MA in Teaching

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 ]

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 ]

Models of teaching and appropriate techniques for instruction of middle school students in chemistry with emphasis on scientific inquiry. Application of teaching-learning theory to chemistry in planning, motivation, instruction, questioning, discussion and assessment. Co-requisite CHM-560.

Provides an understanding of the historical foundations of gifted education in the United States and the key philosophies that shaped the various programs. Students will become familiar with the cognitive characteristics of gifted children. Students will examine important issues and trends in gifted education. Students will compare quantitative and qualitative assessments that locations within Maryland use to define and identify those with gifts and talents and the ways that culture impacts identification. [ 3 credits ]

Examines the social and emotional well being of gifted and talented students. The role of families, communities and environment and the ways in which they address the needs of those with gifts and talents is researched and discussed. The learning styles of individuals with gifts and talents are discussed. [ 3 credits ]

Examines the ways in which curricula are planned and developed for gifted students. Attention is given to such issues as building a philosophical framework for curriculum, important design features for curriculum, scope and sequence, and unit development. [ 3 credits ]

Affords students the opportunity to apply previous course learning to in-depth study and discussion of those with gifts and talents. Students will read current literature on a variety of issues surrounding the identification and education of the gifted and discuss their findings. Students will identify one area of gifted and talented education, such as autistic gifted, learning disabled gifted, or musical and artistic prodigies, design and conduct an action research project and share their work in their schools. This course affords students the opportunity to gain greater knowledge about the Maryland State gifted education competencies. [ 3 credits ]

Serves as the capstone course in the master's program. Students must draw on what they have learned in previous coursework as they work in area schools with gifted and talented individuals. Students will observe, assess, plan, and teach the gifted and talented, strengthening their skills. Students will assess their personal abilities and attitudes in order to work successfully with the learners. [ 3 credits ]

Addresses appropriate strategies for best implementing curriculum for the gifted and talented. Course participants consider critical thinking skills, research techniques, and problem solving skills. Additionally, the nature of creativity is examined as well as ways to foster creativity. Technology is stressed as an important tool for the gifted and talented. [3 credits ]

Participants will explore psychological aspects of creativity and ways to nurture creative behavior in their students. This course will provide opportunities for graduate students to examine various theories and definitions of creativity and recognize characteristics and traits of creative individuals. Participants will learn about the creative process, various creative thinking srategies, barriers to creativity in the elementary and secondary classroom. This course is also designed to help educators reflect on their own creativity and practice effective strategies that increase creative thinking. [ 3 credits ]

The course explores research, trends and techniques related to strategic university-wide retention and enrollment management planning. Topics will also include admission and recruitment processes and regulations, searches as well as the application and use of data analytics. The course employs a number of evidence-based learning methods and is highly interactive. [ 3 credits ]

This eight week course is divided into two parts. Weeks one through four provide an overview of financial aid for highter education leaders in the context of  strategic enrollment management. Topics include: trends in financial aid; impact of financial aid on recruitment, retention and completion for students; understanding legislation; and the basics of institutional compliance and audits. Weeks five through eight topics include; data analytics and predictive modeling; leveraging technology; maximizing aid while effectively balancing Net Tuition Revenue; and developing the financial aid section of a strategic enrollment plan. [ 3 credits ]

This course provides an overarching perspective on the role of Marketing and Communication in Enrollment Management. Curriculum will emphasize market structure and position through the context of demand and supply among eligible prospective students while considering indicators of enrollment demand and finance that frame the comparative place where institutions stand in the market relative to one another. Marketing will be positioned as a tool that combines with other factors in the SEM cycle to enhance and strengthen recruitment and enrollment, with an emphasis on strategy and the communication pathways that facilitate this strategy. [ 3 credits ]

Students explore concepts of leadership, team building, working with internal and external constituents, organizational structure and strategic planning for the enrollment management areas in the context of the higher education environment. Design of a strategic enrollment and retention plan. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for
diverse learning populations. This course is designed to help educators achieve a better understanding of infant and toddler mental 
health, child development, and strategies that can be used to promote positive relationships with children and their families. This course provides information that will help the learner understand and identify his or her role as a childcare provider, educator, and early childhood professional. Infant & Toddler Mental Health provides research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health. [ Variable credit - 1-3 credits ] 

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive environments for diverse learning populations. This course is designed to give you a new perspective on serving the needs of young children and their families. In this course you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity, and explore the major stress factors
facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. Family-Centered Services will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of care-for the benefit of our children, and ultimately society as a whole. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an electivc in one of NDMU's graduate programs.

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments. [ 3 credits ]

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories of child development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts. [ 3 credits ]

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course explores contemporary best practice and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population. [ 3 credits ]

Supporting At-Risk Young Learners and Their Families is an interactive computer-based instruction course designed to help teachers identify and effectively teach At-Risk students under 8 years of age. This course discusses the reasons some children are considered at risk of not reaching their full potential and how
educators can reverse negative trends. The course discusses the external situations that cause risk, such as poverty, family dysfunction, and environmental influences such as violence, in addition to the internal factors, such as temperament, being a second language learner, and having a disability or mental health concern. A major emphasis for the class is on how to work with families to provide the resources the family needs to provide healthy and developmentally
appropriate experiences for young children. Interventions for both the child and the family are included, as are the hallmarks of excellent early childhood programs. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Harassment, Bullying & Cyber-Intimidation in Schools will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

English Language Learner: Methods & Materials was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses how to apply instructional methods in creating lessons; how to create a motivating and caring learning environment; how to integrate teaching, reading, writing, speaking, and listening skills; how to differentiate instruction for English language learners; and how to identify culturally appropriate curriculum and instructional resources. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course. [ 3 credits ]

This course discussed how to understand theoretical foundations of linguistics and how to apply the knowledge and skills in linguistics in ELL classrooms and content classrooms. Learners will analyze the nature and structure of language and compare the development of first and second languages. This course includes the knowledge and skills to create morphological trees and use the International Phonetic Alphabet. A focus will be on phonetics, phonology, morphology, syntax, semantics, and pragmatics. Learners will apply their knowledge about language and linguistics, best practices, and current research in identifying learning barriers and meeting the various needs of second language learners including verb formation and verb tenses, types of nouns, and other applicable grammar points. [ 3 credits ]

English Language Learner: Evaluation and Assessment was written to help teachers understand concepts and terms related to evaluating and assessing students whose first language is not English. This course discusses high-quality assessment and the scope of assessments, including initial placement, annual assessments, and exit assessments. This course ends with a discussion of classroom assessments, including accommodations for those who need language assistance. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course. [ 3 credits ]

