image of wilson complex basketball courtbackground image of pine treependant background imageheader image of librarypurple background imageimage of stair wellimage of student union builingimage of gutterImage of ceilingImage of ceiling of the wilson complex buildingimage of wall in Tech buildingimage of swimming poolimage of ceilingimage of window at Studnet union buildingWall imageImage of window at science buildingImage of window at science buildingImage of stairs in science buildingImage of interior of science buildingImage of science buildingImage of science buildingImage of library buildingImage of buildingbackground image of ceiling

School of Education Graduate Programs

Undergraduate Programs| Graduate ProgramsApply to NMHU | Accreditation | Forms | CatalogFaculty and Staff | Contact Us

Alternative Teacher Certification Program Information


Top


Mission Statement

The NMHU School of Education prepares teachers, counselors, and administrators for diverse and inclusive environments through excellence in teaching, research, and service.

Graduate Faculty

  • Kevin Ensor, Ph.D. (School Counseling)
  • Geri Glover, Ph.D. (School & Clinical Counseling)
  • Anna Koch, Ph.D. (Rehabilitation & Clinical Counseling)
  • Douglas Main, Ph.D. (Rehabilitation & Clinical Counseling)
  • Michael Morad-McCoy, ABD (Clinical Counseling)
  • Seonsook Park, Ph.D. (Curriculum & Instruction/ Reading, TESOL)
  • Lori Rudolph, Ph.D. (Clinical Counseling)
  • Pedro Vallejo Ed.D. (Educational Leadership)
  • Eva (Efstathia) Yerende, Ph.D. (Curriculum & Instruction/ Bilingual, TESOL)
  • Ann Wolf, Ed.D. (Curriculum & Instruction/ Reading)

Top


Resources

The Teacher Education Center (TEC) building serves as a home for the Northeast Regional Education Cooperative, Advanced Placement-New Mexico, the Counselor Training Center, MESA-Northern New Mexico, and the Center for the Education & Study of Diverse Populations.

Established by the School of Education, the Center for the Education and Study of Diverse Populations studies diverse populations whose needs are unmet and who encounter barriers to services and opportunities, and develops strategies for removing those barriers.

In addition, the School of Education houses a regional Instructional Materials Evaluation Center that contains publisher-supplied samples of state-approved texts and materials for review by school district administrators, teachers, parents, and education faculty and students. The center also functions as an institutional curriculum library, providing selected samples of resources for short-term loan. The Literacy Council of Northeastern New Mexico staffs an adult literacy center and provides services within the Instructional Materials Evaluation Center.

The School of Education offers selected undergraduate and graduate programs at the centers in Santa Fe, Rio Rancho and Farmington with the cooperation of the Educational Outreach Services Program.

Top


Conceptual Framework

The NMHU School of Education believes in democratic access to an education, both theoretical and authentic that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice the skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-determined endeavors.

Top


Themes

There are eight themes that guide the School of Education’s practices and decision-making processes:

  • Diversity
  • Reflective Practitioner
  • Culturally Inclusive
  • Authentic Settings
  • Practice
  • Knowledge
  • Professionalism
  • Leadership

Top


The Purpose of the School of Education

The purpose of the School of Education is to provide highly qualified, entry-level early childhood, elementary, secondary, and/or special education teachers and other professional personnel such as, educational leaders and counselors, to serve New Mexico and/or national P-12 school districts, institutions of higher education and counseling agencies. The program is embraced by the following themes: diversity, leadership, culturally inclusive, authentic setting(s), practice, reflective practitioner, and knowledge and steeped in a conceptual framework that fosters democratic access to an education, allowing the reflective practitioner to continue to develop cultural schemas, diverse cognitive processing skills to construct a knowledge base that is entwined in our school’s themes.

Top


Graduate Programs in Education and Counseling

The master’s program in education accepts students with personal commitment to the discipline who also meet the standards of scholarship. With the exception of a degree in counseling, master’s candidates complete 12 credits of coursework in educational content and 12 credits in a selected emphasis field, as well as 12 credits in appropriate research methodologies. Educational leadership requires 15 credits in the content areas and nine credits in a selected emphasis field.

School counseling and rehabilitation counseling require a 48 semester-hour curriculum. The clinical mental health counseling and clinical rehabilitation counseling concentrations require a 60 semester-hour curriculum. All four concentrations require successful completion of coursework, internship experience, an exit exam, and a case presentation or professional paper. A vocational evaluation specialization is also available to rehabilitation students.

The master’s degree in education offers a variety of concentrations and emphases. The master of arts option in educational leadership prepares individuals for licensure in administration or to serve in leadership roles in higher education.

The master of arts option in special education provides the opportunity to specialize in the areas of general special education, cognitive impairments, learning disabilities and emotional and behavioral disorders.

The master of arts in counseling and guidance offers a variety of concentrations in school counseling, rehabilitation counseling, clinical mental health counseling and clinical rehabilitation counseling. The different concentrations qualify students to apply for licensure or certification by various state and national agencies.

The curriculum and instruction option offers graduate work in a variety of academic content fields with both elementary and secondary emphases. The emphasis fields available to curriculum and instruction students include the educational subjects of Reading, Technology Education, Early Childhood Education, TESOL, Bilingual Education, and Gifted Education; and Arts and Sciences subjects including music, art, English, Spanish, history, political science, chemistry, life science, mathematics, computer science, business, and human performance and sport.

Top


Education

Master of Arts in Counseling (MA)

Counseling

The core of the counseling program is the same for all four concentrations then, each concentration has a set of courses that prepare you to work within different settings. We have only one fully online concentration which is a 48-credit concentration in Rehabilitation Counseling. For our other three concentrations, although a number of courses are available online for our Las Vegas Campus, and Farmington and Santa Fe Centers, there are several courses that are taught via online video technology, and three-four courses which must be taken in-person. Students in the Rio Rancho/Albuquerque area take most of their courses in person. Also, please be aware that only a handful of our online courses are taught completely asynchronously. Most of our online courses do have a scheduled online meeting time.

The Clinical Mental Health Counseling concentration prepares and qualifies graduates to apply to be Licensed Mental Health Counselors (LMHC) with the New Mexico Counseling and Therapy Practice Board, and the applicant is then granted permission to sit for the National Counselor Exam (NCE). The LMHC is the initial license for clinical mental health counselors in New Mexico and is the first step toward becoming a Licensed Professional Clinical Counselor (LPCC) who can work independently. Clinical mental health counselors work in a variety of settings including agencies, school health clinics, private practice, behavioral health institutions, drug and alcohol rehabilitation centers, and community clinics. They work with people individually, in groups, and as families on issues which can range from minor adjustment problems to chronic mental illness.

Clinical Rehabilitation Counselors work in settings as identified below under the 48-credit Rehabilitation Counseling concentration, but also have the additional training needed for licensure as mental health counselors with the general population and qualify to apply to be Licensed Mental Health Counselors (LMHC) with the New Mexico Counseling and Therapy Practice Board.

The School Counseling concentration qualifies and prepares counselors to apply for licensure by the New Mexico Public Education Department. School counselors work in PreK-12 settings following a model such as the one promoted by the American School Counselor Association. School counselors do classroom guidance (preventative education); group and individual counseling; program management; and, student planning.

Our 48-credit Rehabilitation Counseling concentration is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and graduates are qualified to apply for their Certified Rehabilitation Counselor (CRC) credential. Rehabilitation Counseling also meets requirements for licensed rehabilitation counselors in the schools set by the State of New Mexico Public Education Department. Rehabilitation counselors work in vocational rehabilitation settings with people with a variety of disabilities including chronic mental illness, physical disabilities, traumatic brain injury, developmental delays, and drug and alcohol dependence. Rehabilitation counselors work in schools (typically high schools) as transition counselors assisting students with special needs in transitioning into and out of high school. In addition,

Applications for the Counseling Program are reviewed twice each year just after the application deadlines; Spring semester, October 31st, Summer & Fall semesters, April 15th.

In addition to the concentrations described above, the Counseling Department has three certificate programs that lead to licensure in their respective fields. Programs are open to students with a Master’s Degree in Counseling, or a Related Counseling Field as determined by the counseling faculty.  Coursework qualifies a person to apply for licensure. Licensure is conferred by respective state agencies. The Professional Counseling Certificate coursework qualifies a person to apply with the New Mexico Counseling and Therapy Practice Board for the LMHC. The Rehabilitation Counseling Certificate coursework qualifies a person to apply for National Rehabilitation Certification (CRC) under Category R if the applicant meets the requirement of thirty-six months of acceptable work experience, including twenty-four months supervised by a CRC. The School Counseling Certificate coursework qualifies a person to apply to the New Mexico Public Education Department for school counselor licensure. A specialization in vocational evaluation is also available to students in the rehabilitation counseling concentration. Students must complete COUN 646 Vocational Evaluation, Assistive Technology, and Transition Planning and COUN 648 Advanced Vocational Evaluation with an internship in vocational evaluation.

For graduation, students must complete all coursework with a minimum of a 3.0 overall GPA, successful completion of internships, a written comprehensive exam, and a comprehensive case presentation or professional paper. The written exam is the Counselor Preparation Comprehensive Exam (CPCE), which covers the eight core-curriculum content areas. Rehabilitation counseling students can choose to take the Certified Rehabilitation Counselor (CRC) Exam that covers ten curriculum areas rather than the CPCE.

As required by the American Counseling Association’s (ACA) Code of Ethics (and the CRC’s Code of Ethics) students who fail to demonstrate personal and professional appropriate and/or ethical behavior may be denied continuation in the program until some form of remediation is fulfilled. If a student demonstrates such questionable behavior, he or she will meet with the faculty of the Counseling Program to discuss the faculty’s concerns. If remediation is deemed necessary, the student will not be allowed to continue in the program until such remediation is completed. The student’s acceptance of admission into the Counseling Program is understood as a tacit acceptance of these terms of admission.

Otherwise, counseling students are assessed by the faculty at three major points: after completion of the pre-practicum course, during and after the practicum, and throughout the two-semester Internship. (As noted above, if there is a concern before these points, the faculty will call a meeting with the student to determine the need for and nature of remediation.) The purpose of these assessments is to determine students’ suitability and potential for development as counselors. If the faculty has concerns at any point regarding a student’s potential for being a counselor, the adviser will be responsible for informing the student of this concern. According to the ACA and the American School Counselor Association (ASCA), it is the responsibility of the counselor educators to monitor the professional development of the student-counselor at all times and to take appropriate measures if indications of behavioral, emotional, or mental problems arise in any given student.

If a student needs remediation, the forms that it may take include the following:

  • The student may be asked to retake the pre-practicum course.
  • The student may be asked to take additional coursework to make up any academic deficiencies that might be noticed.
  • The student may be asked to seek out and engage in personal counseling or psychotherapy. If this is required, the student may be asked to spend a semester out of the program.
  • The student may be asked to dis-enroll from the program altogether.
  • If remediation is required, the student has the option to appeal such decisions. The steps of the appeal process are:
  • The student writes an appeal within one week of receiving the remediation plan stating the reasons why the student believes the remediation to be unjust or inappropriate. The statement is addressed to the student’s adviser and to the chair of the Counseling Department.
  • The adviser and/or the chair meets with the student within a week after receiving the written appeal to hear the appeal and to listen to suggested alternatives.
  • The adviser and chair meet with the other counseling faculty within a week after meeting with the student to discuss the student’s case.
  • If no change is made to the original decision, then the student can take the appeal to the Dean of the School of Education.
  • If no change is made to the original decision the student can take the appeal to the Dean of Students.

At each step, the same process is followed. The student submits a written appeal to the University person involved. A meeting is arranged with the student by that person. The student presents his or her case with suggestions for an alternative remediation. A decision follows.

