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EDUC 4640 - Comparative Education
3 Credit(s)
This course is an international, cross-cultural examination and analysis of educational issues and reforms in P-16 education. General exploration of major theoretical and methodological issues in comparative and international education will be explored, with a primary focus on aspects of societies that impact the educational system, including, historical, economic, social, political, ethnic and religious forces as they relate to education. (Summer) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 4831 - Readings and Conferences
1 Credit(s)
Description unavailable. (As Needed) [Pass/Fail]
Registration Restriction(s): None
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EDUC 4832 - Readings and Conferences
2 Credit(s)
Description unavailable. (As Needed) [Pass/Fail]
Registration Restriction(s): None
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EDUC 4833 - Readings and Conferences
3 Credit(s)
Description unavailable. (As Needed) [Pass/Fail]
Repeatable? Yes - Total Credits: 12
Registration Restriction(s): None
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EDUC 4840 - Cooperative Education
2 Credit(s) 8 Maximum Credit(s)
Description unavailable. (As Needed) [Pass/Fail]
Repeatable? Yes - Total Credits: 24
Registration Restriction(s): None
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EDUC 4850 - Introduction to Educational Research
3 Credit(s)
The purpose of this course is to provide an introduction to research and a variety of research approaches common to the field of education. Upon completion of the course, students will be able to locate, understand, evaluate, and interpret qualitative, quantitative, and mixed methods research. Students will be working with the faculty member to conduct a specified research study. (As Needed) [Pass/Fail]
Repeatable? Yes - Number of Times: 4
Registration Restriction(s): Sophomore, Junior, or Senior standing required
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EDUC 5000 - Foundations of Instructional Design
3 Credit(s)
The goal of this course is to provide an introduction to instructional design theories, principles, and models, and an overview of their historical development. Instructional design models are considered with respect to their implications for technology applications in education. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5010 - Classroom Integration of Educational Technology
3 Credit(s)
Class participants will research technology utilization in K-12 classrooms; investigate theoretical foundations to evaluate, select, and utilize various technology applications; develop, implement, and evaluate class technology integration projects; and gain an understanding of multiple models for assessing student learning in technology enhanced environments. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5020 - Technology Leadership
3 Credit(s)
Learners will explore strategies for planning and implementing technology integration (teaching and curriculum focus) at an organizational level, including the examination of larger-scale professional development models. The course will focus on developing skills for taking a leadership role in schools, and district technology use, planning, implementation, and assessment. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5030 - Technology Pedagogy I
3 Credit(s)
The Technology Pedagogy series will provide skills for planning and designing effective learning environments and experiences supported by technology. Participants will implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Individuals will also learn ways to apply technology to facilitate a variety of effective assessment and evaluation strategies. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5034 - Strategies for Working with Diverse Learners and Educational Psychology
3 Credit(s)
This course is designed to give student’s knowledge and skills designed to meet the needs of diverse student populations in the general education classroom, including: allowing students multiple ways to demonstrate learning that are sensitive to student diversity; creating an environment using a teaching model that is sensitive to multiple experiences and diversity; designing, adapting, and delivering instruction to address each student’s diverse learning strengths and needs; and incorporating tools of language development and language acquisition into planning, instruction, and intervention for students learning English (ELL/ESL) and supporting the development of English proficiency. Includes school practicum. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5040 - Technology Pedagogy II
3 Credit(s)
The Technology Pedagogy series will provide skills for planning and designing effective learning environments and experiences supported by technology. Participants will implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Individuals will also learn ways to apply technology to facilitate a variety of effective assessment and evaluation strategies. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5050 - Online and Blended Teaching and Learning
3 Credit(s)
This course offers graduate students an opportunity to plan, design, implement, and create a blended/online course, and give them the ability to create blended/online materials and/or courses on their own. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5060 - Enhanced Software and Hardware Skills
3 Credit(s)
Individuals completing the Educational Technology Endorsement should be able to demonstrate knowledge, skills, and understandings of concepts related to technology, as well as demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
(As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5120 - Creating and Managing a Learning Environment