English Language Learner: Language Acquisition was written to help teachers understand concepts and term related to educating students whose first language is not English. This course discusses developmental theories and how they apply to English language learners. The focus of this course is on the process of second language acquisition and the role of the classroom teacher. Included in this course is information about literacy development, integrating language, co-teaching, ELL instructional needs and the legal obligations of schools and teachers to provide services and about the types of programs schools might provide. Also included is information on communicating with parents/guardians. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors) serving children and youths presenting behavior problems in the school or community, this course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this advanced course. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give the learner a new perspective on student behavior and effective tools to facilitate positive student change. Taught by Mick R. Jackson MS/ED, this course provides a developmental framework to help the learner understand what students are trying to communicate through the "language" of their behavior. Topics covered include behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, reduce educator workload, and help prevent burnout. After successfully completing this course, the educator and his/her students will be better equipped to find and implement creative, effective solutions to behavioral problems. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help the learner gain a more comprehensive understanding of alcohol, drugs, and their influences in the classroom. It provides a contextual framework for understanding what students may be experiencing either through their own substance use or as a result of the substance use of persons close to them and provides a basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction. Upon course completion, the learner will better understand the complex dynamics that contribute to this biological and social phenomenon. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course describes diverse theoretical approaches to handling learning disabilities in the classroom. Taught by Dr. Bob Pillay, it lays the foundation for sensitive, appropriate assessment and evaluation of students. In addition, this course covers program planning and implementation, stresses the importance of a close, positive partnership with parents or alternative caregivers, and explores methods for ensuring that the home-school axis is effective and meaningful. Major trends and unresolved issues in the field of learning disabilities are also discussed. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help the learner gain a more comprehensive understanding of alcohol, drugs, and their influences in the classroom. It provides a contextual framework for understanding what students may be experiencing either through their own substance use or as a result of the substance use of persons close to them and provides a basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction. Upon course completion, the learner will better understand the complex dynamics that contribute to this biological and social phenomenon. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Designed to give the learner the knowledge, tools, and dispositions to effectively facilitate a diverse classroom, this course teaches how to understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. An emphasis in this course is on understanding how students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, and family and community values. The learner is challenged to apply knowledge of the richness of contributions from our diverse society to the teaching field. [ Variable credit - 1-3 credits ] 

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help classroom teachers, school counselors, and other educational personnel gain strategies to reach and teach students who have been affected by stress, trauma, and/or violence. Participants will learn the signs and symptoms of stress and trauma and explore how stress, violence, and trauma affect a student's learning, cognitive brain development, and social-emotional development. The short- and long-term
consequences of being exposed to stress, trauma, or violence, as well as the social and family causes, will be reviewed. The dynamics of domestic violence and community violence are also discussed, as is the educator's role in the intervention and prevention of violence. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give participants an understanding of school violence and increase intervention strategies. The course provides an overview of violence and the motivational purposes behind aggression. The correlation and impact of the media, community, and family upon violence is investigated. The learner will gain an understanding of identification and intervention approaches to working with out-of-control behaviors. In addition, information about the national resources available for both parents and teachers is covered. Upon successful completion of this course, participants will have a better understanding of violence and the motivations behind its use, as well as specific strategies to minimize the occurrence of violence in the school and community. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Ethics & Safety in Education is a prevention course developed to help educators reduce and eliminate violations of ethics and professional conduct codes. The course is intended to keep ethical teachers ethical and to be a part of a larger school district plan to protect the district's teachers, staff, and students. The course's central premise is that the vast majority of ethics and boundary violations occurring in schools today are being committed by competent and ethical educators who, for reasons to be discussed, are making very poor decisions during susceptible periods in their careers. All professionals have the potential to commit an ethics/boundary violation. Understanding and addressing one's violation potential before a violation occurs is essential in protecting students, careers, and the teaching profession's integrity. It is easier to anticipate and not commit a violation than to correct one after the fact. [ 3 credits ] NOTES: This course includes a final case study paper in addition to the assignments in the syllabus.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is an interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design
of the educational setting to meet the needs of a diverse learning population. Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the 
differentiated classroom. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

In this course on Differentiated Instruction, the emphasis is on providing examples of strategies and methods associated with a DI approach. The course has been organized to ensure that each strategy, or idea on "how to" implement DI, is an extension of the DI approach as a whole and not just presented as a disjointed list of ideas to try. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

This course provides an introduction to the Response to Intervention Process for special education teachers, general classroom teacher, parents and related professionals. Students will understand the essential elements and barriers for an effective RTI program.
[ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of the course is on assessment for instructional programming and will outline procedures for designing or selecting, administering, and interpreting a variety of informal assessment measures typically used in schools. The presentation of assessment information in an acceptable format to parents and teachers is also addressed. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

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 ]

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 ]

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 ]

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 ]

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 ]

Learn to engage childhood students in STEM based experiences. Studies are aligned to MD State STEM Standards and Next Generation Science Standards. Daily activities include hands-on-cross-curricular and thematic connections to literacy, art, and environmental education from STEM-centric prospective.

This course will introduce and expand on knowledge of Design, Technology, and Engineering (DTE) as educational content areas.  Through instruction and direct experience, participants will develop knowledge and skill related to:  (1) design as a creative and innovative technological process; (2) technology as processes, knowledge and skills focused on meeting human needs; and (3) engineering as the focused application sciences, technology, and math knowledge and skills through systematic problem solving processes.  Learning activities will be based on the DTE problem solving process and will address a variety of learning styles through the construction of operating models, products, systems, and environments that demonstrate solution to problems. (3 credits)

This course will introduce teachers to a variety of high-tech and low-tech technologies that can be utilized to reach students in new ways in the classroom.  Teachers will receive hands-on experience with technology tools such as:  3D printers, microcontrollers, and website coding.  Through instruction and hands-on direct experience, participants will develop knowledge and skills related to:  (1) technology as a tool for teaching rather than a topic for teaching: (2) implementation of technology tools in a variety of subjects and content areas:  (3) methods for supporting creating technology heavy subjects.  (3 credits)

Provides an interactive learning environment that will enable students to acquire knowledge, skills and abilities required for selecting, reading, analyzing, evaluating, and promoting young adult literature. Students participate in and learn how to facilitate student-centered discussions, learning how adolescents discover and develop their own reading inetests. Students read book-length works from multiple genres that are written for and accessible to adolescents. Students examine what qualities make these works applicable and appropriate to the age, as well as what literary merit they carry for classroom use, collection development, and independent reading. Professional journals and web sies are utilized. [ 3 credits ]

Introduces students to the field of TESOL by providing an overview of instructional programs and approaches for teaching English as a second language to students from K-12 to postsecondary levels. The course includes bilingualism, legal and political trends as they pertain to ESL students in various educational settings, and the impact of state and national initiatives, such as the Common Core State Standards and ESSA, on ESL students and TESOL. [3 credits]

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 ]

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 ]

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 ]

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 ]

Emphasizes integration of content and process through demonstration, investigative and inquiry approaches. Addresses the three domains of knowledge, skills and attitudes. Attention is given to recent trends, national and state standards, and the use of indicators in planning instruction and assessing. Includes preparation of instructional units and microteaching experience. [ 3 credits ]

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 ]

Surveys and critiques curriculum methods and materials for early childhood programs, preschool through primary grades. Instruction in assessment, planning and implementation of interdisciplinary activities to stimulate the cognitive, linguistic, social, and motor development. [ 3 credits ]

Explores selected aspects of human development related to learning and instruction. Major psychological concepts and learning theories will be examined and applied to the context of education. Emphasis will be placed on understanding cognitive and affective domains of development as well as behavior management, motivation, individual differences in learning and instructional practices. Includes reflection, classroom activities, educational philosophy and class-room instruction. [ 3 credits ]

Examines aims, organization and administration of American secondary schools. Principles of curriculum organization and design for middle and senior high schools. Curriculum development in school systems, in specific schools, and in academic disciplines. Multicultural and gender issues are considered. Class is interrelated with methods courses in study and application of principles of teaching-learning, uses of technology for instruction, analysis of teaching, assessment of classroom management. [ 3 credits ]

Basic theories of learning and teaching and their application to classroom situations. Models of teaching; developmental stages of the cognitive, affective and physical domains; individual differences; evaluation of students; principles of motivation, interaction, and classroom management. Analysis of research reports and findings. 3 credits.

