Education (Grad)

Degrees and Certificates

Courses

EDGT-500: Foundations of Gifted and Talented Education

Credits 3
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 ]

EDGT-501: Affective Characteristics of Diverse Gifted and Talented Learners

Credits 3
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 ]

EDGT-502: Curriculum for the Gifted and Talented

Credits 3
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 ]

EDGT-503: Research Seminar in Gifted and Talented Education

Credits 3
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 ]

EDGT-504: Practicum in Gifted and Talented Education

Credits 3
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 ]

EDGT-505: Strategies for the Education of Gifted and Talented Students

Credits 3
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 ]

EDGT-506: Theory and Development of Creativity

Credits 3
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 ]

EDM-500: Principles of Enrollment Management and Retention

Credits 3
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 ]

EDM-501: Financial Aid and Data Analytics for Enrollment Planning

Credits 3
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 ]

EDM-502: Enrollment Marketing and Communications

Credits 3
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 ]

EDON-501: Infant and Toddler Mental Health: Issues & Information for Educators

Credits 1 3
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 child care 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 electrive in one of NDMU's graduate programs.

EDON-502: Early Childhood: Family-Centered Services

Credits 1 3
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 electrice in one of NDMU's graduate programs.

EDON-503: Early Childhood: Observation And Assessment

Credits 3
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 ]

EDON-504: Early Childhood: Program Planning

Credits 3
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 ]

EDON-505: Early Childhood: Typical & Atypical Development

Credits 3
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 ]

EDON-506: Supporting At-Risk Young Learners and Their Families

Credits 3
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 ]

EDON-510: Educational Technology

Credits 3
Technology integration doesn't have to be hard. In fact, it should be easy! Regardless of your skill level, this course will walk you through innovative technology that will inspire your creativity and eleveate the way you share information and ideas. Students will learn how to select and evaluate technology tools to align to current curriculum. You will gain knowledge and skills to effectively pursue professional growth in educational technology. Through discovery, reflection, and analysis you will realize practical applications of interactive digital tools. You will have the opportunity to explore easy to learn internet-based multimedia that can be integrated inside and outside of the classroom. This course will also provide pathways for you to impove your practice through self-reflection. You will leave with a toolbox of strategies and ideas to transform everyday content into extraordinary products. After you have completed your studies in the chapters on Educational technology in the classroom, you will be presented with various classroom scenarios in which you will be able to practice and hone your skills for creating a digital culture, integrating practical strategies based on standards, and implementing educational technology in our classroom. [ 3 credits ]

EDON-512: English Language Learner: Methods and Materials

Credits 3
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 ]

EDON-513: English Language Learner: Linguistics

Credits 3
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 ]

EDON-514: English Language Learner: Evaluation and Assessment

Credits 3
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 ]

EDON-515: English Language Learner: Language Acquisition

Credits 3
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 ]

EDON-517: Advanced Classroom Management: Children As Change Agents

Credits 1 3
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.

EDON-518: Behavior Is Language

Credits 3
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 ]

EDON-519: Drugs and Alcohol in Schools: Understanding Substance Use & Abuse

Credits 1 3
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.

EDON-522: Learning Disabilities

Credits 3
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.

EDON-523: Talented and Gifted: Working With High Achievers

Credits 1 3
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.

EDON-524: Teaching Diversity: Influences & Issues In the Classroom

Credits 1 3
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.

EDON-527: Ethics and Safety for Schools

Credits 3
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.

EDON-531: Try DI

Credits 1 3
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.

EDON-540: Response to Intervention

Credits 1 3
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.

EDON-541: Six Traits of Writing Model: Teaching & Assessing

Credits 1 3
This course will discuss why writing is important and why teachers should include writing as often as possible in all content areas. The course will also include practical applications for assessing and teaching writing, including teaching students how to self-assess their own writing. Throughout the course, we will look at practical ways to use this model in your classroom. ONLINE 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.

EDON-542: Teaching Secondary Math Conceptually

Credits 1 3
This course is designed to explain and connect the major concepts, procedures, and reasoning processes of mathematics. Current standards and practices in math education will be discussed to outline a teaching methodology that is conceptual, contextual, and constructive. Activities are presented to explain underlying concepts, and illustrate constructive teaching. Emphasis is on exploring how to develop mathematical understanding in learners. ONLINE 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.

EDON-544: Educational Assessment: Assessing Studen Learning in the Classroom

Credits 1 3
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.

EDON-550: Build School Communities: Brain Smart Classroom Management

Credits 1 3
Students will learn how to differentiate for classroom management and discipline similarly to differentiating for students' diverse academic needs. One size does not fit all, but all sizes can fit together. 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. [ Variable credit - 1-3 credits ] NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

EDON-580: Literacy in the Content Areas I

Credits 3
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 development independent learning strategies and literacy for life. Includes preparation of instructional materials and activities, as well as strategies for organizing and managing literacy instruction in the content areas. [ 3 credits ]

EDON-592: Teaching Elementary Math Conceptually: A New Paradigm

Credits 1 3
The course Teaching Elementary Math Conceptually: A New Paradigm is designed to explain and connect processes of mathematics. Current research and trends in math education will be discussed to outline a teaching methodology that is conceptual, contextual, and constructive and supports learning mathematics standards, such as the Common Core State Standards (CCSS). Activities are presented to explain underlying concepts and illustrate constructive teaching. The course has been divided into four chapters covering four math topics: number sense, addition and subtraction, multiplication and division, and fractions. Emphasis is on exploring to develop mathematical understanding in learners. [ Variable credit - 1-3 credits ] NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

EDST-500: Introduction to Design, Technology and Engineering Content and Instructional Strategies for K-8 Educators

Credits 3
This course will introduce teachers to the content, skills and instructional strategies associated with disciplines of Design, Technology and Engineering Education. Through instruction and direct experience, participants will develop knowledge and skills related to: (1) "technology" as processes, knowledge and skills focused on meeting human needs and wants; (2) "engineering" as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes; (3) "design" as a creative and innovative process that lays the basis for the making of all objects or systems. [ 3 credits ]

EDST-501: Exploration in Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators

Credits 3
This course will extend teacher knowledge in the areas of Design, Technology and Engineering. Through instruction and direct experience, parti- cipants will develop, extend and apply knowledge and skills related to: (1) Design as a creative and innovative technological process; Technology as processes, knowledge and focused on meeting human needs and wants; (3) Engineering as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes. [ 3 credits ]

EDST-502: Application of Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators

Credits 3
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 environ- ments that demonstrate solutions to problems. Prerequisites: EDST-506, PHY-561, PHY-562, and ENV-560. [ 3 credits ]

EDST-503: Practicum: STEM for Teachers PreK-8

Credits 3
The capstone experience of the program is a field-based practicum that integrates the course work and standards of practice of STEM education. During the practicum, students will be asked to put into practice a thoughtful and effective vision of STEM education. Through direct supervision by program faculty and participation in a weekly seminar, students will work to pull together their program experiences and apply them to an authentic education context. The practicum will provide students the opportunity to reflect on the direction of their professional career as a STEM educator through portfolio assessment. Prerequisite: Completion of 27 STEM credits. [ 3 credits ]

EDST-504: STEM Curriculum Development

Credits 3
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. Prerequisites: EDST-506, PHY-561, PHY-562, ENV-560, and one of the following: ENV-561, ENV-562, or EDST-505. [ 3 credits ]

EDST-505: STEM Curriculum and Implementation in the Early Childhood Classroom

Credits 3
This course presents teachers with the fundamentals to enact a STEM curriculum in the early childhood classroom setting. This course focuses on using an integrated approach to implementing STEM standards of practice into already existing and new teacher developed curriculum. Teachers will learn how to appropriately incorporate Next Generation Science Standards, Common Core State Standards and Maryland State STEM Standards of Practice into their own professional experiences. This will be a highly interactive course where teachers will engage in numerous activities and discussions as they progress through examples of early childhood STEM lessons and activities. [ 3 credits ]

EDST-506: Introduction and Exploration of Design, Technology, and Engineering: Content and Instruction Strategies

Credits 3
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 science, 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 oflearning styles through the construction of operating models, products, systems, and environments that demonstrate solution to problems. [ 3 credits ]

EDST-508: Technology for STEM Educators

Credits 3
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; and (3) methods for supporting creating technology heavy subjects. [ 3 credits ]

EDU-502: American Education in Historical Perspective

Credits 3
Surveys major developments in the history of American education from colonial times to the present. Examines influential persons, ideas and institutions in the context of American society. Education and public policy, legal issues, priorities and innovations in American education reviewed from a critical perspective. [ 3 credits ]

EDU-504: Adolescent Literature

Credits 3
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 ]

EDU-508: Issues in TESOL

Credits 3
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. Special emphasis is placed on the role of cultural differences on language development and academic achievement in United States classrooms. 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 No Child Left Behind, on ESL students and TESOL. [ 3 credits ]

EDU-509: Processes and Acquisition of Reading

Credits 3
Sets forth an interdisciplinary view of the foundations of reading and writing and the development and acquisition of literacy. The class addresses theories in such fields as linguistics, cognitive psychology and child development as they are seen in language and literacy development of the emerging elementary reader/writer. The course examines the history of various instructional methodologies and the research documenting their effectiveness. The class reviews current approaches to all parts of the acquisition of literacy, such as direct instruction of phonics, whole language, language experience, literature-based curricula and the writing process. [ 3 credits ]

EDU-510: Elementary Reading Materials

Credits 3
Exposes teachers to a variety of quality texts and other media, fiction and non-fiction for use in the elementary classroom, across the curriculum. Criteria for selecting and evaluating materials and strategies for use in all areas of instruction, with attention to student and text diversity issues will be explored. [ 3 credits ]

EDU-511: Assessment of Reading

Credits 3
Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing. Students will learn how to administer, score and interpret the results of various assessments. Instructional decisions regarding the educational program of the child will also be examined. [ 3 credits ]

