Department of Education and Teacher Preparation

Master of Science in Education - Course Descriptions

Core Courses

ED 501 Maps of Education: Tracing the Roots of Contemporary Public Education

A detailed study of the historical and philosophical roots of contemporary and public education. In light of the fundamental question of why do we educate children, this course examines the educational interplay of the State, community, family, and teaching professionals in different eras and the consequences, both intended and unintended, of legislative initiatives and educational reforms. 3 credits

ED 502 Educational Psychology: Theories, Learning, Development, and Teaching Practices

A study of the assumptions about learning and development that underlie various educational practices by acquainting students with different theories in both of these areas. It will provide students with opportunities to develop their problem solving skills in the context of education and psychology. Topics covered during the course will include development, learning theories, individual differences (in literacy development), problem solving, instructional objectives and methods, motivation, behavior management and the development of self-regulated learners, and assessment. 3 credits

ED 503 Research Methods

An examination of how educators can use both qualitative and quantitative methods of data collection and analysis to improve the learning experience of their students. The focus is on both conducting primary research and becoming skilled critical consumers of published educational research. These skills will be cultivated further in subsequent classes, all of which will prepare students to complete their Capstone Research Project successfully. 3 credits

504 Japanese Lesson Study I

The Japanese Lesson Study process is a tool that teachers can use to develop/improve lessons and units in any academic discipline. One cycle of the process involves teams of teachers collaboratively planning a lesson, implementing the lesson while other team members observe, and then engaging in a post-lesson discussion to garner feedback about how the lesson can be improved. This course will focus on providing the history, rationale, and documented effectiveness of lesson study as a teaching/professional development tool, as well as providing detailed instruction on how to engage in lesson study most effectively. As part of the course, candidates will form lesson study teams and collaboratively develop a lesson (ideally an interdisciplinary one) to be taught, observed, and discussed during the academic year. Candidates will share these lessons and their lesson study experiences in Japanese Lesson Study II, the second course in this sequence. 3 credits

ED 604 Culture and Inter-group Relations

Given the increasingly multicultural student population in American schools of the twentyfirst century, it is important for all educators to become sensitive to diverse cultural contexts, and to establish classroom climates in which all students feel they are welcome and that they have the ability to succeed. This course addresses a wide range of issues facing teachers in a multicultural society, and leads those enrolled in the course to draw parallels and contrasts between their own culture and a variety of other cultures 3 credits

ED 605 Differentiated Instruction in the Classroom

This course is based on the premise that all students can be successful. Participants study current research on the nature of differentiated instruction and consider various possibilities for application of this research in typical classrooms in both urban and suburban environments. Among other considerations, course content includes a definition of differentiated instruction as both learner and knowledge-centered, and an investigation of various strategies suggested by current research for differentiating both content and skills instruction. 3 credits

ED 675 Japanese Lesson Study II

Candidates in this course and those incoming candidates in Lesson Study I will be combined, and candidates in Lesson Study II will take on a leadership role. First, candidates in this course will share their lessons/lesson study experiences that took place during the academic year following their Lesson Study I course. That will be used as a springboard for these candidates and the instructors of this course to co-teach candidates in Lesson Study I about the lesson study process and how to conduct it. Lesson Study II candidates will split time between revising the lesson that they developed during the academic year and providing Lesson Study I candidates support and leadership as the new cohort engages in the lesson study process for the first time. Prerequisite course: Japanese Lesson Study I. 3 credits

Literacy Courses

ED 511 Language Development and Learning, including ELLs

The premise of this course is that all teachers are teachers of reading and writing. Participants learn language structures including orthography, morphology, syntax, semantics, and text structures. They apply this knowledge about the structure of the English language as they prepare lessons and units of study that integrate reading and writing with content instruction. Special attention is paid to teaching English language learners and students with reading weakness, as well as planning instruction based on current research pertaining to literacy. 3 credits

ED 608 21st Century Literacy

This course focuses on emerging technologies and their application to the teaching and learning of literacy in K-12 classrooms. Participants will learn how to teach digital literacy including topics such as cyber security, safety, and ethics, responsible electronic search techniques, and electronic classroom collaboration. They will also discover currently available technology to supplement literacy instruction and acquire the ability to assess the quality of the available technology. 3 credits

