ELM 540 Foundational Literacy Skills GCU

ELM 540 Foundational Literacy Skills GCU

ELM 540 Foundational Literacy Skills GCU

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ELM 540 Foundational Literacy Skills GCU

ELM 540 Full Course Discussions GCU

ELM 540 Topic 1 DQ 1

Based on the National Reading Panel, there are five components of reading instruction that when properly taught, provide the greatest chance of success for children to master reading skills related to oral language development. Select two components and discuss how you might address these factors in your future classroom.

ELM 540 Topic 1 DQ 2

Describe a minimum of two strategies to encourage your students to build the foundations of language process with students. How will you include families into the reading development and foundations of language process with students?

ELM 540 Topic 2 DQ 1

Research and describe a minimum of two literacy strategies to guide and encourage second language learners in their oral language development for various grade levels. Support your choices.

ELM 540 Topic 2 DQ 2

Why is it important to incorporate routine into developing comprehension of print concepts in regards to literacy development? Provide examples of how you will incorporate routine in regards to literacy development into your future professional practice.

ELM 540 Topic 3 DQ 1

What is the importance of students developing their phonological awareness? Describe two strategies to encourage students to pay attention to the sounds of spoken language.

ELM 540 Topic 3 DQ 2

How do word recognition, phonemic awareness, and print concepts each relate to fluency? What is the importance of scaffolding in teaching these concepts and in what general order should they be taught?

ELM 540 Topic 4 DQ 1

Contextual word recognition is often taught through the method of filling in the blanks on a worksheet. Brainstorm 2-3 alternative strategies in which analysis can also be taught, providing an example of each. Indicate whether the method is best used as an independent activity, a group activity, or if either method would work.

ELM 540 Topic 4 DQ 2

How does the social and emotional well-being of an atypical student differ from that of a typical student regarding reading fluency and comprehension development? How can you approach diversity in development in reading, fluency, and comprehension development from a place of compassion and empathy? Provide specific examples.

ELM 540 Topic 5 DQ 1

Identify and describe two strategies to help guide and encourage fluency for two different grade levels. Explain why each selected strategy is appropriate for its identified grade level.

ELM 540 Topic 5 DQ 2

Which speaking strategy, described in this topic’s readings, are you most likely to use? Is your choice reflective of your own speaking skills?

ELM 540 Topic 6 DQ 1

How do you plan to include parents in reading and writing literacy? Explain how you will communicate with parents regarding a struggling reader.

ELM 540 Topic 6 DQ 2

Reflect upon the readings and assignments throughout this course. What are three key points you have taken from this class as well as point that is still unclear?

ELM 540 Full Course Assignments GCU

ELM 540 Topic 1 Milestones in Language and Literacy

As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.

Part 1: Milestones in Language and Literacy Chart

Research the specific milestones related to the elementary grade K-8 state English Language Arts standards for the following areas of literacy:

  • Language development
  • Reading development
  • Writing
  • Listening
  • Speaking
  • Presenting

Using your research, complete the “Milestones in Language and Literacy” template, which will serve as a resource for the remaining assignments and field experiences within this course.

Support your findings with a minimum of three scholarly resources.

Part 2: Language and Literacy Reflection             

Using the “Milestones in Language and Literacy” template, summarize and reflect upon the factors affecting language development and emergent literacy in 250-500 words. Within your reflection, describe:

  • The importance of building on students’ current language skills to promote language.
  • The effect of language and literacy development on language acquisition.
  • How you will use your findings in your future professional practice.

Support your findings with two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

ELM 540 Topic 2 I Do, We Do, You Do

There are various instructional strategies to use when teaching a new literacy concept to students. The I Do, We Do, You Do (IWY) method is a common best practice that can be adapted during instruction. This practice includes direct instruction (I Do), guided practice (We Do), and independent practice (You Do).

Research various instructional strategies specific to concepts of print and phonemic awareness to teach new literacy concepts. Include the IWY method in your research. Describe how this strategy is implemented in grade levels K-8 and how it is effective as an instructional strategy in the classroom.

In 500-750 words, create a literacy instructional plan for how you will apply the IWY method in your future classroom when introducing new literacy concepts.

In your plan, be sure to address the following in your reflection:

  1. How the IWY model supports the introduction of new literacy concepts.
  2. How the IWY model creates and supports student engagement of typical and atypical students.
  3. How the IWY model supports differentiation to meet the diverse needs of students.
  4. Include any gaps that may be present in the IWY model.
  5. How you will use the IWY model in your future professional practice.

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 540 Topic 2 Clinical Field Experience A: I Do, We Do, You Do

Allocate at least 2 hours in the field to support this field experience.

