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Early Childhood Education |
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ECE 7543:Research Practicum II 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: ECE 7531
Candidates implement their research proposal in their classrooms or placements, analyze data (using quantitative, qualitative, or mixed method methodologies), and disseminate findings.
Note Offered as an online course.
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ECE 7550:Prospectus Completion 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program and completion of the second phase.
Candidates complete a prospectus based on action research achievement. In preparation for the following school year, candidates develop a second prospectus describing how they plan to enhance student achievement for future success and leadership in the classroom.
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ECE 7551:Portfolio Completion 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program and completion of the second phase.
Candidates complete a portfolio based on work throughout the program. This portfolio will include evidence that supports a subject matter expert, a facilitator of learners, and a collaborative professional.
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ECE 7560:Capstone Experience and Portfolio 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed.
Candidates will demonstrate an understanding of the program standards by creating a portfolio in which they synthesize their coursework throughout the program with insights gleaned from readings and discussions of current issues in the field. Candidates will prepare a detailed plan of how they will disseminate their findings to impact stakeholders in student learning.
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ECE 7700:Scientific Foundations of Early Childhood Education 2 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Montessori Graduate Certificate program or M.Ed. program.
Students develop an understanding of the research-based Conceptual Framework of a proven Scientific System of Education designed to serve children from 2.5 to 6 years of age. Students also learn the importance of the Montessori Prepared Environment which serves as the essential third element for effective learning. Students also discover that the Sensitve Periods provide the most powerful times for learning. In addition, they develop new insights into the nature of child development and learn that respect for the child’s inner teacher serves as the integrating principle for the effective education of young children. This course includes an extensive field experience. Verification of professional liability insurance is required prior to placement in the field.
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ECE 7702:Historical and Contemporary Influences in Early Childhood Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
This course emphasizes the analysis and critical review of historical and contemporary early childhood program models, their impact and current relevance and influence on schools and teaching practices. Attention is given to the purpose (and the function) of prominent early childhood programs.
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ECE 7703:Families and Schools in a Pluralistic Society 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
This course focuses on the need to understand and engage the family in children’s education. To do so requires a knowledge of the multiple effects of economics, race, ethnicity, religion, and disability in today’s society both within the family and the social structure of the community, and the skills and attitudes necessary to address those effects.
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ECE 7704:Trends and Issues in Language Arts for Early Childhood 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. in Elementary and Early Childhood Education and EDUC 7741
An examination of contemporary trends and issues in language arts education in the P-5 setting. Focus will include the historical antecedents of contemporary trends and issues, pedagogical innovations, and research theory based instructional practices. Topics are inclusive of but not limited to :whole language,: technology, politics and literacy, case studies approaches to language arts education and multiculturalism.
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ECE 7705:Trends and Issues in Mathematics for Early Childhood Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. in Elementary and Early Childhood Education and EDUC 7741
An examination of the contemporary trends and issues in mathematics education in the P-5 setting. Focus will be on research-based investigation of the content in mathematics. Topics include, but are not limited to: research on constructivism, cooperative learning, technology, problem solving, literature in mathematics and multicultural issues in the teaching of mathematics.
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ECE 7706:Trends and Issues in Science for Early Childhood Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. in Elementary and Early Childhood Education.
An examination of contemporary trends and issues in science education in the P-5 setting. Focus includes historical, pedagogical and research-based information as well as age/grade appropriate content. Topics are inclusive of but not limited to professional growth activities, including action research, content appropriate for early childhood science education, scientific process, inquiry, curriculum and interdisciplinary issues and technology.
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ECE 7707:Trends and Issues in Social Studies for Early Childhood Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. in Elementary and Early Childhood Education and EDUC 7741
The purpose of the course is to understand the curriculum goals and content for social studies in early childhood education. Students will study the research on social studies learning and teaching and how that research can be applied to classroom instruction.
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ECE 7709:Theory of Play 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. in Elementary and Early Childhood Education.
An examination of the role of play in the early childhood curriculum. The focus includes theoretical frameworks used to study play, how play contributes to children’s development, and the types, functions and purposes of play.
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ECE 7710:Physical Development and Enhanced Control of Movement 2 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Montessori Graduate Certificate program or M.Ed. program.
Students will learn how essential movement is to the physical, emotional and cognitive development of children. They will learn to present children with motives of activity in which action and interest combine to provide irresistible activities which children love to repeat spontaneously. Students will discover that work with developmentally appropriate materials provides children with many opportunities to develop independence and to acheive concentration and self-realization. Students will learn to implement teaching strategies which enhance the child’s physical, cognitive, emotional, and social development. This course includes an extensive field experience. Verification of professional liability insurance is required prior to placement in the field.
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ECE 7716:Diagnosis and Correction of Reading Problems 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. in Elementary and Early Childhood Education.
A study of the causes of reading difficulties, the instruments used in diagnosing specific reading problems and the application of various remedial techniques. Individual projects will focus on methods and materials appropriate for particular age groups.
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ECE 7720:Sensorial Foundations of Intellectual Life 2 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Montessori Graduate Certificate program or M.Ed. program.
Sensorial experiences provide the foundations for all cognitive growth. Sensorial development can be richly enhanced through the use of scientifically designed, developmentally appropriate materials which address a child’s need to refine skills related to each of the senses. Work with these materials promotes the sensorial development required for the successful mastery of writing, reading and mathematics skills. In addition, students learn to help children develop listening, sight singing, and musical notation skills with the Kodaly music education strategies and the Montessori bells and boards. Students learn to present materials related to Geometry, Botany, Geography and the Peace Curriculum. This course includes an extensive field experience. Verification of professional liability insurance is required prior to placement in the field.
