Program Objectives
Through a combination of theory and practice, students develop leadership skills to assist them in team building, decision making, problem solving, communicating effectively, and planning and managing change. Courses in pedagogy introduce students to state-of-the-art practices that enable teachers to empower their students to be self-motivated, serious learners. Teachers improve their ability to become critical consumers of education research that explores teaching and learning. They become familiar with computer tools available for planning and instruction, use instruments for assessment and evaluation, and study approaches to curriculum design and course planning.
Students also devote serious study to expanding their intellectual and cultural horizons by means of coursework that focuses on social, cultural, and global dimensions of learning. They enlarge their capacity to identify and analyze challenges facing educators around the world and expand their awareness of and appreciation for differing cultural perspectives. In so doing, they cultivate skills necessary to teach effectively in an increasingly multicultural environment by becoming more aware of the diverse social and cultural contexts within which today's schools function.
Distinctive features of the 36-credit Program of Study include a multidisciplinary foundation, a focus on the professional development of classroom teachers, and scheduling options that include Saturday and evening courses during the school year, as well as intensive day classes during the summer. For students who prefer summer study only, an option is available which will permit degree completion in four consecutive summers.
The entire Program is offered on the Baltimore campus. In addition, at Southern Maryland Higher Education Center, Anne Arundel Community College, and the Eastern Shore Higher Education Center. Praxis Core and Praxis II examinations. In place of Praxis Core or Maryland accpeted test score.
Students seeking certification in both initial and advanced Programs need to pass Praxis Core and Praxis II examinations. In place of Praxis Core, Maryland will accept SAT scores of at least 1100 or ACT composite score of at least 24.
Master of Arts in Leadership annd Teaching
Curriculum (36 Credits)
Required Courses (18 Credits)
EDU-543 Reading, Analyzing and Interpreting Educational Research (3)
EDU-552 Global Perspectives in Teaching (3)
EDU-556 Technology for Instruction and Management (3)
EDU-557 Leadership Seminar I (3)
EDU-559 Leadership Seminar II (3)
EDU-567 Learning Theory and Practice (3)
Electives (18 Credits)
Choose six electives from the following areas:
Education (including technology and online courses)
English
History
Liberal Arts
The following are area of specialization for the Master of Arts in Leadership in Teaching:
Master of Arts in Leadership in Teaching: Administration and Supervision
This Administration and Supervision specialization helps transform classroom teachers into school administration leaders. Teachers will develop the ability to communicate, plan for and manage change in today’s dynamic multicultural environment. Certificate Programs also available.
Curriculum (36 Credits)
Required Courses
EDU-557 Leadership I (3)
EDU-567 Learning Theory and Practice (3)
EDU-543 Reading, Analyzing, and Interpreting Educational Research (3)
EDU-544 Educational Assessment (3)
EDU-556 Technology for Instruction and Management (3)
EDU-560 Legal Issues for Teachers and Administrators (3)
EDU-563 Curriculum Development (3)
EDU-569 Supervision: Empowering Teachers (3)
EDU-688 Practicum: School Administration and Supervision I (3)
EDU-690 Practicum: School Administration and Supervision II (3)
Select one of the following:
EDU-577 Internet in Teaching and Learning (3)
EDU-665 Digital Game Based Learning and Design (3)
EDU-676 Educational Applications of Multimedia (3)
Select one of the following:
EDU-552 Global Perspectives in Teaching (3)
EDU-553 Educational that is Multicultural (3)
Master of Arts in Leadership in Teaching: Digital Technology Leadership
Designed to develop technology leaders who are equipped to meet the digital needs of their schools or school system, the Digital Technology Leadership specialization provides opportunities to build practical skills as well as theoretical perspectives on administering an effective and safe technology infrastructure, as well as planning for technology integration and guiding implementation. To meet learners' needs and to embrace innovation, the Program of Study includes a variety of choices. Certificate Programs also available.
Curriculum (36 Credits)
Leadership Core
EDU-557 Leadership Seminar I (3)
EDU-560 Legal Issues for Teachers and Administrators (3)
EDU-563 Curriculum Development (3)
EDU-569 Supervision: Empowering Teachers (3)
EDU-543 Reading, Analyzing, and Interpreting Educational Research (3)
EDU-567 Learning Theory and Practice (3)
Technology Core
EDU-XXX Educational Leadership and Technology: Preparing School Administrators for the Digital Age (3)
EDU-665 Digital Game-Based Learning and Design (3)
EDU-609 Instructional Tools for Digital Learning (3)
EDU-619 Practicum in Educational Technology Integration (3)
EDU-608 Teaching the Digital Generation in the Globalized Age (3)
EDU-614 The Online Learning Environment: Design and Implementation (3)
Master of Arts in Leadership in Teaching: Library Media Specialist
Designed to broaden competencies in technology, decision-making, problem-solving and effective communication, the Library Media Specialist specialization prepares teachers to be leaders in the media field and to structure and manage today’s school library environment. Certificate Programs also available.