Program Summary Credit Hours Totals:

Program Totals:

Clinical Mental Health Counseling = 60 credit hours

Clinical Rehabilitation Counseling = 60 credit hours

Rehabilitation Counseling = 48 credit hours

School Counseling = 60 credit hours

Rehabilitation Counseling with Vocational Evaluation Specialization = 54 credit hours

Top


Master of Arts in Counseling (MA)

The program is structured around two components: core curriculum, which includes research and methodology, and concentration specific coursework.

Required core: 39 credit hours

COUN 6000 Theories and Practice of Counseling

COUN 6010 Professional Counseling and Ethical Practice (3)

COUN 6030 Career Development (3)

COUN 6050 Essential Interviewing and Process in Counseling (3)

COUN 6070 Group Counseling Theory and Practice (3)

COUN 6080 Assessment and Testing (3)

COUN 6090 Human Growth and Development (3)

COUN 6110 Social Justice and Cultural Diversity (3)

COUN 6280 Research and Program Evaluation (3)

COUN 6310 Addiction Counseling Theory and Practice (3)

COUN 6340 Practicum (3)

COUN 6980 Internship in Counseling (6)*

* 6000 hours over two semesters. Three credits each semester. This can be done in one semester with approval of adviser in special circumstances. In cases where a student is unable to complete the hours requirement by the end of the second semester of internship, the student must continue to enroll for at least one credit hour of COUN 6980 until requirements are met. 

Core Total: 39 credit hours

Students choose one of the following concentrations:

Concentration in Clinical Mental Health Counseling

Required courses:

COUN 6100 Diagnosis and Treatment Planning (3)

COUN 6150 Family and Couples Counseling (3)

COUN 6190 Issues in Clinical Mental Health Counseling (3)

COUN 6290 Trauma and Crisis Intervention (3)

Electives: 9 credit hours

Choose three courses in consultation with an adviser.

  • Concentration Total: 21 credit hours
  • Core Total: 39 credit hours
  • Program Total: 60 credit hours

Top


Concentration in Clinical Rehabilitation Counseling

Required Courses:

COUN 6100 Diagnosis and Treatment Planning (3)

COUN 6400 Foundations, Case Management, and Job Placement in Rehabilitation (3)

COUN 6460 Vocational Evaluation, Assistive Technology, and Transition Planning (3)

COUN 6490 Psychiatric Rehabilitation and Co-Occurring Disorders (3)

COUN 6730 Medical Aspects of Disability (3)

COUN 6740 Psychosocial and Cultural Aspects of Disability (3)

Electives: 3 credit hours

Choose one course in consultation with an adviser.

  • Concentration Total: 21 credit hours
  • Core Total: 39 credit hours
  • Program Total: 60 credit hours

Top


Concentration in Rehabilitation Counseling

Students may choose a specialization in vocational evaluation in addition to this emphasis (see below).

Required courses: 9 credit hours

COUN 6400 Foundations, Case Management, and Job Placement in Rehabilitation (3)

COUN 6730 Medical Aspects of Disability (3)

COUN 6740 Psychosocial and Cultural Aspects of Disability (3)

  • Concentration Total: 9 credit hours
  • Core Total: 39 credit hours
  • Program Total: 48 credit hours

Top


Concentration in School Counseling

Required courses: 15 credit hours

COUN 6020 Counseling Children & Adolescents (3)

COUN 6150 Family and Couples Counseling (3)

COUN 6200 School Counseling P-12

COUN 6330 College and Career Planning P-12

COUN 6360 Restorative Justice and Conflict Resolution

Electives: 6 credit hours

Choose one course in consultation with an adviser.

  • Concentration Total: 21 credit hours
  • Core Total: 39 credit hours
  • Program Total: 60 credit hours

Specialization in Vocational Evaluation in Rehabilitation Counseling Option

The vocational evaluation specialization in rehabilitation counseling at Highlands is a 54 semester-hour program. Full-time students take the rehabilitation counseling emphasis in the manner prescribed by their adviser. In addition, students take the following courses:

Emphasis in Vocational Evaluation

Required courses: 6 credit hours

COUN 6460 Vocational Evaluation, Assistive Technology, and Transition Planning (3)

COUN 6480 Advanced Vocational Evaluation (3)

Additional Requirement:

COUN 6980 Internship in Vocational Evaluation (3)*

* The vocational evaluation specialization requires one semester of internship in a vocational evaluation setting. This internship must be one of the two semesters required by the rehabilitation concentration.

  • Specialization total: 6 credit hours
  • Rehabilitation Concentration: 48 credit hours
  • Program total: 54 credit hours

Top


Certificates

The following certificate programs are open to students with a Master’s Degree in Counseling, or a Related Field as determined by the counseling faculty. Coursework qualifies a person to apply for licensure. Licensure is conferred by the respective state agency.

Top


Professional Counseling Certificate (LMHC)

The Certificate Program in Professional Counseling qualifies a person to apply Licensure through the New Mexico’s Counseling and Therapy Practice Board as an Licensed Mental Health Counselor (LMHC), and the applicant is then granted permission to sit for the National Counselor Exam (NCE).  An LMHC enables the person to practice mental health counseling under supervision while working toward licensed professional clinical counselor (LPCC) Status.

Required courses:

COUN 6090 Human Growth and Development (3)

COUN 6100 Diagnosis and Treatment Planning (3)

COUN 6150 Family and Couples Counseling (3)

COUN 6190 Issues in Clinical Mental Health Counseling (3)

COUN 6290 Trauma and Crisis Intervention (3)

COUN 6980 Internship in Counseling (Clinical Setting) (3)

Certificate Total: 18 credit hours

Top


Rehabilitation Counseling Certificate (CRC, PED K-12)

The Certificate Program in Rehabilitation Counseling qualifies a person to apply for National Rehabilitation Certification (CRC) under Category R if the applicant meets the requirement of thirty-six months of acceptable work experience including twenty-four months supervised by a CRC.

A second option is available for residents of New Mexico and that is to be licensed through the Public Education Department (PED) as a rehabilitation counselor K-12 with the public schools. This PED license will enables a person to work specifically with students who have an IEP (Individualized Education Plan), and with students in transition in the schools.

Required courses:

COUN 6400 Foundations, Case Management, and Job Placement in Rehabilitation (3)

COUN 6460 Vocational Evaluation, Assistive Technology, and Transition Planning (3)

COUN 6490 Psychiatric Rehabilitation and Co-Occurring Disorders (3)

COUN 6730 Medical Aspects of Disability (3)

COUN 6740 Psychosocial and Cultural Aspects of Disability (3)

COUN 6980 Internship in Counseling (Rehabilitation Setting) (3)

Certificate Total: 18 credit hours

Top


School Counseling (PED K-12)

The Certificate Program in School Counseling qualifies a person to sit for the School Counseling exam through the PED. Upon passing this exam, the person can apply for a school counselor license and be eligible to work in public and private schools as a school counselor.

Required courses:

COUN 6020 Counseling Children and Adolescents (3)

COUN 6150 Family and Couples Counseling (3)

COUN 6200 School Counseling P-12

COUN 6980 Internship in Counseling (School Setting) (3)

Certificate Total: 12 credit hours

Top


Master of Arts in Curriculum and Instruction (MA)

This program is structured around three components: required core, emphasis area, and research methodology.

Required courses: 12 credit hours

EDLD 6250 Educational Leadership (3)

OR

EDUC 6450 Sociocultural Factors Affecting Education (3)

EDUC 6150 Instructional Strategy & Mentoring (3)

EDUC 6410 Advanced Educational Psychology (3)

EDUC 6630 Principles of Curriculum Construction (3)

Research Methodology: 6 credit hours

EDUC 6050 Statistics for Educators (3)

EDUC 6100 Educational Research Interpretation (3)

Emphasis Area: 12 credit hours

Students select an emphasis area in consultation with their education adviser and advisers for the field(s) of study selected. Emphasis area options are available in many of the university’s content fields. Specifically, emphasis-area options may be formulated from programs which offer 5000- and/or 6000- level courses in many disciplines including Advanced Placement and outside the school of Education, including art, music, Spanish, English, philosophy, history, political science, business, human performance and sport, anthropology, sociology, psychology, computer science, mathematics, life science (in biology and environmental science), chemistry, geology, physics, and also in technology teacher education, reading, early childhood multicultural education, gifted education, TESOL, and bilingual education. The adviser for the area of interest should be consulted.

In formulating plans for the emphasis area, students and advisers must consider various limitations: the frequency of offering of the necessary 5000- and 6000- level courses, both during the fall and spring semesters and in the summer session (the selection may be especially limited for students who rely totally or principally on classes scheduled in evenings and/or summers); any requirement from the New Mexico Public Education Department; having the preparation to undertake advanced studies in the field; and for students whose undergraduate degrees are from NMHU, the availability of appropriate 5000-level courses that were not taken already at the 4000-level.

Field Project/Thesis/Comprehensive Exam: 6 credit hours

Choose one of the following options:

EDUC 6970 Field Project (6)

OR

EDUC 6990 Thesis (6)*

*Students must register for thesis until complete which may exceed the six credit-hour requirement.

OR

Comprehensive Exam (6)*

*Comprehensive exam option: Students must complete six additional credits of approved electives instead of the six hours required for the field project/thesis. In addition, the students must pass a comprehensive examination over the graduate program. This examination may not be taken until after midterms in the last semester of coursework.

Program Total: 36 credit hours

Additional stipulations for admission to the Master of Arts in curriculum and instruction: Students have received licensure for teaching in the State of New Mexico or the equivalent. Applications should indicate a desired emphasis area at the time of application.

Top


Department of Teacher Education

AP-New Mexico was developed at NMHU in 1993 to encourage and support teachers and schools in New Mexico to expand Advanced Placement (AP) course offerings for New Mexico secondary students.  AP-New Mexico coordinates Advanced Placement Summer Institutes (APSI), which are professional development events of no less than four days with no fewer than 30 instructional hours.  The institutes bring together teachers to discuss course-specific content, instructional strategies, course organization and methods for increasing student participation in courses that help them acquire the skills and habits they will need to be successful in college. Advanced Placement Teaching is for teachers who wish to increase or develop their knowledge of the total AP Program and enhance or implement an AP or pre-AP program in their school.

Required courses: 12 credit hours

GNED 6300 Advanced Placement Institute (3)

GNED 6400 Curriculum Design & Management for Advanced Placement (3)

GNED 6500 Foundations of the Advanced Placement Program, Leadership Approaches, & Vertical Teaming (3)

GNED 6520 Advanced Placement (3)

Certificate total credit hours required: 12 Credit hours

Top


Alternative Teacher Certification Program

The Alternative Teacher Certification Program (ATCP) is designed to for individuals who have earned a bachelor’s master’s, or doctoral degree and are interested in pursuing a teaching license.  Initially, the program will be offered online asynchronously with some required synchronous seminars. It may also be delivered in a traditional face-to-face format in the future. Candidates will be encouraged to obtain an alternative teaching license and secure a teaching position so that they are immersed from day one as a teacher of record in a classroom. Candidates may also choose to secure a position as a long-term substitute teacher or as a co-teacher in a cooperating teacher’s classroom. Participants who are serving as the teacher of record in a classroom will be assigned a mentor teacher, either through their school or by the School of Education. All candidates will participate in an internship seminar throughout the duration of the program. The internship seminar provides ATCP candidates with the opportunity to interact with and receive support from a university supervisor and other candidates, engage in dialogue related to the course topics, share their experiences and challenges, work collaboratively on projects, engage in activities that prompt them to bridge theory into practice, and reflect on their own practice. Each seminar is aligned with the coursework taken during the 8 week session.  The School of Education offers three individualized Alternative Teacher Certification Programs:  Elementary, Secondary, and Special Education.

