Teacher Education
Courses
EDUC 506 Assessment of Young Learners 3.0 Credits
Candidates will demonstrate a thorough understanding of the role of the assessment process in early childhood education. The content will provide graduate candidates with an in-depth review of informal evaluation procedures and classroom-based data collection strategies for young children in inclusive early child care and education settings.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 521 [Min Grade: C]
EDUC 508 Creating a Postive Classroom Climate 3.0 Credits
Teacher Leadership skills and strategies are examined toward developing individual approach to leading and managing a classroom for pre-service teacher candidates. Topics include the practical, theoretical, philosophical and ethical aspects of classroom management, school safety and other critical social issues that relate to providing a positive and productive learning environment are examined with a focus on classroom settings located in high-need and under-served schools. The teacher’s role in “knowing the learner,” identifying individual student needs, building rapport, and constructing a “democratic classroom” are addressed.
Repeat Status: Not repeatable for credit
EDUC 512 Focus on World Geography 3.0 Credits
Through the study of geography, students will be encouraged to find a meaningful framework for understanding the system of human culture on Earth and become familiar with the vast interactive system involving humanity and its natural environment.
Repeat Status: Not repeatable for credit
EDUC 513 Elementary Science Teaching Methods 3.0 Credits
Methods for teaching elementary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized. Theory and practice bridged to provide hands-on experiences in application of constructivist learning theory and effective classroom experiences.
Repeat Status: Not repeatable for credit
EDUC 514 Science Teaching Methods 3.0 Credits
This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences.This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 515 Adolescent Learners 3.0 Credits
Enables students to understand the organizational structure of middle and high school programs as related to the diverse needs of the adolescent learner. Students will acquire competence in designing learner-oriented communities of practice in the classroom to foster achievement and overall well-being of the adolescent learner. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 516 Diversity and Today's Teacher 3.0 Credits
This course explores major issues related to the increasing diversity of students in elementary and secondary classrooms in the United States. The multifaceted challenges of teaching heterogeneous student populations (and strategies for).
Repeat Status: Not repeatable for credit
EDUC 520 Professional Studies in Instruction 3.0 Credits
For students who lack professional-level classroom teaching in grades K to 12. Examines and develops skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, and identification of instructional resources. Discusses current principles of developmental and learning theories and instructional design applied to teaching.
Repeat Status: Not repeatable for credit
EDUC 521 Typical and Atypical Development in Early Childhood Education 3.0 Credits
This course addresses the multifaceted complexities of typical and atypical child development, through the discussion of classic and emerging theories. The primary aim of the course is to foster the students’ ability to recognize and apply the connections among developmental domains and of theory and research with educational practice. The readings and class assignments make use of research-based, real-world, and cross-cultural examples. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 522 Evaluation of Instruction 3.0 Credits
Enables the student to acquire competence in evaluation techniques including portfolios, journals, performance assessments, individual and collaborative projects, and presentations. The course covers qualitative and quantitative assessment used in measuring student achievement. Techniques for grading will also be explored.
Repeat Status: Not repeatable for credit
EDUC 524 Current Research in Curriculum & Instruction 3.0 Credits
Examines the relationship of curricula and instruction to current research in learning and knowledge construction, developing higher-order thinking in specific disciplines and content areas, and the role of understanding and metacognition in learning. Complex problems of pedagogy are identified and analyzed (e.g., interdisciplinary curricula, team teaching, collaborative learning), with attention to designing learning goals and outcomes with effective instructional strategies.
Repeat Status: Not repeatable for credit
EDUC 526 Language Arts Processes 3.0 Credits
Applies contemporary research to processes and problems in teaching oral and written communication, with the basic assumption that listening, speaking, writing, and reading are integrated processes and should be taught as such. Covers analysis and use of instructional strategies for teaching developmental reading and writing, reading and writing in content areas, written correspondence, research reports, journal writing, poetry, and appreciation of children's literature.
Repeat Status: Not repeatable for credit
EDUC 529 Early Literacy 3.0 Credits
Course examines research-validated literacy instruction and literacy interventions. Topics include; phonics, fluency, comprehension, vocabulary, and the reading-writing connection. Significant emphasis is placed on the socio-cultural aspects of reading: appreciating linguistic diversity, integrating cultural narratives, building reading communities, and motivating children through authentic reading and writing experiences. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 530 Advanced Techniques in Instruction & Assessment 3.0 Credits
Major professional and educational issues associated with college teaching are addressed. Provides multiple opportunities to develop and enhance teaching skills, as well as exposure to alternative assessment.
