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Education - Early Childhood |
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EDEC 697 - Seminar in Early Childhood Education - 3 credits
Prerequisite(s): EDUC 531 , 606, 607 , 649 , EDEC 632, 642, with grade of C or better
Students will synthesize their graduate studies for a master’s degree in early childhood education.
Semester(s) Offered: Offered as needed
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Education - Early Childhood Special Education |
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ECSP 621 - Introduction to Early Childhood Special Education - 3 credits
Course explores the history of special education, characteristics of young children with special needs and their families, and effective instructional strategies for working with this population.
Semester(s) Offered: F, S SU
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ECSP 622 - Partnerships in Early Childhood Special Education - 3 credits
Course explores and expands on practices for implementation of proactive behavior management strategies for young children with challenging behaviors, especially those behaviors associated with developmental delays and disabilities.
Semester(s) Offered: F, S SU
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ECSP 624 - Procedures for Working with Young Children with Disabilities - 3 credits
Course provides methods for early childhood special educators who serve young children and their families. Course content focuses on effective intervention strategies for planning and working with all young children regardless of ability.
Semester(s) Offered: Summer
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ECSP 625 - Social/Emotional Development and Guidance for Young Children with Disabilities - 3 credits
Course explores and expands on practices for implementation of proactive behavior management strategies for young children with challenging behaviors, especially those behaviors associated with development delays and disabilities.
Semester(s) Offered: Summer
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Education - Equitable Education |
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EDEQ 724 - Framework for Equitable Education - 3 credits
Course focuses on the development of a theoretical foundation for understanding relevant research on equitable education. There is an added emphasis on the teacher as an active participant in ongoing professional development and school improvement.
Semester(s) Offered: Fall, Spring, Summer
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EDEQ 725 - Application of Differential Instruction - 3 credits
Course focuses on developing and applying appropriate differentiated instructional strategies that will help teachers more effectively engage all students in optimal learning experiences.
Semester(s) Offered: Summer
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EDEQ 726 - Culturally Responsive Methods and Materials - 3 credits
Course focuses on culturally responsive methods and materials to improve instruction and student learning. Particular attention is given to interdisciplinary, multicultural materials for the English Language Arts and to the inclusion of multiple perspectives in Social Studies.
Semester(s) Offered: Summer
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EDEQ 728 - STEM Methods and Materials for Diverse Students - 3 credits
Course focuses on the development of standards-based learning experiences in STEM (Science, Technology, Engineering, and Mathematics). Emphasis will be placed on creating units that engage students in discourse, utilize inquiry, and encourage all students to participate in STEM learning.
Semester(s) Offered: Summer
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EDEQ 740 - Successful Collaboration with Diverse Families - 3 credits
Course focuses on helping educators understand the characteristics and challenges of diverse families. Additionally, educators will learn strategies to establish and maintain collaborative relationships with families. This course serves as the culminating (capstone) course for the Equitable Education concentration.
Semester(s) Offered: Spring
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Education - Educational Leadership |
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EDAD 600 - Introduction to Educational Leadership - 3 credits
Prerequisite(s): Admission to M.Ed. degree program in Educational Leadership
Students examine the purposes and organizational structures of educational institutions created by federal, state, and local governments offering programs and services from early childhood through adulthood. Contemporary operational and administrative problems and developing trends are considered for analysis.
Semester(s) Offered: Fall
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EDAD 635 - School Personnel Administration - 3 credits
Prerequisite(s): EDAD 600
The course focuses on techniques to maintain effective human relations and the use of human resources. Staff evaluation systems, staffing projections, staff-related record management, and benefit programs are examined. The curriculum emphasizes negotiations in the public sector and contract management.
Semester(s) Offered: Spring, Summer
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EDAD 660 - Supervision of Instruction - 3 credits
Prerequisite(s): EDAD 600
This course provides a theoretical and practical overview of the supervision and evaluation of instruction. The domains of supervision and inquiry into current issues and best practices in supervision are introduced. Students will examine the use of a variety of approaches to assist in the development of practical skills using the clinical process and developmental approach to supervision.
Semester(s) Offered: Fall, Spring
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EDAD 680 - School and Community Relations - 3 credits
Prerequisite(s): EDAD 600
The development and analysis of appropriate organizational procedural and administrative arrangements for public relations programs in educational institutions are topics of the course. Problems of developing understanding and effective communication relative to the community power structure, student and teacher militancy, civil rights issues, societal polarization, media relationships, adequate financial support and instituting educational change.
Semester(s) Offered: Summer
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EDAD 684 - School Finance/Ethics - 3 credits
Prerequisite(s): EDAD 600
Introduction to school finance and school business administration at all levels of school district organization. The course applies contemporary theories of economics to educational funding, sources of revenue, resource allocation considerations, and study of current trends in fiscal structure and operations in education. The curriculum includes discussion of ethics in school finance.
