EDUC 6000 Success Strategies in the Online Environment (non-credit)
This is an orientation to the Middle Level Education master’s program. Internet tools, email, electronic mailing lists, Web browsers, and other critical tools and skills for success in a distance-learning environment are covered.

 

EDUC 6510 Young Adolescent Development and Implications in a Global Society (3 sem. cr.)
Students gain understanding of early adolescence in contemporary society and knowledge of the social, emotional, physical, intellectual, and moral development of early adolescence. Students apply major concepts, principles, theories, and research in teaching and interactions with young adolescents.

 

EDUC 6520 Organizational Structures for High-Performing Middle Grades Schools (3 sem. cr.)
This course covers the major concepts, principles, theories, and research on which current middle level education is based. The course content considers philosophical foundations and essential components of middle level education used in a variety of school settings. Emphasis is placed on team teaching for improving student outcomes, including varied use of time within the school, team, and classroom.

 

EDUC 6525 Concepts of Technology (3 sem. cr.)
This course provides an overview of educational technology for classroom integration based on current literature and research. The overview includes (a) evaluation of educational technologies to attain learning goals; (b) development of lesson plans or units based on Bloom’s Taxonomy; and (c) selection of appropriate software applications, programs, or support materials. Topics include criteria and analysis for selecting educational software, correct uses of various activities in educational software to improve the learning process, and research methods using the Internet.

 

EDUC 6530 The Middle Grades Curriculum Continuum (3 sem. cr.)
This course covers the curriculum of middle school and the process by which it is designed, integrated, implemented, and evaluated. Students learn major concepts, principles, theories, models, standards, and research related to middle level curriculum to use in their classrooms.

 

EDUC 6540 Pedagogy and Exemplary Practices for Learning in the Middle Grades (3 sem. cr.)
Current pedagogical theories, instructional strategies, and best practices for teaching young adolescents in middle grades are the focus of this course. Also highlighted are best practices in teaching applied in the context of previous learning regarding characteristics of young adolescents and effective middle level schools.

 

EDUC 6550 Assessment and Evaluation as Tools for Student Success (3 sem. cr.)
Students investigate and evaluate the theory of middle level assessment. They also research, create, and evaluate methods of assessment and evaluation for the middle level classroom. Students acquire comprehensive understanding of major concepts, principles, theories, and research related to middle level assessment. They apply knowledge in the classroom, school, and community. Emphasis is on performance assessment and evaluation strategies, rubrics, and Multiple Intelligence Theory.

 

EDUC 6560 Middle Level Professional Roles (3 sem. cr.)
This course focuses on the application of theory to practice and the development of each student as a middle level professional. Students prepare their culminating portfolio, consider their professional development needs and their role as a middle level advocate, and engage in analyzing a prospective “School to Watch.”

 

EDUC 6561 Mathematics for Middle Level Teachers (3 sem. cr.)
This course is designed to increase the content knowledge of middle level teachers while increasing their understanding of how middle level students best learn mathematics.

 

EDUC 6562 Understanding and Teaching the Language Arts (3 sem. cr.)
This course focuses on principles and content standards defined and described by the National Council of Teachers of English (NCTE) and the International Reading Association (IRA). It assumes content of the English language arts cannot be “separated from the purpose, development, and context of language learning.” It presumes that English language arts should be taught in a manner consistent with the constructivist view of learning and teaching within a culturally diverse and global society.

 

EDUC 6563 Science for Middle Level Teachers (3 sem. cr.)
This course is designed to increase the content knowledge of middle level teachers while increasing their understanding of how middle level students best learn science.

 

EDUC 6564 Understanding and Teaching the Social Studies (3 sem. cr.)
This course covers the principles and standards underlying essential characteristics of “powerful social studies” described by the National Council for the Social Studies (NCSS, 1997). It assumes social studies should be taught in a manner consistent with the constructivist view of learning and teaching within a culturally diverse and global society.

 

EDUC 6565 Arts Education for the Middle Level Educator (3 sem. cr.)
This course focuses on basic knowledge and skills in the arts. Each arts discipline adds richness to the learning environment. There is instruction with, through, and about music, dance, drama, and visual arts, including how to weave the arts through the middle level curriculum.

 

EDUC 6600 Program Portfolio (non-credit)
Students who are working on their Program Portfolio 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 student 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 students on an individual basis to ensure that each artifact required in the portfolio is adequately completed. Once the Program Portfolio and all other program requirements are met, the Master of Science degree can be awarded.

 

EDUC 6605 Teacher as Lifelong Learner and Professional Educator (3 sem. cr.)
Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundation to becoming a professional educator. Course instructors help candidates 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, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

 

EDUC 6606 Today’s Classroom and the Diverse Learner (3 sem. cr.)
The dynamics of today’s classroom are unique and challenging for teachers and learners. This course explores and analyzes the issues, complexities, and responsibilities associated with the field of education in the 21st century. Specifically, teacher candidates will recognize that in order to provide equal educational opportunities for all learners, regardless of their differences, educators must acknowledge that learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values. By acknowledging differences among learners, as well as biases, discrimination, prejudices and stereotypes, teacher candidates will identify diversity as a dynamic contributing factor to a rich learning environment in which individual differences are honored and respected. Through this course, teacher candidates will also be expected to gain an understanding of the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Learning theory, diverse learning styles and practical instructional strategies will be addressed as teacher candidates acquire theoretical and practical knowledge about today’s classroom, as well as the family and community contexts that influence children’s learning and development. Diversity is the key component of this course and opportunities for courageous conversations and reflections will enable teacher candidates to articulate, dialogue, defend, and/or challenge current diversity issues.

 

EDUC 6607 Effective Practices: Assessment, Teaching, and Learning (3 sem. cr.)
To 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. This course examines the interrelationships among assessment, teaching, and learning, and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They explore learning theory in the context of today’s challenging educational goals and standards. They also learn and apply research-based practices in effective assessment, curriculum design, and instruction. Students critically analyze and implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

 

EDUC 6608 Classroom Management (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 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.

 

EDUC 6609 Seminar: Professional Ethics, Communication, and Collaboration (1 sem. cr.)
This seminar, taken concurrently with demonstration teaching (EDUC 6687, 6698, or 6699), allows teacher candidates to fine-tune their skills, understandings, strategies, and knowledge. Teacher candidates complete the requirements for their electronic Professional Portfolio and determine strategies for success as a professional educator. The seminar allows for problem-solving among colleagues, group and individual reflective practice, and support and feedback for what is happening in demonstration teaching districts, schools, and classrooms. Seminar topics focus on promoting success for teacher candidates as they transition from the Program of Study into employment in the field as professional educators.