Curriculum (36 Credits)
EDU-557 Leadership Seminar I (3)
EDU-567 Learning Theory and Practice (3)
EDU-543 Reading, Analyzing and Interpreting Educational Research (3)
EDU-556 Technology for Instruction and Management (3)
EDU-575 Information Literacy Resources (3)
EDU-514 Organization of Information (3)
EDU-577 Internet in Teaching and Learning (3)
EDU-524 Adolescent Literature (3)
EDU-560 Legal Issues for Teachers and Administrators (3)
EDU-563 Curriculum Development (3)
EDU-512 School Library Administration I (3)
EDU-610 School Library Administration II (3)
Master of Arts in Leadership in Teaching: Mathematics Instructional Leader, PreK-6 or 4-9
Notre Dame of Maryland University’s specialization of Mathematics Instructional Leader, the first approved in Maryland, prepares elementary and middle school mathematics teachers to be mathematics instructional leaders. The Program of Study is based on NCATE and Common Core State Standards. Certificate Programs also available.
Students who have earned a Master's degree and desire to obtain and endorsement as a Mathematics Instructional Leader, Grades PreK - 6 or Grades 4-9, should take the following courses:
Mathematics Instructional Leader, Grades PreK-6
MAT-541 Number and Operations for Elementary School Educators(3)
MAT-542 Number and Relationships for Elementary School Educators (3)
MAT-543 Geometry and Measurement for Elementary School Educators (3)
MAT-544 Data Analysis and Probability for Elementary School Educators (3)
MAT-545 Patterns and Algebraic Thinking for Elementary School Educators (3)
MAT-546 Algebra for Elementary School Educators (3)
EDU-616 Practicum: Leadership in Mathematics Education (3)
EDU-567 Learning Theory and Practice (3)
EDU-583 Special Topics in Mathematics Education (3)
EDU-557 Leadership Seminar I (3)
EDU-543 Reading, Analyzing and Interpreting Education Research (3)
EDU-665 Digital Game Based Learning and Design (3)
Mathematics Instructional Leader, Grades 4-9
MAT-501 Number and Operations (3)
MAT-503 Fundamentals of Algebra (3)
MAT-507 Algebraic Functions (3)
MAT-521 Measurement and Geometry (3)
MAT-531 Data Analysis and Statistics (3)
MAT-532 Probability and Simulations (3)
MAT-533 Calculus (3)
EDU-557 Leadership Seminar I (3)
EDU-567 Learning Theory and Practice (3)
EDU-583 Special Topics in Mathematics Education (3)
EDU-543 Reading, Analyzing and Interpreting Education Research (3)
EDU-616 Practicum: Leadership in Mathematics Education (3)
Master of Arts in Leadership in Teaching: Literacy Specialist/Coach (Reading Specialist)
The Literacy Specialist/Coach (Reding Specialist) specialization is designed for elementary and secondary certified teachers who want to expand their knowledge of literacy theory and practices to become literacy leaders in K-12 settings.
Certificate programs also available.
Curriculum (36 Credits)
EDU-557 Leadership Seminar I (3)
EDU-567 Learning Theory and Practice (3)
EDU-543 Reading, Analyzing, and Interpreting Educational Research (3)
EDU-556 Technology for Instruction and Management (3)
EDU-586 Techniques of Teaching Reading and Writing to Students with Limited English Proficiency (3)
EDU-612 Remedial Reading Instruction for Classroom and Clinical Settings (3)
EDU-618 Resource Role of the Reading Specialist (3)
EDU-629 The Roles of the Literacy Coach (3)
EDU-691 Practicum: Application of Remediation in a Clinical Setting (3)
EDU-542 Instruction in Reading (required for secondary teachers) (3) OR
EDU-551 Teaching Reading and Writing in Content Area II (required for elementary teachers) (3)
Electives (3 Credits)
Prerequisites - Elementary:
EDU-509 Processes and Acquisition of Reading (3)
EDU-510 Elementary Reading Materials (3)
EDU-511 Assessment of Reading (3)
EDU-542 Instruction of reading (3)
Prerequisites - Secondary:
EDU-580 Teaching Reading and Writing in Content Areas I (3)
EDU-551 Teaching Reading and Writing in Content Areas II (3)
Master of Arts in Leadership in Teaching: Spanish
The Master of Arts in Leadership in Teaching: Spanish specialization offers a foundation at the graduate level in Hispanic linguistics and literature while deepening the classroom teacher’s understanding of the interrelated nature of the Spanish language and Hispanic culture within today’s global society.
