EDUC500 Philosophy of Education (3 semester hours)
This course explores the underlying principles and philosophical foundations of teaching and education and examines how teachers function on the basis of a set of assumptions and beliefs regarding what they teach, how they teach, and to what end they teach. Candidates will consider the origin, tensions and arguments surrounding the character of American education. They will also explore their own assumptions and gain a critical understanding of the philosophical foundations by entering into conversation with others that have also engaged in a deep exploration of the perennial human questions as they pertain to the conceptualization and practice of education. Prominent philosophies that underlie current educational thought and practice of education/teaching are also examined.
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EDUC501 Human Growth and Development (3 semester hours)
This course examines theories of child, adolescent, and young adult development and learning. It introduces a comprehensive view of human development across the lifespan, drawing on the application of major theoretical positions - both historical and current. Developmental themes are discussed in terms of their application to typical and atypical human development in children, adolescents, and young adults. Concepts related to the significant role that transitions play in development throughout the lifespan will be integrated throughout the course. Application of theory to the school setting in the areas of learner development, learner styles/differences, the nature of the learner, and learner motivation are discussed. Topics also include the impact of culture and diversity on learning.
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EDUC502 Foundations of Curriculum and Instruction (3 semester hours)
The Foundations of Curriculum and Instruction course focuses on applying curricular theory to best practices to the 21st century classroom setting. Planning for instruction and evaluation of learning are the two focal points of this experience. This course is designed as an introduction to the systematic process of planning for effective classroom instruction and assessment, as these tasks relate to contemporary curricular concepts. The skills needed for writing learning objectives and instructional plans for various domains of learning will be taught by placing an emphasis on setting goals and objectives for instruction; planning activities and assessments based on cognitive, social, affective, and psychomotor factors; and designing appropriate means of assessing those learning objectives. Special attention will be given to the related use of technology in the development of effective and systematic learning environments in the 21st Century classroom. This will include a basic recognition of computer hardware and software, capabilities and limitations of technology, evaluating programs and technological resources, and the effective use of various technologies in the classroom.
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EDUC503 The Professional Educator (3 semester hours)
This course is intended to provide individuals with the knowledge and skills needed to succeed in the Master of Education program. Students will explore what it means to develop as a professional educator and how this impacts teaching and learning. The course examines the significance of various educational theories, historical developments, philosophies, pedagogical approaches, basic research designs, and educational paradigms. Students will discover how different social, emotional, physical, and ethical issues impact various aspects of K-12 classrooms, and other instructional settings. Effective use of technology as a tool in educational situations will be emphasized, as well as how educational research can alter classroom practice.
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EDUC504 Curriculum, Instruction, and Assessment (3 semester hours)
This course examines curriculum, instruction, and assessment in the context of various standards and accountability and their relationships to improvement in student learning, based on sound pedagogical approaches. The importance of alignment to learning outcomes and the necessity for valid assessments are discussed. Methods for collecting various assessment data; analyzing assessment data; creating campus curriculum and instruction goals; and implementation issues related to accountability, planning, and collaboration are addressed. The use of technology to assist with accurate assessments is presented.
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EDUC511 Foundations of Higher Education (3 semester hours)
Foundations of Higher Education is a comparative and historical survey of colleges and universities in the United States. The historical, social, and philosophical influences and assumptions that have shaped the growth and purpose of higher education will be studied from Colonial era to "virtual" public and private universities. Major areas of focus include the evaluation of higher education, contemporary issues, and policies and practices that characterize the operational environments of higher education institutions in the 21st century, including governance; equity, diversity, and inclusion; curriculum; and accreditation.
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EDUC512 Diversity and Communication in Education (3 semester hours)
This course examines issues relating to the skills that promote equal learning opportunities in the classroom, including effective approaches to working with colleagues, staff, parents, and students who are culturally, ethnically and socio- economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity, as well as human exceptionality. The use of technology as an aid to effective communication will be presented. Laws and issues that have a bearing on curriculum and instruction for exceptional students will be examined.
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EDUC513 Critical Perspectives on Diversity and Culture (3 semester hours)
This course, designed for educators, examines issues related to promoting equitable learning opportunities in the classroom, including effective approaches to encourage collaboration among colleagues, staff, parents, and students who are culturally, ethnically and socio-economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity.
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EDUC514 Critical Perspectives on Diversity and Culture (3 semester hours)
This course, designed for practicing educators, examines issues related to promoting equal learning opportunities in the classroom, including effective approaches to encouraging collaboration among colleagues, staff, parents, and students who are culturally, ethnically and socio-economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity.