3 Credit(s)
This course helps students understand how to create effective learning environments by establishing and implementing routines and procedures with consistent expectations. Students will learn how to implement personalized learning practices that consider the whole child, including function-based thinking, implementing least restrictive behavioral interventions, trauma-informed instructional practices, and restorative instructional practices. Includes school practicum. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5160 - Curriculum Scope and Sequence: Instruction, Technology, Assessment, Planning
3 Credit(s)
The focus of this course includes: Planning instruction and assessment in content-specific teams and in cross-curricular teams. Designing, administering, and reviewing educational assessments in a meaningful and ethical manner; formative and summative assessments results to inform and modify instruction; assessing students for competency for the purpose of personalized learning. Integrating technology to support and meaningfully supplement the learning of students, including the effective use of software for personalized learning. Knowledge of the Utah Educator Professional Standards (UETS); knowledge and skills in collaborating with parents and guardians; skills in providing tier one and tier two instruction and intervention on the Utah Core Standards and positive behavior supports to each student within a multi-tiered system of supports. Includes school practicum. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5180 - Instructional Technology for Teaching and Learning
2 Credit(s)
This course examines instructional design for classroom teachers and explores a variety of emerging technologies that enhance student learning. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5200 - Energy in STEM for Elementary Teachers
3 Credit(s)
Energy in STEM for elementary teachers. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5210 - Force in STEM for Elementary Teachers
3 Credit(s)
This course is designed to allow educators to explore physical science education in the context of the most recent science standards, which include the interconnected nature of science concepts and teaching strategies designed to assist them in educating K-6 students. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5220 - STEM Integrated Math for Elementary Teachers-Data Analysis and Problem Solving
3 Credit(s)
Elementary educators will increase their mathematical knowledge and mathematical content knowledge in connection with the new mathematical standards. Focused on using application and experiential learning opportunities allowing students to discover mathematical truths. Educators will explore STEM curriculum content and teaching practices specific to K-6 classrooms. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5230 - Nature of Science and Engineering
3 Credit(s)
Elementary educators will increase their mathematical knowledge and mathematical content knowledge in connection with the new mathematical standards. Focused on using application and experiential learning opportunities allowing students to discover mathematical truths. Educators will explore STEAM curriculum content and teaching practices specific to K-6 classrooms. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5240 - Matter in STEM for Elementary Teachers
3 Credit(s)
This course is designed to help educators take the STEAM knowledge and pedagogy they have learned in their previous content and pedagogy courses and integrate content knowledge and instructional skills into developing and using interdisciplinary project-based investigations in K-8 classrooms. These projects will utilize the Next Generation Science Standards. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5250 - STEM Practices with a Focus on Technology and Problem-Based Learning
3 Credit(s)
STEM practices with a focus on technology and problem-based learning. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5400 - Learning, Development, and Individual Differences in Gifted Education
3 Credit(s)
In this course participants will understand the characteristics and needs of gifted children and youth, types of programs available to gifted children and youth, the historical and philosophical foundations required of professionals in the field, the history of the gifted child movement, and advocacy for gifted children and youth. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5410 - Improvement of Curriculum Instruction in the Content Area
3 Credit(s)
Improvement of curriculum instruction in the content area. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5420 - Assessment in Gifted Education
3 Credit(s)
In this course participants will understand how to collect multiple types of assessment information so that all students are able to demonstrate their gifts and talents. They will understand how to differentiate their curriculum and instruction by using pre- and post-, performance-based, product-based, and out-of-level assessments. Participants will understand the importance of using non-biased, technically adequate, and equitable approaches in order to identify students from diverse backgrounds for gifted programs. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5430 - Curriculum and Instructional Planning in Gifted Education
3 Credit(s)
In this course participants will understand and apply research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. Participants will understand the purpose of using a comprehensive and sequenced core curriculum that is aligned with local, state, and national standards, and how to differentiate and expand it in order to meet the unique needs of students with gifts and talents. Participants will select, adapt, and plan for the use of a variety of evidence-based instructional strategies to advance learning of gifted and talented individuals. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5440 - Learning Environments for Gifted Students