Top


Elementary Program (21 credits)

Semester 1 (first 8 weeks)

EDUC 5400 Orientation to the Profession (2)

EDUC 5420 Effective Teaching I (3)

EDUC 5500 Seminar/Internship 1(1)

Semester 1 (second 8 weeks)

EDUC 5460 Curriculum, Planning, Assessment, & Evaluation (3)

EDUC 5430 Effective Teaching II (3)

EDUC 5500 Seminar/Internship (1)

Semester 2 (first 8 weeks)

RDED 5150 Elementary Reading I: Early Literacy (3)

RDED 5110 Elementary Reading II: Diagnosis and Teaching of Reading (3)

EDUC 5500 Seminar/Internship (1)

Semester 2 (second 8 weeks)

EDUC 5500 Seminar/Internship (1)

Top


Secondary Program (18 credits)

Semester 1 (first 8 weeks)

EDUC 5400 Orientation to the Profession (2)

EDUC 5420 Effective Teaching I (3)

EDUC 5500 Seminar/Internship 1(1)

Semester 1 (second 8 weeks)

EDUC 5460 Curriculum, Planning, Assessment, & Evaluation (3)

EDUC 5480 Content Methods for Secondary (3)

EDUC 5500 Seminar/Internship 1(1)

Semester 2 (first 8 weeks)

RDED 5270 Reading in the Content Area (3)

EDUC 5500 Seminar/Internship 1(1)

Semester 2 (second 8 weeks)

EDUC 5500 Seminar/Internship 1(1)

Top


Special Education (21 credits)

Semester 1 (first 8 weeks)

EDUC 5420 Effective Teaching I (3)

EDUC 5470 Essential Processes (3)

Semester 1 (second 8 weeks)

EDUC 5430 Effective Teaching II (3)

SPED 5400 Universal Design for Learning (3)

EDUC 5500 Seminar/Internship 1(1)

Semester 2 (first 8 weeks)

RDED 5150 Early Literacy (3)

EDUC 5500 Seminar/Internship 1(1)

Semester 2 (second 8 weeks)

RDED 5110 Diagnosis and Teaching of Reading (3)

EDUC 5500 Seminar/Internship 1(1)

Top


Bilingual Education Certificate

Post baccalaureate students seeking a certificate leading to a bilingual education endorsement must complete a minimum of 12 credits hours of coursework at the graduate level.  All endorsements are awarded by the New Mexico Public Education Department (NMPED) and are subject to NMPED guidelines and requirements.  These include completion of a bachelor’s degree in education and a New Mexico teaching license.  It is important to note that the bilingual endorsement further requires passing the Preuba de Español papr la Certificacion Bilingue exam or the language proficiency exam in Navajo.  Those interested in other New Mexico pueblo languages must consult with their specific tribe.  It is critical to consult carefully with the Licensure Unite at NMPED regarding these language matters.

Required courses: 12 credit hours

EDUC 5120 Theories and Principles of Bilingual Education (3)

EDUC 5370 Instructional Methods for the Bilingual Classroom (3) (SPAN 300 prerequisite)

RDED 5160 Reading in the Bilingual Classroom/La Esenanza de lectura en el Salon Bilingue

OR

RDED 5450 Literatura infantile y juvenile (3)

RDED 5270 Reading in the Content Area (3)

Certificate total credit hours required: 12 credit hours

Top


Reading Certificate

Post baccalaureate students seeking a certificate leading to reading endorsement must complete a minimum of 12 credits hours of reading courses at the graduate level.  Additional credits in reading may be required depending on the student’s prior coursework in reading, and prior licensure and endorsement history.  All endorsements are awarded by the New Mexico Public Education Department (NMPED) and are subject to NMPED guideline and requirements.

Required courses: 12 credit hours

RDED 5110 Teaching Reading and Diagnosis (3)

RDED 5260 Reading & Literature for Children & Young Adults (3)

OR

RDED 5450 Literatura infantile y juvenile (3)

RDED 5270 Reading in the Content Area (3)

RDED 5400 Integrating Technology into Language Arts Curriculum (3)

OR

RDED 5420 Literacy and Technology (3)

Certificate Total: 12 credit hours

Top


Secondary Education Certificate

Prospective teachers holding a bachelor’s degree may complete the secondary certificate program in order to obtain a secondary license in New Mexico.  In addition to completing coursework listed on the framework, candidates must have 24 credits, including 12 upper division, in a content area taught in the public schools.

Required Courses: 28 credit hours

EDUC 1190 Field-Based 1 Teacher Preparation Experience (1)

EDUC 3510 Field-Based 2 Teacher Preparation Experience (2)

EDUC 3020 Educational Psychology (3)

RDED 5270 Reading in the Content Area (3)

EDUC 5100 The Art and Science of Teaching (3)

EDUC 5440 Technology in Education (3)

EDUC 4510 Field-Based 3 Teacher Prep Experience (6)

EDUC 5550 Classroom Management

Certificate total credit hours required: 28 credit hours

Top


TESOL Certificate

Post baccalaureate students seeking a certificate leading to an endorsement in Teaching English to speakers of Other Languages (TESOL) must complete a minimum of 12 hours of coursework at the graduate level.  All endorsements are awarded by the New Mexico Public Education Department (NMPED) and are subject to NMPED guidelines and requirements.  These include completion of a bachelor’s degree in education and a NM teaching license.  It is important to note that the TESOL endorsement further requires a minimum of six credits in another language or passing the Prueba de Español para la Certificacion Bilingue exam.  In addition to coursework, the NMPED requires passing the NMTA’s Tesol content examination.

Required Courses: 12 credit hours

EDUC 5170 English as a Second Language (3)

EDUC 5200 Sheltered English (3)

RDED 5270 Reading in the Content Area (3)

RDED 5200 Literacy for English Language Learners (3)

Top


Master of Arts in Educational Leadership (MA)

This program is structured around three components: required core, emphasis area, and research methodology.

Two options are available for master’s degree candidates in educational leadership.

Option One: is to pursue a master’s degree with eligibility for a New Mexico K-12 school administrator license. Stipulations for admission to this option is that candidates will have received licensure for teaching in the state of New Mexico or the equivalent AND have a minimum of six (6) years of licensed K-12 teaching.

Option Two: is to pursue a master’s degree without eligibility for a New Mexico K-12 school administrator license. This option is tailored for candidates who do not have a teaching license or teaching experience or wish the leadership and administrative knowledge obtained from the program. Candidates who choose this option would take all course requirements except the two semesters (six credit hours) of Internship. Instead they would take two additional three-credit elective courses approved by their adviser in the program to meet the 36-hour MA requirements.

Required courses: 18 credit hours

EDLD 6000 Instructional Leadership & Organizational Change (3)

EDLD 6150 School Finance & Resource Allocation (3)

EDLD 6200 Legal Issues for School Leaders (3)

EDLD 6400 Supervision & Evaluation of Personnel (3)

EDLD 6600 Data-Informed Instructional Leadership (3)

EDLD 6800 Reflective Leadership (3)

Option One (6 credit hours):

EDLD 6980 Internship 1 (3) (Required for all K-12 licensure candidates)

EDLD 6980 Internship 2 (3) (Required for all K-12 licensure candidates)

Option Two Electives (6 credit hours):

EDLD 6100 Action Research in Education (3)

EDLD 6250 Educational Leadership & Principal-ship (3)

EDLD 6300 School Community Relations (3)

EDLD 5/6350 Selected Topics in EDLD (1-3)

EDUC 6630 Principles of Curriculum Construction (3)

EDLD 6900 Independent Study (1-4)

Research Methodology: 6 credit hours

EDUC 6050 Statistics for Educators (3)

EDUC 6100 Educational Research Interpretations (3)

Field Project/Thesis/Comprehensive Exam: 6 credit hours

EDLD 6970 Field Project (6)

OR

EDLD 6990 Thesis (6)*

*Students must register for thesis until complete which may exceed the six credit-hour requirement.

OR

Comprehensive Exam (6)*

*Comprehensive exam option: Students must complete six more credits of approved electives. In addition, the students must pass a comprehensive examination over the graduate program. This examination may not be taken until after midterms in the last semester of coursework.

Program total 36: credit hours 

Top


Educational Leadership Certificate

Candidates seeking to complete the certificate program leading to licensure for the purpose of attaining education administration licensure must hold an MA or MS and a New Mexico level III teacher licensure. Candidates for the certificate program are expected to complete 18 credit hours of coursework from the educational leadership core course sequence (with allowance for up to two curse substitutions from the educational leadership emphasis area, based on the candidate’s job interest and needs). Additionally, candidates are required to complete six credit hours of university-supervised administrative internship (over two semesters).

Required courses: 24 credit hours

EDLD 6000 Educational Leadership and Organizational Change (3)

EDLD 6150 School Finance and Resource Allocation (3)

EDLD 6200 Legal Issues for School Leaders (3)

EDLD 6400 Instructional Leadership, Supervision, and Evaluation (3)

EDLD 6600 Data Informed Instructional Leadership (3)

EDLD 6800 Reflective Leadership (3)

EDLD 6980 Educational Leadership Internship 1(3) ***

EDLD 6980 Educational Leadership Internship 2 (3) ***

Certificate total credit hours required: 24 credit hours

***Licensure candidates are permitted to substitute a core course (6000-6800) with a course from the EDLD emphasis area (listed below). Such requests are based on the candidate’s job desire and needs, based on a written request from the student specifying the need and value of the substitution, and with signature approval of the adviser and department chair. Internships (EDLD 6980 I & II) are required by the NNMPED and do not qualify for substitution.

EDLD 6110 Action Research in Education (3)

EDLD 6250 Educational Leadership and the Principal-ship (3)

EDLD 6300 School Community Relations (3)

EDLD 6350 ST: Educational Leadership (3)

EDLD 6900 Independent Study (3)

Top


Master of Arts in Special Education

This program is structured around three components: required core, emphasis area, and research methodology.

Required core: 12 credit hours

SPED 5010 Diagnosis of Exceptional Child (3)

SPED 5/6500 Seminar in Special Education (3)

SPED 6120 The Special Education Program (3)

SPED 6750 Organization & Administration of Special Education (3)

Research Methodology: 6 credit hours:

EDUC 6050 Statistics for Educators (3)

EDUC 6100 Educational Research Interpretation (3)

Emphasis Area (choose option1 or 2): 12 credit hours

Option 1 (Non-Licensure):

Choose twelve credits from the following list or from additional courses approved by the program adviser:

ANTH 5240 Social & Cultural Dynamics of the Southwest (3)

ANTH 5610 Communication & Culture (3)

PHIL 5250 Reasoning Skills for the Schools (3)

PSY 5100 Physiological Psychology (3)

PSY 5190 Introduction to Behavioral Therapy (3)

PSY 5220 Human Sexuality (3)

PSY 5300 Psychology of Sex Roles (3)

PSY 5450 Behavior Disorders in Child (2)

PSY 5730 Psychology of Suicide (3)

PSY 6050 Memory & Cognition (3)

PSY 6710 Psychodynamics & Psychopathology (3)

PSY 6740 Individual Intelligence Test (3)

PSY 6750 Personality Assessment (3)

PSY 6790 Behavioral Therapy & Assessment (3)

SPED 6720 Counseling Parents of Exceptional Child (3)

SPED 6730 Medical Aspects of Disability (3)

SPED 6740 Psycho-cultural/Psychosocial Aspects of Disability (3)

Option 2 (licensure)

Students seeking special education licensure as part of the MA program are expected to complete the following 12 credit sequence:

RDED 5110 Teaching and Diagnosis of Reading (3)

SPED 5100 Curriculum & Methods for Students with Mild & Moderate Exceptionalities (3)

SPED 5200 Curriculum & Methods for Students with Severe Exceptionalities (3)

SPED 5300 Reading Instruction in Special Education (3)

Field Project/Thesis/Comprehensive Exam: 6 credit hours

SPED 6970 Field Project (6)

OR

SPED 6990 Thesis (6)*

*Students must register for thesis until complete which may exceed the six credit-hour requirement.