Traces the development of education in the United States. Includes study of significant social, cultural, political, intellectual and legal influences on American schools; the work of major shapers of American institutions; and contemporary issues and attitudes toward the enterprise of public education. [ 3 credits ]

Students examine selected issues in education. Topics change to reflect developments in the field. [ 3 credits ]

This course in classics pedagogy will focus on the development and application of resources and methods for effective teaching of Latin, including the teaching of forms and syntax, translation skills, incorporating classical culture into the Latin class and the National Latin Exam. Students will examine teaching techniques and materials developed by experienced teachers and will complete a major project suitable for classroom use. [ 3 credits ]

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

This course equips mainstream classroom teachers with the knowledge and skills required to address the linguistic needs of students whose language is one other than English. After reviewing recent demographic trends and legal mandates as they pertain to English Language Learners (ELLs) in public schools, this course analyzes factors that influence the challenges of ELLs in K-12, including prior education, first language literacy skills, English proficiency, and cultural issues. Special emphasis will be placed on the linguistic demands of the K-12 curriculum and effective pedagogical approaches for ELLS. [ 3 credits ]

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

Analyzes the five areas of development: physical, linguistic, cognitive, psychological and moral, for children from infancy through adolescence, through readings, lectures, class activities, and student projects. Students will learn about the history of child development theory and research, including classic debates such as nature versus nurture, stage versus continuous development and the balanced view. Major theorists and current research also will be reviewed as students learn key issues and concepts in each of the five areas as well as their influence and dependence on each other. Students will connect theories of development to their own class projects. [ 3 credits ]

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 ]

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 ]

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 ]

Provides an introduction to the scientific study of language. The course presents an historical overview of the major schools of thought in linguistics, followed by a discussion of current theory as it relates to the major subfields of linguistics, syntax, semantics, phonology and phonetics. This course serves as a prerequisite for all other linguistics courses in the TESOL program. [ 3 credits ]

Aims to familiarize students with methods and materials available to the ESL teacher. Students analyze a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials. Students will also explore technological resources available to the ESL teacher. [ 3 credits ]

Introduces the student to various assessment techniques that are used in ESL teaching. Students examine various traditional testing techniques, along with more recently developed alternative methods for assessing second language learning, focusing on the four language skills, reading, writing, listening and speaking, as well as communicative  competence in general. In addition, students evaluate relevant high-stakes testing for ESL students. [ 3 credits ]

Examines current theory in language acquisition from psycholinguistic and sociolinguistic perspectives. Theoretical principles as they relate to second language acquisition are analyzed, including their application to second or foreign language teaching. Subtopics include sociocultural factors, including issues of identity and power, individual language learning styles and strategies, and the impact of age and native language on (second/foreign) language learning. [ 3 credits ]

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 ]

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 ]

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 ]

Explores the tools required by today's innovative school leadership to drive student achievement. Designed in partnership with New Leaders, this course leverages their EPIC Knowledge System and Urban Excellence Framework to provide aspiring school leaders with skills and competencies necessary to deliver high quality education. By exploring topics such as aligned staff, culture, and operations and systems, this course will utilize case studies, classroom artifacts, and professional development deliverables to reveal the practice that lead to school-wide success for diverse student populations. Through this unique lens, aspiring leaders will be introduced to processes, structures and systems that are essential to establish and maintain a nurturing and rigorous school environment. [ 3 credits ]

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 ]

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 ]

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 ]

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 ]

Discusses current issues affecting schooling in the United States. Current national and state initiatives in education; the relationship between schools and the community; issues of public policy and the educational enterprise; social, political, economic, legal issues are included. Issues selected for discussion reflect contemporary concerns in education. [ 3 credits ]

Identifies and explores the multiple interrelated crises facing education around the world. Participants evaluate the future of education in both industrial and developing countries and examine such critical issues as the worldwide growth of learning needs, inequities both within and among countries, and world-wide needs for education reform. [ 3 credits ]

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 ]

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 ]

Surveys resources in all formats needed to develop a collection that supports the information literacy program at the school level. [ 3 credits ]

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 ]

Participants will develop and produce a three-year technology implementation plan for a school. Issues to be addressed include budgeting, hardware and software acquisition and use, integration into the curriculum, staff development, and facility planning. Investigations will also include management issues and effectiveness of technology on student achievement. [ 3 credits ]

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 ]

Explores emergent literacy as a cultural, sociological phenomenon. This course includes techniques for skill development in the areas of word recognition, phonetic and structural analysis, vocabulary development and comprehension using an integrated language arts model. Emphasis is on reading across the curriculum for the young child as well as strategies for students with varying learning styles and needs. Participants explore the reading/writing connection as well as literature-based instruction and discuss materials as well as strategies for organizing and managing a classroom reading program for the young child. [ 3 credits ]

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 ]

This course is designed to assist literacy specialist/coach candidates and classroom teachers prepare for the teaching of writing to elementary and middle school students. Participants will learn writing theories, approaches, strategies, and activities that range from the emergent foundations of writing to more complex skills of writing within the genres of narrative and informational communication. Participants will examine the interrelated nature of reading and writing as it applies to ALL students,including those identified as struggling learners, gifted learners, English Language Learners. Since students and their teachers learn to write by writing, the participants in this course will themselves write and develop a community of writers. All aspects of the course will be linked to the Common Core State Standards of Writing. [ 3 credits ]

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 ]

This course provides an introduction to computer and network systems in educational facilities. Participants will learn essential information on major hardware issues as well as basic troubleshooting strategies. Whenever possible, hands-on training will be given in hardware, peripheral and network components. The materials presented in this course will be sufficiently similar to newly developing products to allow participants to deal with technology issues in their current facilities. [ 3 credits ]

Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis is on National Council of Teachers of Mathematics (NCTM) standards and implementation of standards instruction. Focuses on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. [ 3 credits ]

Provides an internship experience in TESOL education in a post-secondary setting in the United States or in an EFL program abroad. [ 3 credits ]

Analyzes the grammar of American English in detail with an emphasis on areas of English grammar that tend to present problems for EFL students. Students learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [ 3 credits ]

The purpose of this course is to provide academic skills support to students in the SOE LEADS ACT cohorts. Emphasis will be on enrichment activities related to scholarly writing, APA standards, critical thinking and argument development, use of scourses and research as evidence, clarity and organization when constructing academic response, and related activities. Enrollment by faculty referral only. [ 0 credits ]

Examines the variations that exist in English. Analyzes factors that contribute to linguistic variation, both from a diachronic as well as a synchronic point of view. This course explores variation as it is found in American English, and it includes a detailed analysis of African-American vernacular English. In addition, participants discuss various other varieties of English around the world, including English-based Creole languages. An important emphasis in this course is on the implications of variation in English for the ESL/EFL classroom. [ 3 credits ]

This course is the first phase of a year long internship in school administration and supervision. This course blends leadership theory and practice and focuses on the on-going 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.

This course is designed for education students going through their internship. It prepares them for the submission of the required national teaching portfolio. Students are mentored through the process by School of Education faculty mentors. [ variable credit 1-3 ]

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ variable credits: 2-5 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 2-5 credits each. Consult program advisor before registering.  NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 2-5 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 2-5 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Enables students to develop and apply skills, knowledge and abilities in the construction and implementation of action research plans for the improvement of classroom teaching and learning. A structured series of learning activities will be assigned to develop skills in research methodology and data analysis. Students will be provided experience in the analysis and interpretation of their endeavors and the opportunity to gauge the extent to which the application of learned skills facilitates educational problem solving. Instruction integrated with activities of the appropriate internship. Concurrent enrollment in the internship expected; exception by permission of MAT coordinator only. [ 3 credits ]

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 2-5 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Full-time internship in the appropriate subject and grade level in public schools. Gradual induction into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student Teaching Portfolio. Prerequisite: Permission of department chair. 6 credits.