Repeat Status: Not repeatable for credit
EDUC 538 English Teaching Methods 3.0 Credits
This course is designed to support the development of pre-service teachers in the secondary English/Language Arts Classroom. Students will be provided opportunities to integrate and apply theories of learning, curriculum and pedagogy of English and L. Arts in the secondary classroom. Additional classroom-based observation hours will be required. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 539 Expressive Arts 3.0 Credits
The focus of this graduate course is to teach future educators to develop and incorporate relevant curriculum for the expressive arts (dance, music, theatre and visual arts), into the PK-4 classroom. Through observation, curriculum development and assessment, educators will be able to identify, administer, interpret and plan instruction for PK-4 learners.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 521 [Min Grade: C]
EDUC 540 Field Experience 3.0 Credits
Provides supervised field experience at a cooperating school designed to develop skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, identification of instructional resources, and applications of current research on effective teaching. This course has a Stage 4 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 520 [Min Grade: B]
EDUC 541 Student Teaching Seminar 3.0 Credits
This seminar course is designed to compliment the Student Teaching capstone field experience by developing the pre-service teacher's teaching knowledge and strengths throughout their field placement, supervision, and reflective practice. The goal of the seminar is to create reflective practitioners by providing a forum for collaborative, critical inquiry based on the field experience.
Repeat Status: Can be repeated multiple times for credit
EDUC 545 Engaging the Learner 3.0 Credits
This course provides multiple approaches to the critical linked processes of assessment, curriculum development, and inclusive instruction of all young children. Topics of study include: planning and preparation, using appropriate materials, scope and sequence and strategies for student-centered assessments.
Repeat Status: Not repeatable for credit
EDUC 555 Social Studies Teaching Methods 3.0 Credits
Course prepares the preservice teacher in making appropriate decisions about students and instructional processes in the social studies classroom. Perceptions and perspectives as it relates to social studies instruction in the following areas are explored: curriculum standards, unit development, assessment design and construction, interdisciplinary/integrated curriculum planning, specific group strategies, individualizing techniques, instructional technology, and professional development.
Repeat Status: Not repeatable for credit
EDUC 556 Secondary Social Studies Methods (7-12) 3.0 Credits
Course provides understanding of effective Social Studies methods in secondary classrooms. History of pedagogical debates within Social Studies, is examined to incorporate effective Social Studies teaching methods. Careful attention is given to the Common Core Standards for Social Studies. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 515 [Min Grade: B]
EDUC 562 Middle Years Social Studies Methods 1.5 Credit
This course prepares pre-service teachers with the skills to plan, design and teach adolescents a social studies curriculum with appropriate assessments based on national and state standards related to middle year social studies (e.g., National Council for Social Studies, PA Department of Education) encompassing geography, history, civics and government, and economics. Preparation includes exploration of adolescent development, subject matter pedagogy, assessment and intervention for students with disabilities and English Language Learners. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 563 Middle Years Mathematical Methods (4-8) 1.5 Credit
This course focuses on critical knowledge and skills for teaching mathematics in middle years, including learning theories and psychology in mathematics education, mathematics curricula, teaching mathematics, technology, assessment, and meeting individual student needs. The major goal is to provide prospective middle school teachers the opportunity to develop concepts, skills, and pedagogical procedures for effective teaching of mathematics in middle years. Important social and cultural aspects of teaching math that impact student learning will be considered, as well as reflection occur on how teaching mathematics can be made exciting, intriguing, and understandable for students.
Repeat Status: Not repeatable for credit
EDUC 564 English/Language Arts Teaching Methods for the Middle Years 1.5 Credit
The course prepares pre-service teachers to teach reading and writing to adolescents in middle years classrooms by providing knowledge of the literacy needs of middle level learners with emphasis on reading and writing development, methodology, assessment and accountability. The latest research findings are reflected in studies of how middle level learners require instructors to be adept at a breadth of instruction. Strategies and methods for assisting adolescents are provided as they become fluent readers and writers. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 565 Foundations in Instructing English Language Learners 3.0 Credits
This is a foundations course to prepare all pre-service teachers to work with English Lang. Learners. Focus will be on gaining an understanding of the linguistic, social and academic needs of ELLs and the roles and responsibilities of the classroom teacher in meeting those needs. Field-based observation hours will be required. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 567 Middle Years Science Methods 1.5 Credit
This course examines the many aspects of the teaching of science in elementary schools today. The role of national and state standards (e.g., National Science Education Standards, the Next Generation of Science Standards, and the Pennsylvania State Standards) in curriculum development and reform is explored in depth. Topics covered include planning science instruction to include inquiry and integrated concepts, developing authentic assessments involving a variety of tools, creating and maintaining a safe laboratory and learning environment that meets the needs of diverse learners, and the integration of technology into science education. This course has a Stage 3 field component, successful completion of the field component is req'd for recommendation for certification. See SoE Field Placement Office website.