EDU-511E: Assessment of Reading for Early Childhood Educators

Credits 3
This course is designed to assist pre-service and in-service teachers in becoming proficient consumers and users of classroom-based assessments and assessment data. Instruction will focus on building knowledge of the purposes of assessment, types of assessment tools, how to administer and use several valid, reliable, well-researched formal and informal assessments of reading and related skills, how to effectively interpret the results of assessments, and how to communicate assessments results in a variety of contexts. Participants will work with an individual struggling reader to show that they can use assessment data based on the components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to guide instructional decisions. Throughout the course, participants will demonstrate their knowledge by selecting, administering, and/or interpreting assessments appropriate for screening, progress monitoring, diagnosing, and outcomes measurement. Course assessments will be applicable to all students of diverse ages and abilities. [ 3 credits ]

EDU-512: School Library Administration I

Credits 3

This course prepares future and practicing School Library Media Specialists to lead, manage, and transform 21st-century school library programs. Students will examine the strategic administration of the library media center through the lens of the five core professional roles: Teacher, Leader, Instructional Partner, Information Specialist, and Program Administrator. Through a blend of theory and actionable practice, students will deeply analyze how these five roles intersect with the six shared foundations of the American Association of School Librarians (AASL) National School Library Standards: Inquire, Include, Collaborate, Create, Explore and Engage.   [ 3 credits ]

EDU-513: Science and Social Studies in the Elementary School

Credits 3
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 ]

EDU-514: Organization of Information

Credits 3
Examines the organization of information resources in a school library media center. Topics include retrieval tools, encoding standards (MARC, SGML) classification theory and principles of organization of information. [ 3 credits ]

EDU-515: Curriculum and Methods in Early Childhood Education

Credits 3
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 ]

EDU-519: Human Development and Learning

Credits 3
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 ]

EDU-520: Curriculum and Instruction in Secondary Schools

Credits 3
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 ]

EDU-522: Psy Foundations of Education

Credits 3
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.

EDU-523: Education in American Society

Credits 3
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 ]

EDU-524: Topics in Education

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

EDU-525: Master Latin Teacher Workshop

Credits 3
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 ]

EDU-530: Methods of Teaching Art N-12 in Secondary School

Credits 3
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 ]

EDU-531: Methods of Teching English in Secondary School

Credits 3
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 ]

EDU-532: World Languages

Credits 3
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 ]

EDU-533: Methods of Teaching Mathematics in Secondary School

Credits 3
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 ]

EDU-535: Methods of Teaching Music In Secondary School

Credits 3
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 ]

EDU-536: Social Emotional Learning and Flourishing

Credits 3
This course addresses the theories, frameworks, and practices of social emotional learning (SEL) and human flourishing to enable educators and leaders in the creation of classrooms and schools that support the comprehensive well-being of individuals within the school community. Students in this course will learn how to implement strategies to support the social, emotional, and mental health of individuals within schools. This course will focus on developing essential skills for the classroom and beyond. [ 3 credits ]

EDU-537: Methods of Teaching Science in Secondary School

Credits 3
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 ]

EDU-538: English Language Learners for the Classroom Teacher

Credits 3
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 ]

EDU-539: Methods of Teaching Social Studies In Secondary School

Credits 3
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 ]

EDU-540: Child and Adolescent Psychology

Credits 3
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 ]

EDU-542: Instruction in Reading

Credits 3
Reviews current research findings related to integrated language arts instruction and their impact on classroom practices in schools. Numerous strategies and methods to develop and enhance the elementary student's reading, writing, listening and speaking skills are explored. A variety of management techniques will be discussed. [ 3 credits ]

EDU-543: Reading, Analyzing and Interpreting Educational Research

Credits 3
Provides an interactive learning environment that will enable students to acquire knowledge, skills and abilities required for the analysis, interpretation and evaluation of educational research. In addition, the course will enable students to cultivate the skills necessary for engaging in their own creative and meaningful research. [ 3 credits ]

EDU-544: Educational Assessment

Credits 3
Focuses on student assessment and the relationship of assessment practices to instructional decisionmaking. Students will consider, analyze and apply a variety of approaches for interpreting individual and group behavior based on relevant research and best practices. Traditional assessment techniques, using standardized and criterion instruments, will be explored, as well as direct performance and portfolio assessments. Both classroom and clinical practice assessment strategies will be explored. [ 3 credits ]

EDU-545: Principles of Linguistics

Credits 3
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 ]

EDU-546: Methods and Materials for TESOL

Credits 3
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 ]

EDU-547: Assessing Second Language Acquisition

Credits 3
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 ]

EDU-548: Language Learning

Credits 3
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 ]

EDU-551: Teaching Literacy and Writing in the Content Areas II

Credits 3
Provides an advanced study of how to teach reading and writing to all students using motivating and accessible texts. Participants analyze literacy (the reading and writing process) to understand how levels of literacy are not absolute. Literacy is relative and depends on the diverse culture, language, background experiences, and skills of the reader and the kind of text presented. Participants learn how to informally assess their students' levels of literacy and analyze texts for level of readability. Various reading and writing approaches and strategies in the content areas are modeled and demonstrated in class by the instructors and the participants. Participants learn how reading and writing are social acts of communication as they work together in this class discussing their own reading and writing. Participants compile a variety of texts (including materials for computer use) in the content areas in order to meet the needs of all of their students. [ 3 credits ]

EDU-552: Global Perspectives in Teaching

Credits 3
Encourages an open inquiry into the nature of global education as a means to prepare students for intelligent participation in the contemporary world. Classroom materials and techniques are used to explore global issues, such as hunger, poverty, the environmental crisis, international development and world peace. Integrates content with pedagogy. [ 3 credits ]

EDU-553: Education That Is Multicultural

Credits 3
Investigates the role of education in an increasingly pluralistic society and interdependent world. Students explore the nature of education which promotes recognition, understanding, and acceptance of individual uniqueness, interdependence, and cultural diversity within a pluralistic society. A variety of approaches to multicultural educational reform are addressed. Includes discussion of both theory and practice. [ 3 credits ]

EDU-555: Tools for Innovative Leadership

Credits 3
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 ]

EDU-556: Technology for Instruction and Management

Credits 3
Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the instructional needs of students. The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [ 3 credits ]

EDU-557: Leadership Seminar I

Credits 3
Analyzes various models of leadership and explores societal and personal assumptions about leadership. Students investigate key elements of effective leadership and raise questions from several cultural viewpoints. Participants will be encouraged to integrate and apply diverse leadership perspectives in order to enhance their leadership abilities and strengthen their capacity to lead as educational professionals. [ 3 credits ]

EDU-559: Leadership Seminar II

Credits 3
Considers the dynamics of innovation and change in organizations and institutions. Readings and discussions focus on the conceptualization, planning, and management of innovation and change. Seminar participants analyze the theoretical bases of various decision-making and problem-solving strategies and examine specific case studies relevant to change. Students are required to develop an analytical project in which they identify a particular problem and plan an effective strategy. [ 3 credits ]

EDU-560: Legal Issues for Teachers and Administrators

Credits 3
Surveys the fundamental legal principles and issues which affect public and private education. They will become acquainted with the American legal process and basic legal terminology. Using the case study approach to contemporary education law, students will become familiar with the diversity of legal issues that affect educators' professional lives. [ 3 credits ]

EDU-561: Methods of Teaching Interdisciplinary Environmental Science

Credits 3
Through multi-disciplinary, hands-on lessons which are aligned with the Maryland Learning 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 earn about student engagement in environmental education action projects and where to get funding in Maryland to do these projects with their students. [ 3 credits ]

EDU-563: Curriculum Development

Credits 3
Considers the forces driving quality curriculum development. This course examines how different groups, issues, ideologies and research have influenced what and how children have been taught historically. Attention will be focused on recent reform literature directed at schools and its likely impact on curriculum. Current political, economic, demographic and academic trends will be studied. The process for curriculum design will be examined and applied as students develop a sample guide using the class as a workshop group. The course concludes with an analysis of future curriculum needs and the role of educators in bringing about needed changes. [ 3 credits ]

EDU-564: Contemporary Education Issues

Credits 3
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 ]

EDU-566: Comparative and International Education

Credits 3
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 ]

EDU-567: Learning Theory and Practice

Credits 3
Evaluates theories of learning from cognitive, physiological and affective perspectives as a basis for effective instructional practice. Research into the theoretical basis for learning and higher level thinking skills is applied to educational planning, implementation, and evaluation. [ 3 credits ]

EDU-569: Supervision: Empowering Teachers

Credits 3
Examines the developmental supervisory approach for teachers and support staff. Key elements of effective supervision are investigated and applied to school situations through reading, exercises, and videos. Knowledge of adult learning, interpersonal skills, and alternative supervisory practices according to varying developmental levels are stressed. Empowerment can be a motivational tool and lead to increased performance. Thus, strategies for empowering teachers and support staff are included in this course as a key requirement for supervisors. [ 3 credits ]

EDU-577: Internet in Teaching and Learning

Credits 3
Explores the use of the Internet in the K-12 environment and how it impacts both student learning and teacher professional growth. The course will include an in-depth study of such topics as Web quests, research modules and telecollaborative projects. Students will create Web pages and learn about listservs. The course will also explore how some educators are using emerging technologies such as blogs and wakes in the classroom. Integrating resources into the school's curriculum with an emphasis on investigating how this will change teaching will be a major focus. [ 3 credits ]

EDU-578: School Technology Planning

Credits 3
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 ]

EDU-580: Teaching Literacy and Writing in the Content Areas I

Credits 3
Presents the conceptual framework and methodology for teaching reading and writing at the secondary level. Emphasizes the holistic and developmental nature of reading/writing/learning processes. Explores literacy as a cultural, sociological phenomenon. Includes techniques for skill assessment and development in the oral and language areas of speaking and listening and in the written language areas of reading and writing. Emphasis is on language skill refinement across the curriculum as well as strategies for students with varying learning styles and needs. Explores the interactive nature of reading, the reading/ writing connection and ways to integrate literature within the various disciplines across the curriculum. Discusses the teacher role in developing independent learning strategies and literacy for life. Includes preparation of lesson plans, activities and materials as well as strategies for organizing and managing literacy instruction in the content areas. [ 3 credits ]