OR

Comprehensive Exam (6)*

*Comprehensive exam option: Students must complete six more credits of approved electives. In addition, the students must pass a comprehensive examination over the graduate program. This examination may not be taken until after midterms in the last semester of coursework.

Program Total: 36 credit hours

Top


Concentration in Gifted and Talented Education

Required courses (replaces option 1 or 2, above): 12 credit hours

SPED 5120 Foundations of Gifted Education (3)

SPED 5140 Instructional Strategies for Gifted Education (3)

SPED 5160 Instructional Planning & Curriculum Gifted Ed (3)

SPED 5180 Twice Exceptional & Gifted Student (3)

Concentration Total: 12 credit hours

Program Total: 36 credit hours

Special Education Certificate Leading to Licensure

Please contact the School of Education for the licensure requirements from the State Department of Education.

Required Courses: 33-36 credit hours

EDUC 1120 Introduction to Teaching (3)

SPED 2110 Introduction to Special Education (3)

EDUC 1190 Field-Based 1(1)

EDUC 3510 Field-Based 2 (2)

EDUC 4440/5440 Technology in Education (3)

EDUC 4510 Field Based II Teacher Preparation Experience-Secondary (6)

OR

SPED 4340/5340 Practicum in Special Education (3)

RDED 4110/5110 Teaching and Diagnosis of Reading (3)

SPED 4010/5010 Diagnosis of Exceptional Child (3)

SPED 4100/5100 Curriculum & Methods for Students with Mild & Moderate Exceptionalities (3)

SPED 4200/5200 Curriculum & Method for Student Severe/Except (3)

SPED 4300/5300 Reading Instruction in Special Education (3)

SPED 4550/5550 Classroom Management (3)

Certificate total credit hours required: 33-36 credit hours

Top


Counseling and Guidance (COUN), Courses in

COUN 5350 – 6350. Selected Topic in Counseling and Guidance (1 – 4 VC); Var
Course in topic or topics in counseling and guidance. May be repeated with change of content. Previous NMHU COUN 535-635.

COUN 6000. Theories and Practice of Counseling (3); Fa, Sp
This course provides an overview of the history, such as legislation, government policy and philosophy of the counseling profession and its specialty areas. The roles, setting, delivery modalities and functions of all professional counselors, certification and responsibilities, public policy, standards and their relationships with human service and integrated behavioral health care systems are addressed. Legal and ethical aspects of professional counseling including ethical decision-making models will be addressed. Additional topics include benefits of membership in professional counseling organizations; current labor market trends in relation to credentialing bodies; the impact of technology on the profession; advocacy; strategies for personal and professional self-evaluation; implications for practice; and, the importance of self-care strategies for the counselor.  Previous NMHU COUN 600.

COUN 6010. Professional Counseling Orientation and Ethical Practice (3); Fa, Sp
This course covers ethical standards and an overview of the history of counseling, such as legislation, government policy and philosophy of the counseling profession and its specialty areas. The professional roles, setting, delivery modalities and functions of counselors including those in specialty areas are discussed. The role of certification and licensure and related responsibilities, public policy, standards and their relationships with human service and integrated behavioral health care systems are addressed. Additional topics addressed include benefits of membership in professional counseling organizations, current labor market trends in relation to credentialing bodies, the impact of technology on the profession, strategies for personal and professional self-evaluation and implications for practice and the importance of self-care strategies for the counselor. Previous NMHU COUN 601.

COUN 6030. Career Development (3); Fa, Sp
This course reviews theories and models of career development, counseling and decision-making. Students will learn approaches for conceptualizing the relationships among and between work, mental wellbeing, relationships, and other life roles and factors. They will develop processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems. Students will develop strategies for assessing abilities, interests, values, personality and other factors that contribute to career development; career development program planning, organization; advocating for diverse clients’ career and educational development and employment opportunities in a global economy; and facilitating client skill development for career, educational, and life-work planning and management.  Previous NMHU COUN 603.

COUN 6050. Essential Interviewing and Process in Counseling.  (3); Fa, Sp
This course serves as the student’s first formal exposure to essential interviewing, counseling and case conceptualization skills to aid students in developing a personal model of counseling. As such, it will introduce the student, within a safe and controlled setting, to the dynamics and process of the counselor’s role, including core counseling skills, structure of the interviewing, and counselor characteristics. Prerequisites: COUN 6000 and COUN 6010. Previous NMHU COUN 605.

COUN 6070. Group Counseling Theory and Practice (3); Fa, Sp
This course introduces students to theory and principles of group dynamics as well as developmental stages of groups. In addition, group members’ roles and behaviors and therapeutic factors of group work will be discussed. Students will have the opportunity to apply these principles through role-playing, participating as group members in an experiential component of this course as well as designing, planning, leading, and co-leading group sessions for diverse client populations. Prerequisites: COUN 6000 and COUN 6010. Previous NMHU COUN 607.

COUN 6080. Assessment and Testing (3): Fa, SP
This course includes the history and effective methods of conducting ethical and culturally sensitive assessments and testing in the field of counseling for individuals and groups relevant to career, educational, personal, and social development. It will include assessments of suicidal risk, harm to self and others, trauma and abuse, and mandatory reporting. Students will explore statistical concepts, including reliability, validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Norm-referenced and criterion-referenced standardized data information gathering methods will be explored. A variety of assessment measures such as environmental assessments, behavioral observation checklist, personality, and psychological testing will be discussed to assist in diagnosis developmental, behavioral, and mental disorders. Previous NMHU COUN 608.

COUN 6090. Human Growth and Development (3); Fa, Sp
This course is designed to provide students with an overview of the theories of learning, normal and abnormal personality development, and individual and family development from conception to late adulthood. The focus is on the biological, neurological, and physiological factors that affect human development and behavior, including the theories and etiology of addiction and co-occurring disorders. Systemic and environmental factors that affect human development, functioning, and behavior will also be addressed as well as the effects of crisis, disasters, and trauma on diverse individuals across the lifespan. In addition, classifications of pharmacological drugs will be discussed with an emphasis on appropriate medical referral and consultation with mental health providers. The course provides a general framework for understanding differing abilities and strategies for differentiated interventions. Emphasis will be placed on ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan. Previous NMHU COUN 609.

COUN 6100. Assessment and Treatment Planning (3); Sp, Su
This course explores the way counselors frame and diagnosis difficult and problematic human behavior and characteristics. It begins with an exploration of the historical, philosophical, and scientific foundations of the field’s primary diagnostic framework, the DSM. It discusses the strengths and limitations of that framework and the reasons it is important for counselors to understand and master that framework. The course then explores the ways counselors use the DSM framework to provide diagnoses of clients and prepare treatment plans based on those diagnoses. The discussion of treatment plans also provides an overview of how various psychopharmacological treatments are used to treat various DSM diagnoses and the strengths and limitations of such treatments. Learning tools include reading, discussion, simulated client presentations and explorations of how those presentations might be diagnosed using the DSM framework. Previous NMHU COUN 610.

COUN 6110. Social Justice and Cultural Diversity (3); Fa, Sp
This course is designed to provide a basic foundation of knowledge, awareness, and skills needed for providing more effective counseling services in a multicultural society. The course will cover theories, research, and practices associated with multicultural competence, social justice and advocacy with emphases on pluralistic characteristics within and among diverse groups nationally and internationally and the intersections of race, ethnicity, gender, religion, sexual orientation, country of origin, disability, and socioeconomic status. Students will be introduced to topics including oppression and privilege, racism, discrimination, sexism, power, and ageism. Previous NMHU COUN 611.

COUN 6120. Mental Health Ethics, Law and Practice (3); Fa, Su
This course will introduce students to professional, ethical and legal issues that affect the practice of counseling. Ethical decision-making, understanding and applying ethical codes and laws, and opportunities to develop critical thinking skills will be emphasized and practiced throughout the course. Course will include lecture, experiential activities, discussion, role-plays, and group work. Previous NMHU COUN 612.

COUN 6140. Existential Counseling (3); Su
This course is designed to give the student an in-depth understanding of the principles and techniques of existential counseling. Existential counseling is defined as both a theoretical orientation and a practical approach to working with individuals and their problems with everyday living. Attention is given to the application of existential principles to culturally diverse populations. It is also seen how existential counseling responds to current needs for more brief forms of counseling. The overall approach includes the development of understanding through personal reflection. Previous NMHU COUN 614.

COUN 6150. Family and Couples Counseling (3); Fa, Su
This course will provide an introduction to the basic concepts and principles of family and couple therapy. The emphasis is on understanding family and other systems theories, the structure and function of marriage/domestic partnerships, and models of family and systemic interventions. Considerations from a historical perspective are presented along with current developments within marriage/domestic partnership and family systemic models. Issues include evaluation of families, diagnosis in a family context, interviewing strategies, redefining problems in a family systems context, and treatment principles. Prerequisites: COUN 6000 and COUN 6010. Previous NMHU COUN 615.

COUN 6160. An Overview of Art Therapy and the Creative Process (3); Var
This course will extend over two weekends and will be an experiential journey into the unconscious. It will provide an opportunity through exercises using art, movement, music and imagery to experience ourselves more deeply and learn to apply the creative process in our work with clients. We will learn the origin of Dynamically Oriented Art Therapy, use Gestalt Art Therapy to explore our sub-personalities, discover archetypes and enact a fairy tale using Jungian Art Therapy and investigate our expanded consciousness through the Human Potential Movement and contact with our High Self. By doing our own inner work we will discover directly and profoundly the impact the creative process has on our own unconscious and how to hold and honor the psyche of the other. No experience in art or movement is necessary. Previous NMHU COUN 616.

COUN 6170. Art/Play Therapy/Sandtray Counseling (3); Var
In this class, we will explore the power of sandtray therapy with adults and children as well as art and play therapy for children. We will discover how these modalities can help to uncover the client’s therapeutic issues, learn about the materials needed and establishing a safe environment, explore the appropriate responses to make and questions to ask and the use of directive and non-directive approaches. Additionally, we will use sandtray experientially to deepen awareness of our own issues, contact our inner child through play therapy and experiment with fundamental techniques using art therapy to enhance our ability to connect with our clients in child therapy. Previous NMHU COUN 617.

COUN 6190. Issues in Clinical Mental Health Counseling (3); Sp, Su
This course is a study of the foundations, contextual dimensions and practice of clinical mental health counseling.  It will cover the history and development of clinical mental health counseling, and theories and models specific to CMHC.  Contextual dimensions in CMHC including roles and settings, etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders will be examined.  Mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare and the mental health counseling services networks will be reviewed.  Students will examine legislation and government policy relevant to clinical mental health counseling.  They will learn about record keeping, third party reimbursement, and other practice and management issues in clinical mental health counseling.  In addition, students will explore strategies related to interfacing with legal systems and behavioral health care professionals while advocating for persons with mental health issues. Previous NMHU COUN 619.

COUN 6200. School Counseling P-12 (3); Sp, Su
This course provides knowledge and skills necessary for school counselors to implement a developmentally appropriate, comprehensive school counseling program.  Students learn school counselor roles as counselors, educators, leaders, advocates, members of multidisciplinary teams, and systems change agents in P-12 schools.  They will explore models of school counseling programs with a special emphasis on developing a RAMP (Recognized ASCA Model Program). They will explore core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies.  Students will learn interventions to promote academic development, techniques of personal/social counseling in school settings, and to discuss assessments specific to P-12 education.  Other topics include school-based collaboration and consultation. Previous NMHU COUN 620.

COUN 6210. Grief, Loss and Expressive Arts Therapy (3); Var
In this class, we will explore in a supportive environment our grief and how the experience of the Expressive Arts can allow the grieving process and healing to unfold. We will explore the stages of grief and the use of creativity for moving through these stages. We will experience our own issues of loss and how, through the power of art, movement and journaling, we can access our inner allies and begin to heal our own wounds. We will enact an ancient myth, discover our own ancestral work that may still need completing, discuss complicated grief, and learn to apply the Expressive Arts in working with our clients. As we move through our healing and contact our fullness we will be better able to assist our clients in their ability to touch their fullness as they move through their recovery. Previous NMHU COUN 621.