Repeat Status: Not repeatable for credit
EDUC 576 Teaching in Urban Contexts 3.0 Credits
This course enables students to understand the complex conditions that have led to issues that impact urban education. The course will explore recent reform efforts focused on changing the organizational structure and curriculum. Specific emphasis will be placed on the teacher’s disposition towards the learner, the impact of racism and knowledge and skills related to teaching in urban settings. This course will introduce historical references for the current condition of urban schools as well as the aspects of teaching that lead to a classroom of respect and rapport for the urban learner and his/her family.
Repeat Status: Not repeatable for credit
EDUC 580 Elementary Science and Social Studies Teaching Methods 3.0 Credits
In this course we will be examining many aspects of the teaching of science and social studies in elementary schools today. The importance of the National Science Education Standards, the Next Generation of Science Standards, the National Curriculum Standards for Social Studies, and the Pennsylvania State Standards Aligned System (SAS) in curriculum development and reform will be explored in depth. Among the topics covered will be planning science and social studies instruction to include inquiry and integrated concepts, developing authentic assessments involving a variety of tools, creating and maintaining a safe laboratory and learning environment that meets the needs of diverse learners, and the integration of technology into science and social studies education.
Repeat Status: Not repeatable for credit
EDUC 599 Pre-Student Teaching Field Experience Lab 0.0 Credits
This lab course serves as the school-based, classroom field placement component for the Pre-Student Teaching courses that prepare students pursuing teacher certification for their capstone Student Teaching course. It includes supervision from a Drexel Site Director as well as active student reflective practice. The course requires a range of 20-30 hours of work throughout the term in an appropriate school setting appropriate for the area of teacher certification being pursued.
Repeat Status: Can be repeated multiple times for credit
EDUC 602 Language Learning & Teaching 3.0 Credits
This course introduces participants to theory and practice in second language learning and instruction, with a focus on English learners (ELs) at the level of primary and secondary education. The course explores how ELs acquire language, what factors influence the learning process, and how instruction could effectively facilitate language, culture, and content learning. Course readings include accounts of second language theory, research, and practice. Topics include linguistic and learning theories, language teaching methods and approaches, the relationship between academic and social language, cultural issues surrounding language teaching and learning, and the roles of teachers and learners in the classroom. This course has a Stage 1 field component. See field placement website for all requirements.
Repeat Status: Not repeatable for credit
EDUC 604 Structure and Sound System of English 3.0 Credits
This course focuses on the structural features of the English language, including phonetic, phonological, morphological, syntactic and pragmatic features. In the practicum component, participants will collect and analyze language from both native and non-native speakers of English, using it to develop targeted structural exercises for English instruction. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 606 Design and Assessment 3.0 Credits
This course emphasizes the role of ESL teachers as course developers and action researchers, focusing on effective lesson planning, tack design, materials development, assessment and evaluation, and the use of computers in instruction. In the practicum component, participants will design thematic units, determine objectives, develop materials, and design assessment tools.This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 608 The Intercultural Learner 4.5 Credits
This course explores the needs, experiences, values, and beliefs of culturally and linguistically diverse learners and their families and communities. Building home/school relations and adapting and supporting curriculum through school services will be a focus. For a practicum, participants will engage in a case study of an English language learner.This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Repeat Status: Not repeatable for credit
EDUC 609 Language & Culture in Education 3.0 Credits
The purpose of this course is to explore the identity and cultural backgrounds of English Language Learners (ELLs) in our schools and to discuss the impact of these backgrounds on students’ educational progress. The course will address the ways in which teachers can provide an appropriate learning environment for students of diverse backgrounds.
Repeat Status: Not repeatable for credit
EDUC 611 Social Media in Education 1.5 Credit
This course investigates the current K-12 social media landscape and its implications for student success in formal and informal learning environments, potential pitfalls, and possible administrative uses. In addition, the course introduces students to the participatory culture of social media through an emphasis on community activities. The course is designed to focus on learning to lead in the area of social media in schools.