EDU-582: Emerging Literacy and the Young Child

Credits 3
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 ]

EDU-583: Special Topics in Mathematics Education

Credits 3
This course will examine effective instruction in the elementary and middle school mathematics classroom. Instruction will focus on studying how students learn mathematics and the pedagogical knowledge specific to mathematics teaching and learning. Candidates will analyze the mathematical thinking of students, integrate technology into mathematics instruction, and support a positive disposition toward mathematical processes and mathematical learning. The National Council for Teachers of Mathematics (NCTM) Standards, Maryland Common Core Curriculum including the Standards for Mathematical Practices, and the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments will be addressed. Problem solving approaches, authentic tasks, and active learning strategies will be included. This is web-assisted course in which participants will use various websites for the completion of some assignments. [ 3 credits ]

EDU-584: Teaching Writing in the Elementary/ Middle School

Credits 3
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 ]

EDU-585: Practicum in Culturally Proficient Leadership

Credits 3
The Practicum is the capstone experience of the Cultural Proficiency Leadership Master's Program. It is a field-based experience that incorporates the essential elements of cultural competence in leading for equity and excellence in PK-12 schools. During this practicum, you will work under the supervision of a school administrator and will function as an equity leader in the building. You will be challenged to put into practice a reflective vision of culturally responsive practices and equity-focused policy development. You will also be responsible for planning and implementing professional development opportunities for faculty members, and developing a program that will involve families and the school community in a way that is culturally responsive. The practicum will support the development of your expertise as an equity leader in gaining the skills needed to advance in y our professionalpractice in positions of leadership such as administration, equity specicialization, curriculum development, instruction, and assessment. [ 3 credits ]

EDU-586: Techniques of Teaching Reading and Writing to English Language Learners

Credits 3
Familiarizes students with the approaches, methods and techniques appropriate for the teaching literacy skills to English Language Learners (ELLs). Special topics such as language-specific rhetorical styles and integration of reading and writing in the content areas will also be discussed. Students evaluate and design appropriate classroom materials. [ 3 credits ]

EDU-590: Computer Hardware and Software Concepts

Credits 3
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 ]

EDU-592: Mathematics in the Elementary School

Credits 3
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 ]

EDU-595: Teaching Practicum

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

EDU-596: English Grammar for ESL Teachers

Credits 3
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 ]

EDU-597L: Education Academic Skills Enrichment Lab (GRD)

Credits 0
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 ]

EDU-598: Topics in Applied Linguistics: Variation in English

Credits 3
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 ]

EDU-599: Practium: Admin/Supervision I

Credits 3
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.

EDU-600: edTPA for Educators

Credits 1 3
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 ]

EDU-601: Internship: Student Teaching in Secondary School

Credits 2 5
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 ] 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.

EDU-601L: Part Time Mat Internship: Student Teaching Secondary School

Credits 1 3
Provides a part-time 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 reaching. 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 Director of Clinical Field Experience. [variable credits: 1-3 credits] NOTE: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 1-3 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 School of Education.

EDU-602: Internship: Student Teaching in the Elementary School

Credits 2 5
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 ] 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.

EDU-602L: Part Time Mat Internship: Student Teaching Elementary School

Credits 1 3
Provides a part-time 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 reaching. 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 Director of Clinical Field Experience. [variable credits: 1-3 credits] NOTE: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 1-3 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 School of Education.

EDU-603: Internship: Student Teaching in Early Childhood Education

Credits 2 5
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 ] 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.

EDU-603L: Part Time Mat Internship: Student Teaching Early Childhood

Credits 1 3
Provides a part-time 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 reaching. 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 Director of Clinical Field Experience. [variable credits: 1-3 credits] NOTE: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 1-3 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 School of Education.

EDU-604: Analytic, Reflective and Research Seminar

Credits 3
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 ]

EDU-605: Internship: Student Teaching in Art N-12

Credits 2 5
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 ] 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.

EDU-605L: Part Time Mat Intership: Student Teaching Art N-12

Credits 1 3
Provides a part-time 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 reaching. 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 Director of Clinical Field Experience. [variable credits: 1-3 credits] NOTE: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 1-3 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 School of Education.

EDU-607: Intern: Stu Tch/Instrum Music

Credits 3 6
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.

EDU-608: Teaching the Digital Generation in the Globalized Age

Credits 3
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 ]

EDU-609: Tools for Digital Learning

Credits 3
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 ]

EDU-610: Practicum II: School Library Media Specialist

Credits 3
The course is the second phase of the year-long internship in library media specialist. This course is designed as a culminating experience for students preparing for Library Media Specialist Certification. The course blends leadership theory with practice and focuses on the ongoing professional growth and development of students by assisting them to improve skills, techniques and behaviors which are related to effective school library medial specialists. [ 3 credits ]

EDU-611: Internship Tesol

Credits 2 5
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. [ Variable credits: 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.

EDU-611L: Part Time Mat Internship: Student Teaching Tesol

Credits 1 3
Provides a part-time 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 reaching. 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 Director of Clinical Field Experience. [variable credits: 1-3 credits] NOTE: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 1-3 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 School of Education.

EDU-612: Remedial Reading Instruction for Classroom and Clinical Settings

Credits 3
Researches, examines and implements a variety of remediation techniques in classroom and/or clinical settings. The course includes study of factors that influence reading success and that lead to an effective remediation program. Participants analyze individual student's strengths and needs in order to identify recommended remediation practices. [ 3 credits ]

EDU-614: The Online Learning Environment: Design and Implementation

Credits 3
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 ]

EDU-615: Educator As a Change Leader

Credits 3
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 ]

EDU-616: Practicum: Leadership in Mathematics Practicum

Credits 3
This course will provide students experiences in mathematics leadership. The candidate will work under the supervision of a building administrator and will function as a mathematics leader in the building. During class, candidates will define the role of a mathematics leader, learn about models of professional development and identify strategies for improving student achievement in mathematics. In the practicum, candidates will be responsible for planning, implementing professional development opportunities for faculty members and develop a program that will involve families in the mathematics education program. Candidates will learn about the Maryland Common Core State Curriculum, Standards for Mathematical Practices, and PARCC assessments (as they become available). This is a hybrid course in which participants will meet for five in-class sessions and participate in five online classes. [3 credits]

EDU-617: Educational Leadership and Technology: Preparing School Administrators for the Digital Age

Credits 3
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]

EDU-618: Resource Role of the Reading Specialist

Credits 3
Evaluates roles and responsibilities of the reading specialist as an instructional leader in schools and school systems. The course addresses such curricular and instructional issues as research-based teaching strategies, grouping practices, and formal and informal assessments. Participants review and analyze these issues for their usefulness and appropriateness for implementation in schools and school systems. Participants also explore the human dimensions of the reading specialist's responsibilities with regard to the ARD process and relationships with parents/guardians, community groups, administrators, teachers and specialists within instructional structures and with experts in the field whose work may contribute to enhancing student reading skills. The course prepares the reading specialist to be a colleague and consultant to classroom teachers as well as a resource person for disseminating state, local and professional initiatives related to reading instruction. The reading specialist is also prepared to be a participant in program and staff development, an effective communicator of goals and programs for all constituencies, and an academic resource equipped to pioneer, foster, support, guide and assess the principles, methods and procedures that will improve reading instruction throughout a school and/or school system. [ 3 credits ]

EDU-619: Practicum in Digital Learning Technology

Credits 3
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 ]

EDU-620: Sociolinguistics

Credits 3
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.

EDU-621: Bilingualism

Credits 3
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.

EDU-623: Research-Based Strategies for Teacher Retention and Leadership

Credits 3
In this course, students analyze research-based strategies to improve teacher retention and develop teacher leaders. They explore national and international promising practices for teacher retention and teacher leadership, examining the conditions that enable success at both the primary and secondary levels, as well as the impact on student outcomes. Participants then describe how these strategies can be applied to fit the unique contexts of their schools to enhance teacher retention and foster teacher leadership. Throughout the course, participants reflect on how applying these strategies can strengthen their own leadership practices and contribute to a more effective educational environment. [ 3 credits ]

EDU-624: Dialects in American Schools

Credits 3
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 ]

EDU-626: Computer Assisted Instruction for Language Learning

Credits 3
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 ]

EDU-629: Roles of the Literacy Coach

Credits 3
Assists reading specialist/ literacy coach candidates in examining the roles and responsibilities of the reading coach as learner, researcher, peer model, and supervisor of school-based literacy instruction. Participants examine the relationship of the reading coach to the reading specialist and the faculty/staff members of the learning community. Special emphasis will be placed on working with the adult learner to support teachers in understanding, implementing and evaluating grade level and subject area instruction. Assignments will involve in-class and field experiences that provide practice with coaching techniques. All areas of study will be linked to the standards for the literacy coach set forth by the International Reading Association. [ 3 credits ]

EDU-631: Urban Education

Credits 3
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 ]

EDU-638: Foundations in AI in Education

Credits 3
Through case studies and practical examples, learners will analyze the profound implications of AI on Teaching, learning, and assessment. Special emphasis will be placed on ethical considerations, such as bias, equity, and data privacy, to ensure responsible and inclusive use of AI in educational contexts. By the end of the course, participants will have the knowledge and tools to critically evaluate AI technologies and design thoughtful strategies for integrating AI into learning environments. Prepare to gain the insights and skills needed to lead the way in leveraging AI to enhance education and empower learners in a rapidly evolving digital age. Prerequisite: EDU-608. [ 3 credits ]

EDU-639: Designing Ai-Driven Learning: Collaboration, Personalization, and Data-Informed Pedagogies