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EDUC516 Financial Management in Higher Education (3 semester hours)
This course will examine and analyze the factors, challenges, and complexities of financing higher education institutions. Students will develop perspectives of how campuses are funded through a variety of revenue streams while also gaining practical experience to understand financial concepts, processes, institutional considerations, and budgetary tools. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
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EDUC517 Ethics, Law, and Policies in Higher Education (3 semester hours)
This course will examine ethical and legal issues relevant to higher education institutions and the campus policies commonly in place to address them. Key legal cases, statutes, and constitutional laws will be reviewed and students will use case studies to explore how campus leaders have upheld these decisions and, in some cases, responded to crises. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
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EDUC518 Educational Psychology (3 semester hours)
This course examines the theoretical and applied aspects of learning, motivation, human development, personality, assessment, and evaluation in the educational setting. Content includes the study of learning theories as well as cognitive, emotional, and social learning processes that underlie education and human development to include affective processes and socialization. Emphasis is placed on developing skills to better understand learners to foster improved learning, influence and manage classroom learning, and recognize and consider individual differences.
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EDUC519 The Professional School Leader (3 semester hours)
This course serves as an introduction to the skills one needs to become an effective school leader. Course activities involve having the potential leader examine the qualities of effective leadership, exploring definitions of leadership, and the creation of a personal model for leadership practices. This course provides students with opportunities to reflect on personal and professional goals while gaining an understanding of the role of building administrator.Note: This is required as the first course in the M.Ed. in Educational Leadership program.
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EDUC522 Supervision of Instruction (3 semester hours)
This course focuses on the ways in which teachers and educational professionals incorporate instructional leadership into their organizational behavior and create instructional practices that raise levels of teaching and learning. The course focuses on teachers as leaders, the importance of teacher leadership to improve outcomes in educational settings, and Professional Learning Communities (PLCs). (Prerequisite: EDUC503).
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EDUC523 Supervision of Instruction (3 semester hours)
This course will study the evaluation process and candidates will learn how to use aspects of effective teaching strategies when working with teachers during the observation/walk-through process. Strategies for coaching and mentoring teachers for improved student achievement will be presented. Candidates will focus on the process of gathering data for the formal evaluation process and on providing professional development to meet teacher needs. Attention will also be given to analyzing and interpreting assessment results and other instructional data and how to deliver effective professional development to improve teaching and learning.
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EDUC525 Classroom Management (3 semester hours)
This course examines classroom- management models, including theoretical and empirical approaches to classroom management. The course helps candidates develop appropriate classroom management skills, including decision-making and problem solving; explore the merits and limitations of each classroom-management model; and examine the rationale for when each approach to classroom management would be most appropriately implemented. The course also presents concepts of extrinsic and intrinsic motivation; the concept of self-motivation; assertive, positive, and cooperative discipline methods; and examines the interactions of classroom environment, classroom behavior, and learning. Candidates will focus on implementing practical strategies for both preventing and managing disruptive behaviors. Topics include establishing effective classroom rules and procedures, relationships among students, teachers, families, and administrators, and helping students contribute to a positive and relevant learning environment. A field observation classroom experience where candidates apply what they are learning is a requirement of this course.
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EDUC526 Secondary Teaching Strategies (3 semester hours)
This course introduces candidates to a variety of pedagogical approaches from the objectivist, constructivist and social family of learning models. Through case study analysis, candidates will critically assess the syntax of instructional models that can be applied across a variety of content areas. Candidates will demonstrate their understanding of various teaching models and integrated model constructs through the development of lesson plans in their content area. As part of this process it is expected that cross-modal approaches to content exploration will be developed, which in turn can be transitioned into classroom application. In addition, candidates will become engaged in critical analysis and evaluation of these lesson plans in order to develop a self-reflective approach to praxis.
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EDUC527 Classroom Management for the 21st Century (3 semester hours)
This course is designed for the practicing K-12 education professional and focuses on positive classroom management approaches and strategies. This course reviews models of classroom management as well as the fundamentals of behavior change. Program candidates will explore systematic approaches including Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) and topics such as cultural considerations, data tools, assessment and analysis of behaviors, and fostering community and collaboration in classrooms. In this course, candidates will focus on implementing strategies for class-wide, small group, and individual intervention as well as methods for monitoring student progress. Equivalent to EDUC524. (Prerequisite: EDUC503)
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EDUC528 Classroom Management for the Digital Educator (3 semester hours)
This course is designed for the practicing K-12 education professional or leader who teaches in a virtual or hybrid classroom setting. The focus is on proactive and reactive positive classroom management approaches and strategies that are unique to a digital learning environment. Program candidates will explore systematic approaches including Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) and topics such as cultural considerations, data tools, assessment and analysis of behaviors, and fostering community and collaboration in online classrooms. In this course, candidates will focus on implementing strategies for class-wide, small group, and individual intervention as well as methods for monitoring student progress.