Repeat Status: Not repeatable for credit
EDUC 699 Student Teaching Field Experience Lab 0.0 Credits
This lab course serves as the school-based, classroom field placement component for the Student Teaching capstone course for students pursuing teacher certification. It includes supervision from a Drexel Site Director as well as active student reflective practice. The course requires a minimum of 400 to 480 hours of work of the state-mandated, minimum 12 weeks of student teaching in an appropriate school setting appropriate for the area of teacher certification being pursued.
Repeat Status: Can be repeated multiple times for credit
EDUC 750 Introduction to Doctoral Study in Education 3.0 Credits
This course is offered in the style of a "proseminar" that consists of reading, reflection and discussion with a faculty member on a focused critical issue in education. Specific foci will change each term and be aligned with faculty expertise and student interests. The course is designed to inform doctoral students on educational issues to impact their teaching and research agenda.
Repeat Status: Can be repeated 2 times for 9 credits
EDUC 751 Educational History and Foundations 3.0 Credits
This course provides a foundation for understanding how the educational systems in America function. Students will learn about various institutional-internal and external environments and systems that comprise the PK-20 education system. Students will be continuously asked to analyze how examined environments and systems influence changes in the education system.
Repeat Status: Not repeatable for credit
EDUC 752 Education, Learning, and Technology 3.0 Credits
This course provides a foundation for understanding some of the ways that learning, and technology takes place in education settings. Students will learn about scientific based research in education, design based research, and other related research topics on education, learning, and technology. Students will have a better understanding of how learning perspectives in research, educational technology, and examine different forms of research.
Repeat Status: Not repeatable for credit
EDUC 753 Educational Critical Theories and Practice 3.0 Credits
This course provides a foundation for understanding critical theories and practice in education research. Students will learn about the origins of critical theory, a wide variety of critical theories, and the ways that they are utilized in practice. Students will be continuously asked to reflect on how critical theories are implemented into each step of the research process.
Repeat Status: Not repeatable for credit
EDUC 754 Educational Change, Equity, and Social Action 3.0 Credits
This course is designed to move from students through the foundations of social justice, educational equity, and critical educational theory to application and action within the PK-20 system through a review of literature, experience sharing, reflection and dialogue. This course will push students to engage with foundational literature, pedagogy, and epistemology while contextualizing the experiences of others in education.
Repeat Status: Not repeatable for credit
EDUC 800 Educational Leadership & Change 3.0 Credits
Covers leadership characteristics, styles, and profiles along with the dynamics of the change process. Students develop an action plan for a school-based project, keep a log, and do reflective analysis. Students will interview a leader about their experiences in change and develop a leadership portfolio.
Repeat Status: Not repeatable for credit
EDUC 801 Creative Strategies For Educational Leaders 3.0 Credits
Examines the theoretical and research issues pertaining to creativity and the development of the creative thought process. Emphasizes how role playing and drama techniques can become a powerful tool to promote creative thinking, innovation, and change for educational leaders.
Repeat Status: Not repeatable for credit
EDUC 803 Educational Research Design I 3.0 Credits
Introduces students to research design paradigms and the assumptions behind them, use of the literature, developing research questions, qualitative and quantitative procedures, and research study formats.
Repeat Status: Not repeatable for credit
EDUC 804 Program Evaluation in Organizations 3.0 Credits
This course provides an experience in designing effective program evaluations for many purposes. Increasingly, evaluation and assessment are required for education research, research grants, school and organizational reform, and public policy. Students will study the foundations of program evaluation, examine underlying assumptions about the purposes and models of evaluation, and explore the various roles of the evaluator. In studying examples, students will vicariously experience various program evaluations from start to finish and understand the complexities of decision-making that evaluators face.
Repeat Status: Not repeatable for credit
EDUC 805 Doctoral Seminar for Proposal Writing 3.0 Credits
In this course, PhD students will learn the fundamentals of proposal writing. The focus will be on writing the dissertation proposal, and on writing grant proposals.
Repeat Status: Can be repeated 10 times for 33 credits
EDUC 806 Linking Educational Theory to Research 3.0 Credits
Course designed to acquaint students with educational theories and perspectives that have shaped the education discipline. A range of educational theories developed throughout 19th, 20th and 21st centuries will be discussed and explored toward guiding students on how these theories and viewpoints apply to research and educational practice today.
Repeat Status: Not repeatable for credit
EDUC 807 Multi- & Cross-Cultural Perspectives in Leadership 3.0 Credits
Course will assist administrators, researchers and scholars to transform schools to address persistent inequities present in US educational systems and serve the needs of disadvantaged and disenfranchised groups. Course will deepen students' knowledge of multicultural education and advance their skills and talents as educational leaders.