3 Credit(s)
In this course participants will understand how to create safe learning environments that foster emotional well-being, positive social interaction, leadership, and cultural understanding for success in a diverse society. They will gain knowledge of the impact of giftedness and diversity on social-emotional development and be enabled to design environments, within a continuum of services, that encourage independence, motivation, and self-efficacy of individuals from all backgrounds. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5450 - Practicum in Gifted Education
3 Credit(s)
The purpose of this course is to guide the student to becoming a leader in the field of gifted and talented education. This experience will include an assessment of need, collaboration with school and district leadership, families, and colleagues to provide professional development in the area of gifted and talented education. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5460 - Ethics for Education Leaders
3 Credit(s)
Ethics for educational leaders. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5470 - Creativity in Education
3 Credit(s)
Creativity in education. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5500 - Mathematics for Teaching K-8: Numbers and Operations
3 Credit(s)
Mathematics for teaching K-8. Numbers and operations. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5510 - Mathematics for Teaching K-8: Rational Numbers and Proportional Reasoning
3 Credit(s)
Mathematics for teaching K-8. Rational numbers and proportional reasoning. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5520 - Mathematics for Teaching K-8: Geometry and Measurement
3 Credit(s)
Mathematics for teaching K-8. Geometry and measurement. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5530 - Mathematics for Teaching K-8: Algebraic Reasoning
3 Credit(s)
Mathematics for teaching K-8. Algebraic reasoning. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5540 - Mathematics for Teaching K-8: Data Analysis and Problem Solving
3 Credit(s)
Mathematics for teaching K-8. Data analysis and problem solving. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5550 - Mathematics for Teaching K-8: Assessment and Intervention
3 Credit(s)
Mathematics for teaching K-8. Assessment and intervention. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5560 - Curriculum, Instruction, and Assessment for Elementary Mathematics
3 Credit(s)
This course, designed for aspiring Elementary Mathematics Specialists, will develop a broader perspective of curriculum, instruction, and assessment in elementary mathematics education emphasizing methods with which leaders support teachers and systems. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 5570 - Elementary Mathematics Education Leadership for School Change
3 Credit(s)
This course develops the following mathematics education leadership knowledge and skills: policy and curriculum issues, research informing instructional practice, implementation and evaluation of professional development, evaluation of educational structures that affect equity including use of materials, and responsibilities of math coaches and mentors. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6000 - Principles of Practitioner Research
3 Credit(s)
The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Repeatable? Yes - Number of Times: 2
Registration Restriction(s): None
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EDUC 6010 - 21st Century Learning Spaces
3 Credit(s)
Theory and application for creating a 21st century learning environment are the focus for this course. Maintaining student cooperation in diverse classroom and network settings will be a focus. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6020 - Information and Technology in Education
3 Credit(s)
Introduction to information technology for teachers, administrators, and media specialists. Examines the role of technology in curriculum and instruction. (Fall [As Needed]) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6030 - 21st Century Research and Data
3 Credit(s)
This course is the first of three courses culminating in a practitioner research thesis. The candidate will examine the origin and nature of practitioner research, and its relationship with a constructivist research paradigm. That paradigm will be contrasted with the prevailing positivist (experimental) view of research. While exploring the implications of these two paradigms for social science research, the candidate will identify a topic and concern for their individual study, and commence a review of literature (chapter 2). (As Needed) [Pass/Fail]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6031 - Instructional Design and Technology
3 Credit(s)
The goal of this course is to provide an introduction to instructional design theories, principles, and models and an overview of their historical development. Instructional design models are considered with respect to their implications for technology applications in education. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors may not enroll
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EDUC 6032 - Educational Technology and the Constructivist Tradition
3 Credit(s)
Class participants will research technology utilization in K-12 classrooms; investigate theoretical foundations to evaluate, select, and utilize various technology applications; develop, implement, and evaluate class technology integration projects; and gain an understanding of multiple models for assessing student learning in technology enhanced environments. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6033 - Enhanced Hardware and Software Skills for Educators
