Full Course Description List:

EDUC 5000-6999

(5 credits)

Students in this course focus on the study of leadership and professionalism in the early childhood field, examining current research, ethical considerations, and multiple theories of child development, teaching, and learning. Students will be introduced to the foundation of evidence-based research and decision making, which will be interwoven throughout the program. Students will also build their understanding of the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Human Services, and the master's degree program in Early Childhood Studies.

(5 credits)

Understanding the fundamentals of organizational behavior and change management are essential for facilitating innovation in any organization. In this course, students examine the role the instructional designer can play in managing change within an organization. Students evaluate leadership qualities and practices that foster and sustain innovation in settings such as corporations, higher education, K–12 education, government, healthcare, and nonprofit organizations. Topics include the resistance to change and barriers to innovation, as well as problem-solving techniques that promote competitive advantage.

(5 credits)

Effective instructional design begins with an understanding of the learning process. Students in this course examine behaviorist, cognitive, constructivist, and social learning theories, and their relationship to instructional practices and course design. Factors that influence learning, such as learning styles, motivation, and engagement, are also explored.

Pre-requisites

• EDUC 5105

(5 credits)

Students in this course look closely at typical and atypical physical, cognitive/language, and social and emotional development. Attention will be paid to the powerful and important role cultural and linguistic diversity play in the development of children prenatal through age 8. Students will observe children in a variety of settings, learn how adults can support healthy development, and study new findings related to the factors that foster and impede healthy development and learning.

Pre-requisites

• EDUC 5005

(5 credits)

Research states that long-term benefits from early childhood programs result only when the programs are of high quality. Students in this course focus on the components essential to program effectiveness, including planning for, improving, and evaluating program quality. Students will learn research-based, effective practices for promoting learning and development across developmental domains and subject matter areas from birth through age 8.

Pre-requisites

• EDUC 5160

(5 credits)

Leaders in the early childhood field must have in-depth understanding of the critical issues and trends affecting young children, their families, and the field. Students will study such topics as the impact of changing demographics; the influence of politics and economics on programmatic funding streams; current debates related to school success, the achievement gap, and effective assessment; and the impact of brain research on early development, care, and education from both a historical and current perspective.

Pre-requisites

• EDUC 5161

(0 semester credits)

The purpose of this zero-credit course is to assist students with making steady progress toward earning an MS in Education degree. Information and resources related to action research, scholarly writing, major assessments, program expectations, and other topics are provided for candidates to help them become successful graduate students, scholarly practitioners, and educators who effect positive social change. This course is meant to provide items that are essential to success while not repeating what candidates receive from other areas of Walden support. 

Note: This course is offered for no credit and the candidate will receive no grade. 

(3 semester credits)

Candidates start this course by building on their understanding of the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Human Services, and the program. Candidates complete a pre-assessment and develop an individual learning plan.

Following this essential introductory work, candidates begin their study of school leadership by focusing on the structures of school organizations and leadership styles.

(3 semester credits)

What does it mean to be a professional in the diverse and dynamic early childhood field? Why is considering the dignity, worth, and uniqueness of every child, family, and colleague integral to professionalism as well as healthy growth and development? How are early childhood professionals making a difference as advocates and leaders? Early childhood professionals in this course begin a rich and complex journey examining the breadth and depth of the field; what it means to be a professional guided by a code of ethical conduct; and the critical role research plays in illuminating how early childhood professionals can work as leaders and advocates to help young children, families, and the field grow and thrive.

(3 semester credits)

In this course, education professionals focus on leadership and professionalism in the early childhood field; analysis of current research; ethical considerations; and multiple theories of child development, teaching, and learning. Education professionals are introduced to the foundation of evidence-based research and decision making, which is interwoven throughout the program. Education professionals also build understanding of the philosophy, requirements, and community of Walden University, the Richard W. Riley College of Education and Human Services, and the MS in Early Childhood Studies program.

(5 credits)

This coherent and rigorous approach to teaching and learning K–6 mathematics focuses on conceptual understanding, procedural skills, and application of mathematical knowledge. Coursework also focuses on helping teacher candidates promote problem-solving and communication skills as the core for teaching numbers and operations, algebra, data analysis, probability, measurement, geometry, and the use of manipulatives across math strands. Themes threaded throughout the course include technology, real-world applications, integrating math with other content areas, and building on the strengths and overcoming the challenges of diverse learners. This course includes 15 hours of field experience.

Pre-requisites

• EDUC 6054

(5 credits)

In this course, education professionals explore teaching and learning in science, based on the latest research on the most effective methods for teaching appropriate science curriculum from kindergarten through Grade 6. Candidates focus on ways to use developmentally appropriate strategies to promote modes of inquiry and analytical skills in science education. They also explore instructional and assessment strategies to develop children's conceptual understanding of science, particularly relating to the standards for physical, life, and earth and space sciences. Candidates examine and apply integration of science with reading, math, social studies, and technology. Candidates consider their own science content knowledge and explore local professional development opportunities. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 6054

(10 credits)

Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills. Education professionals participate in orientation activities and then gradually assume complete teaching responsibility of an elementary classroom. Education professionals take full control for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice.

Candidates demonstrate the various roles of an elementary educator. Education professionals work closely with, and are evaluated by, their Walden University supervisor, classroom cooperating teacher, and Walden faculty member. During demonstration teaching, all professionals complete the Education Teacher Performance Assessment (edTPA), participate in weekly discussions, and complete a collaboration based major assessment. This course requires a 12-week full-time classroom experience at a school approved by Walden University.

Pre-requisites

• Completion of all other required coursework

(5 credits)

In this course, teacher candidates prepare to understand the social, physical, emotional, and intellectual growth and development of children as related to learning and motivation in the elementary classroom. Teacher candidates explore philosophies and theories of child development and make connections between and among the key topics of development, learning and motivation, and social and cultural diversity. Learning environments and resources (including technology) that support the developmental needs of elementary children are identified and analyzed. In addition, teacher candidates explore the importance of family and community connections to support children's learning; develop strategies for engaging families in the learning process of their children; and consider the role of children's interests and personal experiences when planning instruction. Teacher candidates identify typical and atypical developmental patterns; analyze effectiveness of instructional strategies; and consider the role of specialists in supporting children's growth and development.

Pre-requisites

• EDUC 6401

(5 credits)

In this course, candidates explore strategies for effective communication and collaboration with colleagues, specialists, families, and community agencies to provide support for all children. Candidates examine collaboration strategies that promote the growth and learning of all children in the elementary classroom, including those with exceptionalities, gifted and talented students, and English language learners. Candidates learn about the roles of all participants in collaborative teams, including coteaching and participating in the Individualized Education Program (IEP) process. Candidates examine the role of the school in supporting all learners within the larger community context. They identify factors in the students' environments that may affect their growth and learning and explore strategies for effective collaboration with diverse families.

Pre-requisites

• EDUC 6402
• EDUC 6052

(5 credits)

To help ensure high levels of learning and achievement for all students, today's educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. In this course, education professionals examine the interrelationships between assessment, teaching, and learning as well as effective practices for applying and integrating these critical components in the K–6 classroom. They gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They also explore learning theory in the context of today's challenging educational goals and standards. In this course, education professionals learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through on-site experiences and Virtual Field Experiences, they critically analyze and implement teaching and learning principles and practices that help ensure awareness of the individual and collective needs of students. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 6401

(5 credits)

In this course, education professionals learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 6401

(5 credits)

Reading, listening, speaking, and writing are skills essential to success in school and in life. In this course, teacher candidates can examine a wide range of effective instructional and assessment practices that support the development of reading, oral language, and written communication for K–6 students. Teacher candidates use research-based approaches to literacy instruction while implementing a variety of assessment tools to identify students' difficulties. Teacher candidates use assessment data to create engaging literacy learning experiences at diverse developmental levels. Topics include the incorporation of technology to support and enrich literacy learning, family involvement, and integrating literacy and learning into the content areas This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 6402
• EDUC 6052

(5 credits)

In this course, candidates prepare to become effective educators of social studies and the arts. As they plan and implement instruction, candidates integrate the major concepts, themes, and modes of inquiry from social studies and the arts. Emphasis is on developing strategies to help students become effective citizens of a democratic and culturally diverse society. Candidates focus on building connections across disciplines and using the arts to foster student engagement and communication and promote their abilities to construct and apply knowledge. Candidates use multiple assessments to measure student progress and modify instruction to address the needs of all learners in diverse classrooms. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 6053
• EDUC 6054
• EDUC 6056
• EDUC 6010
• EDUC 6020

(5 credits)

In this course, teacher candidates explore strategies for integrating technology across content areas in order to plan units and lessons that support developmental and curricular goals for elementary students. Candidates create learning experiences that promote student motivation and engagement; support exploration, problem-solving, and critical thinking; provide opportunities for collaborative and self-directed learning; and foster content area literacy. Candidates explore a wide variety of technology resources, infusing them in instructional planning to help students learn content and become proficient in the use of technology. Candidates examine effective teaching practices, including formative/authentic assessments and scaffolding techniques to support diverse learners. This course requires a 15-hour field experience at a school approved by Walden University.

Pre-requisites

• EDUC 6054

(3 semester credits)

Research on how the brain develops in utero and throughout early childhood provides insights and guidance critical to young children's healthy development. As brains develop, early experiences affect brain architecture in ways that promote or impede healthy relationships, self-concepts, growth, and learning. Early childhood professionals, as leaders and advocates in the field, study current, fascinating research on brain architecture, child mental health, and the ways toxic stress, trauma, and resilience influence child development across domains.

(3 semester credits)

Traditions, cultures, structures, interactions, and values all influence the developing child. Understanding family context, at the heart of which is respecting each family's dignity, worth, and uniqueness, is key to developing partnerships that help young children thrive. However, building partnerships with families is not a simple, one-size-fits-all process. In this course, early childhood professionals study the components and nuances of family context and ways to build and sustain culturally responsive, reciprocal relationships with families. Such relationships foster effective family collaboration within early childhood settings and in efforts to partner with community organizations to foster children's healthy development and learning.

(3 semester credits)

Play is a time when children explore, discover, and imagine; they express themselves, lose themselves, and find themselves all over again. Creativity may involve seeing the world in new ways, finding new ways to solve problems, and giving birth to ideas based on who each child is, what they feel, and how they learn, think, and interact. Early childhood professionals recognize that both play, and creativity are integral to healthy human development. And, both flourish in environments where children feel respected, are encouraged to take risks, and have time to live in what they are experiencing. In this course, early childhood professionals, as leaders of and advocates for effective practice, study international research and perspectives on the value of play and creativity and how to advocate for the infusion of play and creativity into early childhood teaching and learning.

(3 semester credits)

Early childhood environments have the power to invite learning, foster curiosity, and empower meaning-making. Such environments offer spaces for children to be quiet and introspective as well as interact in robust play. The aesthetics of early childhood environments can nurture children's appreciation of the many aspects of beauty, while the soul and feel of environments can help children and families be comfortable with who they are. In this course, early childhood professionals analyze the role of the environment as the third teacher, the ways early childhood environments support community and belonging, and the value of leading early childhood teams to create effective early childhood environments that nurture discovery, wonder, and awe. 

(This course requires 10 hours of field experience focused on developing and taking part in meaningful learning experiences in an infant/toddler, preschool or K-3 setting.)

Pre-requisites

• EDUC 6003
• EDUC 6101
• EDUC 6102
• EDUC 6103

(3 semester credits)

Understanding the fundamentals of organizational behavior and change management are essential for facilitating innovation in any organization. In this course, education professionals examine the role of instructional designers in managing change within an organization. They evaluate leadership qualities and practices that foster and sustain innovation in various settings, such as corporations, higher education, K–12 education, government, healthcare, and nonprofit organizations. They also explore the resistance to change and barriers to innovation as well as problem-solving techniques that promote competitive advantage.

(3 semester credits)

In order to design and implement meaningful learning experiences for and with young children, early childhood professionals must understand the principle content strands that comprise each academic discipline as well as the key concepts and methods of inquiry across academic disciplines. This course supports professionals, as advocates of meaningful curriculum, in leading efforts to apply knowledge of content and pedagogy to designing learning experiences that are engaging and challenging, and that reflect children's individual, cultural, and linguistic diversity.

(3 semester credits)

Early childhood professionals understand that observation is a critical method of assessment in early childhood settings. Thoughtful, ongoing observation and documentation are authentic approaches that provide a holistic picture of children and help to guide developmentally appropriate planning, interactions, and instruction. In this course, early childhood professionals consider their roles as leaders and advocates of effective observation and assessment practices who model and mentor the process of analyzing assessment strategies, methods, and data to support children's healthy development and learning. They are challenged to critically examine and lead effective collaboration with families and other professionals to promote ethical and meaningful assessment practices, including early intervention. 

(This course requires 10 hours of field experience focused on developing and taking part in meaningful learning experiences in an infant/toddler or preschool setting.)