Semester(s) Offered: Spring, Summer
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EDAD 686 - Legal Basis of Educational Organization and Administration - 3 credits
Prerequisite(s): EDAD 600
Basic principles of school law with special attention to legislation in South Carolina and related court decisions. Other related topics such as tenure, teacher dismissal, employment, publications and limitations of the Board of Education will be examined.
Semester(s) Offered: Spring, Summer
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EDAD 689 - School Principal - 3 credits
Prerequisite(s): EDAD 600
This course provides an overview of this key position. Analyzes and investigates roles and functions of principalship. The emphasis of the curriculum is on linking theory to practice, facilitating transition to leadership position, and development of appropriate skills and attitudes. Leadership and management will be addressed. Theoretical concepts and practical illustrations are used to expand insights into the issues facing the school principal.
Semester(s) Offered: Fall, Spring
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EDAD 694 - Elementary School Principal in Practice I - 3 credits
Prerequisite(s): EDAD 600 and completion of 5 (five) EDAD courses before permission to register for internship
This internship under direct supervision of an on-site experienced elementary administrator and a member of the faculty of the CCU Department of Educational Leadership serves as a critical benchmark for decisions about administrative licensure. The first in a two-semester internship provides practical experience in the duties and responsibilities of the school principal designed to insure orientation in educational administration as a broad field.
Semester(s) Offered: Fall, Spring
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EDAD 695 - Elementary School Principal in Practice II - 3 credits
Prerequisite(s): EDAD 600 , 694 and completion of 5 (five) EDAD courses before permission to register for internship
The second in a two-semester supervised internship expands the candidate performance of the duties and responsibilities of the school principal. Included in the internship are specialized and in-depth projects related to school administration and problems that reflect candidate needs and interests.
Semester(s) Offered: Fall, Spring
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EDAD 696 - Secondary School Principal in Practice I - 3 credits
Prerequisite(s): EDAD 600 , and completion of 5 (five) EDAD courses before permission to register for internship
This internship under direct supervision of an on-site experienced secondary administrator (“field supervisor”) and a member of the faculty of the CCU Department of Educational Leadership serves as a critical benchmark for decisions about administrative licensure. The first in a two- semester internship provides practical experience in the duties and responsibilities of the school principal designed to insure orientation in educational administration as a broad field.
Semester(s) Offered: Fall, Spring
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EDAD 697 - Secondary School Principal in Practice II - 3 credits
Prerequisite(s): EDAD 600 , 696 and completion of 5 (five) EDAD courses before permission to register for internship
The second in a two-semester supervised secondary internship expands the candidate performance in the duties and responsibilities of the school principal. Included in the internship are specialized and in-depth projects related to school administration and problems that reflect candidate needs and interests.
Semester(s) Offered: Fall, Spring
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EDAD 700 - Assessing Leadership Skills and Initiating Change - 3 credits
This course examines effective leadership styles, skills, roles, and functions of leaders within various educational setings. Students assess their own leadership style and the leadership style of others, as they gain a broad understanding of the history and origins of leadership, leadership styles, and initiating substantive changes in educational environments with fidelity.
Semester(s) Offered: TBA
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EDAD 740 - Governance and Organization of Higher Education - 3 credits
Prerequisite(s): Student must be admitted into the Doctor of Philosophy in Education program or by permission of the instructor)
The purpose of this course is to provide a comprehensive examination of the governance and organization of institutions of higher education in the United States so that educational leaders may better manage, navigate, and strengthen institutions of higher learning. Topics addressed include characteristics and best practices of successful institutions of higher education, related theories, functions of the Board of Trustees, policy development and implementation, stakeholders, stakeholder collaboration, and outcomes/sustainability.
Semester(s) Offered: Fall, Spring, Summer
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EDAD 750 - Administration of Higher Education - 3 credits
Prerequisite(s): Students must be admitted into the Doctor of Philosophy in Education program or by permission of the instructor
This course involves an extensive exploration of the functional areas and skills that significantly contribute to the effective administration of institutions of higher education. The course topics and readings include an emphasis on planning, budgeting, effective leadership, personnel administration, and facility management in the higher education environment.
Semester(s) Offered: Fall, Spring, Summer
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EDAD 777 - School Facilities - 3 credits
Prerequisite(s): PHDE 701 , EDAD 789
Course is about the interaction of facilities and learning in PK-12 education. Students learn about basic facilities issues at the building and district level including facilities management concepts and processes related to buildings and grounds. In addition, students learn how to plan for and implement facilities development and major construction projects.
