Curriculum and Instruction 272-731: Collaborative Team Work for Inclusive School Reform (3 credits)
This course is designed to guide educational practitioners into creating inclusive school communities for diverse learners. Various methods and tools for collaboration will be explored that promote effective team relationships, problem solving, and co-planning of differentiated curriculum and instruction. Activities and projects are problem-based and focus on generating solutions to programmatic, student-specific, or school-wide issues related to inclusive education. Class participants acquire skills to engage in collaborative teamwork and act as change facilitators within a school system.
Curriculum and Instruction 272-713: Technology Integration for Teaching and Learning (3 credits)
This course is designed to provide a broad introduction to the field of Educational Communications and Technology (ECT) and attempts to balance theoretical inquiry with “hands on” design work. During the course, participants will discuss the theoretical foundations of ECT and explore new developments in technology, theory and practice.
Educational Psychology 315-752: Engaging with Education Research (1 credit)
This course is designed to address the fundamentals of research in education. The purpose of the class is to provide educational practitioners with basic knowledge and skills to prepare them to consume and analyze academic research. The coursework will also prepare participants to effectively identify and incorporate evidence-based practices into their learning communities. The class will draw upon readings, seminars, research reflections and interactive experiences related to a specific current issue in education to facilitate learning of concepts and application in practice.
Educational Leadership and Policy Analysis 305-780: Teacher Leadership and Learning Communities (4 credits)
This course is designed to focus on the knowledge and skills educational practitioners need to be leaders in their educational settings by facilitating the development of strong learning communities that include students, teachers, families, administrators, and other educators. The main objectives of this course are to help participants (1) understand key concepts, theories, and models used in building and sustaining effective learning communities; (2) understand the impact of environment and human development on the functioning of learning communities; (3) develop skills in creating curriculum that contributes to strong learning communities while considering the needs of all stakeholders; and (4) identify and strengthen leadership skills needed to accomplish students’ educational leadership goals.
Education Leadership and Policy Analysis 305-640: Understanding Legal Rights and Responsibilities (3 credits)
This course is designed to examine the legal issues confronting an educational professional on a daily basis. Participants will learn how law impacts both curriculum development and curricular delivery. An emphasis will be placed on understanding legal analysis in order to empower educators to better balance the multiple interests confronting them. Participants will also learn how an understanding of law can further the development of a democratic classroom. Specific topics to be examined include: curricular control, teachers’ academic freedom, religion in the curriculum, equity in programming, special education, student freedoms, student discipline, contracts, educator discipline, and negligence.
Educational Psychology 315-711: Current Issues in Education (1 credit)
This course is designed to support participants’ thinking about contemporary issues in education. Together, participants and instructors decide on what issues to collaborate and work on understanding.
Curriculum and Instruction 272-537: Teaching Diverse Learners (3 credits)
This course is designed to foster cultural awareness at the individual and institutional levels, and to promote equitable and anti-racist behaviors as well as social justice in educational practices. As a class, we will examine the meanings of multicultural education and will work to understand how teachers can encourage, develop, and support learning, and create practices that establish high expectations for all learners. Participants are expected to reflect on how they, their schools, and other social institutions participate in maintaining the hegemony and power of whiteness, middle class, ableness, heterosexuality, and speaking English well.
Educational Psychology 315-745: Designing and Managing the Learning Environment (3 credits)
This course is designed to address a critical component of effective teaching: managing the classroom environment to facilitate learning. The purpose of the class is to assist educational practitioners in identifying the components of effective classroom management, including: (1) developing a model of classroom management, (2) creating a positive learning climate, (3) structuring the learning environment and activities, (4) motivating students, (5) teaching students to be self-regulated learners, (6) providing behavioral support to students, and (7) working with families and school/district policies and staff members, and applying these components in their work. The class will draw upon readings, in-class activities, and teacher reflection and experience to facilitate learning of concepts and application in practice.
Educational Psychology 315-711: Current Issues in Education (1 credit)
This course is designed to facilitate further acquisition of knowledge about the specific current issues identified during the spring one-credit Current Issues class.
Educational Psychology 315-631: Supervision of School Personnel (1 credit)
This course is designed as an introduction to principles and techniques used in the supervision of school personnel, including pre-service candidates and professional school staff. A range of supervisory strategies aimed at enhancing teaching and learning in the classroom will be examined. Participants will gain knowledge in clinical supervision, adult learning theory, and evaluation systems used to improve teaching and learning.
Educational Psychology 315-570: Foundations of Educational Measurement (3 credits)
This course is designed to expose participants to the broad area of educational measurement and help them develop the knowledge and skills related assessment of student progress. Participants’ learning is evaluated by participation in Blackboard Collaborate conferences, on-line discussions, completion of tests or other products, and a development of measurement portfolio that students build throughout the semester. The goal of the portfolio is to help students tie measurement concepts to their work as teachers and to demonstrate growth in knowledge, skills, and dispositions of teacher standards related to educational measurement.
Educational Psychology 315-632: Practicum in Supervision of School Personnel (1 credit)
This course is designed to enhance the practical application of principles and techniques used in the supervision of school personnel covered in Supervision of School Personnel. A variety of interactive exercises and activities are incorporated into the course to assist in the development of practical skills. Students will apply principles covered in the course in school settings and with supervisees.
Educational Psychology 315-633: Proactively Addressing Students’ Emotional and Behavioral Needs (3 credits)
This course is designed to examine promotion, prevention, and intervention approaches and strategies relating to how to best address students’ social, emotional, and behavioral needs within the school setting. We will (a) examine ways to promote positive development within students, (b) evaluate prevention programs and approaches and how to implement these in school settings, and (c) explore systematic approaches for addressing social, emotional, and behavioral needs once they are present.