Credits 3
Participants will explore AI-powered tools for personalized learning, adaptive assessments, and differented instruction, emphasizing their practical application in real-world classrooms. They will also examine the role of educators as partners with AI, balancing human expertise with machine intelligence to foster student growth. The course includes hands-on practice with data analytics tools to identify learning gaps, predict outcomes, and make informed decisions to support diverse learners effectively. Special attention will be given to ethical and inclusive considerations, ensuring AI is used responsibly to promote equity, accessibility, and student success. By the end of the course, participants will have developed actionable strategies and AI-enhanced learning designs that emplower learners and position educators as leaders in a data-driven educational landscape. Prerequisite: EDU-608. [ 3 credits ]

EDU-640: -Ethical Leadership, Research, and Policy in AI-Driven Education

Credits 3
This course prepares educators and leaders to navigate complex ethical, equity, and policy challenges posed by AI in education. Participants will explore algorithmic bias, accessibility for diverse learners, data privacy, and security. Through research-driven inquiry and collaborative projects, learners will critically evaluate AI's impact on education, using A1-powered analytics and qualitative research methodologies. Participants will examine policy development processes, funding considerations, and advocacy techniques to champion ethical and equitable AI use in learning institutions. By the end of the course, students will conduct an AI-related research study and develop a policy proposal for AI integration in education. Prerequisite: EDU-608. [ 3 credits ]

EDU-645: Technology in Education

Credits 3
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 ]

EDU-647: Learning, Language and the Brain

Credits 3
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 ]

EDU-660: Legislative and Legal Decisions Affecting Changing School Populations

Credits 3
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]

EDU-665: Digital Game-Based Learning and Design

Credits 3
The evolution of information and communication technologies has fundamentally shifted how people, big business, and governments communicate and conduct business. The modern world is experiencing disruptive innovation, however, schools and higher education institutions have not experienced the same philosophical and technological shift as the rest of the world. Many of the pedagogical practices and instructional resources have remained unchanged for far too long. Learners entering the globalized workforce are ill-prepared. In essence, schools must prepare learners for their futures, not our past. In this course, learners will explore merging issues related to teaching, learning and assessment in the 21st century. They will explore the pervasive nature of disruptive innovation and identify the essential skills needed by students to survive in the new workforce. [ 3 credits ]

EDU-670: Sociological and Cultural Foundations of Education

Credits 3
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 ]

EDU-672: Changing School Population in Historical Perspective

Credits 3
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 ]

EDU-673: Soc Persp/School Populations

Credits 3
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.

EDU-674: Global and International Perspectives in Education

Credits 3
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 ]

EDU-675: Democracy and Education: Philosophical Perspectives

Credits 3
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 ]

EDU-676: Educational Applications of Multimedia

Credits 3
Provides an introduction to designing and planning multimedia projects in the K-12 setting through collaborative inquiry. Topics to be introduced include storyboarding, conferencing, video editing and incorporating multimedia elements into selected software programs. Students will read some of the latest research covering the impact of multimedia development on student achievement. [ 3 credits ]

EDU-677: Student Affairs: Planning, Policy and Practice

Credits 3
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 ]

EDU-688: Practicum: School Administration and Supervision Part I

Credits 3
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. [ 3 credits ]

EDU-690: Practicum in School Administration and Supervision Part II

Credits 3
Initiates the second phase of the year-long internship in school Studentsadministration 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 oingoing 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 policital leadership). Students are supervised, assessed and evaluated by a college supervisor and a school administrator. [3 credits ]

EDU-691: Practicum: Application of Remediation in a Clinical Setting

Credits 3
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. [ 3 credits ]

EDU-692: Practicum in TESOL Leadership

Credits 3
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 ]

EDU-693: Administration and Supervision Practicum

Credits 3
This unified 3-credit practicum merges the year-long practicum sequence of EDU-688 and EDU-690 into a single 15-week graduate course requiring 240 hours of in-school leadership experience. The course blends leadership theory and practice, focusing on the ongoing professional growth of aspiring school leaders in real-world settings. Under the guidance of an experienced on-site mentor and a university supervisor, candidates participate in a variety of school leadership activities addressing diverse dimensions of effective school leadership, including visionary, instructional, organizational, community, ethical, and political leadership. Seminar discussions and readings (delivered online) complement the practicum by addressing the conceptualization, planning, and management of innovation and change in schools. Candidates will identify a significant school-based problem of practice and develop an analytic "Vision and Change" improvement project, planning and leading a strategic initiative to address the problem. Key assignments from the original two-course sequence have been retained in streamlined form, including an instructional walkthrough observation, a school culture and equity audit with disciplinary leadership case analysis, a family and community engagement project, an education policy research reflection, and final leadership project presentation, all aligned to national leadersip standards. Throughout the practicum, candidates are supervised and evaluated by both the faculty instructor and the site administrator, utilizing current School of Education practicum assessment instruments and rubrics aligned to the National Educational Leadership Preparation (NELP) program standards and the Professional Standards for Educational Leaders (PSEL). This intensive practicum experience is designed to prepare candidates with the knowledge, skills, and professional dispositions needed to effective school leadership and Maryland Administrator licensure (Supervisor of Instruction, Assistant Principal, and Principal). ( 3 credits )

EDU-695: Research Design

Credits 3
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 ]

EDU-696L: Education Academic Skills Enrichment Lab (PhD)

Credits 0 3
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 ]

EDU-697: Language and Intercultural Communication for Changing Populations

Credits 3
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 ]

EDU-698: Linguistic and Cultural Diversity

Credits 3
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 ]

EDU-700: Professional Internship

Credits 3
The student will complete, with approval from the Dean, a culminating professional internship related to the student's area of profesional expertise in higher education. This occurs during the student's final semester in the program. [3 credits]

EDU-701: Methods of Quantitative Research

Credits 3
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 ]

EDU-702: Introduction to Scholarly Inquiry for Doctoral Students

Credits 3
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]

EDU-702E: Introduction to Data Based Decision Making for Doctoral Students

Credits 3
Data-driven decision making enables educators to make informed choices that enhance student learning outcomes and school administration. This course aims to build students' data literacy ability to understand, analyze, and interpret difference types of data sources. Upon this foundation, students will learn to use key tools and strategies and practice making data-informed decisions in schoo instruction and administration improvement. [ 3 credits ]

EDU-703: Methods of Qualitative Research

Credits 3
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 ]

EDU-705: Dissertation Seminar

Credits 3
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 ]

EDU-706: Dissertation Seminar: Methodology

Credits 3
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 ]

EDU-707: Dissertation II: Historical Methods

Credits 3
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 ]

EDU-708: EdD: Residency

Credits 3
The residency is a three-credit, on-campus course which spans four days and with sessions on various topics related to policy. The sessions will cover various topics pertaining to educational policy including: advocacy, communication, planning, research methodologies, ethics, equity, networking, and professional development. [3 credits ]

EDU-709: EdD Practicum I: Field Analysis of Policy Contexts

Credits 3
In Practicum I, students begin with a field anlysis of policy contexts at their place of employment, engaging in site-based observations, interviews with stakeholders, and data collection to understand systemic challenges. Students will use the data they collect in practicum I in conjunction with the theories and skills they have learned throughout the program (from policy, planning, leaership and finance) and in residency to write the first chapter of their policy, planning and leadersship improvement paper (PPLIP). This chapter would consist of a discussion of values behind the proposed policy, how the policy potentially fits into the political system and economy of the locality/organization, type of policy and policy windows, preliminary stakeholder analysis, mission, mandate and organizational culture analysis, and conducting a SWOT anaylsis of the organization. [ 3 credits ]

EDU-710: EdD Practicum II: Policy Design and Proposal Development

Credits 3
Practicum II transitions students into policy design, where they synthesize research and best practices into actionable proposals for multiple audiences. Students will write chapter two of their PPLIP paper in this course, which consists of a policy proposal and various white papers addressed to different stakeholders to outline the policy for them. This is not a theoretical policy proposal, but one that addresses a real need in their organization and could realistically be implemented. The policy proposal will draw on relevant theory and research for the student's course work and residency. Further, students will have the option to create no more than one white paper in an alternative format (e.g. podcast, graphic novel format), to reach a different audience. [ 3 credits ]

EDU-711: EdD Practicum III: Policy Implementation and Stakeholder Engagement

Credits 3

Practicum III emphasizes applied leadership and policy creation through planning, implementation and stakeholder engagement, allowing students to polit initiatives and gather feedback from communities and institutions. In this course, students will begin to draft the third chapter of their PLIP. The third chapter is where theory meets practice for true praxis. The third chapter contains: a detailed policy implementation plan, any preliminary results (if applicable), a detailed discussion of capacity building (e.g. showing how you and your organization prepare others to carry out the policy) and show it might be scaled up, a policy plan review and assessment procedures, as well as budgetary considerations and funding courses. [ 3 credits ]

EDU-712: EdD Practicum IV: Capstone Practicum

Credits 3
Practicum IV culminates in the completed Policy, Planning, and Leadership Improvement Paper (PPLIP) paper and the oral presentation. In this course students finish the third chapter of their PPLIP paper and then present the results to a panel of faculty and the NDMU community at large. [ 3 credits ]

EDU-715: Educator As a Change Leader

Credits 3
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 ]

EDU-716: Adult Learning Theory in Education

Credits 3
This course provides students with a practice-oriented exploration of adult learning theory and its application in diverse educational and organizational settins. Students will engage with foundational and contemporary theories--including andragogy, self-directed learning, transformative learning, experiential learning, and situated learning--to understand how adults acquire, apply, and reflect on knowledge throughout the lifespan. Designed with scholar-practitioners in mind, the course emphasizes the translation of theory into effective instructional design, leadership practices, professional development strategies, and organizational learning initiatives. Special attention is given to adult learners in higher education, the workplace, community programs, and digital learning environments. Through case studies, reflective practice, and applied research, students will analyze how adult learning is shaped by social, cultural, and institutional factors, with particular focus on equity, access, and inclusion. The course supports students in developing leadership capacities that enhance learning outcomes for diverse adult populations. [ 3 credits ]

