 (Doctoral level)

    (Developed course, delivered face-to-face or online)

    This course is the first of four culminating research courses for students in the Education Doctorate in Curriculum Studies and Teaching. This course is designed to guide candidates through the doctoral proposal process. Topics include analysis of problems of practice, research question development, literature review with annotated bibliographies, the IRB process, methodology exploration and development, and full preparation for the proposal.

     

    Research as Intervention, CUI 5981(Doctoral level)

    (Developed course, delivered face-to-face or online)

    This course is the second of four culminating research courses for students in the Education Doctorate in Curriculum Studies and Teaching and is designed to help candidates collect and analyze their data. This process occurs post IRB approval. Topics include data collection, data analysis, data interpretation and written explanations.

     

    Applied Research, CUI 5982 (Doctoral level)

    (Developed course, delivered face-to-face or online)

    This course is the third of four culminating research courses for students in the Education Doctorate in Curriculum Studies and Teaching and is designed to help candidates reflect on their project and prepare of the defense of their project. This course is specifically focused on writing the interpretation and implications section of the doctoral paper.

     

    Defense of Research, CUI 5983 (Doctoral level)

    (Developed course, delivered face-to-face or virtually)

    This is the fourth and final course of the culminating series of research courses for students in the Education Doctorate in Curriculum Studies and Teaching and is designed to provide candidates a forum to defend their research processes and product. This course focuses on the dissemination of the research project to the community partner and potential additional audiences.

     

    Workshop: Gifted and Talented Education, CUI 4411 (Pre-service teacher level)

    (Delivered face-to-face or hybrid, coordinate delivery with two adjunct faculty)

    This course is designed to provide pre-service teacher participants with an overview of the education of gifted and talented students.  Areas of focus within the course include definitions of gifted and talented students, characteristics, educational and psycho/social needs, common identification methods and concepts and common practices in curriculum and instructional differentiation.

     

    Psychological Aspects of the Gifted, CUI 4401 (Masters and Doctoral level)

    (Developed course, delivered face-to-face or online)

    The psychological development of gifted children is examined through a study of current theories, models, research, and case histories. Understanding of psychological development creates a foundation for applications and practices that nurture the psycho-social-emotional development of gifted individuals. Specific topics include the psychological nature and needs of the gifted; perfectionism, stress, and underachievement; special issues for gifted boys and gifted girls; highly gifted; and pertinent theories of psychological development.

     

    Creativity: Theory and Practice CUI 4408 (Masters and Doctoral level)

    (Developed course, delivered face-to-face)

    Provides an understanding of (1) the conceptual foundations and definitions of creativity, (2) how intelligence, creativity, and non-intellective factors are related to the constructs of giftedness, (3) documented brain research, (4) the identification of and appropriate programming for creative individuals, and (5) the multiple perspectives and manifestations of creativity.

     

    Nature and Needs of the Gifted, CUI 4400 (Masters and Doctoral level)

    (Co-developed course, delivered face-to-face or online)

    This course is designed to provide participants with an understanding of 1) conceptual foundations and definitions of giftedness; 2) how intelligence, creativity, and non-intellective factors are related to giftedness; 3) the nature, development, types, and needs of gifted individuals; and 4) the major issues and tensions in the education of gifted and talented individuals. Content is delivered through lectures, discussions, class activities and assigned readings and projects.

     

    Special Topics in Gifted Education: Program Development, Leadership, and Communication, CUI 4410 (Doctoral level)

    (Developed course, delivered face-to-face or online)

    This course focuses on program development and leadership in gifted education and includes topics such as monitoring, accessing and evaluating ongoing programs, planning professional development activities for increasing knowledge and skills of regular classroom teachers and identification and reduction of discrepancies between actual academic achievement and exceptional ability.

     

    Practicum Supervisor, CUI 4405 (Masters and Doctoral level)

    (Developed course, delivered face-to-face or online; personalized content)

    Students wishing to earn credit for the Practicum in Gifted Education must complete an experience in three of the five practicum areas, Teaching, Assessment, Administration, Research, and Policy.  Students must submit a Practicum Proposal outlining the intended practicum experiences.  This proposal must be approved by the practicum faculty supervisor before the practicum experiences are begun.

     

    Curriculum for Gifted Learners, CUI 4402 (Masters and Doctoral level)

    (Co-developed course, delivered face-to-face or online)

    This course emphasizes both the conceptual foundations and field practice in the design and development of curriculum especially for gifted and talented students. Content includes theories, models, and processes for curriculum modification and curriculum design; strategies for adapting educational content, process, product, and learning environment based on the educational characteristics and needs of gifted learners; including curriculum compacting, integrated curriculum, independent study, and project-and-problem-based learning and assessment.

     

    Instructional Strategies for the Gifted, CUI 4403 (Masters and Doctoral level)

    (Co-developed course, delivered face-to-face or online)

    This course is designed to provide participants with an understanding of the multiple ways to differentiate instruction for gifted learners.  Strategies to be studied include acceleration, enrichment, curriculum compacting, grouping, critical and creative thinking skills and service learning among others.  Students will design instruments to determine effectiveness of various strategies and provide documentation for student growth.

     

    Special Education and Gifted Education Legal Issues, CFSP 4302 (Doctoral level)

    (Co-developed course, delivered face-to-face or online)

    This course is designed to provide students with foundational knowledge regarding the legal issues affecting Special Education and Gifted Education in early childhood and K-12 educational settings. Attention is focused on federal and state education legislation, special education case law and gifted statues specific to Colorado.  Consideration also is given to the interaction of ethical standards of practice as they relate to legal mandates and court decisions to meet the educational and psychological needs of all students, especially those with disabilities and twice exceptionalities. Students will be exposed to legal issues affecting practice in the public schools, community agencies and early childhood environments.

This portfolio last updated: 13-Jun-2019 12:33 PM