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ECE 7723:Best Practices for Researched-Based Reading and Writing Instruction in Elementary Grades 3 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. in Reading program.
This course will examine dominant theoretical approaches and current empirical research related to reading and writing instruction in the elementary grades. A range of social, physical, cognitive, motivational, linguistic, and sociocultural factors that affect the reading and writing learning process will also be addressed.
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ECE 7730:Development of Language and Literacy Skills 2 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Montessori Graduate Certificate program or M.Ed. program.
The structured sequence of language activities offered in this course will prepare students to help children achieve maximum development of language and literacy skills. Students will learn to proved children with vocabulary related to the child’s life experiences at home, in school, and in the community. The classified nomenclature of Geography, Zoology, History, Science, and the Arts will also expand the child’s vocabulary and world view. Students will use research-based keywords and other materials to help children develop phonemic awareness and to achieve sound-symbol association. Students will learn to present writing activities which facilitate the development of skills in reading. This course includes an extensive field experience. Verification of professional liability insurance is required prior to placement in the field.
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ECE 7731:Competence in the Preparation and Presentation of Language Materials 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Montessori Graduate Certificate program or M.Ed. program.
Students prepare and practice presenting the many materials designed by language specialists for use in offering developmentally appropriate language arts presentations and activities to young children. These materials are not available from Montessori suppliers, so each teacher prepares them for his/her own classroom. Students practice with the materials to develop and refine the skills they need to give language presentations to young children effectively. Students create a portfolio of selected examples of more than 70 language materials that can be duplicated for use in the classrooms where they will be employed.
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ECE 7740:The Early Preparation of the Mathematical Mind 2 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Montessori Graduate Certificate program or M.Ed. program.
Students study the conceptual framework for the presentation of numeration and mathematical activities to young children. The use of Montessori materials that provide children with multiple opportunities to develop numeration skills, to understand the decimal system, and to practice the four operations with up to four digits is presented and practiced. In addition, students learn how to present commutative and squaring operations in ways that allow children to discover their unique characteristics. Finally, students learn to present numerous math activities and exercises with a wide variety of different, scientifically designed manipulable materials as well as present special memorization materials with which children can review and enhance their ability to recall all of the number facts they have assimilated from the previous activities. This course is aligned with the standards of the National Council of Teachers of Mathematics (NCTM). This course includes an extensive field experience. Verification of professional liability insurance is required prior to placement in the field.
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ECE 8100:Philosophical and Educational Foundations 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course is intended to nurture a more philosophic perspective towards planning, implementating, evaluating curriculum, teaching, and school policy. Emphasis will be on understanding the implications of the philosophic roots and ethical implications of current school reform, curriculum decision-making and classroom instruction.
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ECE 8110:Contemporary Curriculum Inquiry 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program.
This course examines various forms of inquiry that can be used to respond to the issues confronting contemporary curriculum developers. Emphasis is on inquiry that goes beyond the traditional means by which curriculum is examined and assessed and on developing research techniques and perspectives that are most appropriate to various curriculum-related issues and to your own abilities and interests as a curriculum researcher.
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ECE 8140:Current Critical Issues in Elementary Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program.
This course will focus on the identification and analysis of current issues in the teaching profession. The analysis will include critical examination of efforts to deal with these issues. Knowledge gained through this course will help prepare teachers to manage these issues as well as any which arise in the context of the teaching profession.
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ECE 8150:Technology Enriched Curriculum 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
Through the exploration of both traditional and advanced educational technologies, candidates will develop technological skills and strategies of implementation to build an integrated plan of utilizing technology for improving classroom teaching and student learning.
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ECE 8160:Assessment of and for Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program.
Students review recent research in assessment and the relationships among current views of knowledge, teacher learning and assessment of teachers. Emphases will be on the examination and critique of standards-based assessment movements, increasing awareness of the role and impact of external accrediting bodies, and the identification of authentic assessments of meaningful teacher characteristics.
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ECE 8170:Classroom Community for Maximized Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D.program.
The formation of a classroom community is crucial to the success of any elementary teacher and involves deliberate fostering of trust, care, and growth. The classroom community does not end within the school walls, however, but also extends to the families and the outside community where their students are found. This course focuses on capitalizing on the funds of knowledge their students and families bring, as well as the impact of classroom environment considerations to develop stronger classroom communities to maximize student learning.
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ECE 8180:Diversity in the Elementary Setting 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course offers an advanced study of multiculturalism and diversity in elementary and early childhood settings. Drawing upon historical and current scholarly literature on race, class, gender, sexuality, religion, language, and ability, this course provides candidates with a combination of theory, research, and practice on making elementary education more inclusive, equitable, and socially just.
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ECE 9100:Cognitive Processes and Educational Practice 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course examines the cultural-historical theory of cognition and human development as a lens through which to analyze elementary education and schooling, with a particular emphasis on ways in which pedagogical practices are mediated by social interaction and cultural artifacts. Drawing from Vygotskian and sociocultural theories that view the everyday practices of language and action as constructing knowledge, the course examines the resources and funds of knowledge that students and communities possess and how to harness them for classroom teaching.
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ECE 9120:Mentoring Future Teacher Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program.