 

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 influences student learning. They also serve as a driver of their own professional growth and development.

 

EDUC 6615 Effective Teaching Using Learning Styles and Multiple Intelligences (3 sem. cr.)
This course expects teachers to design effective instruction to enable all students to learn. Two learning models, learning styles, and multiple intelligences are explored and integrated into instruction, curriculum, and assessment.

 

EDUC 6620 Collaborative Action Research (3 sem. cr.)
This course provides a foundation for educators to become primary managers of classroom research. Acting as teacher-researchers and colleague-coaches, educators move from isolated instruction to instruction that is enhanced by collaboration with colleagues. Methodology for sequencing tasks—problem formulation, data collection from numerous sources, analysis, and action planning—is covered.

 

EDUC 6621 Educational Research: Foundations (3 sem. cr.)
This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. The research process is explored with the underlying assumption that educational research can improve practice. Course participants develop knowledge and skills in the use of theoretical frameworks, research design, and compliance with the ethical responsibilities of the researcher. In addition, students will link a research draft proposal with the social change mission of the university.

 

EDUC 6622 Educational Research: Practical Applications (3 sem. cr.)
This applied research course is designed to expand teacher licensure candidates’ knowledge and skills by requiring them to utilize the tools and information gained in EDUC 6621 to conduct a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments, clarifying theories, collecting and analyzing data, and interpreting and disseminating results.

 

EDUC 6625 Habits of Mind: Thinking Skills to Promote Self-Directed Learning (3 sem. cr.)
This course helps teachers develop skills and strategies to prepare students for living and learning productively in today’s society. Teachers learn how to help students manage, motivate, and modify their own learning as a continuing lifelong process.

 

EDUC 6630 Instructional Models and Strategies (3 sem. cr.)
This course introduces several models of instruction that are foundational for building an effective teaching practice that meets diverse learning needs. These research-based models work in concert with one another to evoke different types of thinking processes in students, providing opportunities for higher level learning and achievement. Strategies are presented for designing curricula, instructions, and assessments that integrate and balance these models.

 

EDUC 6635 Classroom Management to Promote Student Learning (3 sem. cr.)
This course explores the relationships between behavior management, classroom instruction, and student learning. Teachers learn foundational principles and strategies for preventing behavior problems. They learn to establish classroom rules and procedures and to enlist parent support for their behavior-management efforts. A framework for fostering cooperation, social skills, and a sense of community in the classroom is presented, and guidelines for teaching conflict resolution and peer mediation are included.

 

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. (Prerequisite for endorsement candidates: Must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into M.S. in Education courses)

 

EDUC 6641 Foundations of Reading and Literacy Development (3 sem. cr.)
Designed to respond to the challenge of promoting higher levels of literacy achievement for all students, this course provides teachers with the background knowledge to help them understand the topics and issues relevant to reading instruction. It explores both historical and contemporary perspectives on the teaching of reading, and it covers the basic tenets of a balanced approach to literacy instruction.

 

EDUC 6642 Strategies for Literacy Instruction, Part I (3 sem. cr.)
This course covers research-based basic skills and strategies for reading instruction: word knowledge, phonemic awareness, phonics, vocabulary, and fluency.

 

EDUC 6643 Strategies for Literacy Instruction, Part II (3 sem. cr.)
This course covers research-based basic skills and strategies for reading instruction: prior knowledge; metacognition; reading as a constructive process; active-reading behaviors; comprehension before, during, and after reading; guided reading; and integrating reading and writing.

 

EDUC 6644 Supporting the Struggling Reader (3 sem. cr.)
This course introduces informal diagnostic tools to identify students experiencing reading difficulties. Research-based intervention programs are discussed. Guidelines for communicating with parents and the school community regarding students’ reading difficulties are provided. Students conduct a case study as practical experience in diagnosing and reporting student reading difficulties.

 

EDUC 6645 Planning and Managing the Classroom Literacy Program (3 sem. cr.)
In this course, teachers learn to plan, organize, and manage a balanced literacy program. The course covers flexible grouping for differentiating instruction, time management, instructional pacing, and transitions.

 

EDUC 6647 Dynamic Teacher Leadership (3 sem. cr.)
This course introduces the concept of teacher leadership and its value in the field of education today. Teachers assess and analyze themselves, so they may cultivate the dispositions and attitudes of a teacher-leader for the purpose of effecting positive change in their learning communities. They learn the critical importance of expanding their knowledge of educational research and theory to guide leadership decisions that will effectively address today’s educational challenges. The primary emphasis in this course is on teachers’ self-examination and self-perceptions with regard to teacher leadership.

 

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. (Prerequisite for endorsement candidates: Must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into M.S. in Education courses.)

 

EDUC 6651 Teacher Leadership in the Classroom: Increasing Learning and Achievement (3 sem. cr.)
This course expands the focus of teacher leadership from self to students, increasing the sphere of influence of the teacher-leader to the classroom context. Teachers concentrate on advancing their expertise as a teaching professional 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. Teacher leaders apply this expertise in the classroom in ways that directly affect the learning and achievement of their students.

 

EDUC 6652 Listening to Children’s Ideas (3 sem. cr.)
Participants explore children’s ideas of force and motion by planning and carrying out clinical interviews with children. Through the interviewing experience, participants increase their ability to set aside their own ideas and expectations and attend to children’s ideas. They elicit information from the children about what they think and then analyze interview findings to expand their understanding of how children perceive the world around them.

 

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. (Prerequisite for endorsement candidates: Must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into M.S. in Education courses.)

 

EDUC 6654 Classroom Facilitation (3 sem. cr.)
Participants consider how to help students develop scientific ideas and skills through inquiry. They study video clips of teachers facilitating classroom science to learn strategies for extending students’ experience and scaffolding scientific ideas. In classrooms, they try various facilitation and questioning strategies. Each participant creates a collection of teaching strategies that promote inquiry accompanied by classroom examples.

 

EDUC 6655 Teacher Leadership: Mentoring, Coaching, and Collaboration With Colleagues (3 sem. cr.)
This course addresses teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding the teacher-leader’s sphere of influence beyond the walls of the classroom. Teachers 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. Various forms of collaboration with colleagues are addressed, with emphasis on interpersonal and communication skills.

 

EDUC 6656 Curriculum Designed for Understanding (3 sem. cr.)
The aim of this course is to provide a framework for thinking critically about how to craft inquiry-based experiences that result in deeper understanding of important science concepts. The framework of Teaching for Understanding, developed at Harvard University, is central to the course. Participants keep the following questions in mind as they think about curriculum: What topics are worth understanding? What must students understand about these topics? How can understanding be fostered? How can we tell what students understand? 