EDU-717: Advanced Research Methods in Qualitative Inquiry

Credits 3
This advanced seminar in qualitative inquiry builds on foundational research methods by equipping students with deeper expertise in data analysis, interpretation, and methodological rigor. Emphasizing the development of robust protocols, students will design and refine interview guides, focus group protocols, and instruments for a variety of qualitative data collection strategies. The course introduces advanced approaches to coding, thematic analysis, and interpretive frameworks, while also addressing issues of researcher positionality, reflexivity, and ethical considerations. Through applied projects and peer feedback, students will strengthen their ability to craft methodologically sound and innovative qualitative studies that address complex educational and social research questions. [ 3 credits ]

EDU-718: Historical Methods for Doctoral Students

Credits 3
The course will focus on the fundamentals of historical research and writing, 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, historical interpretation and evidentiary thinking. The course will focus on how to formulate a histrical research project including the historiography. Students will also consider two major historical topics, the evolution of the Common School and the rise of Massifcation in the 20th century and analyze the historiography of these topics and how historians have studied them. [ 3 credits ]

EDU-719: Advanced Quantitative Methods

Credits 3
This course advances the doctoral student's mastery of quantitative data analysis techniques from the basics of statistics to advanced data manipulation and statistical modeling in preparation to complete the dissertation using quantitative methods. The course will emphasize assessing sources of variance and variable distributions, evaluating appropriate data structures, statistical moedeling strategies and tests while gaining hands-on practice with statistical software to answer quantitative research questions relevant to educational contexts and policies. Students will have the opportunity to implement advanced quantitative research designs using existing data sources and generate appropriate interpretations of results. Modules on data hygiene and coding in a software package will be included. [ 3 credits ]

EDU-720: Advanced Methodology: Mixed Methods Design in Educational Research

Credits 3
This advanced graduate course provides an in-depth exploration of mixed methods research (MMR) as a systematic approach to educational research that integrates quantitative and qualitative methodologies. Grounded in the work of contemporary scholarship, the course emphasizes philosophical foundations, design typologies, and practical applications of MMR in social and educational contexts. Students will examine major MMR design types and evaluate their suitability for different research objectives. Through readings, case studies, and applied projects, students learn to articulate rationales for mixing methods, develop coherent research questions across strands, and consider ethical and validity issues unique to mixed methods studies. The course prepares students to develop a detailed MMR design that aligns problem statement and research rationale with mixed data collection, analysis, and integration strategy. Prerequisites: B or better in EDU-695, EDU-701 and EDU-703. For PhD Students Only. [ 3 credits ]

EDU-721: Rethinking Eduction: Philosophical Perspectives from Around the Globe

Credits 3
This course explores global philosophies of education, examining how its purposes have shifted across cultures and historical moments. Students will investigate ethical, political, and social dimensions of education through diverse philosophical traditions and contemporary debates. Grounded in the Classroom CARE model, the course emphasizes relational learning, inquiry, and reflection. By the end, students will articulate a personal philosophical framework to guide their understanding of education's future. [ 3 credits ]

EDU-722: Education and Policy Analysis for Changing Schools

Credits 3
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 ]

EDU-747: Learning, Language and the Brain

Credits 3
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 ]

EDU-760: Legislative and Legal Decisions Affectiving Changing School Populations

Credits 3
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]

EDU-772: Changing School Population in Historical Perspective

Credits 3
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 ]

EDU-775: Democracy and Education: Philosophical Perspective

Credits 3
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 ]

EDU-800: Dissertation Continuation

Credits 1 2
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. [ Variable credits - 1.0 to 2.0 credits ]

EDU-801: Dissertation

Credits 1 2
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.

EDU-802: Organization and Governance in Higher Education

Credits 3
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 ]

EDU-803: Assessment, Acreditation, and the Strategic Planning Process

Credits 3
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 ]

EDU-804: Finance, Philanthropy, Budget and the Strategic Planning Process

Credits 3
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 ]

EDU-805: Curriculum for Changing Populations

Credits 3
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 ]

EDU-807: Internship in Higher Education Leadership

Credits 3 9
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 credits]

EDU-808: Internship/Higher Education Leadership, Part 2

Credits 3 9
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. Prerequisite: Ph.D. student status.[ 3 - 9 credits ]

EDUC-501: The 21st Century Elementary Classroom

Credits 3
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 ]

EDUC-507: The Pedagogy of Creative Writing

Credits 3
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]

EDUC-510: Introduction to Cultural Competency and Educational Equity

Credits 3
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 ]

EDUC-511: Culturally Relevant Pedagogy

Credits 3
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 ]

EDUC-512: Research/Cultural Relev Pedagogy

Credits 3
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 ]

EDUC-513: Practicum: Engaging Students: Heart, Mind and Body

Credits 3
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 ]

EDUC-514: Critical Theory in Education

Credits 3
This course offers an in-depth exploration of critical theory as it relates to education, schooling, and broader social structures. Drawing from foundational and contemporary thinkers in the critical tradition--including Paulo Freire, bell hooks, Pierre Bourdieu, Gloria Ladson-Billings, and others--students will examine how power, ideology, race, class, gender and other axes of identity intersect in educational contexts. Students will critically engage with key concepts such as hegemony, social reproduction, cultural capital, intersectionality, critical pedagogy, and decolonial thought. The course emphasizes both theoretical rigor and practical application, enabling students to analyze educational policies, curricula, institutional structures, and pedagogical practices through a critical lens. In extension, the course supports the development of critical consiousness and research that challenges dominant narratives and works toward equity and social justice in education. [ 3 credits ]

EDUC-515: Coaching for Equity to Support Radical Instructional Change

Credits 3
This course focuses on principles of effective coaching to actualize equitable access for students in PK-12 schools. Candidates will explore an assessment of their personal levels of critical consciousness as this impacts the ability to effectively interact with normalized systems of oppression in teaching and learning. Using the theory of intersectionality, candidates will assess their ability to develop transformational relationships that sustain challenging conversations about racism, ableism, gender exclusion, classism, etc. for the purposes of de-centering dominant practices that marginalize students experience in schools. Additionally, candidates will examine a step-by-step framework for agenda setting as they onboard the coaching relationship. Confidentiality, assessment of progress, and maintaining multiple relationships of accountability with integrity will also be explored. [ 3 credits ]

EDUC-516: Restorative Justice in Education

Credits 3
Restorative justice and practices create the space for "transformative learning communities offering unique opportunities to practice freedom, justice, and democratic engagement that transforms participants' ways of engaging and relating to other participant stakeholders (Winn, 2018, pg. 48)." This course provides an introduction and exposure to the principles and practices of restorative justice in the education grounded in the wisdom of the African Diaspora and American Indian peoples. It explores the needs and roles for key stakeholders (i.e. people's roles in circle, communities, education, and justice systems), examines the values and assumptions of the movement, including its spiritual and religious roots, and introduces current restorative justice and practice programs at community, state and international levels. Students will evaluate the potential of restorative justice to transform school communities by exploring research on restorative justice in education; implementation strategies; use of circles' and restorative approaches adapted by school leadership. Students will adopt a race conscious apprach to restorative justice in addressing interpersonal conflict/harm marked by white supremacy, capitalism, imperialism, and patriarchy which often results in human conflict, oppression, power imbalance, and harm (i.e. adultification of Black youth, hate crimes, etc.). Finally, students will examine the empirical evidence for restorative justice and practice, identify critical issues including gaps in theory or practice, and critique its integrity and overall direction in supporting the transformation of education-based communities and their members. [ 3 credits ]

EDUC-517: Leading for Inclusion and Systems Transformation

Credits 3
This course focuses on principles of equity leadership in the context of 21st century environmental challenges. From interrupted education to artificial intelligence (A.I.) to significant trends in population migration, school leaders are navigating significant complexity as they endeavor to support a quality learning environment for students. Using an intersectional racial equity lens, candidates in this course will consider the aforementioned factors and others as we de-construct traditional practices which marginalize and exclude many student groups. Candidates will explore equity principles such as power sharing, forming community that is collectivist in orientation, moving from practices that reinscribe scarcity over those that support opportunity abundance and other critical tenets of cultural transformation that support inclusion. Candidates will explore ways of being essential to leader competency when engaging in transformative practices. [ 3 credits ]

EDUC-520: Coordination of Work-Based Learning

Credits 3
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 ]

EDUC-521: Instructional Analysis and Curriculum Development

Credits 3
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 ]

EDUC-522: American Industry and Global Competition

Credits 3
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 ]

EDUC-523: Executive Functioning and Critical Thinking Skills for College and Careeer Readiness

Credits 3
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 ]

EDUC-524: Engagement Strategies for Diverse Student Populations

Credits 3
This course examines the role that culture plays in teaching and learning and how members of a learning community are impacted b their own perspectives, biases, and experiences as well as those of other members in the learning community. Participants in this course will explore culturally responsive teaching practices rooted in neuroscience reasearch and will make connections between their understanding of the research and their experience of culturally responsive practices modeled during face-to-face class sessions. Students will be equipped with high-engagement teaching and learning strategies that will allow them to interpret predictable opportunity gaps and achievement gaps in K-12 education. [ 3 credits ]

EDUC-530: Coaching and Mentoring for School Administrators

Credits 3
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 ]

EDUC-531: Coaching and Mentoring for School Administrators II

Credits 3
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 ]

EDUC-600: National Board Certification and Component 1: An Overview of the Certification Process and Content Knowldge in C1

Credits 1 3
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 ]

EDUC-601: National Board Certification and Component 2: Diving into Differentiation of Instruction

Credits 1 3
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 ]

EDUC-602: National Board Certification and Component 3: Teaching Practice and Learning Environment

Credits 1 3
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 ]

EDUC-603: National Board Certification and Component 4: Effective and Reflective Practitioner

Credits 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 ]