Part 1: I Do, We Do, You Do Observation

For this field experience, you will observe your choice of a Grade K-8 class during the introduction of a new literacy concept. Coordinate with a Grade K-8 teacher to find a time to observe the introduction of a new literacy concept.

During your observation, take notes on the teacher’s instruction and complete the “I Do, We Do You Do Template” to identify the methods your mentor teacher uses when introducing the new concept in literacy. Not all teachers will use the same models, but do your best to identify the IWY components observed in the lesson plan. If the teacher does not use the IWY strategy, then explain his or her teaching strategy.

Part 2: Teacher Collaboration

After observing the literacy lesson, collaborate with your mentor teacher, take notes, and discuss the following:

  1. What instructional methods do you use when introducing and teaching a new concept in literacy?
  2. Does your model include direct instruction, guided practice, and independent work?
  3. What strategies do you use to create class interaction and discussion?
  4. Can you give examples of how you differentiate for your students?
  5. How do you assess your students’ understanding of new concepts being taught?
  6. How do you accommodate the engagement and understanding of atypical students?
  7. When and where do you find the most gaps when introducing a new concept in literacy?
  8. What are your reflections on the overall degree of effectiveness of your model for teaching new concepts in literacy?
  9. How do you seek professional opportunities to improve instructional practices in the area of literacy?

Ask additional or follow-up questions as appropriate. Be sure to take notes regarding your teacher collaboration on the “I Do, You Do, We Do Template.”

Part 3: Reflection

In 250-500 words, summarize and reflect upon the observations and collaboration about the instructional strategies that were implemented during the literacy lesson. Explain how you will use your findings in your future professional practice.

Submit the “I Do, We Do, You Do,” template, teacher collaboration notes, and reflection as one deliverable.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 540 Topic 3 Literacy Toolkit 1: Phonics and Word Recognition

There are various aspects of literacy and it is important to begin developing instructional strategies to introduce these literacy concepts. It is crucial to examine multiple instructional and differentiation strategies in order to implement standards-based concepts related to phonics and word recognition.

Part 1: Phonics and Word Recognition Chart

Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, choose a K-3 grade level and identify three standards related to phonics and word recognition.

For each standard chosen:

  • Identify an aligned instructional strategy.
  • Describe how you would differentiate the strategy to accommodate student needs.
  • Identify materials, including digital tools and resources needed to create relevant learning experiences and promote student learning.

Part 2: Phonics and Word Recognition Reflection

Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, summarize and reflect, in 250-500 words, on the strategies and aligned differentiation you would use to inform your instruction of phonics and word recognition standards. How do the materials, including digital tools and resources, chosen to implement your strategies address the various needs and provide equitable access to all students? Explain how you will use your findings in your future professional practice.

Submit your “Literacy Toolkit 1: Phonics and Word Recognition” template and reflection as one deliverable.

This completed assignment will be the first part of your Literacy Toolkit and will inform your assignment in Topic 6.

Support your findings with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

ELM 540 Topic 3 Clinical Field Experience B: Phonics and Word Recognition: I Do, We Do, You Do

Allocate as least 2 hours in the field to support this field experience.

Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart

Consult with your mentor teacher to decide the direction you will take to provide small group instruction to 3-4 students on a literacy topic on phonics and/or word recognition.

Choose a phonics and word recognition concept and strategy that aligns to what students in your mentor classroom are currently learning.

Complete the “Phonics and Word Recognition: I Do, We Do, You Do” chart to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:

  • Phonics/Word Recognition Concept
  • I Do, We Do, You Do
  • Differentiation
  • Assessment

Upon completion of your lesson and with approval of your mentor teacher, facilitate the lesson to the students chosen.

Part 2: Lesson Reflection

Using the “Phonics and Word Recognition: I Do, We Do, You Do” document, summarize and reflect upon your lesson plan, strategy, and facilitation in 250-500 words. Explain how you will use your findings in your future professional practice.

Submit the “Phonics and Word Recognition: I Do, We Do, You Do” template and reflection as one deliverable.

The lesson developed for this field experience will be used to complete your Literacy Toolkit assignment due in Topic 6. You will be asked to make revisions based on the implementation experience prior to submitting the unit plan at that time.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic.  Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 540 Topic 4 Literacy Toolkit 2: Reading and Writing

It is important to design and develop multiple forms of instructional and differentiation strategies in order to implement instruction aligned to standards-based concepts related to reading and writing.

Part 1: Reading and Writing Chart

Using the “Literacy Toolkit 2: Reading and Writing” template, choose a grade level 1-8 and identify three standards related to reading and writing.