Curriculum (30 credits)
EDU-557 Leadership Seminar I (3)
EDU-567 Learning Theory and Practice (3)
EDU-543 Reading, Analyzing and Interpreting Educational Research (3)
EDU-544 Educational Assessment (3)
EDU-676 Educational Applications of Multimedia (3)
LSP-560 Advanced Oral Communication in Spanish (3)
LSP-528 Spanish Linguistics (3)
LSP-530 Perspectives on Spanish as a World Language (3)
LSP-559 Contemporary Hispanic World
LSP-501 Advanced Methods of Teaching Spanish
Elective Courses
LSP-501 Topics in Spanish: Magical Realism (3)
LSP-510 Survey of Masterpieces of Latin American Literature (3)
LSP-542 Mexico, Central America and the Caribbean: Literature and the Arts (3)
LSP-522 Survey of masterpieces in Peninsular Literature (3)
LSP-524 Survey of the Spanish Novel (3)
LSP-532 Contemporary Spain: Literature and the Arts (3)
LSP-501 Topics in Spanish: Hispanic Women’s Voices in Film and Literature (3)
LSP-526 Hispanic Women Writers (3)
Master of Arts in Leadership in Teaching: STEM
Responsive to Maryland’s statewide initiatives that identify Science, Technology, Engineering and Math (STEM) as priority content areas, this specialization provides content and methodology for teachers in STEM disciplines.
Curriculum (36 Credits)
PHY562-Physical Science for teachers (3)
EDU 583 Special Topics in Mathematics Education(3)
PHY 561-Earth and Space Science for teachers(3)
EDST-506 Introduction and Exploration of Design, Technology, and Engineering: Content and Instruction Strategies (3)
ENV 560- Sustainability for Teachers (3)
EDST502 Application of design, Technology and Engineering: Content and Instruction (3)
EDST507 Technology for STEM educators(3)
EDU 567 Learning Theory and Practice(3)
EDST504 STEM Curriculum Development (3)
EDU 557 Leadership Seminar I (3)
EDST 503 Practicum: STEM for Teachers(3)
Electives (1)
*ENV 561 Methods of Teaching Interdisciplinary Environmental science(3)
*ENV 562 Exploring the Local Environment Field Study(3)
*EDST 505 Methods for Teaching STEM in the Early Childhood Classroom (PreK-2) (3)
BIO-560 Biology for Teachers Grades K-8
This course presents an introduction to fundamental concepts and practical applications of biology. Students will learn engaging, inquiry based strategies to explore matter, energy, and organization in living systems; cellular biology; the molecular basis of heredity; and mechanisms for evolution. Mathematical content and skills are integrated throughout. [ 4 credits ]
CHM-560 Chemistry for Teachers Grades K-8
This course presents an introduction to fundamental concepts and principles of chemistry. Chemitry content includes chemical bonding, properties, and reactions; atomic and molecular structure; states of matter and solutions; basic thermodynamics and kinetics; acids and bases; and descriptive and quantitative aspects of chemistry appropriate for educators in grades K-8. Mathematical content incorporated includes: study of patterns, functional relationships/graphing, expressions, equations, inequalities, and variables. [ 3 credits ]
EDST-500 Introduction to Design, Technology and Engineering Content and Instructional Strategies for K-8 Educators
This course will introduce teachers to the content, skills and instructional strategies associated with disciplines of Design, Technology and Engineering Education. Through instruction and direct experience, participants will develop knowledge and skills related to: (1) "technology" as processes, knowledge and skills focused on meeting human needs and wants; (2) "engineering" as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes; (3) "design" as a creative and innovative process that lays the basis for the making of all objects or systems. [ 3 credits ]
EDST-501 Exploration in Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators
This course will extend teacher knowledge in the areas of Design, Technology and Engineering. Through instruction and direct experience, participants will develop, extend and apply knowledge and skills related to: (1) Design as a creative and innovative technological process; Technology as processes, knowledge and focused on meeting human needs and wants; (3) Engineering as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes. [ 3 credits ]
EDST-502 Application of Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators
This course will focus on teachers' application of the content base for Design, Technology, and Engineering (DTE) as educational instructional areas. Participants will apply the application of science, technology, and math knowledge and skills, through the construction of original operating models, products, systems and environments that demonstrate solutions to problems. Prerequisites: In addition to EDST-506, any two of the following courses: PHY561, PHY 562, ENV 561. [ 3 credits ]
EDST-503 Practicum: STEM for Teachers Grades PreK-8
The practicum is the capstone experience of the STEM Instructional Leader Masters Program. It is a field-based experience that mirrors the integrative goals of the MSDE STEM standards of practice. During this Practicum, students will be challenged to put into practice a thoughtful and effective vision of STEM education. Through direct supervision by program faculty and seminar class meetings, students will have the opportunity to work closely on a project that pulls together their various experiences in the program and applies them in an authentic educational contect. During this time, students will be asked to think about the variety of factors that shape their work as STEM educators, and they will make specific plans for their ongoing professional development. [ 3 credits ]
EDST-504 STEM: Curriculum Development and Implementation