Semester(s) Offered: Summer
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EDAD 785 - Action Research in Higher Education - 3 credits
Prerequisite(s): Students must be admitted to the Doctor of Philosophy in Education program or by permission of the instructor
This graduate course introduces students to action research as a technique of improving teaching, learning, and other practices within higher education. Students gain hands-on experience completing research in college/university classrooms, learning assistance centers, and/or other college/university learning environments. The course explores the relative strengths and potential challenges of different approaches to action research, as well as ethical issues associated with action research. All students are trained on how to ethically conduct research involving human subjects.
Semester(s) Offered: Fall, Spring, Summer
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EDAD 786 - Topics in Educational Leadership - 3 credits
Prerequisite(s): PHDE 701 , EDAD 789 or Admission to the Ph.D. in Education or permission of the instructor)
Course topics are determined by the interest and needs of the students and the instructor including a focus on Special Education, the Common Core Standards, and Instructional Technology. Topics identified and researched in this course are used for action plans designed in EDAD 788 - Action Research - 3 credits and EDAD 795 - District Level Internship II - 3 credits .
Semester(s) Offered: Fall
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EDAD 788 - Action Research - 3 credits
Prerequisite(s): PHDE 701 , EDAD 786 , and EDAD 789 or Admission to the Ph.D. in Education or permission of the instructor
Course advances the proposition that the action research approach is a useful paradigm for school district improvements. After learning about action research methodologies, students collaborate with a district level educational leader who works with the student identifying a topic for action research. The student may use the action research topic to build an action plan addressing the issue for implementation in EDAD 795 - District Level Internship II - 3 credits .
Semester(s) Offered: Spring
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EDAD 789 - The Superintendency and District Level Leadership - 3 credits
Prerequisite(s): M.Ed. in Educational Leadership or equivalent, be matriculated in the Educational Specialist Program, or permission of instructor
The purpose of this course is to study the basic functions, duties, responsibilities and current problems confronting school superintendents. Students also learn about applying administrative theories or organizational behavior and development, relations with the school board, and the various roles of district level administrators.
Semester(s) Offered: Spring
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EDAD 790 - Seminar in Educational Leadership - 3 credits
Prerequisite(s): EDAD 794
Corequisite(s): EDAD 795
Through interviews, readings, discussions, and research, students apply action research techniques and practices to design and apply solutions to problems in school administration and supervision in EDAD 795 - District Level Internship II - 3 credits .
Semester(s) Offered: Fall
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EDAD 794 - District Level Internship I - 3 credits
Prerequisite(s): PHDE 701 , PHDE 736 , PHDE 760 , EDAD 777 , PHDE 780 , EDAD 786 , EDAD 788 , and EDAD 789
First of two-semester internship, the course provides experience in district level leadership roles under the guidance of an experienced field mentor and university supervisor. This is a field-based course. Candidates are required to participate in and complete a minimum of 150 hours of activities over a two-semester period of time.
Semester(s) Offered: Summer
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EDAD 795 - District Level Internship II - 3 credits
Prerequisite(s): EDAD 794
Corequisite(s): EDAD 790
Second of two-semester internship, this field-based course provides experience in district level leadership roles under the guidance of an experienced field mentor and university supervisor. Candidates are required to participate in and complete a minimum of 150 hours of activities. A major component of this course is implementing an action plan to address the field-based problem researched in EDAD 788 .
Semester(s) Offered: Fall
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Education - Education Elementary |
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EDEL 608 - Parent Involvement in Elementary Education - 3 credits
Analysis of programs and practices for involving parents in elementary educational settings. Emphasis on objectives, methods, techniques, and materials for program development. Community resources for supporting programs for children in various instructional settings.
Semester(s) Offered: Offered as needed
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EDEL 610 - Social Studies in the Elementary School - 3 credits
Selection, classification, and organization of materials in the field of social studies in the elementary school.
Semester(s) Offered: Offered as needed
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EDEL 611 - Teaching Writing in Elementary and Middle School - 3 credits
Writing instruction in relation to the developmental characteristics of children through preadolescence.
Semester(s) Offered: Offered as needed
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EDEL 613 - Science in the Elementary School - 3 credits
Reinforces the science background of prospective and practicing elementary teachers. Innovations are examined. Emphasis is placed on methods, materials, community resources and evaluation procedures.
Semester(s) Offered: Offered as needed
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EDEL 617 - Curriculum Problems in the Elementary School - 3 credits
Prerequisite(s): EDEL 715
A course designed to examine the internal facets of the elementary school. These include the library; health, guidance, and other pupil personnel services; curriculum revision; elementary school procedures; and pupil accounting.
Semester(s) Offered: Offered as needed
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EDEL 631 - Special Topics in Elementary Education - 3 credits
Specific analyses of crucial issues in the field as they exist and emerge in the future. Provides an opportunity for students to do in-depth study of specific areas of concern.
Semester(s) Offered: Offered as needed
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EDEL 640 - Advanced Study of Teaching Mathematics in the Elementary School - 3 credits
The selection of teaching procedures and instructional materials which facilitate pupil discovery and learning. Research findings relative to current trends, diagnostic teaching, and mathematics as a contemporary necessity will be examined.
