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Course Criteria
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3.00 Credits
Coursework includes a study of the school organization as a social system, supervision and curriculum, control, authority, change, planning strategies, and organizational dynamics.
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3.00 Credits
This course provides an introduction to educational psychology and explores the process of learning throughout the life span. Emphasis is placed on the application of psychological concepts, theoretical principles, and research findings to the planning and implementation of effective instructional strategies in the classroom. Moreover, through this course graduate students who are preparing for employment in the field of education are acquainted with many facets of the teacher's role in the teaching/learning process. Class discussions, activities, and field experience focus on the connection between theory and practice and provide students with opportunities to apply psychological principles and solve practical problems for personal and professional growth.
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3.00 Credits
Overview of the historical development of the counseling and student affairs profession, as well aslegal and ethicalcodes, and skills needed in the profession. (For Student Affairs major, this course replaces EDUC 515, Introduction to the Counseling Profession.)
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3.00 Credits
This course provides an overview of theories of student development in higher education as it applies to the cognitive and psychosocial development of students and the influence of the college environment.
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3.00 Credits
This course provides an overview of the process of organizing the personnel and financial resources needed to effectively meet student development and institutional goals and objectives. Thiscourse will introduce students to basic human and fiscal management concepts and skills.
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3.00 Credits
This course provides an overview of new and emerging technologies and how they are changing the way educators teach and students learn. These new advances enable students to engage in authentic learning by leveraging technology for problem solving, discovery and exploratory learning situated in a real-world context. In this course, educators will identify, explore and evaluated new and emerging technologies and their potential impact on instructional practices in integrated/interdisciplinary STEM education. Theories underlining these technological advancements and theirimplications for effective implementation are discussed.
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3.00 Credits
This course will enable students to learn how to use a StandardsFocused Project Based Learning (PBL) Model to develop specialized instructional curriculum to be implemented and integrated into an existing interdisciplinary educational system. Interactive and practical assignments are used to help teach the five major planning elements of PBL. Online discussions and interactive learning modules will be focused on the learning and application of PBL concepts. Furthermore, coursework is designed to help the student create a Project Based Learning curriculum for use in their teaching. For students enrolled in the STEM degree program, the curriculum developed in thisclass will be used as a component in their Capstone Project.
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3.00 Credits
The purpose of this course is to enable those in the educational field to customize literacy practices to meet the unique demands of science, technology, engineering, and mathematics. Each content area demands specialized literacy skills. Therefore, in order to prepare students for literacy demands in careers and later in life, it is essential that literacy learning be embedded within the content knowledge. Educators will learn to assist K-12 students with the navigation of complex informational texts within STEM areas and be better prepared to help all students develop the necessary disciplinary literacy skills.
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3.00 Credits
This course is designed to help candidates consider critical issues linked to successful leadership models in the integration of Science, Technology, Engineering and Mathematics (STEM) into educational endeavors. The on-line instructional approach for this course includes web-quest activities, asynchronous discussions, field experience interviews, and curriculum development activities as well as implementation reflective activities.
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3.00 Credits
This is a three (3) unit graduate course for teachers in STEM education with no previous background in statistics who will need statistics in their further studies and their work. The focus is on understanding the use of research and statistical methods in various areas of science and engineering. Topics to be covered include research methods, measures of central tendency and variability, correlation, statistical inference, and basic design of experiments with examples and applications in science and engineering. Teachers will become critical consumers of research products and learn the basic skills of planning, designing, and executing and reporting research as well as evaluating and applying published research findings. Emphasis will concentrate on planning, developing, and producing a quality STEM research e-portfolio.
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