2014 Summer Session Master of Arts in Teaching (MAT) Courses

Experienced Teacher Graduate Courses Summer Session 2014

Expand Your Summer, Your Mind, Your Teaching: The Master of Arts in Teaching for Experienced Teachers Just take a class or earn your M.A.T. — the choice is yours.

This Colorado College Summer Session Experienced Teacher 2014 Graduate Courses Guidebook is designed to inform both returning degree-seeking teachers, and teachers who are new to our graduate teacher programs. We include applications for teachers who are interested in courses for this summer at the end of the guidebook.

If you are interested in knowing more about Colorado College Summer Session Experienced Teacher Programs or applying for a M.A.T., go to www.ColoradoCollege.edu and enter “Summer Session MAT� in the search window.

There you will be able to learn about our M.A.T. and the various programs we have to offer along with full application details.

Please call us at 719-389-6330 or email us with any questions at SummerGraduate@ColoradoCollege.edu. We are happy to help guide you in your learning experiences and help with best course direction.

Sincerely, Ann Van Horn,

Director of Summer Session and Summer Graduate Programs and Gerri Anne Reed

Graduate Programs Staff Assistant

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Enroll Now To:    

Upgrade your license Earn credits to increase your salary Earn a Master of Arts in Teaching Degree Earn a Certificate in Literacy Intervention o Obtain the Reading Teacher and Reading Specialist Endorsement from the CDE for LISCP coursework

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The 2013 graduate courses in the Summer Session at Colorado College are open to anyone who has previously received a bachelor's degree. Most of our summer graduate courses are geared toward experienced K-12 teachers; however we welcome community members who are interested in furthering their education.

"Learning through the interdisciplinary approach has helped me better understand my own subject matter and better relay that subject matter to my students as a teacher."

The Experienced Teacher Master of Arts in Teaching (M.A.T.) Program at Colorado College allows teachers the opportunity to explore the liberal arts through interdisciplinary content, pursue their own research, and discover new sources of study. Teachers engage in critical thinking and new ways of approaching the teaching profession. We offer courses that explore the latest developments in the field of education and specific training, in addition to courses that explore traditional liberal arts content, outside of the field of educational studies.

Our most traditional course is our Experienced Teacher Institute, which changes in focus and content each summer. Teachers in our Experienced Teacher M.A.T. degree program must complete two summers of institute coursework (2 CC Units/8 Semester Hours each summer), though we welcome both teachers seeking our experienced M.A.T., and teachers who do not wish to seek a master's degree.

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To earn the Experienced Teacher Master of Arts degree, teachers must complete a minimum of eight Colorado College graduate units (or 32 semester hours). This can easily be done in three summers. Most candidates meet this requirement by completing three to four of the Experienced Teacher Institute block courses, a couple of elective courses, and then choosing a Final Thesis project or the Directed Readings Paper and Capstone Seminar. However, no two schedules look alike for any of our candidates; each candidate designs his/her own program.

Tuition for all Summer Session graduate courses at Colorado College is significantly less than the college’s regular-year tuition. In addition, graduate tuition for K-12 educators is HALF off our summer graduate tuition rate! That means one semester hour in summer 2014, normally $730, is cut in half to $365 for educators. This tuition rate compares favorably to other colleges and universities locally and nationally. Along with our no-interest payment plan, we make earning a M.A.T. degree from Colorado College affordable.

Contact Us! The Colorado College Summer Session 14 E. Cache La Poudre St. Colorado Springs, CO 80903 SummerGraduate@ColoradoCollege.edu (719) 389-6330