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EDUC531 Maximizing Student Achievement Through Effective Assessment (3 semester hours)
Educators learn the appropriate methods for selection, administration, and interpretation of assessments in K-12 education and related instructional settings. Research and statistical concepts such as reliability, validity, and standard error of measurement are reviewed. Educators will become familiar with the most frequently used personality, educational, intelligence, formative, and summative assessments. Additional topics include historical perspectives, testing ethics, and assessment accommodations for diverse populations.
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EDUC536 Foundations of Coaching (3 semester hours)
Foundations of Coaching is an eight-week course designed to introduce the models and basic skills used in executive coaching and/or life coaching practices. This course introduces the vital skills, methods, and strategies required of an effective coach including developing coaching relationships, setting goals and planning, developing awareness, asking powerful questions, communication and language, action and accountability and facilitating learning and results. Participants will examine various coaching models and gain knowledge of the ethical considerations associated with coaching relationships. This training prepares participants to coach individuals, groups, and teams for performance, development, skills and personal/professional growth. Participants will engage in coaching conversations, apply best practices, and practice creating empowering coaching experiences.
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EDUC541 Elementary School Mathematics (3 semester hours)
This course explores mathematics in the elementary school setting. The class is approached through the following four sections: 1) preparing students to study higher level mathematical content; 2) math content and pedagogy; 3) connection between elementary math and higher-level math content; and 4) best practices for teaching mathematics at the elementary level. Throughout the course, candidates will be asked to make connections between higher-level mathematics and how that relates to the depth and complexity of the content. Candidates will then explore those connections through creating practical methods to be used in a class setting. The use of instructional technology and resources as enhancements to understanding and the teaching of math will also be explored.
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EDUC542 Elementary School Science (3 semester hours)
The course explores the objectives, methods, and instruction of elementary school science. It examines research related to elementary school science/STEAM instruction with emphasis on innovative science programs. Students, or candidates, will evaluate teaching science to elementary school children with an emphasis on science education trends, science curricular materials, and techniques applicable in the teaching of science in the elementary school. Topics include NGSS, diversity, inquiry instruction, integrating the arts and other subjects, quality children’s literature in the discipline, and various instructional models for planning and teaching science.
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EDUC543 Issues, Methods, and Materials in Teaching Social Studies (3 semester hours)
This course examines the purposes, significant issues, and current trends which affect social science and history subject matter in the elementary and secondary schools. It includes an exploration of the materials and techniques for effective teaching of the social studies with an emphasis on the selection and organization of classroom methods and materials to accelerate the preadolescent and adolescent child’s understanding of their social and global environment; the criteria to select appropriate social studies content, skills, and attitudinal objectives; teaching strategies; the inclusion of instructional technology in the classroom setting; and the evaluation procedures that facilitate the social learning of young children and adolescents. It also addresses the cultural, economic, political, and social development of students living in a multicultural and global environment, as well as the scope and sequencing of history and social studies courses in the school curriculum.
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EDUC544 Literature for Elementary School Children (3 semester hours)
This course examines the building blocks of teaching children to read. It focuses on the stages of literacy acquisition. It provides an overview of the core components of literacy instruction, which are phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The course includes an exploration of instructional strategies to implement a coordinated literature program and plan an appropriate curriculum in literacy development.
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EDUC546 Social Studies Curriculum Development (3 semester hours)
This course examines the development of behavioral objectives, materials, classroom instructional procedures, subject matter, diagnosis and remediation, and evaluation procedures consistent with the 10 national themes for social studies. In this course candidates develop necessary knowledge and skills to design, plan, and implement a secondary level social studies program. This course includes an overview of the social science disciplines and their concepts and generalizations; the methodology of historical study; strategies for teaching which include a variety of media and both teacher-centered and student-centered activities; and a discussion of the diverse settings in which social studies are taught. Current issues and topics in social studies education are also examined.
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EDUC547 Elementary School Social Studies (3 semester hours)
This course includes an exploration of the materials and techniques for effective teaching of the social studies, with an emphasis on the selection and organization of classroom methods and materials to accelerate the preadolescent and adolescent child’s understanding of their social and global environment. Topics covered include developing and using criteria to select appropriate social studies content, skills, and attitudinal objectives; teaching strategies; the inclusion of 21st Century tools in the classroom setting; and the evaluation procedures that facilitate the social learning of young children and adolescents. It also addresses the cultural, economic, political, and social development of students living in a multicultural and global environment. Current issues and topics in social studies education are also examined.
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EDUC548 Content Area Literacy (3 semester hours)
This course presents essential literacy skills and examines ways in which they may be developed in K-12 subject area classrooms. The course will provide an overview of the reading process based on current theory and scientifically based research as well as best practices for promoting content area reading and learning. A variety of instructional strategies for reading and writing will be presented for use in all content areas and grade levels. The use of technology to expand students’ literacies will also be investigated.