Semester(s) Offered: Offered as needed
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EDEL 645 - Diagnostic Teaching of Arithmetic - 3 credits
Analysis of the concepts and skills of arithmetic in the school mathematics curriculum, exploration of diagnostic-prescriptive teaching methods.
Semester(s) Offered: Offered as needed
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EDEL 658 - Advanced Study of Teaching Science in the Elementary School/Middle School - 3 credits
Study of curriculum models and instructional theory underlying elementary and/or middle school science programs.
Semester(s) Offered: Offered as needed
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EDEL 670 - Advanced Study of Language Arts in the Elementary School - 3 credits
The relationship between language learning and the genesis and development of personality with implications that would follow for the elementary school language arts curriculum.
Semester(s) Offered: Offered as needed
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EDEL 695 - Special Education for Teachers in Elementary Education - 3 credits
Addresses current issues and needs in instructional programming for students with high incidence disabilities (learning disabilities, emotional/behavioral disorders, and mental retardation) at the elementary level. Emphasizes methods for the development and acceleration of basic academic skills.
Semester(s) Offered: Offered as needed
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Education - General |
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EDUC 504 - Technology and Instruction - 3 credits
Restriction(s): (Computer Usage)
Prerequisite(s): Admission to MAT Degree Program
Development of essential technology skills for educational settings. Classroom applications of word processing, spreadsheet, database, multimedia and Internet technologies.
Semester(s) Offered: Offered as needed
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EDUC 531 - Microcomputers and Instruction - 3 credits
A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction. Off-campus clinical experiences are included to increase student achievement.
Semester(s) Offered: Offered as needed
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EDUC 607 - Research for Today’s Schools - 3 credits
Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of research results. Students are required to develop, implement, write up, and report on an original, field-based, education research project.
Semester(s) Offered: Fall, Spring, Summer
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EDUC 608 - The Nature and Needs of Gifted and Talented Students - 3 credits
Prerequisite(s): Admission to Graduate Study
Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development.
Semester(s) Offered: Offered as needed
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EDUC 609 - Introduction to Curriculum and Instruction for Gifted and Talented Students - 3 credits
Prerequisite(s): Admission to Graduate Study at CCU
Course is designed to prepare teachers to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessments in order to meet the needs and abilities of gifted and talented students. Current research and technology will be utilized in writing lesson plans and units.
Semester(s) Offered: Offered as needed
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EDUC 610 - Integrated Reading and Writing Instruction - 3 credits
Theoretical bases and techniques for teaching reading and writing using multiple subject areas.
Semester(s) Offered: Offered as needed
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EDUC 611 - Writing/Reading Process Institute Seminar - 6 credits
Restriction(s): Permission of instructor
Equivalent: ENGL 611
This course involves participants in the study of literacy education. Current theory and practice in the teaching and learning of writing and reading will be explored and experienced with special attention/writing workshop and the role of teacher research to develop new professional knowledge. Prior approval of graduate advisor is required to include this course in a graduate degree program.
Semester(s) Offered: Offered as needed
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EDUC 620 - The Middle School Curriculum - 3 credits
Prerequisite(s): Permission of the instructor
A course intended to increase the student’s knowledge and awareness of current trends and practices in middle school curriculum with an emphasis placed on the future direction of middle school education to prepare teachers for the demands of an increasingly advanced technological, multicultural society.
Semester(s) Offered: Offered as needed
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EDUC 625 - Student Motivation and Management - 3 credits
Study of effective principles and techniques of motivation and management in classrooms today. Attention is given to theories and strategies of the management of students as well as classroom organization and the relationship between motivation and management.
Semester(s) Offered: Offered as needed
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EDUC 628 - Assessment of Performance to Inform Instruction - 3 credits
Prerequisite(s): EDUC 607
This course focuses on critical knowledge and application of assessment data when making decisions that promote strong instructional outcomes for students. Based on an understanding of student cognitive and affective development, participants will use, interpret, and appropriately communicate formal and informal assessment results to parents and students. Course emphasizes effective collaboration with other school-based professionals to evaluate and monitor student progress and to modify instruction based on individual learning needs.
Semester(s) Offered: Fall, Spring
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EDUC 630 - Advanced Study of Curriculum and Instruction - 3 to 6 credits
Study of the principles of curriculum and instruction related to PK-12 schools. Included are sources of the curriculum, methods of organization, curriculum planning and development, the teacher’s roles and responsibilities, assessment, and trends and influences in curriculum and instruction practices. Field work is included.
Semester(s) Offered: Fall, Spring
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EDUC 631 - Special Topics - 3 to 6 credits
Topics selected allow for specialized study of timely topics related to the field of education.