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Table of Contents General Course Descriptions .......................................................................... 8-13 GS 554: The Ways of Knowing Institute, Part I .................................................... 8 GS 554: The Ways of Knowing Institute, Part II ................................................... 8 HS 520: Design Thinking.................................................................................... 10 HS 520: Young Adult Literature ......................................................................... 10 ED518: Colloquium: An Introduction to the Individuals with Disabilities Education Act (IDEA) ........................................................ 11 ED518: Colloquium: Music Curriculum and Assessment Design for the 21st Century ........................................................................... 11 ED518: Colloquium: iPads in Education ............................................................. 12 ED518: Colloquium: Contemporary First Amendment Issues in Public Ed. ........ 12 ED518: Colloquium: Conflict Management and Negotiation in Leadership ........ 13 ED518: Colloquium: Google Apps for Education Qualification ........................... 13 Literacy Intervention Specialist Certification Program Course Descriptions 14-18 ED513: Reading Institute: Foundations in Literacy ........................................... 15 ED513: Reading Institute: Introduction to Reading Intervention ....................... 16 ED513: Reading Institute: Literacy Seminar I .................................................... 16 ED513: Reading Institute: Literacy Practicum I .................................................. 17 ED513: Reading Institute: Advanced Reading Intervention .............................. 17 ED513: Reading Institute: Advanced Literacy Seminar II .................................. 18 ED513: Reading Institute: Advanced Literacy Practicum II ................................ 18 ED518: Colloquium: Administering and Interpreting Academic Assessments .... 18 Final Year M.A.T. Requirement Coursework ................................................ 19-21 GS551: Directed Readings Paper ....................................................................... 19 GS552: Capstone Seminar: .............................................................................. 20 ED552: Master’s Research Thesis ...................................................................... 21 6

Ready to Apply? .......................................................................................... 22-33 Master of Arts in Teaching (M.A.T.) New Student Application .................... 24-25 Graduate Courses (Non-Degree Seeking) New Student Application ............. 26-27 Returning Student Pre-Registration Form ........................................................ 28 Proof of Teaching Form .................................................................................... 29 Experienced Teacher No-interest Payment Plan Application............................. 30 Literacy Intervention Specialist Certification Program (LISCP) Promissory Note/No-interest Payment Plan App. ............................... 31 Graduate Student On-Campus Housing Application ..................................... 32-33

KEY: (ET) = Open to all experienced teachers, both degree-seeking and non-degree seeking (LISCP) = Open to those admitted to the Literacy Intervention Specialist Certification Program ONLY (ET and LISCP) = recommended for LISCP candidates, but open to all teachers

(ET MAT) = required for those seeking the Master of Arts in Teaching degree

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2014 Experienced Teacher Institute Block Courses Teachers in our experienced M.A.T. program may take two of these block courses for credit toward one “institute” requirement. These courses follow CC’s traditional “Block Plan” format and meet each morning, M-F, for three hours.

The Ways of Knowing Institute, Part I 1 CC Unit or 4 Semester Hours / June 2 – July 20 / 9 a.m. – noon, M-F for three weeks GS 554 / CRN 30222

Directed by Professor Craig Werner, University of Wisconsin-Madison (African American Studies), this first block focuses on a set of questions involving the applications of mathematical and experimental approaches to knowing to a set of issues with broad social and ethical implications: intelligence testing, genetic research, and the environment. The readings are intended to familiarize students with the historical development of the scientific method (Shapiro) and a set of fundamental issues regarding the use of mathematics in public discourse (Paulos). After considering the work of a woman scientist who challenged dominant scientific methodologies from within the domain of science (Keller), the course considers the ways in which educational theory used and at times abused scientific data (Gould); and the ethical questions surrounding the uses of genetic research (Kevles).

Materials will be chosen to encourage student-centered, inquiry-based approaches while emphasizing different types of understanding and processing information (rational, emotional, experiential, oral.)

Craig Werner, Director with Doug Monroy, History Professor, Colorado College (ET)

The Ways of Knowing Institute, Part II 1 CC Unit or 4 Semester Hours / Block B, June 23 - July 11; 9 a.m. – noon daily GS 554 / CRN 30223 (Cross-listed with ED 525: The Promise of Education)

Beginning with a unit on the ways historical analogies can be applied to specific challenges (May and Neustadt) and the differing questions and answers embedded in major world religions (Prothero), the course will focus on the intersection between education, democracy, and global citizenship. Beginning with a consideration of the ways in which migration and technological changes raise challenges for educators, the block will move on to a detailed case study of the Mexico-U.S. border; and a consideration of the way in which musicians have incorporated multiple traditions into their compositions.