Pre-requisites

• EDUC 6104
• EDUC 6106

(3 semester credits)

Early childhood professionals understand that positive and supportive interactions with young children rightly place the young child at the heart of the learning and teaching process. In this course, early childhood professionals analyze developmentally appropriate approaches that reflect knowledge of how children develop and learn. In the role of leaders, they advocate and mentor by applying this knowledge to the planning of differentiated learning experiences that are responsive to young children's individual strengths and needs as well as their family and cultural contexts. They examine concepts and evaluate models of quality inclusive care and education for young children. They build awareness throughout the field of the vital importance of reflective, responsive, and intentional practice to support and nurture the healthy growth and learning of each individual child.

(3 semester credits)

Early childhood professionals employ a broad repertoire of skills and strategies that are appropriate for the young children in their settings. In this course, they apply their knowledge of young children's characteristics, needs, strengths, and family and cultural contexts to planning and instruction in an authentic P–3 classroom setting. They intentionally plan differentiated learning experiences to ensure challenge and meaning for each child as well as for the group. As they engage in the planning, learning and teaching, and assessment cycle, early childhood professionals collaborate with host teachers and other colleagues to sharpen their instructional skills, deepen reflection on their own practice, and lead professional development to promote effective practice in P–3 settings.

Pre-requisites

• EDUC 6107
• EDUC 6108

(3 semester credits)

Effective leaders in early childhood settings develop and maintain programs that are grounded in ethical principles and exemplify healthy organizational culture. This effort takes an abundance of skill particularly related to modeling and applying ethical standards and legal requirements; building respectful relationships with—and between—staff, families, and children; and stewarding the program's mission and vision. Leadership is deeply challenging, rewarding, and dynamic. This course helps early childhood professionals in search of leadership skills, tools, and insights, become the program leaders they hope to be.

(3 semester credits)

Consider the needs and challenges of early childhood programs. How might knowledge of and skills related to budgeting, allocating resources, and obtaining additional funding help an early childhood professional develop and maintain a high-quality program? Creating successful grant proposals, having the tools to effectively market the program, and continuously working with staff to productively manage a facility with financial skill is key to program success as well as the ability to serve the best interests of children and families. This course provides early childhood professionals with a strong foundation in the key areas of grant writing, budgeting, and making strategic decisions about funding.

(3 semester credits)

Effective instructional design begins with an understanding of the learning process. The behaviorist, cognitive, constructivist, and social learning theories and their relationship to instructional practices and course design are also examined. Factors that influence learning, such as learning styles, motivation, and engagement, are also explored.

(3 semester credits)

An introduction to the principles and processes of research is provided in this course. Education professionals explore the various steps and considerations of the research process. They develop an understanding of basic research methodologies and statistical analyses, learn how to formulate research problems and questions, conduct a literature review, and critique and evaluate research. Additionally, they consider the ethical responsibilities of the researcher.

(3 semester credits)

Online education could be the driving force that transforms education and training practices in the 21st century. Through this lens, education professionals explore the current trends impacting the field of distance education and their implications for the design and development of distance-learning programs. They examine the different models, theories, and technologies used in the development and delivery of online education and training programs. They also explore the implications and considerations of designing instruction for blended, fully online, instructor-led, and self-paced learning environments.

(3 semester credits)

Purposeful and careful planning is a key element to the success of any program. In this course, education professionals explore the systematic approaches to project management. Education professionals learn to use various project management tools, procedures, and methodologies, which they apply to projects in a real-world education or training environment. They also analyze the interrelated nature of the triple constraints of time, cost, and scope as well as their influence on the overall quality of the project.

(3 semester credits)

Historical perspectives on the development of higher education are useful in understanding the characteristics of our current system and future trends. The social, political, and economic context in which 4-year colleges, community colleges, and universities operate is introduced in this course. Education professionals explore how institutions of higher education apply business principles to renew their commitment to student learning and achieve their mission and goals effectively. They also become familiar with the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Human Services, and the M.S. in Higher Education program.

(3 semester credits)

The success of any business is tied directly to its ability to serve its customers effectively. In higher education, those customers are students. In this course, education professionals examine fundamental principles of student learning and development as well as the implications of these principles for adult learners from a variety of backgrounds who have diverse needs and are in different stages of the educational process. They investigate and discuss factors affecting students' educational goals and aspirations, their ability to stay in college, and the impact of their educational experiences on their learning and development; through this exploration and discussion, education professionals gain a better understanding of the ways leaders can improve these outcomes.

(3 semester credits)

Effective leadership within colleges and universities depends on the ability to identify important aspects of an organization's structure and culture as well as to adapt one's behavior to that culture. In this course, education professionals examine patterns of organization, governance, and culture in higher education, and they assess strategies for working effectively within governance structures and organizational cultures to achieve desired goals. They engage in readings and assignments that emphasize the organization's ability to learn and change in response to internal and external factors, including the ever-changing use of technology in academic programs and services.

(3 semester credits)

Making good decisions in higher education requires the effective use of an array of information sources. In this course, education professionals investigate strategies for implementing data-informed, decision-making processes, including critiquing and evaluating research findings, locating and interpreting appropriate data sources and making credible arguments based on current industry trends and institutional data. They also complete learning activities through which they focus on determining the implications of research and data for key institutional issues and using this knowledge to drive quality improvement.

(3 semester credits)

Education professionals in this course critically examine typical and atypical physical, cognitive/language, and social and emotional development. They examine the powerful and important influence of cultural and linguistic diversity on the development of children from the prenatal stage through age 8. They also examine new findings related to the factors that foster and impede healthy development and learning, and they explore how adults can support healthy development. Additionally, education professionals have the opportunity to observe children in a variety of settings to gain practical insight on the developing child in the real world.

(3 semester credits)

Researchers indicate that long-term benefits from early childhood programs result only when the programs are of high quality. In this course, education professionals explore the components essential to program effectiveness, including planning for, improving, and evaluating program quality. They learn research-based, effective practices for promoting learning and development across developmental domains and subject matter areas in children from birth through age 8. Education professionals transfer new knowledge and skills to an authentic context through practical assignments, such as reflective blog posts and real-world observations of professionals in the field.

(3 semester credits)

Leaders in the early childhood field must have in-depth understanding of the critical issues and trends affecting young children, their families, and the field. Education professionals in this course explore changing demographics; political and economic influence on programmatic funding streams; current debates related to school success, effective assessment and the achievement gap; and brain research influence on early development, care, and education from a historical and current perspective. Sharing perspectives and making connections with the professional world, educational professionals post blogs to establish contacts with early childhood professionals; reach out to international contacts in the field to gain an understanding of poverty issues in different regions, issues related to excellence at the forefront of professional discussions, and insights on further development opportunities; and share web resources, such as websites and e-newsletters. 

(3 semester credits)

Nearly all professionals benefit from the ability to understand, evaluate, and use research effectively. In this course, education professionals prepare to be knowledgeable consumers of research, understand the language of research, and apply research and inquiry skills to the early childhood field. They engage in a variety of conceptual and application-based assignments focused on building skills in analyzing trends, critically assessing emerging knowledge, and using a variety of tools to access and evaluate research. They also have the opportunity to practice and apply course concepts and theories through research on early childhood research topics of personal or professional interest.

(3 semester credits)

Understanding and respecting the diversity and individuality of every child and family is central to effective practice and at the heart of the early childhood field. Education professionals in this course examine family cultures and their impact on children and programs, and they investigate issues related to access, equity, and social justice. Through assignments designed to provide practical application of content, they also work toward developing an in-depth understanding of the intricacies of diversity, scrutinizing their own biases to effectively work with and advocate for all children and families.

(3 semester credits)

Professionals in the field of early childhood education must engage often with other colleagues, families, agencies, and government officials; therefore, communication and collaboration skills are essential to effective and productive work in the field. Education professionals in this course explore the use of tools and strategies to collaborate with others, such as building relationships, teaming, negotiating, problem-solving, resolving conflicts, and building consensus. They engage in coursework that emphasizes effective practices for working with diverse families, collaboration with colleagues to improve programs and services for children and families, and communication skills needed to advocate and work effectively with agencies and government officials. Through this course, education professionals learn and practice techniques essential to effective one-on-one interactions and group work while deepening their understanding of how cultural responsiveness influences successful communication and collaboration.

(3 semester credits)

The success of any manager is largely dependent on the leadership they provide their staff. Students in this course explore the roles and responsibilities of directors and/or administrators in effectively managing individuals and leading teams for early childhood programs. Education professionals in this course focus on staff recruitment, evaluation, and development, and they identify the skills and knowledge required to create positive environments and achieve individual and organizational goals. In this course, the educator will be challenged to consider the ethical, legal, and cultural implications of working with a diverse staff, with emphasis given to the importance of effective communication in maintaining productive relationships.

(3 semester credits)

Administrators of early childhood programs must be able to effectively budget and allocate resources. Education professionals in this course explore the role of the administrator in budgeting and handling resource allocation for early childhood programs. They examine processes for effectively managing budgets and explore strategies designed to help them understand and communicate budgets to stakeholders. Education professionals also explore the various sources of funding and plan a budget for an early childhood education program.

(3 semester credits)

Effective early childhood directors/administrators are responsible for planning, implementing, and evaluating programs to ensure quality experiences for the children and families they serve. In this course, effective administrators focus on the wide range of roles in which they must excel, including developing and maintaining the program's mission and vision, understanding regulatory and accreditation requirements, marketing, and providing all children proper nutrition and safety while in their care. Education professionals in this course also examine the importance of engaging in meaningful communication with parents, families, and communities.

(3 semester credits)

The field of adult learning is multifaceted; adult learners are also complex, bringing diverse backgrounds, experiences, and perspectives into the classroom. This course is a foundation for understanding this dynamic field. Education professionals examine what it means to be a leader in a fast-paced, changing environment. They explore and discuss key topics, including the conceptual base of the field, adult learner motivation, settings and contexts of practice, forms and processes of adult learning, best practices that support adult learning, and major issues and controversies in the field today. Applying course concepts, education professionals develop a personal philosophy of adult education to use as a guide in their current or future practice as an adult educator. They also become familiar with the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Human Services, and the MS in Adult Learning program.

(3 semester credits)

To understand adult learning, one must ask and answer complex questions: Who is the adult learner? What is the social context of learning? What motivates adult learners? In this course, education professionals explore the theories and frameworks that inform the field of adult learning today. They identify, compare, and contrast foundational and emerging perspectives on adult learning with the aim of transforming theory into practice. They engage in an integrative course project through which they synthesize and apply various theories to real-world situations, including their own development; summarize how the idea of wisdom impacts their experiences as adult learners; interview an adult learner; and assess various perspectives in regard to educating diverse learners.

(3 semester credits)

Today's diverse, multicultural world dictates that adult learners are not treated as a homogenous group but rather as distinct individuals, each with his or her own intrinsic motivations. Education professionals in this course learn the importance of culturally responsive teaching methods that promote respect, relevance, engagement, and academic success. They engage in readings and assignments focused on inclusive approaches that promote cross-cultural communication, and they explore and discuss a range of topics, such as race, ethnicity, gender, sexual orientation, nontraditional learners, and linguistic diversity.

(3 semester credits)

Understanding, evaluating, and using research effectively are critical skills for adult learning professionals. In this course, education professionals work toward gaining the knowledge required to be critical consumers of research, understand the language of research, and apply research and inquiry skills to the field of adult learning. Through various conceptual and practical course assignments, they build competence in analyzing trends, assess emerging knowledge, and learn to use a variety of tools to access and evaluate quantitative and qualitative research.

(3 semester credits)

A number of best practices in adult teaching and learning have been identified based on decades of research and experience. Education professionals in this course examine these evidence-based practices to build their skills and gain strategies to facilitate learning in a variety of settings. They also explore promising new ideas and emerging trends in the field of adult learning.

(3 semester credits)

Given the wide variety of settings in which adult learning takes place, it is no small challenge to plan and implement robust learning experiences that can be effectively evaluated. Education professionals in this course examine the ingredients essential to promote learning successfully, including multiple needs assessment models, approaches to program design, implementation strategies, and models of evaluation and assessment.

(3 semester credits)

Research shows that adults learn best in a social environment. Through collaboration and idea exchange, a supportive "community of practice" is generated where learners co-create their experience in socially meaningful ways. This may take the form of discussions, peer-to-peer activities, small-group work, and student-centered assignments, among other approaches. Education professionals in this course examine the mechanics of collaboration and identify facilitation practices that lead to student success. Also addressed are issues of consensus and decision making, trust-building, collaborative teaching, and group process online.

(3 semester credits)

Emerging technologies are rapidly altering the field of adult education today. Innovative technologies are removing traditional boundaries to learning and encouraging a global perspective on school, work, and communications. New developments in software, multimedia applications, Internet technologies, and mobile computing are transforming the educational landscape and empowering learners around the world. Education professionals explore how educators and students can leverage these advances to enhance the learning process and improve outcomes in today's digital information society.