This course is designed for teachers and examines formal and informal teacher leadership roles and assesses the effects of these roles on teachers and on student achievement. It analyzes the barriers to teacher leadership created by the structure of schools and the culture of teaching. The goal of this course is to provide an understanding of both the difficulties and the opportunities inherent in teacher leadership and to help build skills that will be useful as teacher leaders.
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ECE 9130:Critical Analysis of Instruction and Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course is an advanced study of instruction and learning through the lens of classroom discourse. Candidates will explore the talk that happens in their classrooms across the three dimensions of the social context, interactional context, and individual human agency. They will record and transcribe classroom instructional context, and individual human agency. They will record and transcribe classroom instructional conversations and analyze them based on such components as turn taking, contextualization cues, narrative resources, and framing resources. Finally, candidates will reflect critically on their analyses of classroom talk and use their reflections to enact change in their instruction.
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ECE 9140:Internship for Developing Teacher Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
During this internship the candidate will, along with the university faculty and site supervisor, create a program of observation, research, and involvement designed to help put relevant theories into practice; gain understanding into the role of school culture in school improvement; learn how to identify and overcome barriers to reform; and identify and explore personal and professional characteristics conducive to teacher leadership.
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ECE 9150:Critical Literacy Education for Elementary Teachers 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
Competing theories of literacy view reading, writing, and teh production of texts as the cognitive processes of individuals or as social practices imbued with issues of power, access, diversity, and design. Today’s P-5 educational environment requires teachers to fill their students’ heads with knowledge that will be measured on high-stakes tests, often at the expense of teaching children to think critically and understand how texts function in our society so they may become agenst in charge of writing and rewriting their world. Candidates in this course will learn to analyze critically a range of multimodal texts from a sociolinguistic perspective and teach their students to engage in textual analysis, explore how language is related to power, and create opportunities for students to design and redesign texts so they may take action for greater democracy, equity, and justice.
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ECE 9160:Trends and Issues in Elementary STEM Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course will examine contemporary trends and issues in Science, Technology, Engineering, and Mathematics Education (STEM) in the P-5 setting. Focus will include historical, current innovations and future directions of STEM Education in the elementary schools. Emphasis is placed on developing necessary instructional methodology, and to designing integrated and project-based learning experiences for all students and also develops a framework for thinking about the role of STEM subjects in a democratic society.
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ECE 9170:Trends and Issues in Elementary Social Studies Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course serves as an advanced study of persistent issues, contemporary trends, and research in elementary social studies education. In this course, students will examine and work with theories, approaches, and methods for powerful social studies teaching as well as examine frameworks, materials, and strategies for teaching social studies for social justice and democratic citizenship. Topics will be examined through historical and contemporary contexts with emphases on themes linked to policy and practice. This course will provide students with a deeper understanding of social studies education and its role to create a more just and equal world and will also develop the skills needed to critique ideas and issues surrounding elementary social studies education.
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ECE 9220:Curriculum Development and Assessment 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course serves as an advanced study of contemporary trends, issues, and research in curriculum theory and assessment design for K-5 learners. Intended for teachers and other education professionals serving as curriculum decision-makers, the course will address current research in the field of elementary curriculum. Emphases will also be on the examination and critique of standars-based assessment movements, increasing awareness of the role and impact of external accrediting bodies, and the identification of authentic assessments of meaningful teacher characteristics. Topics will be examined through historical and contemporary contexts with emphases on themes linked to policy and practice.
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ECE 9230:Curriculum Decision Making (Birth- 8yrs) 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program.
Candidates will examine multiple approaches to caring for and educating young children (Birth to age 8 years) in group settings. An in-depth study of organizational strategies, child development theories, historical and philosophical perspectives will be conducted. Connections will be made using current licensing and accreditation standards to the organization of personnel, materials and equipment. In addition, the course will include analysis of recent research, theoretical developments, and social issues such as ethics, diversity, special needs, and family involvement as they relate to quality care and education in the early years.
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ECE 9250:Teacher Leaders and School Reform 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program.
This course is designed for teachers to examine formal and informal teacher leadership roles and assesses the effects of these roles on teachers and on student achievement. It analyzes the barriers to teacher leadership created by the structure of schools and the culture of teaching. The goal of this course is to provide an understanding of both the difficulties and the opportunities inherent in teacher leadership and to help build skills that will be useful as teacher leaders who will serve in distributed leadership roles for improvement of conditions of practice and teaching.
Note This course will examine multiple ways to use organization as a tool to enhance instruction in grades K-5th classrooms. Comparison of the effect of organizational strategies and developmental stages on student learning and examination of roadblocks to establishment of effective organizational structures will be studied. Through the use of collaboration and communications, ways to minimize the effects of the real life roadblocks will be developed. Candidates will incorporate ways to celebrate diversity in a dynamic classroom. Attention is given to historical, philosophical and theoretical perspectives, including current national standards, programmatic design and organization and the use of personnel, materials, and equipment.
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ECE 9300:Critical Issues for Student Learning: (Topic) 3 (Repeatable) Credit Hours
Prerequisite: Admission to Ed.S. or Ed.D. program and permission of the advisor.
A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in elementary classrooms and schools.
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ECE 9350:Doctoral Directed Study 1-9 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.D. program and permission of the advisor.
Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in elementary schools. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.
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ECE 9900:Dissertation 1-9 (Repeatable) Credit Hours
Prerequisite: 12 hours of graduate level research courses.
Course work supports and guides doctoral candidates in the implementation of their research and the development and defense of the dissertation. This format and structure will provide individual time with the Doctoral Committee and collegial and academic support from their peers.
