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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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
EDUC521 Different Perspectives on Teaching and Communicating (3 semester hours)
This course, designed for educators, examines issues related to promoting learning opportunities in the classroom for all students, including effective approaches to encourage collaboration among different colleagues, staff, parents, and students. 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 differences.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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).
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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 different populations.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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 different 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 different 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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
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 struggling student populations and developing effective instructional and different assessment skills needed for teaching emergent, beginning, and instructional-level readers. (Prerequisite: EDUC503)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
EDUC599 Issues in TESOL Education (3 semester hours)
This course provides an examination of cultural groups, 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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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 different 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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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, 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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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 different students. The course examines motivation, assessment, and technological tools and how they pertain to personalization in online, face-to-face and hybrid contexts.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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 the least restrictive environment 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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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 various settings. Participants will also examine the ethical considerations associated with using assessments in the coaching relationship. (Prerequisite: EDUC536)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
EDUC634 Co-Teaching and Collaboration for All Learners (3 semester hours)
This course examines the role of the educators working collaboratively in various models, including co-teaching. 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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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. 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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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).
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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.
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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)
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.
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
View the course schedule AMU or APU to find out details about each course including prerequisites, course objectives, course materials, a snapshot of the syllabi, and session dates.