 

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. (Prerequisite for endorsement candidates: Must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into M.S. in Education courses.)

 

EDUC 6658 Formative Assessment: Assessment for Learning (3 sem. cr.)
The focus of this course is assessment to support learning. Through classroom case studies, introductory readings, and discussions, participants distinguish the different purposes of assessment (principally formative and summative). They identify formative assessment as part of teaching, aimed at advancing learning, not at labeling or grading it. Participants experience and reflect on ways of assessing inquiry skills and conceptual understanding, the importance of self- and peer-assessment, and the provision of feedback to learners on their progress. The course culminates in participants planning formative assessment into inquiry-based classroom experiences for students.

 

EDUC 6659 Teacher Leadership in Professional Learning Communities (3 sem. cr.)
This course extends the sphere of influence of teacher-leaders from working with peers to engaging with stakeholders throughout the greater school community. Teacher-leaders 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. Professional growth and development are addressed as an integral part of various types of school improvement processes.

 

EDUC 6660 Investigating Equitable Classrooms (3 sem. cr.)
In this course, participants broaden their understanding of the scope and dimensions of equity in science education through reflection, reading, classroom research, debate, and discussion. Participants learn to do independent classroom research and design and conduct a research project that includes collecting classroom data to answer a question about equity. They plan classroom actions based on their research findings to ensure that all students are successful in reaching higher levels of achievement.

 

EDUC 6661 Exploring New Technologies: The Impact on Society, Work, and Education (3 sem. cr.)
This course provides the theoretical setup for why technology and learning is both a timely and an important topic. It covers a brief history of educational technology, the communication revolution, the impact of this revolution on society, what this means for schools, the impending paradigm shift for the teacher, the need to develop students as critical consumers of information and constructors of knowledge, and the development of a new, fuller sense of literacy.

 

EDUC 6662 Multimedia Tools: How to Research, Plan, and Communicate With Technology (3 sem. cr.)
In this course, teachers begin to develop their understanding of and proficiency with technology on a personal and professional level. The course focuses on learning how to effectively use several key tools, which teachers will later be able to build upon and use in their classrooms. Teachers learn to use software tools such as word processors, spreadsheets, presentation programs, and image editors. They also explore online tools, such as email, listservs, electronic publications, and Web sites.

 

EDUC 6663 Integrating Technology in the Curriculum, Part I (3 sem. cr.)
This course guides teachers in exploring 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. Teachers 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, teachers try their hand at designing their own.

 

EDUC 6664 Integrating Technology in the Curriculum, Part II (3 sem. cr.)
This course continues the exploration of technology in the classroom, with a focus on its use in the standards-based environment. Teachers learn how to design technology-infused projects that help students meet specific curricular standards. They explore the use of technology in assessment, including software that helps align curricula to standards and facilitates the grading and reporting process. They explore how to manage technology in the classroom, including the need to work with limited resources, varying skill levels, and differentiated instruction.

 

EDUC 6665 Technology, Leadership, and a Vision for the Future (3 sem. cr.)
This course prepares teachers to become agents of change beyond their classrooms in the field of technology and learning. They consider how to develop grants, manage a technology budget, and provide leadership within their districts. The course poses issues to be addressed, explores roadblocks to maneuver past, and provides troubleshooting advice. Teachers use and evaluate a variety of software and hardware tools to determine which are essential to have on hand in every classroom and on every school campus. For example, software for multimedia authoring, concept mapping, and “office” productivity are explored. Likewise, the instructional uses of hardware tools such as digital cameras, PDAs, and investigative probes are investigated. Finally, the course explores promising trends for the future, such as individualized instruction through the use of technology and online schools.

 

EDUC 6671 Designing Curriculum, Instruction, and Assessment, Part I (3 sem. cr.)
This course introduces curriculum, instruction, and assessment in the context of standards and accountability and their relationships to student learning. Teachers 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. Teachers examine and make sense of their academic standards and investigate the history, roles, and types of curricula and instruction. Teachers analyze, evaluate, modify, and/or design curriculum and instruction for specific content and purposes.

 

EDUC 6672 Designing Curriculum, Instruction, and Assessment, Part II (3 sem. cr.)
This course examines the history, purposes, and methods of assessment and explores curriculum, instruction, and assessment implementation issues. Teachers analyze, evaluate, modify, and/or design assessments for specific content and purposes. They align assessments to curriculum and instruction as part of the design of instructional units and lessons. Methods of record keeping, grading, and reporting; use of assessment data; and test preparation are presented; and implementation issues related to accountability, planning, and collaboration are addressed.

 

EDUC 6673 Literacy and Learning in the Information Age (3 sem. cr.)
This course redefines literacy to include the access to and the evaluation, understanding, and application of information available in print and nonprint resources. Processes and strategies for integrating literacy when designing curriculum, instruction, and assessments are presented. Teachers learn to develop their own and their students’ literacy skills—listening, speaking, reading, writing, viewing, and visually representing—via traditional and contemporary information technologies, such as the Internet, software programs, and multimedia tools.

 

EDUC 6674 Designing Curriculum, Instruction, and Assessment for Students With Special Needs (3 sem. cr.)
This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines 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. Teachers learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs.

 

EDUC 6677 Designing Curriculum and Instruction (3 sem. cr.)
This course introduces curriculum and instruction in the context of standards and accountability and their relationships to student learning. Teachers explore interrelationships among curriculum, instruction, and assessment: the importance of alignment, the connection to learning theory and learner variables, and the need for differentiation to meet diverse student needs.

 

EDUC 6679 Diagnosis and Remediation of Reading Disabilities Through Differentiated Instruction (3 sem. cr.)
This survey course helps K–12 classroom teachers understand more about their students’ reading difficulties in order to provide differentiated instruction in the classroom. Teachers learn how to identify student reading behaviors and patterns and how to apply visual and auditory discrimination tools to assist in student learning. They plan lessons that integrate remediation of reading problems, identify reading comprehension strategies and techniques, learn to recognize concepts and applications of fluency and content area vocabulary, and understand spelling and writing processes and applications. In addition to course activities, teachers complete weekly fieldwork assignments to apply what they learn in actual practice. Teachers may use their own school for required classroom fieldwork. This course has been developed to meet the standards for the Michigan state reading requirement, Public Act 118.

 

EDUC 6681 Early Childhood Education: Past, Present, and Future (3 sem. cr.)
This course examines 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, in order to provide the teacher candidate with a range of professional insights and opportunities with regard to effective practice. With an emphasis on establishing developmentally appropriate and culturally responsive learning environments and maintaining effective partnerships with families, this course serves 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. This in-depth course reviews early childhood learning and developmental theory, as well as the knowledge needed to support and enhance the development and learning of all children.