Note Course may be repeated as necessary.
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Economics |
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ECON 8010:Resource Allocation and Decision Analysis 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Coles MBA or MAcc program.
An overview of models and techniques that guide a manager’s decisions regarding resource allocation. Topics include economic profit and value creation, optimization techniques, analysis of costs, transfer pricing, choice under uncertainty, foundations of risk management, real options, revenue management, statistical estimation of demand, and models of strategic decisions.
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ECON 8610:International Business Perspectives 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: ECON 8010 or equivalent.
A study of economic, financial, political, social, and cultural environments in which the American business operates abroad. Topical problems in developing empathy toward foreign behavior, understanding of international environments, and analyzing practices of business firms operating in foreign environments will be explored.
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ECON 8640:Business Conditions Analysis 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: ECON 8010 or equivalent.
Provides an introduction to the analysis of macroeconomic fluctuations and business conditions in both the domestic and international arenas. Topics include monetary and fiscal policy as causal factors of economic activity, the complexity of monetary policy in the global economy, and the design and utilization of large-scale macroeconomic models. This course also provides a critical historical review of domestic and international fluctuations in the post 1944 era.
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ECON 8900:Special Topics in Economics 3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
Prerequisite: ECON 8010 or equivalent, permission of the instructor, and approval of the MBA program director.
Selected contemporary topics in economics of interest to faculty and students.
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Education |
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EDMG 6421:Pedagogical Content Knowledge Middle Grades Math/ Science I 2 Class Hours 0 Laboratory Hours 2 Credit Hours
Corequisite: INED 6421, INED 6410, and ITEC 6200
Candidates will develop pedagogical content knowledge for teaching science and mathematics in middle grades. Candidates will acquire understanding of middle school philosophy and practices; they will apply their understanding of young adolescent development in the design of instructional and assessment strategies that are appropriate for teaching mathematics and science to middle grades learners. Candidates will develop and implement lesson plans for teaching science and mathematics in an interdisciplinary team setting.
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EDMG 6422:Pedagogical Content Knowledge for Middle Grades Math/Science II 2 Class Hours 0 Laboratory Hours 2 Credit Hours
Prerequisite: EDMG 6421
Corequisite: EDMG 6650, INED 6411, and INED 6422
This course requires candidates to develop and implement instructional strategies and assessments that are appropriate for the mathematics or science learners in their assigned field-based classroom. Candidates will plan and implement a logically-sequenced learning segment that consists of developmentally-appropriate instructional strategies and assessments and that is differentiated for specific middle grades learners. Assignments include analysis of planning and teaching, implementation of instruction, and analysis of student learning. Candidates will have learning opportunities to analyze teaching practice (i.e., curricular documents, video-taped lessons, and assessment data) and to develop skills related to critical, reflective, and professional practice of feedback.
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EDMG 6423:Pedagogical Content Knowledge for Middle Grades Math/Science III 2 Class Hours 0 Laboratory Hours 2 Credit Hours
Prerequisite: EDMG 6422
Corequisite: EDMG 6660, INED 6412, and INED 6423
Candidates will continue to plan and implement developmentally-appropriate, differentiated instructional strategies, modifying their instruction based on student performance. They will develop interdisciplinary learning activities in which their students use science and mathematics to address real world problems, both local and global. Candidates will design learning activities to enhance the development of science and mathematical literacy among their middle grades students.
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EDMG 6650:Yearlong Clinical Experience I (Middle Grades) 0 Class Hours 20 Laboratory Hours 4 Credit Hours
Prerequisite: an adjusted GPA of 2.75 or higher, EDMG 6421
Corequisite: EDMG 6422, INED 6411 and INED 6422
Under the guidance of a collaborating teacher and university supervisor, the intern will complete a full-time teaching experience at a designated school. The experience requires working in a co-teaching environment with diverse learners, including students with special needs and with students who are English learners. It includes regularly scheduled professional seminars. Proof of professional liability insurance is required prior to school placement.
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EDMG 6660:Yearlong Clinical Experience II 0 Class Hours 25 Laboratory Hours 5 Credit Hours
Prerequisite: EDMG 6650 , have an adjusted GPA of 2.75 or higher.
Corequisite: EDMG 6423, INED 6423 and INED 6412
Under the guidance of a collaborating teacher and university supervisor, the intern will complete a teaching experience at a designated school. The experience requires working in a co-teaching environment with diverse learners, including students with special needs and with students who are English learners. It includes regularly scheduled professional seminars. Proof of professional liability insurance is required prior to school placement.
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EDSM 8400:Internship in Teacher Development or Teacher Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program and permission of the professor.
This internship is for advanced specialist and doctoral students interested in teacher education and scholarly work (e.g., research, editing). Teaching internships focus on teaching and learning, curriculum, and assessment. Teaching internships focus on teaching and learning, curriculum, and assessment. Teaching interns will work closely with their professor to determine the scope of the work during the semester (the seminar may extend beyond one semester) and plan, deliver, and evaluate their instruction. Research internships focus on the identification, planning, and implementation of advanced research projects. Research interns will work closely with their professor to design, implement, and analyze research (the seminar may extend beyond one semester). The scope of other internships in scholarly work will be developed collaboratively between the intern and professor. The scope of other internships in scholarly work (e.g., editing journals, coordinating conferences, or revising and developing state standards) will be developed collaboratively between the intern and professor.