COUN 6220. Play Therapy (3); Var
This course focuses on training to be a therapeutic agent in the lives of children through the utilization of play therapy. Alt Su, even. Previous NMHU COUN 622.

COUN 6230. Foundations of Addiction: Alcohol Abuse (3); Sp
Foundation of Addictions – Alcohol Abuse is one of four courses focusing on Substance Abuse and Alcohol Abuse. These courses are in alliance with the requirement for licensure in New Mexico to obtain a license as the Licensed Alcohol and Drug Abuse Counselor (LADAC). The Foundation of Addictions – Alcohol Abuse covers: a) overview of alcohol abuse addictions, b) etiology models of alcohol abuse addictions, c) different populations effected by alcohol abuse addictions, and d) implications of alcohol abuse addictions. Previous NMHU COUN 623.

COUN 6240. Foundations of Addiction: Drug Abuse (3); Su
Foundation of Addictions – Drug Abuse is one of four courses focusing on Drug Abuse and Alcohol Abuse. These courses are in alliance with the requirement for licensure in New Mexico to obtain a license as the Licensed Alcohol and Drug Abuse Counselor (LADAC). The Foundation of Addictions – Drug Abuse covers: a) overview of drug abuse addictions, b) etiology models of drug abuse addictions, c) different populations effected by drug abuse addictions, and d) implications of drug abuse addictions. Previous NMHU COUN 624.

COUN 6260. Treating Individuals with Alcohol Abuse (3); Su
Treating Individuals with Alcohol Abuse Addictions is one of four courses focusing on Substance Abuse and Alcohol Abuse. These courses are in alliance with the requirement for licensure in New Mexico to obtain a license as the Licensed Alcohol and Drug Abuse Counselor (LADAC). Treating Individuals with Alcohol Abuse Addictions covers: a) overview of alcohol abuse treatments, b) DSM and ICD diagnoses of alcohol abuse verses alcohol dependence, c) responding to the needs of different populations of alcohol abusers, and d) implications for addictions counselors in regards to their treatment of individuals with alcohol abuse addictions. Previous NMHU COUN 626.

COUN 6270. Treating Individuals with Drug Abuse (3); Fa
Treating Individuals with Drug Abuse Addictions is one of four courses focusing on Drug Abuse and Alcohol Abuse. These courses are in alliance with the requirement for licensure in New Mexico to obtain a license as the Licensed Alcohol and Drug Abuse Counselor (LADAC). Treating Individuals with Drug Abuse Addictions covers: a) overview of drug abuse treatments, b) DSM and ICD diagnoses of drug abuse verses drug dependence, c) responding to the needs of different populations of drug abusers, and d) implications for addictions counselors in regards to their treatment of individuals with drug abuse addictions. Previous NMHU COUN 627.

COUN 6290. Trauma and Crisis Intervention (3); Fa, Su
This course explores the nature and experience of trauma and related crises and natural disasters. Multiple theories are explored regarding the effects of traumatic impact on the individual psyche. Theoretical constructs are analyzed, from a bioecological perspective, for their potential application in the area of trauma, crisis, and disaster; various examples of interventions and therapeutic techniques are examined for their usefulness in working with survivors of trauma. Previous NMHU COUN 629.

COUN 6310. Addiction Counseling Theory and Practice (3); Fa, Sp, Su
This course focuses on an overview of substance addictions and process addictions: a) history, b) etiology models of addictions, c) types of addictions, d) different populations and settings effected by addictions, e) treatment, f) evaluation, g) ethics, and h) policies related to addiction. Additional emphasis is placed on the unique needs and characteristics of person with disabilities as they interact with addiction and dependency. Previous NMHU COUN 631.

COUN 6320. Counseling Children and Adolescents (3); Sp, Su
This course provides knowledge and skills necessary to provide developmentally appropriate therapeutic interventions for children, adolescents and their families. Topics include characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders; common medications that affect learning, behavior, and mood in children and adolescents; and, signs and symptoms of substance abuse in children and adolescents as well as the signs and symptoms of living in a home where substance use occurs. Interventions to promote academic development and techniques of personal/social counseling along with ethical and legal considerations regarding minors and families will be examined throughout the course. Prerequisites: COUN 6000 and COUN 6010. Previous NMHU COUN 632.

COUN 6330. College and Career Planning P-12 (3); Fa, Su
This course is intended to prepare students to design and implement a data-driven comprehensive college and career counseling program for students in the P-12 academic setting. To prepare students to become effective school counselors who will assume a primary role in helping their students become college and career ready, specialized information about college and career search resources, college admission and selection practices, and the financial aid process will be presented. Additionally, the role of the school counselor in facilitating school and postsecondary transitions, methods to improve promotion and graduation rates, and strategies to promote equity in student achievement and college access will be emphasized throughout the course. Previous NMHU COUN 633.

COUN 6340. Practicum in Counseling (3); Fa, Sp, Su
This course provides students their first supervised field experience. Students must complete 100 clock hours of supervised counseling practice of which 40 hours must be direct service to clients. Students must also receive 1 hour a week of individual or triadic supervision with their site supervisors and 1.5 hours a week of group supervision. May be repeated for credit. Prerequisites: Pre-arrangement and permission of instructor.  COUN 6000, COUN 6010, COUN 6050. Previous NMHU COUN 634.

COUN 6350. Selected Topic in Counseling and Guidance (1 – 4 VC); Var
Course in topic or topics in counseling and guidance. May be repeated with change of content. Previous NMHU COUN 635.

COUN 6360. Restorative Justice and Conflict Resolution (3); Fa, Su
Conflict resolution skills can prove helpful where a lack of academic, social, and/or behavioral skills may lead to significant consequences for students in conflict, such as social isolation or academic decline. Conversely, students who exhibit competency in conflict resolution skills may be better able to adhere to the various academic and social demands as well as the peer norms. This course looks at school-based prevention models focused on conflict resolution, peer mediation, and other options for decreasing or resolving the incidence of peer conflicts. A particular emphasis is placed on examining the origins of interpersonal conflict and the most methods of communication used in effectively dealing with differences and managing conflict in the future. Previous NMHU COUN 636.

COUN 6400. Foundations, Case Management, and Job Placement in Rehabilitation (3); Sp, Su
Foundations, case management, and job placement in rehabilitation acquaints the student with the legislative, historical, and philosophical roots of rehabilitation counseling in America. This course will present an introduction to the case management process and procedures used in counseling and human service settings. In addition, this course aims to enhance the ability of rehabilitation counseling students to develop and implement successful job placement strategies for people with disabilities. Topics covered include federal and local mandates for rehabilitation of individuals with disability, organizational structures to assist individuals with disability, screening, intake, orientation, assessment, treatment planning, counseling, case management, crisis intervention, job development, client education, referral, record keeping and consultation, as well as ethics and confidentiality. Current legislation and practice emphasizes participation, capabilities, adapting environments and building community for people with disabilities. Previous NMHU COUN 640.

COUN 6420. Case Management and Job Placement in Rehabilitation (3); Fa
The goal of Vocational Rehabilitation is most often to assist people with disabilities in job placement, i.e., preparing for employment, and obtaining and maintaining appropriate employment. This course is designed to provide the Rehabilitation Counseling student an overview of the job placement and case management functions of rehabilitation counseling, and to enhance the ability of rehabilitation counseling students to develop and implement successful job placement strategies for people with disabilities. Case Management is the process through which the rehabilitation counselor helps a single client enter and move through the vocational rehabilitation process, concluding with appropriate employment. The course addresses case management practiced in industry, public, and private settings, and provides knowledge of the managed care system. Practical experiences using a case development model will be provided. Previous NMHU COUN 642.

COUN 6460. Vocational Evaluation, Assistive Technology, and Transition Planning (3); Fa, Su
In this course students will learn about vocational evaluation, assistive technology and transition planning.  Students will learn how vocational evaluation is utilized in identifying and appraising an individual’s level of functioning in relation to vocational preparation and employment decision making and serves as an educational process in which an individual gains greater self and work knowledge through participation in work activities designed to evaluate vocational skills, interests, and abilities. Through this process individuals learn about the functional impact of their disability in relation to their career options. Vocational assessment is essential to school to career transition planning. Students will learn how transition plans built upon accurate, current, and relevant information are most likely to result in positive outcomes. Assistive technology will be addressed from high to low tech in addition to the impact of relevant legislation and regulations. Previous NMHU COUN 646.

COUN 6480. Advanced Vocational Evaluation (3); Var
The focus of this course is on advanced techniques in vocational evaluation including the use and development of work samples, portfolio development, functional vocational evaluation in transition, and the evaluation/use of assistive technology. Course work will cover current state and federal regulations affecting vocational evaluation and work adjustment practice. Previous NMHU COUN 648.

COUN 6490. Psychiatric Rehabilitation and Co-Occurring Disorders (3); Sp, Su
In this course students will learn about psychiatric rehabilitation concepts and principles, techniques, history, treatment settings and modalities; emphasizing issues central to mental health consumers such as empowerment, the consumer movement, family intervention, cross-cultural issues, recovery and reintegration within the community and the prevalence and impact of co-occurring disorders. Students will be introduced to the philosophical and empirical bases of psychiatric rehabilitation, including an overview of programming models, service-system issues, current research in psychological co-occurring disorders, and their treatment. Previous NMHU COUN 649.

COUN 6520. Death, Dying and Bereavement in Counseling (3); Var
Every counselor will inevitably be faced with clients who bring issues of death, dying or bereavement (DDB). These issues are likely to raise powerful emotions because they are issues that every counselor must eventually face in their own lives. This class combines experiential and didactic learning to help students understand how DDB issues may affect their clients, and how their own emotions about death and dying might affect their response to their clients. Prerequisites: COUN 6000, COUN 6010. Previous NMHU COUN 652.

COUN 6540. Sexuality in Counseling (3); Var
This course explores issues of human sexuality that counselors can expect their clients to bring in the counseling relationship and how counselors’ personal sexual attitudes and beliefs can affect the counseling relationship. These issues include, but are not limited to, sexual physiology, dominant culture sexual attitude, non-dominant culture sexual practice, gender and sexual identity, sexual abuse, sexuality across the lifespan, sexual issues in couples counseling, difficulties of sexual desire and functioning, sexual transference and countertransference. Prerequisites: COUN 6000, COUN 6010 or permission of instructor. Previous NMHU COUN 654.

COUN 6730/SPED 6730. Medical Aspects of Disability (3); Sp, Su
This course is an overview of human disability and medical terminology. It provides a review of human body systems, major disabling conditions and their implications for rehabilitation counseling. Previous NMHU COUN 673/SPED 673.

COUN 6740/SPED 6740. Psychocultural/Psychosocial Aspects of Disability (3); Sp, Su
This course provides an overview of psychosocial aspects of disability emphasizing emotional issues influencing the adjustment process of persons with disabilities. Previous NMHU COUN 674/SPED 674.

COUN 6900. Independent Study (1–4 VC); Var
Independent study arranged with an instructor. Prerequisite: Permission of instructor. Previous NMHU COUN 690.

COUN 6920. Independent Research (1–4 VC); Var
Independent research arranged with an instructor. Prerequisite: Permission of instructor. Previous NMHU COUN 692.

COUN 6960. Professional Paper (1); Var
This course is designed to be a one semester hour course for those students who are finished with all their coursework but still need to do their Professional Paper. This will allow the students to be enrolled in the university as they complete their Professional Paper. A course like this is mandated by the university so that students can be enrolled when all other coursework has been completed. This is not a mandatory course unless the student needs to continue to be enrolled in the university but has no courses remaining to be taken. Previous NMHU COUN 696.

COUN 6970. Field Project (1–6 VC); Var
Individual field research and writing in preparation of a graduate field project (equivalent to a thesis). Prerequisite: Permission of instructor. Previous NMHU COUN 697.

