This course is designed to empower educational and business leaders with the knowledge, skills, and mindset necessary to navigate the dynamic landscape of business and education. Participants will engage in a transformative learning experience aimed at cultivating cognitive flexibility, fostering a culture of innovation, embracing evidence-based practices, and developing resilience in leadership.

This course continues the introduction to the language and culture of the Deaf community in the United States begun in ASL 1. Focus is on ASL linguistic concepts and vocabulary as well as Deaf cultural behaviors, conversational strategies, history, and accommodations. Prerequisite: 201.

Students will utilize basic art vocabulary and concepts to explore the diversity, intent, and context of Deaf Visual and Performing Art. A variety of works and genres will be discussed with special focuses on DeVIA and music based performance art. No previous ASL or Deaf Studies experience required.

This course will develop participants knowledge, skill, and practice in supporting classroom instruction and student learning through the following: developing understanding of taxonomies for educational objectives/cognitive complexity, demonstrating effective techniques for questioning that lead to higher levels of thinking and student engagement, analyzing units to identify level of cognitive complexity (rigor) and determine level of alignment of intended learning, instruction, and assessment, and practicing coaching techniques to address staffs assurance of rigor and student engagement in the intended learning.

This course familiarizes educators with the MtSS process for redesigning systems to meet the needs of struggling students through a pyramid of interventions and provides a practical MtSS model for teachers, administrators, and parents with clear examples of strategies for the implementation and monitoring of the MtSS system components within a school setting. This course will also define formative assessment and discuss the benefits of using a variety of formative assessments to increase student learning. Learners will reflect on current assessment practices and will gain knowledge in identifying and creating formative assessments and incorporating formative assessment into instructional activities. Participants will gain knowledge in how to facilitate the incorporation of Tier I and II interventions in the classroom.

This course will examine the best practices utilizing the Differentiated Model for classroom instruction. The heterogeneous structure of classrooms requires teachers to design and implement lessons that are differentiated in ways that honor the diverse learning needs of each classrooms student population. In this course, we will focus on the prominent work of Judy Willis, David Sousa and James Zull, leading researchers in the area of Brain Based Research, whose framework for implementing research-based instructional strategies in the classroom is driving instructional practices across the nation. This course is designed to be highly interactive. Each participant will integrate learned strategies into a lesson already being taught in their own classrooms. Participants will revisit current lesson plans or units to see how new research/strategies can enhance student achievement. Participants will share how these new strategies units of study as well as their personal plans for implementation in the classroom.

This course develops basic speaking and listening skills that students need for daily life and in academic settings. Students will learn conversational skills related to asking and answering simple questions and using collocations. Students will complete formal and informal speaking and listening tasks to improve comprehension, increase fluency, and improve pronunciation. Students must earn a C or above to pass the course. Prerequisite: score of 31 or below on placement exam.

This course focuses on preparing students for academic listening and speaking tasks and improving conversational English. Students will improve their ability to maintain and repair conversations. Students will give formal presentations to practice extensive speaking and clear communication, including pronunciation. Students will listen to a variety of short lectures on topics of academic and personal interest to improve comprehension of main ideas and supporting details and learn common features of oral presentations. Students must earn or C or above to pass the course. Prerequisite: score of 32-40 on placement exam or grade of C or above in ESLP-115.

This course further develops students academic reading and writing skills in preparation for college-level reading and writing tasks across the curriculum. Students will begin to read more structurally and conceptually complex texts about topics of personal and academic interest. Students will learn the foundations of writing from sources, including critically evaluating texts, synthesizing information from multiple sources, researching, and documenting sources. Students must earn a C or above to pass the course. Prerequisite: score of 41-52 on placement exam or grade of C or above in ESLP-101 and ESLP-104.

For students who have taken the second level of ESLP courses and placed into additional ESLP courses. If a final grade of A is not achieved, the student will repeat the course until a final grade of A is achieved. May be repeated for credit.