FELLOWS COURSES
32 semester hours
ED 500 Foundations of Education (3)
This course lays the philosophical and conceptual foundations of the program. It encompasses a critical inquiry in the philosophical, historical and sociological foundations of education. This includes achieving an understanding of multiple historical, philosophical, and social foundations that apply to the education of all students, including young children, with and without special needs, and how these foundations influence current thought and practice.
ED 505 Educational Research (3)
The goal of this course is for the practicing teacher to become not only an informed consumer of research, but to achieve the foundations of conducting research. The course focuses on both quantitative and qualitative approaches to understanding and conducting research.
ED 510 Review of Human Development & Learning (2)
This course was designed to provide graduate students with a review of the knowledge base in human development and an introduction to some of the latest developments and research. Student’s cognitive, social, emotional, moral, and biological development will be studied. The course will emphasize ways to integrate developmental theory with pedagogy, in order to enhance the practicing teacher’s professional efficacy.
ED 511/512/513 Advanced Studies in Human Development, Learning, Exceptionalities and Mental Health (3)
Building upon the theories of human development and learning encompassed in ED 510, this course guides teachers in developing a deeper understanding of those theories and how they are applied to students in their classroom settings - elementary, middle child, or high school. More in-depth study of aspects affecting learning are studied, including multiple intelligence theory, research on the brain and learning, emotional intelligence, social-emotional learning and gender-based learning. Building on ED 510, mental health issues, exceptionalities, culturally-responsive teaching and trauma-informed care will be focal points for the course – all with the goal of helping teachers learn how to recognize and respond to learner differences and needs, and how to differentiate instruction for success.
ED 527 Addressing the Diverse Learner (3)
This course orients teachers to the range of diversity among learners. Diversities studied include cultural, racial, linguistic, gender-based, learning disabilities, special education, and various exceptionalities. The mental health of students and trauma-informed approaches are included.
ED 550/551 PROFESSIONAL DEVELOPMENT SEMINAR I & II (6)
The courses are designed as a seminar to allow for tailoring additional readings, assignments and discussion around issues that are germane to the cohort group of graduate students in the class. Further, this course is the forum for emphasizing the development of the teacher as a scholar practitioner. Foundational work on the written responses to the National Board for Professional Teaching Standards (NBPTS) will be also be part of these seminars.
ED 631 – Applied Principles of Curriculum & Assessment
The course aims to help each practicing teacher enhance the curriculum in his or her classroom in ways that are consistent with the school’s mission and with each teacher’s own goals. At the same time, the course will enhance the graduate student’s understanding of the latest thinking in curriculum design and instructional choice. Demonstrated understanding of constructivist theory, the application of developmental learning theories, integration of 21st Century Learning Goals and integration of state and national standards in curriculum design, instruction and assessment are central to the course.
ED 640 TEACHERS AS LEADERS AND FACILITATORS OF CHANGE (3)
Teachers are asked to lead in many ways. This course invites these practicing teacher to explore and develop a critical understanding of approaches, challenges and dimensions of leadership for teachers, illuminated through the professional literature and their own practice. Through research, reading, field study, and direct interaction with many kinds of school leaders, graduate students begin to construct possibilities for change in their professional lives, in their students’ lives and in their schools.
ED 645 MASTERS CAPSTONE PROJECT (3)
The master’s capstone project represents one component of the master’s examination for the proposed degree. Practicing teachers will develop one of their areas of interest during the course. This could involve taking an idea from the Educational Research course and exploring it in an actual study with ones’ students. It could involve designing a curriculum component that reflects the curriculum design principles studied during the program, and then teaching it. It could involve preparing application materials for National Board Certification or it could involve developing a piece for publication. The criteria are that the project further one’s academic scholarship, study and exploration; that it involves application; and that its results have a direct impact upon the professional practice of the graduate student.
ED 650 MASTERS SEMINAR (3)
This seminar, taken in the last semester of the program, provides a forum for bringing together the studies and experiences of each graduate student. During the seminar, each teacher works to complete the requirements for the master’s degree which include the capstone project, a written component that addresses the NBPTS Core Propositions, and an oral defense.