(3 semester credits)

Adult learning takes place in a wide variety of formal and informal settings. Each of these environments has its own organizational structure, or "system," that must be understood and considered when designing and implementing learning strategies. Understanding the fundamentals of organizational behavior, systems theory, and change management is essential for facilitating innovation and performance enhancement. In this course, key issues such as policy, advocacy, complexity, change, organizational development, and group dynamics are addressed in the context of developing transformational experiences for adult learners.

(3 semester credits)

Effective instruction in an online setting requires strategies that leverage the unique characteristics of distance learners and online environments. In this course, students analyze, select, and design instructional strategies that are most effective for engaging and teaching adult online learners. Students learn methods for managing and delivering online instruction, with the goal of integrating effective strategies with course management tools and multimedia technologies in both synchronous and asynchronous environments.

(3 semester credits)

The online environment provides instructors with the opportunity to reach beyond traditional practices and explore new ways of assessing student learning outcomes. In this course, students apply their knowledge of learning theory and assessment practices to the development of assessment strategies in online education and training environments. Students review research and practical strategies for assessing student learning in both synchronous and asynchronous environments.

(3 semester credits)

The need for developmental education in community colleges and 4-year institutions continues to grow, as does the need for developmental educators who are prepared to help this population of students achieve success. In this course, students examine developmental education from a historical perspective and will explore the theoretical frameworks, political and economic issues, and key research surrounding developmental education. Students also learn common organizational approaches to offering developmental education and the characteristics of developmental education student populations, courses, and programs.

(3 semester credits)

Meeting learners' needs for developmental education requires creativity and perseverance as well as a willingness to learn from the experiences of other institutions. Students in this course examine approaches to developmental education that have proven successful in a variety of contexts, including strategies for intake and placement, advising, teaching, and assessment. Students also investigate best practices in curriculum design and the use of technology in developmental education, programs to support student retention and persistence, and ways of facilitating collaboration between academic and student affairs in support of developmental education.

(3 semester credits)

Education professionals in this course survey the research, models, and issues associated with improving human performance in workplace settings. They explore methods and techniques for recognizing and analyzing performance gaps, conducting needs assessments, determining appropriate instructional and performance support interventions, and measuring the results of implemented solutions. Emphasis is placed on determining whether adult education or performance improvement interventions are appropriate for addressing identified needs. Education professionals also use results from analyses to inform the design of job aids, instruction, and other performance support systems.

(3 semester credits)

The ability to manage and deliver training is an essential skill for human resource and performance improvement professionals working with adult learners. In this course, students study models, techniques, and best practices for managing and delivering training systems and modules. Topics include managing the learning environment, selecting appropriate materials and assessments, and tracking learner performance and completion. Students also explore technologies that support the planning, presenting, and managing of instructor-led and self-directed courses and training systems in both face-to-face and virtual environments.

(3 semester credits)

Students in this course are introduced to the fundamentals of teaching English as a second language to adult learners. The vocabulary and acronyms relevant to the field are introduced, and the essential theories and concepts of second language acquisition are explored. The diversity of adult learners and their motivations, as well as the variety of formal and informal teaching settings, both in the United States and abroad, are examined. Professionalism and respect for differences in language, culture, and belief systems are emphasized.

(3 semester credits)

A variety of instructional methodologies for teaching English as a second language to adult learners are introduced. The basic principles, current trends, and established techniques of second language instruction are examined, with an emphasis on the communicative language teaching (CLT) approach. Best practices in reading/writing and speaking/listening instruction are given special attention, while challenges such as community building and managing the learning environment are also addressed.

(3 semester credits)

Students are introduced to the basics of planning lessons, designing assessments, and evaluating adult learners in English as a second language settings. Strategies for creating meaningful, authentic lessons and materials for a variety of contexts are explored; the various approaches to testing and assessing language needs and competencies are analyzed; and best practices in evaluation and placement are examined with the goal of creating the most conducive and effective environments for language learning possible.

(3 semester credits)

In this course education professionals are provided with the opportunity to integrate and apply the theories, concepts, and practices learned in previous coursework to real-world issues and problems. The capstone experience, in which education professionals are asked to select a specific adult learning situation of personal relevance for study, serves as the culmination of the program. Education professionals conduct a detailed analysis and offer solutions to a problem or suggest interventions to improve current practice.

(3 semester credits)

Effective educational leaders influence the quality of teaching by understanding how to recognize outstanding teaching and facilitate improvement by communicating how and why learner-centered teaching enhances the learning outcomes of every student. Candidates in this course are introduced to the latest research on education, teaching, and learning, and they develop an understanding of how research informs effective approaches to instruction.

(3 semester credits)

Effective educational leaders work to foster shared understanding of and commitment to making sure that every student learns and succeeds; this requires the ability to communicate and the capacity to create conditions and processes that foster collaborative problem solving and decision making. Education professionals in this course explore the characteristics of effective leaders. They learn how to model open and responsive communication as well as how to create time and use tools to ensure that such interactions are common within the school and throughout the school community. They also explore the role of schools in communicating with and drawing upon community resources of various types, including public agencies and organizations that serve youth and families. Through this course, education professionals work toward establishing the personal, ethical, and moral platforms to become effective leaders who model and promote ethical and productive civic behavior.

(3 semester credits)

Education professionals in this course explore and analyze the issues, complexities, responsibilities, and opportunities associated with leading schools with diverse student populations. By acknowledging differences among learners, as well as biases, discrimination, prejudices, and stereotypes, school leaders can identify diversity as a dynamic contributing factor to a rich learning environment in which individual differences are honored and respected. A focus of the course is also on one of the most challenging tasks facing schools today: to substantially increase the achievement of students placed at risk because of limited facility with English, and physical, mental, and emotional disability. Candidates will study diverse and inclusive approaches that have proven most effective in supporting all language learners and students with special needs to reach high standards of performance.

(3 semester credits)

Educators in this course study selected general legal principles, case and statute law, and law-making agencies that impact leaders and their educational institutions. Key content areas include but are not limited to the legal status of the local school district; the role of federal, state, and local governments that  may apply; governance of schools; and policies, rules, and regulations. Educators in the course will also cover the legal rights, responsibilities, and obligations of administrators, teachers, students, parents, and school boards, community education, civil rights, collective bargaining, torts and contracts, and legal research, as well as the development of policy to meet regulations and other provisions.

(3 semester credits)

Education leaders must use data extensively to guide them in defining needs, setting and prioritizing goals, monitoring and evaluating progress, and identifying effective strategies for improvement. The continuing analysis of the gaps between student performance and student learning goals defines the actions of effective school leaders. Decision-makers must understand the array of data that are needed for school improvement. They must know the principles and techniques of measurement, evaluation, and data analysis. They must use a multitude of strategies to analyze data to propel teaching and learning and school improvement. They should use technology to support the collection and use of data. They need to engage the school community (teachers, parents, and students) in understanding and supporting data to guide the analysis of strengths, weaknesses, threats, and opportunities in the ongoing pursuit of school improvement.

(3 semester credits)

Research on effective schools provides guidance on the most productive ways to organize time, people, money, technology, and other resources. To use these resources most effectively, leaders need to have a strategy that defines the most important priorities, the overall educational design, and the organizational structures that best match the necessary goals for improvement. Effective leaders need to be able to (1) link whole-school strategic plans to effective instructional practices and improved use of time and money; (2) ensure individualized attention where needed in subject areas; (3) evaluate alternative paths to school improvement; (4) invest wisely in improving teaching quality; and (5) organize staff and use other resources in new ways that allow focused investment in teaching and learning.

(3 semester credits)

Effective educational leaders develop capabilities to foster cultures for learning based on mutual respect among students, teachers, staff, parents, and the larger community. Strategies for fairly and effectively administering discipline and resolving conflict are addressed. This course is intended to help leaders understand and treat individual and group differences and potential conflict as opportunities for developing the dispositions, knowledge, and skills that result in social competencies essential to civic participation and interpersonal effectiveness in school and beyond. Candidates also study issues related to safety and violence in schools, considering both methods of prevention and ways to respond to unsafe and violent situations.

(3 semester credits)

To be effective, school leaders must understand the foundational principles of teaching—curriculum, instruction, and assessment. Education professionals in this course also focus on the considerations with which they need to engage as they plan for the adoption and implementation of a new or substantially revised program to enhance student learning in a content domain. Literacy and math are two content areas that are problematic in many schools, especially those serving diverse students and students who are underperforming. Thus, while the lessons are applicable to other subjects, the focus here is on how to ensure that content standards, curriculum materials, assessment, instruction, professional development, and parental and community involvement, among other initiatives, are aligned in ways that foster student achievement in literacy and math.

(3 semester credits)

Candidates study human resources policies and practices for recruiting, selecting, hiring, inducting, developing, evaluating, and retaining or dismissing school personnel. Identifying teachers' needs for professional growth is important, but leaders must also ensure that teachers have the opportunity and motivation to use their professional expertise and to participate in ongoing professional development focused on enhancing the learning of every student. As well, school leaders must be able to identify characteristics of productive teacher evaluation processes and programs; distinguish between supervising teaching and supervising learning; and utilize a process and structure for evaluating school personnel that is productive and supportive, motivates improvement, results in retention of highly competent staff members, embodies standards of due process, and takes into account the provisions of the contractual agreements for staff.

(3 semester credits)

In this course, candidates explore strategies for effective communication and collaboration with colleagues, specialists, families, and community agencies to provide support for all children. Candidates examine collaboration strategies that promote the growth and learning of all children, including those with exceptionalities. Candidates learn about the roles of all participants in collaborative teams such as Individualized Education Program (IEP) team, professional learning communities (PLCs), and co-teaching teams. Candidates examine the role of the school in supporting all learners within the larger community context. They identify factors in the students' environments that may impact their growth and learning and explore strategies for effective collaboration with diverse families.

Pre-requisites

• EDUC 6605
• EDUC 6607
• EDUC 6627

(3 semester credits)

Effective instruction in an online setting requires strategies that leverage the unique characteristics of distance learners and online environments. In this course, educators apply their knowledge of instructional design and distance learning to analyze, select, and design instructional strategies that are most effective for engaging and teaching online learners. They learn methods for managing and delivering online instruction, with the goal of integrating effective strategies with course management tools and multimedia technologies in synchronous and asynchronous environments.

(3 semester credits)

Instructors are provided with the opportunity to reach beyond traditional practices and explore new ways of assessing student learning outcomes in the online environment. In this course, educators apply their knowledge of learning theory, assessment practices, and instructional design principles to the development of assessment strategies in online education and training environments. They review research and practical strategies for assessing student learning in synchronous and asynchronous environments.

(3 semester credits)

An introduction to the principles and processes of research is provided in this course. Education professionals explore the various steps and considerations of the research process. They develop an understanding of basic research methodologies and statistical analyses, learn how to formulate research problems and questions, conduct a literature review, and critique and evaluate research. Additionally, they consider the ethical responsibilities of the researcher.

(3 semester credits)

Faculty members and staff are the most important resource in any higher education institution. In this course, education professionals focus on strategies for human resource management in higher education, including recruitment and staffing, professional development, compensation, performance evaluation, and legal considerations. They investigate issues specific to faculty members, including promotion and tenure, collective bargaining, and collaboration with adjunct faculty members. They also examine the skills needed to coach, support, motivate, and facilitate collaboration among staff, enabling the organization to move toward desired outcomes.

(3 semester credits)

As costs escalate and resources dwindle, the effective, ethical, and socially responsible management of financial resources becomes an increasingly important skill in higher education. Education professionals are introduced to the fundamentals of financial administration in 4-year colleges, community colleges, and universities in this course. They explore financial issues specific to higher education, such as budget management, asset management, state appropriations, administration of financial planning, and fundraising. They also engage in practical learning activities through which they develop and assess strategies for deploying and managing resources to achieve established goals.

(3 semester credits)

Optimizing quality and productivity in a higher education organization requires the ability to initiate and support positive change efforts. In this course, education professionals explore and discuss best practices for analyzing and evaluating organizational performance; identifying opportunities for improvement; and leveraging available resources, including technological resources, to support productive change initiatives. They also investigate strategies for achieving quality and productivity goals in the context of accountability, including defining outcomes aligned with the institution's strategic plan, establishing credible outcome measures, and demonstrating how to use outcomes data to improve programs and services.

(3 semester credits)

Student success depends not only on the quality of the institution's academic programs but also on the quality and availability of student services. In particular, the growing need to help increasingly diverse student populations succeed in college requires innovative approaches to retention and support initiatives. In this course, education professionals explore strategies to plan, organize, and manage student services and programs effectively as well as for ensuring that these programs meet legal and regulatory requirements. They also engage in coursework that emphasizes the design and deployment of programs and services, which enables students from diverse backgrounds to achieve their educational goals.