For each standard chosen:

  • Identify an aligned instructional strategy.
  • Describe how you would differentiate the strategy to accommodate student needs.
  • Research and identify materials, including digital tools and resources, needed to customize and personalize learning activities to meet the various learning styles of students during implementation of the strategy.

Part 2: Reading and Writing Reflection

Using the “Literacy Toolkit 2: Reading and Writing” template, summarize and reflect, in 250-500 words, on the strategies and aligned differentiation you would use to inform your instruction of reading and writing standards-based concepts. How can you make effective use of existing and emerging tools and resources to support the learning of all students? Include how your instructional strategies apply to the writing process including the processes and steps when developing a composition. Explain how you will use your findings in your future professional practice.

Submit your “Literacy Toolkit 2: Reading and Writing” template and your reflection as one deliverable.

This completed assignment will be the second part of your Literacy Toolkit and will inform your assignment in Topic 6.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 540 Topic 4 Clinical Field Experience C: Reading and Writing I Do, We Do, You Do

Allocate as least 1 hour in the field to support this field experience.

With your mentor, decide on the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in reading and/or writing.

Part 1: Reading and Writing: I Do, We Do, You Do Chart

Choose a reading and writing concept with a strategy that aligns to what students in your field experience classroom are currently learning.

Complete the “Reading and Writing: I Do, We Do, You Do” chart to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:

  • Reading and Writing Concept
  • I Do, We Do, You Do
  • Differentiation
  • Assessment

Upon completion of your chart, and with approval of your mentor teacher, facilitate the lesson to the students chosen.

Part 2: Reflection

Using the “Reading, Writing, and Print Concepts: I Do, We Do, You Do” chart, summarize and reflect upon your chart, strategy, and facilitation in 250-500 words. Explain how you will use your findings in your future professional practice.

Submit your “Reading and Writing: I Do, We Do, You Do” chart and reflection as one deliverable.

The lesson developed for this field experience will be used to complete your Literacy Toolkit assignment due in Topic 6. You will be asked to make revisions based on the implementation experience prior to submitting the unit plan at that time.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 540 Topic 5 Benchmark – Comprehensive Early Reading Plan

Now that you have researched instructional strategies to use when introducing literacy concepts, you will now put those strategies into practice as you decide strategies for instruction and assessment.

For this benchmark, use the case scenario provided to develop a comprehensive, research-based early reading plan.

Part 1

Student: Mark

Age: 6

Grade: 1

Mark is in the first grade and has transferred to a new school in the middle of the school year. Mark’s parents set up a meeting with his new first grade teacher to discuss their concerns with Mark’s reading skills. His previous teacher had wanted to discuss concerns about his reading skills with them, but they moved before they were able to meet and address these concerns.

Mark’s new first grade teacher evaluated his reading skills with various assessments and noted some skill deficits in reading. At this age, most of Mark’s classmates are able to recognize various sight words, such as, “and”, “said”, “has”, “have”, “is”, “to”, “the”, “a”, and “was.”

Mark is struggling each time he comes across these words and his oral reading skills are slow and strenuous. He requires a lot of prompting and sometimes says the wrong letter and sometimes just guesses at words. When listening to a passage read aloud, Mark has difficulty answering simple comprehension questions about the main idea or characters.

Mark’s new first grade teacher has set up a follow-up meeting with Mark’s parents to discuss the results of his assessments and to inform them of the instructional goals he has put in place for Mark to help with his reading skills.

The following are his instructional goals:

  1. After listening to a passage or story, Mark will be able to recall two or three of the sequenced events.
  2. Mark will be given a brief reading passage on his instructional level, be able to read it aloud, and recall the main ideas.
  3. Mark will say the corresponding sound when provided with a letter or letter combination.
  4. When prompted with a word, Mark will be able to say a word slowly (sounding it out) and then faster (reading it as a whole), when given a CVC (consonant-vowel-consonant).
  5. When shown sight words, Mark will automatically state the word.

Part 2

Sequence each of Mark’s instructional goals described in the case scenario in the order you would address them with her if you were Mark’s teacher. In 100-250 words, explain your rationale for the sequence.

Part 3

Research and select an early reading strategy for one of Mark’s goals. In 500-750 words, describe the strategy in detail with a rationale that explains how it is designed to help Mark achieve that goal. Provide the learning theories and connections across curriculum to support the developed strategy. Provide the long- and short-term plans for Mark and resources (reading specialist, resource teacher, etc.) you would utilize to implement this plan.

Support your rationale with two scholarly resources.

Part 4

Develop an activity that aligns to the chosen strategy you identified in Step 3 that Mark could do at home. In 250-500 words, describe the activity, as well as how you would establish and maintain a collaborative relationship with Mark’s parents and encourage them to help implement it.