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EDUC549 Elementary School Arts Across the Curriculum (3 semester hours)
The course addresses visual and performing arts standards and their integration across core elementary curriculum. The course is designed to introduce elementary teacher candidates to the application of visual and performing arts content across the areas of mathematics, science, language/literature, and history/social sciences, including current events and humane topics. The course focuses on learning about, with, and through the arts.
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EDUC550 Elementary School Health and Physical Education (3 semester hours)
Through interconnected activities, this course prepares elementary teacher candidates to address health education topics and physical education and movement to enhance children's learning. The course examines strategies related to developing children's motor skills, fitness, and appreciation of a healthy lifestyle. Topics such as physical growth and maturation, equipment and facilities, classroom management of physical movement activities, psychosocial factors, adaptations for diverse learners, assessment, and health/physical education lesson integration across elementary core curriculum will be addressed.
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EDUC551 Inclusive Elementary Reading and Writing (3 semester hours)
This course examines the methods and materials for teaching and assessing reading and writing in the elementary school classroom. It includes a review of the research and literature pertaining to the basic concepts underlying reading and writing methods; an introduction to emergent literacy in the elementary classroom, the psychological and linguistic factors that influence the reading and writing process; reading comprehension strategies, vocabulary development, phonemic awareness, phonics, and the use of technology in teaching reading and writing. The course explores the relationship between reading and writing; strategies for developing listening and speaking skills; materials and methods for students with special needs; integration of the language arts across all areas of the elementary school curriculum; multiple literacies; and the study of literature genres and their relationship to other content areas. NOTE: You may NOT take EDUC551 if you have taken EDUC545 or EDUC552 (Prerequisite: EDUC502)
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EDUC560 Special Education Topics (3 semester hours)
This course provides pre-service and in-service teachers with an examination of the characteristics of exceptional students to include gifted, developmentally disabled, learning disabled, and emotionally/behaviorally disordered. The course includes identification and implications for planning instruction for these exceptional students as well as exploring legislation, philosophy, least restrictive approaches, parent involvement, and due process safeguards. Federal legislation including Individuals with Disabilities Education Improvement Act, IDEA, ADA, and Section 504 are discussed. Finally, major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels are examined.
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EDUC561 Issues and Ideas in Special Education (3 semester hours)
This course provides educators with an opportunity to critically examine major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels, or in other instructional settings. (Prerequisite: EDUC503)
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EDUC570 Personnel and Human Resource Management (3 semester hours)
This course will focus on the skills necessary for principals to effectively work with faculty and staff. Current theories and practices relating to recruitment, development, and appraisal of personnel will be covered. The course will examine specific personnel functions such as recruitment, selection, retention, and evaluation. Additional topics include conflict resolution, effective communication skills, and creating and maintaining a positive school environment.
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EDUC590 Differentiation for Learners in Mixed Ability Classrooms (3 semester hours)
This course is designed to give regular education teachers strategies to use in academically and culturally diverse classrooms. Using case studies as a launching point, course participants will examine the complexities of balancing the needs of gifted education, general education, special education, and culturally diverse students in a standards-driven climate. Use of tiered assignments, alternative assessments targeting different intelligences, and other modifications will be evaluated, implemented, and refined. Course participants will collaborate to address beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.
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EDUC596 Literacy Instruction for Struggling and Challenging Students (3 semester hours)
This course explores a variety of issues and strategies related to literacy and literacy assessment in the early and middle grades. Cases focus upon the problems and opportunities related to literacy instruction for at-risk student populations. Course participants will develop instructional This course explores a variety of issues and strategies related to literacy and literacy assessment in the early and middle grades. Content and activities focus on phonemic awareness, phonics, comprehension, vocabulary, and fluency and related strategies through differentiated instruction, technology integration, and family partnerships. The focus of the course is on at-risk student populations and developing effective instructional and diverse assessment skills needed for teaching emergent, beginning, and instructional-level readers. (Prerequisite: EDUC503)
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EDUC600 Diversity and Cultural Issues in TESOL Education (3 semester hours)
This course provides an examination of cultural diversity, including aspects of communication, belief systems, and value orientations, as well as patterns of thinking and behaving with implications for instruction. Basics of second language acquisition theories and practices and fostering home/school relationships for K-12 learners are explored.
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EDUC601 Methods and Materials in TESOL Education (3 semester hours)
This course focuses on evaluating, developing, and applying instructional strategies for supporting English Language Learners (ELLs) in content area learning. Participants will reflect upon using evidence-based assessment and instructional practices to enhance learning in diverse classroom environments. Beliefs, best practices, challenges, current research, and applications to one’s own teaching practice will be explored with an emphasis on ELL lesson planning, assessment, and technology integration.