3 Credit(s)
Individuals completing the Educational Technology Endorsement should be able to demonstrate knowledge, skills, and understandings of concepts related to technology, as well as demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6034 - Computer Supported Collaborative Learning
3 Credit(s)
The Technology Pedagogy series will provide skills for planning and designing effective learning environments and experiences supported by technology. Participants will implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Individuals will also learn ways to apply technology to facilitate a variety of effective assessment and evaluation strategies. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6035 - Technology Based Training and Staff Development
3 Credit(s)
The Technology Pedagogy series will provide skills for planning and designing effective learning environments and experiences supported by technology. Participants will implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Individuals will also learn ways to apply technology to facilitate a variety of effective assessment and evaluation strategies. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6036 - Leadership with Technology
3 Credit(s)
Students that complete this course will effectively lead and oversee a technology integration team at the school level. Upon completion the student will demonstrate knowledge of process management functions, resource management functions in the classroom, and define and set appropriate goals for technology-mediated instructional project. Students will also make recommendations for activities and techniques, identify variables, establish communication systems, adapt current systems, and compare various technology instructional models. The Supervisory/Administrative Electronic Portfolio is also established during this course. Required for Supervisory/Administrative Endorsement. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6037 - Leadership in Instructional Technology and Design
3 Credit(s)
Learners will explore strategies for planning and implementing technology integration (teaching and curriculum focus) at an organizational level, including the examination of larger scale professional development models. The course will focus on developing skills for taking and leadership role in schools and district technology use, planning, implementation, and assessment. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6038 - Online and Blended Teaching and Learning
3 Credit(s)
This course offers graduate students an opportunity to plan, design, implement, and create a blended/online course, and give them the ability to create blended/online materials and/or courses on their own. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6080 - Leadership and the School Principal
3 Credit(s)
Theories in instructional leadership, including school vision and management as they apply to the principal’s role, will be explored in the context of leadership in the 21st century. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6100 - Practices of Instructional Supervision
3 Credit(s)
A study of the application of instructional supervisory theories and practices of supervisory behaviors as they relate to improvement of instruction. Directed field experience will be required. Must be taken prior to Public School Administrative Internship. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6110 - Teacher Leadership and School Improvement
3 Credit(s)
This course places teachers in a position to understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the concurrent development of teacher leadership. Students will gain understanding of how the relationships among the development of learning communities, teacher leadership, school effectiveness, and site-based accountability can positively improve schools. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6120 - Teacher-Led Instructional Programs
3 Credit(s)
This course examines current curriculum designs and teaching/learning models and the leadership processes of assessing, developing, implementing, and revising instructional programs to improve student learning. Students will learn how to effectively establish and maintain optimal learning environments conducive to student success. Students will develop skills necessary for understanding skills and dispositions required for effective communication as school leaders. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6130 - Facilitating School Improvement
3 Credit(s)
This course analyzes the characteristics of effective schools and the leadership theories and concepts that are related to school improvement and renewal processes. Participants will examine the application of these theories, along with the development and utilization of teacher leadership skills, to improve school operations, understand data-driven decision-making, facilitate strategic planning, promote student achievement, and engage in effective teacher leadership practices. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6140 - Teacher-Led Coaching
3 Credit(s)
This course provides students with training as they develop their coaching practice. Students develop skills necessary to support teachers through modeling lessons, co-planning & co-teaching lessons, conducting classroom observations and providing feedback to teachers to foster reflection. Ultimately, students explore the best practices in coaching teachers to improve the teaching of all content areas and literacy, and to develop a peer-to-peer coaching network for inquiry, conversation, collaboration, and support. All coursework is in alignment with the Utah Educational Leadership Standards as indicated with each week’s assignment. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6150 - Teacher-Led Professional Development