 

EDUC 6682 Teaching Reading, P–3 (3 sem. cr.)
This course presents research-based methods for developing literacy (e.g., reading, writing, listening, speaking, writing, viewing, and visually representing) in grades P–3. Teacher candidates gain a historical perspective on teaching reading and explore various purposes and types of literacy assessments. Strategies for creating an effective literacy environment and for working with parents/families are addressed. Candidates learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, candidates plan and implement assessment-driven, developmentally appropriate classroom lessons in each of these areas, addressing the diverse needs of individual children.

 

EDUC 6683 Developmentally Appropriate Practices for Infants and Toddlers (3 sem. cr.)
Offering an in-depth look at infant and toddler growth and development, this course focuses on developmentally appropriate practices that promote children’s total well-being and guide development in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include health and safety, early mental health, brain development, creative development, and fostering respectful and responsive adult-child relationships and family involvement. In addition, teacher candidates learn to design and evaluate environments that enrich the development and learning of infants and toddlers.

 

EDUC 6684 Play and Learning for the Preschool Child (3 sem. cr.)
Offering an in-depth look at the development and learning of preschoolers, this course focuses 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). Special areas of focus include: 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; promoting pro-social, anti-bias learning communities; and being responsive to and inclusive of children’s family members.

 

EDUC 6685 Teaching Mathematics, P–3 (3 sem. cr.)
Utilizing the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through grade three, this course explores instructional and assessment strategies to develop children’s conceptual understanding of mathematics, including the best use of materials and technology. The National Council for Teachers of Mathematics (NCTM) content and process standards are embedded in this course with an emphasis on real-world problem-solving.

 

EDUC 6686 Teaching Across the Content Areas, P–3 (3 sem. cr.)
This course focuses on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through grade three. The course focuses primarily on the content areas of science, social studies, and the arts, and emphasizes the importance of integrating literacy and mathematics in meaningful and relevant ways. Teachers examine standards in various content areas, apply effective methods and strategies (including approaches to meeting diverse needs) to plan instruction in specific content areas and the arts, and develop ideas for integrating multiple content areas.

 

EDUC 6687 Demonstration Teaching: Early Childhood Education (6 sem. cr.)
Demonstration teaching is the culminating experience in the teacher licensure preparation program and is an opportunity to apply knowledge and skills, as well as demonstrate required competencies. Demonstration teaching takes place in two different classroom settings during the semester. Candidates gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to implement theory into practice and learn from doing. Teacher candidates work closely with, and are evaluated by, their university supervisor and classroom cooperating teacher. Demonstration teaching is taken concurrently with the last 5 weeks of EDUC 6686 Teaching Across the Content Areas, P–3 and with 10 weeks of EDUC 6609 Seminar: Professional Ethics, Communication, and Collaboration.

 

EDUC 6691 Foundations of Special Education (3 sem. cr.)
Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective, and explores current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the endorsement candidates can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents, related services, and agencies.

 

EDUC 6692 Individualizing Education for Learners With Disabilities (3 sem. cr.)
All learners possess unique characteristics, interests, and abilities. Special education teachers are responsible for connecting instructional planning to the individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. Students then investigate the academic, functional, and social characteristics of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, students research and practice effective subject-area instructional strategies that result in accommodations and modifications for special needs.

 

EDUC 6693 Current Issues in Assessment and Intervention (3 sem. cr.)
Gathering and interpreting assessment data to inform curriculum strategies and intervention techniques and resources promotes maximum achievement for all learners, especially those who have learning disabilities or emotional and behavioral disorders. Key topics presented in this course include problem-solving models and response to intervention (RTI) approaches, as well as laws related to eligibility, ethics and parents’ rights, standardized and informal assessments, and data analysis. Upon completion of this course, endorsement candidates will have the skills to write an Individualized Educational Program (IEP) based on diagnostic tools. Guided field experience will allow endorsement candidates to interview experienced teachers about current issues and practices in assessment and intervention.

 

EDUC 6694 Reading and Writing Instruction for Learners With Exceptionalities (3 sem. cr.)
This course is dedicated to teaching core understandings, instructional strategies, and assessment in the area of reading and writing instruction for learners with exceptionalities. Through this course, the endorsement candidate is introduced to formal and informal diagnostic tools to identify students experiencing reading difficulties. Research-based intervention programs and teacher effectiveness are discussed. The course also provides guidelines for communicating with parents and the school community regarding students’ reading difficulties and explores the interface of technology and literacy instruction. Endorsement candidates are provided opportunities to explore resources, technology, research, and practices that facilitate specific skill development in their future students. Strategies are also presented that support enjoyment of reading and writing for students with diverse and challenging learning needs.

 

EDUC 6695 Planning Positive Behavior Support Strategies (3 sem. cr.)
Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—special education endorsement candidates develop practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.

 

EDUC 6696 Instructional Strategies for Students With Emotional/Behavioral Disorders (3 sem. cr.)
This course provides an overview of research-validated academic and behavioral strategies demonstrated to be effective for students with emotional/behavioral disorders. Special education endorsement candidates examine specific content areas and the means for integrating strategies across the disciplines. As candidates continue to synthesize and develop material and experience from previous coursework (e.g., IEP Case Study, Classroom Management Plan), they are expected to apply skills developed in this course to construct appropriate activities for the Collaborative Lesson Plan.

 

EDUC 6697 Instructional Strategies for Students With Learning Disabilities (3 sem. cr.)
Students with learning disabilities tend to have deficits in four main areas: working memory, strategy knowledge, vocabulary knowledge, and language coding. Deficits in these areas affect learning across the curriculum. Instruction for students with learning disabilities needs to support learning in ways that enhance and strengthen their abilities. Specialized instruction for students with learning disabilities should be individualized and responsive to student progress. Therefore, assessment is an integral part of the instructional process and is used to determine present levels of performance, set annual goals, and continually monitor individual progress relative to these goals. In this course, teacher candidates become familiar with the characteristics of students with learning disabilities, learn instructional methods to support student learning, develop and design appropriate accommodations, and learn specific strategies for teaching in math, literacy, and across the content areas.