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EDUC603 Applied Linguistics in TESOL Education (3 semester hours)
Through this course, participants will become knowledgeable about the nature and structure of language and how first and second languages develop. Participants will explore language teaching strategies consistent with the current understanding of the nature, structure and development of language. By developing a repertoire of effective strategies, participants will become more proficient at supporting students’ second language development. Educators will investigate best practices and current research and consider how to adapt and integrate these principles into their own educational practice.
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EDUC604 Leadership in Higher Education (3 semester hours)
In Leadership in Higher Education, students thoroughly examine various leadership theories and develop the ability to draw upon multiple paradigms and perspectives to improve their practices as leaders. Students will analyze current challenges in Student Affairs and discuss the leadership skills needed from all administrators involved. Throughout the course, students will reflect on how their values and philosophical perspectives influence their day-to-day leadership decisions and practices and how they respond to crises. (Prerequisites: EDUC511 and either SAHE510 or ADHE601)
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EDUC611 Identifying and Diagnosing Reading Difficulties (3 semester hours)
This course is designed for classroom teachers to effectively assess classroom reading. Participants will learn how to administer formal and informal measures of reading assessment, including screening, diagnostic, and progress monitoring measures. The assessment-to-instruction connection is emphasized with a focus on emergent literacy, word recognition, fluency, spelling, comprehension, and affective factors. Educators will use a variety of assessment tools, practices, and adaptations to plan and evaluate effective reading instruction.
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EDUC612 Issues and Models of Language Arts Education (3 semester hours)
This course is designed to assist educators in the teaching of reading and language arts. The focus will be on reading, writing, listening, and speaking. The emphasis will be on creating environments conducive to developing all students’ skills in the four language arts using research-based instructional strategies. The course also focuses on differentiating instruction for students of varying literacy levels.
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EDUC613 Teaching Reading and Writing across the Content Areas (3 semester hours)
This course concentrates on interdisciplinary teaching and learning in elementary, middle, and high schools. Witnessing and discussing a range of cross-curricular activities, participants will develop an understanding of the benefits, challenges, and essential components of effective integrated instruction.
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EDUC614 Living and Learning with Exceptional Students (3 semester hours)
Course participants will develop skills required for teaching students with special learning needs, as well as students who are at-risk for academic or social failure. The concepts of educator collaboration, least restrictive environment, accommodations and modifications, confidentiality, behavior management, identification, categories of disabilities, and giftedness will be reviewed. Educators will analyze beliefs, evidenced-based practices, challenges, and applications to their own teaching practice. (Prerequisite: EDUC503)
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EDUC616 Foundations in Special Education and the Individuals with Disabilities Education (3 semester hours)
This course addresses legal trends and issues related to the Individuals with Disabilities Education Act (IDEA), including the identification process that schools must follow: child study, assessment, eligibility, IEP development, and placement. Educators will analyze the legal requirements as defined in IDEA, specifically the requirements for Free and Appropriate Education (FAPE), the Least Restrictive Environment (LRE), and the development of Individualized Education Plans (IEPs). Course participants will analyze historical aspects, beliefs, evidence-based practices, challenges, and applications to their own teaching practice.
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EDUC618 Classroom Accommodations and Modifications for Special Needs Learners (3 semester hours)
This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and enhances regular and special educators’ understanding of how best to address the individual needs of special learners. Topics focus on the creation of appropriate accommodations, the integration of accommodations into a general education classroom, the legal requirement for accommodations, and the roles of the general and special education educators within the LRE. Course participants will also study technologies, assessment, beliefs, challenges, current research, and strategies for specific categories of disabilities.
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EDUC621 Online Learning for the Adult and the K-16 Learner (3 semester hours)
This course examines the similarities and differences of the learning needs and abilities of adult and younger learners. The course emphasizes differentiated instruction and course development as applicable to adult and K-12 learners in traditional, virtual, and hybrid contexts. Topics include a historical perspective, diversity, andragogy versus pedagogy in the online classroom, trends and issues with technology education and online education, LMS elements, and basics of grant writing/technology grant writing.
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EDUC622 Ethics and Legal Issues in Online Learning (3 semester hours)
This course will focus on the issue of ownership of certain types of intellectual property on the internet, which has become a critical issue with different technological platforms, digital tools, and apps becoming so prevalent in our schools and culture. In this course, online, face-to-face, and hybrid educators will learn about the different types of potential copyright infringement, fair use, and privacy aspects for students, exploring the implication for course development and instruction.
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EDUC623 Online Learning and Student Achievement (3 semester hours)
In this course, educators will develop an understanding of the structure of the different types of digital tools and their effect on raising student achievement. Evidence-based practices that address student achievement gains via technology will be examined. The course guides course participants in evaluating and applying technology across disciplines (e.g., math, science, language arts, social studies, music, art, P.E., and health) and to support students with special needs or who need remediation.