This course presents teachers with the fundamentals to enact a STEM curriculum. The course focuses on using an integrated approach to implementing STEM standards of practice into pre-existing curriculum as well as designing new curriculum which incorporates Next Generation Science Standards, Common Core Standards and Maryland State STEM Standards of Practice. This will be a highly interactive course where teachers will engage in numerous activities and discussions as they progress through an exemplar STEM unit. This course should be taken at the end of the Program of Study prior to the practicum. [ 3 credits ]
EDU-509 Processes and Acquisition of Reading
Sets forth an interdisciplinary view of the foundations of reading and writing and the development and acquisition of literacy. The class addresses theories in such fields as linguistics, cognitive psychology and child development as they are seen in language and literacy development of the emerging elementary reader/writer. The course examines the history of various instructional methodologies and the research documenting their effectiveness. The class reviews current approaches to all parts of the acquisition of literacy, such as direct instruction of phonics, whole language, language experience, literature-based curricula and the writing process. [ 3 credits ]
EDU-510 Elementary Reading Materials
Exposes teachers to a variety of quality texts and other media, fiction and non-fiction for use in the elementary classroom, across the curriculum. Criteria for selecting and evaluating materials and strategies for use in all areas of instruction, with attention to student and text diversity issues will be explored. [ 3 credits ]
EDU-511 Assessment of Reading
Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing. Students will learn how to administer, score and interpret the results of various assessments. Instructional decisions regarding the educational program of the child will also be examined. [ 3 credits ]
EDU-512 School Library Administration
Presents the four roles of the school library media specialist as described in information power: instructional partner, teacher, information specialist and program administrator. The topics include organization, collection development, standards, leadership, curriculum, technology, program planning, facilities and management principles. [ 3 credits ]
EDU-514 Organization of Information
Examines the organization of information resources in a school library media center. Topics include retrieval tools, encoding standards (MARC, SGML) classification theory and principles of organization of information. [ 3 credits ]
EDU-524 Topics in Education
Students examine selected issues in education. Topics change to reflect developments in the field. [ 3 credits ]
EDU-542 Instruction in Reading
Reviews current research findings related to integrated language arts instruction and their impact on classroom practices in schools. Numerous strategies and methods to develop and enhance the elementary student's reading, writing, listening and speaking skills are explored. A variety of management techniques will be discussed. [ 3 credits ]
EDU-543 Reading, Analyzing and Interpreting Educational Research
Provides an interactive learning environment that will enable students to acquire knowledge, skills and abilities required for the analysis, interpretation and evaluation of educational research. In addition, the course will enable students to cultivate the skills necessary for engaging in their own creative and meaningful research. [ 3 credits ]
EDU-544 Educational Assessment
Focuses on student assessment and the relationship of assessment practices to instructional decisionmaking. Students will consider, analyze and apply a variety of approaches for interpreting individual and group behavior based on relevant research and best practices. Traditional assessment techniques, using standardized and criterion instruments, will be explored, as well as direct performance and portfolio assessments. Both classroom and clinical practice assessment strategies will be explored. [ 3 credits ]
EDU-551 Teaching Reading and Writing in the Content Areas Part II
Provides an advanced study of how to teach reading and writing to all students using motivating and accessible texts. Participants analyze literacy (the reading and writing process) to understand how levels of literacy are not absolute. Literacy is relative and depends on the diverse culture, language, background experiences, and skills of the reader and the kind of text presented. Participants learn how to informally assess their students' levels of literacy and analyze texts for level of readability. Various reading and writing approaches and strategies in the content areas are modeled and demonstrated in class by the instructors and the participants. Participants learn how reading and writing are social acts of communication as they work together in this class discussing their own reading and writing. Participants compile a variety of texts (including materials for computer use) in the content areas in order to meet the needs of all of their students. [ 3 credits ]
EDU-552 Global Perspectives in Teaching
Encourages an open inquiry into the nature of global education as a means to prepare students for intelligent participation in the contemporary world. Classroom materials and techniques are used to explore global issues, such as hunger, poverty, the environmental crisis, international development and world peace. Integrates content with pedagogy. [ 3 credits ]
EDU-553 Education That Is Multicultural
Investigates the role of education in an increasingly pluralistic society and interdependent world. Students explore the nature of education which promotes recognition, understanding, and acceptance of individual uniqueness, interdependence, and cultural diversity within a pluralistic society. A variety of approaches to multicultural educational reform are addressed. Includes discussion of both theory and practice. [ 3 credits ]