Repeat Status: Not repeatable for credit
EDUC 810 Educational Research Design II 3.0 Credits
The course builds upon Educational Research Design I and focuses on five main themes: research design, sampling design, data collection, data analysis, and reporting research results using educational applications.
Repeat Status: Not repeatable for credit
EDUC 812 Staff Development & Team Building 3.0 Credits
Helps educational leaders explore effective models for professional development in schools and school districts. Covers the development of effective strategies and practices based upon current research, adult learning theory, and successful local and national models. Also provides in-depth training in the area of effective meeting design, involvement, and decision-making.
Repeat Status: Not repeatable for credit
EDUC 814 Designing Educational Organizations 3.0 Credits
Examines innovation in rostering, scheduling, and defining the instructional program. Emphasizes middle school education and design of small learning communities such as the cluster concept and public charter schools.
Repeat Status: Not repeatable for credit
EDUC 815 Writing for Research, Publication and Funding in Education 3.0 Credits
Guides students in the writing for research, publication, and funding in education by studying examples of effective writing formats written by successful practitioners and by using an active writing process approach: writing drafts, and giving feedback in small peer groups. Students produce a final document for each type of writing that employs authentic tasks and assessments.
Repeat Status: Not repeatable for credit
EDUC 816 Inclusion Issues 3.0 Credits
Examines the various inclusion models whereby children with special needs become part of the teaching and learning community in which everyone-teacher and all students-can benefit by an inclusive program. Addresses such topics as how administrators may take leadership in implementing inclusion and designing an inclusive school.
Repeat Status: Not repeatable for credit
EDUC 818 Applied Research Study 3.0 Credits
Offers students the opportunity to design and implement a research study that will be presented and defended. Steps include framing the question and methodological approach, collecting and analyzing data, interpreting the results, and writing a report. Research approaches can include action research, case studies, experimental designs, etc.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 810 [Min Grade: B] (Can be taken Concurrently)
EDUC 835 Quantitative Research Methods and Data Analysis 4.0 Credits
Use of statistical methods using real-world problems and real-world data to gain experience with following topics: analysis of variance and covariance, simple and multiple linear regression, multivariate techniques of factor analysis, cluster analysis and multi-level and structural equation modeling. Course includes a lab for practice-based learning using SPSS.
Repeat Status: Not repeatable for credit
EDUC 836 Qualitative Research Methods and Data Analysis 4.0 Credits
Use of qualitative methods using real-world problems and real-world data to gain experience with following research techniques such as ethnography and case studies to gain skills in participant observation, interviewing, archival research and historical analysis. Other theoretical frameworks and methodological approaches for qualitative research will be discussed. Course includes a lab for practice-based learning to use computer software for data collection/analysis.
Repeat Status: Not repeatable for credit
EDUC 837 Advanced Qualitative Methods and Data Analysis 3.0 Credits
Course introduces students to advanced qualitative research methods used in educational research. Students will become literate in the range qualitative research designs and analyses used in qualitative research geared towards the social science research in the field of education. The course will focus on a] producing transcripts of data collected in EDUC 836, e.g., interviews, focus groups and observation, and b] apply data collection and analysis methods. Formal research methods will complement individual, student-driven project goals. Students ultimately gain proficiency in core research skills required for an action-oriented doctoral dissertation that will help prepare them for future research collaborations.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 836 [Min Grade: B] (Can be taken Concurrently)
EDUC 838 Doctoral Qualitative Research Methods and Data Analysis 4.0 Credits
Use of qualitative methods using real-world problems and real-world data to gain experience with following research techniques such as ethnography and case studies to gain skills in participant observation, interviewing, archival research and historical analysis. Other theoretical frameworks and methodological approaches for qualitative research will be discussed. Course includes a lab for practice-based learning to use computer software for data collection/analysis.
Repeat Status: Not repeatable for credit
EDUC 840 Theories of Individual Cognition in STEM Education 3.0 Credits
Course foci is on the knowing and learning of STEM education from a social perspective from an individual cognitive perspective and will include emphasis on both recent research and seminal literature. The course will be an introduction to the psychological foundations of STEM education. This course is the first in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.
EDUC 841 Foundations of Educational Theory: Contextualizing Leadership and Policy I 3.0 Credits
Course is first of two-term course sequence (EDUC 841 and EDUC 843) designed to introduce graduate students to foundational and learning theories relevant to the field of educational leadership, policy and social change. Course offers interdisciplinary and often critical approach to understanding educational change from social, political, historical, economic and cultural perspectives. Each week, students examine a theoretical piece that informs how the field is studied, or an empirical piece of research that extends theory, or applies it in new contexts. Students creatively explore personal research interests toward developing independent research projects for use in the second course in the two-term sequence.
