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  • EDUV 555: Teaching Developing Readers

    3.00 Credits
    University of New England

    The elementary years present new and unique challenges to literacy learning. This course takes a developmental approach to reading and literacy instruction for the elementary grades. Using "five pillars" of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of intermediate and advanced readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction. The course addresses text structures, specialized vocabulary, content area and interdisciplinary reading, literature, the reading-writing connection, critical thinking, comprehension, research and study skills, multiple literacies, and effective use of current technologies.
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  • EDUV 556: Support Students w/Learn Dis

    3.00 Credits
    University of New England

    This course will help teachers to understand the types and characteristics of learning disabilities as well as the challenges that students with LD may experience in school and throughout their lives. Teachers will learn about the referral and eligibility process, including the importance of using research-based interventions and progress monitoring techniques. Teachers will explore how collaboration with colleagues, specialists, parents, and other members of the school community can help support the need of students with LD and learn research-based practices to help these students gain the knowledge, skills, and dispositions to succeed academically and in life. This course prepares general education teachers to address specific characteristics, strengths, and challenges of students with learning disabilities. By using research-based instructional methods and strategies, teachers will be able to support student learning in core academic areas. They will discover ways to improve students' organizational and study skills and explore how to incorporate technology to increase student achievement. Teachers will learn to use assessment to create differential lessons and include students with learning disabilities in the general education classroom. Other topics include: Collaborating with special educators, RTI and progress monitoring, effectively interacting with parents and community resources, and transition planning and process.
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  • EDUV 557: Technology/Engage Div Learners

    3.00 Credits
    University of New England

    In this course, teachers will learn to apply various technologies to enable and empower learners with diverse backgrounds, learning preferences, and ability levels. Teachers will employ digital-age solutions for differentiating instruction to meet varying needs, including assistive technologies that facilitate learning in students with special needs, programs that support English language learners, and projects that engage and motivate gifted students. Teachers will learn to harness the power of leading-edge technologies to increase learning and achievement for all students.
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  • EDUV 558: Adolescent Brain

    3.00 Credits
    University of New England

    In this course teachers will explore the mysteries of the adolescent brain. With an eye toward how the teen brain is affected by instruction, teachers will investigate why teens act the way they do, what motivates them, how their cognitive needs are changing, and how their burgeoning social development can be harnessed for effective classroom management. Teachers will also discover methods of assessment that maximize student brain power to achieve success.
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  • ENG 110: English Composition

    4.00 Credits
    University of New England

    This course is for those who have demonstrated an adequate degree of competence in the Placement Test or to those who have satisfied the requirements of LAC 010. It introduces students to writing as a conscious and developmental activity, in which students are encouraged to think, read, and write across a variety of genres, while maintaining and refining their own voices. Collaborative work, peer criticism, and multiple drafts may be incorporated in any given class, as students are urged to take more responsibility for their writing. The final aim of this course is to refine students' skills further, help bring forth their voices, and instill in them the readiness to use writing in other classes.
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  • ENG 111: Creative Writing

    3.00 Credits
    University of New England

    This course will provide students the opportunity to craft poetry and short fiction. Different prompts will be used including persona and research poems, litanies, imitating music lyrics, such as contemporary pop and rap ballads, to develop free and formal verse to stimulate new possibilities for expression. Short fiction will focus on the basics, such as, setting and character development. Attention to word choice, imagery, metaphor, and writing strong lines will be practiced for both genres. Students will work toward a revised body of writings.
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  • ENG 115: British Literature I

    3.00 Credits
    University of New England

    Exploratory survey of English literature from the Anglo-Saxon period through the Romantics, this course follows central tradition from Bede and Beowulf through Malory, Spencer, Shakespeare, Donne, Milton, Pope, Swift, up to Blake, Burns, and Byron.
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  • ENG 116: British Literature II

    3.00 Credits
    University of New England

    Exploratory survey of representative English writers from the Romantic and Early Victorian periods up to modern times, this course will review chronologically such writers as Keats, Shelley, the Brownings, the Gothic novelists, Victorian authors such as Hopkins, Hardy, Yeats, Woolf, Joyce, and late 20th century dramatists, such as Pinter and Stoppard.
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  • ENG 198: Exp: Transfer

    3.00 Credits
    University of New England

    This course number is designated as a transfer explorations course.
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  • ENG 199: Exp: Transfer

    3.00 Credits
    University of New England

    This course number is designated as a transfer explorations course.
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