 

EDUC 6698 Demonstration Teaching: Special Education, Learning Disabilities (6 sem. cr.)
Demonstration teaching is the culminating experience in the teacher licensure preparation program and is an opportunity to apply knowledge and skills, as well as demonstrate required competencies. Demonstration teaching takes place in two different classroom settings during the semester. Candidates gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to implement theory into practice and learn from doing. Teacher candidates work closely with, and are evaluated by, their university supervisor and classroom cooperating teacher. Demonstration teaching is taken concurrently with the last 5 weeks of EDUC 6686 Teaching Across the Content Areas, P–3 and with 10 weeks of EDUC 6609 Seminar: Professional Ethics, Communication, and Collaboration.

 

EDUC 6699 Demonstration Teaching: Special Education, Emotional/Behavioral Disorders (6 sem. cr.)
Demonstration teaching is the culminating experience in the teacher licensure preparation program and is an opportunity to apply knowledge and skills, as well as demonstrate required competencies. Demonstration teaching takes place in two different classroom settings during the semester. Candidates gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to implement theory into practice and learn from doing. Teacher candidates work closely with, and are evaluated by, their university supervisor and classroom cooperating teacher. Demonstration teaching is taken concurrently with the last 5 weeks of EDUC 6686 Teaching Across the Content Areas, P–3 and with 10 weeks of EDUC 6609 Seminar: Professional Ethics, Communication, and Collaboration.

 

EDUC 6700 Clinical Practicum: Special Education, Learning Disabilities (3 sem. cr.)
The Clinical Practicum is the culminating experience in the endorsement program and is the opportunity to apply knowledge and skills as well as demonstrate required competencies. During the Clinical Practicum, candidates gradually assume complete teaching responsibility of the classroom. The Clinical Practicum provides endorsement candidates with the real-world experience and opportunity to implement theory into practice and learn from doing. During the Clinical Practicum, endorsement candidates work closely with and are evaluated by their university supervisor and classroom cooperating teacher.

 

EDUC 6701 Clinical Practicum: Special Education, Emotional/Behavioral Disorders (3 sem. cr.)
The Clinical Practicum is the culminating experience in the endorsement program and is the opportunity to apply knowledge and skills as well as demonstrate required competencies. During the Clinical Practicum, candidates gradually assume complete teaching responsibility of the classroom. The Clinical Practicum provides endorsement candidates with the real-world experience and opportunity to implement theory into practice and learn from doing. During the Clinical Practicum, endorsement candidates work closely with and are evaluated by their university supervisor and classroom cooperating teacher.

 

EDUC 6705 Foundations of Reading and Literacy (3 sem. cr.)
This course establishes a mind-set for reading and literacy instruction that recognizes the dynamic landscape of 21st-century education. Students explore historical perspectives on literacy education and the social, political, economic, and cultural forces that impact today’s classroom. They learn and apply research-based foundations of effective literacy instruction. Topics include language development, a developmental approach to literacy instruction, “new literacies” and technologies, the reading process, the “five pillars” of reading (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension), writing, learner diversity, and assessment. The importance of collaboration, parent/family connections, data-driven decision-making, and ongoing professional development is emphasized.

 

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 (i.e., 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 (i.e., 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 the effective use of current technologies.

 

EDUC 6708 Literacy Development in a Culturally and Linguistically Diverse Classroom (3 sem. cr.)
Today’s classrooms reflect the rich cultural and linguistic diversity of the world outside of school. This course helps teachers establish a culturally responsive classroom where literacy development can flourish for all students. Teachers learn and apply strategies to scaffold and support English language learners at all levels of language acquisition. Topics include the second-language acquisition process, assessing second-language and literacy proficiencies, selecting culturally sensitive and relevant instructional materials, and working with parents, community members, and other colleagues to support student success. 

 

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.

 

EDUC 6710 Understanding the Impact of Technology on Education, Work, and Society (3 sem. cr.)
As new and emerging technologies transform the landscape of education, the possibilities for learning and discovery grow exponentially. This course invites teachers to take part in the technological revolution by examining the history and evolution of technology in society and its impact on education. Teachers explore technology as a vehicle for broad access and employ a variety of digital-age tools, including social networking, interactive learning tools, and collaboration software, to inspire and motivate today’s learners. Ethical considerations, responsible use, and cyber safety issues are also addressed.

 

EDUC 6711 Bridging Learning Theory, Instruction, and Technology (3 sem. cr.)
In this course, teachers explore various learning theories, including research on how the brain learns, and discover how instructional practices can be supported and enhanced through technology. Various technologies, such as the use of computer-mediated instruction and virtual learning environments, are presented as means for fostering learner-centered classrooms where students are motivated and teachers integrate developmentally appropriate practices in teaching and learning with the latest digital resources available.

 

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 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 foster interdisciplinary connections that enhance learning across the curriculum.

 

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.

 

EDUC 6715 New and Emerging Technologies (3 sem. cr.)
In this course, teachers look to the future of teaching and learning, explore promising trends in technology, and discover many opportunities to become leaders in the field of technology and learning. Teachers also consider how to address schoolwide challenges, such as limited resources and resistance to change. Skills and strategies such as grant writing and leading change are presented. Teachers 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.

 

EDUC 8000 Foundations for Doctoral Study (6 sem. cr. )
Through a series of interrelated learning activities, this course provides understanding and practice of the basic skills and strategies for success in the Ed.D. program. Teacher leadership is the focus of the investigative scholarship. Scholarly analysis includes exhibiting critical-thinking and library skills. Professional writing—using the conventions of scholarly writing and a personal, professional style and voice—is expected in the products of the course. Students prepare a Doctoral Development Plan (DDP) and praxis papers within their field of primary concentration.

 

EDUC 8010 Proseminar: Leadership in Teaching and Learning (6 sem. cr.)
The first Proseminar introduces the concept of teacher leadership with an emphasis on leadership as a concept or construct rather than a position of authority. Teachers experience the concept of leadership through investigation and analysis of instructional performance. Pedagogical observation, reflective practice, and analysis of classroom practice focus on inquiry and research-based methods in which teachers exemplify teaching for understanding. The first comprehensive paper investigates professional learning, research-based instructional practices, constructivist methodology, and the quality of the educator’s reflective practice and self-study of teaching that focuses on the relationships between instructional theory, practice, and students’ learning and achievement.

 

EDUC 8015 Research Approaches (6 sem. cr.)
Teacher-leaders need to be well-informed about current developments in their fields of expertise. This course addresses the role of research in generating and testing theory, as well as in solving problems and making decisions. It emphasizes the importance of integrity in research and how to study human subjects responsibly and ethically. A variety of research approaches, research methodologies, and research designs are explored. The components of research design are examined, and students evaluate research for quality of design. Constructions of questions for inquiry are designed and analyzed.