3 Credit(s)
This course examines the nature of successful professional learning in schools and how such learning contributes to sound pedagogy, instructional renewal and reform, and gains in student achievement. The unique role of the teacher-leader, in the development of effective professional development instruction, will also be analyzed and investigated that includes planning, preparation, organization, content, delivery, and evaluation. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6160 - Diversity in Classroom and Community
3 Credit(s)
This course develops an understanding and commitment to the position that teaching is a social enterprise laden with moral and ethical responsibilities, and that teacher-leaders must be willing to act as agents for equity in their classrooms and in their schools. This course helps teacher-leaders develop the dispositions, cultural knowledge, and competencies to adapt curriculum and instructional skills for culturally responsive classroom practices and to advocate for social justice at the school level. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6201 - Methods and Materials for Teaching English
3 Credit(s)
Study and apply theories in ELA education; develop skills in lesson planning, classroom teaching and assessment; explore tools and strategies in teaching and learning specific ELA topics, including reading, writing, speaking and listening, and language skills. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6202 - Methods and Materials for Teaching Math
3 Credit(s)
Study and apply theories in mathematics education; develop skills in lesson planning, classroom teaching and assessment; explore tools and strategies in teaching and learning specific mathematics topics, including arithmetic, algebra, geometry, statistics, and probability. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6203 - Methods and Materials for Teaching Secondary Science
3 Credit(s)
This course is designed for secondary science teachers to learn the core principles surrounding effective science teaching and learning. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6204 - Methods and Materials for Teaching Social Studies
3 Credit(s)
An examination of current curriculum standards, trends, and effective methods of instruction and assessment for the social studies on the middle and secondary levels. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6270 - Characteristics and Needs of GATE Pupils
3 Credit(s)
This course provides educators with a context of historical timelines and trends in gifted education. Various characteristics and traits possessed by gifted individuals are highlighted. Addressed in this course are the social and emotional needs of gifted learners, as well as the construct of creativity and how that pertains to gifted populations. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6280 - Curriculum in Content Areas for GATE Pupils
3 Credit(s)
This course provides educators the background and skills to design curriculum appropriate for gifted students. Explained are the scope, sequence, and strategies to differentiate content for gifted students. Students develop lessons and/or units to help differentiate for gifted needs within the general classroom. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): EDUC 6270 - Prerequisite Min. Grade: C-
Registration Restriction(s): None
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EDUC 6290 - Methodology and Strategies for Teaching GATE Pupils
3 Credit(s)
This course provides educators with a background in models, systems, and global practices used to serve the needs of gifted and talented learners. Course includes an examination of academic, emotional, intellectual, and social needs of gifted populations. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): EDUC 6270 - Prerequisite Min. Grade: C-
Registration Restriction(s): None
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EDUC 6300 - Foundations of Dual Language Immersion Education
3 Credit(s)
Study and apply theories and research of dual language immersion education related to first and second language learning, literacy, and academic achievement of DLI learners. (Fall) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6361 - Language Acquisition Theory and English Language Development Practices
3 Credit(s)
An overview of the theories of second language acquisition. Topics to be covered include definitions of the first and second languages, language competence, and language production as well as the major schools of language acquisition theory: linguistic, psychological, and sociocultural. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6362 - Methods and Curriculum for Teaching ELLs
3 Credit(s)
An overview of the methods and approaches of teaching ESOL. Topics to be covered include historical, current, and alternative approaches to language teaching; how methods relate to language acquisition theories; and how approaches and methods influence curriculum development. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6363 - Assessment and Evaluation of ELLs
3 Credit(s)
An overview of the principles of assessment and evaluation of English Language Learners. Topics to be covered include assessment of, as, and for learning; assessment of language learners; assessment of academic language; assessment of content knowledge; assessment of oral language; and assessment of literacy development. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6364 - Policies, Best Practices, and Critical Issues for ELLs (Pre-K and Elem)
2 Credit(s)