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EDSM 8500:Adolescent Development: Implications for Teaching 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in Education.
This course considers contemporary research addressing the cognitive, psycho-social, physical, and moral development of adolescents in the context of schools, relationships, and culture with applications to diverse P-12 settings. A major focus of the course includes how school, family, and community influences interact with and impact adolescents’ development and how educators, through a learner-centered approach, can support and facilitate positive outcomes for middle and high school students.
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EDSM 9300:Critical Issues for Student Learning: (Topic) 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Permission of the professor and admission to the Ed.S. or Ed.D. program.
A doctoral seminar focused on analysis and problem-solving of a current topic of vital concern relevant to teaching, leading and student learning in schools with a particular emphasis on the contexts of middle and secondary students, classrooms and schools.
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EDSM 9320:Equitable Curriculum Decision-Making for Middle & Secondary Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the doctoral program in Education.
This course serves as an advanced study of curriculum theory and design based on principles of equity and social justice. Intended for teachers and other education professionals serving as curriculum decision-makers, EDSM 9320 takes up critical discourses of curriculum theory, particularly as they relate to race, ethnicity, gender, class, sexual identity, and market-based reforms. It presents principles of and approaches to equitable curriculum design, offering candidates tools to make curricular decisions from an asset rather than deficit perspective toward teachers and children.
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EDSS 8600:Critical Analysis of Contemporary Issues in Social Studies Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S or Ed.D. program.
This course provides a critical analysis of contemporary issues in social studies education theory, research, and practice mainly as identified and discussed in recent scholarly research published in recognized journals, books, and standards adopted by state and national committees or councils for the social studies or social science fields.
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EDUC 6100:Development, Psychology, and Diversity of the Learner 5 Class Hours 0 Laboratory Hours 5 Credit Hours
Prerequisite: Admission to the MAT program.
An examination of the unique aspects of and relationships between the development, psychology, and diversity of learners. A study of life span development (with an emphasis on adolescents and young adults) addresses social, moral, emotional, physical, cognitive and psychological development. Theories, models, and principles of learning and motivation are examined and related to development and diversity as it has influenced culture, language cognitive ability, gender, and special needs. The use of technology in this course will include word processing, presentation applications, Internet research, online courseware, electronic portfolio development, and the review of software.
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EDUC 6100L:Practicum I 0 Class Hours 3 Laboratory Hours 1 Credit Hours
Prerequisite: Admission to the MAT program
Corequisite: EDUC 6100
An experiential, service learning project in which candidates work (mentoring, tutoring, interviewing, etc.) with adolescents or young adults, one-on-one, focusing on development, needs, exceptionalities, diversity, and learning styles. Requires proof of liability insurance. Candidates must have a satisfactory practicum to continue in the MAT without remediation.
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EDUC 6110:Adolescent Development and Learning 3 Class Hours 2 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the MAT program.
A study of life span development (with an emphasis on adolescents and young adults) addressing social, moral, emotional, physical, cognitive, and psychological development. Theories and principles of learning and motivation are examined and related to development. A 30-hour field experience is required in this course.
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EDUC 6115:Knowledge of All Learners 3 Class Hours 2 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the MAT program and EDUC 2110, or permission of the MAT program coordinator.
This course will investigate the basic theories of learning, development and communication that create productive classroom instruction for all learners. Particular attention will be paid to understanding how differences in ethnicity, class, gender, religion, language and exceptionally affect the work of teachers and learners in modern society. The characteristics, legal requirements, and teacher responsibilities for students with disabilities will also be articulated in this class. This course includes a field experience in which candidates observe and work (mentoring, tutoring, interviewing, etc.) with adolescents, one-on-one, focusing on development, needs, exceptionalities, diversity, and learning styles.
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EDUC 6120:Diversity and Exceptionality 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the MAT program.
This course examines the demographic changes in America’s schools that influence teaching and learning. Attention is given to assisting candidates in developing a socio-cultural consciousness and the disposition that all students, including those with disabilities, can learn complex content. Candidates engage in in-depth study of students with disabilities and their educational needs as well as the creation of culturally responsive and inclusive classrooms that support all students.
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EDUC 6200:Curriculum, Assessment, and Classroom Management 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDUC 6100 and EDUC 6100L
An examination of the learning environment including theories and principles of curriculum, assessment, and classroom management. Focus is placed on the development of learning outcomes and the development and selection of culturally responsive lessons. Attention is also given to teacher-constructed and standardized assessment tools and the use of these tools for instructional decision-making. Models of classroom management will be examined including consideration of time, materials, environment, and behavior management. Technological applications include the use of word processing, spreadsheets, databases, presentation applications, Internet research, online courseware, electronic portfolio development, and the review of software.
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EDUC 6250:Learning about Learners 2 Class Hours 0 Laboratory Hours 2 Credit Hours
Corequisite: EDUC 6255
Teacher candidates study child and adolescent development, examining influences on learning. Because teaching and learning are not value-neutral, candidates examine and reflect on possible environmental, genetic, cultural, economic, political, and familial influences on their own development and the development of their future students. Theories and principles of learning, motivation, and differentiation are applied to planning, instruction, and assessment. Candidates are introduced to the Universal Design for Learning framework and critical thinking skills.