 

EDUC 8020 Proseminar: Teacher Leadership in the School (6 sem. cr.)
The second Proseminar expands the role of teacher leadership from the classroom to the school community. The course focuses on the development of knowledge, abilities, and dispositions necessary for effective and productive leadership in effecting professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes such as coaching and mentoring. The second comprehensive paper probes learning, teaching, and leading as the educator acts to influence the school community through professional discourse and analytical reflection on investigations into the roles and practices of effective, inquiry-oriented school leadership.

 

EDUC 8025 Quantitative Research (6 sem. cr.)
This research course is designed to provide an understanding and working knowledge of some of the key quantitative data collection and analysis concepts. It approaches statistics from a problem-solving perspective with emphasis on selecting appropriate statistical techniques for various research designs and on interpreting and reporting findings. The important outcome is that doctoral students will have an understanding of quantitative data analysis and feel comfortable reading and discussing statistical concepts and data results from quantitative studies.

 

EDUC 8030 Proseminar: Teacher Leadership Beyond the School (6 sem. cr.)
Teacher-leaders reach out to a larger community to discourse, question, and learn about issues and forces affecting teaching and learning in American schools. The focus of this Proseminar is to influence capacity by promoting and nurturing reciprocal relationships with professional learning communities and initiatives related to quality education outcomes. Processes for creating and supporting partnerships with community stakeholders, educational institutions, and other advocacy groups are studied to develop and refine educators’ abilities to collaborate with decision-makers in the advocacy for public policy at the local, state, or national level. The comprehensive paper focuses on inquiries related to significant and important educational issues related to effecting quality schooling practices for K–12 learners.

 

EDUC 8035 Qualitative Research (6 sem. cr.)
This course explores the constructs and processes used in qualitative research studies. It provides practice in formulating qualitative questions related to problems encountered by teachers, identifying appropriate qualitative traditions, and selecting study participants. Students practice constructing data collection protocols for interviews and observations. Students also practice document analysis and apply coding and classification techniques for organizing and interpreting data. Ways to ensure the trustworthiness of qualitative findings are explored.

 

EDUC 8080 Doctoral Study Companion (non-credit —for 2 terms)
This doctoral study forum is designed to help students make the transition from building doctoral-level knowledge through Proseminars and residencies to developing their own terminal doctoral study projects. Students, assigned their mentors after semester 5, will work in this course space during semesters 6 and 7 with their committee members to formulate the plans that will eventually result in a formal doctoral study proposal and the final doctoral study, which is completed during EDUC 8090 Doctoral Study Intensive.

 

EDUC 8090 Doctoral Study Intensive (12 sem. cr. — 6 sem. cr. per term for 2 terms )
The doctoral study demonstrates students’ scholarly ability to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community of practice. Note: The final two semesters of the Ed.D. program are dedicated to the doctoral study. If the doctoral study is not approved by the end of the second semester, students stay enrolled in 8090 until formal approval is granted. Additional semesters needed for completion of the doctoral study do not earn credit.

 

EDUC 8100 Foundations: Higher Education and Adult Learning (6 sem. cr.)
The purpose of this course is to engage students with the environment, expectations, and content of doctoral work in the Higher Education and Adult Learning specialization of the Ed.D. program. Students learn about Walden’s online learning environment as well as the university and program support systems, expectations, and outcomes. They also gain knowledge about the field, synthesized with reflection on their own experience and goals, and develop doctoral-level critical-thinking and writing skills.

 

EDUC 8101 How Adults Learn: Theory and Research (6 sem. cr.)
Adult learning is both similar to and different from learning at any other age. In this course, students examine the similarities and differences, focusing on adult learning and developmental theory and the wide range of research that supports it. Students explore adult learning theories from andragogy to transformation, phase and stage developmental theories, and effects of gender and culture on adult learning. Reflection on the relationship of this material to students own experiences is expected.

 

EDUC 8102 Applied Research in Education (6 sem. cr.)
In this course, students develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course also focuses on methods designed specifically for studying adult development and how adults learn. Methods are explored by studying the philosophy of research and particular research strategies, reviewing literature in the field, and searching for and critically analyzing literature relating to students’ individual interests.

 

EDUC 8103 Designing and Assessing Learning Experiences (6 sem. cr.)
Research has considerably expanded our knowledge of adult learning and development in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students advance their understanding of research methods as they examine literature about design and assessment. They also apply research-based principles to design a project to develop learning experiences for a specific population of adults, whether on-site, online, or through a blended, hybrid model.

 

EDUC 8104 Facilitating Adult Learning (6 sem. cr.)
Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate adult learning from both the teaching and learning perspectives. These practices range from mentoring and coaching to collaborative engagement and reflective practices. Students deepen their understanding of research methods by critiquing articles and by designing research studies to investigate specific learning practices.

 

EDUC 8105 Adult Learning: Trends, Issues, Global Perspectives (6 sem. cr.)
Because our current state of knowledge is guaranteed to change as research and technological innovations continue, it is necessary that we all function as lifelong learners. In this course, students examine some intriguing and potentially critical directions in adult learning, including brain research, new technologies, and the impact of globalization. Students have opportunities to examine and reflect on the effects of these trends on their own areas of interest, including the possibility of participation (virtually or physically) at one of Laureate’s international campuses.

 

EDUC 8106 Project Study: Research in Practice (6 sem. cr.)
This course provides students an opportunity to design their project study in collaboration with program colleagues. In addition to reading about developing proposals in general, students analyze examples of Walden Ed.D. doctoral proposals on a range of projects. Students explore the research methods or project types that they may incorporate into their own doctoral studies. Finally, students engage in the iterative process of writing their own proposals, including feedback from their peers and course instructors.

 

EDUC 8428 Research Seminar II: Design in Educational Research (5 cr.)
This course introduces research types, methodologies, and designs typically used in educational research. The role of research in generating and testing theory, as well as in solving problems and making decisions, is explored, and the importance of ethics in research is emphasized. Basic, applied, action, and other research types are defined, exemplified, and critiqued. Students differentiate between qualitative and quantitative research methodologies, explain variations within each methodology, and apply qualitative and quantitative methodologies to research problems. The components of research design are developed, and students evaluate research for quality of design. Students apply their acquired knowledge by producing a research prospectus that exemplifies sound research planning and rigorous application of ethical principles. (Prerequisite: SBSF 8417.)