(3 semester credits)

Higher education institutions achieve their goals primarily through instructional programs as well as through student support programs and services. Stakeholders at all levels within and outside the organization, including students, administrators, employers, legislators, and the public, expect institutions to demonstrate that their programs accomplish desired goals and that processes are in place to support data-driven improvement. In this course, education professionals engage in the cyclical process of program planning and assessment, including establishing goals and outcomes, creating and implementing an assessment plan, sharing results and determining strategies for improvement, and involving faculty, staff, and students in the assessment process.

(3 semester credits)

To understand adult learning, one must ask and answer complex questions: Who is the adult learner? What is the social context of learning? What motivates adult learners? In this course, education professionals explore the theories and frameworks that inform the field of adult learning today. They identify, compare, and contrast foundational and emerging perspectives on adult learning with the aim of transforming theory into practice. They engage in an integrative course project through which they synthesize and apply various theories to real-world situations, including their own development; summarize how the idea of wisdom impacts their experiences as adult learners; interview an adult learner; and assess various perspectives in regard to educating diverse learners.

(3 semester credits)

A number of best practices in adult teaching and learning have been identified based on decades of research and experience. Education professionals in this course examine these evidence-based practices to build their skills and gain strategies to facilitate learning in a variety of settings. They also explore promising new ideas and emerging trends in the field of adult learning.

(3 semester credits)

Given the wide variety of settings in which adult learning takes place, it is no small challenge to plan and implement robust learning experiences that can be effectively evaluated. In this course, education professionals examine the ingredients essential to successfully promote learning, including multiple needs assessment models, approaches to program design, implementation strategies, and models of evaluation and assessment.

(3 semester credits)

According to research, adults learn best in a social environment. Through collaboration and idea exchange, a supportive "community of practice" is generated where learners co-create their experience in socially meaningful ways. This may take the form of discussions, peer-to-peer activities, small-group work, and student-centered assignments, among other approaches. In this course, education professionals examine the mechanics of collaboration and identify facilitation practices that lead to student success. Also addressed are issues of consensus and decision making, trust-building, collaborative teaching, and group process online.

(3 semester credits)

Emerging technologies are rapidly altering the field of adult education today. Innovative technologies are removing traditional boundaries to learning and encouraging a global perspective on school, work, and communications. New developments in software, multimedia applications, Internet technologies, and mobile computing are transforming the educational landscape and empowering learners around the world. In this course, educators and students explore how to leverage these advances to enhance the learning process and improve outcomes in today's digital information society.

(3 semester credits)

Diversity can have a profound influence on children's development and learning. Education professionals in this course explore areas of diversity, including developmental and learning needs, such as English-language learners, children on the autism spectrum, and children with developmental delays. They also address the impact of living in poverty and experiencing stress/violence/trauma in the context of families, early childhood settings, and school classrooms. Applying course concepts, education professionals engage in practical exercises through which they reflect on their own perspectives and biases and learn the complex ways families influence their children. Moreover, they learn the importance of using current research and resources to improve developmental and learning outcomes for every child.

(3 semester credits)

Working with children and families who have diverse developmental and learning needs requires not only a deep understanding of and respect for the individual child but also research-based knowledge of effective practices, strategies, and services. Through this course, education professionals develop and assess practical strategies and tools needed in educational settings to plan curriculum, teach, assess, and, if necessary, refer young children. They learn to use knowledge of children's unique characteristics to help create respectful, supportive, and challenging environments and experiences that foster healthy development and learning.

(3 semester credits)

The early childhood field offers a variety of opportunities for early childhood professionals to teach and work with adults. These professionals must understand the principles of adult learning. Education professionals in this course explore the major theories of adult learning and motivation to prepare to work in such roles as higher education faculty, community trainers, technical assistance providers, parent educators, coaches, mentors, professional developers, and Child Development Associate (CDA) trainers. They share ideas and perspectives with peers through discussions on a variety of topics, including traditional learning theories and andragogy, theories of cognitive development, and adult learning models, among others. Additionally, education professionals synthesize and apply various theories to real-world situations, including their own development; summarize how the idea of wisdom impacts their experiences as adult learners; interview an adult learner; and assess various perspectives in regard to educating diverse learners.

(3 semester credits)

In this course, education professionals focus on strategies and techniques integral to working effectively with adults in the early childhood field in such roles as higher education faculty, community trainers, technical assistance providers, parent educators, coaches, and mentors. Education professionals gain practical experience in planning learning experiences, assessing and modifying instruction, and incorporating technology in teaching geared specifically to the unique strengths and needs of the adult learner. Additionally, they examine the distinctions between teaching in the early childhood field at a community college or university, and they explore ways to provide professional development for early childhood practitioners and support to adults working with young children and families in community settings.

(5 credits)

Lifelong learning and professionalism are key components of effective teaching. As teacher candidates begin their professional program of study, they review the program requirements including field experience responsibilities and major assessments. Teacher candidates study the dimensions of teacher professionalism through the eyes of social change. After reviewing the code of ethics from a practitioner viewpoint, historical theorists, court cases, and trends in education, candidates focus on what is required to be successful in 21st century schools. This includes an analysis of multiple technological frameworks, and candidates use these frameworks in multiple ways throughout the course. Through readings, voices from the field, virtual field experiences, and reflective experiences, each candidate begins to consider their personal philosophy.

(5 credits)

The dynamics of today's classroom are unique and challenging for teachers and learners. Education professionals in this course explore and analyze issues, complexities, and responsibilities associated with the field of education in the 21st century, including providing equal educational opportunities for all learners, regardless of their abilities and differences. They examine many factors influence learning, including individual experiences, abilities, talents, prior learning, language, culture, and family and community values. Education professionals' study special education laws and policies; language diversity; and multiple intelligences. They also address learning theory, diverse learning styles, and practical instructional strategies, and they acquire theoretical and practical knowledge about today's classroom as well as the family and community contexts that influence children's learning and development.

Pre-requisites

• EDUC 6400

(5 credits)

In this course, education professionals learn theories, principles, practices, and strategies to support literacy development in the elementary grades. Candidates learn about early literacy development including phonological awareness, concepts of print, and phonics. Strategies for developing vocabulary, comprehension, fluency, writing, content-area literacy, and media literacy are also explored. Through course readings and virtual field experiences, candidates analyze literacy instruction and identify research-based principles that support the literacy and learning of all students, including English language learners. Candidates examine the role of formal and informal assessments in planning and modifying literacy instruction to meet the needs of a diverse student population. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of students.

Pre-requisites

• EDUC 6400
• EDUC 6401

(3 semester credits)

Online education could be the catalyst that transforms education in the 21st century. Through this lens, education professionals explore the current trends impacting the field of distance education and their implications for K–12 teachers. They examine the different models, theories, and technologies used in the development and delivery of online learning. They also explore the implications and considerations of designing instruction for blended, fully online, teacher-led, self-paced learning environments. Practicing essential skills required to teach K–12 students successfully online, education professionals develop, facilitate, and assess a lesson for their students using an online platform.

(3 semester credits)

Online education could be the catalyst that transforms education in the 21st century. Through this lens, education professionals explore the current trends impacting the field of distance education and their implications for K–12 teachers. They examine the different models, theories, and technologies used in the development and delivery of online learning. They also explore the implications and considerations of designing instruction for blended, fully online, teacher-led, self-paced learning environments. Practicing essential skills required to teach K–12 students successfully online, education professionals develop, facilitate, and assess a lesson for their students using an online platform.

(3 semester credits)

The online environment provides teachers the opportunity to reach beyond traditional practices and explore new ways of assessing student learning outcomes. In this course, education professionals apply their knowledge of learning theory, assessment practices, and instruction to the development of assessment strategies in online environments. They also review research and practical strategies for assessing student learning in synchronous and asynchronous learning experiences.

(3 semester credits)

Online education presents teachers and students with both opportunities and challenges. In this course, teachers will explore several trends and issues in online instruction, such as differentiation for diverse populations including students with special needs and English-language learners, and motivating and engaging the online student. Teachers will learn how to manage the online classroom and explore the ethical, legal, and safety issues related to teaching students in an online K–12 environment. Teachers also will examine strategies for communicating effectively with parents and collaborating with colleagues online.

(0 credits)

Candidates who are working on their ePortfolio are registered for this non-course requirement. The portfolio brings together work from all the courses in the master's degree program and demonstrates that the candidate has acquired both the knowledge (scholar) and the ability to apply (practitioner) it; in other words, it demonstrates that the degree completion yields the scholar-practitioner. A portfolio assessor works with candidates on an individual basis to ensure that each artifact required in the portfolio is adequately completed. Once the ePortfolio and all other program requirements are met, the Master of Science degree can be awarded.

(3 semester credits)

Education professionals ensure continuous improvement for student learning through attention to the relationship among classroom curriculum, instruction, and assessment in standards-based educational systems. They explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Education professionals design educational experiences for P–12 students using data-informed practices in order to promote student learning, critical thinking, and real-world application of knowledge and skills in technology-rich environments.

Note: This course offered in an accelerating format.

(3 semester credits)

Educators are provided with a structured approach to the practice of action research in this course. They have the opportunity to learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators engage in reflective practices as they collect and analyze student data and develop and implement data-informed decisions/actions to improve student learning and enhance their professional growth.

Note: This course offered in an accelerating format.

(3 semester credits)

Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families.

Note: This course offered in an accelerating format.

(3 semester credits)

Lifelong learning and professionalism are key components of teaching. Education professionals in this course are oriented to the skills, understandings, strategies, and knowledge necessary to become successful learners while establishing the foundations for becoming professional educators, including knowledge of child development. Course instructors help education professionals become comfortable in the online learning environment, enabling them to clarify program expectations; create support networks and learning communities with colleagues and instructors; and establish a personal professional philosophy to promote social change. Upon completion of this course, education professionals demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as professional educators.

(3 semester credits)

The dynamics of today's classroom are unique and challenging for teachers and learners. Education professionals in this course explore and analyze issues, complexities, and responsibilities associated with the field of education in the 21st century, including providing equal educational opportunities for all learners, regardless of their differences. They come to understand that many factors influence learning, including individual experiences, talents, prior learning, language, culture, and family and community values. Additionally, education professionals gain an understanding of the Minnesota-based American Indian tribal government, history, language, and culture. They engage in discussions and reflections on issues of diversity through which they have the opportunity to articulate, defend, and/or challenge current issues. They also address learning theory, diverse learning styles, and practical instructional strategies, and they acquire theoretical and practical knowledge about today's classroom as well as the family and community contexts that influence children's learning and development.

(3 semester credits)

To help ensure high levels of learning and achievement for all students, today's educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. In this course, education professionals examine the interrelationships between assessment, teaching, and learning as well as effective practices for applying and integrating these critical components in the P–12 classroom. They gain a historical perspective on the standards and accountability movement, and they examine standards in their state or local setting. They also explore learning theory in the context of today's challenging educational goals and standards. Education professionals learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through on-site and Virtual Field Experience (VFE^®), they critically analyze and implement teaching and learning principles and practices that help ensure awareness of individual and collective needs of students.

Pre-requisites

• EDUC 6628

(3 semester credits)

Education professionals are helped to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all  students in this course. Education professionals learn how to foster a sense of community in the classroom and develop positive relationships with and among  students. They explore age-appropriate skills and strategies for managing dynamic and flexible grouping structures and teaching conflict resolution. They also examine strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families. Education professionals apply course concepts through the development of a hands-on, age-appropriate learning activity to implement within a classroom field experience.

Pre-requisites

• EDUC 6628

(1 semester credits)

This seminar is an opportunity for education professionals to fine-tune their skills, strategies, and knowledge. They complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues; group and individual reflective practice; and support and feedback for current events in demonstration teaching districts, schools, and classrooms. Education professionals engage in practical seminar topics, such as collaboration, ethics, professional development, and family and community engagement, to support their transition from the program of study into employment in the field as professional educators.

Note: Education professionals take this course concurrently with EDUC 6698 - Demonstration Teaching: Special Education.

(3 semester credits)

Effective teachers are leaders who make a positive difference in classrooms, schools, and society.  Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements.  They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.

(1 semester credits)

This seminar is an opportunity for education professionals to fine-tune their skills, strategies, and knowledge. They complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues; group and individual reflective practice; and support and feedback for current events in demonstration teaching districts, schools, and classrooms. Education professionals engage in practical seminar topics, such as collaboration, ethics, professional development, and family and community engagement, to support their transition from the program of study into employment in the field as professional educators.

Note: Education professionals take this course concurrently with EDUC 6687 - Demonstration Teaching: Early Childhood Education.

