Master of Arts in Education
Course Descriptions
EDU 601 Education as a Change Agent in a Diverse Society — 3 cr.
The course examines the role of education in the identification, planning, implementation, and assessment of change initiatives for improved student achievement, effective schools, and their impact on society. The impact of change on the individual, program, and academic organization is also studied. Participants explore research-based standards and practices for successful teaching and learning in diverse settings.
EDU 610 Advanced Educational Psychology — 3 cr.
This course focuses on current and historical theories of learning, cognition, and motivation from a research perspective. Specific implications and applications of both learning and instruction related to these theories are discussed. Examples are drawn from educational case studies and problems at the classroom and instructional design level.
EDU 621 Curriculum Design and Technological Integration — 3 cr.
Using a learning outcomes design model for curriculum and instruction, this course emphasizes the importance of identification of clear targets and goals for increased achievement. Curriculum integration and mapping techniques are examined and implemented as participants model the power of collaborative planning and individual reflection. A variety of timing and scheduling models and tools for integrating technology are explored.
EDU 622 Best Practice In High Performance Instructional Methodologies — 3 cr.
An examination of policies, frameworks, taxonomies, and instructional strategies commonly utilized in high performing schools as well as those that have been correlated with demonstrated achievement gains in excess of adequate yearly progress. Successful completion of the course includes development of an instructional plan specifically designed to produce a measurable increase in average annual yearly progress for a defined group of students.
EDU 623 Coaching, Mentorship, and Instructional Leadership — 3 cr.
Developmental supervisory practice, instructional mentoring, and blended coaching are woven together into a systematic framework comprising learning-focused instructional leadership. Techniques for observing, listening, reflecting, and data gathering are presented and practiced as tools for providing adult learners formative, standards-based feedback to improve student learning and strengthen instruction.
EDU 624 Assessment and Evaluation for Academic Success — 3 cr.
Through examination of historical and contemporary perspectives and trends of assessment, this course establishes the value and purpose of assessment for the improvement and maximization of student learning and advancement of effective instruction in order to provide for and achieve high expectations for all learners. Assessment methods and uses, including self-assessment for learner and teacher, are explored and developed so that appropriate analysis, grading, record-keeping, reporting, and evaluation inform critical decision-making within the classroom and across the educational setting.
EDU 625 Professional Development and the Learning Community — 3 cr.
Staff development is discussed from the perspective of the school as a learning community. Adult learning theory is explored and applied. Action research is presented as a framework for reflective professional practice toward organizational development. Participants develop an accountability framework to foster individual professional goal setting and attainment.
EDU 641 Earth Science/Lab — 3 cr.
This course explores scientific concepts associated with water, air, soil, geology, and ecology. Significant emphasis is placed upon how the sciences of biology, chemistry, physics, and mathematics are used in the analysis of the environment.
EDU 642 Physical Science/Lab — 3 cr.
What is our place in the universe? This course provides an introduction to the science of astronomy through the use of original sources. We will texts written by ancient thinkers such as Aristotle and Ptolemy, and more modern thinkers such as Galileo, Copernicus, Kepler, Hubble, and Hawking.
EDU 643 Biological Science/Lab — 3 cr.
Study of microbiology, molecular biology, and genetics; this course provides a special emphasis on modern biological techniques that can be accomplished in the middle school and secondary level classroom.
EDU 644 Chemistry/Lab — 3 cr.
This course explores molecular structure, equilibrium, thermodynamics, organic, and biochemistry through the integration of theory discussion and laboratory techniques.
EDU 651 Instructional Technology — 3 cr.
Develop, implement, and evaluate technology innovations in schools. Special emphasis is placed on the content area technologies. Students examine new and emerging educational software. Students are responsible for evaluating and using both old and new technologies from an educational and technological perspective.
EDU 652 Foundations of Online Learning — 3 cr.
The philosophies and learning theories used in American and international distance education. Best-practices for distance communicated coursework and validity assessment are studied. Students learn the foundational piece behind the assembly of e-learning and course construction.
EDU 653 Multimedia in the Classroom — 3 cr.
Learning structures are based on the integration of computer‐based design into traditional classroom environments. This class introduces skills associated with producing instructional audio and video, for use in the classroom and over the Internet. Editing, file formats and production are just some of the topics to be covered. This is a project based, implementation-style course.
EDU 654 Collaborative and Assistive Technologies — 3 cr.
This class concentrates on two major topics: One, working with dynamic sharing and cloud computing and its implications and impact on education; and two, technologies used for assistive and remedial education. This is a project based, implementation-style course.
EDU 655 Building and Assessing the E-Learning Environment — 3 cr.