EDU-556 Technology for Instruction and Management
Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the instructional needs of students. The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [ 3 credits ]
EDU-557 Leadership Seminar I
Analyzes various models of leadership and explores societal and personal assumptions about leadership. Students investigate key elements of effective leadership and raise questions from several cultural viewpoints. Participants will be encouraged to integrate and apply diverse leadership perspectives in order to enhance their leadership abilities and strengthen their capacity to lead as educational professionals. [ 3 credits ]
EDU-560 Legal Issues for Teachers and Administrators
Surveys the fundamental legal principles and issues which affect public and private education. They will become acquainted with the American legal process and basic legal terminology. Using the case study approach to contemporary education law, students will become familiar with the diversity of legal issues that affect educators' professional lives. [ 3 credits ]
EDU-563 Curriculum Development
Considers the forces driving quality curriculum development. This course examines how different groups, issues, ideologies and research have influenced what and how children have been taught historically. Attention will be focused on recent reform literature directed at schools and its likely impact on curriculum. Current political, economic, demographic and academic trends will be studied. The process for curriculum design will be examined and applied as students develop a sample guide using the class as a workshop group. The course concludes with an analysis of future curriculum needs and the role of educators in bringing about needed changes. [ 3 credits ]
EDU-567 Learning Theory and Practice
Evaluates theories of learning from cognitive, physiological and affective perspectives as a basis for effective instructional practice. Research into the theoretical basis for learning and higher level thinking skills is applied to educational planning, implementation, and evaluation. [ 3 credits ]
EDU-569 Supervision: Empowering Teachers
Examines the developmental supervisory approach for teachers and support staff. Key elements of effective supervision are investigated and applied to school situations through reading, exercises, and videos. Knowledge of adult learning, interpersonal skills, and alternative supervisory practices according to varying developmental levels are stressed. Empowerment can be a motivational tool and lead to increased performance. Thus, strategies for empowering teachers and support staff are included in this course as a key requirement for supervisors. [ 3 credits ]
EDU-577 Internet in Teaching and Learning
Explores the use of the Internet in the K-12 environment and how it impacts both student learning and teacher professional growth. The course will include an in-depth study of such topics as Web quests, research modules and telecollaborative projects. Students will create Web pages and learn about listservs. The course will also explore how some educators are using emerging technologies such as blogs and wakes in the classroom. Integrating resources into the school's curriculum with an emphasis on investigating how this will change teaching will be a major focus. [ 3 credits ]
EDU-580 Teaching Reading and Writing in the Content Areas Part I
Presents the conceptual framework and methodology for teaching reading and writing at the secondary level. Emphasizes the holistic and developmental nature of reading/writing/learning processes. Explores literacy as a cultural, sociological phenomenon. Includes techniques for skill assessment and development in the oral and language areas of speaking and listening and in the written language areas of reading and writing. Emphasis is on language skill refinement across the curriculum as well as strategies for students with varying learning styles and needs. Explores the interactive nature of reading, the reading/ writing connection and ways to integrate literature within the various disciplines across the curriculum. Discusses the teacher role in developing independent learning strategies and literacy for life. Includes preparation of lesson plans, activities and materials as well as strategies for organizing and managing literacy instruction in the content areas. [ 3 credits ]
EDU-583 Special Topics in Mathematics Education
This course will examine effective instruction in the elementary and middle school mathematics classroom. Instruction will focus on studying how students learn mathematics and the pedagogical knowledge specific to mathematics teaching and learning. Candidates will analyze the mathematical thinking of students, integrate technology into mathematics instruction, and support a positive disposition toward mathematical processes and mathematical learning. The National Council for Teachers of Mathematics (NCTM) Standards, Maryland Common Core Curriculum including the Standards for Mathematical Practices, and the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments will be addressed. Problem solving approaches, authentic tasks, and active learning strategies will be included. This is web-assisted course in which participants will use various websites for the completion of some assignments. [ 3 credits ]
EDU-586 Techniques of Teaching Reading and Writing to English Language Learners
Familiarizes students with the approaches,
methods and techniques appropriate for the
teaching literacy skills to English Language
Learners (ELLs). Special topics such as
language-specific rhetorical styles and
integration of reading and writing in the content
areas will also be discussed. Students evaluate
and design appropriate classroom materials.