Readings will include foundational texts regarding the use of history by policy makers (May and Neustadt); a comparative study of the different questions raised by, and answers provided by, major world religions (Prothero); a packet of readings on the theory of global education; and two novels highlighting the human meanings of the concerns (Anaya, Roy). Craig Werner (Colorado College ’73), Professor of Afro-American Studies and Integrated Liberal Studies, University of Wisconsin-Madison, and Craig McConnell, Professor of the History of Science and Liberal Studies, California State University-Fullerton (ET) 8

Institute Block Courses (3 weeks) follow CC’s traditional “Block Plan” format and meet each morning (M-F).

Two Institute Block Courses fulfill credit toward one “Institute” requirement.

Our colloquia are designed to be taken while enrolled in a morning block course.

Seminars are usually scheduled to take place during the following academic year to keep teachers engaged with our program while back in school, reflecting back on or continuing themes of previous summer coursework.

Finally, some topics courses are especially designed to fit the schedule of a specific program; each course indicates if it is part of one of our more specific teacher programs.

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Other Experienced Teacher “Block Courses” Design Thinking 1 CC Unit or 4 Semester Hours Graduate Block B, June 23 – July 11; 9:00am – noon daily HS 520 / CRN 30227

This course will cover the fundamentals and uses of the methodology known as design thinking. Design thinking is an action oriented, human-centered way to bring the creative process alive during problem solving. Used by businesses and schools alike, design thinking builds creative confidence in those who experiment with it. Students will be exposed to the process broadly diving into the arenas of the exploration, idea generation, and prototyping, and then will apply it more specifically as it relates to curriculum design or a challenge of their choice. Deepdive research, divergent thinking, brainstorming, user empathy, convergent thinking, prototyping cycles, feedback, iterations, and collaboration will be explored. Students will have hands-on design thinking experiences in pairs and teams during the first two weeks, then apply the method during a self-directed project in the third week. The process will be discussed as a curriculum design tool that can be embedded in lesson planning for kindergarteners to PhD students. Work Outside of class is useful in such a divergent array of fields. Lisa Bostwick (ET) Young Adult Literature 1 CC Unit or 4 Semester Hours / any Block (A, B, or C); Independent Study HS 520 / CRN 30228

This course is an investigation and discussion of what constitutes young adult literature and how it can be integrated into a variety of curricular areas. In addition to research, students are encouraged to create practical applications and creative techniques for using fiction and non-fiction works specifically written for students in grades 7-12 in the two required projects. Students will also discuss the process of creating and publishing with authors of young adult works. Frank Mosher (ET) 10

COLLOQUIA Our colloquia are designed to be taken while enrolled in a morning block course.

Colloquium: An Introduction to the Individuals with Disabilities Education Act (IDEA) .25 CC Units or 1 Semester Hour; June 16 – 20; 1:00-3:00pm daily ED 518 / CRN 30215

In 1975 Congress enacted the Individuals with Disabilities Education Act (IDEA) to open up public education to millions of disabled children. IDEA works by recognizing rights for children and their parents and imposing obligations on schools and school districts. The interplay of rights and obligations has had dramatic effect on staffing, curriculum, budgets, schedules, and all major school policies. In this colloquium we will explore the rights and obligations arising under IDEA and the role of courts in enforcing them. Phil Kannan, Distinguished Lecturer of Environmental Science and Legal Scholar-in-Residence (ET)

Colloquium: Music Curriculum and Assessment Design for the 21st Century .25 CC Units or 1 Semester Hour; June 9, 10, 11; 8:30am – 12:30pm daily ED 518 / CRN 30217

This course is designed to provide support and information to enable educators to design and/or specify classroom curriculum/assessments as they relate to the Colorado Music Content Standards. In this colloquium we will identify Priority Standards for curriculum design, discuss possible performance measures for creating meaningful assessments (both on an individual classroom and district-wide basis), and finally, learn how to gather data for teacher evaluation purposes (SB191).