In this course, learners will explore emerging 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 ]

Digital learners have completely different learning attributes than past generations, but many teachers use traditional methods to teach untraditional students. In this course, educators will become familiar with the new learning attributes of the digital generations and explore, reflect and plan upon the use of digital tools with students to access their learning preference. [ 3 credits ]

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 ]

Provides a full-time internship in TESOL education in public schools. Gradual introduction into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning), and in instructing and assessing English language development for students of other languages with limited English proficiency. Supervision by master teacher and college supervisor. [ 2-5 credits ] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

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 ]

Participants explore an effective level of online interation and collaboration, and the role of evaluation and assessment in the online environment. They examine strategies for teaching diverse learners. Participants plan, design, and produce projects that support the instructional needs of learners in grades P-16 as they relate to the target content area. The projects encompass skills in the use of a variety of 21st century technologies to support and enhance learning. Participants explore learning theories and best practices for the integration of technology into daily instruction and are exposed to state and national technology standards as well as content standards. [ 3 credits ]

Explores the dynamics of innovation and change in organizations and institutions, the conceptualization, planning, and management of innovation and change, and various decision-making and problem-solving strategies. [ 3 credits ]

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]

Technology leadership in the digital age goes beyond mandating the use of instructional and information technologies and services in schools. Technology leadership in today's schools promotes change and empowers change agents to take action and access others to work towards a shared vision. Technology leaders must understand, reflect, and encourage the effective use of technology in pedagogy, professional productivity, management, and most importantly student learning. School leaders are expected to oversee curriculum development programs for their faculties. Course participants will examine the characteristics of an effective leader, reflect upon their personal leadership qualities and devise a plan to cultivate these qualities, assess the curret state of the shared technology vision, and design a technology implementation plan to work towards the shared vision. [3 credits]

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 ]

As a capstone for the digital Technology leadership program, this practicum is an opportunity for participants to: reflect on their experience in the digital Technology Leadership program, select an area of interest, design, implement, and oversee an 8-week an 8-week project in digital technology and showcase the project and its impact on faculty and/or student growth in a multimedia presentation in consultation with the instructor and/or under the supervision of a self-selected mentor. [ 3 credits ]

This course provides an introduction to the basic concepts and issues in sociolinguistics, or the study of language in its social context. We examine various factors that can result in linguistic variation, such as gender, social class, and ethnicity. Other topics covered include the difference standard and non-standard language, and language change. Emphasis will be placed on sociolinguistic issues as they relate to the (second) language classroom. 3 credits.

This course examines bilingualism both as a societal and an individual phenomenon. Thus, one part of the course focuses on societal multiligualism, and includes topics such as factors contributing to societal multilingualism, patterns of societal multilingualism, language maintenance vs. language shift, linguistic minorities, and attitudes towards bilingualism. Another part of the course focuses on the bilingual individual, and includes topics such as the mental representation of bilingualism, the effect of parental input on child bilingualism, and code-switching. Also included will be a discussion of bilingual education, both from a linguistic perspective as well as a political perspective. 3 credits.

This advanced course examines the effects of linguistic variation in K-12 classrooms. Various factors will be analyzed that can result in linguistic variation, such as social class and ethnicity. Students examine nonstandard language varieties of English, including African American Vernacular English, and World English varieties. An important focus of the course will be effect of nonstandard English on the development of literacy skills. The course will also address unique pedagogical strategies for teaching speakers of nonstandard varieties of English. Students will complete individual research projects, in which they analyze the language development of K-12 students. [3 credits ]

Rapid changes in technology and software development are providing K-12 educators with exciting opportunities to improve, enhance and customize the learning environment. Both new technologies and adaptations of older ones can be especially powerful learning tools for culturally and linguistically diverse students. The primary focus of this course will be to examine best practices with learning technologies used to improve language and literacy skills among diverse populations. The course will also familiarize students with current research in this area, which may include: software designed for the limited English proficient (LEP) student, Internet projects fostering global exchanges and software tools and Web projects, commonly found in the mainstream classroom, that are adapted for use by LEP students. [ 3 credits ]

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 ]

Advances the students? knowledge of the impact urban settings have had on education during the past 100 years. Emphasis will be placed on the influence of philosophical, sociological and cultural perspectives on schools as social and educational institutions. Students will be expected to define, analyze and explain the relationship between variances in learning styles and the social settings of learners. An understanding of the urban school throughout the past century will be developed and will enable students to determine how organizational practices and policies, societal demographics, teacher preparation, and learner characteristics affect urban education and urban public K-12 schools. Salient issues are: the definition of urban education, school funding, norms and folkways of urban teachers and learners, professional development for teachers and school staff, the roles of stakeholders and educators as change agents. [ 3 credits ]

Focusing on technology as both an issue and a tool, students will examine current topics affecting schooling in American society. Issues of public policy, curricular interventions and materials, media literacy, programming provisions, parental participation, business partnerships and change will be considered around the central theme of technology. Topics such as technology equity, censorship vs. freedom of speech, control of broadcast and cable delivery systems will be addressed. The course will assist students in locating current resources related to technology topics, such as the Internet, online services, computers, television and print materials. Additional issues may be discussed as a result of student interest or inquiry. The course requires both oral and written discussion, with an emphasis on student participation. [ 3 credits ]

Demonstrates how new brain imaging capabilities illustrate the ways the brain acquires knowledge and stores memories. This seminar course examines current brain-inaction research and the insights this information provides for effective instructional practices with special attention to language acquisition and manipulation. Students design, conduct and discuss research projects addressing aspects of brain functioning and the consequences for learning. [ 3 credits ]

This course provides an overview of the learning theories, best practices, and classroom application models involved with incorporating educational games and simulations into learning environments. The use of current and emerging technologies found in the gaming arena will be explored and documented for classroom application. This course brings together cultural, business, government and technical perspectives on developing and integrating electronic gaming techniques and technologies to enhance and enrich learning. Course participants will develop an understanding of the current trends (technical and sociological) in computer and console gaming, and what can be learned and applied from the world of gaming to positively affect teaching and learning. They will also experience an authentic creative process when they explore the game design process. [ 3 credits ]

The purpose of this class is to encourage the examincation of educational ideas from a sociological perspective. The course focuses both on how schools function as part of society and how schools function as organizations. Special attention will be paid to inequalities and the social structures that perpetuate those inequalities. The first half of the course will cover major sociological theories such as those concerning social mobility, theories of capital and systems theories. The second half of the course will cover application of those theories to contemporary educational issues such as race, class and gender. [ 3 credits ]

Considers the immigrant experience as integral to major developments in the history of American education. The United States has been called "a nation of immigrants," and John Dewey has defined the school as a society in miniature. This course traces the influence waves of immigration have had on American attitudes and institutions of education from colonial times to the present as successive generations have responded to the pedagogical, economic and political implications inherent in the changing demographics of American schools. The course provides insights into the aims, challenges and priorities for curriculum and instruction as A merican schools have confronted such issues as learning differences, gender, race, ethnicity and social structures in changing populations of learners. The course traces the history of complex interactions as multicultural and multilingual students, teachers, staff, parents, community leaders and others have sought to create schools as learning communities. [ 3 credits ]

John Dewey has defined the school as a society in miniature. This course introduces key concepts from the discipline of sociology as tools to assist educators in analyzing and understanding the issues confronted by students new to American language and culture. Topics include issues confronting students in the larger society as well as within the school environment: learning differences, gender, race, ethnicity, class, family, and social structures. The course focuses on dynamics of group and individual interactions as multi-cultural and multilingual teachers, staff, parents, community leaders, and others seek to create schools as learning communities.