Repeat Status: Not repeatable for credit
EDUC 842 Social Foundation and Group Cognition in STEM Education 3.0 Credits
Course foci is on the knowing and learning of STEM education from a social perspective and will include emphasis on both recent and seminal literature. The course will include an introduction to the sociocultural research and foundations of STEM education. This course is the second in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.
Repeat Status: Not repeatable for credit
Restrictions: Can enroll if major is ELLT.
EDUC 843 Foundations of Educational Theory: Contextualizing Leadership and Policy II 3.0 Credits
Course is second of two-term course sequence (EDUC 841 and EDUC 843) designed to introduce graduate students to foundational and learning theories relevant to the field of educational leadership, policy and social change. Course offers interdisciplinary and often critical approach to understanding educational change from social, political, historical, economic and cultural perspectives. Each week, students examine a theoretical piece that informs how the field is studied, or an empirical piece of research that extends theory, or applies it in new contexts. Students implement independent research project developed in the first course in the two-term sequence.
Repeat Status: Not repeatable for credit
EDUC 844 Creativity and Innovation in STEM Education 3.0 Credits
This course will provide a foundation of creativity, innovation theory, awareness of research and seminal literature in the context of STEM education. Theories of creativity and creative thinking, the methods for studying creativity and the biological basis of creativity. The course is the third in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.
Repeat Status: Not repeatable for credit
EDUC 845 Transformative Leadership: Finding One's Source 3.0 Credits
Employing Otto Scharmer's Theory U theoretical framework, the course provides students with knowledge and skills to develop and support their professional development towards becoming effective leaders. Teaching and learning activities in the course include readings, videos, written assignments, E-learning, self-assessments, and individual and team opportunities. Opportunities are provided for students to better understand trends in organizations, enhance their self-awareness, develop leadership skills, and apply these skills and perspectives in real-world contexts.
Repeat Status: Not repeatable for credit
EDUC 846 Doctoral Advanced Qualitative Research and Data Analysis 3.0 Credits
Designed to provide an advanced examination of qualitative research methods with a focus on research in education, although others from different fields are equally welcome. In particular, students will continue conducting qualitative research based on work completed in EDUC 838 and data analysis I by reading about and executing a basic qualitative study that uses qualitative analysis in one of the five major designs. Careful attention will be placed to the subjectivity of the researcher, ethics of research, and the trustworthiness of a qualitative study. This course seeks to also spur the student to begin to consider their own research stances, objectives, and their voice as a researcher. It is essential that students are familiar with the various ontological, epistemological, and methodological assumptions.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 838 [Min Grade: B]
EDUC 847 Doctoral Advanced Quantitative Methods: Applied Regression Analysis 3.0 Credits
This course reviews and extends knowledge and application of regression models. The course explores the ways in which multiple regression techniques allow for the analysis of the relationship between outcome and predictor variables while controlling for other variables. In doing so, students learn to build and evaluate multiple regression models using continuous outcome variables as well as logistic regression models using categorical outcome variables. Students gain applied experience fitting, visualizing, and interpreting regression models. The course also covers important topics in regression analysis including non-linear relationships, analysis of residuals, variable transformations, missing data, and multinomial logistic regression.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 835 [Min Grade: B]
EDUC 848 Learning & Cognition in Education 3.0 Credits
The course will be an introduction to the psychological/individual and social foundations of learning and cognition. This includes an emphasis on both recent research and seminal literature and applicable research methods.
Repeat Status: Not repeatable for credit
EDUC 849 Design, Mind, Media and Learning 3.0 Credits
This course is about design and the process of design involved in the development of technologies (in the broadest sense) for learning. The design, mind, media, and learning seminar is an advanced course in media design for learning and communicating. In this course, multimedia design is a dynamic combination of learning pedagogy, design-based research, digital media, virtual learning technologies, art, story, interface design, and information architecture. The purpose of the course is to introduce students to design and the process of design in facilitating transformation of cognitive and non-cognitive experiences.
Repeat Status: Not repeatable for credit
EDUC 850 Foundations of Research in Education 3.0 Credits
Introduces students to the process of educational research. Although all the components of the process of designing and conducting research will be introduced in this course, the focus will be on understanding the difference between the paradigms underlying quantitative and qualitative educational research, the respective underlying assumptions and worldviews. The course (a) emphasizes qualitative and quantitative methodological approaches and paradigms underlying those approaches; (b) introduces students to ethical implications of research; (c) enables students to become more effective consumers of research; (d) prepares students for subsequent and related courses; (e) proves a foundation for students to be able to conduct original research that may lead to the doctoral dissertation.