EDUC-808: Internship/Higher Ed Leadership, Part 2

Credits 3 9
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. Prerequisite: Ph.D. student status.[ 3 - 9 credits ]

ENV-500: James River Tidal Exploration

Credits 3
Natural beauty and ecological diversity are abundant in the Tri-Cities area of Virginia. How can we use these amazing outdoor spaces as classrooms that spark wonder and curiosity in learning? Join the Chesapeake Bay Foundation for three full days of field-based studies where we will explore habitats along the James River and their connection to our students in and out of the classroom. Experience the wonder of watershed ecology firsthand while studying the plants and animals that call the Tri-Cities area home. Learn how humans impact the environment, and which actions can improve and strengthen our relationship withthe natural world. Find joy in outdoor discovery with a community of educators and support the development of school environmental literacy plans in your own community. [ 3 credits ]

ENV-501: Montgomery County Exploring Climate and Environmental Justice

Credits 3
Engage students in the story of a changing climate and environmental justice in Montgomery County and the Chesapeake Bay. Join the Lathrop E. Smith Environmental Education Center and the Chesapeake Bay Foundation in this study of our local environment and the people who call it home. This five-day experience is a hands-on exploration of the ecological and social impacts of climate change and community resiliency surrounding climate change and will model the practice of student inquiry and problem-solving. Montgomery County teachers in all content areas and grade levels are encouraged to participate to enhance the cross curricular experience. [ 3 credits ]

ENV-502: Wicomico County Watershed: Inspiration For Learning and Leading

Credits 3
Experience the joy of learning and design opportunities to connect students to outdoor investigations and community actions on this five-day immersive learning experience. This course will investigate the connections betwen nature, culture, and history of Wicomico County using interdisciplinary and multimodal approaches. Together we will develop creative practices to foster environmental literacy and student engagement in the classroom. This course will include two days of local exploration then the chance to travel to the Blackwater Wildlife Refuge to investigate the salt marshes and Chesapeake Bay. [ 3 credits ]

ENV-503: Capital Area Watershed Exploration

Credits 3
In this innovative 5-day professional learning experience, teachers will investigate the dynamic relationships between city landscapes and water systems while exploring D.C.'s unique watershed environments. Reignite your curiosity through hands-on field experiences, expert-led investigations, and meaningful discussions about urban environmental challenges, and environmental justice. Through a blend of virtual learning and field experiences, cultivate a deeper understanding of how urban watersheds function, the varied impacts of human activity, and authentic actions that can create positive change in our classrooms, homes, and communities. Work alongside local experts to discover effective ways of engaging students in watershed education and environmental stewardship that connects them to their local environment. [ 3 credits ]

ENV-504: Montgomery County Thinking Like a Watershed

Credits 3
Tell the story of your local environment. Discover who the characters are, what the plotline is, how points-of-view shift the narrative, and what themes and settings connect to your community. Join the Lathrop E. Smith Center and the Chesapeake Bay Foundation for five full days of outdoor learning with two days of local discovery and three days of Bay exploration and curriculum connections. Field-based investigations will introduce you to the plants and animals that share our watershed. Dive into the past, present, and future while learning how to elevate student voices as the storytellers of their local environment and community. Montgomery County teachers in all content areas and grade levels are encouraged to participate to enhance the cross-curricular experience. [ 3 credits ]

ENV-506: Chesapeake Bay Exploration: Science and Mindfulness

Credits 3
As the largest estuary in the country, the Chesapeake Bay is a vast outdoor classroom abundant in wildlife, habitats, and teachable moments. Join the Chesapeake Bay Foundation for a five-day study of the science and mindfulness found at the heart of the Bay. Participants will spend two days in a virtual class setting learning introductory Bay science, mindfulness applications for the classroom, and the Meaningful Watershed Educational Experience framework. The final three days of the course will take place on Smith Island, a historic fishing village in the heart of the Bay. Through hands-on, place-based field investigations, participants will experience the beauty and challenges facing the Chesapeake all while learning the benefits environmental education has on student engagement, mental health and wellbeing, and community connection. [ 3 credits ]

ENV-507: Prince George's County Climate Action Chesapeake Exploration

Credits 3
Immerse yourself in the Chesapeake Bay's diverse ecosystems through a transformative blend of hands-on exploration with cutting-edge climate science in partnership with Prince George's County Public Schools and the Chesapeake Bay Foundation. From salt marsh investigations in Blackwater National Wildlife Refuge to collaborative research with University of Maryland scientists, you will gain practical field techniques and classroom strategies that bring environmental education alive. Through boat-based water quality testing, marsh walks, and expert-led discussions, you will develop a deeper understanding of the climate change impacts on local ecosystems while building a toolkit of classroom-ready resources. This unique five-day experience, split between UMD College Park, CBF's Karen Noonan Memorial Environmental Education Center, and a virtual curriculum-focused session, will empower you to connect your students with authentic environmental challenges and solutions in their own backyard. [ 3 credits ]

ENV-508: Lancaster Watershed Exploration

Credits 3
How can we inspire student action that conserves and protects our neighborhood and our watershed? Use interdisciplinary and multimodal approaches to investigate the connections between nature, ecology, and history of the Lancaster, Pennsylvania area. Throughout this three-day course, we will develop creative practices to foster environmental literacy and student engagement in the classroom. We will begin with local explorations and travel to field sites to investigate the intersection between ecology and history and its influence on the Chesapeake Bay. Experience the joy of learning and design opportunities to connect students to outdoor investigations and community actions. [ 3 credits ]

ENV-509: Shenandoah Valley Farm to Table and Clean Water

Credits 3
How do streams, habitats, and sustainable farming practices in the Shenandoah Valley connect us to the larger Chesapeake Bay watershed? Join the Chesapeake Bay Foundation for an immersive exploration from the Valley to the Bay. Learn how local farmers markets and best management practices influence the ecology of the region and how they can inspire sustainable choices. Then investigate the habitats and community connections on Smith Island, Maryland, a small fishing village in the heart of the Bay. Gain an in-depth understanding of your connection to the watershed during this five-day course and learn how to use outdoor spaces to support student engagement, action, and your school's environmental literacy plan. [ 3 credits ]

ENV-510: Teachers on the Estuary: Science and Social Emotional Learning

Credits 3
Meaningful Watershed Education Experiences enliven learning and support social-emotional learning and wellness for students and teachers. This course is designed to model a Meaningful Watershed Educational Experience for middle and high school students through participant-driven field experiences and authentic research conducted by a community of educators in an immersive, joyful, and supportive environment. To best utilize our time together, participants are encouraged to complete the MWEE 101 online course prior to the in-person event. This dynamic five-day program to explore cultural coastal habitats and iconic communities is offered in collaboration with the National Oceanic Atmospheric Administration and Maryland's Chesapeake Bay National Estuarine Research Reserve. [ 3 credits ]

ENV-511: Exploring a Changing Chesapeake

Credits 3
The health and productivity of the Chesapeake is dependent on the delicate balance of natural, social, and economic systems. How is climate change impacting those systems and how is the Chesapeake Bay responding? Join the Chesapeake Bay Foundation for a five-day immersive exploration of a changing Chesapeake. The course will begin with two days of online learning introducing participants to the largest estuary in the nation, current climate science, and the Meaningful Watershed Education Experience framework. The remainder of the course will take place at CBF's residential island education center on Port Isobel, an island adjacent to Tangier Island, VA. Through hands-on investigations, participants will collect data, explore historic island communities, and discover how to make a positive impact on local environments from our classrooms and community spaces. [ 3 credits ]

ENV-512: Marvelous Delmarva: Exploring the Eastern Shore

Credits 3
Come explore the beautiful and diverse ecosytems of Maryland's Eastern Shore on foot and by canoe during this five-day immersive professional development experience. Connect local resources to classroom content and understand how to create rich learning experiences outside of the classroom using Maryland State Parks. The course will begin with two days of online learning introducing participants to watershed science and outdoor learning best practices. The remainder of the course will take place in-person at the state parks on Maryland's Eastern Shore. This course is designed to help you increase student engagement and set the stage for Meaningful Watershed Educational Experiences (MWEEs) in your own school community. [ 3 credits ]

ENV-513: Richmond City Watershed: Exploration and Action

Credits 3
Come explore Richmond City and the surrounding watershed's unique natural and cultural heritage. On this three-day course, learn how to use the environment as a context for learning and engage your students in meaningful outdoor learning experiences. We will investigate the water quality, wildlife, and habitats of Richmond's parks and schoolyards. Consider and create new tools to jumpstart investigations, activate student voice, and inspire actions that support Richmond City students as they connect with and advocate for their local ecosystem. [ 3 credits ]

ENV-514: South Mountain Climate and Land Use Exploration

Credits 3
How can we inspire student action that conserves and protects our neighborhood and our watershed? Use interdisciplinary and multimodal approaches to investigate the connections between nature, culture, and history of south-central Pennsylvania. Throughout the course, we will develop creative practices to foster environmental literacy and student engagement in the classroom. The five-day program will consist of local explorations that include a trip to the Carbaugh Run Rhyolite Quarry Site to investigate the intersection between culture and geology and its influence on the Chesapeake Bay. Experience the joy of learning and design opportunities to connect students to outdoor investigations and community actions. [ 3 credits ]

ENV-515: Worcester County to Tangier Island

Credits 3
How can we use the tidal marshes, maritime forests, and estuarine beaches of the Eastern Shore as beneficial outdoor classrooms and create curricular inspiration that spark wonder and curiosity in learning? Join CBF and fellow Worcester County teachers for three full days of field-based study in the heart of the Chesapeake and CBF's Port Isobel Island Environmental Education Center near Tangier Island, VA. There we will explore the unique and varied habitats and history of the Chesapeake Bay. Participants will experience the wonder of watershed ecology firsthand while studying the plants and animals of the Bay's brackish water system. Be a part of developing the plan to integrate environmental literacy throughout a student's education career with Worcester County Public Schools. [ 3 credits ]

