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SOE Course Catalogs

Supporting documents | Course Catalog and Syllabi  | Curriculum Vitae | Other Documents

Graduate Course Descriptions


Counseling and Guidance (COUN), Courses in 

COUN 535 – 635. 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.

COUN 601. Professional Orientation (3); Fa, Sp
This course is an overview of theory, practice, methods and basic principles used by counselors in various settings. Topics include understanding the professional identity of counselors from a historical perspective, counseling theory and skills, personality development, specialty areas in counseling and multicultural considerations. The importance of professional ethics and self-exploration will be emphasized throughout the course. This course is a prerequisite for several courses.

COUN 602. 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 parent/child development, interviewing and counseling, case formulation, family systems, group counseling, and consultation. Ethical and legal considerations regarding minors and families will be examined throughout the course. Prerequisites: COUN 601 and 606.

COUN 603. Theory and Practice of Career Development (3); Fa, Sp
A study of theories and approaches useful in career counseling. Emphasis will be given to career planning models, sources of information, and exposure to the changing world of work.

COUN 605. Pre-Practicum in Counseling Skills (3); Fa, Sp
This course serves as the student’s first formal exposure to the actual practice 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 interview, and counselor characteristics.  Prerequisites: COUN 601 and COUN 606.

COUN 606. Theory and Principles of Individual Counseling (3); Fa, Sp
Contemporary theories and principles of individual counseling with emphasis on their application to counseling situations in schools and agencies.  This course is a prerequisite for several courses.

COUN 607. Group Techniques of Counseling (3); Fa, Sp
Contemporary theories and principles of group counseling with emphasis on their application to counseling situations in schools and agencies. The student learns the principles of effective group facilitation, leadership styles and techniques, group stages and process, and membership roles and resistances. Prerequisites: COUN 601 and COUN 606.

COUN 608. Appraisal of the Individual, Group, and Family in Counseling (3); Fa, Sp
The focus of this course is on direct and objective methods of assessment and their practical utility in the practice of counseling. In addition, projective techniques for assessment are studied as well as counseling strategies for disseminating the results.

COUN 610. Assessment and Treatment Planning in Counseling (3); Sp
This course is an overview of the assessment and treatment of problematic human behavior patterns and characteristics. The primary focus is a study of the major mental, emotional, and personality disorders as categorized in the DSM-5. The emphasis is on the accurate diagnosis and treatment plan formulation for these disorders, with special consideration given to ethnic and cultural factors in the lives of individuals. The learning modality includes student reflection for greater relevance in understanding.

COUN 611. Multicultural Counseling (3); Fa, Sp
Acquaints students with contrast of values, attitudes, and life styles of the predominant ethnic groups in the local region as well as throughout the nation. Students are expected to review emerging cross-cultural counseling approaches as a basis for developing a personal approach.

COUN 612. 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.

COUN 614. 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.

COUN 615. Family Counseling (3); Var
This course will focus on developing intervention skills for working with family systems. Emphasis is on systems theory in family counseling providing students with a beginning understanding of applications in working with families. There will be opportunity for in-class application of the skills introduced. Prerequisite: COUN 601 and 606.

COUN 616.  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.

COUN 617. 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.

COUN 620. Organization and Administration of School Counseling (3); Fa
This course provides knowledge and skills necessary for school counselors to implement a developmentally appropriate, comprehensive school counseling program. Planning, designing, implementing and evaluating school counseling program will be discussed. Other topics include history of school counseling, legal and ethical considerations, program management, and the role of the school counselor. Collaboration, consultation, coordination and school counseling skills will be emphasized throughout the course. Competencies outline by the NM Public Education Department, ASCA, and CACREP are addressed.

COUN 621. 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.

COUN 622. 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

COUN 623. 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.

COUN 624. 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.

COUN 626. 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.

COUN 627. 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.

COUN 625. Counseling the Individual Across the Lifespan (3); Fa, Su
This course is designed to familiarize counseling students with the spectrum of theory and hands-on practice of counseling techniques used with individuals as they develop across the lifespan. The problems and conflicts appearing in different life stages and their treatment through specific counseling skills and strategies are covered. Emphasis is placed on the individual within a family context.

COUN 629. Trauma and Crisis Intervention (3); Var
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.

COUN 634. Practicum in Counseling (3); Fa, Sp, Su
Face to face experience in counseling and guidance in a supervised, recorded, and evaluated counseling setting. May be repeated for credit. Prerequisites: Pre-arrangement and permission of instructor, COUN 601, 605, 606, and one other counseling course approved by adviser.

COUN 638. Assistive Technology Assessment (3); Var
This course teaches students to use and adapt a variety of assistive technology deices and software to optimize the functional and vocational capacities of individuals with disabilities.  Applications of rehabilitation and assistive technology are overviewed for a wide range of integrated settings, including vocational evaluation.