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EDUC 6255:Teaching Learners 2 Class Hours 0 Laboratory Hours 2 Credit Hours
Corequisite: EDUC 6250
Candidates access, explore, and modify instructional resources to create lesson plans that employ culturally-responsive, developmentally-appropriate instructional strategies. Lesson plans incorporate the Universal Design for Learning Framework, guiding principles of differentiation, and key formative assessment strategies to produce curriculum that is relevant, challenging, integrative, and exploratory. Candidates practice critical thinking and apply it in the design of instruction. Candidates plan safe, productive learning environments with appropriate organizational structures including opportunities for family and community involvement.
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EDUC 6260:Learners in Context I 1 Class Hours 0 Laboratory Hours 1 Credit Hours
Prerequisite: EDUC 6250 , and EDUC 6255
In the EDUC 6260 and EDUC 6265 seminars, teacher candidates apply in school contexts what they’ve learned in EDUC 6250 and 6255 about students, curriculum, instruction, and assessment, including critical thinking, developmentally appropriate instruction, differentiated instruction, universal design for learning, and large-scale testing and bias. Teacher candidates practice a cycle of planning, instruction, assessment, and reflection to ensure that they grow in their effectiveness in impacting the learning of all of their students. Particular attention will be paid to culturally responsible pedagogy and professionalism.
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EDUC 6265:Learners in Context II 1 Class Hours 0 Laboratory Hours 1 Credit Hours
Prerequisite: EDUC 6250 , EDUC 6255 , and EDUC 6260
In the EDUC 6260 and EDUC 6265 seminars, teacher candidates apply in school contexts what they’ve learned in EDUC 6250 and 6255 about students, curriculum, instruction, and assessment, including critical thinking, developmentally appropriate instruction, differentiated instruction, universal design for learning, and large-scale testing and bias. Teacher candidates practice a cycle of planning, instruction, assessment, and reflection to ensure that they grow in their effectiveness in impacting the learning of all of their students. Particular attention will be paid to culturally responsible pedagogy and professionalism.
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EDUC 6300:Reflective Inquiry and Action Research 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDUC 6200
Deals with the development of field-based action research projects and understanding qualitative and quantitative research methods and designs, focusing on interpretation and application relative to classroom practices. Attention is given to the development of the reflective practitioner. Topics include interactive discussion about literature critiques, professional organizations, legal issues.
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EDUC 6400:Capstone Seminar 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDUC 6300
This seminar serves as a capstone experience for the Master of Arts in Teaching programs. Candidates reflect on and document their expertise as teacher-leaders. Candidates further develop their expertise in a focused area of their teaching field through an independent, research-based project under faculty supervision. Additionally, candidates share their work in a public forum.
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EDUC 7700:Reflective Inquiry for Transformative Teaching and Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program.
This course introduces advanced candidates to the concepts of reflective inquiry and transformative teaching and learning as key tools to become agents of change. Advanced candidates will learn how to self-assess their own teaching practices, develop a growth plan for transformative teaching based on their reflection, locate quality research related to the issues identified in their own self-assessment, and write a literature review.
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EDUC 7702:Best Practices in Secondary Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
With a focus on the adolescent/young adult learner, this course focuses on preparing expert teacher-leaders to implement research-based best practices of exemplary secondary schools. Course provides extensive examination of learning theories and their application to diverse secondary classrooms. Current renewal and reform initiatives in American high schools are examined in depth with the aim of preparing expert teacher-leaders for collaborative roles in their school and district.
Note Offered as an online course.
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EDUC 7703:Advanced Studies of the Adolescent Learner 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
This course focuses on diverse adolescent learners. Critical issues such as theories of learning, intelligence, and motivation will be examined in diverse contexts. Special attention will be focused on developing approaches for integrating global perspectives into various disciplines and examining issues and problems related to the application of these approaches in the field setting.
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EDUC 7705:Assessment and Evaluation in the Content Area 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
This course focuses on planning, constructing, analyzing, and applying educational assessment to document student performance for instructional and accountability purposes. Specific topics include guidelines for the development of traditional assessment questions, including the use of multiple-choice questions to measure critical thinking and problem-solving skills; guidelines and rubrics for the development and scoring of performance, writing and portfolio assessments; assessing affective outcomes; describing, analyzing and refining data to improve assessment; and the application and interpretation of standardized norm and criterion-referenced measures. Additionally, attention will be paid to multicultural assessment procedures and concerns relevant to external assessment programs.
Note Offered as an online course.
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EDUC 7706:Motivation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
This course examines current theoretical and motivational research findings that stress the role of dispositional values in motivation. Six main theories (expectancy-values, attribution, social cognitive, goal, intrinsic, and achievement) will provide a foundation of specialized knowledge of this topic. Additionally, teacher candidates will apply specific motivational principles and research to educational settings to support all students’ development of a positive disposition for learning. Teacher candidates will also examine how motivation is contextually facilitated or constrained by various classroom characteristics and socio-cultural factors. Finally, teacher candidates will examine school-level factors and external school reform efforts and their potential for influencing teacher and student motivation.
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EDUC 7710:Principles, Trends, and Issues in Standardized Educational Testing 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDL 7305 and EDUC 7705
This graduate course for educators focuses on the critical analysis of national and global large-scale educational testing, emphasizing the core principles, trends and issues surrounding the testing and measurement of achievement. This course is deisgned for master-level students without extensive mathematical training and covers topics such as the evolution of testing in the US and globally, issues surrounding testing of students with disabilities or English language learners, item analysis with statistics, test domains, sampling, population, measurement error, reliability, validity, score inflation, factors influencing scale scores, scaling, test statistics, performance-based statistics, and testing bias. Graduate candidates will explore these topics within the frameworks of common large-scale tests.