 

EDUC 8438 Research Seminar III: Quantitative Research in Education (5 cr.)
Knowledge about data analyses helps a researcher interpret data and obtain meaningful insights about the problem being investigated. This course is designed to provide students with an in-depth understanding and working knowledge of quantitative data analyses. Students use statistical techniques (descriptive and inferential) to summarize data collected, to make comparisons of data sets, and to generalize results obtained for a sample back to the population from which the sample was obtained. This course approaches statistics from a problem-solving perspective with emphasis placed on selecting appropriate statistical techniques for various research designs and on interpreting and reporting data analyses results. Computer data analysis (using SPSS) is a primary focus of the course, to enhance the use and interpretation of statistics in research. Students gain understanding of quantitative data analysis and feel comfortable reading and discussing statistical concepts and data results from peer-reviewed and refereed studies. (Prerequisite: EDUC 8428.)

 

EDUC 8448 Research Seminar IV: Qualitative Research in Education (5 cr.)
In this course, students explore the logic and execution of qualitative research studies. They gain in-depth practice in formulating qualitative questions related to problem statements, identifying appropriate qualitative traditions, and defining the criteria for selecting study participants. Students construct data collection protocols for interviews, observations, and document analysis. To achieve the aim of complete, detailed description, students practice organizing and analyzing data through classification and coding. Means of achieving objectivity in interpretation, such as triangulation and bracketing, are discussed. Ethical treatment of subjects, something that requires careful consideration in qualitative studies, is explored through vignettes of various ethical dilemmas. While not usually generalizable to a large population, qualitative studies must make a useful contribution to scholarly knowledge and social change: ways to do this are discussed. (Prerequisite: EDUC 8428.)

 

EDUC 8458 Advanced Research: Conducting Pilot and Field Studies (5 cr.)
Pilot studies are useful for determining the adequacy of research procedures, including reliability and validity of instruments, observational techniques, interview procedures, and the degree to which the design captures the intended outcomes or effects. The benefit of pilot and field studies is the practice one receives prior to investing time and money in a larger scale research project. The intent of this course is to provide students with an opportunity to gain experience with the research methodology, method, and instruments that will be used in their dissertation. In addition to implementing the research design and analyzing the data, students critique the design for flaws as well as strengths. (Prerequisites: EDUC 8438, 8448.)

 

EDUC 8468 Advanced Research: Communicating Knowledge in Educational Research (4 cr.)
Researchers are obligated to communicate the results of their research. In this course, students produce research articles based on the pilot/field studies they’ve conducted. Articles should conform to the guidelines for publication in relevant scholarly journals. The intent of the course is for students to practice their skills in transmitting the results of their scholarly inquiry to the community of scholars. (Prerequisite: EDUC 8458.)

 

EDUC 8801 Educational Law, Public Policy, and Political Systems (4 cr.)
This course provides an overview of the interconnections and impact of educational policy, politics, and law upon student welfare, ethical decision-making, equitable distributions of rewards and sanctions, and community relations in a diverse, global environment. Students synthesize these domains within the theoretical and problem-based context of political environments, organizational structures, policy research, legal mandates, institutional climate, culture, diversity, and local, state, and federal influences. Selected topical readings and case studies bridging policy management, political strategies, and statutory and regulatory standards are covered.

 

EDUC 8802 Supervision, Evaluation, and Human Resources in Education (4 cr.)
This course explores the role of the educational leader in human resource management in schools and school districts. Emphasis is placed on the assumptions that underlie the human resource leader’s functions and behavior, the forces influencing the implementation of those functions, and the evaluation of contemporary professional development, supervisory, and personnel evaluation models, strategies, and methods. The course also focuses on strategic planning in human resource development and school effectiveness and its relationship with the school system. Students develop a model for supervision and evaluation of a human resource development program.

 

EDUC 8803 Student Personnel Services (4 cr.)
This course covers the legal, organizational, and ethical foundations of school leadership practices in student personnel affairs and services. It explores administrative practices in educational programming, staff and student personnel functions, community relations, and communication. Students develop an awareness of the global and diverse nature of school communities and learn best practices in providing student services that meet district needs. The course also covers educational goal setting, program planning, development, implementation, and evaluation of student-related activities and enhancements.

 

EDUC 8804 School Financial Management (4 cr.)
This course provides a theoretical and practical examination of issues in school financial management with an emphasis on budgeting, budget construction, purchasing, financial planning, school-site and facilities material management, and management of capital outlay programs. It gives an overview of revenue sources; federal, state, and local allocations systems and tax configurations; cost-benefit relationships; and operational finance. Students consider the social, economic, legal, and political aspects in the allocation of tax dollars for public school financing.

 

EDUC 8805 Reflective Instructional Practice (4 cr.)
Central to this course are the construction of a framework for instructional decision-making and the development of reflective strategies for continuous instructional improvement. The course investigates decisions teachers make in designing effective instruction and examines various planning models. Emphasis is on analyzing and improving instruction using reflective critique.

 

EDUC 8806 Educational Measurement and Evaluation (4 cr.)
In this course, students learn how to measure and evaluate student learning outcomes and educational programs. They also examine the purposes for collecting student achievement data, acquire key evaluation concepts, and examine the distinctions among various approaches to assessing learning. Knowledge and skills are applied by critiquing and developing measurement instruments.

 

EDUC 8807 Curriculum Theory and Design (4 cr.)
Students explore curriculum theory and design at the district or departmental level. Theoretical foundations of curriculum are applied to solving curricular problems and analyzing curriculum artifacts with emphasis on the theoretical, practical, and political complexity of curriculum work.

 

EDUC 8811 Practicum in K–12 Leadership (9 cr.)
A school-site or agency-based practicum provides opportunities for advanced doctoral students to participate in and complete an applied leadership project or activity under the direction and supervision of an on-site administrator and a Walden practicum supervisor. Students apply theoretical educational leadership constructs to the critical problems, issues, and activities faced by school and/or agency leaders in the workplace. Students must demonstrate competency in each of three specified areas—professional development and human resources, interpersonal relations, and technology and information systems—with an additional specialization area selected by the student based on identified career goals. (Prerequisites: EDUC 8801, 8802, 8803.)

 

EDUC 8812 Critical Survey of Technology (4 cr.)
This course focuses on current and emerging innovative technologies that affect and enhance the learning environment for students. Included is a discussion of topics affecting learning environments, such as cultural/equity issues, computer crime, computer security, computer games versus educational software, online learning, graphics versus text, accuracy of information on the Internet, pornography, and assistive/adaptive learning. Students critically evaluate an educational software package, an online learning infrastructure, and software used for drill/practice, tutorial, simulation, and problem-solving—sharing titles of software and Web sites used in their content area.

 

EDUC 8813 Management of Technology for Education (4 cr.)
This course explores issues that deal with integrating and managing technology in education. Areas such as leadership, strategic planning, systems acquisition, coordination, and implementation, as well as the impact of managing technology and its implications for teaching, learning, and administrative functions are studied. Policies that impact human resource development, staff development, information access, security, management control, and evaluation are also discussed in this course.

