Required Program Courses
Integrative Studies Core -- 9 required credits
EDUC 600 Introduction to Graduate Research
This course is designed to introduce students to research, including action research, as well as users of research information. The user of research information needs this knowledge base in order to evaluate critically the research of others and to be able to translate available research into plans of action that can be carried out in schools and other professional settings. The course will aid professionals in their abilities to locate research studies, interpret and understand them, and to decipher their symbols and terminology.
EDUC 601 History and Philosophy of Education
This course provides a historical review and philosophical analysis of the basic theories of education. Major emphasis will be on the educational philosophies underlying present practices, curriculum and pedagogy and their implication and application in schools. Historical patterns and events as they relate to education and curricular practices today are covered in this course. The last part of the course is spent analyzing and evaluating the historical and philosophical implications of the topics and ideas covered and determining how they relate to best practice in K‑12 classrooms today.
EDUC 610 Issues in Education
Does merit pay for teachers improve their students’ performance? Are charter schools more effective than their public school counterparts? Do rewards and punishments facilitate learning? Should a struggling student be held back a grade? Teachers face all of these questions. This course will study these “hot topics” in the field of education. We will separate the truth from the myths and work to answer these and several other thought provoking questions. By studying the latest research in the field of education we will aim to bring clarity to topics that are commonly blurred by heated debates.
EDUC 607 Foundations and Principles of Curriculum
This course provides for a broad study of foundations and principles of curriculum in today's PK-12 schools. Areas of focus include philosophical, historical, psychological and social foundations of curriculum as well as curriculum design, development, implementation and evaluation. Course includes a review of international curriculum trends and issues.
EDUC 611 Differentiation and Diversity
This course explores race, ethnicity, and language in American education, along with the teaching theory of differentiated instruction. Additionally, the course intent is to increase student self-awareness related to diversity issues. Prejudices, stereotypes, discrimination, and privilege of diverse cultural groups in relation to schools are explored. Students examine differentiating instruction as a way of better helping students in diverse classrooms. Personal growth through increased awareness, sensitivity, and appreciation for diversity is facilitated.
EDUC 615 Technology in Education
This course is designed to inspire educators to use instructional technologies that engage students in learning and that enrich teaching to improve student performance. Current and future technology trends in education will be explored. This course will examine practical technology application in learning.
EDUC 695 Field Placement Experience
The graduate Field Placement Experience is designed to be a rigorous and reflective look at one’s own teaching and the learning that takes place in the classroom. The goal of the assignments, analytical narratives, and critiques by self, peer group and college supervisor is to improve the learning for all students. The practicum calls for a synthesis of content, pedagogy, skills and dispositions.
Diverse Population Experience
An independent 30 hour Diverse Population Experience is a program requirement for all candidates. Candidates are required to reflect on and critique experiences with students with special needs, gifted, diverse ethnic/racial and socioeconomic groups in classrooms. This experience occurs during the school year. Some students will complete this requirement in their own classroom; other students will need to make arrangements with outside colleagues and programs. A reflective journal of the experience is submitted.