(3 semester credits)

Education professionals examine the value of adapting the learning environment for multiple diverse populations within the classroom. They explore their attitudes, beliefs, and biases regarding diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world application, they assess and implement high-quality learning experiences that provide equitable access to promote positive social change. Education professionals incorporate their students' background experiences and differentiate instruction using effective practices so all P–12 students have the opportunities and resources to learn.

Note: This course offered in an accelerating format.

(3 semester credits)

The focus of teacher leadership expands from self to students, increasing the sphere of influence of the teacher leader to the classroom context in this course. Education professionals concentrate on advancing their expertise in the field of teaching by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. They learn to apply this expertise in the classroom in ways that directly affect the learning and achievement of their students.

Note: This course is offered in an accelerating format.

(3 semester credits)

The sphere of influence for education professionals is extended from working with peers to engaging with stakeholders throughout the greater school community in this course. Education professionals learn the processes, benefits, and challenges of building and working in learning communities to identify issues and solve problems that affect student learning and achievement. They consider professional growth and development as an integral part of various types of school improvement processes. Additionally, they engage in a variety of practical assignments, such as an analysis of their own school's development of mission, vision, values, goals, and communication elements as a professional learning community.

Note: This course is offered in an accelerating format.

(3 semester credits)

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. Education professionals in this course examine the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Educators learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs.

Note: This course is offered in an accelerating format.

(3 semester credits)

An underlying theory in the field of education is that research can improve classroom practice. Education professionals in this course are provided with an introduction to the fundamentals of research. They examine contemporary educational research and develop knowledge and skills in applications of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Education professionals also complete an initial review of literature relevant to an identified research question.

(3 semester credits)

Education professionals in this applied research course expand their knowledge and skills through the use of tools and information gained in EDUC 6621 - Educational Research: Foundations, in the design of a timely and practical educational research project. They engage in a variety of activities, such as developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, education professionals link their research proposal to the social change mission of the university.

(3 semester credits)

Education professionals in this course are helped to develop skills and strategies to prepare students for living and learning productively in today's society. They complete a variety of assignments designed to provide practical application of course content, such as designing a lesson in which they integrate habits of mind with other instructional elements to achieve multiple outcomes. They also create a rubric that allows students to demonstrate learning in each area of the lesson. Additionally, they reflect on the theories, concepts, and strategies learned in the course and consider the influence of new knowledge on future personal and professional endeavors. Through this course, education professionals learn how to help students manage, motivate, and modify their own learning as a continuing lifelong process.

(3 semester credits)

What do special educators need to know and be able to do to support students with exceptionalities and address their unique learning needs? In this course, education professionals examine historical, legal, and philosophical foundations that inform teaching and learning for students with exceptionalities. Education professionals explore issues related to identification, eligibility criteria, and delivery of services for students across multiple disability areas. Through course assignments and discussions with colleagues, education professionals develop the knowledge and skills necessary to build collaborative relationships with families and other stakeholders to help provide appropriate services to students.

Pre-requisites

• EDUC 6606

(3 semester credits)

An important role of all educators is helping students develop the literacy skills they need to succeed in school and in life. In this course, education professionals build foundational knowledge in literacy principles, practices, and strategies so that they can effectively engage and enhance students' reading, writing, listening, and speaking. Education professionals learn about early literacy development including phonological awareness, concepts of print, and phonics. They explore strategies to help developing readers, including ways to promote vocabulary, comprehension, fluency, writing, and content-area literacy. Education professionals identify research-based principles that support the literacy and learning of all students, including English language learners. Through field experience assignments, education professionals develop and implement literacy instruction and assessments with students in K–12 classrooms. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of all students.

Pre-requisites

• EDUC 6606

(3 semester credits)

All learners possess unique characteristics, interests, and abilities. One of the most important responsibilities of special educators is to consider the individual strengths and needs of students with exceptionalities and to collaborate with families and other stakeholders to individualize their education appropriately. In this course, education professionals learn about the Individualized Education Program (IEP) process, including referral, eligibility, and the importance of using research-based interventions. They explore stakeholder responsibilities, consider assessments and other forms of data that inform program planning, and develop an IEP for a case study student. Education professionals consider the benefits of assistive technology and the role of transition planning in developing individualized education for learners with exceptionalities.

Pre-requisites

• EDUC 6606

(3 semester credits)

An effective reading teacher possesses comprehensive knowledge of the components of reading and applies this knowledge to instructional practice. Education professionals will explore the domains of development as they pertain to K–12 literacy instruction and research and explore the impact of research-based practices on literacy development. Language development and its relationship to the progression of reading development, including variations related to cultural, linguistic, and academic diversity, will be examined. Education professionals will investigate current issues in literacy education, including the reading achievement gap, brain research, standards and accountability, and new perspectives on 21st-century skills and digital literacy learning.

(3 semester credits)

Literacy development is a complex process involving a profusion of skills and strategies in several critical areas: phonemic awareness, phonics, vocabulary, comprehension, fluency, and writing. Education professionals focus on assessment and instruction to promote literacy development in these areas. Education professionals learn how to use a variety of assessments to determine the literacy needs of emergent, beginning, developing, intermediate, and advanced readers, taking into consideration linguistic, cultural, and academic diversity. They will also examine a multitude of research-based instructional strategies to promote literacy development and apply them based on assessment results, student observations, and knowledge of students' readiness, interests, learning preferences, and linguistic and cultural identities. The use of digital text, electronic resources, and critical literacies will be emphasized.

(3 semester credits)

Reading for information in expository text is essential for learning—in school, in the workplace, and in life. The focus of this course is on developing literacy across the disciplines through a wide range of instructional methods, materials, and practices, including flexible grouping, and the selection of texts and other materials, such as digital tools and online resources that match the cognitive, cultural, and linguistic needs of literacy learners. Education professionals learn strategies for promoting disciplinary literacy across developmental levels, proficiencies, and cultural and linguistic backgrounds. High-quality literature that meets the interests and needs of all readers and represents various cultures, genres, and text structures, and assists students in making connections and bringing relevance to content courses across disciplines will be examined. The integration of information and communication technologies and 21st century literacy skills will be highlighted.

(3 semester credits)

The ability to effectively diagnose reading difficulties and determine appropriate interventions is at the heart of what it means to be a reading teacher. Education professionals learn about the purposes, strengths, and limitations of a wide variety of assessment instruments in this course. Education professionals learn how to select and administer appropriate tools for diagnosis and progress monitoring, and they interpret results related to individual students, class/groups, and school. Assessment data are used to plan differentiated instruction for students at different developmental stages and from different cultural and linguistic backgrounds. Education professionals use assessment data to develop interventions that target specific student needs and select materials, instructional strategies, and other resources needed to implement appropriate interventions. Effective practices for communicating assessment results to students, parents/caregivers, colleagues, and administrators are addressed.

(3 semester credits)

Special educators must understand each category of exceptionality as well as the abilities and needs of individual learners. In this course, education professionals examine the characteristics and instructional implications of specific learning disabilities, emotional and behavioral disabilities, autism spectrum disorders, intellectual disabilities, other health impairments, and giftedness. They explore accommodations and modifications for students with exceptionalities and consider how to foster effective and positive relationships with all stakeholders to support student success. In their field experience, education professionals apply course content by completing a child study project, in which they conduct an intensive case study of a single student with exceptionalities in a K–12 classroom.

Pre-requisites

• EDUC 6628

(3 semester credits)

Learners with exceptionalities often experience difficulties in literacy, which, in turn, negatively affect their learning and achievement. What can educators do to prepare these students for academic success? The focus of this course is on designing, implementing, monitoring and adjusting, and assessing literacy development to promote achievement across the curriculum. Education professionals use literacy assessments and interventions with students in K–12 classrooms to foster language development and to promote phonemic awareness, phonics, vocabulary development, fluency, and comprehension. Candidates explore the impact of reading and writing disabilities on learning, and consider literacy practices and strategies for developing students' academic language and supporting their diverse learning needs. In addition, candidates examine assessment data and other evidence to inform literacy instruction and incorporate assistive and other technology-based interventions.

Pre-requisites

• EDUC 6636

(3 semester credits)

Helping students to develop the necessary skills for positive behavior is critical to creating an educational environment where all students can learn. In this course, education professionals develop data-informed practical behavior management strategies from three different perspectives—individual behavior management, classroom management, and school-wide behavior support. Education professionals apply behavior management strategies to create and implement an individualized behavior management plan in a K–12 classroom with a target student.

Pre-requisites

• EDUC 6636

(3 semester credits)

How can special educators help students with exceptionalities reach their full potential? In this course, education professionals develop lesson-planning skills and apply research-based instructional strategies to promote the academic and social development of students with exceptionalities. Education professionals complete a lesson-planning project by collaborating with school personnel to design, adapt, and implement lessons in diverse K–12 classrooms.

Pre-requisites

• EDUC 6636

(3 semester credits)

In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

(3 semester credits)

Education professionals are introduced to the concept of teacher leadership and its value in the field of education today in this course. They engage in personal assessment and analysis so that they may cultivate the dispositions and attitudes of a teacher leader for the purpose of effecting positive change in their learning communities. They also learn the critical importance of expanding their knowledge of educational research and theory to guide leadership decisions that effectively address today's educational challenges. Education professionals complete coursework that emphasizes self-examination and self-perceptions with regard to teacher leadership.

(4 semester credits)

Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills and to demonstrate required competencies. During demonstration teaching, education professionals will participate in orientation activities then gradually assume complete teaching responsibility of the special education classroom for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice. Candidates demonstrate the various roles of the special educator. Education professionals work closely with, and are evaluated by, their university supervisor, classroom cooperating teacher, and Walden instructor. During demonstration teaching, all special education professionals are assessed on the Teacher Performance Assessment (edTPA) and the Demonstration Teaching Evaluation. This course runs concurrently with EDUC 6649 - Seminar for Professional Educators.

Pre-requisites

• All required core and specialization courses

(3 semester credits)

Taken concurrently with EDUC 6648 - Demonstration Teaching, this seminar allows education professionals to consolidate their knowledge and fine-tune their skills as they reflect on and share experiences from the districts, schools, and classrooms in which they are completing their demonstration teaching assignments. Candidates complete requirements for their ePortfolio and develop strategies for success as professional educators. The seminar promotes reflection, problem-solving among colleagues, group and individual reflection, and collaborative feedback to support professional practice. Seminar topics focus on promoting success as candidates transition from the program of study (POS) into the special education profession.

Pre-requisites

• All required core and specialization courses

(3 semester credits)

In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development.

Pre-requisites

• Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.

(3 semester credits)

The focus of teacher leadership expands from self to students, increasing the sphere of influence of the teacher leader to the classroom context in this course. Education professionals concentrate on advancing their expertise in the field of teaching by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. They learn to apply this expertise in the classroom in ways that directly affect the learning and achievement of their students.

(3 semester credits)

Education professionals address teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding education professionals' spheres of influence beyond the walls of the classroom. They explore mentoring and coaching models designed to promote the professional growth of their colleagues. They learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher development cycle. Through conceptual and application-based activities, education professionals address various forms of collaboration with colleagues, focusing on interpersonal and communication skills.

(3 semester credits)

Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families.

Pre-requisites

• Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.

(3 semester credits)

The sphere of influence for education professionals is extended from working with peers to engaging with stakeholders throughout the greater school community in this course. Education professionals learn the processes, benefits, and challenges of building and working in learning communities to identify issues and solve problems that affect student learning and achievement. They consider professional growth and development as an integral part of various types of school improvement processes. Additionally, they engage in a variety of practical assignments, such as an analysis of their own school's development of mission, vision, values, goals, and communication elements as a professional learning community.

(3 semester credits)

Educators in this course explore the use of technology with their students. The shift in pedagogy introduced in EDUC 6661 is further explored, with particular focus placed on how technology can support multiple modes of learning. Educators investigate specific models for integrating the Internet into their curriculum, including WebQuests, telecollaborative projects, Internet workshops, and research or inquiry projects. After exploring and evaluating ready-made examples of each, educators try their hand at designing their own.

(3 semester credits)

STEM scholar-practitioners analyze current trends, challenges, issues, and career opportunities related to promoting STEM education. They explore research-based strategies and their application in both the classroom and the surrounding community. STEM educators engage in professional discourse about pedagogical models designed to inspire innovative thinking and learn how STEM principles can be used to advocate for social change.

(3 semester credits)

Educators in this course are introduced to curriculum, instruction, and assessment in the context of standards and accountability and their relationships to student learning. They explore interrelationships among curriculum, instruction, and assessment: the importance of alignment, connection to learning theory and learner variables, and need for differentiation to meet diverse student needs. Educators examine and make sense of their academic standards and investigate the history, roles, and types of curricula and instruction. They analyze, evaluate, modify, and/or design curriculum and instruction for specific content and purposes.