An overview of policies, best practices, and critical issues for ELLs in pre-K and elementary English Language Learners. Topics to be covered include classroom techniques; planning; classroom management; social skills; grading; and moral, ethical, and legal issues. This course is intended to be taken in conjunction with EDUC 6366 . (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6365 - Policies, Best Practices, and Critical Issues for ELLs (Secondary)
2 Credit(s)
An overview of policies, best practices, and critical issues for ELs in secondary English Language Learners. Topics to be covered include classroom techniques; planning; classroom management; social skills; grading; and moral, ethical, and legal issues. This course is intended to be taken in conjunction with EDUC 6367 . (As Needed) [Graded (Standard Letter)]
Co-requisite(s): EDUC 6367
Registration Restriction(s): None
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EDUC 6366 - ELAD Practicum
1 Credit(s)
A course which allows students to explore classroom applications of the best practices, policies, and critical issues associated with teaching ELLs. This course is intended to be taken in conjunction with EDUC 6364 and requires a minimum of 25 hours of experience working in a classroom. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6367 - ELAD Practicum
1 Credit(s)
A course which allows students to explore classroom applications of the best practices, policies, and critical issues associated with teaching ELLs. This course is intended to be taken in conjunction with EDUC 6365 and requires a minimum of 25 hours of experience working in a classroom. (As Needed) [Graded (Standard Letter)]
Co-requisite(s): EDUC 6365
Registration Restriction(s): None
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EDUC 6380 - Ethics and Decision Making for Educational Leaders
3 Credit(s)
Critical thinking and methods of ethical decision making will be examined and applied to current educational issues. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6410 - Curriculum and Philosophical Foundations
3 Credit(s)
History and philosophical foundations of curriculum/teaching in American schools emphasizing cultural influences and concepts shaping education in society. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6420 - Education of the Gifted and Talented
1 Credit(s) 5 Maximum Credit(s)
Provides multiple cultural and historical perspectives on giftedness and talent and explores characteristics of gifted individuals with emphasis on identifying needs and a general overview of possible services for gifted learners. (As Needed) [Graded (Standard Letter)]
Co-requisite(s): EDUC 6430
Registration Restriction(s): Master of Education or non-degree seeking Master of Education majors only
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EDUC 6430 - Practicum: Individual Case Study
1 Credit(s)
A practicum experience in association with EDUC 6420 . Requires an intensive, supervised study of other gifted and talented of an individual child of student’s choice. (As Needed) [Graded (Standard Letter)]
Co-requisite(s): EDUC 6420
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6440 - Creativity in Education
3 Credit(s)
Exploration of theories, research, and strategies concerning creativity and their application to personal creativity and to improvement of classroom practice. (Summer [As Needed]) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6500 - School Finance
3 Credit(s)
Offers an exploration of resources used in public school funding. Students learn the basic functions of school finance such as accounting, purchasing, bonding, budgeting, and ethical practice. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6540 - Organization of American Schools
3 Credit(s)
This course provides an in depth analysis of the function and organization of public schools in America, historical, philosophical, and reform issues are reviewed and how they impact the management, design and accreditation of K-12 education. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6560 - Diversity and Social Justice in Education
3 Credit(s)
Examines educational policy, practice, and materials using a variety of lenses informed by social justice theory and praxis. Investigates ways in which racism, sexism, economic injustice, heterosexism, ageism, and other forms of discrimination influence schools and educational access and opportunity for youth. Considers and practices what educational leaders can do to ensure that all students have equitable educational opportunities. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6600 - Sociology of Education
3 Credit(s)
This course provides an overview of the relationship between education and society, with a primary focus on its role in replication, reinforcement, and creation of inequality. Various sociological concepts, methods, and theories will be used to examine both historical and current issues in education such as inequity, social stratification, the “achievement gap,” and social and cultural capital. (Fall) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6610 - Educational Policy and Politics
3 Credit(s)
This course examines the role of politics and public policy in education, focusing primarily on policy models and frameworks, and their application to current policy issues in K-12 schooling utilizing a historic perspective. Students will study theoretical frameworks necessary for understanding public policy-making and the roles that research plays in the policy process. The curriculum includes local, state and federal education policy. (Spring) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6620 - Critical Pedagogy
3 Credit(s)
This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted. (Spring) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6630 - Democracy and Education
3 Credit(s)
