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. They 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 impacts student learning. They also serve 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. The importance of alignment of these components and resulting impact on student learning is emphasized. 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.

MATH 6681 Elementary Mathematics: Number and Operations (3 sem. cr.)
Teachers develop their own understanding of foundational mathematics concepts by focusing on number and operations, including the base-ten numeration system, fractions, equivalence, and computational fluency. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are also included.

MATH 6682 Elementary Mathematics: Geometry and Measurement (3 sem. cr.)
Teachers develop their own understanding of geometry and measurement, including such topics as measuring using nonstandard and standard units; classifying, defining, and comparing two- and three-dimensional geometric shapes; applying transformations and using symmetry to analyze mathematical situations; and exploring area, perimeter, and surface area of basic geometric shapes and solids. The NCTM Process Standards of problem-solving and communication are also included.

EDUC 6706 The Beginning Reader, PreK–3 (3 sem. cr.)
Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and in life. This course takes a developmental approach to reading and literacy instruction in preschool through third grade. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of emergent, beginning, and transitional readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction, including effective use of current technologies. Effective planning and organization in the literacy classroom are emphasized.

EDUC 6707 The Developing Reader, Grades 4–6 (3 sem. cr.)
The intermediate grades present new and unique challenges to literacy learning. This course takes a developmental approach to reading and literacy instruction for grades four through six. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of intermediate and advanced readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction. The course addresses text structures, specialized vocabulary, content area and interdisciplinary reading, literature, the reading-writing connection, critical thinking, comprehension, research and study skills, multiple literacies, and effective use of current technologies.

EDUC 6653 Introduction to Educational Research (3 sem. cr.)
This course is designed to provide students with an introduction to the basic fundamentals and principles of research. The research process is explored with the underlying assumption that educational research can improve classroom practice. Course participants are expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; critiquing and evaluating research; and compliance with ethical responsibilities of the researcher.

EDUC 6657 Creating an Effective Classroom Learning Environment (3 sem. cr.)
This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers 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. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

EDUC 6709 Literacy Development in an Academically Diverse Classroom (3 sem. cr.)
Today’s inclusive classrooms require teachers to become competent and confident in working with students who struggle with reading and writing. This course focuses on accelerating the literacy development of students with reading difficulties, including students who have specific learning disabilities. It also addresses the needs of students considered gifted. Teachers use diagnostic assessments and research-based strategies and work with reading specialists/coaches and special educators to support academically diverse needs within the larger classroom context. Topics include informal and formal assessment, differentiating and scaffolding instruction, progress monitoring, leveling books, intervention strategies, and the use of motivating texts. Collaboration with support resources is emphasized.

MATH 6683 Elementary Mathematics: Algebra (3 sem. cr.)
Teachers develop their own understanding of algebra, including topics such as geometric and numeric patterns, functions, invented and conventional symbolic notations, and basic equations. The NCTM Process Standards of connections between mathematic concepts, real-world applications, and other disciplines are also included.