Prepares students for learning and teaching for the 21st century with new methodologies, new skills and new approaches in an increasingly interdependent world. These interdependencies include: international communications systems providing worldwide access to information, global economic situations that impact career and work, ideological contests that are global in nature and significance, and the challenge of global disparity in standards of living and access to resources. Inquiry into the nature of these interdependencies enables educators to make decisions impacting curriculum and instructional methodology appropriate for preparing all students for intelligent participation in the contemporary world. [ 3 credits ]

Analyzes the major philosophical perspectives that have formed and continue to inf luence American attitudes toward the enterprise of schooling and toward the roles and responsibilities of schools in the United States. Selections address education both as a public responsibility and as an individual pursuit. Students also examine the unique moral, ethical and educational issues raised by the linguistically and culturally pluralistic nature of society in the United States. Through reading, study, analytic discussion and reflection students identify more clearly their own philosophies of education with regard to serving non-mainstream learners and the ethical principles that guide their professional decisions. [ 3 credits ]

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 ]

This course provides a comprehensive and inclusive overview of student affairs in higher education; systems and processes for planning, policy, and practice of student affairs administration; and patterns and standards in student affairs at a variety of institutions and location. The course also presents methods and models for developing effective student affairs programs and policies, and prepares the student for implementation.  [ 3 credits ]

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 ]

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 ]

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 ]

This course will provide students experiences in TESOL leadership. The candidate will work under the supervision of a building administrator and will function  as a TESOL leader in the building. During class, candidates will define the role of a TESOL leader, learn about models of professional development and identify strategies for improving student achievement in English language learning. In the practicum, candidates will be responsible for planning and implementing professional development opportunities for faculty members, advocating for multilingual families, and coaching content-area teachers in providing language
support to their specific multilingual students. Candidates will learn about the Maryland Common Core State Curriculum, WIDA Standards, and PARCC assessments. This is an asynchronous online course. [ 3 credits ]

Examines and analyzes principles of research design in education. This will include a review of research tools and resources and an overview of quantitative and qualitative approaches as applied to educational issues. Students will be expected to identify elements of exemplary research models and to present a sample design in one of these modes. [ 3 credits ]

The purpose of this course is to provide academic skills support to students in the PhD programs as they prepare to research and write their dissertation. Emphasis will be on enrichment activities related to scholarly writing at the doctoral level, literature review and synthesis, APA standards, critical thinking and argument development, use of sources and research as evidence, clarity and organization when constructing academic response, and related activities. Enrollment by faculty referral only. [ Variable 0-3 credits, P/F ]

Examines the nature of language as the instrument of communication that expresses cultural and societal modes of thinking, customs and values. Participants analyze their own and others' socio-cultural perceptions, values and behaviors in order to gain insight into student behaviors and develop strategies that facilitate effective instruction and learning for all students. The study of linguistic patterns enables teachers and other educational leaders to gain global insights into the role of language in fostering individual and cultural identity. This course focuses on sociolinguistics and the social contexts in which language is used. [ 3 credits ]

Assists educators in better understanding the nature of language and language acquisition in the context of their relevance for education. First and second language acquisition will be studied in detail, primarily from a cognitive perspective with emphasis on the analysis of the diverse variables that play a role in language acquisition and how these affect literacy development. The focus of this course will be on the study of language development of K-12 students who are linguistic minority students, including those for whom Standard English is a second dialect and those for whom it is a second language. [ 3 credits ]

This is reserved for specialized topics and independent study.   [3 credits]

Introduces the student to statistics and statistical reasoning, uses of location and dispersion measures, regression and correlation, formation of hypotheses tests and analyses of variance and contingency tables. Applies statistical concepts to research design and educational measures including description statistics, presentations of data, estimation and hypothesis testing. Practice entering, analyzing, and interpreting data using statistical software, such as SPSS, is integrated throughout the semester. [ 3 credits ]

This course introduces the doctoral student to the expectations of the PhD program, including, but not limited to: academic writing and scholarship, research paradigms, methods, data representation. Emphasis is on critical reading and writing skills at the doctoral level, reading for research, critical analysis of research, writing conventions for the dissertation, APA style, and related topics. Students will have the opportunity to review and critique published dissertations, and other scholarly inquiry, and to provide and receive peer and mentor feedback on critical writing skills. Course muse be completed within the first two terms of the program. [3 credits]

Explores qualitative methods currently used in educational research. Students examine the paradigms drawn from philosophy, history, sociology, anthropology and comparative studies as they rely on narrative rather than quantitative ordering of data. [ 3 credits ]

Supports each degree candidate in identifying a dissertation topic, conducting a comprehensive review of the literature relevant to the topic, and developing the dissertation proposal. The proposal presents the formal plan for research and includes an introduction, review of the literature and research methodology. In this collegial setting, seminar members present their findings, share research data and dilemmas, and participate in critically examining and analyzing their own and one another's progress. [ 3 credits ]

The overall goal of this course is to provide the student with the opportunity to extend skills learned in prior coursework in the dissertation program, and their prior experiential learning, leading to the development of a dissertation proposal. Student will extend prior coursework in theory, skills at developing literature reviews, and the appropriate use of research designs to develop a research design assessing the efficacy of an educational or educationally related project targeted to the student's substantive question of inquiry. Attention will be focused upon developing the skills and knowledge needed to formulate dissertation research questions in order to design a piece of research that is original, credible and important to the field. [ 3 credits ]

This course is designed to introduce the dissertation student to the complex methods of completing historical research. The course will focus on the fundamentals of historical research and woriting, and consider the differences between historical dissertations/research projects and other types of dissertation work. The course will orient students toward critical thinking, source analysis and criticism and historical interpretation. The course will focus on how to formulate a research project including an historiography and annotated bibliography. In addition to understanding how to assess secondary sources, students will consider how to examine and determine the viability of primary sources for a research project. Students will have time to consider topics of interest and work towards a proposal for a substantial research project. [ 3 credits ]

Creates awareness of recurring issues and tensions inherent in providing educational opportunities in a democratic society. Examples are: impact of linguistic and cultural diversity on equity, ethical issues confronting teachers and policy-makers, tensions between individual and collective interests, limits of democratic authority and equality of educational opportunity in a democratic society. This course introduces the process by which such policies are accomplished: identifying context and relevant antecedents, framing of problems and solutions within policies, policy implementation and anticipating and responding to policy consequences. The course includes theoretical and applied readings on state and national policy issues as they affect the educational environment and the learning needs of mainstream and non-mainstream students. [ 3 credits ]

Demonstrates how new brain imaging capabilities illustrate the ways the brain acquires knowledge and stores memories. This seminar course examines current brain-in action research and the insights this information provides for effective instructional practices with special manipulation. Students design, conduct and discuss research projects addressing aspects of brain functioning and the consequences for learning. [ 3 credits ]

Applies analytical and legal reasoning skills to issues emerging from implementation of recent legislation setting standards for: achievement expectations for specific student populations, mandatory testing requirements, teacher quality and licensing, instruction for students for whom English is a second language and related issues. Using the case study approach, students apply the precedents established in previously studied landmark cases to cases and problems currently pending, or soon to come, before district courts and the Supreme Court. Emphasis is placed on alternative dispute resolution in a wide variety of situations that present the possibility of
litigation with focus on issues affecting changing student populations. [ 3 credits]

Considers the immigrant experience as integral to major developments in the history of American education. The United States has been called "a nation of immigrants," and John Dewey has defined the school as a society in miniature. This course traces the influence waves of immigration have had on American attitudes and institutions of education from colonial times to the present as successive generations have responded to the pedagogical, economic and political implications inherent in the changing demographics of American schools. The course provides insights into the aims, challenges and priorities for curriculum and instruction as American schools have confronted such issues as learning differences, gender, race, ethnicity and social structures in changing populations of learners. The course traces the history of complex interactions as multicultural and multilingual students, teachers, staff, parents, community leaders and others have sought to create schools as learning communities. [ 3 credits ]

