500

This course offers educators and educational leaders a critical examination of artificial intelligence (AI) in K–12 and higher education. The course explores AI’s innovative potential to personalize learning and streamline administrative tasks, while also addressing its broader impact.  It will cover topics like bias, data privacy, misinformation, and intellectual property concerns. Students will engage in emerging and existing technologies that support instruction, literacy, leadership, and school operations. Through hands-on projects, discussions, and readings, participants will develop the skills to make informed ethical decisions about technology integration. Legal aspects of digital tools, including copyright and digital citizenship, are also covered. Emphasizing integrity in educational practice, the course prepares students to critically assess and lead the responsible use of AI in diverse learning environments. At the end of the semester, students will be equipped to ensure unbiased and thoughtful applications of AI that support the core values of teaching and learning. This course is recommended as the first course in the Reading Specialization, Educational Leadership, and Curriculum and Instruction programs.

A survey of children's literature and enrichment materials and the criteria for evaluating and selecting such materials as they relate to the needs, interests, and capabilities of children and young people.

This course examines current legal issues facing educational leaders. Specific areas studied include constitutional rights of students, legal aspects of discipline, tort liability, and special education law. Constitutional, federal and state law will be examined within each topic area.

Examines the pupil services component of educational administration. Includes components of student services administration, providing services for students with special needs, and the legal aspects of pupil services and special education.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. The historical perspectives of reading instruction, developmental programs and materials and specific reading skills needed at elementary and secondary levels will be the focus.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. Concerns the remediation and prevention of reading difficulties and appropriate placement and program planning for all students. Topics include intervention strategies and establishing and managing the literacy program.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. A study of the principles and methods of teaching reading and the appropriate match of students with materials and teaching strategies at the middle school, junior high and senior high levels.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading.  Designed to acquaint students with a variety of reading disabilities, their possible etiologies and initial diagnostic procedures. Strategies for identifying gifted readers and for measuring general reading achievement will be addressed.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. Emphasizes implications of current theory and results of research for the teaching of reading. Attention is given to issues and problems in the area of reading instruction. An action research project is planned and implemented during the semester. Current issues associated with reading education are also discussed.

Prerequisites: EDUC 517, EDUC 518, EDUC 519, EDUC 520 and EDUC 529 or permission of the instructor. The identification of disabled readers and appropriate prescriptive program planning will be emphasized. Includes the interpretation of initial screening results and subsequent recommendations. Instructional materials for individual and small group teaching will be developed and specific remedial techniques will be refined.

Prerequisite: EDUC 523 or permission of the instructor. This supervised practicum involves the continuous diagnosis of disabled readers and the planning and implementation of appropriate corrective/remedial programs. Three weeks are spent working with elementary age students. A seminar component is an integral part of the course. To be taken concurrently with EDUC 525.

Prerequisite: EDUC 523 or permission of the instructor. Supervised practicum involves the diagnosis of disabled readers and the planning and implementation of remedial appropriate to the content areas. Three weeks are spent working with secondary-age students. Taken concurrently with EDUC 524.

Prerequisites: EDUC 517, EDUC 518, EDUC 519 and EDUC 520. Examines effective school-wide literacy programs and the role the reading specialist/literacy coach plays in those programs.

This course examines the incorporation of blended learning strategies and tools in K-12 classrooms. The course explores a variety of texts and digital materials with a focus on differentiation and enrichment through the use of technology. Content is geared toward educators working with students with diverse learning and linguistic needs.

This course examines current research and accepted practices in mathematics leadership. It looks into general topics in leadership and explores leadership specific to mathematics education. Participants gain knowledge and skill as they plan for their future development as a leader in mathematics.

Prerequisites: EDMA 530 This course follows up the topics of Mathematics Education Leadership I, having participants apply current research and accepted practices in mathematics leadership in a 37.5 hour supervised practicum. Participants will work with a range of students and adult learners in a variety of professional development settings.

The dynamics of the family-teacher-child relationship with emphasis on the teacher's role as partner and counselor of children ages 3-12. Techniques for working with family and children will be evaluated and designed by the teacher.

A review and analysis of current research in early childhood and elementary education with emphasis on issues, emerging trends, and procedures essential to developing classroom programs for students.

An examination of modern elementary and middle school science and Science, Technology, Engineering and Mathematics (STEM) methods, curriculum materials and instructional strategies.

A consideration of the processes and topics of physical science that are most appropriate to teachers. An activity-centered STEM approach is utilized and Next Generation Science Standards for physical and Earth sciences are addressed.

A consideration of the processes and topics of biological relevant to elementary teachers. An activity-centered STEM approach is utilized and Next Generation Science Standards for life science are addressed.

An examination of modern elementary mathematics methods, Science, Technology, Engineering and Mathematics (STEM) curriculum, materials and instructional strategies.