Repeat Status: Not repeatable for credit
EDUC 851 Research Designs and Methods in Education 3.0 Credits
The course facilitates students' understanding of the process of educational research providing a broad overview of the different research designs and methods (i.e., quantitative, qualitative, mixed-methods) available, as well as equips them with the knowledge needed to determine best fit between research designs and methods and research questions.
Repeat Status: Not repeatable for credit
EDUC 852 Survey Research Methods 3.0 Credits
This course focuses on the design of questions and questionnaires used in survey research. The course will explore the theoretical and experimental literature related to question and questionnaire design as well as focusing on practical issues in the design, critique, and interpretation of survey questions. There will be exercises both in and outside of class to reinforce both theory and practice, including the construction and testing of a questionnaire.
Repeat Status: Not repeatable for credit
EDUC 854 Mixed Method Research 3.0 Credits
The purpose of this advanced research methods course is threefold:(a) Study predominant models of mixed methods research (MMR) as described by seminal scholars,(b) Learn about notable features of successful MMR studies through critically analyzing published work and (c) Gain direct data collection and analysis experience by composing and interpreting results of a small MMR project using both quantitative and qualitative data sets. The course will also focus on developing well-crafted discussion and implications sections required in standard research reports (e.g., dissertations, articles, and grant reports). As a result of this course, students will gain core research skills for completing a mixed methods doctoral dissertation as well engaging in future MMR and interdisciplinary research.
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 835 [Min Grade: B] and EDUC 836 [Min Grade: B] and EDUC 838 [Min Grade: B]
EDUC 855 Identity Exploration and Learning 3.0 Credits
The purpose of this course is to introduce ideas about how to stimulate and build on the initial interests of students to support longer term identities as learners and professionals by exploring psychoeducational theories about the self and learning with possible selves that could be achieved from their currents states. Life in the 21st century will require the orientation and skills to repeatedly explore and reconstruct one’s identity in reflexively and intentionally as people move from one career to another and so on.
Repeat Status: Not repeatable for credit
EDUC 856 Gender and Education in Global Contexts 3.0 Credits
The course explores and highlights different international perspectives on gender in education including how gender relations, structures and identities are constructed and reproduced in various cultural contexts.
Repeat Status: Not repeatable for credit
EDUC 857 Advance Research in Mixed Methods and Survey Research 3.0 Credits
This course focuses on two commonly used research approaches in the social sciences: mixed methods research (MMR) and survey research. Fundamentals of designing and implementing both research approaches are covered with applied research skills developed in each area.
Repeat Status: Not repeatable for credit
EDUC 858 Conceptualizing PK-20+ Education 3.0 Credits
This course will examine issues faced by schools and postsecondary education leaders associated with the preparation of students for educational advancement in a democratic society. This course was developed in response to growing educational concerns across the PK-16+ pipeline. The course is developed around three assumptions: 1) student academic progress is critical in optimizing individual talent in an increasingly knowledge-based society; 2) an important goal of the 21st century educational reform is to facilitate student preparedness for future academic and occupational success; and, 3) a more intentional alignment of the goals and emphases of K-12 education with postsecondary education should be considered a possible solution for educational reform.
Repeat Status: Not repeatable for credit
EDUC 859 Power and Politics in Education 3.0 Credits
Power and Politics in Education course provides an overview of the theoretical approaches to the connection between power and politics as applied to k-16 education at both the macro and micro levels. Through readings and discussions, we will explore the ways in which power, politics, and policy influence key issues in the k-12 and higher education contexts at the federal, state, and local levels. Course Purpose: A major purpose of this course will be the intersection of race, class and gender with power and politics in educational leadership, teaching, and scholarship. In addition, the course will examine policies in PK-16+ education, the elements of the policy-making process, and strategies for policy analysis.
Repeat Status: Not repeatable for credit
EDUC 860 Educational Policy and Advanced Critical Theories 3.0 Credits
This course is designed as an intensive introduction to PK-20 educational policy (formal and informal at all federal, state, local, and institutional levels) through a critical lens. This course is designed to move students through the foundations of and variations of policy making in educational systems in the United States. Additionally, will examine critical theories and their application in policy analysis, policy formation, and policy implementation.
