Course Descriptions

EDUC 600D The Teacher in the Classroom 3 credits
This course focuses on the knowledge and skills necessary to become a successful teacher. Students in this course will examine personal reasons for becoming a teacher by researching philosophies of education and creating their own philosophy. Characteristics of effective teaching will be examined, and students in the class will learn and practice reflection. As the first course in the MAED, Curriculum and Instruction, students will be introduced to some of the core principles of the National Board of Teaching Standards by developing a work sample of teaching, a case study of a student, and an educational portfolio. The course concludes with a service-learning project developed and implemented with the teacher’s classroom.

EDUC 642D Integrating Technology into the Classroom 3 credits
Teachers examine current issues and topics in education including the effects of standards-based learning, the integration of technology in educational settings, and political and societal effects on education. The focus of the course is on emerging trends and issues in education and professional dialogue. At the conclusion of this course, you will have explored what is necessary to prepare students for a highly technological information-age society, and articulated their view of the teacher's role in the information age.

EDUC 643D Teaching and Learning in an Academically Diverse Classroom 6 credits
This course will examine current curricular approaches with particular emphasis on constructivism. Participants will identify essential and unit questions for their curriculum utilizing their state’s academic standards. Curriculum maps will be designed identifying the content, skills, and assessments necessary to work on the standards. Learner diversity will be explored and strategies identified which create learner responsive classrooms. Differentiation of instruction will be addressed in-depth. We will explore strategies, formats and classroom structures that increase the likelihood of student success in learning.

EDUC 652D Alternative Assessment Models 6 credits
Assessment strategies are being developed that will enable classroom teachers to assess student performance consistent with recent learning theories. The course includes basic statistical analysis. Teachers apply an assessment design process to develop strategies for a curricular unit, which align learning goals to assessment methods. Teachers explore current thoughts about the grading process and examine new methodologies for recording and reporting learning progress.

Action Research Sequence

EDUC 665D Introduction to Action Research 2 credits
This is the first course in the action research sequence. Elements of collaborative action research are identified and discussed. Writing a review of the literature, formulating a research question, and determining methods for collecting data are key activities.

EDUC 891D Action Research Project 1 credit
An action research project is planned and carried out in a school setting. Students work with an advisor in the development and completion of this research. A public presentation is the culminating experience for the research sequence. No class attendance.

Elective – A minimum of 3 credits to be chosen from the following list.

EDUC515V ATTENTION DEFICIT DISORDER: Information and Interventions for Effective Teaching (2 credits)
Increase your knowledge and understanding of ADD and learn intervention strategies to help minimize academic problems and distracting or defeating behaviors. You will increase your ability to identify students who may have the disorder, learn about various treatment methods and increase your knowledge of the referral process. The course provides resources for teachers and parents who would like more help or information about ADD or ADHD.

EDUC520V VIOLENCE IN SCHOOLS: Identification, Prevention, and Intervention Strategies (2 credits)
This course provides a foundational understanding of violence and the motivational purposes behind aggression. You will learn to identify factors contributing to violent behaviors, assess classroom climate and make necessary adjustments to increase safety, including creating an action plan for school safety. After successfully completing this course, you will have a better understanding of the correlation and impact of the media, community and family on violence, and you will possess specific strategies for minimizing the occurrence of violence in your classroom and optimizing safety in school.

EDUC525V LEARNING DISABILITIES: Practical Information for Classroom Teachers (3 credits)
This course describes the theoretical approaches to handling learning disabilities in the classroom and lays the foundation for sensitive, appropriate assessment and evaluation of students. You will learn program planning and implementation, increase your understanding of the importance of a close, positive partnership with parents (and other care givers), and learn methods for ensuring that the home-school axis is effective, meaningful and mutually beneficial. The course also explores major trends and unresolved issues in the field of learning disabilities.

EDUC530V DRUGS AND ALCOHOL IN SCHOOLS: Understanding Substance Use and Abuse (2 credits)
This course provides a contextual framework for understanding what students may be experiencing either through their own substance use or through the substance use of people close to them. The course provides a historical perspective of substance use, along with biological, psychological and social factors that comprise the disease of addiction. You will gain a more comprehensive understanding of alcohol and drugs, and their influence in your classroom.