COUN 640. Foundations of Rehabilitation Counseling (3); Fa, Su
Foundations of Rehabilitation Counseling focuses on the history and philosophy of rehabilitation and rehabilitation counseling, including federal legislation concerning vocational rehabilitation and independent living mandates. The course also focuses on attitudinal, physical and systems barriers to social integration, including the current range of services provided for persons with disabilities, and on informed consumer review, choice, and personal responsibility in the rehabilitation process. The course explores the rehabilitation process provided in various setting, noting career alternatives for rehabilitation counselors.

COUN 642. 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.

COUN 644. Transition Planning Assessment (3); Var
This course will serve as an introduction to the practices and principles of planning for the transition of students with disabilities from the secondary school setting to the world of work, independent living, and/or post-secondary education.  Emphasis is placed upon vocational evaluation and assessment strategies for working with students from different exceptionalities.

COUN 646. Foundations of Vocational Evaluation (3); Var
The focus of this course is on the introduction to client and work site evaluation, behavioral observation, individualized vocational evaluation planning, ethics, use of support service options and report development. General principles in vocational evaluation techniques (interest, achievement, aptitudes, values, temperaments and skills) as they apply to person with disabilities will be reviewed. Hands-on experience with evaluation tools is a required component of the class.

COUN 648. 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.

COUN 673. 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.

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

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

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

COUN 696. 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.

COUN 697. 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.

COUN 698. Internship/School, Professional, and Rehabilitation Counseling or Vocational Evaluation (3–6 VC); Fa, Sp, Su
The internship is the final and most comprehensive professional experience in the counseling program. The intent of the internship is to provide the student with closely supervised training at a site outside of the University environment which is congruent to his or her orientation within the counseling program. In order to ensure that 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.  Prerequisites: COUN 601, 605, 606, 607 and 634.

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


Early Childhood Multicultural Education (ECME), Courses in 

ECME 515. 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.

ECME 524. 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.

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

ECME 529. 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.

ECME 534. 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.

ECME 535. 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.

ECME 582. 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 582.

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

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


Education, General and Secondary (GNED), Courses in 

GNED 510. 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.

GNED 512. 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.

GNED 517. 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 411 be taken prior to or concurrently with this class.

GNED 520. 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.

GNED 522. 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. 

GNED 524. 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. 

GNED 526. 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.  

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

GNED 536. 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.

GNED 537. 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 201 or SPAN 202.

GNED 544. 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.

GNED 545. 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. Co-requisite:  Appropriate major Field-Based III experience.

GNED 555. 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.

GNED 561. 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.  

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

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

GNED 610. 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: GNED 605.

GNED 611. 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: GNED 610

GNED 615. 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.

GNED 630. 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.

GNED 640. 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.

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

GNED 645. 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.

GNED 652. 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.

GNED 663. 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.

GNED 697. 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.

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


Educational Leadership (EDLD), Courses in 

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

EDLD 600. 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.

EDLD 611. 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: GNED 610

EDLD 615. 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.

EDLD 620. 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.

EDLD 625. 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.  

EDLD 630. 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.

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

EDLD  640 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.

 EDLD 660. 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.

EDLD 680. 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.

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

EDLD 697. 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.

EDLD 698. 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.

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


Reading (RDED), Courses in 

RDED 511. 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.

RDED 516. 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 325 or permission of instructor.

RDED 518. 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.  

RDED 520. 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.  

RDED 526. 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.

RDED 527. 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.

RDED 530. 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.

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

RDED 540. 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.  

RDED 542. 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. 

RDED 545.  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.

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

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

RDED 618. 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.

RDED 621. 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.

RDED 623. 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. 

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

RDED 692. Independent Research (1 – 4 VC); Variable
Independent research arranged with an instructor. Prerequisite: Permission of instructor.


Special Education (SPED), Courses in 

SPED 501. 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.

SPED 510. 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.

SPED 512. 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.

SPED 514. 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 512.

SPED 516. 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 512.

SPED 518. 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.

SPED 520. 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.

SPED 522. 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.

SPED 524. 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.

SPED 528. 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.

SPED 530. 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.

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

SPED 535 – 635. 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.

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

SPED 555. 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.

SPED 582. 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 582.

SPED 590–690. Independent Study (1–4 VC); Fa, Sp
Individual, directed study arranged with an instructor. Prerequisite: Permission of instructor.

SPED 611. 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: GNED 610.

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

SPED 634. 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.

SPED 672. 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.

SPED 673. 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.

SPED 674. 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.

SPED 675. 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.

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

SPED 697. 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.

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