Semester(s) Offered: Offered as needed
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EDUC 649 - The School and Modern Society - 3 credits
Prerequisite(s): Permission of the instructor
Basic concepts of the relation of the school to the social order; an analysis of the essential features of changing social context within which American educational policy and practice now operate. The educational implications of recent social change in the American and world society.
Semester(s) Offered: Offered as needed
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EDUC 655 - Teaching Environmental Education - 3 or 6 credits
Rationale and strategies for teaching environmental education.
Semester(s) Offered: Offered as needed
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EDUC 680 - Capstone Experience - 3 credits
Study that focuses on the preparation of an action research project, paper and presentation that addresses a real problem found in the classroom/job assignment of the candidate and applies the knowledge and skills gained in the degree program.
Semester(s) Offered: Fall, Spring, Summer
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EDUC 685 - Strategies for Serving Diverse Learners - 3 credits
Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status, racial and ethnic backgrounds, gender, language proficiency, and disabilities may affect a child’s performance. Teachers will study ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population.
Semester(s) Offered: Fall, Spring, Summer
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EDUC 731 - Advanced Instructional Methods and Strategies-Elementary Education (Grades PK-5) - 3 credits
This course is designed to examine the historical, conceptual, theoretical, and practical issues of teaching and learning in grades PK-5. Provides an opportunity to examine, design, deliver, and evaluate curricula, methodologies and instructional strategies to enhance student engagement and learning.
Semester(s) Offered: TBA
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EDUC 732 - Advanced Instructional Methods and Strategies-Secondary Education (Grades 6-12) - 3 credits
This course is designed to examine the historical, conceptual, theoretical, and practical issues of teaching and learning in grades 6-12. Provides an opportunity to examine, design, deliver, and evaluate curricula, methodologies, and instructional strategies to enhance student engagement and learning.
Semester(s) Offered: TBA
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Education - Instructional Technology |
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EDIT 604 - Teaching with Technology - 3 credits
A standards-based investigation of instructional technologies and their potential to improve teaching practices, professional communication, workflow productivity and learner performance. The course is closely aligned to the National Education Technology Standards for Teachers (NETS-T), published by ISTE, and surveys an extensive range of tools and techniques to design, develop, implement and evaluate technology-integrated instruction in education and training settings. Course assessments are project-based and require students to demonstrate competence by analyzing instructional design contexts and producing instructional materials. A standards-based investigation of instructional technologies and their potential to improve teaching practices, professional productivity, and student performance. The course is designed to meet the National Education Technology Standards for Teachers (NETS-T), published by ISTE.
Semester(s) Offered: Fall, Spring, Summer
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EDIT 610 - Instructional Design and Technology Integration - 3 credits
This course introduces seminal models of instructional design within the context of planning effective learning materials and experiences supported by technology for education and training environments. Research-based best practices in technology integration are carefully analyzed, as well as strategies for evaluating instructional technologies and materials, including those that are designed to meet the needs of diverse learners. Students conduct literature reviews of current topics in the field.
Semester(s) Offered: Summer
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EDIT 620 - Technology Planning and Management - 3 credits
This course explores theories and strategies for planning and managing instructional technology resources at the classroom-level using essential project management workflows that emphasize technology evaluation, acquisition, installation, operation, administration and maintenance. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze current and desired technological needs and conditions. Students collect and analyze these data within the context of published literature and write a detailed summary report.
Semester(s) Offered: Spring
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EDIT 630 - Development of Instructional Multimedia - 3 credits
This course explores the application of research-grounded design principles to the development of multimedia learning objects for professional settings. Students will improve understanding of modern authoring tools, concepts and workflows as they produce graphic, audio, video, screencast and animation materials that meet rigorous evaluation criteria derived from modern learning theories. The course also analyzes legal and ethical issues relevant to multimedia development and presents practical strategies for compliance with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience.
Semester(s) Offered: Spring
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EDIT 640 - Instructional Video Production - 3 credits
This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for a specific clinical audience.
Semester(s) Offered: Fall
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EDIT 650 - Teaching and Learning Online - 3 credits
This course explores various theories and best practices for the design, development, and implementation of online instruction for blended and distance-based applications. Students will design effective online formative and summative assessment strategies for evaluating student learning, select and build instructional content to meet the need of students with different learning styles, demonstrate proficiency utilizing web production tools to develop online instructional environments, utilize effective online teaching strategies and technology tools to promote communication and collaboration, use information resources for effective online teaching, use diverse instructional strategies, reflect on their course experience, and offer suggestions for online course improvement. Course assessment includes quizzes, forum discussions, and homework assignments.