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EDUC 7711:Integrating Technology in Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program.
This course is designed to prepare educators to generate technology-based instruction and analyze the technological environment in P-12 settings. Topics include authoring systems, networks, multimedia, computer-based management and technological environments.
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EDUC 7716:Reading in the Elementary School 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
A study of the principles and practices of developmental reading. Emphasis is placed on the study of the reading process and the organizational and management aspect of reading instruction.
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EDUC 7725:Best Practices in Teaching and Learning in Content Field 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study.
This course focuses on preparing expert teacher-leaders to implement research-based best practices of exemplary schools. Course provides extensive examination of learning theories and their application to diverse classrooms. Current renewal and reform initiatives in American schools are examined in depth with the aim of preparing expert teacher-learders for collaborative roles in their school and district.
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EDUC 7741:Educational Research 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDUC 7700
This course is designed to assist students in developing an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to classroom practices.
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EDUC 7750:Differentiation, Academic Language, and Assessment in Middle and Secondary Classrooms 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed Program
This course prepares teachers to become responsive educators who know how to improve middle and secondary grades content learning for all students through assessment, differentiation, and academic language, particularly in the service of English learners and students with special needs. Course includes 20-hour field experience in approved educational setting with English learners and/or students with disabilities.
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EDUC 7752:Transformative Teaching and Learning with Families and Communities 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
This course prepares advanced candidates to become responsive change agents who know how to develop and sustain partnerships with families and communities to improve middle and secondary grades content learning for all students. Theories and practical approaches to effective middle and secondary grades teaching and learning in collaboration with families and communities will be explored. Course includes 20-hour field experience in approved educational setting with English learners and/or students with disabilities and their families.
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EDUC 7755:The Knowledgeable Teacher: Reflective Practice 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Professional teaching certificate.
This on-line course is appropriate for educators who are interested in pursuing their National Board Certification or for those educators who are interested in becoming more reflective practitioners. Emphasis will be placed on the National Board for Professional Teaching Standard’s for each teacher’s particular certificate area. The course meets the requirements for National Board pre-candidates as established by the Professional Standards Commissions.
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EDUC 7761:Characteristics of Gifted Children 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program.
This course provides an introduction to the psychological and personality characteristics of gifted and talented children with implications for their education. It includes: philosophy of gifted education; definition (according to federal, state and local guidelines); identification procedures; characteristics; types of gifted children; learning styles; learning environments, description of teaching-learning models; implications for program development, administration and evaluation; and characteristics of teachers and other personnel concerned with the education of gifted students.
Note Proof of professional liability insurance is required prior to field experience placement.
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EDUC 7762:Methods and Materials for Teaching Gifted Children 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program and EDUC 7761
This course is designed to explore and apply knowledge about curriculum theory, measurement, learning theories and evaluation procedures to plan qualitatively different educational experiences for the gifted and talented. The course will orient prospective gifted educators to the attitudes, skills and knowledge deemed appropriate and necessary for assuming instructional leadership roles.
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EDUC 7763:Assessment of Gifted Children and Youth 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program and EDUC 7761
This course explores theories of mental abilities and provides knowledge and skills in the measurement of intelligence, achievement, creativity and other dimensions of giftedness. Various plans for identification are examined including the case study and State of Georgia regulations.
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EDUC 7764:Curriculum Development and Program Design in Gifted Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program and EDUC 7761
This course is designed to explore and apply knowledge about curriculum theory for the development of effective programs in gifted education. A number of exemplary models recommended by national authorities are examined for their use in creating and evaluating programs for gifted students. The course will orient prospective educators of the gifted to the attitudes, skills and knowledge deemed appropriate and necessary for assuming instructional leadership roles.
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EDUC 7771:Teacher Support Specialist 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program.
This course is designed to provide the theoretical and practical basis for serving in the role of teacher support specialist to an intern, beginning teacher or peer teacher. Three years teaching experience and principal’s recommendation are required.
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EDUC 7772:Internship in Teacher Support Specialist 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. or MAT program.
This course is an extension of EDUC 7771 and will provide opportunities for teacher supervision/support through a structured internship. Requires employment in educational settings grades K-12.
Note Proof of professional liability insurance is required prior to field experience placement.
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EDUC 7797:Capstone in Middle and Secondary Grades Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDRS 8000
This course prepares advanced candidates to work under the supervision of faculty to demonstrate their expertise in a focused area of their teaching field through an independent, research-based capstone project. Candidates will also provide evidence of their efforts to transform their practice based on the specific strategies and knowledge bases developed and/or deepened in the program. Course includes 20-hour field experience in an approved educational setting with middle or secondary students.
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EDUC 7900:Special Topics 1-9 (Repeatable, Regular Grades) Credit Hours
Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
Exploration of a specifically designed topic or theme in education for experienced classroom teachers.
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EDUC 7950:Directed Study 1-9 (Repeatable, Regular Grades) Credit Hours
Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
A concentrated investigation of selected topics of an advanced nature.
Note The content will be determined jointly by the instructor and the student.
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EDUC 7980:Practicum 0 Class Hours 3 Laboratory Hours 3 (Repeatable, Regular Grades) Credit Hours
Prerequisite: Admission to graduate study in education and permission of director, Office of Educational Field Experiences and director, graduate study in education.
A supervised field placement for the purpose of implementing integrated and problem-solving instruction. Includes seminar or conference discussion of problems encountered and presentation of an approved study conducted during the experience.