“Best practices in action” describes this project-based course. Students use their prior knowledge as well as advanced LMS techniques to construct and build a practical, e-learning environment. From start to finish, student are exposed to and expected to implement the use of advanced video, audio, social-media and assessment tools. (Optional: May be used as part of capstone with consent of the Dean.)
EDU 671 The Art and Science of Effective Teaching — 3 cr.
This intensive summer seminar emphasizes the intentionality of planning a productive classroom environment, engaging curriculum, and effective instruction. Topics include establishing big goals, differentiating instruction, investing oneself in one’s students, connecting with parents, and assessing performance.
EDU 672 Character Development, Classroom Culture, and Self — 3 cr.
This intensive summer seminar equips teachers for proactively developing the culture of an effective urban classroom. Character, self, and the importance of beliefs in action are emphasized as participants work to develop a presence characterized by strong voice, explicit instruction, and loving discipline.
EDU 673 Standards, Assessment, and Data Driven Instruction — 3 cr.
This intensive summer seminar is based on the concept that meaningful standards are those that are assessed and result in data-driven instruction. Interim assessments provide the platform for planning lessons and differentiating instruction. Participants gain increased proficiency for developing effective teacher-made formative assessments.
EDU 674 High Performance Urban Teacher Framework I — 3 cr.
This intensive seminar course is taken concurrently with the EDU 691 practicum experience. Participants are immersed in reflective practice around various topics including child development, learning styles, instructional strategies and methods.
EDU 675 High Performance Urban Teacher Framework II — 3 cr.
This intensive seminar course is taken concurrently with the EDU 691 practicum experience. Participants are immersed in reflective practice around various topics including lesson design, data analysis, and reflective practice.
EDU 681 Leadership, Change and Collaboration — 3 cr.
This course seeks to have participants understand the vital role of leadership in an educational institutions, recognize the components of educational leadership, enumerate the benefits, characteristics and barriers of collaborative leadership, and gain the working knowledge necessary to lead the process of meaningful change.
EDU 682 Law and Ethics in Education Reform — 3 cr.
This course explores key education reform movements from a legal perspective. Court decisions and administrative policy that shape the modern education landscape are reviewed to identify the opportunities they provide as well as the limitations they impose. Education reform is presented from a perspective of safeguarding the needs and interests of students to advance society.
EDU 683 Transformative Leadership in Administration and School Culture — 3 cr.
This course seeks to have participants understand the unique culture of a school and the specific roles leaders play in such an organization for the purpose of making the school not only a place where children learn, but also an organization dedicated to the continuous improvement in the fulfillment of its mission.
EDU 684 Entrepreneurship in Education — 3 cr.
This course brings the principles of social entrepreneurship to bear on the field of education in light of best practices associated with leadership. The rapid pace of change in education in terms of technology, the growth of charter schools, new demands for post-secondary education, and shifting priorities are presented as opportunities for entrepreneurial leaders to catalyze promising ideas that can transform education and benefit society. This course helps the effective school leader of tomorrow to recognize, understand, embrace, and even create entrepreneurial ventures for the advancement of learning for all.
EDU 689 Application of Business Principles in the Education Setting — 3 cr.
The economics of education in modern society are explored from the perspectives of marketability, sustainability, and accountability. The anticipated impact of technological advancement and demographic shifts are explored to identify future needs and opportunities.
EDU 691 Practicum — 3 cr.
A practicum involving a number of pre-defined experiences (according to the specialty area) with a(n) agency/school/district over a 10-16 week period. It is designed to afford the student the opportunity to: 1) Demonstrate the skills and knowledge acquired during the formal academic process; 2) Learn new competencies and skills identified as part of the practicum experience; and 3) Engage in an agreed upon project for the partner organization. This practicum is designed to be a mutually beneficial experience: Both the cooperating organization and the student benefit from the exchange of expertise and abilities in a “real world laboratory.” Prerequisite: Completion of foundations and applications coursework in the specialty unless approved by the Dean of AGS.
EDU 692 Education Research Design — 3 cr.
Concepts, principles, and methods in educational/psychological measurement are examined, including the importance of reliability, validity, item analysis, scores, score reports, and grading. The emphasis is on construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality. Approaches to designing/conducting a practical action research project address qualitative, quantitative and mixed-method research applications.
EDU 693 Capstone: Integration of Theory into Practice — 2 Semesters — 6 cr.
This course integrates the theoretical world of research and the real-world role of the change agent in successful implementation of curriculum and instruction for improved teaching and learning. Students identify a need, conduct a professional literature review, develop an action plan, implement the steps of the plan, communicate the results and evaluate both individual and organizational achievement and/or improvement. Future applications and recommendations are developed to inform data-driven practices. The action plan and end products are presented by the candidate to the graduate committee. Prerequisite: Completion of all program courses and Dean of AGS approval.