ED 627 Literacy Assessment

Participants in this course learn how to gather information about students' literacy skills in order to plan effective literacy instruction. They will learn how to administer and interpret formative and summative measures of phonological awareness, word identification, fluency, vocabulary, oral and reading comprehension, and written expression. Other topics include Curriculum Based Measurement, progress monitoring within Scientific Research Based Interventions, and alternative dynamic assessments. 3 credits

ED 678 Leadership in Literacy

In this course candidates consider why it makes sense for a classroom teacher to take responsibility for convincing colleagues of the need to acquire knowledge and skills related to teaching literacy as part of every discipline. In other words, they learn how to become agents of change in their communities (school, district, state, etc.). Some topics that will be examined include mentoring beginning classroom teachers in the integration of content and literacy instruction, forming learning communities focused on teaching literacy, networking (with other programs and leaders), disseminating/publishing ideas and materials, and learning how to search for/apply for funding. Additionally, candidates consider styles of leadership within a collegial climate, the strategies of goal setting, and the need to assess results and to celebrate successes. 3 credits

ED 680 Capstone Research Practicum, Literacy

Each candidate enrolled in this course will work with an advisor and will select a project related to literacy instruction in the general education classroom. After developing a hypothesis and determining procedure for carrying out research, the candidate will collect and analyze data with the intention of evaluating the hypothesis. Finally, the candidate will explain outcomes of the research practicum, and discuss implications of the outcomes for further research and literacy instruction. In addition to completing the research practicum, the candidate also will compose a reflective summary of the entire program in terms of its influence on the candidate's approach to literacy instruction. 3 credits

STEM Courses

ED 510 Introduction to STEM

This course seeks to answer two main questions"”What is STEM, and what is its purpose? Topics that will be considered include what the different STEM disciplines are, how the disciplines fit together, what engineering by design is and why it is important, strategies that support inquiry and problem-solving skills, and student-centered instructional methods used in STEM. Another focus of the course will include an emphasis on STEM jobs and careers, as well as why students should be choosing and preparing themselves for STEM-related fields, particularly those with underrepresented populations. 3 credits 3 credits

ED 607 Technology and Assessment in STEM

This course focuses on the various technological tools that can be used to enhance instruction and better evaluate student learning in STEM courses. Candidates will be introduced to various free and commercially available software as well as internet sources. These technological tools will bolster teachers' curricula (e.g., scientific modeling/ simulations, lesson plans at NASA"”for Educators), professional development, and ability to adaptively select formative and summative assessments to gauge student learning and inform subsequent instruction. 3 credits

ED 628 Reading, Writing & Special Populations in STEM

An overarching theme of this course is the importance of developing students' abilities to understand and clearly communicate STEM-related information (concepts, research, discoveries, etc.) both within and beyond the STEM classroom. Special attention will be given to the methods used to support students' understanding of the scientific method and how to closely read and write about primary research. Additionally, research-based strategies to assist the development of the aforementioned communication skills in special populations (e.g., students with reading disabilities) will be presented. 3 credits

ED 677 Leadership in STEM

This course occurs close to the end of the program and will help graduates to become agents of change in their communities (school, district, state, etc.). Some of the topics that will be examined include a review of local and non-local STEM programs as well as how to initiate a school/district STEM program (shaping policy and providing advocacy); provide professional learning for colleagues (mentor beginning STEM teachers, become a STEM instructional coach, help to form teacher learning teams); network (with other programs and leaders); disseminate/publish ideas, observations, and materials; and how to search for/apply for funding, to name a few. 3 credits

ED 680 Capstone Research Practicum, STEM

Each candidate enrolled in this course will work with an advisor and will select a project related to learning/instruction in STEM. After developing a hypothesis and determining a procedure for carrying out research, the candidate will collect and analyze data with the intention of evaluating the hypothesis. Finally, the candidate will explain outcomes of the research practicum, and discuss implications of the outcomes for further research and STEM instruction. In addition to completing the research practicum, the candidate also will compose a reflective summary of the entire program in terms of its influence on the candidate's approach to STEM instruction. 3 credits