Analyzes the major philosophical perspectives that have formed and continue to inf luence American attitudes toward the enterprise of schooling and toward the roles and responsibilities of schools in the United States. Selections address education both as a public responsibility and as an individual pursuit. Students also examine the unique moral, ethical and educational issues raised by the linguistically and culturally pluralistic nature of society in the United States. Through reading, study, analytic discussion and reflection students identify more clearly their own philosophies of education with regard to serving non-mainstream learners and the ethical principles that guide their professional decisions. [ 3 credits ]

Throughout the writing of the dissertation, PhD candidates are expected to continually document progress toward completion of the dissertation and receive continuous feedback from their dissertation chair and readers.  [ 1.5 credits beginning Fall 2021 semester ]

Students are required to submit a dissertation that gives evidence of original, independent research and critical thinking on a topic in the field of instruction for changing populations. The dissertation demonstrates the candidate's proficiency in conducting original, in-depth research; subjecting this research to critical analyses; and presenting this research in a dissertation that makes a substantive contribution to the field. The dissertation is expected to be an intensive, deeply researched, sharply focused, original study that will add to the knowledge in the field rather than to the solution of a problem for a specific, practical application. The dissertation defense is presented before a committee of a minimum of five, including faculty from the Education Department as well as from academic disciplines relevant to the candidate's topic. [ 6 credits ] NOTE: Prior to undertaking the dissertation, candidates must pass oral and written comprehensive examinations demonstrating knowledge both of the broad conceptual and procedural aspects of instruction for changing populations and in-depth knowledge in the area of specialization in which the candidate proposes to undertake the investigations that will result in the doctoral dissertation.

The purpose of this course is to provide a comprehensive introduction organization and governance in higher education. Content covered in this course will include a review of the models of governance and systems of organization at colleges and universities in the United States. Theories of organization and organizational development will be incorporated, as well the practice of organizational behavior, models of faculty shared governance, and examples of governance that provides a shared voice for faculty, staff and students. [ 3 credits ]

This course provides a comprehensive and inclusive overview of federal, regional, and state mandates for accountability and compliance; systems and processes for the assessment and evaluation of institutional and student learning outcomes; and patterns and standards in regional and professional accreditation. The course also presents methods and models for assessing the strategic plan, and links these models to institutional effectiveness and success. [ 3 credits ]

This course provides a comprehensive and inclusive overview of the financial aspect of higher education, including budget models and planning, philanthropy, and financial issues and challenges, all explored within the context of planning and strategic priorities. The course also presents methods and models for developing and implementing financial plans, and links these model to institutional effectiveness and success. [ 3 credits ]

This course focuses first on the changing student population entering higher education today. More than ever, students represent a broad diversity on campuses, and the learning environment must respond to meet their needs and promote their success. The course then explores various curricular models that constitute best practice, from identifying learning outcomes to mapping curriculum to achieve them, from effective teaching strategies to assessment practices that enhance learning. A variety of curricular models, like case studies, problem-based learning, online, integrative learning, and team-based learning will demonstrate the pros and cons of various delivery modes. Critical to creating a successful learning environment is promoting intellectual engagement outside as well as inside the classroom. Service learning, internships, student organizations, and other forms of experiential learning will be explored. [ 3 credits ]

The Internship in Higher Education course is intended to help students integrate theoretical and research coursework with the practice of higher education administration and to reflect on their own development as educators and professionals. [3 -9 credits]

This course will provide participants with an overview of current and emerging technologies in education, so that they can develop the ability to align instructional technology to standards based instruction; teach problem-solving and higher-order thinking skills; promote cooperative learning; and use reflective teaching and inductive approaches to assessment to increase student achievement. [ 3 credits ]

Can creative writing by taught? And if so, how can we help students develop productive writing habits and utilize their own life experiences? This course will review advantages and disadvantages of various ways of organizing creative writing units and of evaluating student writing. Students will learn about techniques to help students become expert readers and engage in exercises to help writers become more self-aware, craft-conscious, and self-critical. [3 credits]

This course challenges candidates to reflect on their individual beliefs in relationship to social justice teaching. Candidates will gain a comprehensive understanding of the historical struggles for equity and excellence. Using Freire's (1970) philosophy of social justice teaching as a context, candicates will analyze their relationship to issues related specifically to race, class and language diversity and examine how these categories intersect to reproduce inequality. The concepts of social justice, race, ethnicity, culture, privilege, institutional racism, poverty and wealth will be explored. In addition, the course will examine the ffect of public school students' self-perceptions in relation to how they are institutionally disenfranchised. This course will explore several theoretical frameworks related to social justice teaching, and use approached such as multiple perspective-taking, and self-actualization to help candidates develop new approaches to their teaching and interactions that facilitate a positive reframing of student self-perception. [ 3 credits ]

This course challenges candidates to evaluate curriculum, pedagogy, and the school environment to determine how curricular and pedagogical choices can reproduce inequalities or promote success for all students. [ 3 credits ]

This course seeks to integrate concepts learned in earlier courses and provides candidates with tools to forward their practice as culturally competent practitioners of social justice teaching. Candidates will learn how to use educational research methods to develop their own plans to promote educational equity and excellence. [ 3 credits ]

This course examines strategies designed to increase both student engagement and student thinking in the classroom. Participants will investigates elements fundamental to true engagement, classroom activities which foster higher order thinking, and questioning strategies which will enable teachers to probe the thinking of each learner. [ 3 credits ]

This course focuses on the development of Critical Race Theory as a theoretical framework to investigate how race and racism are organized and operate within the educational systems in the United States. Candidates will examine the foundational scholarship upon which the theory is based, and study the central tenants used as lenses to evaluated present practices in schools and school systems. This course will provide an historical overview of Critical Race Theory and consider the following inter-related questions: How are racial, gender, socioeconomic, and orientation inequalities produced, re-produced and maintained in education and society? In what ways is Critic al Race Theory used as an analytic tool to explain policy, reform and practice? [ 3 credits ]

The mission, trends, and current practices in work-based learning programs will be examined in this course. A variety of methods and techniques of work-based coordination in comprehensive and part-time programs at the secondary and adult levels are studied. Types of WBL programs, career development, all aspects of the industry, SCANS, Skills for Success, training plan, V-TECS, safety, marketing WBL programs and career portfolios are some of the topics covered in this comprehensive course. Emphasis will be placed on the new Career Research and Development program in Maryland. [ 3 credits ]

This course is intended for career and technology education (CTE) teachers and work-based learning (WBL) coordinators to learn strategies that support career and college readiness for all students. This performance-based course assists learners in designing unit and lesson plans founded on the research-based, instructional methods called Universal Design for learning (UDL), Understanding by Design (UBD) and Defferentiated Instruction (DI). Emphasis is on integrating appropriate standards from the Maryland Common Core State Standards (MCCSS) for Literacy Integration, CTE Programs of Study (POS), the Maryland Career Development Framework (MCDF) and the Maryland Skills for Success (SFS) including 21st Century Skills. [ 3 credits ]

This course is designated to be highly interactive. With presentations and site-visits to many industrial sectors, participants learn the triumphs and challenges of entrepreneurship, management, maintaining a highly skilled work-force and making sure the bottom line increases. The ever-challenging process of identifying and keeping qualified employees will remain a mantra throughout the course. Leadership, human resource management, organizational performance, strategic planning and customer satisfaction are major themes throughout the site-visits and class presentations. A strong emphasis is placed on employees' skills for success. By the end of the course, participants will become thoroughly familiar with the skills that all employers need to operate a successful and profitable business. [ 3 credits ]

