Secondary Education/Elementary Education Courses

ED/EL 535. CULTURAL AWARENESS FOR EDUCATORS 3 HRS. (Prerequisite, junior standing.) This course is designed to prepare students to effectively educate culturally, ethnically, racially different and differently able students. Major components are: to explore personal biases and methods of overcoming them; explore the basic principles underlying multicultural education and to develop appropriate teaching strategies, activities and materials; to adapt an evaluate curricula for use in culturally diverse, as well as homogenous, classrooms.

ED/EL 725. TEACHING READING TO DIVERSE LEARNERS 1 HR. This course is designed to help elementary, middle or secondary school teachers critically explore diversity issues to better prepare them to address the literacy needs of all learners. This course is also designed to help promote equality, equity, and excellence among all learners. The overall goal is helping elementary, middle, and secondary school teachers develop a deeper understanding of and respect for the multiple literacies that affect teaching and learning of the different homogeneous or heterogeneous students inside classrooms in the Midwest and across America.

ED/EL 743. SPECIAL STUDIES IN EDUCATION 1-3 HRS. (Prerequisite, consent of instructor.) To provide in-depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, evaluation of curriculum. Topics will vary from semester to semester.

ED/EL 744. SPECIAL WORKSHOPS IN EDUCATION 1-2 HRS. To provide in-depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, evaluation of curriculum. Topics will vary from semester to semester. This course is offered only by pass/no credit.

ED/EL/IT 805. RESTRUCTURING CLASSROOMS WITH TECHNOLOGY 2 HRS. (Prerequisite, IT 725 Foundations of Educational Technology or permission of IT 725 instructor.) This course is designed to prepare students to integrate diverse educational technologies in K-12 classrooms in ways that reflect a theoretical, research based, and practical understanding of the effective uses of technology. Course content will explore the role of educators as agents of reform, and progress relating to technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving. This course assumes the student is competent using the diverse technology outcomes outlined in IT 725, as this course is primarily concerned with integration and application.

ED/EL 806. ADVANCED STUDIES IN CURRICULUM LEADERSHIP 3 HRS. Students successfully completing this course will have conducted research or evaluative activities on some aspect of a field-based project associated with curriculum, instruction, or the assessment of student learning–or–will have created a field-based developmental program associated with the improvement of curriculum, instruction, or the assessment of student learning. Students will prepare a full report of findings (research/evaluation) or actions (developmental program), using accepted report formats (research) or a format agreed upon with the instructor (development) at the beginning of the course. Students may be required to share findings or actions with other graduate students in order to fulfill course requirements.

ED/EL 815. FOUNDATIONS OF CURRICULUM DEVELOPMENT, K-12 3 HRS. Investigation of acceptable curriculum practices and patterns in the modern elementary and secondary schools. Designated to assist experienced school personnel in obtaining an understanding of historic perspectives and present in influences, issues, and trends affecting curriculum in the schools of today with a view toward implementing programs of improvement in their own school situations.

ED/EL 833. FOUNDATIONS OF EDUCATION 3 HRS. A study of the philosophical, historical, and social foundations of American education with special attention to the interaction of school and culture. The student will be challenged to investigate the values of contemporary society, to review the historical and cultural antecedents of modern education, and to examine his/her own relationships to the institution of education and to the role and function of the teacher.

ED/EL 836. TOPICS AND ISSUES IN EDUCATION 1-3 HRS. The study of contemporary topics and issues of relevance to today’s educators. The instructor, guest presenters, and students will address and investigate current best practice, examine issues, and review recommendations for the improvement of education.

ED/EL 842. NATIONAL BOARD CERTIFICATION PORTFOLIO DEVELOPMENT 3 HRS. This course is designed to provide teachers with the basic requirements for portfolio development as designed by the national board for professional teaching standards (NBPTS). Students will have an opportunity to review and study the current portfolio manuals and standards document in their respective disciplines/developmental levels, and examine other relevant publications from the NBPTS. Students will also receive guidance and consultation that will be helpful in gathering and organizing the supportive professional documentation required for the NBPTS assessment procedures.