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EDUC624 Assessment of Online Learning (3 semester hours)
In this course, educators will examine various approaches to the assessment of online learning. Topics include types of assessment, technology-enhanced assessment, assessment challenges, and using assessment data to inform instruction. Additionally, course participants will analyze assessment accommodations and explore program evaluation.
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EDUC625 Instructional Design in Online Learning (3 semester hours)
In this course, participants will explore and evaluate the different types of online learning platforms, as well as study the different components of asynchronous and synchronous instructional delivery from the perspective of an educator. Educators will evaluate basic course design principles, activities that foster student engagement, authentic assessment, and integration of media enhancements.
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EDUC629 Personalized and Individualized Online Learning (3 semester hours)
This advanced graduate course will examine the evidence-based practices for individual and collective student personalization in K-16+ classrooms and similar settings. Personalization is closely related to two additionally important approaches: individualization and differentiation. All three require a shift from a teacher-centered approach to an authentic student-centered approach. An effective student-centered focus requires tailoring of lessons to the abilities, interests, preferences, future life dreams, socio-emotional attributes, and other individual and collective needs of diverse students. The course examines motivation, assessment, and technological tools and how they pertain to personalization in online, face-to-face and hybrid contexts.
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EDUC630 Introduction to Students with Autism Spectrum Disorder (ASD) (3 semester hours)
This course provides candidates with an examination of characteristics of students with Autism Spectrum Disorder (ASD) across the lifespan. Defining characteristics as outlined in the current Diagnostic and Statistical Manual of the American Psychiatric Association and multidisciplinary peer-reviewed research are examined. Prevalence rates, etiology, and co-morbid conditions are studied relative to historical progression. Ethical implications and obligations related to ASD evaluation, eligibility determination, and implications for educational programming are analyzed with attention to legislative rights and protections under the Individuals with Disabilities Act (IDEA), Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act of 1973 (Section 504).(Prerequisite: EDUC503)
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EDUC631 Evidence-Based Practice for Students with Autism Spectrum Disorder (ASD) (3 semester hours)
This course provides candidates with examination of the components of and process for evidence-based practice (EBP) in educational programming for students with ASD to include integration of research-validated intervention strategies with other critical factors (i.e., professional judgment and data-based decision making, family values and preferences, and capacity). Intervention strategies with the highest level of empirical support will be examined with attention to qualifying evidence, effective proven outcomes, and ages of individuals. Medication commonly prescribed to students with ASD will be explored related to target behavior and potential side effects. Laws, legislation, and litigation related to EBP for students with ASD will be examined.(Prerequisite: EDUC630)
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EDUC632 Educational Programming for Students with Autism Spectrum Disorder (ASD) (3 semester hours)
This course provides candidates with examination of the components of and process for ASD program development and progress monitoring to include the leadership role. Assessment instruments and procedures specific to the development of effective programs for students with ASD will be studied to include Functional Behavior Assessment and subsequent Behavior Intervention Plans. The process for defining and detailing target skill and behavior goals will be examined in relation to the development of Individualized Education Program and Section 504 Plans. Strategies for facilitating inclusion in the general education classroom will be explored. Laws, legislation, and litigation related to educational programming for students with ASD will be analyzed. (Prerequisite: EDUC631)
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EDUC633 Emotional Intelligence and Coaching Assessments (3 semester hours)
Building on the foundational coaching skills gained in EDUC536 - Emotional Intelligence and Coaching Assessments provides participants with an understanding of emotional intelligence and when and how to use assessments in the coaching experience. Participants learn about Emotional Intelligence (EI) and its role in coaching. Participants examine several coaching assessments to gain familiarity and an understanding of when each assessment is appropriate for coaching. Specifically, participants will consider tools such as the Wheel of Life, Personality Type, DISC, EI, TPI, Strengths, and other assessments designed for diverse settings. Participants will also examine the ethical considerations associated with using assessments in the coaching relationship. (Prerequisite: EDUC536)
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EDUC635 Coaching Groups and Teams (3 semester hours)
Coaching Groups and Teams extends participants’ thinking about coaching from coaching individuals to coaching groups and teams. Participants compare strategies for team and group coaching alongside those for coaching individuals. This course offers participants an opportunity to examine coaching groups and teams within an organizational system. As with the other trainings in this series, participants will explore and expand the application of coaching competencies and focus on ethical considerations associated with coaching groups and teams vs. coaching individuals. (Prerequisite: EDUC633)
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EDUC636 Effective Instruction for the Inclusive Classroom (3 semester hours)
This course examines the particular role of the classroom educator in understanding a systematic approach to planning curriculum and instruction for academically diverse learners. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that the educator can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. Additionally, there are three core student characteristics that educators must consider when creating curriculum and instruction: readiness, interest, and learning profile. The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education.