This course is focused on a deep understanding of executive functioning and critical thinking skills. We will explore various definitions and perspectives including development and problems associated with deficits. The main perspective will be an educational approach in order to apply strategies to support and strengthen skill development with an emphasis on helping children to achive college and career readiness. Through course activities and assignments, participants will have the opportunity to practice and experience effective instructional approaches. [ 3 credits ]

Examines the purpose, role, skills, and objectives associate with coaching and mentoring aspiring school leaders. The first of a two-course sequence, students will review the major theories and research on coaching and mentoring. Coaching and mentoring models and strategies will be critically examined for their applicability to the school setting. Through observation and self-reflection, students will analyze their potential to serve as a coach and mentor. Obstacles that may impede and resources that may foster coaching and mentoring in the school setting will be discussed. [3 credits]

Builds from the knowledge and insights gained in the first course of a two-course sequence on coaching and mentoring for school administrators. Students will construct an understanding of coaching and mentoring as it applies to developing the leadership potential of aspiring school leaders in their school. Students will select an aspiring school leader to coach or mentor for the duration of the course. In their coaching or mentoring relationship, students will apply their understandings and skills and identify school leadership opportunities for their aspiring school leader and journal their experiences. Students will reflect on their experiences to analyze their skill level and role as a coach and mentor. Informed by the literature on past and present coaching and mentoring programs, students will formulate a proposal for a coaching and mentoring program initiative in their school. [3 credits]

This course has been designed to guide students through the basic process of National Board Certification. Component 1, the NBCT Content Knowledge assessment, will also be  discussed. Specifically, processes of navigating NBCT requirements will be a key focus and candidates  will have the opportunity to explore portfolio requirements and specific content standards that address individual content area focus for achieving National Board Certification. [ 1 - 3 credits ]

This course has been designed to guide students through the basic process of National Board Certification and Component 2: Differentiation of Instruction. Specifically, processes of navigating NBCT requirements will be a key focus and candidates will have the opportunity to explore portfolio requirements and specific content standards that address individual content area focus for achieving National Board Certification. [ 1 - 3 credits ]

This course has been designed to guide students through the basic process of National Board Certification and Component 3: Teaching Practices and Learning Environment. Specifically, processes of navigating NBCT requirements of this Component will be a key focus and candidates will have the opportunity to explore portfolio requirements (required videos of lessons and written commentary) and specific content standards that address individual content area focus for achieving National Board Certification. [ Variable credit 1-3 ]

This course has been designed to guide students through the basic process of National Board Certification and Component 4: Effective and Reflective Practitioner. Specifically, processes of navigating NBCT requirements of this Component will be a key focus and candidates will have the opportunity to explore portfolio requirements (knowledge of students and collaboration with others to advance student learning and growth) and specific content standards that address individual content area focus for achieving National Board Certification. [ Variable credits 1-3 ]

This course gives teachers a thorough introduction to Harford County's variety of natural habitats. Techniques for studying, identifying, and collecting data on the flora and fauna are emphasized. Instruction will take place in the field throughout the county and will include a canoe trip. [ 3 credits ]

This course will examine the physical, structural, and historical geology of Harford County including the investigation, collection, and identification of local rocks and minerals and the interpretation of geologic maps and local fatures to describe past and current geologic settings. The environmental geology and hydrology of Harford County will be studied in the contexts of groundwater resources, dams and quarries. [ 3 credits ]

Through multi-disciplinary, hands-on lessons which are aligned with the Maryland Learing Standards K-12 for Science, Math, Language Arts and Social Studies, as well as the new Environmental Literacy Standards, teachers will gain content knowledge, learn about scientific practices of resource professionals, and learn about different methods to investigate Maryland related resource issues. Teachers will learn about student engagement in environmental education action projects and where to get funding in Maryland to do these projects with their students. [3 credits]

This course is designed to integrate environmental science content, knowledge of local issues and field-based science pedagogy. Participants will conduct hands-on investigations in the field and laboratory utilizing a variety of curricular resources that align local standards, Maryland Environmental Literacy standards and the Next Generation Science Standards. [ 3 credits ]

This course is designed to develop content and pedagogical understanding of classroom teachers, ELL teachers, special education teachers, Title I interventionists, and all other instructional staff. The course will feature varied professional learning activities including collaborative project work, group discussion, literature reviews and discussions journaling, hands-on investigations and apply and reflect activities. [ 3 credits ]

This course id designed to develop content and pedagogical understanding of classroom teachers, ELL teachers, special education teachers, Title I Interventionists, and all other instructional staff. The course will feature varied professional learning activities including collaborative project work, group discussion, literature reviews and discussions journaling, hands-on investigations and apply and reflect activities. [ 3 credits ]

This course will examine the physical, structural, and historical geology of Harford County including the investigation, collection, and identification of local rocks andminerals and the interpretation of geologic maps and local features to describe past and current geologic settings. The environmental geology hydrology of Harford County will be studied in the contexts of groundwater resources, dams and quarries. [ 3 credits ]

This course presents an introduction to fundamental concepts and principles of Physical Science as aligned to the Next Generation Science Standards (NGSS).  Physical Science content includes:  1. Matter and its interactions, such as atomic structure, elemental properties, chemical bonding, and reactions.  2. Motion, Stability, and Forces through an introduction to Newtonian Physics. 3. Properties of Energy, including basic thermodynamics and kinetics.  4. Waves and Technological Applications, through an exploration of the properties of waves, telecommunication, and electronics.  Learners will also be expected to develop proficiency with applying scientific concepts to create models, conduct experiments, and incorporate mathematical content in STEM centered investigations, lessons, and application.  During the course students will learn, apply, and integrate science, technology, engineering and mathematics content (STEM).  (3 credits)

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 ]

Advances students' experience with assessment and its relationship to instruction, particularly in the areas of reading and writing. Students will learn about a variety of informal assessments available to the classroom teacher in the areas of reading and writing and will learn how to administer, score and interpret the results of these assessments. Students will consider why it is important to know and apply brain research to the teaching of reading and writing. Reporting assessment results to parents and developing appropriate educational programs will also be examined. [ 3 credits ]

Gives the learner a new perspective on student behavior and effective tools to facilitate positive student change. It provides a developmental framework to help the learner understand what students are trying to communicate through the "language" of their behavior. Topics covered include behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, reduce educator workload, and help prevent burnout. After successfully completing this course, the educator and his/her students will be better equipped to find and implement creative, effective solutions to behavioral problems. [ 3 credits ] http://www.virtualeduc.com/cnd/

Considers selected issues in special education. Topics change reflecting developments in the field. [ 3 credits ]

Addresses the rights of special needs students, legal foundations, the attitudes and needs of parents and the responsibilities of educators. Explores characteristics of exceptionalities. Designed for the classroom teacher, this course stresses strategies for inclusion and adaptations for the regular classroom. Includes discussions with professionals. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates educating students with disabilities in
the general education classrooms. Upon course completion, the learner will be able to define key concepts and terms, identify and describe federal legislature and court cases, and list and describe the federal definition of students entitled to special services. This course will also discuss the roles and responsibilities of educators in providing special services to students educated in inclusive classrooms. [ Variable credit - 1-3 credits ]
NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course will help the learner achieve a better understanding of ADD and intervention strategies to facilitate positive student change. This course covers the history of the disorder, accepted methods to
assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For
situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents who would like more help or information about ADD or ADHD. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course describes Autism and Asperger's Disorder, including characteristics of these disorders, associated learning styles, communication weaknesses, and various intervention strategies. The course helps the learner make sense out of why individuals with Autism spectrum disorders behave the way they do, and what you can do to
enhance more appropriate behavior. This course also lists resources for educators, related service personnel, and parents who want more help or information on Autism and Asperger's Disorder. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