Participants will leave this course with at least one identified Priority Standard in their sub-content area and the means to assess student success. Participants will also come away with teaching and data strategies that align to the Colorado Teacher Evaluation System (SB191). Throughout the entirety of the course, participants will have an opportunity to discuss best practice as it relates to teaching music. Samantha Davis (ET)

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Colloquium: iPads in Education .25 CC Units or 1 Semester Hour (may take more than one section up to a full CC unit) ED 518 / CRN 30221  

Part I Dates: June 9 – 13 Part II Dates (extended format): Monthly synchronous sessions (1 hour) with monthly action research projects for the first semester of next academic year. A total of 4 hours per month.

This course has two components. 

In-Person Week of Pedagogy (during the summer): Students examine models of instruction that are conducive to integrating technology, including various approaches to differentiated instruction and assistive technology. Emphasis is on tablet (iPad) instructional skills including classroom management, student use of the technology, and effective pedagogical methods. Each student will apply their learning within their workplace to develop practical skills in technology implementation while still understanding and making considerations for legal and management implications.  Action Research/Distance Learning: Students will participate in online activities in both individual and group settings. Monthly assignments will include readings and projects culminating in a full action research project focused on mobile integration. Required synchronous meetings will occur on Saturdays once a month for the duration of the first semester. Online activities will be completed and submitted using an online LMS. Victor Fitzjarrald, Instructional Consultant for the International Society for Technology in Education (ET)

Colloquium: Contemporary First Amendment Issues in Public Education .50 CC Units or 2 Semester Hours; June 23 – July 4; 1:00-3:00pm daily ED 518 / CRN 30216

The Supreme Court has held that students “do not shed their First Amendment rights at the schoolhouse gate;” however, these rights are necessarily limited there. In this colloquium we will explore the constraints imposed on public school students’ freedom of religion, speech, and press.

We will seek to understand the constitutional and educational reasons for these limitations and the effects they have on students’ education. Our inquiry will begin with the objectives the founding fathers wanted to achieve with the First Amendment and extend to historic and recent Supreme Court cases interpreting it. We will seek to understand the dynamics between the bill of Rights as originally adopted and as interpreted by the Supreme Court. Phil Kannan, Distinguished Lecturer of Environmental Science and Legal Scholar-in-Residence (ET)

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Colloquium: Conflict Management and Negotiation in Leadership .50 CC Units or 2 Semester Hours; July 14 – July 18; 9 a.m. – 4 p.m. (all day Monday – Friday) ED 518 / CRN 30218

Teachers negotiate every day with students, parents, other teachers, administrators, staff, and community members. The learning objective in this course is for teachers to develop the ability to diagnose conflict situations and to negotiate effectively. It is not only a critical skill for teachers, especially during times of curricular changes, but also an important skill for students at all age levels. Critical analysis of readings combined with exercises is designed for learning conflict management skills in a variety of situations.

Emily Chan, Associate Professor of Psychology (ET)

Colloquium: Google Apps for Education Qualification .25 – 1 CC Unit or 1 – 4 Semester Hours Distance Learning Course: As a seminar format, students enrolled in the course will be able to complete sections starting in the summer and continue through the entire academic year.

ED 518 / CRN 30220

As cloud computing continues to grow, many school districts are looking for low cost solutions to provide learning resources to students. With the introduction of Google Apps for Education (GAFE), Google provides a free and comprehensive solution to school districts.

As a fully customizable platform, many school districts are incorporating GAFE to provide a wide range of learning services (from Student Information Systems to blogs to staff emails). In order to be effective technology educators, teachers must be aware of and integrate the tools provided by GAFE. This course is divided into four sections: Mail/Drive, Calendars/Sites, Tools/Administration, and Integration). Each session is designed to provide examples of successful implementation (i.e. paperless classrooms using Google drive) while at the same time providing critical technical information to prepare teachers for implementation. Students in this course will be provided the information and materials to take and successfully pass the Google Apps Qualified Individual Examination.

Victor Fitzjarrald, Instructional Consultant for the International Society for Technology in Education (ET)

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Literacy Intervention Specialist Certification Program courses All Reading Institute Courses for the Literacy Intervention Specialist Certification Program at Colorado College (LISCP) are taught by Professor Lynne Fitzhugh and coordinated with the Colorado Literacy and Learning Center.

