Education

ED 743.  SPECIAL STUDIES IN EDUCATION 1-3 HRS.  To provide in-depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, and evaluation of curriculum.  Topics will vary from semester to semester.  Consent on instructor or department chair as needed prior to enrollment. 

ED 805. RESTRUCTURING CLASSROOMS WITH TECHNOLOGY 2-3 HRS. This course is designed to prepare teachers to integrate diverse educational technologies in K-12 classrooms in ways that reflect a theoretical, research based, and practical understanding of curriculum development and the effective uses of technology. Course content will explore the role of educators as agents of reform and progress regarding technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving.

ED 820. CURRICULUM LEADERSHIP: MODELS AND STRATEGIES 3 HRS. Students completing ED 820, Curriculum Leadership: Models and Strategies, will, as current or future educational leaders (teachers and administrators) explain and work effectively with the design and management of academic programs, grades K-12. They will interpret past, current, and emerging reform initiatives, and describe their intended impact on school curricula, teachers, and students. Students will also explain and demonstrate in simulated settings processes for creating, implementing, and managing local academic programs in the context of those reform initiatives.

ED 833. BELIEFS, VALUES & ISSUES IN EDUCATIONAL PRACTICES 3 HRS. Differing values and issues in education are addressed, as are the philosophical, historical, and social forces that create the issues.  Students will be challenged to investigate the historical and cultural antecedents of modern education, and to examine their own belief systems with regard to the institution of education and to the role and function of the teacher and the school leader.

ED 837. BRAIN-BASED LEARNING FOR EDUCATORS 2-3 HRs. Brain-compatible classrooms are brain-friendly places. They are classrooms in which the teaching/learning process is dictated by how the brain functions and how the mind learns. In brain-compatible classrooms or brain-based classrooms, the distinguishing feature is that these classrooms link learning to what is known about the human brain. These classrooms are set up with safe, stimuli-rich environments, and a balance between direct instruction for skill development and authentic learning that immerses the learners in challenging experiences. The brain-compatible classroom is specifically designed to teach for, of, with, and about thinking based on the emergent findings about how the brain works and how the mind remembers and learns.

ED 845. MEETING DIVERSE LEARNING NEEDS 2-3 HRS. This course is designed to help teachers better respond to the increasingly diverse needs of all learners to achieve maximum success in the mixed-ability classroom. This course will help teachers address students' individual needs in standards-based instruction.

ED 887. DEVELOPING AUTHENTIC ASSESSMENTS 2-3 HRS. This course focuses on authentic assessment as a means of equitable student evaluation. Students will differentiate assessment, evaluation, grading, and reporting. Approaches to assessment products, products, performances, processes, tests and student self-reflection and self-evaluation are explored in this course. Through triangulation students will create a balanced assessment plan for one course they teach. Participants will create rubrics for one summative assessment and observation instruments for use in evaluating processes. Students may choose to create instructions for portfolio assessment.

ED 895. PRACTICUM IN CURRICULUM LEADERSHIP 1-3 HRS. The purpose of this course is to provide the opportunity to the candidate to develop and demonstrate his/her abilities as a teacher-leader in one or more areas to be selected in collaboration with the university advisor and the practicum field supervisor from among the following topics: leadership in curriculum development and assessment or QPA development, leadership in faculty development, site-based council mamagement, leadership on school building leadership teams, etc. Student must complete majority of C & I program and secure advisor or department chair approval prior to practicum start date.

Last Updated January 16, 2008