Note Proof of professional liability insurance is required prior to field experience placement. Proof of professional liability insurance is required prior to field experience placement.
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EDUC 7990:Residency & Capstone 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: Permission of the program director.
The residency provides candidates an opportunity to engage in field-based opportunities to develop teacher leadership skills (Teacher Leadership Standards, GaPSC 505-3-.53) under the supervision of a Candidate Support Team. These skills include planning and leading professional development; mentoring and coaching other teachers; aligning curriculum, instruction, and assessment; modeling best teaching practices; analyzing data and improving learning through data-informed decision-making; applying research-based approaches to instructional challenges; and collaborating with all stakeholders to improve student learning. Candidates will demonstrate their development of these skills through various assignments, most notably a Residency Project and a Capstone Portfolio.
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EDUC 8100:Advanced Study of Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
The course deepens experienced educators’ knowledge of research-based best practices in diverse classrooms. This is an advanced course with in-depth study of classic and current research on learning theories and related topics in educational psychology as they relate to teaching and learning in schools. Focus is on those theories and research which have transformed and are reforming educational practice.
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EDUC 8150:Critical Analysis of Educational Policies and Change 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course provides a critical analysis of K-12 education policy at the national, state, and local levels. Topics include issues related to historical, political, cultural, and social contexts of American education. Students examine institutions and processes of public policymaking, the values and assumptions that underlie different types of policies, the political factors that shape their formulation and implementation, and the links between policy and educational practice. The goal of the course is to help teachers think critically about education policy and its influences on their students as learners. Successful candidates will complete a Teaching for Transformative Change Product that includes a) critical analysis of local, state, and national policies as they impact change at all educational levels, b) contextual analysis and evaluation of influence of select policy upon student learning at the classroom and school levels, c) proposal for transformative change, d) proposal for evaluation, e) collected literature and resources.
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EDUC 8300:Critical Multicultural and Global Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program.
This course offers a theoretical, historical, and practical foundation in critical multicultural and global education. Candidates will gain an understanding of how structures, policies, and practices of schools in U.S. and global contexts tend to perpetuate discriminatory inequities by their effects on students and teachers. Candidates will examine their own identities, cultural assumptions, and instructional practices to enact a philosophy of teaching that disrupts deficit discourses and ensures equitable outcomes for all learners.
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EDUC 8550:Curriculum Theory & Development in Secondary and Middle Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course provides an in-depth study of the foundations, philosophies, and issues of curriculum as they affect teachers who participate in curriculum making as practitioners in the classroom. The course consists of two major components: curriculum theory, which is an interdisciplinary study of philosophical, historical, psychological, social, and cultural foundations of curriculum; and curriculum as it is practiced in secondary and middle schools. The focus of the class is on helping classroom teachers develop a deep understanding of foundations and philosophy of curriculum that will enable them to develop instructional practices to impact student learning.
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EDUC 8700:Social Justice and Service-Learning through Autoethnography 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program in education.
Students examine the profession and themselves in relation to theories of social justice and service-learning. Investigating opportunities for service-learning in their own classrooms/schools, students will also participate in service-learning experiences themselves either in their own classroom or in the community. Through journaling, discussions, service to others, and readings, autoethnography is the methodology employed to explore the theories and concepts as well as being the end product of the investigation.
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EDUC 8705:Seminar in Formative Assessment for Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program, and EDUC 8100
This seminar focuses on critically reviewing research and applying best-practices in formative assessment. Recent research reports effective use of formative assessment enhances student learning and teaching effectiveness. Specific topics include barriers and misconceptions to the formative assessment process, effective practices in formative assessment, theoretical underpinnings of formative assessment, relationships of formative assessment to self-regulated learning and learner autonomy. Additionally, attention will be paid to multicultural formative assessment procedures and concerns relevant to external assessment programs.
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EDUC 8800:Co-generative Dialogue and Co-teaching to Resolve Problems of Practice 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course is designed to build the capacity of teachers to use co-generative and co-teaching to effectively communicate and resolve complex problems that emerge when teaching rigorous content to an increasingly diverse population of P-12 learners. The course is individualized to the candidate and contextualized to the classroom. The readins required for this course assist candidates in identifying, articulating and resolving problems that require a clear understanding of theory-to-practice and practice-to-theory issues related to the examination of student data, classroom management, and improving instruction. Each week the candidates will explore various aspects of co-teaching, including traditional approaches to co-teaching, pre-service co-teaching, co-generative dialogue and reflective practice.
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EDUC 9300:Critical Issues for Student Learning: (Topic) 3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program and permission of the advisor.
A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in P-12 schools.
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EDUC 9350:Doctoral Directed Study 1-9 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.D. program and permission of the advisor.
Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.
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EDUC 9800:Doctoral Seminar 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program and 12 hours of graduate level research courses.
In the doctoral seminar, students will accomplish the following: (1) development of a concept paper that frames the dissertation, and (2) admission to candidacy through a college-approved qualifying experience. This seminar provides opportunities for doctoral students to work individually with members of their respective committees as well as with peers. This is a three-credit seminar that may be repeated. Prior to enrollment, the doctoral student must complete twelve hours of graduate level research coursework.
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EDUC 9900:Dissertation 1-9 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.D. program and 12 hours of graduate level research courses.
Course work supports and guides doctoral candidates in the implementation of their research and the development and defense of the dissertation. This format and structure will provide individual time with the Doctoral Committee and collegial and academic support from their peers.
Note Course may be repeated as necessary.
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