(3 semester credits)

Educators must recognize the importance for all students, including students with special needs, to achieve high academic standards. In this course, education professionals examine the learning challenges of students who, by definition of federal law, have disabilities as well as those of students who have significant difficulty with learning but do not qualify for special education services. Education professionals learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs. They also have the opportunity to evaluate and describe activities and experiences through the perspective of a student with a learning disability, thus gaining empathy and a deeper understanding of how to work with students with special needs.

(3 semester credits)

In this course, education professionals examine the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs, from child care centers to preschools and primary-grade classrooms. Through this exploration, education professionals acquire a range of professional insights and opportunities regarding effective practice. They use this course to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision making in diverse settings. They consider the importance in establishing developmentally appropriate and culturally responsive learning environments and maintaining effective partnerships with families. Education professionals also have the opportunity to review early childhood learning and developmental theory as well as the knowledge needed to support and enhance the development and learning of all children from birth through grade 3.

(3 semester credits)

Education professionals taking this course learn about research-based methods for developing literacy, including reading, writing, listening, speaking, viewing, and visually representing, in grades P–3. Education professionals gain an historical perspective on teaching reading and explore various purposes and types of literacy assessments. They explore strategies for creating an effective literacy environment and for working with parents and families. They also learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, education professionals plan and implement assessment-driven, developmentally appropriate classroom lessons in various areas, addressing the diverse needs of individual children.

(3 semester credits)

What constitutes high-quality care and education for infants and toddlers? Through this course, education professionals have the opportunity to answer this question as they examine developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains—physical, social, emotional, and cognitive/language. They also gain a practical overview of infant and toddler growth and development, and they explore a variety of related issues, such as health and safety, early mental health, brain development, creative development, respectful and responsive adult-child relationships, and family involvement. Through field experience and practical applications, education professionals learn to design and evaluate environments that enrich the development and learning of infants and toddlers.

(3 semester credits)

Playtime for children is an opportunity for growth and discovery as well as a time to develop life skills and to learn about themselves and other children. Education professionals are offered an in-depth look at the development, learning, and play experiences of preschoolers in this course. Education professionals focus on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains—physical, social, emotional, and cognitive/language. They explore and discuss the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; the promotion of pro-social, anti-bias learning communities; and the importance of being responsive to and inclusive of children’s family members. Through field experience, education professionals apply knowledge gained throughout the course to authentic contexts in which they demonstrate their growth and development as teaching professionals.

(3 semester credits)

Education professionals in this course explore instructional and assessment strategies, including the best use of materials and technology, to develop children's conceptual understanding of mathematics. They engage in coursework that emphasizes real-world problem solving and incorporates content and process standards of The National Council of Teachers of Mathematics (NCTM). They assess and apply the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through grade 3. Applying course concepts, education professionals complete various field experience assignments, such as developing various lessons on computation, algebra, data analysis, and probability.

(3 semester credits)

An important skill for early childhood educators is to recognize the benefits and work through the challenges of implementing an integrated approach to curriculum and instruction. In this course, education professionals focus on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through grade 3. They learn the importance of integrating literacy and mathematics in meaningful and relevant ways, and they engage in practical assignments that focus primarily on teaching in content areas of science, social studies, and the arts. Education professionals examine standards; apply effective methods and strategies to plan instruction, including approaches to meet diverse needs; and develop ideas for integrating multiple content areas.

(6 semester credits)

Demonstration teaching is the culminating experience in the Teacher Preparation Program with an MAT; education professionals have the opportunity to apply knowledge and skills and to demonstrate required competencies. Demonstration teaching occurs in two different classroom settings throughout the semester. During demonstration teaching, education professionals gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to translate theory into practice. The university supervisor and classroom cooperating teacher work closely with students and evaluate their performance.

Note: The first 5 weeks of demonstration teaching run concurrently with EDUC 6686 - Teaching Across the Content Areas, P–3. The remainder of demonstration teaching runs concurrently with EDUC 6611 - Seminar: Professional Ethics, Communication, and Collaboration: Early Childhood Education.

(3 semester credits)

This course provides a structured approach to the practice of action research. Education professionals learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice. Education professionals engage in reflective practices as they plan data-informed actions to improve student learning, contribute to positive change in school environments, and enhance their professional growth.

Pre-requisites

• EDUC 6605
• EDUC 6607
• EDUC 6627

(3 semester credits)

The reading teacher serves as a knowledgeable resource throughout the school or district. In this course, education professionals acquire the knowledge and skills to work with staff, students, and others to create a vibrant literacy environment that promotes a vision of literacy for all children building upon their linguistic, cultural, and academic diversity. Education professionals learn how to use school assessment data to determine appropriate supports for students and staff, including Response to Intervention (RTI), leadership activities, and intervention programs that incorporate foundational knowledge and effective practices. Approaches to providing teacher professional development and to managing and improving school-wide literacy initiatives, including the integration of technology tools and resources, will be emphasized.

(3 semester credits)

Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and life. In this course, education professionals take a developmental approach to literacy instruction and provide practical research-based approaches to help students in preschool through third grade achieve the literacy goals of the Common Core State Standards (CCSS) and/or other state standards. The characteristics of emergent and beginning readers and writers are explored, focusing on essential literacy components, including oral language, phonological awareness, concepts of print, phonics, fluency, vocabulary, and comprehension. Education professionals evaluate the role of motivation in learning to read, and they explore writing and multiple text genres. Education professionals plan and implement developmentally appropriate assessment and instruction, including technology tools, to support the literacy development of all learners in preschool through third grade.

(3 semester credits)

The intermediate grades present unique challenges and opportunities for literacy learning, including complexity of text, students' use of technology, student motivation to learn, and student identity development. Education professionals have opportunities to evaluate research-based instructional and assessment practices to help students in grades 4–6 actively engage in literacy learning and achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. Education professionals examine the role of literacy in content area learning, explore ways to teach close reading of complex texts, and consider how to incorporate different levels, types, and genres of text to support all students' learning and literacy development. Through coursework, education professionals focus on effective strategies to support writing about text, academic vocabulary, listening and speaking, and the effective use of technology tools to support content area reading.

(3 semester credits)

Today's classrooms reflect the rich cultural and linguistic diversity of the world outside of school. Through this course, education professionals work toward establishing a culturally responsive classroom where literacy development can flourish for all  students. Education professionals learn and apply strategies to scaffold and support English-language learners at all levels of language acquisition. They examine the second-language acquisition process and methods to assess second-language and literacy proficiencies. Additionally, they learn to select culturally sensitive and relevant instructional materials and work with parents, community members, and other colleagues to support student success.

(3 semester credits)

Today's inclusive classrooms require teachers to become competent and confident in working with students who struggle with reading and writing. Education professionals in this course focus on accelerating the literacy development of students with reading difficulties, including students who have specific learning disabilities, and addressing the needs of  students considered gifted. They use diagnostic assessments, apply research-based strategies, and work with reading specialists/coaches and special educators to support academically diverse needs within the larger classroom context. They also explore and discuss a variety of topics, including informal and formal assessment, methods to differentiate and scaffold instruction, progress monitoring, leveling books, intervention strategies, and use of motivating texts. Additionally, education professionals learn the importance of collaboration with support resources.

Note: This course offered in an accelerating format.

(3 semester credits)

As new and emerging technologies transform the landscape of education, the possibilities for learning and discovery grow exponentially. Through this course, education professionals examine the history and evolution of technology in society and its influence on education. Education professionals explore technology as a vehicle for broad access, and they employ a variety of digital-age tools, including social networking, interactive learning tools, and collaboration software, to inspire and motivate today's learners. They also explore and discuss ethical considerations, responsible use, and cyber safety issues. Through practical applications, such as designing a lesson that incorporates blogs, wikis, or podcasts, they gain hands-on experience integrating technology into the classroom.

(3 semester credits)

Education professionals in this course explore various learning theories and research on how the brain processes information as well as how they can use this knowledge to support the use of technology in the classroom. They explore and evaluate various technologies, such as computer-mediated instruction and virtual learning environments, as means to foster learner-centered classrooms where students are motivated. Education professionals also learn how to support and enhance instructional practices using technology and how to integrate developmentally appropriate practices in teaching and learning with the latest digital resources available. Applying course concepts, they revise a lesson plan to support and facilitate student engagement using technology-based cognitive tools.

(3 semester credits)

In this course, education professionals develop a new, expanded definition of what it means to be literate in today's technology-rich world. Education professionals explore the use and application of multimedia and Internet technologies that enhance learning and support collaborative problem-solving in a digital information society. They learn strategies for how to prepare students across the grade levels for the complex challenges related to reading, critical thinking, researching, and communicating in the 21st century. Synthesizing course concepts, they assess curriculum standards in their area and develop an inquiry-based unit plan designed to develop their students' information and visual literacy skills and meet a specific learning outcome or standard in their subject area.

(3 semester credits)

In this course, education professionals expand their focus of technology use in the classroom by exploring instructional strategies and digital tools that facilitate content area literacy and learning. Education professionals learn how to design technology-infused projects that motivate students and help them meet specific curricular standards. They also explore developmentally appropriate ways of using multimedia and Internet technologies to bring discipline-specific concepts to life and foster interdisciplinary connections that enhance learning across the curriculum.

(3 semester credits)

Education professionals in this course learn to apply various technologies to enable and empower learners with diverse backgrounds, learning preferences, and ability levels. They employ digital-age solutions for differentiating instruction to meet varying needs, including assistive technologies that facilitate learning in students with special needs, programs that support English-language learners, and projects that engage and motivate gifted students. Through this course, they learn to harness the power of leading-edge technologies to increase learning and achievement for all students.

(3 semester credits)

Through this course, education professionals consider the future of teaching and learning, discover promising trends in technology, and investigate opportunities to become leaders in the field of technology and learning. They consider how to address school-wide challenges, such as limited resources and resistance to change, and they explore skills and strategies, such as grant writing and leading change. Additionally, they complete a capstone project that demonstrates their ability and willingness to become advocates and change agents who use technology to address challenges and create opportunities within the field of education.

(1 semester credits)

This is an 8-week course taken concurrently with the methods course EDUC 6632 - Assessment and Instruction to Promote Literacy Development. Both courses align to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources, and discuss and apply learning objectives in the methods course. Concurrently, they implement the Literacy Assessment and Instructional Plan (LAIP) project in their clinical setting. The LAIP is designed to bring the course learning and weekly application of the learning into focus via implementation of various assessments with different learners and creation of an instructional plan.

(1 semester credits)

This is an 8-week course taken concurrently with the methods course EDUC 6633 - Reading, Writing, and Critical Thinking in Content Disciplines. Both courses are aligned to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources and discuss and apply learning objectives in the methods course. Concurrently, they implement the Content Literacy Lesson Plan (CLLP) project in their clinical setting. During the CLLP project, education professionals apply their knowledge and skills in planning, implementing, assessing, and reflecting upon the implementation of three lesson plans designed to address students' literacy needs across content areas.

(1 semester credits)

This is an 8-week course taken concurrently with the methods course EDUC 6634 - Assessment and Intervention for Students With Reading Difficulties. Both courses are aligned to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources, and they discuss and apply learning objectives in the methods course. Concurrently, they implement the Struggling Reader Case Study (SRCS) project in their clinical setting. The SRCS is designed to bring the course learning and weekly application of the learning into focus via implementation of various assessments with one learner who struggles with reading tasks and creation of an intervention plan.

(1 semester credits)

This is an 8-week course taken concurrently with the methods course EDUC 6689 - Guiding and Supporting School Literacy Environments. Both courses are aligned to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources, and they discuss and apply learning objectives in the methods course. Concurrently, they develop the Schoolwide Literacy Plan (SLP) Project in their clinical setting. The SLP Project is designed to bring the course learning and weekly application of the learning into focus via creation of a school-wide literacy improvement plan, collaborative review of the plan with key stakeholders, and evaluation of the impact of the project as a whole on professional growth and student learning.

(3 semester credits)

Powerful internal and external forces affect the leadership capacity and influence potential of special educators. In this course, education professionals examine internal variables, such as their emotional, spiritual, mental, and physical health. They also consider external variables, including current trends and issues related to medicine, neuroscience, research, law and governance, and technology. Moreover, education professionals explore the influence of these variables on teaching, learning, and enhancing their leadership capacity.

(3 semester credits)

Special educators understand the breadth and depth of each disability, and they continually expand their knowledge and skills related to the impact of cognition, behavior, sensory input, and physical/health issues on learning and teaching. Education professionals in this course examine disabilities beyond the surface level of definitions, characteristics, and common understandings to a deeper, life-encompassing, and future-planning perspective. Through this course, education professionals further their ability to advocate for individuals with disabilities and for the field of special education.

(3 semester credits)

Teaming, partnerships, and collaboration are practices that special educators must embrace and continually hone and refine. Education professionals in this course explore the attitudes, skills, and dispositions that foster healthy and productive collaborative relationships, which are essential for working with teams to provide services for individuals with disabilities. They also examine the benefits and challenges of collaborating with others to maximize the learning potential of every student.