Lynne Fitzhugh received her Ph.D. in psychology from Southern Methodist University with a concentration in learning disabilities. She is a certified Academic Language Therapist and Qualified Instructor.

Dr. Fitzhugh is an expert in reading, as well as dyslexia and related learning disabilities, and serves on the board of the International Dyslexia Association. Her publications include various articles on dyslexia, writing disabilities, teacher preparation, and education issues.

The Literacy Intervention Specialist Certification Program at Colorado College has been named by the International Dyslexia Association as one of only nine university programs in the U.S. that meets the organization’s “Knowledge and Practice Standards for Teachers of Reading.”

Colorado College is seeking Reading Teacher and Reading Specialist Endorsement from the Colorado Department of Education for our LISCP coursework. Approval is expected

by March 2014. Teachers may apply for such endorsements by presenting Colorado College transcripts of work completed. Teachers may also be required to sit for an additional PLACE test.

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LISCP Year One Reading Institute: Foundations in Literacy .75 CC Units or 3 Semester Hours June 2 – 12, 9:00am-5:00pm daily (M-F) ED 513 / CRN 30208 This course open to all teachers, regardless if one continues in the program. This course provides a broad framework for understanding reading problems in the classroom, including how children learn to read, why many students have reading difficulties, and what teachers should know to help those who struggle. Based on solid, convergent evidence, teachers will gain an understanding of reading development, dyslexia, and components of effective instruction for dyslexic students and those at-risk for reading failure. Teachers receive instruction in the psychology of reading and reading development, including the neurobiology of reading and information processing; dyslexia and other causes of reading failure; the importance of direct instruction in phonological skills; structure of the English language; multisensory instructional strategies for reading and spelling; overview of reading intervention programs; school-based identification of dyslexia; and a brief overview of the new regulations and their implications for the schools as related to dyslexia. This course meets from 9 a.m. to 5 p.m. for seven days, and usually begins in the first week of June every summer.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (LISP and ET)

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Reading Institute: Introduction to Reading Intervention .75 CC Units or 3 Semester Hours June 13-20, 9:00am-5:00pm, daily M-F ED 513 / CRN 30209 This intensive training course is designed to enhance teaching abilities and further education in the field of reading and reading disabilities, including dyslexia. Teachers will be trained in Take Flight, a specific research-based program for classroom use. Teachers will receive personal support and feedback. Model remediation lessons with children will be observed daily. This course follows the literacy essentials course and also runs 9 a.m. to 5 p.m. for another eight days.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (LISCP) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Reading Institute: Literacy Seminar I .75 CC Units or 3 Semester Hours 5 Fridays, 9:00am-5:00pm / September to May, dates TBD ED 513 / CRN 30210 Teachers return for 5 different Friday seminars, scheduled September to May. The dates are usually on CC’s block breaks. The seminars will continue Take Flight instruction and will include guest lecturers and LETRS training. Additional Take Flight demonstrations and sharing of practicum work is part of each seminar.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (LISCP)

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Reading Institute: Literacy Practicum I 1 CC Unit or 4 Semester Hours Independent Teaching from September to May ED 513 / CRN 30211 Teachers receive clinical supervision for 9 months to include a minimum of 75 hours of instruction in program and responses to five observations (submitted by video.)

Teachers who have succeeded in the Year One practicum work, and have successfully completed all observations and clinical teaching hours may be allowed by CLLC to sit for ALTA’s CALP exam.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (LISCP)

LISCP Second Year Reading Institute: Advanced Reading Intervention .75 CC Units or 3 Semester Hours / July 7-11, 9:00am-5:00pm, daily M-F ED 513 / CRN 30212 This course continues to enhance teaching abilities and further education in the field of reading and reading disabilities, including dyslexia. The course will include some further reading and lectures and continued training in Take Flight for classroom use.