 

EDUC 8814 Learning Theories and Instructional Technology (4 cr.)
Students explore the connection between principal theories of human learning, including behaviorism, cognitive information processing, and constructivism, as applied to the pedagogy of effective instruction. The focus of this course is on instructional interventions and their potential improvement through the application of technology. 

 

EDUC 8823 Computer Technology and Multimedia in Education (4 cr.)
In this course, emerging computer-based multimedia innovations and applications are examined. Students learn about software, courseware, presentation devices, output devices, and mass storage devices for course delivery using instructional technology. Students evaluate various authoring systems in either Windows or Mac environments to identify strengths and weaknesses. They learn instructional design principles and demonstrate the ability to produce simple but effective multimedia presentations using a multimedia authoring program.

 

EDUC 8824 Integration of Technology in the Curriculum (4 cr.)
This course covers how to create curriculum materials and courses that integrate technology allowing for access to new information, development of new learning skills, and the empowerment of students. It also covers learning styles and the student as the center of learning and explores the role of technology and its incorporation within the learning curriculum for students and teachers.

 

EDUC 8825 Course Development and Delivery Utilizing Technology (4 cr.)
This course analyzes instructional design principles and procedures, including needs assessment, objectives, and criterion test design. It covers the development of guidelines to inform decision-making processes that accompany the design, development, production, utilization, and evaluation of course materials that use computer-based and other technologies. Students create a development proposal, then design and develop an instructional Web site complete with online assessments, utilizing Dreamweaver and Coursebuilder. Familiarity with this software is not a prerequisite; students who are unfamiliar with these tools can take tutorials provided by Macromedia.

 

EDUC 8826 Planning and Implementing Instructional Technological Environments (5 cr.)
This field-based experiential course prepares educators as leaders in developing policies and procedures and planning, budgeting, implementing, and administering instructional technology environments. Students focus on the theoretical and practical considerations for researching, planning, configuring, evaluating, and administering facilities and resources in their own instructional settings. The five-credit course includes a one-credit practicum.

 

EDUC 8840 Evolution of Educational Technology in Society, Education, and the Workplace (4 cr.) 
Students explore the history and evolution of information and communication technology as a field of study, before and following the emergence of computer and cyberspace technology. The course focuses on the evolution of learning from the agricultural to the industrial to the information age.

 

EDUC 8841 Diffusion and Integration of Technology in Education (4 cr.)  
The focus of this course is the social and systemic change resulting from the integration and diffusion of technological innovations. Students explore Rogers’ diffusion of innovations theory and research that shows best practices for integrating technology in the workplace, to find ways to be a catalyst for change. Strategies for overcoming resistance and barriers to change are analyzed.

 

EDUC 8842 Principles of Distance Education (4 cr.)
Different theories and the history of distance education are explored. Students critique current research and assess online learning programs, including hybrid and fully online delivery. Students analyze accessibility issues, open-source development, best practices to facilitate learning, global trends, and the move from elite to mass higher education. Synchronous and asynchronous platforms are compared.

 

EDUC 8843 Leading and Managing Educational Technology (4 cr.)
Students in a corporate or educational setting critique and develop management plans for integrating and managing technology in the workplace. Issues discussed include leadership styles, strategic planning, future thinking, industry analysis, cost/benefit, accountability, outcomes assessment, scalability and sustainability, and ethics and legal issues. Students explore policies that have an impact on human resource development, staff development, information access, security, management control, and evaluation. 

 

EDUC 8844 Designing Instruction for Distance Education (4 cr.)
The focus of this course is the design and delivery of distance education, with an emphasis on the development, field testing, and revision of a Web-based unit. Among the topics included are learning styles, learning theory, engaging instructional electronic strategies, social networking and collaborative groups, assessment, global perspectives, and diversity. Learners analyze effective online educational experiences from education and the workplace. (Prerequisite: EDUC 8842.)

 

EDUC 8845 Learning Theory and Educational Technology (4 cr.)
Learners extend their knowledge of learning theory to the application of educational technology, as they explore ways to translate theory to practice. Instructional interventions and their potential improvement through the application of technology will be explored. How technology facilitates learning will be explored using the theories of multiple intelligences, constructivism, computers as mind tools, brain-based learning, connectivism, and the conceptual age. Learners should bring to this course a basic comprehension of behaviorism, cognitivism, and constructivism from their master’s programs.

 

EDUC 8846 Current Research in Educational Technology (4 cr.)
Doctoral learners will critique current research on critical issues and emerging areas of educational technology to discover gaps in the research. From the gaps, learners will identify research questions and problem statements that might serve to “effect positive social change for diverse learners,” which could be used as the basis of their prospectus for their dissertation. Learners will develop proposals for presenting at professional conferences and explore means to publish their research in professional journals. (Prerequisites: SBSF 8417; EDUC 8428, 8438, 8448.)

 

EDUC 8847 Multimedia Technology to Facilitate Learning (4 cr.)
Strategies for facilitating learning through the use of technology will be explored in this course including electronic and multimedia presentation of materials and curriculum design. Learners will design learning materials based on principles of universal design utilizing electronic materials.

 

EDUC 8848 Emerging and Future Technology (4 cr.)
The emergence of new technologies in the information age and beyond is dramatically changing the way people teach and learn in K–12, higher education, and corporations. Learners will explore the new scholarship, collaborative tools, social networking, wireless and mobile technologies, creative commons, fair use, user-created content, and virtual worlds to become leaders in helping to diffuse these innovations. Projections regarding future technological movements will be explored to conceive a world where technology is a seamless aspect of learning and work.

 

EDUC 8883 Practicum in Community College Leadership (9 cr.)
Students may elect to take an on-site practicum working under the mentorship of a community college leader instead of the advanced research seminars. Mentors should be exemplary community college leaders in roles similar to those the students are preparing to enter. The general objective of the practicum is to provide students with the opportunity to learn by listening, discussing, questioning, observing, participating, and contributing in a leadership role while working with a mentor/supervisor. Students are expected to participate in the work of the site supervisor for 120–180 hours, usually over a 12-week period.

 

EDUC 9000 Dissertation (30 cr.)
This course offers doctoral students the opportunity to integrate their Program of Study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation independently, with the guidance of a dissertation supervisory committee chair and committee members. Students complete a prospectus, proposal, Institutional Review Board application, and dissertation. Once students register for EDUC 9000, they will be registered each term until successful completion of the dissertation. (Prerequisites: Foundation course, core KAMs, SBSF 8417, EDUC 8428.)