[ 3 credits ]
EDU-610 Practicum II: School Library Media Specialist
The course is the second phase of the year-long internship in library media specialist. This course is designed as a culminating experience for students preparing for Library Media Specialist Certification. The course blends leadership theory with practice and focuses on the ongoing professional growth and development of students by assisting them to improve skills, techniques and behaviors which are related to effective school library medial specialists. [ 3 credits ]
EDU-612 Remedial Reading Instruction for Classroom and Clinical Settings
Researches, examines and implements a variety of remediation techniques in classroom and/or clinical settings. The course includes study of factors that influence reading success and that lead to an effective remediation program. Participants analyze individual student's strengths and needs in order to identify recommended remediation practices. [ 3 credits ]
EDU-616 Practicum: Leadership in Mathematics Practicum
This course will provide students experiences in mathematics leadership. The candidate will work under the supervision of a building administrator and will function as a mathematics leader in the building. During class, candidates will define the role of a mathematics leader, learn about models of professional development and identify strategies for improving student achievement in mathematics. In the practicum, candidates will be responsible for planning, implementing professional development opportunities for faculty members and develop a program that will involve families in the mathematics education program. Candidates will learn about the Maryland Common Core State Curriculum, Standards for Mathematical Practices, and PARCC assessments (as they become available). This is a hybrid course in which participants will meet for five in-class sessions and participate in five online classes. [3 credits]
EDU-618 Resource Role of the Reading Specialist
Evaluates roles and responsibilities of the reading specialist as an instructional leader in schools and school systems. The course addresses such curricular and instructional issues as research-based teaching strategies, grouping practices, and formal and informal assessments. Participants review and analyze these issues for their usefulness and appropriateness for implementation in schools and school systems. Participants also explore the human dimensions of the reading specialist's responsibilities with regard to the ARD process and relationships with parents/guardians, community groups, administrators, teachers and specialists within instructional structures and with experts in the field whose work may contribute to enhancing student reading skills. The course prepares the reading specialist to be a colleague and consultant to classroom teachers as well as a resource person for disseminating state, local and professional initiatives related to reading instruction. The reading specialist is also prepared to be a participant in program and staff development, an effective communicator of goals and programs for all constituencies, and an academic resource equipped to pioneer, foster, support, guide and assess the principles, methods and procedures that will improve reading instruction throughout a school and/or school system. [ 3 credits ]
EDU-629 Roles of the Literacy Coach
Assists reading specialist/ literacy coach candidates in examining the roles and responsibilities of the reading coach as learner, researcher, peer model, and supervisor of school-based literacy instruction. Participants examine the relationship of the reading coach to the reading specialist and the faculty/staff members of the learning community. Special emphasis will be placed on working with the adult learner to support teachers in understanding, implementing and evaluating grade level and subject area instruction. Assignments will involve in-class and field experiences that provide practice with coaching techniques. All areas of study will be linked to the standards for the literacy coach set forth by the International Reading Association. [ 3 credits ]
EDU-665 Digital Game-Based Learning and Design
The evolution of information and communication technologies has fundamentally shifted how people, big business, and governments communicate and conduct business. The modern world is experiencing disruptive innovation, however, schools and higher education institutions have not experienced the same philosophical and technological shift as the rest of the world. Many of the pedagogical practices and instructional resources have remained unchanged for far too long. Learners entering the globalized workforce are ill-prepared. In essence, schools must prepare learners for their futures, not our past. In this course, learners will explore merging issues related to teaching, learning and assessment in the 21st century. They will explore the pervasive nature of disruptive innovation and identify the essential skills needed by students to survive in the new workforce. [ 3 credits ]
EDU-676 Educational Applications of Multimedia
Provides an introduction to designing and planning multimedia projects in the K-12 setting through collaborative inquiry. Topics to be introduced include storyboarding, conferencing, video editing and incorporating multimedia elements into selected software programs. Students will read some of the latest research covering the impact of multimedia development on student achievement. [ 3 credits ]
EDU-688 Practicum: School Administration and Supervision Part I
Begins the first phase of a year-long internship in school administration and supervision. This course blends leadership theory and practice and focuses on the ongoing professional growth and development of students by assisting them to improve leadership skills, techniques and behaviors that are related to effective school leadership. Students participate in an in-school practicum experience with their assigned administrators. Specific experiences will address various dimensions of effective school leadership (visionary leadership, instructional leadership, organizational leadership, community leadership, ethical leadership and political leadership). A seminar class complements the in-school practicum experience. Seminar readings and discussions focus on the conceptualization, planning, and management of innovation and change. Students are required to develop an analytic project in which they identify a particular problem and plan an effective strategy. Students are supervised, assessed and evaluated by a college supervisor and a school administrator. Prerequisite: 21 completed credits. [ 3 credits ]
EDU-690 Practicum in School Administration and Supervision Part II