(3 semester credits)

Providing accommodations and differentiating instruction are essential practices for special educators. In this course, education professionals learn advanced research-based approaches for designing, adapting, prescribing, and delivering instruction in the content areas, with special emphasis on progress monitoring. They also examine content-area standards and curriculum, focusing on the goal of designing standards-based, individualized instruction that is functional, appropriate, and systematic.

(3 semester credits)

Reading, writing, and communicating are literacy competencies that impact the quality of life for all people, especially individuals with disabilities; however, learning and behavioral disabilities often have a major influence on literacy development, thus requiring special educators who are well-versed in this area of learning and teaching. In this course, education professionals learn to identify reading and writing disabilities and collaborate with others to devise appropriate and effective interventions, including the use of assistive technologies. They engage in a variety of conceptual and application-based assignments that emphasize progress monitoring and ongoing assessment of literacy skills, strategies, and dispositions.

(3 semester credits)

Behavior impacts human development at all ages and stages of life and is typically a matter of concern for individuals with disabilities. Education professionals in this course focus on understanding, assessing, managing, teaching, and monitoring behavior. They also review classroom and school management strategies, and they explore in greater depth individual functional analysis and individual behavior management plans, focusing on the goal of transition planning.

(3 semester credits)

In this course, education professionals gain a historical and cultural perspective of K–12 English-language learners. They explore concepts, theories, research, and first and second language acquisition differences to understand and teach this diverse group of  students. Education professionals also examine their own attitudes, beliefs, and biases and learn the importance of developing culturally responsive learning environments. They also learn the value of working collaboratively with families and school staff to support the needs of all students in the general classroom.

(3 semester credits)

Education professionals in this course learn effective instructional skills and strategies to teach English as a second language in the K–12 classroom. Through conceptual and practical discussions and activities, they learn strategies and techniques to help students develop listening, speaking, reading, writing, and vocabulary skills in a variety of English-language learning environments. They also examine a range of language-learning programs, such as dual language immersion, transitional bilingual education, and structured English immersion. Additionally, education professionals learn to apply theories of second-language learning, literacy development, and standards-based teaching strategies to provide productive learning environments for English-language learners in general classroom settings.

(3 semester credits)

Making academic content accessible and comprehensible for English-language learners requires specific strategies that K-12 teachers need to know and be able to do. By focusing on academic language, content acquisition, the use of adaptive technology, and English language models including Specifically Designed Academic Instruction in English (SDAIE), teachers learn practical ways to meet content standards for students with diverse needs, learning styles, and abilities. Education professionals address ways to prepare lessons that integrate both content and literacy objectives to better enhance the English language development of their English-language learners.

(3 semester credits)

Education professionals taking this course are introduced to a variety of formative and summative assessment tools to inform instruction and identify and evaluate language proficiency levels of English-language learners in K-12 classrooms. Education professionals utilize assessment strategies designed to measure listening, speaking, reading, and writing skills. Topics include an overview of the challenges and issues teachers face, including language bias and testing, the inappropriate placement of English-language learners, and the role of standards and high-stakes testing. Education professionals will be able to interpret quantitative and qualitative assessment data results of both formal and informal assessments.

(3 semester credits)

Professional educators must have the knowledge and skill to make important decisions regarding what students learn and how they will learn it to ensure student success. In this course, education professionals engage in a research-based process for designing and mapping curriculum that motivates students and promotes academic success. Beginning with the end in mind, education professionals identify clear learning goals and big ideas, create authentic assessments, and develop essential questions to guide effective instructional planning and ongoing assessments using their district or state standards and/or benchmarks. They also apply the curriculum design process to a subject area they teach, keeping in mind the influence of learning environment, family involvement, and social development on the design process.

(3 semester credits)

Education professionals in this course examine the historical and contemporary perspectives on assessment, including trends in high-stakes assessment and accountability. They learn types and purposes of assessment as well as how to use assessments effectively. Education professionals also analyze strengths and weaknesses of various assessment methods and use ongoing assessments to guide decisions that will improve student performance. They explore and discuss data collecting and analysis, grading, record-keeping, and reporting. Additionally, they learn the importance of student self-assessment and the best ways to support their students in monitoring learning and reflecting on how to improve personal performance.

(3 semester credits)

The practice of differentiating instruction is a way for educators to meet diverse learning needs and preferences without having to individualize instruction for every student. In this course, education professionals learn how to differentiate five instructional elements—content, product, process, affect, and learning environment—according to  students' interests, readiness, and learning profile. They explore flexible grouping and managing the differentiated classroom. Using their classroom curriculum, they plan and implement differentiated lessons and align them to important learning goals, essential questions, and formative and summative assessments while ensuring that their instruction includes meaningful applications of knowledge. Education professionals also learn how to draw on resources, such as staff, community members, and educators to support the "whole" child in the learning process.

(3 semester credits)

Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.

(3 semester credits)

The practice of differentiating instruction is a way for educators to meet diverse learning needs and preferences without having to individualize instruction for every student. In this course, education professionals learn how to differentiate five instructional elements—content, product, process, affect, and learning environment—according to  students' interests, readiness, and learning profile. They explore flexible grouping and managing the differentiated classroom. Using their classroom curriculum, they plan and implement differentiated lessons and align them to important learning goals, essential questions, and formative and summative assessments while ensuring that their instruction includes meaningful applications of knowledge. Education professionals also learn how to draw on resources, such as staff, community members, and educators, to support the "whole" child in the learning process.

Note: This course is offered in an accelerating format.

(3 semester credits)

Education professionals in this course are helped to develop skills and strategies to prepare students for living and learning productively in today's society. They complete a variety of assignments designed to provide practical application of course content, such as designing a lesson in which they integrate habits of mind with other instructional elements to achieve multiple outcomes. They also create a rubric that allows students to demonstrate learning in each area of the lesson. Additionally, they reflect on the theories, concepts, and strategies learned in the course and consider the influence of new knowledge on future personal and professional endeavors. Through this course, education professionals learn how to help students manage, motivate, and modify their own learning as a continuing lifelong process.

Note: This course is offered in an accelerating format.

(3 semester credits)

Education professionals in this course learn effective instructional skills and strategies to teach English as a second language in the K–12 classroom. Through conceptual and practical discussions and activities, they learn strategies and techniques to help students develop listening, speaking, reading, writing, and vocabulary skills in a variety of English-language learning environments. They also examine a range of language-learning programs, such as dual language immersion, transitional bilingual education, and structured English immersion. Additionally, education professionals learn to apply theories of second-language learning, literacy development, and standards-based teaching strategies to provide productive learning environments for English-language learners in general classroom settings. 

Note: This course offered in an accelerating format.

(3 semester credits)

Effective professional development is foundational in improving a school system's ability to raise student achievement. Education professionals in this course examine the history and research that supports the need for ongoing professional learning for teachers, principals, and all adults who interact with students in P–12 schools. They use case studies of schools and districts that have achieved results to learn the standards of exemplary professional-development programs and analyze the attributes necessary for success. Education professionals also have the opportunity to explore the roles and responsibilities of professional developers inside and outside the classroom as well as career paths for developing leadership skills in the area of adult and student learning.

(3 semester credits)

Professional development that ensures quality teaching for all students is based on a model of continuous improvement that is data-driven and grounded in research-based practices. In this course, education professionals examine a variety of professional-development models and select and plan the most appropriate approach to support their goal. Using adult-learning theory as a foundation, education professionals explore models of adult learning, change, and cycles of improvement. They also design strategies to build strong professional-development programs that include planning, delivering, following-up, and evaluating influence on teacher practices and student learning.

(3 semester credits)

Delivering and sustaining professional development requires an understanding of culture and change. In this course, education professionals develop skills to set expectations, facilitate professional learning, support individual growth, and build collaborative teams. Using change theory, they learn to monitor and support adult learning by organizing professional learning communities that focus on student needs and school goals. They explore strategies for delivering and providing continuous follow-up and support of professional learning. Education professionals also learn how to use collaboration, facilitation, coaching, and mentoring skills to involve colleagues, staff, families, and other key stakeholders in making decisions that are based on research-based practices and support a culture of learning that involves educators, students, parents, and community.

(3 semester credits)

Evaluating the influence of professional-development efforts is crucial to ongoing success. Education professionals in this course explore systemic and comprehensive approaches for linking professional learning to student learning and using data to make informed decisions on how to improve the practices of educators and assess the influence on student learning. Using logic theories, they learn how to collect and analyze data from student work and teacher practice to make informed decisions that lead to continuous improvement. They engage in coursework that emphasizes communicating and disseminating results to multiple constituents within the school system. They also focus on system approaches that promote shared leadership in continuing, improving, and sustaining effective professional development at the district, school, and classroom levels.

(3 semester credits)

Supporting and retaining students until graduation are central to the mission of all institutions of higher education. In this course, education professionals investigate strategies for increasing student success throughout their college experience, from admission to graduation. They explore the ways in which faculty and staff throughout the institution can work collaboratively and leverage resources, such as emerging technologies, to create positive learning experiences. Educators focus on the interplay between academic and student support programs as well as how to design and implement such programs to maximize opportunities for student success.

(3 semester credits)

In this course, education professionals explore strategies for leading change in programs and services to support student success and retention. Education professionals engage in research and discussion on a variety of issues, such as assessing needs, developing programs, and seeking resources through fundraising and grant writing. They also engage in activities that focus on ways that change efforts can support an institution's mission and strategic goals, such as increasing the participation of traditionally underrepresented populations in key program areas and building more inclusive communities of learners. 

(3 semester credits)

Learning technologies continue to advance and diversify; therefore, a critical task in education is to ensure that such technologies are used in a manner that works for the institution and its students. Education professionals in this course are introduced to the process of planning and developing online and distance-learning programs. Education professionals investigate best practices in program structure and approach; steps in the planning process; requirements for accreditation and accountability; and emerging trends in integrating online technologies into a variety of learning environments. Through an integrative course project, they apply course concepts as they develop a project management toolkit that integrates specific steps and requirements associated with planning and developing an online program.

(3 semester credits)

Implementing a high-quality online or distance-learning program requires careful planning and attention to a range of issues affecting the program's operational effectiveness, productivity, and ability to support and retain students. In this course, education professionals explore strategies for staffing, scheduling, and supporting students as well as methods for assessing the effectiveness of these strategies in achieving program goals. They engage in discussions and critical analyses of approaches to program management, assessment, and continuous improvement, focusing on the goal of ensuring that online and distance-learning programs maintain their competitive edge.

(3 semester credits)

In an increasingly competitive market, colleges and universities must develop strategies for attracting and retaining students according to their missions and the needs of the community. In this course, professionals learn fundamental principles of marketing, institutional promotion, and enrollment management in a higher education context, including branding, differentiating and positioning, forecasting, and communicating with the public and alumni. They engage in discussions on a variety of issues related to strategic enrollment management processes, including legal and regulatory considerations related to student recruitment, financial aid, diversity issues, and methods to align marketing and recruitment efforts with institutional mission and goals. Demonstrating understanding of course concepts, education professionals complete an institutional case study to examine institutional approaches to enrollment management and marketing as well as related challenges.

(3 semester credits)

New technologies that can support an institution's efforts to recruit and retain students are emerging every day. These technologies can be powerful tools for promoting and increasing awareness of an institution's products and services. Education professionals in this course explore applications of online social networking systems, digital media, and other communications tools. They also examine traditional media and public relations strategies, which leaders at all levels of an institution can use to attract, engage, and retain students and to generate institutional awareness. Additionally, they gain practical experience developing a marketing and communication plan in which they incorporate strategies and media tools to refine an institutional message.

(3 semester credits)

Effective learning experiences start with a clear plan. Decisions about what to teach, how to teach, and how to ensure students are achieving important learning goals confront every college instructor. Education professionals are introduced to concepts of planning curriculum and courses, establishing goals and outcomes, aligning outcomes with professional or disciplinary standards, prioritizing content, and planning for student engagement and active learning in this course. They engage in discussions and activities that emphasize the development of decision-making processes, which they can use to create effective plans for learning. Through an integrative course project, education professionals apply course concepts as they develop a learning plan that incorporates learning goals and teaching and assessment strategies.

(3 semester credits)

A growing body of literature on effective practices in higher education highlights the importance of student engagement in the learning process. In this course, education professionals explore principles and processes for creating meaningful, student-centered learning experiences in a variety of educational contexts, including ways of using technology to support learning. They focus on how they can address the needs of diverse learners using active learning strategies, share responsibility for learning with their students, and empower their students to become more self-directed. Education professionals also learn to anticipate and address the challenges that self-directed approaches might create for students who are more familiar with traditional learning environments.

