Course Descriptions
EDUC 6610 Teacher as Professional (3 sem. cr.)
This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.
EDUC 6640 Designing Curriculum, Instruction, and Assessment (3 sem. cr.)
This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers 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 are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.
EDUC 6650 Enhancing Learning Through Linguistic and Cultural Diversity (3 sem. cr.)
This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored
READ 6581 Reading in the Content Areas, Grades 6–12 (3 sem. cr.)
Teachers learn and use research-based strategies to enhance students’ reading proficiency and develop critical literacy skills while teaching essential content. Strategies are designed to enhance learning in science, mathematics, history, English, and other middle-level or secondary content areas.
READ 6582 Writing in the Content Areas, Grades 6–12 (3 sem. cr.)
Teachers integrate writing into content area curriculum, instruction, and assessment and learn how to help students use writing to both deepen and clearly demonstrate their understanding of the subject matter. Strategies include the use of various types of journals and learning logs, writing frameworks, and note-taking tools. Special emphasis is given to the writing process and to skills in various writing genres.
EDUC 6733 Action Research for Educators (3 sem. cr.)
This course provides a structured approach to the practice of action research. Educators 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 will 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.
EDUC 6712 Supporting Information Literacy and Online Inquiry in the Classroom (3 sem. cr.)
In this course, teachers develop a new, expanded definition of what it means to be literate in today’s technology-rich world. Teachers explore the use and application of multimedia and Internet technologies that enhance learning and support collaborative problem-solving in a digital information society. Teachers also learn strategies for how to effectively prepare students across the grade levels for the complex challenges related to reading, critical thinking, researching, and communicating in the 21st century.
EDUC 6713 Integrating Technology Across the Content Areas (3 sem. cr.)
This course expands the focus of technology use in the classroom by exploring instructional strategies and digital tools that facilitate content-area literacy and learning. Teachers learn how to design technology-infused projects that will motivate students and help them meet specific curricular standards. Teachers explore developmentally appropriate ways of using multimedia and Internet technologies to bring discipline-specific concepts to life and to foster interdisciplinary connections that enhance learning across the curriculum.
READ 6584 Supporting Struggling Readers, Grades 6–12 (3 sem. cr.)
Teachers learn and use strategies to help improve middle-level and secondary students’ reading, writing, test-taking, and study skills as a way to increase their learning and achievement in the content areas.
EDUC 6714 Reaching and Engaging All Learners Through Technology (3 sem. cr.)
In this course, teachers learn to apply various technologies to enable and empower learners with diverse backgrounds, learning preferences, and ability levels. Teachers 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. Teachers learn to harness the power of leading-edge technologies to increase learning and achievement for all students.