Initiates the second phase of the year-long internship in school administration and supervision. This course is designed as a culminating experience for students preparing for Administration and Supervision Certification. The course blends leadership theory with practice and focuses on the ongoing professional growth and development of students by assisting them to improve leadership skills, techniques and behaviors which are related to effective school leadership. Students participate in an in-school practicum experience with their assigned administrators. Specific experiences are planned to enable the student to gain direct experience of the administrator's roles in the daily operation of a school. Specific experiences will address various dimensions of effective school leadership (visionary leadership, instructional leadership, organizational leadership, community leadership, ethical leadership and political leadership). This internship is taken following the successful completion of
EDU-688 Practicum: School Administration and Supervision Part I. Students are supervised, assessed and evaluated by a college supervisor and a school administrator. Prerequisites:
EDU-688 with a minimum grade of B. Permission of the chair of the education department. [3 credits ]
EDU-691 Practicum: Application of Remediation in a Clinical Setting
Structures the culminating experience for students preparing for Reading Specialist Certification. The course requires students to integrate theory, research and application in an in-school practicum setting under the direction of the local school-based reading specialist and the College supervisor. Each intern works directly with three to six identified students. During this experience, interns apply and reflect upon various literacy assessment techniques. Interns plan and implement research based, effective and meaningful remedial plans based on students' strengths and weaknesses. Prerequisites: Successful completion of EDU-511 and EDU-612. [ 3 credits ]
ENV-560 Sustainability for Teachers Grades K-8
This course is designed as a capstone content course that will integrate knowledge from all other STEM courses. Sessions provide an overview of content that focuses on the interactions among the physical, chemical, biological, political and social forces which impact the environment. Content will be delivered in ways K-8 teachers will be able to implement in their classrooms. [3 credits]
LSP-501 Topics in Spanish
Studies a central topic in linguistics, culture or literature. Course may be repeated for credit as topics change. Recent topics have included Hispanic Women?s Voices in Film, Sociolinguistics, Spanish dialects and magical Realism in Literature and Film. [ 3 credits ]
LSP-510 Survey of Masterpieces of Latin American Literature I
Highlights literary movements from its inception to 1800. Focuses on developing students knowledge of literary forms and movements from the first indigenous works on record to the appearance of Western hemisphere literature in Spanish. Students will develop the technical vocabulary needed to describe and debate literary issues. Four basic literary genres remain the center of discussion: narrativa, poes?a, drama y ensayo. [ 3 credits ]
LSP-522 Survey of Masterpieces in Peninsular Literature
Provides a survey of Spanish literature from the first vestiges in the vernacular to the modern novel. Genres include theater, poetry, drama, essay, short story and the novel. [ 3 credits ]
LSP-524 Survey of the Spanish Novel
Surveys the development of the Spanish novel from the Quijote to modern novelists. Examines most literary movements and styles. [ 3 credits ]
LSP-526 Hispanic Women Writers
Focuses on major female Spanish-language authors throughout history. Incorporates scholarship by and about women. Explores women writers from both Spain and Latin America and their place in the literary canon. Studies a variety of literary genres and styles. [ 3 credits ]
LSP-528 Hispanic Linguistics
Surveys language and studies how language works. Discusses the social, phonological, morphological, syntactic, semantic and pragmatic aspects of Spanish as a language system. Introduces students to language variation, phonetic transcription, phonemes, morphemes, syntactic order, linguistic change, dialects of Spanish and Spanish as a phenomenon in the United States. [ 3 credits ]
LSP-530 Perspectives on Spanish As a World Language
Looks at Spanish as a world language that permits variation among its various dialects. Emphasizes linguistic and sociolinguistic phenomena throughout the history of Spanish that continue to be present. Students will gain an understanding of what underlies the difference among dialects of Spanish in today's world. [ 3 credits ]
LSP-532 Contemporary Spain: Literature and the Arts
Explores literature, art, film, music and sculpture as a means of gaining an understanding of Spain today. Journeys through the past to discern the various cultural, religious and academic movements that have helped shape today's Spain. [ 3 credits ]
LSP-542 Mexico, Central America and the Caribbean: Literature and the Arts
Explores literature, art, film, music and sculpture as a means of gaining an understanding of Central America and the Caribbean. Journeys through the past to discern the various cultural, religious and academic movements that have helped shape the various countries in this region. [ 3 credits ]
LSP-559 Contemporary Hispanic World
Focuses on global issues and concerns from the perspectives of various Spanish-speaking populations in the world today. Through guided research and the use of authentic print and multimedia materials, students will explore notions of "Hispanic" culture and worldviews, as they analyze issues of global importance from multiple cultural perspectives. [ 3 credits ]
LSP-560 Advanced Oral Communication in Spanish (Praxis Prep)
Focuses on oral and written language production, including a study of phonetics as a means of understanding non-native utterances. Students can expect to increase their technical vocabulary in Spanish, to understand the system of Spanish as a whole and to review advanced grammatical forms. Prepares students to take the Praxis exam for certification in Spanish. [ 3 credits ]
MAT-501 Number and Operations for the Middle School Educator
An integration of the study of the rational numbers with reflection on the teaching and learning of arithmetic concepts in the spirit of the NCTM?s Principles and Standards of School Mathematics. Mathematical content includes rational numbers and their fundamental algorithms, the place of the rational numbers in the real number system, scientific notation as a means of expressing very large and very small numbers and number theory topics appropriate for the middle school. [ 3 credits ]
MAT-503 Fundamentals of Algebra for the Middle School Educator
An integration of the study of algebra and its applications to the world around us with reflection on the teaching and learning of algebraic concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content focuses on basic algebraic concepts including signed numbers and their operations, problem solving, quantitative and qualitative graphs, proportional reasoning, linear functions, and functions defined by tables and graphs. Algebra is presented as the study of patterns, as a symbolic language, as a tool for problem solving, and as a way of modeling and understanding the physical world. Graphing calculators are used throughout the course. [ 3 credits ]
MAT-507 Algebraic Functions for the Middle School Educator