Semester(s) Offered: Summer
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EDIT 660 - Advanced Online Teaching - 3 credits
Prerequisite(s): EDIT 650
This course further explores a variety of activities to create a sense of presence and to engage online learners. Student will understand and reflect on the significance of building community in virtual environments, utilize online tools to promote communication and collaboration, identify and develop strategies for building community online, address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources, develop content specific instructional strategies for various asynchronous and synchronous online teaching tools, develop additional strategies to differentiate instruction (i.e. learning styles, adaptive/assistive technologies, pacing, supplemental activities and remediation.), create and deliver lessons suitable for asynchronous and synchronous delivery that use appropriate and effective multimedia design elements, and develop strategies for involving, communicating, and connecting with diverse students. Course assessment includes forum discussions, homework assignments, and a group project.
Semester(s) Offered: Summer
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EDIT 670 - Educational Games and Simulations - 3 credits
This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building, implementing and evaluating website and mobile gaming models will be explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners’ conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and simulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project.
Semester(s) Offered: Fall
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EDIT 677 - Assessment Technology and Learning Analytics - 3 credits
This course examines technologically supported strategies for designing effective assessments to inform instructional decisions and improve learner performance. Students will explore evidence-based practices for developing formative and summative digital assessments that optimize feedback systems, promote academic integrity and personalize learning. Course assessment includes quizzes, homework exercises and an action research project that requires students to deliver an instructional technology innovation and collect and analyze data to determine its impact on target learners in a clinical setting.
Semester(s) Offered: Fall
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EDIT 680 - Special Topics in Instructional Technology Curricula - 3 credits
This course examines emerging instructional technologies and associated trends, issues, research, theories and practices that impact education and training settings. Designed as a real-world analytical experience, the course uses a problem-based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence-based practices in the scholarly literature, evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product-impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions.
Semester(s) Offered: Fall, Spring
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EDIT 690 - Seminar in Instructional Technology - 3 credits
This course requires three capstone experiences for program candidates in their final semester – (1) a supervised clinical experience in instructional technology leadership where students collaborate with decision-makers to design, develop, implement, manage, and evaluate instructional technology training for adult professionals in approved placements, (2) the development of an online portfolio documenting mastery of all content, pedagogical, technological, and professional knowledge targeted in the program learning outcomes, and (3) the completion of the M.Ed. comprehensive exam.
Semester(s) Offered: Fall, Spring
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EDIT 700 - Principles of Instructional Design - 3 credits
This course introduces the instructional systems design (ISD) model for education and training contexts, with emphasis on the delineation and alignment of instructional goals, teaching methodologies and evaluation techniques. Students develop mastery of the of the instructional design process, analyze the role of the systematic design of instruction within the context of teaching and training processes and relate this knowledge to their educational profession or other related instructional setting. The course culminates with in-depth curriculum analyses requiring students to research the design and function of current curricula based on the instructional systems approach, with specific attention to the alignment of goals and objectives, an analysis of diverse learner needs and the instructional methods used to teach and assess learning.
Semester(s) Offered: Fall, Spring
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EDIT 704 - Technology in Curricula - 3 credits
This course presents methods and techniques for designing, developing, implementing and evaluating instruction across various curricula aligned to specific content and technology standards. Students design and re-design technology integrated curricula to improve learner performance for specific instructional contexts, including meeting the needs of diverse populations.
Semester(s) Offered: Fall
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EDIT 710 - Instructional Technology Tools - 3 credits
This course surveys popular and emerging technology applications and devices to design innovative learning experiences for various instructional contexts, including traditional, online and blended frameworks. Students will explore research-based best practices in the utilization of technology to support instructional design, classroom management, collaborative learning, communication with local and global audiences, technical troubleshooting of digital resources, as well as strategies to promote equitable, safe, legal and ethical use of digital information and technologies. Course assessment includes forum discussions, video tutorial productions, online resource management, and a project.
Semester(s) Offered: Fall
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EDIT 720 - Theories of Learning with Instructional Technology - 3 credits
This course introduces major theories and principles of human learning and development relevant to the utilization of instructional technology. Students develop deep understanding of how to apply research-based findings in cognitive science to guide the design, development and implementation of multimedia instruction to support the diverse needs, interests and abilities of all learners to engage digital materials and experiences that emphasize creativity and higher-order thinking skills. Students will also explore motivational models of instructional design, as well as evaluate and reflect critically on instructional technology products applied in various education or training settings. Course assessment includes forum discussions, annotated bibliography reflections, and analytical papers.
Semester(s) Offered: Spring
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EDIT 740 - Design and Development I - 3 credits
This course challenges students to apply research-based instructional design principles and learning theories to develop effective digital learning objects that address real-world needs of professionals in traditional, online and blended educational settings. Students will utilize digital authoring tools and workflows to create meaningful multimedia resources for integration in interactive instructional systems. The course also reviews legal and ethical issues relevant to learning object development, including practical strategies to promote digital equity and comply with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience.