ED/EL 843. NATIONAL BOARD CERTIFICATION SCHOOL BASED PROJECT 6 HRS. (Prerequisite, ED/EL 842.) This course is for teachers who are candidates for advanced certification as designed by the National Board for Professional Teaching Standards (NBPTS). Provides professional support and guidance for teachers during trhe academic year they are completing the two components of the NBPTS assessment process--the school-site portfolio, and the written assessment center exercises.

ED/EL 853. RESEARCH PROBLEMS IN EDUCATION 1-5 HRS. (Prerequisite, permission to enroll must be approved by the chair of the division.) Under individual direction, the student will select and pursue the investigation of special problems.

ED/EL 855. THESIS, M.S. 1-6 HRS. (Prerequisite, permission to enroll must be approved by the chair of the division.) The thesis is designed for graduate students working toward the degree, Master of Science, and specializing in professional education.

ED/EL 865. ADVANCED THEORY AND PRACTICE IN TEACHING 3 HRS. A course uniting the research on instruction with practical applications by students. It is designed to provide educational leaders with data, information on trends, innovations, and solid teaching practices while focusing on the learner and the learning process.

ED/EL 872. HIGHER COGNITIVE QUESTIONING 2 HRS. This course is a mastery learning course designed to help teachers improve the quality of student responses to questions on analysis, synthesis and evaluation taxonomical levels. Specific questioning strategies are also presented.

ED/EL 874. ROLE PLAYING IN THE CLASSROOM 2 HRS. This course is a mastery learning course designed to help teachers acquire the skill of facilitating role playing as a teaching strategy in the classroom.

ED/EL 875. DISCUSSING CONTROVERSIAL ISSUES 2 HRS. This course is a mastery learning course designed to help teachers develop moderator skills and techniques for improving student participant skills in discussing controversial issues. Secondary.

ED/EL 876. ORGANlZlNG INDEPENDENT LEARNING: INTERMEDIATE LEVEL 2 HRS. This course is a mastery learning course designed to help teachers develop skills necessary to help a student learn independently. Focus is upon the learning contract.

ED/EL 878. DIVERGENT THINKING 2 HRS. This course is a mastery learning course designed to help teachers develop skills for facilitation of problem-solving through divergent-convergent techniques. Brainstorming, categorizing, setting of criteria and evaluation are covered.

ED/EL 879. CLASSROOM MANAGEMENT THROUGH POSITIVE REINFORCEMENT 2 HRS. This course is a mastery learning course designed to help teachers develop skills required to use positive reinforcement in the learning environment.

ED/EL 884. DETERMINING EDUCATIONAL GOALS 3 HRS. This course is a mastery learning course designed to develop competencies in the process of deriving curriculum and instructional objectives from an educational philosophy.

ED/EL 886. DESIGNING INSTRUCTIONAL PROGRAMS 3 HRS. This course is a mastery learning course designed to develop competencies in materials construction that facilitates individualized, criterion referenced instruction.

ED/EL 887. DEVELOPING AUTHENTIC ASSESSMENTS 2 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/EL 889. SELF AND INTERPERSONAL COMMUNICATION 2 HRS. This course is a mastery learning course designed to aid teachers in developing knowledge and skills of communication. Behaviors such as face-to-face communications, style of communication and group factors which affect communication are covered.

ED/EL 891. SUPERVISION OF INSTRUCTION 3 HRS. This course is a mastery learning course designed to help educators improve the process of supervision. Competencies are developed using clinical supervision models.

ED/EL 892. TEACHING/LEARNING MODELS 3 HRS. This course is a mastery learning course designed to examine the classroom application of modern learning and teaching models. Primarily cognitive learning theories (i.e., information processing, social, etc.) and teaching models that utilize cognitive theories (i.e., Hunter, Gagne, etc.) will be examined.

ED/EL 895. PRACTICUM IN CURRICULUM LEADERSHIP 1-3 HRS. (Prerequisite, any student who has completed all of the core courses and a total of at least 27 hours of program course work may enroll in practicum.) 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.

Last Updated April 17, 2007