COUN 6980. Internship in Counseling (1-6 VC); Fa, Sp, Su
After successful completion of the practicum, students complete 600 clock hours of supervised counseling internship in roles and settings with clients relevant to their specialty area. Internship students complete at least 240 clock hours of direct service.  The internship is the final and most comprehensive professional experience in the counseling program. In order to insure that the students’ individualized career goals are met in the internship experience, arrangements for the internship are negotiated between the student, the on-site supervisor and the student’s supervising professor at New Mexico Highlands University.  Minimum of 6 credits. May be repeated for credit. Prerequisites: Pre-arrangement and permission of instructor.  COUN 6000, COUN 6010, COUN 6050, COUN 6070, COUN 6340. Previous NMHU COUN 698.

COUN 6990. Thesis (1–6 VC); Var
Individual research and writing in preparation of a graduate thesis. Prerequisite: Permission of instructor. Previous NMHU COUN 699. 

Education (EDUC), Courses in

EDUC 5100. The Art and Science of Teaching in Secondary Schools (3); 3, 2 Fa
Designed to provide an overview of curriculum and organization in the secondary school and to offer actual teaching experience in a “micro-teaching” situation, applying basic teaching strategies and techniques for the purpose of developing teacher competency. A special fee is charged.  Previous GNED 510.

EDUC 5120. Theories and Principles of Bilingual Education (3); Sp
Fundamental theories and principles of bilingual education, preparing the prospective teacher to address the issues and concerns intelligently in the classroom.  Previous GNED 512.

EDUC 5150. Principles of Early Childhood Multicultural Education (3); Fa
An in-depth study of the historical, theoretical, and philosophical development of early childhood education and its implications on current issues and problems. Previous NMHU ECME 515.

EDUC 5170. English as a Second Language (3); Fa, Sp
A study of English as a second language, conveying methods and procedures of teaching English to children and adults for whom English is not the native tongue. Students will be introduced to second language acquisition theories and basic elements of the sound system. It is highly recommended that RDED 4110 be taken prior to or concurrently with this class.  Previous GNED 517.

EDUC 5200. Sheltered English for Content Area Instruction (3); Fa
This course provides pre-service and in-service teachers a set of linguistic, instructional, assessment and classroom-management practices that allows English language learners (ELLs) from the advanced-beginner level on to develop content-area knowledge, operational skills and increased language proficiency. Previous GNED 520.

EDUC 5220. Licensure Test Prep Language Arts & Writing (1); Fa, Sp
This course is designed to help students preparing to take the New Mexico Teacher Licensure test focusing on the Essential Academic Skills Assessment of reading and writing.  Previous GNED 522.

EDUC 5240. Licensure Test Prep Teacher Competency (1); Fa, Sp
This course is designed to help students preparing to take the New Mexico Teacher Licensure test focusing on the Professional Knowledge. Previous GNED 524.

EDUC 5241. Curriculum in Early Childhood Multicultural Education Programs (3); Sp
An in-depth study of various early childhood education curricula and the development and design of a curriculum guide. Previous NMHU ECME 524.

EDUC5260. Licensure Test Prep Math (1); Fa, Sp
This course focuses on the Essential Academic Skills Assessment and the Assessment of Math to help students preparing to take the teacher licensure test. This course is designed to be a review of the Pre-Algebra and Algebra I content covered on the Math section of the New Mexico Teacher Licensure test. Previous GNED 526.

EDUC 5280. Organizational Designs of Early Childhood Multicultural Education Programs (2); Fa
Planning early childhood education programs for teachers, supervisors, administrators, and social workers. Previous NMHU ECME 528.

EDUC 5290. Teaching the Perceptual Skills (2); Sp
The rationale, the techniques, and the sequence of teaching auditory, oral, visual, and psycho-motor skills prior to reading, writing, and arithmetic. Previous ECME COUN 529.

EDUC 5340. Practicum in Early Childhood Multicultural Education (1–4 VC); Var
Campus work placement with specific responsibilities over a sustained period of time. Prerequisite: Permission of instructor. Previous NMHU ECME 534.

EDUC 5350. Selected Topic in Early Childhood Multicultural Education (1–4 VC); Var
Course in topic or topics in early childhood education. May be repeated with change of content. Previous NMHU ECME 535.

EDUC 5350–6350. Selected Topic in General Education (1–4 VC); Var
Course in topic or topics in general education. May be repeated with change of content. Previous GNED 535-635.

EDUC 5350-6350. Selected Topic in Elementary Education (1 – 4 VC); Var
Course in topic or topics in elementary education. May be repeated with change of content. Previous ELEM 535-635.

EDUC 5360. Parent and Community Involvement (3); Fa
Development in prospective teachers and experienced educators of necessary attitudes and strategies related to involving parents and other community members in the educational process. Students will review the research which demonstrates the positive results from involving parents as partners in the child’s learning process. Previous GNED 536.

EDUC 5370. Instructional Methodologies for Use in Spanish/English Bilingual Classrooms (3); Fa
Demonstrate knowledge of and use theories, approaches, methods and techniques for teaching literacy, bi-literacy and other academic skills in English and the native language. Spanish is the language of instruction and student participation/presentations. Prerequisite: SPAN 2110  or SPAN 2120. Previous GNED 537.

EDUC 5400. Orientation to the Profession (2); Fa, Sp
This course provides an overview of teaching as a profession. Students will explore the requirements and responsibilities of becoming a culturally responsive professional educator. In addition, students will develop an understanding of working with diverse student populations including English Language Learners and Exceptional Learners. A variety of perspectives on education including historical, philosophical, legal, and ethical issues in a diverse society are also examined. Previous GNED 540.

EDUC 5420. Effective Teaching I (3); Fa, Sp
This course provides an in-depth overview of current educational learning theories and evidence-based classroom practices.  In this course, students will examine evidence-based practices that promote language development and foster student learning.  Student will also explore planning basics, engagement and motivation strategies, basics of classroom management, and understanding learners, family & community contexts in a diverse society.  Co-requisite EDUC 5400 Orientation to the Teaching Profession, and EDUC 5500 Seminar/Internship. Previous GNED 542.

EDUC 5421. Teaching Elementary School Science and Social Studies (3); Fa
Development of teaching strategies appropriate to recent innovations in science and social science teaching for multicultural classrooms. Laboratories will be offered in both English and Spanish, when possible, to provide opportunities for Spanish/English bilingual majors and other interested students to develop skills for teaching science and social science in Spanish. Previous ELEM 542.

EDUC 5430. Effective Teaching II
Effective Teaching II provides an overview of culturally responsive effective teaching and learning methods used to support learners in a diverse society.  In this course students will develop a teaching framework-grounded in theory, sound instructional practices, action research, and philosophical perspectives.  Students will apply culturally responsive instructional and differentiation strategies to support and address the needs of all learners including English Language Learners and exceptional learners.  Students will explore the use of educational technologies to support teaching and learning in the classroom.  Effective classroom management techniques that focus on and facilitate learning will also be explored. Previous GNED 543.

EDUC 5440. Technology in Education (3); Fa, Sp
Provides teachers a working knowledge of the microcomputer and its specific applications in education. A special fee is charged. Previous GNED 544.

EDUC  5450. Knowledge of the Profession (3); Fa, Sp
Legal, ethical, career, and organizational issues related to education. Students will be given experiences to assist them in communicating effectively with different individuals involved in the educational process. Prerequisite: Complete all required coursework (major and minor) and admission to student teaching. Corequisite: Appropriate major Field-Based III experience. Previous GNED 545.

EDUC 5460. Curriculum Planning, Assessment and Evaluation I (3); Fa, Sp
This course provides an overview of instructional planning and the methods used to assess and evaluate diverse learners.  In this course students will examine the methods used for planning, designing, developing, implementing and evaluating standards-based instruction. Students will identify and analyze the various forms of assessment used in schools to evaluate learner achievement.  Students will also explore the principles of classroom assessment, discuss achievement targets, and create assessment methods that are aligned with achievement targets. Effective methods for providing learner feedback are also discussed. An emphasis is placed on using culturally responsive, non-biased assessments to improve student outcomes. Previous GNED 546.

EDUC 5470. Essential Processes in Special Education (3); Fa, Sp
This course provides an overview of teaching and learning methods for exceptional learners in inclusive settings.  In this course students will explore special education law and its impact on educational practice.  Students will discuss the characteristics and needs of exceptional learners.  Students will also explore effective methods for planning and implementing standards-based instruction, engaging and assessing learners, and using effective classroom management techniques in inclusive settings.  An emphasis is placed in identifying ways to modify assessments, curriculum, and instruction for learners with IEP’s. Previous GNED 547.

EDUC 5480. Content Methods for Secondary; Fa, Sp
Content Methods for Secondary provides an overview of effective teaching and learning methods used to support secondary learners in a diverse society.  In this course, students will analyze the relationship between content knowledge and pedagogy.  Students will also explore effective methods for planning and implementing standards-based instruction, engaging and assessing learners, and using effective classroom management techniques.  Student will also develop interdisciplinary units for secondary learners.  An emphasis is placed on implementing culturally responsive instruction to address the needs of diverse student populations including English Language Learners (ELL’s) and exceptional learners. Previous GNED 548.

EDUC 5500. Seminar/Internship (1); Fa, Sp
This internship seminar provides candidates with the opportunity for students to apply theory to practice. It is designed to prompt candidates to reflect on self, practice and what they have learned in the program. The internship seminar supports candidates in the development of their competency-based portfolios. Candidates are evaluated via dispositional assessment and formal classroom observation and are able to engage in self-and peer-evaluations. Candidates revisit their developing philosophy statements incorporating what they have learned from the course work and finalize their statements in the final seminar. Seminar discussions and activities integrate course content per 8-week session. Previous GNED 550.

EDUC 5550. Classroom Management (3); Fa, Sp
Introduces the student to a variety of techniques for managing behavior in the classroom. Major areas and specific techniques within each will be presented and practiced both in the class and in the student’s own teaching situation. Prerequisite: Admission to student teaching and permission of instructor. Previous GNED 555.

EDUC 5610. Assessment and Evaluation of Students (3); Fa, Sp
Problems in the construction and use of teacher made and standardized tests. The course also emphasizes the gathering and interpreting of data, reporting or test information, and development of a district-wide testing program. Previous GNED 561.

EDUC 5820. Early Childhood/Special Education (3); Su
Developing an awareness in educators concerning an understanding of children with or without special needs. Cross-listed as: SPED 5820. Previous NMHU ECME 582.

EDUC 5900-6900. Independent Study (1–4 VC); Var
Individual, directed study arranged with an instructor. Prerequisite: Permission of instructor. Previous NMHU ECME 590-690.

EDUC 5900-6900. Independent Study (1-4 VC); Var
Individual, directed study arranged with an instructor. Prerequisite: Permission of instructor. Previous GNED 590-690.

EDUC 5900-6900. Independent Study in Elementary Education (1–4 VC); Var
Individual, directed study arranged with an instructor. Prerequisite: Permission of instructor. Previous ELEM 590-690.

EDUC 5920-6920. Independent Research (1–4 VC); Var
Individual, directed research arranged with an instructor. Prerequisite: Permission of instructor. Previous NMHU ECME 592-692.

EDUC 6050. Statistics for Educators (3); Fa, Sp, Su
Basic statistics essential to the collection, summarization, and interpretation of statistical data that the educator frequently encounters. Previous GNED 605.

EDUC 6100. Educational Research Interpretation (3); Fa, Sp, Su
Prepares the potential research consumer to analyze and evaluate research critically, to understand fundamental research principles and techniques, and to design research stratagems for problem areas in education. Prerequisite: EDUC 6050. Previous GNED 610.