(3 semester credits)

Assessment in college teaching involves several critical processes: giving students meaningful tasks that allow them to demonstrate their learning; providing feedback that enables students to improve their performance; and using data about student learning to continually improve teaching. Education professionals are provided with opportunities to design and discuss approaches to evaluation and assessment that support learner motivation and development, track progress toward outcomes, and gain information they can use to inform their own practice, including ways that technology can augment these approaches. Through this course, education professionals can learn what it means to engage in teaching scholarship—the process of investigating their teaching and sharing demonstrably effective approaches with their peers.

(3 semester credits)

Online learning represents the fastest growing sector of higher education and is used in a variety of contexts. Education professionals in this course analyze how online learning can serve as a supplement to textbooks and traditional classroom instruction, a substitute for face-to-face time in blended or hybrid classes, and the exclusive method of learning in fully online courses and programs. They explore how online learning presents special opportunities as well as challenges to faculty and  students. Through the development of an online learning experience, education professionals practice strategies for planning, facilitating, and assessing learning online, and they gain a better understanding of how to use online learning technologies to enhance learning and motivate students.

(3 semester credits)

Globalization is a phenomenon affecting almost every aspect of society, from politics to commerce to entertainment. Higher education is no exception; technology and social mobility increasingly lead to opportunities for collaboration and competition among institutions globally. In this course, education professionals investigate trends and issues in higher education worldwide, including ways in which institutions serve the needs of an increasingly mobile student population. Through assignments designed to provide practical application of course content, education professionals consider globalization through a variety of contexts, such as in their personal and professional lives, student experiences, and challenges and opportunities. They also explore international differences in institutional organization and governance, operations and services, accountability, and articulation; they use this knowledge to inform later study of program development and administration.

(3 semester credits)

Leaders in academic programs and student services have a growing number of opportunities to provide their students with educational experiences that take place in one or more international contexts. Education professionals in this course address strategies for international student recruitment and support; development and administration of cooperative programs, such as study abroad; implementation of technology applications to support international experiences; and other approaches to entering and enhancing their position in the global higher education market.

(3 semester credits)

Involvement in public policy and advocacy efforts help foster the well-being of young children and families as well as the field of early childhood education. Effective involvement in the field of early childhood education, however, requires a foundational understanding of the system, its functions, and all its parts. In this course, education professionals examine the complexities of the early childhood infrastructure from local, state, national, and international perspectives. They explore, discuss, and blog about a variety of topics, such as public opinion with regard to the value and importance of providing quality services; parent, family, and community engagement; influence of current sociocultural, economic, and political contextual factors; and personal perspectives and reflections on the bonds of a collaborative learning community. Education professionals also analyze case studies to understand policy formation; connections between policies, politics, government; and allocation of funds.

(3 semester credits)

Early childhood professionals must be skilled advocates to effect change positively. Education professionals are provided with the opportunity to gain the necessary tools, strategies, and insights to influence policy and advocate for young children, families, and the profession. Education professionals explore grant writing as well as family and political advocacy and research practices integral to effective leadership roles. Through a variety of conceptual and application-based assignments, they gain practical insight on building coalitions, developing communications plans, and designing effective public policies and advocacy initiatives.

(3 semester credits)

Education professionals in this course explore various learning theories and research on how the brain processes information as well as how they can use this knowledge to support the use of technology in the classroom. They explore and evaluate various technologies, such as computer-mediated instruction and virtual learning environments, as a means to foster learner-centered classrooms where students are motivated. Education professionals also learn how to support and enhance instructional practices using technology and how to integrate developmentally appropriate practices in teaching and learning with the latest digital resources available. Applying course concepts, they revise a lesson plan to support and facilitate student engagement using technology-based cognitive tools.

Note: This course offered in an accelerating format.

(3 semester credits)

In this course, education professionals develop a new, expanded definition of what it means to be literate in today's technology-rich world. Education professionals explore the use and application of multimedia and Internet technologies that enhance learning and support collaborative problem-solving in a digital information society. They learn strategies for how to prepare students across the grade levels for the complex challenges related to reading, critical thinking, researching, and communicating in the 21st century. Synthesizing course concepts, they assess curriculum standards in their area and develop an inquiry-based unit plan designed to develop their students' information and visual literacy skills and meet a specific learning outcome or standard in their subject area.

Note: This course offered in an accelerating format.

(3 semester credits)

Through this course, education professionals consider the future of teaching and learning, discover promising trends in technology, and investigate opportunities to become leaders in the field of technology and learning. They consider how to address school-wide challenges, such as limited resources and resistance to change, and they explore skills and strategies, such as grant writing and leading change. Additionally, they complete a capstone project that demonstrates their ability and willingness to become advocates and change agents who use technology to address challenges and create opportunities within the field of education.

Note: This course offered in an accelerating format.

(3 semester credits)

Leadership and collaboration are essential skills for working with teams to provide effective services for individuals with exceptionalities. These are practices that special educators must embrace and continually refine. Educators in this course will analyze the skills and dispositions that build healthy leadership styles and produce positive collaborative relationships.  They will also examine the benefits and challenges of leading and collaborating with others to maximize the learning potential of every student.

(3 semester credits)

Special education teachers are constantly confronted with ever-changing rules and regulations. In order to effectively lead and collaborate with teachers, families, and other professionals, special education teachers must have a thorough knowledge of the history and current practices related to special education advocacy, policy, and law. When presented with real-life scenarios, candidates will create practical solutions grounded in law and policy.

(3 semester credits)

Special educators in today's schools are responsible for working with a team to evaluate and assess to determine eligibility, create educational plans, and evaluate progress.  In order to do this, they must be aware of and be able to implement culturally responsive, valid, and reliable practices. In this course, candidates will synthesize formal and informal assessments to monitor progress and analyze achievement to drive instructional strategies and assistive technologies for students with exceptionalities.

(3 semester credits)

Behavior greatly impacts all students' ability to learn. Special educators are the most frequently called-upon professionals to evaluate, assess, and create behavior interventions whether a student is in a self-contained classroom or an inclusive setting. Candidates will be presented with a case study and reflect together on the behavior by identifying the antecedents and consequences presented. Furthermore, they will develop intervention strategies and share resources of evidence-based practices for improving behavior.

(3 semester credits)

Providing accommodations and differentiating instruction are essential practices for special educators. In this course, special education professionals will apply research-based strategies for designing, delivering, and adapting instruction for students with exceptionalities. Candidates will be presented with real-life scenarios and must debate appropriate research-based instructional strategies to optimize learning for all students.

(3 semester credits)

Reading, writing, and communication are literacy competencies that impact the quality of life for all people, especially individuals with exceptionalities. Special education professionals will devise appropriate and effective interventions for individuals with exceptionalities. Candidates will engage in a variety of conceptual and application-based assignments that emphasize ongoing assessment of literacy skills, strategies, and dispositions. Additional areas of emphasis include cultural and linguistic diversity, assistive technologies, and inclusive environments.

(3 semester credits)

Special education teachers are constantly confronted with ever-changing rules and regulations. In order to effectively lead and collaborate with teachers, families, and other professionals, special education teachers must have a thorough knowledge of the history and current practices related to special education advocacy, policy, and law. When presented with real-life scenarios, candidates will create practical solutions grounded in law and policy.

Note: This course offered in an accelerating format.

(3 semester credits)

Behavior greatly impacts all students' ability to learn. Special educators are the most frequently called upon professionals to evaluate, assess, and create behavior interventions whether a student is in a self-contained classroom or an inclusive setting.  Candidates will be presented with a case study and reflect together on the behavior by identifying the antecedents and consequences presented. Furthermore, they will develop intervention strategies and share resources of evidence-based practices for improving behavior.

Note: This course offered in an accelerating format.

(3 semester credits)

Reading, writing, and communication are literacy competencies that impact the quality of life for all people, especially individuals with exceptionalities. Special education professionals will devise appropriate and effective interventions for individuals with exceptionalities. Candidates will engage in a variety of conceptual and application-based assignments that emphasize ongoing assessment of literacy skills, strategies, and dispositions. Additional areas of emphasis include cultural and linguistic diversity, assistive technologies, and inclusive environments.

Note: This course offered in an accelerating format.

(1 semester credits)

Through field experiences, principal candidates have authentic opportunities to apply what they have learned in courses and expand what they know and are able to do. All principal candidates in the program are required to spend a total of 240 hours in three settings (elementary school, middle or junior high school, and high school) mentored by licensed and practicing school principals. Field experience must include at least 160 hours in the candidate's preferred level or primary teaching experience and 40 hours at each of the other two levels.

(1 semester credits)

Through field experiences, principal candidates have authentic opportunities to apply what they have learned in courses and expand what they know and are able to do. All principal candidates in the program are required to spend a total of 240 hours in three settings (elementary school, middle or junior high school, and high school) mentored by licensed and practicing school principals. Field experience must include at least 160 hours in the candidate's preferred level or primary teaching experience and 40 hours at each of the other two levels.

(1 semester credits)

Through field experiences, principal candidates have authentic opportunities to apply what they have learned in courses and expand what they know and are able to do. All principal candidates in the program are required to spend a total of 240 hours in three settings (elementary school, middle or junior high school, and high school) mentored by licensed and practicing school principals. Field experience must include at least 160 hours in the candidate's preferred level or primary teaching experience and 40 hours at each of the other two levels.

(1 semester credits)

Through field experiences, principal candidates have authentic opportunities to apply what they have learned in courses and expand what they know and are able to do. All principal candidates in the program are required to spend a total of 240 hours in three settings (elementary school, middle or junior high school, and high school) mentored by licensed and practicing school principals. Field experience must include at least 160 hours in the candidate's preferred level or primary teaching experience and 40 hours at each of the other two levels.

(1 semester credits)

Through field experiences, principal candidates have authentic opportunities to apply what they have learned in courses and expand what they know and are able to do. All principal candidates in the program are required to spend a total of 240 hours in three settings (elementary school, middle or junior high school, and high school) mentored by licensed and practicing school principals. Field experience must include at least 160 hours in the candidate's preferred level or primary teaching experience and 40 hours at each of the other two levels.

(1 semester credits)

Through field experiences, principal candidates have authentic opportunities to apply what they have learned in courses and expand what they know and are able to do. All principal candidates in the program are required to spend a total of 240 hours in three settings (elementary school, middle or junior high school, and high school) mentored by licensed and practicing school principals. Field experience must include at least 160 hours in the candidate's preferred level or primary teaching experience and 40 hours at each of the other two levels.

(3 semester credits)

Social entrepreneurs are gaining international attention motivated by the desire for change and to see the world as it can be, not as it is. Students in the course will learn how social entrepreneurs have developed creative solutions to address social problems. The intention of the course is to develop knowledge, appreciate of the role of social entrepreneurs who create social change, deepen students' understanding of the world around them, and inspire them to use their skills and knowledge to be, as Gandhi said, "the change you wish to see in the world."

Students in this course will gain knowledge about social entrepreneurs and how they are creating solutions to address societal problems, learn how to develop creative solutions to address social problems, and empower students to see social entrepreneurship as a force for social change. The course is designed for those who want to gain valuable tools to prepare them to make an impact on the lives of others. This course will be housed in the School of Public Policy and Administration for future upgrades and course maintenance.

(1 semester credits)

Grant writing is the method by which external funding can be secured by educational institutions, community organizations, and nonprofit agencies to provide services to the community. In this course, students will understand processes and gain basic skills needed for successful grant writing. These processes and skills consist of developing a project idea, identifying a funding agency, writing a compelling needs statement with goals and measurable objectives, developing a budget, collaborating with other people, submitting the grant application, understanding the grant review process, responding to the review, and managing the grant award. Course assignments allow students to apply and practice grant writing skills by developing a grant proposal based on an actual Request for Proposal (RFP).

(3 semester credits)

The master's capstone experience provides the opportunity to integrate and apply program learning to real-world situations in the early childhood field. Early childhood professionals identify and research issues or problems that impact young children and families in their local communities. In collaboration with families, colleagues, and/or community partners, they design projects that demonstrate their leadership and advocacy skills in the early childhood arena. The capstone experience culminates with implementing the projects, in whole or in part, and reflecting on how these projects represent growth as early childhood professionals, leaders, and advocates.

Pre-requisites

• EDUC 6109

(3 semester credits)

Through the master's capstone experience, education professionals have the opportunity to integrate and apply their learning to real-world issues or problems. Education professionals research and create a product that addresses a critical issue in a particular institution or area of higher education. Examples of such products include a design for a program or service that could be implemented at a particular institution, a professional development program or resource, or a position paper that addresses a particular issue in depth. Education professionals choose an issue or problem that is of sufficient scope to enable them to apply theories, concepts, and practices gained from multiple areas of prior coursework.

Pre-requisites

• All other courses

(3 semester credits)

Through the master's capstone experience, education professionals are provided an opportunity to integrate and apply learning to real-world situations, issues, or problems. Education professionals choose a field project, issue, or problem related to their specialization that is of sufficient scope to enable them to apply theories, concepts, and practices from across their prior coursework.

Pre-requisites

• All other courses