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EDUC637 Meaningful Inclusive Instruction and Co-Teaching (3 semester hours)
This course examines the role of the educator working collaboratively with other school and instructional personnel in an inclusion model. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that educators can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. The idea of differentiating instruction to accommodate the different ways that students learn often involves working with others to reach this goal.
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EDUC638 Social & Cultural Diversity in Higher Education (3 semester hours)
This course examines the influence of cultural and ethnic differences in the administration of student affairs. Students explore a variety of topics including culture, ethnicity, race, nationality, age, gender, sexual orientation, mental and physical characteristics, education, values, and socioeconomic status. Students discuss how cultural variables affect student affairs advisement. Topics include theories, strategies for effective multicultural advisement, ethical delivery of services, and culturally responsive assessments. This course is designed to develop self-awareness, knowledge, and skills in working with diverse populations.
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EDUC639 Online Teaching Technology Integration (3 semester hours)
This course examines various digital tools, apps, and emerging technologies appropriate for online, face-to-face, and hybrid learning environments, with a focus on online learning integration. Course participants learn about the potential for using social networking sites as vehicles for effective communication that can promote as well as inform. Educators will be exposed to cloud computing, WebQuests, and collaboration tools to be better prepared to integrate technology into K-16 instruction in ways that promote learners connecting, engaging, interacting, creating, problem-solving, and experiencing immersive learning.
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EDUC640 Research Methods in Education (3 semester hours)
This course provides an overview of approaches to research, rationales for methodological choices, integrity of research processes, and tools and techniques for data collection and analysis. Additional topics include reliability and validity, sampling, and evaluating quantitative, qualitative, and mixed methods research designs. There is an emphasis on adhering to ethical principles and creating research designs that are inclusive and diverse. Course participation and activities provide experiences designed to equip practitioners with the knowledge and skills necessary to select, evaluate, and apply findings from extant research and conceptualize research studies related to issues at the K-12 and/or higher education level. (Prerequisites: Either ADHE601, EDUC502, EDUC503, EDUC509, EDUC511, or EDUC621)
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EDUC645 Career Counseling and Development (3 semester hours)
Career Counseling and Development explores career development theories and the career decision making process. Students learn how to encourage motivation by connecting personal values and interests with academics. Topics include multicultural considerations, the relationship between one’s career development and other life roles, and assessment instruments relevant to career planning. The process of career development will be covered as well as the implications for students with disabilities.
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EDUC650 21st Century Teaching and Learning (3 semester hours)
This course explores how technology may be used as a tool in the 21st Century classroom to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate positive changes in education. It also examines how educators can increase their own productivity by using technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Candidates will examine the benefits and possible drawbacks of technology use in their classrooms and learn how to integrate technology effectively into their teaching as a means to promote student learning. Candidates will discover how technology can be an engaging and effective tool in the classroom. Candidates will also have the opportunity to learn how to incorporate the latest technology and software into the curriculum to support learning. This course addresses the standards developed by the International Society for Technology in Education (ISTE). It also incorporates 21st Century Learning Skills. The importance of ICT (information and communication technologies) literacy is emphasized.
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EDUC651 Technology Leadership in Education (3 semester hours)
The course is designed to help school administrators develop an understanding of how to create and support technological change through a systems approach. Topics include sources of resistance to change, tools for planning, decision-making and change, creating and supporting a culture for learning and change, and managing and institutionalizing change systems. Administrators will evaluate the essential 21st century skills for success in today’s world, such as critical thinking, problem solving, communication, creativity and collaboration, as well as skills and strategies for leading their school or district into the ongoing process of technology integration.
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EDUC652 Powerful Technology Applications for the Active Learning Environments (3 semester hours)
This course explores how technology may be used as a tool to facilitate changes in the ways teachers teach and students learn, and ultimately to examine how teachers can use technology more efficiently and effectively to improve student achievement. The course examines how educators may use technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Additional topics include multicultural considerations, ethics, and copyright. This course aligns with the National Educational Technology Standards for Teachers (NETS•T), developed by the International Society for Technology in Education (ISTE).
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EDUC664 Emerging Issues and Trends in Education Leadership (3 semester hours)
This course examines a framework to address the emerging issues and trends in educational leadership that have the potential to significantly influence the future direction of education. It describes how the educational leader can address emerging issues and trends, build the necessary leadership competence to respond to these issues and trends, and develop into a more accountable leader who can deal effectively with the need for school reform.