This course will explore the connections between democracy and education. The focus will be on critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, individuals engaged in community development, adult educators, community organizers, and others involved in educational endeavors. Students will engage in study of a range of conceptions and understandings of democracy and analyze implications of these different conceptions of democracy for the practical work of education. (Summer) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6640 - Comparative Education
3 Credit(s)
This course is an international, cross-cultural examination and analysis of educational issues and reforms in P-16 education. General exploration of major theoretical and methodological issues in comparative and international education will be explored, with a primary focus on aspects of societies that impact the educational system, including, historical, economic, social, political, ethnic and religious forces as they relate to education. (Summer) [Graded (Standard Letter)]
Registration Restriction(s): None
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EDUC 6650 - Practitioner Research I
3 Credit(s)
This course builds upon the practitioner research proposal begun in EDUC 6000 - Principles of Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval. Advisor approval required and advisor will complete registration. (As Needed) [Pass/Fail]
Prerequisite(s): EDUC 6000 and advisor permission required - Prerequisite Min. Grade: B-
Registration Restriction(s): None
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EDUC 6652 - M.Ed. Portfolio Writing
3 Credit(s)
This course sets the criteria, strategies, and techniques for writing the M.Ed. Portfolio based on NBPTS standards and utilizing APA guidelines. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): EDUC 6030 and advisor permission required - Prerequisite Min. Grade: C-
Registration Restriction(s): None
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EDUC 6710 - Multicultural Education
3 Credit(s)
Examines the social and cultural conditions that influence education. Places emphasis on programs development to meet the needs of culturally diverse school populations. (Summer [As Needed]) [Graded (Standard Letter)]
Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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EDUC 6740 - School Law
3 Credit(s)
This course provides an introduction to legal foundations for public education, investigating district policy, state board rule, state and federal statutes, and case law. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6850 - Special Topics
1 Credit(s) 6 Maximum Credit(s)
With approval and direction of committee members(s), students may do independent research, or a project, related to their program of study. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Repeatable? Yes - Total Credits: 12
Registration Restriction(s): None
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EDUC 6853 - Special Topics
3 Credit(s)
With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Master of Education majors only
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EDUC 6854 - Special Topics
1 Credit(s) 5 Maximum Credit(s)
With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Master of Education majors only
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EDUC 6855 - Special Topics
5 Credit(s)
With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Master of Education majors only
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EDUC 6856 - Special Topics
6 Credit(s)
With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded (Standard Letter)]
Registration Restriction(s): Master of Education majors only
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EDUC 6898 - Admin/Supervisory Capstone - Elementary Internship
3 Credit(s)
Elementary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the elementary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the elementary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervision. Advisor approval required and advisor will complete registration. (As Needed) [Pass/Fail]
Prerequisite(s): Completion of School Leadership program coursework and advisor permission required
Repeatable? Yes - Total Credits: 12
Registration Restriction(s): None
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EDUC 6899 - Admin/Supervisory Capstone - Secondary Internship
3 Credit(s)
Secondary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the secondary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the secondary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervisor. Advisor approval required and advisor will complete registration. (As Needed) [Pass/Fail]
Prerequisite(s): Completion of School Leadership program coursework and advisor permission required
Repeatable? Yes - Total Credits: 12
Registration Restriction(s): None
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EDUC 6910 - 21st Century Master Teacher
3 Credit(s)
This course analyzes the characteristics of a “Master Teacher” in the 21st century. National standards, a synthesis of current research, and case studies provide the basis and background for the course. Advisor approval required and advisor will complete registration. (As Needed) [Graded (Standard Letter)]
Prerequisite(s): Advisor permission required
Registration Restriction(s): None
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EDUC 6920 - Ethics and Philosophical Foundations of Education
3 Credit(s)
This course provides a study of the philosophical foundations of American education as well as a theoretical and practical base from which educational leaders can make informed and ethical decisions in K-12 school settings. Multiple models and processes of critical and creative thinking will be examined and applied to current educational issues. (Fall, Spring) [Graded (Standard Letter)]
Registration Restriction(s): Graduate students only
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