Semester(s) Offered: Summer
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EDIT 744 - Graphic Design for Instructional Technology - 3 credits
This course explores research-based visual design theories and learner-centered graphic design strategies for print and non-print instructional materials. Students apply principles of visual literacy to optimize the design of text, graphic and image representations that address the diverse needs of all learners. The course emphasizes the development of instructional content that integrates multiple messages to achieve identified learning goals by applying graphic design tools (type, shape, color, depth, space), graphic design actions (contrast, alignment, repetition, and proximity) and graphic design perceptions (figure/ground, hierarchy, gestalt) that maximize learning impact. Students evaluate and reflect on their designs continuously within the context of their varied professional settings. Course assessment includes quizzes, homework assignments and graphic design production projects.
Semester(s) Offered: Spring
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EDIT 750 - Design and Development II - 3 credits
This course analyzes best practices in learning interaction design to create complex instructional systems using advanced professional authoring tools for delivery in online and blended educational settings. Students build visual mockups that apply theoretical principles of interface and user experience (UX) design to develop creative and interactive prototypes that maximize engagement, stimulate higher order thinking, and improve learner performance. Responsive design strategies and advanced deployment techniques to enhance fidelity and equity across learner devices are also explored. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience.
Semester(s) Offered: Summer
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EDIT 760 - Instructional Technology Leadership - 3 credits
This course explores research, theory and models of technology resource management from a building-level or district-level perspective, including facilities, personnel, financing, acquisition, development, policy and training. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze the current and desired technological needs and conditions of a targeted site. Students collect and analyze these data within the context of published literature and write a detailed white paper with specific recommendations for key decision constituents
Semester(s) Offered: Summer
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EDIT 770 - Field Experiences in Instructional Technology - 3 credits
This course requires 30 hours of supervised clinical experiences in instructional technology leadership. Students engage in field-based design, development, implementation, management and evaluation of instructional technology initiatives in approved professional placements, serving as instructional technology consultants responsible for collaborating with decision-makers to conduct needs analyses and guide the design, development and implementation of instructional technology initiatives that address real-world problems or opportunities for adult learners. Students are expected to collect, analyze and interpret data to evaluate performance. Course assessment includes reflective blog entries, edited videos and a final report detailing evidence of impact and plans for continuous improvement.
Semester(s) Offered: Fall
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EDIT 780 - Seminar in Instructional Technology - 3 credits
This course provides students with capstone experiences cultivating mastery of content, pedagogical, technical and professional knowledge targeted in all program goals and evidenced by three major assessments - a comprehensive exam, an online professional portfolio, and an instructional technology research project aligned to specific ISTE NETS standards.
Semester(s) Offered: Fall, Spring
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Education - Language and Literacy |
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EDLL 600 - Advanced Reading Theory: Philosophical, Historical, and Sociological Foundations of Reading - 3 credits
This course emphasizes theoretical frameworks for reading including psycho- linguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings.
Semester(s) Offered: Fall, Summer
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EDLL 601 - Emergent and Early Literacy Development - 3 credits
This course will provide students with a greater understanding of the social, cultural, and linguistic factors that influence children’s emergent literacy development. The theoretical framework of this course is based on an advanced study of an understanding of emergent literacy as a continuum characterized by the interrelationship of reading, writing, speaking, listening, viewing, and visually representing in formal and informal settings. Emphasis will be placed on practical application of theory, developmentally appropriate practice, stages of literacy development, and resources for effective early childhood and early elementary literacy instruction.
Semester(s) Offered: As Needed.
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EDLL 603 - Research in Literacy Methods and Materials - 3 credits
Prerequisite(s): EDLL 600
This course requires that students conduct in-depth study of current methods of literacy instruction to evaluate the effectiveness for diverse learners and across different instructional settings. The course emphasizes 21st century literacy, including digital literacy, visual literacy, critical literacy and the use of relevant materials for incorporating multi-modal literacy in the elementary classroom.
Semester(s) Offered: Offered as needed
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EDLL 604 - Practicum in Literacy Assessment and Evaluation - 3 credits
Emphasis on naturalistic, authentic, classroom-based assessment of developmental readers and writers and the interrelationships between assessment and instruction. Supervised assessment practicum and the development of a literacy case study in a clinical experience are required.
Semester(s) Offered: Fall
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EDLL 605 - Organization, Administration, and Supervision of the School Reading Program - 3 credits
This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, supervision, administration, and evaluation of school reading programs. Formal standardized measures, including norm-referenced and criterion-referenced tests and the use of school-wide assessment data for literacy program planning will also be addressed.
Semester(s) Offered: Summer, even years
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EDLL 606 - Trends and Issues in Literacy Education (Capstone) - 3 credits
Prerequisite(s): EDLL 600 , EDLL 604 , EDLL 605 , EDLL 608 , EDLL 620 , EDLL 621 , EDLL 622 , and EDLL 616 or EDLL 617 or by permission of instructor)
This course examines current trends and issues that are present in the field of literacy. Also, students construct a program completion portfolio which is evaluated by multiple reviewers. The portfolio demonstrates their mastery of the ILA Standards for the Preparation of Literacy Professionals.