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EDUC665 Emerging Issues and Trends in Education Leadership (3 semester hours)
This course examines a framework to address the emerging issues and trends in and supervision and instructional leadership that have the potential to influence the future direction of education. The course focuses on the teacher leader/instructional leader and ways to address evolving challenges in the field in both collaborative and leadership roles within schools. Research, study, discussion, and multifaceted assignments enable candidates in this course to analyze various issues and trends such as safety, technology integration, social justice, advocacy, school improvement, community resources, ethical leadership, and more. (Prerequisite: EDUC503)
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EDUC669 Education, Law, Ethics, and Politics (3 semester hours)
This course explores legal, ethical and politics issues governing K-12 education in America and the legal responsibilities and powers of state and local governing bodies and individuals that arise in elementary and secondary schools. This course focuses on understanding federal codes, case law, policies, and significant precedent and will emphasize analysis of key legal concepts and application of law to specific situations. The ethics of decision making and the process through which school leaders can advocate for political reform will be examined. Major areas of analysis include personnel, risk management, curriculum, student services, parent and student rights, teacher rights and torts.
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EDUC670 Education Law, Ethics, and Politics (3 semester hours)
This course explores legal, ethical, and political issues related to PreK-12 U.S. education. Topics include NCLB/ESSA, district liability, rights of students and teachers, and issues related to employment and technology. Emphasis is given to federal and state statutes and case law affecting due process, liability, equal protection, and the rights of teachers and students in order to better understand risks and possible strategies to reduce those risks. Ethical and political contextual aspects are explored in relation to public education decision and policy making at the classroom and school levels. (Prerequisite: EDUC503)
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EDUC671 Integrated Elementary Mathematics and Sciences (3 semester hours)
This course emphasizes the objectives, methods, instruction, and integration of elementary school mathematics and science through a STEAM (STEM + the Arts) lens. Educators will examine research related to elementary school mathematics and science instruction with an emphasis on innovative programs and approaches. Activities include analyzing and evaluating educational trends, curricular materials, and techniques related to teaching mathematics and science to elementary school children. Additional topics include brain-based learning, technology integration, thematic/integrated instruction, and quality children’s literature as enhancements to facilitate children’s understanding of math and science/STEAM concepts and skills. (Prerequisite: EDUC503)
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EDUC672 Integrated Elementary Language Arts and Social Studies (3 semester hours)
This course explores the keys to successful integration of language arts into the elementary social studies curriculum. Social studies is integrative by nature (National Council for the Social Studies, 2017). Powerful and purposeful social studies incorporates language arts skills to help young learners use context clues to suggest meaning, decipher maps and charts, and interpret primary and secondary source documents. A high quality integrative social studies and language arts curriculum brings forth carefully chosen Big Ideas and Essential Understandings with authentic action to promote social understanding and civic efficacy. This course will delineate the integrative nature of elementary social studies and explore the ways in which literature and language arts skills (e.g., listening, speaking, reading, writing, viewing, and representing) add depth and breadth. (Prerequisite: EDUC503)
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EDUC694 Capstone: Field-Based Research Project (3 semester hours)
In this capstone course, candidates will apply program theories, content, and skills to address a real-world, field-based issue in an adult education, digital learning, or other pertinent context relative to the academic program of study. This course requires candidates to conceptualize and present an original scholarly research study to include research questions based upon an issue in a face-to-face/online/or hybrid educational setting, a literature review, research methods, data and analysis, discussion, and references. The capstone project requires written, oral, and audiovisual/multimedia components proposed by the candidate and approved by the course instructor. Capstone course work must follow the style requirements established by the Teaching department. All grades for any capstone attempts will appear on the transcript and will be calculated in the GPA. Candidates may choose an 8-week or 16-week course format. This is intended to be the final course in the degree program and all other course work should be completed.
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EDUC695 Capstone Seminar K-12 Learning Organization (3 semester hours)
Since the early days of K-12 education in the United States, public schools have been the primary option for the education of K-12 students. With trends toward non-traditional K-12 learning organizations becoming more popular, students are gaining access to a variety of non-traditional learning models. This course will focus on the unique structures of non-traditional K-12 learning organizations, including the various types of charter schools, private schools, and a look at online learning for the K-12 student. (Prerequisites: EDUC509 or EDUC519 and 30 of 36 program hours completed)
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EDUC698 Capstone: Action Research (3 semester hours)
Accomplished teachers have a rich understanding of the subject(s) they teach and associated content area pedagogical practices. In this course, candidates will assess their teaching practice in the context of previous coursework, observational experiences, and teaching. They will apply content area knowledge to contemporary theory through the development of artifacts and reflective pieces related to praxis. Candidates will also engage in discourse related to emerging social and philosophical issues in teaching to prepare them to be informed practitioners. This course will focus on action research in a classroom situation. Its purpose is to inform candidates with respect to ongoing pedagogical practices. All grades for any capstone attempts will appear on transcript and will be calculated in GPA.
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