EDUC 6110. Action Research in Education (3); Sp
Action Research is a graduate level class addressing both educational research and school improvement. The aims of Action Research include: a) development of the school leaders knowledge and skills in applied research techniques and developing action research for implementation in classrooms and schools, and b) preparing school leaders for informed analysis and evaluation of research Prerequisite: EDUC 610.

EDUC 6150. Instructional Strategy and Mentoring (3); Fa
Investigation and development of lessons based on a variety of teaching strategies that are appropriate for different grade levels and subject areas. Peer mentoring skills will be developed through coaching activities while practicing various teaching strategies. Previous GNED 615.

EDUC 6190. Mathematics in the Elementary School (3); Fa
A detailed consideration of problems of elementary mathematics–what to teach, the grade placement of content, and the methods and materials of teaching. Previous ELEM 619.

EDUC 6210. Evaluation of Classroom Performance in Elementary School Mathematics (2); Fa
The use of teacher-made and standardized instruments to assess performance in elementary mathematics, diagnose areas of difficulty, and prescribe remediation. Previous ELEM 621.

EDUC 6220. Theory and Practice of Teaching Elementary School Mathematics (3): Sp
Current classroom practices in elementary mathematics related to the various theories of learning. Emphasis will be placed on current developments. Previous ELEM 622.

EDUC 6240. Advanced Techniques of Teaching Social Studies in the Elementary School (3); Sp
Exploration of the modern social studies curriculum with emphasis on research and curriculum development. Previous ELEM 624.

EUDC 6250. Science Education in the Elementary Grades (3); Fa
History of science education and methodology in the elementary school, with emphasis on current trends. Previous ELEM 625.

EDUC 6300. Advanced Placement Institute (3); Su
A summer institute and two day follow up designed to prepare teachers to teach Advanced Placement and Pre AP courses. Previous GNED 630.

EDUC 6400. Curriculum Design & Management for Advanced Placement (3); Su
This course will provide an in-depth discussion of academic content and methods for delivering instruction in Advanced Placement classrooms. Previous GNED 640.

EDUC 6410. Advanced Educational Psychology (3); Sp
Application of recent learning research to instructional, curricular, and administrative problems. Previous GNED 641.

EDUC 6450. Socio-Cultural Factors Affecting Education (3); Sp
Studies of the social and cultural factors influencing educational practice with emphasis on Hispanic and Native American cultures of the Southwest and identification of local factors of a social/cultural nature that influence educational practice. Previous GNED 645.

EDUC 6520. Topics in Advanced Placement (3); Su
This course is designed to deal with topics related to Advanced Placement. Students become familiar with the College Boards’ mission, course description, standards and skills in AP English Literature and Language, and the Vertical Teams approach. Previous GNED 652.

EDUC 6630. Principles of Curriculum Construction (3); Var
A study of the social, cultural, psychological, and philosophical bases related to the principles and technical problems of curriculum development. The course assists in the identification of local educational needs through assessment. Previous GNED 663.

EDUC 6970. Field Project (1–6 VC); Var
Individual field research and writing in preparation of a graduate field project (equivalent to a thesis). Prerequisite: Permission of instructor. Previous GNED 697.

EDUC 6990. Thesis (1–6 VC); Var
Individual research and writing in preparation of a graduate thesis. Prerequisite: Permission of instructor. Previous GNED 699.

EDUC 6920. Independent Research in Elementary Education (1 – 4 VC); Var
Independent research arranged with an instructor. Prerequisite: Permission of instructor. Previous ELEM 692. 

Educational Leadership (EDLD), Courses in

EDLD 5350 – 6350. Selected Topic in Educational Leadership (1 – 4 VC); Var
Courses in educational leadership. May be repeated with change of content. Previous EDLD 535-635.

EDLD 6000. Instructional Leadership & Organizational Change (3); Fa, Sp
The purpose of the course is to assist school leaders with understanding the dynamics of organizations and how these dynamics affect organizational and student performance results. Focus will be given to understanding components of creating high performing environments, to include organizational theory application and the effects of organizational structure and design, human relations and behavior, culture and climate and the politics of the change process. Critical internal and external factors that affect organizational performance will be examined. Theory and leadership practices will be surveyed in the context of connecting leadership to organization change. Course objectives will address investigation into how organizational decision-making, management systems, change processes, technology, culture and behavior all play critical roles in addressing school improvement and student achievement. Previous EDLD 600.

EDLD 6110. Action Research in Education (3); Sp, Su
Action Research is a graduate level class addressing both educational research and school improvement. The aims of Action Research include a) development of the school leader’s knowledge and skills in applied research techniques and developing action research for implementation in classrooms and schools, and b) preparing school leaders for informed analysis and evaluation of research. Prerequisite: EDUC 610.  Previous EDLD 611.

EDLD 6150. School Finance and Resource Allocation (3); Fa, Sp, Su
Engaging school leaders in an intensive process that focuses on school financing in New Mexico is the purpose of this course. The content will include school-based budgeting, budget planning and development, budget management, financial adequacy and equity, sources of revenue and their intent, operations management, facility planning, food services, auxiliary services and the connection of resource allocation and accountability to school-level decisions. The effects of resource allocation with respect to instructional program and staffing needs will also be addressed. Previous EDLD 615.

EDLD 6200. Legal Issues for School Leaders (3); Fa, Sp, Su
The legal basis of public education will be the focus of this course. Constitutional, federal, state, tribal, local and tort law will be explored in terms of the application of ethical policies and procedures and the rights and responsibilities of school personnel and students, including special populations. State statutes, the public school code and state regulations as they affect public education will also be studied with application to the daily operations of the school work environment and its delivery of services. Legal issues, which the school principals would encounter in hiring personnel, evaluating personnel, facilitating staff development for instructional personnel and dismissing personnel, will also be explored. Previous EDLD 620.

EDLD 6250. Educational Leadership and the Principalship (3); Sp, Fa
This course is a study of the nature, processes, and functions of leadership, developing skills in leadership, communication, improving instruction for student learning, and group development. This course focuses on the role of the principal as administrator in the public school environment. It is designed to develop a broad understanding of the complex and ever changing elements and responsibilities of leadership in today’s schools. Course content will cover strategies that will help the student in the development of a shared vision, the process of organizational change, creating professional learning communities, and generating a school culture of learning for all students. The needs of diverse school populations will be a focus of our study. Previous EDLD 625.

EDLD 6300. School Community Relations (3); Fa, Sp, Su
The course focuses on the relationships that are needed to build strong school and community partnerships. Students will be able to combine theory and practice (praxis) in improving their knowledge and skills related to connecting the schools with a larger community. Previous EDLD 630.

EDLD 6350. Selected Topics in Educational Leadership (3); Sp, Fa
Course in topic or topics in educational leadership. May be repeated with change of content. Previous EDLD 635.

EDLD 6400. Instructional, Leadership, Supervision, and Evaluation (3); Fa, Sp
The course is designed to provide a knowledge of the roles and responsibilities of the school leader within the charge of supervision and evaluation. Students will reflectively examine their knowledge and sensitivity to the issues and relationships between effective leadership skills and the ability to develop the capacity of schools as culturally responsive learning communities for continual renewal. An emphasis on instructional leadership and the practical and human dimensions or supervision is studied in conjunction with current issues facing school leaders and schools. Course content will cover the strategies necessary to utilize staff supervision and evaluation as a process for professional growth. Supervision will be viewed in terms of capacity building, e.g., staff and career development, professional growth, coaching, mentoring, studying one’s own teaching and creating organizations in which learning, rather than power and control is the focus. Previous EDLD 640.

EDLD 6600. Data-Informed Instructional Leadership (3); Su, Fa
This leadership course is for graduate students who are contemplating pursuit of a career in K-12 educational leadership. The course is designed to enable school leaders to obtain, evaluate, and interpret data for informing school improvement. The course focuses on the ability to use an understand research and data systems in ways that contribute to school achievement and school productivity. Knowledge of educational leadership necessary for leading school improvement in diverse school setting in integrated throughout the course. Data-informed decision-making processes and communication of results, progress and involvement strategies to engage all stakeholders in the school involvement strategies to engage all stakeholders in the school improvement process are also addressed. This course is core requirement for the MA 1 or NM Licensure in Education Leadership. Previous EDLD 660.

EDLD 6800. Reflective Leadership (3); Sp, Su
In this capstone course, students will apply and combine knowledge, skills, and experiences obtained throughout the Educational Leadership sequence to define and develop their practice as responsive, reflective leaders in New Mexico schools. Each of three critical components––reading, reflection, and discussion––will be utilized to engage the student in identifying and clarifying her or his leader persona. Additional readings will be used to explicate application of standards and accountability measures toward leadership practice. Through the amalgam of analysis, interpretation, application, and synthesis of knowledge stemming from readings, class activities, and in particular autobiographic journaling, students will develop leadership portraitures. These multimedia constructs will offer deep and precise reflections of students’ perception of their leader-selves. Previous EDLD 680.

EDLD 6900. Independent Study in Educational Leadership (1–4 VC); Fa, Sp, Su
Independent study arranged with an instructor. Prerequisite: Permission of instructor. Previous EDLD 690.

EDLD 6970. Field Project (1–6 VC); Fa, Sp, Su
Individual field research and writing in preparation of a graduate field project (equivalent to a thesis). Prerequisite: GNED 610 and permission of instructor. Previous EDLD 697.

EDLD 6980. Internship in Educational Leadership (1–6 VC); Fa, Sp, Su
This internship is a required two semester sequence (I & II, each 3-credit hours) for Education Leadership candidates in the Ma (for K-12 educators), or in the licensure-only option (for K-12 candidates currently holding a master’s degree). This lecture/lab course meets during each internship semester 5 times for 3 hours in a lecture format; additionally, each candidate completes 6 contact-hours of weekly supervised internship (lab) at his/her work location under the direction of a University supervisor and a qualified administrative mentor. Prerequisite for EDLD 698 is completion of a minimum of 12 credit-hours of required course work for the MA, or 6 credit-hours toward the licensure-only option. Prerequisite: completion of a minimum of 12 credit hours of required course work for the MA, or 6 credit hours toward the licensure only option. Previous EDLD 698.

EDLD 6990. Thesis (1–6 VC); Fa, Sp, Su
Individual research and writing in preparation of a graduate thesis. Prerequisite: GNED 610 and permission of instructor. Previous EDLD 699.

Reading (RDED), Courses in

RDED 5110. Teaching and Diagnosis of Reading (3); 2, 2 Fa, Sp
An overview of teaching reading in the primary and intermediate grades and of diagnostic tools and corrective instructional techniques in the classroom. Emphasis is placed on developing competencies in the teaching of reading and in adopting reading instruction based on a knowledge of reading process, methods, and materials. Two hours of lab are required. Prerequisite: Field Base I & II. Previous RDED 511.

RDED 5150. Early Literacy (3); Fa, Sp
Early literacy instruction, including reading, writing, speaking, listening, viewing and visually representing, and other modalities of learning. Special emphasis will be placed on addressing current research regarding teaching early literacy, including phonics, phonemic awareness, fluency, comprehension, and vocabulary. Knowing and using children’s books and authors to promote early literacy. A two-hour-per-week practicum/lab in a K-3 classroom is required. Previous RDED 515.

RDED 5160. Teaching Reading and the Language Arts in the Bilingual Classroom (3); Sp
Methods and materials in the Spanish-English bilingual classroom, with emphasis upon the development of reading and language arts skills in bilingual children. The class is taught primarily in Spanish. Pre/Corequisite: SPAN 3250 or permission of instructor. Previous RDED 516.

RDED 5180. Language Arts (3); Sp, Su
This course focuses on methods for teaching language arts in the elementary/secondary school classroom. Students will be introduced to best practices in the teaching of language arts and the research and theory behind these practices. A developmental and cultural perspective will be emphasized throughout the course, documenting qualitative and quantitative changes students experience as they progress in the language arts. Previous RDED 518.