ENV-516: Potomac River Our Neighborhood, Our Watershed

Credits 3
Inspire student action that conserves and protects water. Dive into this topic and your own watershed during a unique professional learning opportunity with the Lathrop E. Smith Environmental Education Center and the Chesapeake Bay Foundation. Begin with two days of local exploration in and around Montgomery County and Washington, D.C. Then travel down Maryland's Eastern Shore to CBF's Karen Noonan Memorial Environmental Education Center to immerse yourself in Chesapeake Bay ecology. Teachers in all content areas and grade levels are encouraged to participate. [ 3 credits ]

ENV-544: Human Impacts on the Environment of the Chesapeake Bay

Credits 3
This course will allow participants to explore and experience the Bay as an ecosystem, a resource and focus of controversy. Participants will be introduced to Environmental Issue Investigation in order to understand their personal impact on the Bay watershed. Emphasis will also be placed on taking these experiences and issues back to the classroom in order to provide meaningful watershed experiences for students of all grades. [ 3 credits ]

ENV-550: Field Ecology of Harford County

Credits 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 ]

ENV-551: Human Impacts on the Environment of the Chesapeake Bay Watershed

Credits 3
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 ]

ENV-560: Sustainability for Teachers Grades PreK-8

Credits 3
This field-based course is designed to integrate knowledge from STEM courses within the context of the local environment. Sessions provide an overview of content that focuses on the interactions among the physical, chemical, biological, political and social forces which impact the local environment with emphasis on aquatic ecosystems and the Chesapeake Bay. Content will be delivered in ways that PreK-8 teachers will be able to implement in their classrooms. [3 credits]

ENV-560L: Sustainability for Teachers PreK-8

Credits 1
This course will include studies of the interactions among the physical, chemical, biological, political and social forces which impact the environment. Students will participate in field studies focusing on human impacts on the Chesapeake Bay and other environmental projects. [ 1 credit ]

ENV-561: Methods of Teaching Interdisciplinary Environmental Science

Credits 3
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]

ENV-562: Exploring the Local Environment Field Study

Credits 3
This field-based course id designed to integrate knowledge from STEM courses within the context of the local environment. Sessions provide an overview of content that focuses on the interactions among the physical, chemical, biological, political and social forces which impact the local environment with emphasis on aquatic ecosystems and the Chesapeake Bay. Content will be delivered in ways that PreK-8 teachers will be able to implement in their classrooms. [ 3 credits ]

LSP-502: Spanish for Teachers of Other Languages

Credits 3
This upper-level course, taught entirely in Spanish, is designed to survey the components of oral language. We will discuss the social, phonological, morphological, syntactic, semantic, and pragmatic aspects of Spanish as a language system. Students will be introduced to language variation, phonetic transcription, phonemes, morphemes, syntactic order, linguistic change, dialects of Spanish, and Spanish as a phenomenon in the United States. This course, designed specifically for teachers of other languages, prepares students to take the Praxis exam for certification in Spanish. [ 3 credits ]

MAT-501: Number and Operations for the Middle School Educator

Credits 3
An integration of the study of the rational numbers with reflection on the teaching and learning of arithmetic concepts in the spirit of the NCTM?s Principles and Standards of School Mathematics. Mathematical content includes rational numbers and their fundamental algorithms, the place of the rational numbers in the real number system, scientific notation as a means of expressing very large and very small numbers and number theory topics appropriate for the middle school. [ 3 credits ]

MAT-503: Fundamentals of Algebra for the Middle School Educator

Credits 3
An integration of the study of algebra and its applications to the world around us with reflection on the teaching and learning of algebraic concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content focuses on basic algebraic concepts including signed numbers and their operations, problem solving, quantitative and qualitative graphs, proportional reasoning, linear functions, and functions defined by tables and graphs. Algebra is presented as the study of patterns, as a symbolic language, as a tool for problem solving, and as a way of modeling and understanding the physical world. Graphing calculators are used throughout the course. [ 3 credits ]

MAT-507: Algebraic Functions for the Middle School Educator

Credits 3
An integration of the study of algebraic functions and their applications to the world around us with reflection on the teaching and learning of algebraic concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content focuses on the function concept, function notation, function definition by equation, table and graph, rates of change, linear, quadratic and exponential functions and their applications. Graphing calculators are used throughout the course to explore functions and their properties numerically and graphically. Prerequisite: MAT-503 Fundamentals of Algebra for the Middle School Educator. [ 3 credits ]

MAT-508: Algebra: An Adanced Perspective for High School Educators

Credits 3
An examination of core high school mathematics content and problems from a mathematically advanced standpoint: looking at alternate definitions, language, and approaches and exploring connections between topics usually studied separately. Topics selected from among real and complex numbers, functions, equations, integers and polynomials, modular arithmetic and number fields. Emphasis is placed on problem-solving both individually and collaboratively. Prerequisites: One year of calculus and at least one proof or algebraic structure course such as Linear Algebra, Abstract Algebra or Real Analysis. [ 3 credits ]

MAT-521: Geometry and Measurement for the Middle School Educator

Credits 3
An integration of the study of geometric shapes, spatial reasoning, and measurement with reflection on the van Hiele framework and the NCTM's Principles and Standards of School Mathematics. Mathematical content includes two-and three-dimensional shapes and their properties e.g. congruence, similarity and symmetry, spatial reasoning and transformations, the measurement process and techniques. Interactive software will be used in the exploration of these topics. [ 3 credits ]

MAT-531: Data Analysis and Statistics for the Middle School Educator

Credits 3
An integration of the study of data analysis and statistics with reflection on the teaching and learning of data analysis in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content includes experimental design and data collection, displaying data, exploring and interpreting data, measures of center and spread, ways to investigate the association between two variables and misuses of statistics. Graphing calculators and spreadsheet software are used throughout the course. [ 3 credits ]

MAT-533: Calculus for Middle School Educators

Credits 3
An integration of the study of calculus and its connections to the middle school curriculum with reflection on the teaching and learning of these concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematics content includes sequences and series, functions, differentiation, integration and applications. Graphing calculators are used throughout the course. [ 3 credits ]

MAT-541: Number and Operations for Elementary School Educators

Credits 3
An integration of the study of the whole numbers and the integers with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Mathematical content includes place value, estimation, conceptual underpinnings of the conventional computational algorithms for whole numbers and extending these ideas to the integers. Early number concepts, how students develop number sense, how to judge when student-developed procedures are mathematically sound, common misconceptions and how to address these misconceptions are integral to this course. [ 3 credits ]

MAT-542: Number and Relationships for Elementary School Educators

Credits 3
A continuation of Number and Operations for Elementary School Educators extending the ideas developed for whole numbers and integers to the rational numbers (represented as fractions and decimals) and the behavior of units under the four basic operations. Mathematical content also includes ratio and proportion as well as basic concepts of number theory. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [ 3 credits ]

MAT-543: Geometry and Measurement for Elementary School Educators

Credits 3
Mathematical content focuses on the development of visualization skills, familiarity with basic shapes, their properties, and the relationships between them (e.g., transformations, similarity and congruence), the communication of geometric ideas, the process of measurement, and working with length, area and volume. The mathematical content is integrated with the approach to the teaching and learning of these concepts found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Reflection on the van Heile model for the development of geometric understanding is integral to the course as is the consideration of relevant common misconceptions and how to address them. [ 3 credits ]

MAT-544: Data Analysis and Probability for Elementary School Teachers

Credits 3
An integration of the study of probability and statistics with the approach to the teaching and learning of these concepts found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Mathematical content includes designing data investigations, describing data in graphical and numerical formats, drawing conclusions, theoretical and empirical probability for simple events and two or more independent events, randomness and the difference between predicting individual events and predicting patterns of events. How students learn these concepts, associated misconceptions and how to address them are also considered in the course. [ 3 credits ]

MAT-545: Patterns and Algebraic Thinking for Elementary School Educators

Credits 3
Mathematical content includes the study of patterns, representing and justifying the resultant generalizations using algebraic notation and other representations, expressing functional relationships in symbolic and graphical format, proportional reasoning, solving linear equations and inequalities through the application of basic properties of the real numbers. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [ 3 credits ]

MAT-546: Algebra for Elementary School Educators

Credits 3
A continuation of Patterns and A lgebraic Thinking for Elementary School Educators, extending the ideas considered there to functions defined by tables and graphs and to functions defined in either closed or recursive forms. Mathematical content also includes quantitative and qualitative graphs, proportional reasoning, linear and quadratic functions, the field properties of the real numbers, rates of change, and applications of algebraic concepts in problem solving. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [ 3 credits ]

MAT-547: Teaching and Learning Grades K-2 Mathematics

Credits 3
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 ]

MAT-548: Teaching and Learning Grades 3-5 Mathematics

Credits 3
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 ]

PHY-551: Geology of Harford County

Credits 3
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 ]

PHY-552: Classical Astronomy for Educators

Credits 3
This course is focused on an understanding of the foundational concepts of modern astronomy. Students will examine how the three basic characteristics of celestial objects - motion, brightness and color - have revealed all that we know about our solar system and the universe. Participants will see, first hand, the interconnected nature of engineering and science practices as they craft solutions to the problem of gathering information about distant celestial objects. We will use the planetarium and other tools to develop models of celstrial phenomena and then use those models to formulate claims, and collect data to support or refute these claims. The emphasis is not on what we know, but how we know it and why it is the best explanation. [3 credits ]

PHY-562: Physical Science for Teachers Grades K-8

Credits 3
This course presents an introduction to fundamental concepts and principles of Physical Science as aligned to the Next Generation Science Standards (NGSS). 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 and with applying scientific concepts to create models, conduct experiments and incorporate mathematical content in STEM cenetered investigations, lessons, and application. During the course you will learn, apply and integrate science, technology, engineering and mathematics content (STEM). [ 3 credits ]