Semester(s) Offered: Fall, Spring
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EDLL 608 - Instructional Strategies and Materials in Literacy - 3 credits
This course requires that students conduct in-depth study of current methods and materials used in literacy instruction. Emphasis is on research-supported instructional strategies that are effective for diverse learners and across various instructional settings.
Semester(s) Offered: Fall, Summer
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EDLL 616 - Content Area Reading and Writing for Early Childhood and Elementary Teachers - 3 credits
This course provides teachers in grades K-6 with the strategies for teaching reading and writing across content-area classes. The course addresses creating a literate environment in the content area classes and the basic tenets of integrating technology and disciplinary literacy across the curriculum in ways that value and support diverse learners. This course also fulfills requirements for the R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed for the R2S Teacher endorsement.
Semester(s) Offered: Summer
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EDLL 617 - Content Area Reading and Writing for Middle and High School Teachers - 3 credits
This course explores strategies for teaching reading and writing within the framework of content-area classes in grades 5-12. An emphasis is placed on foundational knowledge of the reading and writing processes and the basic tenets of integrating technology and literacy across disciplines in ways that value and support diverse learners. This course also fulfills requirements for the course, R2S Content Area Reading and Writing for Middle and High School Teachers, and three credit hours of coursework needed to earn the R2S Teacher endorsement.
Semester(s) Offered: Spring
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EDLL 618 - Content Literacy - 3 credits
This course provides K-12 teachers with the strategies for teaching literacy within the framework of content area classes. The course teaches a sound theoretical knowledge of the reading and writing processes and the basic tenets of integrating technology across the curriculum.
Semester(s) Offered: Spring, Summer
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EDLL 620 - Literacy Assessment and Instruction for Diverse Populations - 3 credits
Prerequisite(s): Teacher certification PK-12
Naturalistic, authentic assessment strategies and the integration of instructional strategies with assessment are investigated with struggling readers and writers, PK-12. Emphasis on best practices and current research as applied to special populations of students including learning disabilities, developmental delays, second language learners, gifted and talented students, physically challenged, and social/emotional behavioral issues. Supervised instruction is required in clinical practicum. Depending on the number of students to be served in the clinic, the practicum may include individual tutoring and/or small group instruction.
Semester(s) Offered: Offered as needed
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EDLL 621 - Developing Literacy Teacher-Leaders Within School Communities - 3 credits
Prerequisite(s): Teacher certification PK-12
Course participants explore how literacy leaders integrate essential elements of curriculum, instruction, assessment, and on-going staff development to develop research-based literacy programs. Major topics include theoretical principles and practices for staff development, mentoring/coaching, and evolving roles/responsibilities for literacy teacher-leaders.
Semester(s) Offered: Offered as needed
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EDLL 622 - Action Research in Literacy Coaching - 3 credits
Prerequisite(s): EDLL 621 , Teacher certification PK-12
Course develops synergistic decision-making and interpersonal skills used by literacy teacher-leaders to explore conditions that affect student learning, curricular reform, and teacher empowerment. Course participants use action research to explore a coaching relationship with a practicing teacher.
Semester(s) Offered: Offered as needed
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EDLL 650 - Applied Linguistics for ESOL Teachers - 3 credits
This course prepares candidates to understand and apply knowledge about language structure and second language acquisition in planning and adapting ESOL (English to speaker of other languages) content and standards-based teaching.
Semester(s) Offered: Fall
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EDLL 651 - Principles and Strategies for Teaching ESOL to Elementary and Secondary Learners - 3 credits
This course prepares candidates to understand and apply major theories and research related to cultural identities, principles and strategies for teaching ESOL (English to speakers of other languages) in elementary and secondary schools.
Semester(s) Offered: Summer
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EDLL 652 - Teaching Reading and Writing to English Learners (ELs) - 3 credits
This course prepared candidates to apply research and best practices in planning and implementing standards-based instruction to teaching reading and writing to LEP learners. Practicum experiences required.
Semester(s) Offered: Spring
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EDLL 653 - Testing and Assessment for Language Minority Students - 3 credits
Course prepares candidates to know, understand, and apply various assessments used with language minority students. The candidates understand the role assessments have in informing classroom instruction on one hand and school identification, placement, and reclassification of language minority students on the other. Practicum experiences required.
Semester(s) Offered: Spring
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EDLL 654 - ESOL Curriculum Design and Materials Development - 3 credits
Course prepares candidates to understand and apply educational policies and current practices in the field of teaching English to speakers of other languages (ESOL). The candidates evaluate, adapt and use materials, resources, and technologies for ESOL standards-based teaching.
Semester(s) Offered: Summer
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