An integration of the study of algebraic functions and their applications to the world around us with reflection on the teaching and learning of algebraic concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content focuses on the function concept, function notation, function definition by equation, table and graph, rates of change, linear, quadratic and exponential functions and their applications. Graphing calculators are used throughout the course to explore functions and their properties numerically and graphically. Prerequisite:
MAT-503 Fundamentals of Algebra for the Middle School Educator. [ 3 credits ]
MAT-521 Geometry and Measurement for the Middle School Educator
An integration of the study of geometric shapes, spatial reasoning, and measurement with reflection on the van Hiele framework and the NCTM's Principles and Standards of School Mathematics. Mathematical content includes two-and three-dimensional shapes and their properties e.g. congruence, similarity and symmetry, spatial reasoning and transformations, the measurement process and techniques. Interactive software will be used in the exploration of these topics. [ 3 credits ]
MAT-531 Data Analysis and Statistics for the Middle School Educator
An integration of the study of data analysis and statistics with reflection on the teaching and learning of data analysis in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content includes experimental design and data collection, displaying data, exploring and interpreting data, measures of center and spread, ways to investigate the association between two variables and misuses of statistics. Graphing calculators and spreadsheet software are used throughout the course. [ 3 credits ]
MAT-532 Discrete Mathematics and Probability for the Middle School Educator
An integration of the study of discrete mathematics (sets, logic, counting) and probability with reflection on the teaching and learning of these concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content includes sets and their operations, logical connectives and quantified statements, types of mathematical arguments and proofs, counting techniques, the probability of simple and compound events, sample spaces, probability distributions, and the use of simulations to generate data for determining probabilities and to test conjectures. Graphing calculators are used throughout the course. [ 3 credits ]
MAT-533 Calculus for Middle School Educators
An integration of the study of calculus and its connections to the middle school curriculum with reflection on the teaching and learning of these concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematics content includes sequences and series, functions, differentiation, integration and applications. Graphing calculators are used throughout the course. [ 3 credits ]
MAT-541 Number and Operations for Elementary School Educators
An integration of the study of the whole numbers and the integers with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Mathematical content includes place value, estimation, conceptual underpinnings of the conventional computational algorithms for whole numbers and extending these ideas to the integers. Early number concepts, how students develop number sense, how to judge when student-developed procedures are mathematically sound, common misconceptions and how to address these misconceptions are integral to this course. [ 3 credits ]
MAT-542 Number and Relationships for Elementary School Educators
A continuation of Number and Operations for Elementary School Educators extending the ideas developed for whole numbers and integers to the rational numbers (represented as fractions and decimals) and the behavior of units under the four basic operations. Mathematical content also includes ratio and proportion as well as basic concepts of number theory. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [ 3 credits ]
MAT-543 Geometry and Measurement for Elementary School Educators
Mathematical content focuses on the development of visualization skills, familiarity with basic shapes, their properties, and the relationships between them (e.g., transformations, similarity and congruence), the communication of geometric ideas, the process of measurement, and working with length, area and volume. The mathematical content is integrated with the approach to the teaching and learning of these concepts found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Reflection on the van Heile model for the development of geometric understanding is integral to the course as is the consideration of relevant common misconceptions and how to address them. [ 3 credits ]
MAT-544 Data Analysis and Probability for Elementary School Teachers
An integration of the study of probability and statistics with the approach to the teaching and learning of these concepts found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Mathematical content includes designing data investigations, describing data in graphical and numerical formats, drawing conclusions, theoretical and empirical probability for simple events and two or more independent events, randomness and the difference between predicting individual events and predicting patterns of events. How students learn these concepts, associated misconceptions and how to address them are also considered in the course. [ 3 credits ]
MAT-545 Patterns and Algebraic Thinking for Elementary School Educators
Mathematical content includes the study of patterns, representing and justifying the resultant generalizations using algebraic notation and other representations, expressing functional relationships in symbolic and graphical format, proportional reasoning, solving linear equations and inequalities through the application of basic properties of the real numbers. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [ 3 credits ]
MAT-546 Algebra for Elementary School Educators
A continuation of Patterns and A lgebraic Thinking for Elementary School Educators, extending the ideas considered there to functions defined by tables and graphs and to functions defined in either closed or recursive forms. Mathematical content also includes quantitative and qualitative graphs, proportional reasoning, linear and quadratic functions, the field properties of the real numbers, rates of change, and applications of algebraic concepts in problem solving. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [ 3 credits ]
PHY-560 Physics for Teachers Grades K-8
This course is an introduction to the fundamental laws of nature and their application to physical phenomena through science, technology, engineering and mathematics (STEM). Physics content includes mechanics, acoustics, optics, electricity, and magnetism appropriate for educators in grades K-8. It will also include an integration of the study of number relationships and computation in problem solving. [ 3 credits ]
PHY-561 Earth and Space Science for Teachers K-8
This course presents an introduction to fundamental concepts of space and earth sciences. The Space and Earth science content includes topics in Geology, Astronomy, Meteorology, energy in the Earth and Space System, and Hydrology. STEM strategies as well as statistics and probability skills and technology applications are integrated to quantify, strengthen and deepen conceptual understanding. [ 3 credits ]