RDED 5200. Literacy for English Language Learners (3); Fa, Su
This course examines theories of literacy acquisition and development with the breadth of issues in the teaching of English Learners. Previous RDED 520.

RDED 5260. Reading and Literature for Children and Young Adults (3); Fa
This course is an exploration and evaluation of the artistic qualities of folk and fairy tales, myths, legends, fables, epics, hero tales, and realistic stories for young children (preschool to grade 8) and young adults (grades 9 to 12) , with emphasis on multicultural literature and on helping teachers to motivate youngsters to develop literacy skills while reading relevant literature. Previous RDED 526.

RDED 5270. Reading in the Content Area (3); Fa, Sp
Survey of techniques for the development of reading/study skills needed at the secondary level as students employ reading as a tool for learning. Previous RDED 527.

RDED 5300. Reading Instruction in Special Education (3); Fa
The study and application of reading instructional strategies for students in special education, focusing on research-based corrective strategies used across content areas to support students in both the general education curriculum and functional curriculum. Previous RDED 530.

RDED 5350 – 6350. Selected Topic in Reading (1 – 4 VC); Var
Course in topic or topics in reading. May be repeated with change of content. Previous RDED 535-635.

RDED 5400. Integrated Technology in Language Arts Curriculum (3); Sp
This course teaches students to integrate technology into the P-12 Language Arts curriculum. Such integration will include the use of various websites, software application programs, synchronous and asynchronous course learning management system tools, SmartBoard technologies, and digital camera and recording equipment. As part of this course, students will be required to prepare computer-generated graphic organizers, databases, presentations, podcasts, wikis, blogs, and electronic portfolios while incorporating the appropriate benchmarks, standards, and performance criteria from the New Mexico Public Education Department. Previous RDED 540.

RDED 5420. Literacy & Technology (3); Su
This course is designed to help students demonstrate understanding and apply knowledge of contemporary and historical issues in literacy, technology, and education and reflect on how those issues influence professional practice. Survey of techniques for the development of reading skills needed at the secondary level as students employ reading as a tool for learning. Previous RDED 542.

RDED 5450. Literatura Infantil y Juvenil Para el Salón Bilingüe (3); Sp
This course focuses on the teaching of reading in the Spanish-English bilingual classroom using authentic literature from throughout the Spanish-speaking world with emphasis upon the development of reading and language arts skills in bilingual children. Since most material is in Spanish, an intermediate level of Spanish or instructor permission is required. Previous RDED 545.

RDED 5900 – 6900. Independent Study (1 – 4 VC); Var
Individual study arranged with an instructor. Prerequisite: Permission of instructor. Previous RDED 590-690.

RDED 6160. Psycholinguistics and Reading (3); Sp
The study of reading as a socio-psycholinguistic process. Previous RDED 616.

RDED 6180. Diagnosis and Remedial Reading 1 (3); Fa
Advanced study of informal tests, assessment tools, the diagnostic process, and the implementation of corrective procedures for reading deficiencies through a case study for either an elementary or secondary student in a clinical or classroom setting. Previous RDED 618.

RDED 6210. Diagnosis and Remedial Reading 2 (3); Sp
A continuation of RDED 618. Introduction to formal and standardized tests, with emphasis on administering, interpreting, and evaluating the results obtained therefrom, drawing conclusions, and making relevant recommendations for correcting the reading deficiencies analyzed. Previous RDED 621.

RDED 6230. Evaluating Reading Materials & Designing Reading Programs (3); Fa
Survey of reading resources and development and use of standards in selecting and evaluating appropriate materials for instructional programs in reading.  Previous RDED 623.

RDED 6500. Seminar in Reading (3); Var
Seminar course in special topics in literacy. Previous RDED 650.

RDED 6920. Independent Research (1 – 4 VC); Var
Independent research arranged with an instructor. Prerequisite: Permission of instructor.

Special Education (SPED), Courses in

SPED 5010. Diagnosis of the Exceptional Child (3); Fa, Sp
This course is practice in the use of a variety of data-collection instruments and techniques, as well as procedures for writing up the data collected, making referrals, and developing an instructional program. Previous SPED 501.

SPED 5100. Curriculum & Methods for Student with Mild and Moderate Exceptionalities (3); Fa
This course is an examination of curriculum content, instructional methods, and individualized education programs appropriate for students with mild and moderate cognitive or behavioral exceptionalities whose education focuses primarily on the general education curriculum. Previous SPED 510.

SPED 5120. Foundations of Gifted Education (3); Fa, Sp
This course has been designed as a one semester introduction to and overview of the field of gifted education. Topics include: theoretical and historical contexts; characteristics of gifted learners; influences on gifted learners (family, community, culture, etc.); identification of gifted, talented and creative learners; instructional models and practices; legislations and policy guidelines; and current issues in the field. This course has been designed to include: lecture, small & large group discussion, student presentations, expert presentations, and various types of “observations” of gifted learners and learning environments. Previous SPED 512.

SPED 5140. Instructional Strategies for Gifted Education (3); Sp
This course has been designed as a one semester introduction to learn instructional strategies, methods, and techniques of teaching the gifted student, which are explored. Opportunities are provided for development of strategies based on principles of curricular differentiation for gifted students. Prerequisite: SPED 5120. Previous SPED 514.

SPED 5160. Instructional Planning and Curriculum for Gifted Education (3); Fa
This course explores how appropriate curricula for the gifted is a response to the cognitive and affective needs which may be unique to gifted learners as well as those they share with their peers. Participants will examine modifications in the content, process, product, affect, and learning environment of classroom and curricula as they relate to gifted learners. They will gain experience in developing concept-based, open-ended, flexibly paced curriculum that can be implemented in the classroom immediately. Prerequisite or corequisite: SPED 5120. Previous SPED 516.

SPED 5180. Twice Exceptional and Special Populations of Gifted Learners (3); Su
The focus of this course is to introduce participants to gifted students with disabilities, also known as Twice Exceptional or 2X students. The course will describe research-based characteristics, identification and programming options and will assist students, as per the mission statements, to recognize and nurture outstanding potential so that gifted students with disabilities may become all that they are capable of. Previous SPED 518.

SPED 5200. Curriculum & Methods for Students with Severe Exceptionalities (3); Sp
This course is an examination of curriculum content, instruction methods, and individualized education programs appropriate for students with severe cognitive or behavioral exceptionalities whose education focuses on both the functional curriculum and the general education curriculum. Previous SPED 520.

SPED 5220. Learning Environments and Social Interactions for Gifted Education (3); Var
This course has been designed as a one semester introduction to learn and explore about the learning environments and social interactions of teaching gifted students. Opportunities are provided for development of strategies based on principles and best practices for gifted students. Previous SPED 522.

SPED 5240. Working with Families of Children with Exceptionalities and Giftedness (3); Var
This course is an examination of the philosophical foundations and collaborative strategies for teachers and other professionals working with families of children with exceptionalities, including special education needs, giftedness in the P-12 experience. Previous SPED 524.

SPED 5260. Professional Ethical Practice for Students with Exceptionalities and Giftedness (3); Var
This course emphasizes the use of foundational knowledge of the field and professional ethical principles as well as national Pre-K-Grade 12 gifted education programming standards.  The course instructs gifted educators how to practice to engage in lifelong learning, and to advance the profession.  Educators of the gifted practice multiple roles and complex situations across wide age and developmental ranges.  Instructional practice requires ongoing attention to professional and ethical considerations, and engagement in professional activities that promote growth in individuals who are gifted and talented supported by evidence-based practices.  Previous SPED 526.

SPED 5280. Assessment Issues for Gifted Education (3); Var
This course explores the Examine instruments, techniques, and strategies in the assessment, placement, and evaluation of ELL, Gifted, Exceptional and General learners in P-12 education. This course is designed to provide knowledge and skill regarding assessment procedures, process (including pre-referral and Response to Intervention), and protocols utilized in making eligibility and instructional decisions regarding individualized education programs and placements. In additions, candidates develop an understanding of assessment terminology, accommodations, and fidelity of implementation, as well as culturally appropriate assessments, and gain expertise in communicating assessment results to key stakeholders including student and families. Prerequisite: field experience. Previous SPED 528.

SPED 5300. Reading Instruction in Special Education (3); Fa
This course is the study and application of reading instructional strategies for students in special education focusing on research-based corrective strategies used across content areas to support students in both the general education curriculum and functional curriculum. Previous SPED 530.

SPED 5340. Practicum in Special Education (1–4 VC); Fa, Sp
Supervised work in a special education program setting. Previous SPED 534.

SPED 5350 – 6350. Selected Topic in Special Education (1–4 VC); Fa, Sp
Course in topic or topics in special education. May be repeated with change of content. Previous SPED 535-635.

SPED 5400. Universal Design for Learning (3); Fa, Sp
This course provides an overview of Universal Design for Learning. In this course students will apply the principles of UDL for teaching and learning special education settings, examine the four highly interrelated components of a UDL curriculum, and identify educational tools available to create accessible barrier-free learning environments for diverse student populations. Previous SPED 540.

SPED 5500-6500. Seminar in Special Education (3); Sp
A seminar course in topic or topics in special education. Previous SPED 550-650.

SPED 5550. Classroom Management in Special Education (3); Fa, Sp
This course is an examination of behavior management techniques, reward systems, fading and intermittent reinforcement schedules used with students who exhibit more sever behavior exceptionalities. School-wide, classroom and individual student behavior intervention plans will be reviewed with emphasis on behavior manifestation determination and other IDEA mandates for addressing students’ behavioral needs. Previous SPED 555.

SPED 5820. Early Childhood/Special Education (3); Su
This course develops an awareness in educators concerning an understanding of children with or without special needs. Cross-listed as: ECME 5820. Previous SPED 582.

SPED 5900–6900. Independent Study (1–4 VC); Fa, Sp
Individual, directed study arranged with an instructor. Prerequisite: Permission of instructor.

SPED 6110. Action Research in Education (3); Var
Action Research is a graduate-level class addressing both educational research and school improvement. The aims of Action Research include the development of the school leaders’ knowledge and skills in applied research techniques and developing action research for implementation in classrooms and schools, and preparing school leaders for informed analysis and evaluation of research Prerequisite: EDUC 6100. Previous SPED 611.

SPED 6120. The Special Education Program (3); Fa
A study of special education with emphasis on exceptionality and types of program intervention. Previous SPED 612.

SPED 6340. Practicum in Special Education (1 – 8 VC); Var
Supervised work in a special education program setting, with program options made available to the course participants. Prerequisite: Permission of instructor. Previous SPED 634.

SPED 6720. Counseling Parents of Exceptional Children (3); Var
This course is a study of problems associated with exceptionality and counseling approaches used with parents with an emphasis on resources available to parents. Previous SPED 672.

SPED 6730. Medical Aspects of Disability (3); Sp
This course is an overview of human disability and medical terminology. It provides a review of human body systems, major disabling conditions and their implications for rehabilitation counseling. Previous SPED 673.

SPED 6740. Psychocultural/Psychosocial Aspects of Disability (3); Sp
This course provides an overview of psychosocial and psychocultural aspects of disability emphasizing emotional issues influencing the adjustment process of persons with disabilities. Previous SPED 674.

SPED 6750. Organization and Administration of Special Education (3); Fa
This course is a study of the organization and administration of special education services at the federal, state, and local level with an emphasis on New Mexico state guidelines for special education. Previous SPED 675.

SPED 6920. Independent Research (1–4 VC); Fa, Sp
Independent research arranged with an instructor. Prerequisite: Permission of instructor. Previous SPED 692.

SPED 6970. Field Project (1–6 VC); Fa, Sp
Individual field research and writing in preparation of a graduate field project (equivalent to a thesis). Prerequisite: Permission of instructor. Previous SPED 697.

SPED 6990. Thesis (1–6 VC); Fa, Sp
Individual research and writing in preparation of a graduate thesis. Prerequisite: Permission of instructor. Previous SPED 699.

Top