EDUC535V AUTISM AND ASPERGER'S DISORDER: Information and Effective Intervention Strategies (2 credits)
This course provides a clear picture of the characteristics that define autism and Asperger’s Disorder, including associated learning styles and communication weaknesses. You will learn to identify students with these disorders, as well as what you can do to enhance more appropriate behaviors. The course provides in-depth information about intervention strategies that have proven to be successful when working with students with autism spectrum disorders. A list of resources for teachers and parents who would like more help or information about these disorders is included in this course.

EDUC540V TALENTED AND GIFTED EDUCATION: Working with High Achievers (2 credits)
This course provides a foundation in talented and gifted education. You will learn how to identify and serve TAG students through a program based on current research and common practice. Topics covered in this course include: characteristics and needs of TAG students, assessment options, programs and services models, and options for curriculum modification. You will achieve a greater understanding of the social and emotional needs of TAG students and learn how to communicate effectively with the parents of gifted children.

EDUC545V FUNCTIONAL ANALYSIS: Introduction to Completing Behavior Assessments (2 credits)
Achieve a better understanding of Functional Behavior Assessment (FBA) and Positive Behavior Support (PBS), and learn strategies you can use to facilitate positive student behavior. This course is particularly useful for educators who work with students with disabilities. The course includes an overview of the assessment procedures used to conduct FBAs and describes the procedures and treatment packages that can be implemented based on the results of functional analyses. Particular emphasis is placed on reinforcement-based interventions.

EDUC555V UNDERSTANDING AGGRESSION: Coping with Aggressive Behavior in the Classroom (2 credits)
Understanding Aggression includes topics on violence, aggression in the classroom, youth gangs, aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and "hot spots" that tend to breed aggression and violence. The course helps school personnel become more aware of the causes of aggression and ways to evaluate aggression and intervene before the aggression turns to violence in the schools. The course also speaks about aggression in our communities through driving, dating, sports, television, music and how these issues are dealt with in modern society.

EDUC560V CHILD ABUSE: Working with Abused and Neglected Children (2 credits)
This course teaches you to recognize the signs of physical abuse, emotional abuse, sexual abuse, physical neglect, and emotional neglect in students. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is on helping the participant understand the special learning needs of the abused or neglected child and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.

EDUC565V BEHAVIOR IS LANGUAGE: Strategies for Managing Disruptive Behavior (3 credits)
Behavior is Language�, an interactive computer-based instruction (CBI) course, is designed to give you a new perspective on student behavior and effective tools for facilitating positive student change. Behavior is Language provides a developmental framework for understanding what students are trying to tell you through the "language" of their behavior. The course teaches behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, and reduce your workloads and burnout. This program helps you, as well as students, find creative, effective solutions to behavioral problems.

EDUC570V TRAUMATIZED CHILD: The Effects of Stress, Trauma and Violence on Student Learning (2 credits)
Traumatized Child: The Effects of Stress, Trauma and Violence on Student Learning, is an interactive computer-based instruction (CBI) course, designed to help you identify and effectively teach students affected by stress, trauma and/or violence. This course teaches you to recognize the signs of stress, trauma or violence in students. It also discusses the specific factors that exist in families and communities where stress and violence are common. A major emphasis in this course is on helping the participant understand the special learning needs of the student who is experiencing stress, trauma or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.

EDUC575V ADVANCED CLASSROOM MANAGEMENT: Children as Change Agents (3 credits)
Advanced Classroom Management: Children as Change Agents, is a course geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologist, counselors) serving children and youths presenting behavior problems in the school or community. This course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this “advanced” course.

Action Research Sequence

EDUC 670D Integration Seminar 2 credits ON CAMPUS
This is the second course in the action research sequence. Data collection techniques and strategies for analyzing and interpreting data are studied. Completing the action research project report and determining appropriate “actions” from the research are foci of this course.

EDUC 892D Action Research Project 1 credit

EDUC 680D Teacher as Educational Leader 3 credits
Definitions of teacher leadership and their implications for the classroom are examined. The teacher’s role in school reform and the politics of education are studied within the transformative education framework.