A study of the teaching of numbers, operations, and algebraic thinking in elementary and middle schools. Focus areas include how students learn numbers, operations, and algebraic thinking.

A study of the teaching of geometry and measurement in elementary and middle schools. Focus areas include how students learn geometry and measurement.

Prerequisites: MATH 501 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing geometry in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating geometry with other disciplines.

Prerequisites: MATH 502 and or equivalent. May be taken concurrently.  Current research and accepted practices in teaching and assessing algebra in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating algebra with other disciplines.

Designed to develop skills, attitudes and understanding to enable the general early childhood, elementary and secondary classroom teacher to effectively educate learners with disabilities. Topics include least restrictive environment, educational planning, teaching techniques, student assessment, and classroom organization and management skills.

Classroom organization, climate, management and teaching techniques for students in general and special education settings; behavior modification, interaction techniques, self-management strategies and motivation strategies.

Historical and legal perspectives that led to PL 94-142 and subsequent legislation. Current issues in the field of special education; survey of disabilities, philosophical concerns, educational ramifications of legislation and innovative programming.

A study of curriculum goals and objectives, and the methods and materials to be used to meet the needs of diverse learners. Topics include learning processes and development of instructional programs in literacy and social studies.

Reading and/or research in a selected field. An approved title for the independent study must be submitted with the registration forms. Prerequisite: permission of the chair of the department. A maximum of 6 credits may be applied to a degree program. (1-3 credits per independent study)

A study of curriculum goals and objectives, and the methods and materials to be used to meet the needs of diverse learners. 

Prepares educators to become effective consumers of educational research, using a variety of tools and technology to locate and evaluate research documents. Topics include research design, methods of data collection and analysis, and development of a study proposal.

Examines leadership and organizational theory. Topics include the structure and dynamics of organizations, motivation and decision-making processes, group interactions, communication skills, and organizational dynamics.

Prerequisites: Completion of 21 credits in the M.S. in Mathematics Education program. Each project will focus on an idea that links mathematics to its teaching and learning. Independent reading and study, reflection, writing, and possible action research. The capstone is assigned a letter grade, which will reflect not only the quality of the final product, but also the student’s performance throughout the project.

Extends students’ knowledge, understanding and application of theories of child development and the teaching-learning-assessment process, and offers the student the opportunity to consider and apply the findings of educational, psychological and brain-based research and theory.

Examines educational philosophies and frameworks in the context of schools and communities. Topics include culturally relevant pedagogy, multicultural curriculum, and current issues related to teaching and learning in all classrooms.

Examines various approaches to curriculum development and evaluation. Topics include curriculum theories; processes and roles in curriculum planning; data use in curriculum planning; defining curricular goals and objectives; and the role of technology in curriculum and assessment.

Participants examine the literature on systemic change, with emphasis on models and strategies for use by school leaders to affect change at the individual, team, school and district levels.

This course examines educational supervision as a function of the school leader. Specific areas studied include classroom observation skills, conferencing skills, evaluation skills, and human relation skills. Students have the opportunity to practice supervisory skills in simulated and on-site applications.

Prerequisites: EDUC 583 and EDUC 586 or permission of instructor

A yearlong internship experience split across two semesters, with a practicing school principal for a range of administrative experiences. The culmination of the experience will result in the submission of an administrative portfolio to be evaluated by college faculty and, where possible, by a public school administrator. Includes class experiences, case studies, and real-life scenarios. A minim grade of B in the internship is required.

Prerequisites: EDUC 587A or permission of instructor

A yearlong internship experience split across two semesters, with a practicing school principal for a range of administrative experiences. The culmination of the experience will result in the submission of an administrative portfolio to be evaluated by college faculty and, where possible, by a public school administrator. Includes class experiences, case studies, and real-life scenarios. A minim grade of B in the internship is required.

Prerequisites: EDUC 578 and EDUC 586. This course examines administrative functions in the school business and personnel areas. Specific topics examined include revenue and budgeting; school maintenance and operations; comprehensive strategic planning; personnel recruitment, selection, induction and development; and appraisal of personnel performance.

Prerequisite: MATH 500 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing statistics and probability in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating statistics and probability with other disciplines.

Prerequisite: MATH 505 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing mathematical modeling in the secondary school. Focus on problem solving through mathematical modeling and mathematical reasoning, communication, and integrating mathematics with other disciplines.

Part one of a year-long action research course where educators identify a problem, develop research questions, review literature, plan appropriate methodology, and submit for research permissions. Research must be conducted in the educator’s own classroom or school or approved site with instructor approval.

Prerequisite: EDUC 597A or permission of program director

Part two of a year-long action research course where educators implement their proposed projects and collect, analyze, write about, and present their findings, limitations, reflections, and next steps. Research must be conducted in the educator’s own classroom or school, or other approved site with instructor approval.

The content and methods of such courses depend upon the interests of the faculty and students.