Prerequisite: Successful completion of all Year I coursework, including a minimum of 100 clinical teaching hours and experience teaching in Book 4 of Take Flight.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (LISCP)

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Reading Institute: Advanced Literacy Seminar II .75 CC units or 3 semester hours 5 Fridays, 9 a.m. to 5 p.m. September to April, dates TBD ED 513 / CRN 30213 Teachers return for 5 Friday seminars, scheduled September to May. The dates are usually on CC’s block breaks. The seminars will include guest lecturers and LETRS training. Teachers will also be expected to prepare their own presentations.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (LISCP) Advanced Literacy Practicum II 1 CC unit or 4 semester hours Independent Teaching from September to May ED 513 / CRN 30214 Teachers will receive clinical supervision for 9 months to include a minimum of 200 hours of instruction in program and five observations. Teachers submit advanced video observations.

Supervision of all clinical teaching hours is included. At the end of the practicum, teachers should continue to accumulate teaching hours and prepare to sit for the ALTA Certified Academic Language Therapy exam.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (LISCP)

Supplemental and Complimentary Coursework to the LISCP Program Colloquium: Administering and Interpreting Academic Assessments .50 CC Units or 2 Semester Hours 1 night a week (TBD) for 9 weeks, starting in September ED 518 / CRN 30219 This course provides a comprehensive view of academic assessments. The course will familiarize the student with the characteristics of learning disabilities and coexisting disorders, an overview of statistical concepts, the basic theories of assessment, and practicum experience administering academic assessments. The methods of instruction will include lecture, discussion, reading assignments, and practicum. Case studies will be reviewed.

Lynne Fitzhugh, Associate Professor and Director of the Reading Institute (ET & LISCP) 18

All degree-seeking M.A.T. candidates chose between Directed Readings and the Capstone Seminar OR a Final Thesis. Teachers work with an advisor to finish these final requirements for the degree.

Candidates enroll in the Directed Readings and Capstone Seminar in the summer of their final year, or can select the Final Thesis path earlier.

Final Year M.A.T. Requirement Coursework Directed Readings Paper .50 CC Units or 2 Semester Hours Scheduled independently with advisor GS 551 / CRN 30230 As one of the final requirement for the MAT degree (in lieu of ED 552 thesis paper), students may elect to enroll in GS 551 Directed Readings, and work with a faculty member on an independent study course to produce a Directed Readings Paper, that they will refine and reconsider as needed. Students follow this course with the GS 552 Capstone Seminar.

The Directed Readings Paper option consists of working with a CC faculty member to build an appropriate set of readings around a focused topic based on interests developed in a previous graduate summer institute. Students are encouraged to work with a faculty member who has previously taught a summer institute, or with whom they have taken another graduate course. Depending on the topic, the readings could consist of a body of journal literature, a set of books, or some combination of both. Once the readings have been determined and approved by the faculty member, and examined by the student, the student will work on a Directed Readings Paper that demonstrates understanding and expertise on the topic. This paper consists of a 15 to 25-page essay that critiques the set of readings, and reflects on larger questions about the themes and issues that connect the set of readings, how these materials add to and complicate what we know about the subject, and what remains unanswered about the topic. As a final requirement, students will present their research on the topic during their final course, GS 552 the Capstone Seminar. Department Advisor TBD (ET MAT) 19

Capstone Seminar .50 CC Units or 2 Semester Hours July 21 – July 31; 9:00am – noon, (M-F) GS 552 / CRN 30231 This final Capstone Seminar course offers a final opportunity for reflection on and analysis of one’s capacities as a learner and a teacher, and is the follow up course for teachers who have completed the GS 551 Directed Readings with a faculty. Teachers enroll in this course in their final summer after having submitted a near final draft of the GS 551 paper to their advisor. GS 551 and GS 552 have separate requirements and MAT candidates will receive separate grades for each. GS 552 is a nine day seminar that will include selected readings that investigate philosophical, psychological and historical dimensions of education. Our course attempts to help bring together all previous study in this program and how it helps to inform the pedagogy that you embrace as a teacher; on how teaching and learning principles have changed and will continue to shape your approach to teaching and relationships to your students and colleagues in the future. The second component of the course is structured time for oral presentations of each teacher’s GS 551 paper where MAT’s will share their work and findings with the class at the end of the seminar.