Submit your sequenced list of goals, their associated reading strategies and rationales, and the at-home activity to your instructor as one deliverable

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

MA in Elementary Education

3.1: Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular  goals, and community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC4]

3.6 Candidates collaboratively plan short- and long-term goals utilizing professionals with specialized expertise to meet individual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p)]

 

ELM 540 Topic 5 Clinical Field Experience D: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Allocate as least 1 hour in the field to support this field experience.

Consult with your mentor teacher to decide the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in Fluency, Comprehension, and/or Vocabulary.

Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Complete the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” template to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:

  • Fluency/Comprehension/Vocabulary Concept
  • I Do, We Do, You Do
  • Differentiation
  • Assessment

Upon completion of your lesson and with approval of your mentor teacher, facilitate the lesson to the students chosen.

Part 2: Reflection

Using the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” chart, summarize and reflect upon your chart, strategy, and facilitation in 250-500 words. Explain how you will use your findings in your future professional practice.

Submit your “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” and reflection as one deliverable.

The lesson developed for this field experience will be used to complete your Literacy Toolkit assignment due in Topic 6. You will be asked to make revisions based on the implementation experience prior to submitting the unit plan at that time.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ELM 540 Topic 6 Literacy Toolkit

Your principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to teachers on a district-wide level in order to advocate for students.

Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for teachers district-wide to analyze student data based on student performance in order to modify instruction and implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.

Your presentation should include a summary of each instructional strategy implemented in the field experiences, how it could be amended for future instruction, including the following:

  • How to evaluate language and literacy strategies and student performance when modifying instruction and determining appropriate interventions with at-risk and struggling readers.
  • Examples of how to manage and monitor the success of the interventions for at-risk and struggling readers.
  • The ethical way to communicate student progress data, and how to analyze the data based on performance in order to modify instruction.
  • How you will collaborate with professionals in order to advance this professional practice.

Support your findings with two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ELM 540 Topic 6 Clinical Field Experience Verification Form

Candidates must complete all programmatic requirements, including practicum/field experiences hours defined in their coursework. Additional information about practicum/field experiences can be found on the Student Success Center.

To earn credit for this assignment, all required course hours must be completed and submitted by the assignment due date.

  • Access the Clinical Field Experience Verification Form in the My Documents section in the Student Portal.
  • Complete all required fields on the Clinical Field Experience Verification Form.
  • Submit by clicking “click to sign.” An email will be sent to the classroom teacher/mentor to complete and verify the practicum/field experiences.
  • Communicate with the classroom teacher/mentor to request he or she verify the practicum/field experience. Once verified by the classroom teacher/mentor, an email will be sent to the candidate’s primary email address on file with the final completed document.
  • Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
  • Submit the Clinical Field Experience Verification Form to LoudCloud.

*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

 

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ELM 540 Foundational Literacy Skills GCU

Best ELM 540 Foundational Literacy Skills GCU

ELM 540 Foundational Literacy Skills GCU

ACCT 553 DeVryBIAM 500 DeVryCIS 500 STRCIS 558 STRENG 105 GCUFIN 390 DeVryFIN 504 GCUHCA 545 GCUHCA 699 GCUHLT 306 GCUHLT 362 GCUHLT 555 GCUHLT 610 GCUHLT 665 GCUHOSP 594 DeVryHRM 600 DeVryMAT 144 GCUMGMT 600MGT 599 STRMGT 655 GCUMKT 373 GCUPSY 362 GCUPSY 565 GCUPSY 575 GCUPSY 665 GCUSOC 102 GCUSOC 320 GCUSOC 372 GCUSOC 412 GCUNSG 6440 SUHIM 515 GCUNSG 4029 SUHIM 615 GCUNSG 3029 SUNSG 4055 SUNSG 6630 SUNSG 6005 SUCRMJ 310PSY 510 GCUCRMJ 300 DevryCRMJ 425SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCUMGT 640 GCUCIS 527 STRSOC 436 GCU,ACC 502 GCUFIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVryNETW 203 DeVryNETW 205 DeVryECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU  ,BIAM 570 DeVryPSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR,  ACC 667 GCU,  ACC 622 GCU,  ACC 623 GCU,  ENTR 510 DeVryDNP 840 GCU , BIO 550 GCU , HRM 420 DeVry , ACC 690 GCU  , HCA 807 GCU , ACC 650 GCU , REET 420 DeVry , MIS 605 GCU , ECET 350 DeVry , ENTR 530 DeVry , PSY 102 GCU , MIS 600 GCU , TCH 539 GCU , SPD 300 GCU

 

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