 A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Designed to help the learner identify and effectively teach students affected by child abuse and/or neglect, this course covers how to recognize the signs of physical, emotional, and sexual abuse, and physical and emotional neglect in students. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is to help the participant understand the special learning needs of abused or neglected children and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework or an need for creating supportive learning environments for diverse learning populations. This course includes topics on violence, aggression in the classroom, youth gangs, aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and "hot spots" that tend to breed aggression and violence. It is designed to help school personnel become more aware of the causes of aggression and ways to evaluate it and intervene before it turns to violence in the schools. The course also discusses aggression in our communities through driving, dating, sports, television, and music, and how these issues are dealt with in modern society. [ 3 credits ]

Addresses issues related to effective, collaborative team coordination in various programs providing services to school age children. "Teaming" for academic and social/emotional concerns, effective preventive interventions, resolving conflict, utilization of school and community resources, and effective communication with parents or primary caretakers, and support or monitoring agencies will be included. [3 credits]

Introduces the diagnostic processes used in special education for students from birth to adulthood. Includes informal and formal assessment methods as well as analysis, interpretation and presentation of test results. Course content covers federally mandated assessment regulations. The course includes prescriptive techniques and instructional planning for special needs students at the secondary level. [ 3 credits ]

Introduces the diagnostic processes used in special education. Includes student conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning. Note: Students with prior experience in special needs testing should enroll in SPE-545. [ 3 credits ]

Addresses current issues and trends in assessment, and explores formal, informal, and innovative means of assessing student needs and achievement. Issues related to testing exemptions and accommodations will also be addressed. Designed for students with experience in special education. Prerequisite: Prior experience in special needs testing. [ 3 credits ]

Provides the student with methods to facilitate the teaching of students with significant learning and behavioral differences. The course content addresses cognitive processing, classroom management and behavioral support strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing students' progress are explored. Current trends, issues, and legislation updates are included as well. [ 3 credits ]

Focuses on the role of assistive and instructional technology in accessing the general education curriculum for students with and without disabilities within the Universal Design for Learning framework. Participants will develop a basic understanding of the principles of universal design and how these principles can be applied to curriculum materials making them more accessible for all students. Familiarity with resources as well as the integration of strategies and tools enabling students to access curriculum will also be incorporated into the course. Online course. [3 credits ]

This course will address issues such as application of current general and special education school laws and policies as applied to special needs students, arbitration, accessing and utilizing resources and funds. Staff issues such as interviewing, managing team process, and instructional supervision will also be addressed.

This course will explore issues such as observation and conferencing techniques, informal vs. evaluative supervision, mentoring, and effective communication. A collaborative approach to inclusion models such as co-teaching and team teaching, effective use of support staff and consultants, and accountability issues of effective site based management will be explored.

Explores a broad spectrum of classroom and behavior management strategies as well as generic and subject specific study, organizational and self-regulatory skills. Course will focus on research support as well as systematic, effective implementation. (Expansion of the strategies component of SPE-527 Teaching Special Needs Students in Inclusive Settings, a course  offered in the Post-Baccalaureate Certificate Program). This course will provide participants with the knowledge and skills necessary to design learning environments that facilitate  understanding, foster responsibility for learning, encourage peer interaction, create opportunities for collaborative learning and support inclusion for elementary with disabilities. Instructional approaches, researched based practices and program models for diverse learners will be presented. Participants will develop individual education plans with goals and accommodations that align to state standards, promote student access to general education curriculum and meet legal requirements.[ 3 credits ]

Develops the knowledge and skills to assist individuals with disabilities in transitioning from school to postsecondary life. Transition planning will be defined and related disability legislation explored. The family's role in transition will be discussed as well as empowering student selfdetermination and involvement. Person-centered practices to individualize the transition process will be explored. Community transition planning will be emphasized, including interagency agreement. Teaching for transition, finding vocational placements for students, pursuing postsecondary educational opportunities and independent living supports will be examined. Students will learn to design and implement individual transition plans for youth with mild to significant disabilities. [ 3 credits ]

Thorough investigation into the area of social, emotional and behavioral issues of special needs and atrisk students, with attention to the legal definition of "seriously emotionally disturbed." Course will explore school and community interventions and resources. Group behavior management programs, and direct instruction in areas such as pro-social skill training and conflict resolution will be explored. Strategies for academic interventions, supported by emotional and behavioral practices will be included.

Attention to the reading and writing difficulties of special needs students, across disabilities, will be the focus of this course. Language processing issues, as well as research supported compensatory and remedial interventions and programs will be explored. Integrated, multisensory, cross-curricular approaches as well as innovative staffing and support models will be researched and discussed.

Focuses on effective leadership and communication skills for school-based personnel, with a particular focus on Special Education teacher-leaders. We will explore leadership, communication, group dynamics, and address issues related to effective, collaborative team coordination in various programs providing services to school age children. "Teaming" for academic and social/emotional concerns, effective preventive interventions, resolving conflict, utilization of school and community resources, and effective communication with parents or primary caretakers, and support or monitoring agencies will be included. [ 3 credits ]

Provides pre-service and inservice teachers with appropriate methods to facilitate the teaching of mathematics to students with special needs and to gifted students. The course content includes teaching for understanding, development of mathematical thinking, performance-based instruction, and curriculum thrusts defined by NCTM (National Council of Teachers of Mathematics) standards. Models of instructional delivery, adaptations of curriculum and materials, problem solving strategies, and assessment options are explored. Current issues and trends concerning quality mathematics programs are discussed. [ 3 credits ]

Provides pre-service and inservice teachers with appropriate methods to facilitate the teaching of mathematics to students with special needs and to gifted students. The course content includes teaching for understanding, development of mathematical thinking, performance-based instruction, and curriculum thrusts defined by NCTM (National Council of Teachers of Mathematics) standards. Models of instructional delivery, adaptations of curriculum and materials, problem solving strategies, and assessment options are explored. Current issues and trends concerning quality mathematics programs are discussed. [ 3 credits ]

Provides opportunities to learn from presentations by professionals who serve students with low incidence disabilities. Issues related to disabilities such as traumatic brain injury, sensory impairments, severe/profound mental retardation and medically fragile children will be addressed by professionals who work with these children on a daily basis in various school and community settings. [ 3 credits ]

This course is designed to help teachers deliver content to best teach students with language or math-based learning differences. The course focuses on creating a foundation of conceptual understanding, building number sense, developing visual-spatial skills, and promoting procedural fluency. The growth of these skills becomes the bedrock for guiding students to acquire mathematical language. Like our alphabet, math is a symbolic language that needs to be carefully taught using direct instructional techniques.  [ 3 credits ]

The focus of this course is on the acquisition of reading, writing and spelling skills using a multisensory structured literacy approach. Participants will develop and understanding of how the brain learns to read and how to approach instruction as a diagnostician. Class participants will explore all parts of the acquisition of literacy, including oral language development, phonology (phonological & phonemic awareness, phonics), decoding/word recognition, spelling,
vocabulary, fluency, and comprehension. While theory and research will be shared, the primary focus of this course is the direct application of teaching from a structured literacy perspective. [ 3 credits ]

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 2-5 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Helps participants understand the symptoms of ASD (Autism Spectrum Disorder) in students, how it affects their ability to learn through assessment and observation methodologies and implementation strategies in the classroom to help students, educators, and parents cope with the disability. Participants will learn inclusive educational settings techniques and the importance of trans-disciplinary teaming for students with ASD. Finally, participants will review and consider variables in the environment impacting on behavior management no matter where the students fall on the spectrum. Online course. [ 3 credits ]

This is reserved for specialized topics and independent study related to special education. [3 credits]