Repeat Status: Not repeatable for credit
EDUC 870 Applied Leadership Portfolio Capstone 4.5 Credits
This course is the first of a two-part capstone experience that culminates the EdS in Applied Leadership, Learning, and Innovation. Students will complete a reflective portfolio and then complete a project capstone (EDUC 871) that demonstrates the knowledge and skills gained throughout the coursework. This course intends to pull together key aspects of leadership and innovation to consider a problem that is both actionable and a plan that can be advanced during EDUC 871. It involves an integration of prior coursework with extended exploration into key concepts related to applied leadership, learning, and innovation. This course will culminate in a personal and evidenced framework for practitioners as agents of change, preparing them to complete the project capstone.
Repeat Status: Can be repeated multiple times for credit
EDUC 871 Applied Leadership Project Capstone 4.5 Credits
This course is the second of a two-part capstone experience that culminates the EdS in Applied Leadership, Learning, and Innovation. In this course, students complete a project capstone that demonstrates the knowledge and skills gained throughout the program. This course moves the portfolio capstone into actionable leadership, still framed around the "How can we do this better?" It involves scenario planning, stakeholder integration, and the application of creative leadership in response to the challenges associated with an increasingly complex society.
Repeat Status: Can be repeated multiple times for credit
EDUC 880 Doctoral Seminar 1.5 Credit
Seminar to prepare students who have completed the core doctoral courses and residency requirement to work with their Dissertation Advisor in the development of their dissertation research proposal.
Repeat Status: Not repeatable for credit
EDUC 881 Doctoral Seminar (EdD) 1.5 Credit
The course is the final research course before an EdD student begins formal Dissertation work in the EdD program. Each student participates in a seminar and works directly with their Dissertation Advisor in the development of the student's dissertation research proposal.
Repeat Status: Can be repeated 4 times for 25 credits
Prerequisites: EDUC 810 [Min Grade: B]
EDUC 899 Proposal Writing Seminar 4.5 Credits
This course is designed to support students in completing a defensible dissertation proposal.
Repeat Status: Can be repeated 2 times for 15 credits
EDUC 997 Doctoral Dissertation 4.5 Credits
Allows candidates to conduct an original research study that will comprise the dissertation.
Repeat Status: Can be repeated multiple times for credit
Restrictions: Can enroll if major is ELMG.
EDUC 998 PhD Dissertation 1.0-12.0 Credit
Allows candidates to conduct an original research study that will comprise the dissertation.
Repeat Status: Can be repeated multiple times for credit
EDUC I599 Independent Study in EDUC 0.0-12.0 Credits
Self-directed within the area of study requiring intermittent consultation with a designated instructor.
Repeat Status: Can be repeated multiple times for credit
EDUC I699 Independent Study in EDUC 0.0-12.0 Credits
Self-directed within the area of study requiring intermittent consultation with a designated instructor.
Repeat Status: Can be repeated multiple times for credit
EDUC I799 Independent Study in EDUC 0.0-12.0 Credits
Self-directed within the area of study requiring intermittent consultation with a designated instructor.
Repeat Status: Can be repeated multiple times for credit
EDUC I899 Independent Study in EDUC 0.0-12.0 Credits
Self-directed within the area of study requiring intermittent consultation with a designated instructor.
Repeat Status: Can be repeated multiple times for credit
EDUC I999 Independent Study in EDUC 0.0-12.0 Credits
Self-directed within the area of study requiring intermittent consultation with a designated instructor.
Repeat Status: Can be repeated multiple times for credit
EDUC T580 Special Topics in Teacher Education 0.0-12.0 Credits
Topics decided upon by faculty will vary within the area of study.
Repeat Status: Can be repeated multiple times for credit
EDUC T680 Special Topics in Teacher Education 0.0-12.0 Credits
Topics decided upon by faculty will vary within the area of study.
Repeat Status: Can be repeated multiple times for credit
EDUC T775 Special Topics in EDUC 0.0-12.0 Credits
Topics decided upon by faculty will vary within the area of study.
Repeat Status: Can be repeated multiple times for credit
EDUC T780 Special Topics in Teacher Education 0.0-12.0 Credits
Topics decided upon by faculty will vary within the area of study.
Repeat Status: Can be repeated multiple times for credit
EDUC T880 Special Topics in Teacher Education 0.0-12.0 Credits
Topics decided upon by faculty will vary within the area of study.
Repeat Status: Can be repeated multiple times for credit
EDUC T980 Special Topics in Teacher Education 0.0-12.0 Credits
Topics decided upon by faculty will vary within the area of study.
Repeat Status: Can be repeated multiple times for credit