Alberto Hernandez-Lemus (ET MAT)

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Master’s Research Thesis 1 CC Unit or 4 Semester Hours / Independent work through the year ED 552 / CRN 30229 Some candidates may elect to complete a master’s research paper on a topic associated with his or her program of study.

The process of preparation and completion of the research paper is accomplished through working with the research paper advisor. Satisfactory completion of the course includes a successful defense of the paper before the first and second readers of the research project. In lieu of regular class sessions, an M.A.T. degree candidate meets with the faculty advisor as needed throughout the process of completing the paper. This may take more than one summer, in which case an In Progress grade will be issued until a final grade is awarded. Candidates may enroll in this course as early as the first summer, before a topic or advisor is selected. Candidates are encouraged to select a topic of great interest to them that has emerged from or is strongly related to the subject matter covered in one of the M.A.T. summer institutes. Candidates who produce a superb thesis and successful defense may be awarded honors by their advisors.

Department Advisor TBD (ET MAT)

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Ready to Apply?

If you are a teacher who would like to apply for the first time to Colorado College’s Experienced Master of Arts in Teaching (MAT) Program or to the Literacy Intervention Specialist Certification Program (LISCP), please complete the 2014 Experienced Teacher, Master of Arts in Teaching Application, and return it to the Summer Session office along with any accompanying documentation (see below).

Even if you're just thinking of applying, it is a good idea to order your transcripts now to avoid a delay in our receipt of them.

Official transcripts can be emailed to SummerGraduate@ColoradoCollege.edu if the issuing institution transmits electronically. Otherwise, please mail unopened transcripts to the address to: The Colorado College Summer Session Attn: Summer Graduate 14 E Cache la Poudre St Colorado Springs, CO 80903 Placement exams, including the GRE, are not necessary for application to Colorado College’s Experienced Teacher MAT programs.

2014 Summer Session Graduate Tuition The regular graduate tuition rate for the 2014 Summer Session is $2,920 per 1 block (3 weeks) 1 CC unit or 4 semester hours.

Important! Remember if you are and experienced teacher and can show proof of teaching, you can receive the Experienced Teacher Discount rate (a 50% savings from regular tuition). In 2014 this equals $1,460 per 1 CC Unit or 4 Semester Hours, $730 per .50 CC Units or 2 Semester Hours, $365 per .25 CC Units or 1 Semester Hour.

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A complete degree-seeking application must include:     

A completed application relevant to specific program Official transcripts of all college work completed to date.

Letters of recommendation from two teaching colleagues, one of whom works with you in a supervisory capacity A personal statement of 400-600 words in which you express your interest in pursuing the M.A.T. at this time and why you wish to do so at Colorado College A one-time $50 application fee

Application Deadline There is no official deadline for applying to the Experienced Teacher MAT programs. It takes approximately one month after receipt of all application materials to receive notification of acceptance to the program. You may enroll in classes before being formally admitted to the program.

In such cases, if you are admitted to the program later, all courses taken prior to notification of admittance will be counted toward the requirements for the degree.

Non-Degree Seeking Graduate Students The Colorado College Summer Session opens graduate courses, when space is available, to those who are not seeking a master’s degree, but are interested in furthering their studies in the liberal arts, education, or in one of our more specialized programs like the Reading Intervention Specialist Certification (LISCP) program.

Many teachers are interested in continuing their education for professional development, salary increases, new subject endorsements, or for license renewal. Non-degree seeking practicing teachers are also eligible for our 50 percent teacher scholarship tuition rate. Community members and teachers may also apply to take any undergraduate courses of interest. Visit our website to review our undergraduate courses!

A complete non degree-seeking application must include:  

A completed non-degree application A one-time $50 application fee

For non-degree seeking educators interested in the LISCP, please ALSO include:   

Official transcripts of all college work completed to date Letters of recommendation from two teaching colleagues, one of whom works with you in a supervisory capacity A personal statement of 400-600 words in which you express your interest in pursuing LISCP at Colorado College 23

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