PHY-562L: Lab: Physical Science for Teachers PreK-8

Credits 1
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. This course is designed to introduce learners to the content necessary to teach science in grades PreK-8. Learners will also be expected to develop proficiency with applying scientific concepts to create models, conduct experiments, and incorporate mathematical content in STEM centered investiations, lessons, and application. During the course you will learn, apply and integrate science, technology, engineering and mathematics content (STEM). [ 1 credit ]

PHY-563: Authentic Learning in Science

Credits 3
Authentic investigations are key to students' understanding of the nature of science. As science teachers, we whould strive to teach science first, and use our disciplinary content as a context in which to teach science. Authentic investigations - genuine, open-ended inquiries - transform our disciplinary content from information to be given to students into evidence to be sought and used by students. This course will use forensic science as a context to teach science. Participants will use science and engineering practices to investigate, document, and ultimately interpret a number of mock crime scenes. Forensic science content will be acquired as participants research and evaluate evidence collected from the scenes. Ultimately, participants will have to formulate a claim to explain the events that led to the scene, and use the evidence collected to defend the claim. Additionally, participants will gain first-hand in cloud= and web-based instruction. The course will be paperless, utilizing the It's Learning platform and Microsoft Office 365 tools/apps to facilitate lerning, providing participants a "student's eye" view of the platforms. Technology integration and three dimensional science instruction will be intentionally modelled and discussed throughout the course to prepare participants for the shift to Next Generation Science Instruction. [ 3 credits ]

SPE-526: Special Education for the Classroom Teacher

Credits 3
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 ]

SPE-530: Attention Deficit/Hyperactivity Disorder

Credits 1 3
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.

SPE-530E: Attention Deficit Disorder for Early Childhood Educators

Credits 3
This course is designed to provide 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. [ 3 credits ]

SPE-531: Supporting Learners with Autism in Schools

Credits 1 3
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.

SPE-533: Understanding Aggression

Credits 3
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 ]

SPE-533E: Understanding Aggression for Early Childhood Educators

Credits 3
This course is designed to provide an understanding of the framework or a need for creating supportive learning environments for diverse learning populatons. 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 ]

SPE-543: Populations (Secondary) Assessment in Special Education for Secondary Students

Credits 3
This course examines the role of assessment in special education as a tool for understanding students' strengths, needs, and learning profiles and for guiding evidence-based instructional decision-making. Students explore the purposes, legal foundations, and ethical responsibilities that shape assessment practices in school settings while developing the knowledge and skills needed to interpret a variety of assessment data. The course addresses formal assessments used in special education evaluation, curriculum-based measurement and progress monitoring, behavioral and functional assessment, and classroom-based formative assessment. Through case studies, authentic data analysis, and applied learning activities, students learn to interpret assessment results, identify meaningful patterns in student performance, and synthesize information from multiple sources to inform eligibility decisions, instructional planning, progress monitoring, and Individualized Education Program (IEP) development. Emphasis is placed on culturally and linguistically responsive assessment practices, ehtical decision-making, collaboration with families and multidisciplinary teams, and the effective use of assessment data to design equitable, individualized educational supports that promote meaningful learning outcomes for diverse learners. [ 3 credits ]

SPE-544: Assessment in Special Education for Elementary Students

Credits 3
This course examines the role of assessment in special education as a tool for understanding students' strengths, needs, and learning profiles and for guiding evidence-based instructional decision-making. Students explore the purposes, legal foundations, and ethical responsibilities that shape assessment practices in school settings while developing the knowledge and skills needed to interpret a variety of assessment data. The course addresses formal assessments used in special education evaluation, curriculum-based measurement and progress monitoring, behavioral and functional assessment, and classroom-based formative assessment. Through case studies, authentic data analysis, and applied learning activities, students learn to interpret assessment results, identify meaningful patterns in student performance, and synthesize information from multiple sources to inform eligibility decisions, instructional planning, progress monitoring, and Individualized Education Program (IEP) development. Emphasis is placed on culturally and linguistically responsive assessment practices, ehtical decision-making, collaboration with families and multidisciplinary teams, and the effective use of assessment data to design equitable, individualized educational supports that promote meaningful learning outcomes for diverse learners. [ 3 credits ]

SPE-546: Methods of Teaching Students with Special Needs

Credits 3
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 ]

SPE-570: Individualizing the Curriculum: Strategies for Holistic Intervention

Credits 3
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 ]

SPE-571: Vocational Skills in Special Education Methods

Credits 3
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 ]

SPE-574: Methods for Intensive Literacy Intervention and Instruction

Credits 3
This course prepares educators to design and deliver intensive evidence-based literacy instruction for students with reading and writing disabilities. Students examine the research foundations of literacy development, including the Science of Reading, the relationship beween oral and written language, and the cognitive and linguistic processes that support skilled reading and writing across grade levels. Emphasis is placed on structured literacy, explicit instruction, and the use of evidence-based practices to support diverse learners. Students develop knowledge of the language structures that underpin literacy, including phonology, orthography, morphology, syntax, and semantics, and learn to apply this knowledge to reading and writing instruction. The course addresses the essential components of literacy instruction, including phonological awareness, phonics, fluency, vocabulary, language comprehension, reading comprehension, spelling, handwriting, written expression, and Self-Regulated Strategy Deelopment (SRSD). Using assessment data to guide instruction is integrated throughout the course. Students learn to interpret screening and diagnostic data, identify literacy needs, select appropriate interventions, monitor student progress, and intensify instruction through Data-Based Individualization (DBI). Special attention is given to supporting students with dyslexia, reading and writing disabilities, and adolescents requiring intensive literacy intervention across content areas. [ 3 credits ]

SPE-576: Communication Skills for the School-Based Professional

Credits 3
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 ]

SPE-578: Mathematics Instruction and Intervention in Special Education

Credits 3
This course prepares educators to design and deliver evidence-based mathematics instruction and intervention for students with mathematics disabilities or who struggle in math. Students examine the development of mathematical thinking, including number sense, conceptual understanding, procedural fluency, and problem solving, while exploring the cognitive, linguistic, and executive functioning processes that influence mathematics learning. Particular attention is given to understanding dyscalculia and other factors that contribute to persistent mathematics difficulties. Students learn to implement evidence-based instructional practices, including explicit instruction, the Concrete-Representational-Abstract (CRA) framework, and schema-based instruction to support mathematical understanding and application. The course addresses assessment practices used to identify student strengths and needs, including universal screening, diagnostic assessment, and progress monitoring, and emphasizes the use of data to guide instructional planning and intervention. Students develop strategies for providing intensive mathematics intervention across a range of skill areas, including computation, fact fluency, mathematical reasoning, probel solving, and algebra readiness. Emphasis is placed on Data-Based Individualization (DBI), intervention intensification, functional mathematics, and supporting students in applying mathematical knowledge across school, community, and postsecondary settings. [ 3 credits ]

SPE-590: Language, Literacy, and Dyslexia

Credits 3
This course focuses on the language and literacy development of students with dyslexia and examines the questions, "what is language, how do humans develop language and literacy, and why does dyslexia occur?" Topics include the neurobiological underpinnings of dyslexia, the relationship between language and literacy acquisition, and variations in the development and processing of language systems that influence reading and writing achievement. Students also study the structur, history, and evolution of the English language, learn about dyslexia in languages other than English, and consider the implications of relevant state and local policies and laws for assessment and evidence-based literacy instruction. [ 3 credits ]

SPE-591: The Language of Mathematics: Dyscalculia, Dyslexia, and Evidence- Based Math Instruction

Credits 3
This course explores how language shapes mathematical thinking and examines mathematical cognition through the lens of language. Students investigate the language, reasoning, and cognitive processes that support mathematics learning, including the development of number sense, mathematical communication, problem solving, and quantitative reasoning. Emphasis is placed on understanding mathematics not only as a set of procedures, bu as a language system that students use to construct meaning, communicate ideas, and solve problems. Students examine how language-based learning disabilities, including dyslexia and dyscalculia, influence mathematical learning and explore the relationships among language processing, executive functioning, working memory, and mathematical reasoning. The course considers how the language demands of mathematics, including vocabulary, syntax, symbolic notation, discourse, and word problems, can create barriers to learning and contribute to common mathematical misconceptions. Drawing on current research in mathematical cognition, language development, and evidence-based mathematics instruction, students learn to analyze mathematical thinking, interpret assessment data, and design targeted interventions that address the underlying language and cognitive processes affecting mathematics performanance. Emphasis is placed on developing assessment-informed instructional practices that support equitable mathematics learning for students with dyslexia, dyscalculia, and other language-based learning disabilities. [ 3 credits ]

SPE-592: Written Language Development and Intervention

Credits 3
This course explores the language, cognitive, and developmental processes that support written language. Candidates examine the development of handwriting, spelling, written expression, composition, and self-regulation in writing, as well as factors that contribute to writing difficulties, including dysgraphia, language-based learning disabilities, executive functioning challenges, and transcription deficits. Emphasis is placed on understanding how students develop written languages skills, analyzing writing strengths and difficulties, and applying evidence-based practices to support assessment, instruction, and intervention for diverse learners. [ 3 credits ]

SPE-593: Executive Functioning in the Classroom

Credits 3
This course explores the critical connection between learning strategies and executive function skills to support student achievement across diverse educational settings. Participants will examine how executive function impacts cognitive processes such as working memory, self-regulation, organization, and task initiation. Through research-based strategies, practical applications, and case studies, educators will develop tools to foster students' executive function skills, enhance metacognition, and promote independent learning. The course emphasizes inclusive and culturally responsive approaches to scaffold executive function development for all learners, particularly those with disabilities or learning differences. [ 3 credits ]

SPE-601: Internship: Student Teaching in Special Education

Credits 2 5
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.

SPE-601L: Part Time Mat Internship: Student Teaching Special Education

Credits 1 3
Provides a part-time 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 reaching. 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 Director of Clinical Field Experience. [variable credits: 1-3 credits] NOTE: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 1-3 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 School of Education.