2004-2005 MED Course Descriptions

2004 - 2005 Master of Education Course Descriptions

MED

601

Cognitive Development

(3)

Students develop an understanding of how people "make up knowledge that makes sense to them." Factors that influence development and the development process are investigated.


MED

602

Teaching and Learning Theory

(3)

Investigation of different theories and assumptions explaining learning, as well as exploration of the teaching philosophies and societal problems affecting learning today.


MED

605

Contemporary Issues in Education

(3)

A study of current educational reform initiatives that raise political, social, ethical, and/or moral issues. The implications of policy-making, budget processes, curriculum decision-making, emerging social phenomena, and economic trends are explored.


MED

606

Theoretical Perspectives in Education

(3)

Emphasizes a broad understanding of the major paradigms of educational thought. Individual theorists are discussed within the context of each paradigm. Students in the combined Masters/Licensure Program can apply for formal admission into the Teacher Education Program during this course and complete school observations through required concurrent enrollment in EDUC 300 (Observation of Schools).


MED

607

Models of Curriculum

(3)

Focuses on the theoretical rationale of why we teach the way we do. Views curricular models for social interaction, information processing, interpersonal development, and others.


MED

608

Special Topics

(3)

A changing topics course.


MED

610

Diversity in Education

(3)

Explores strategies for effecting positive experiences for all students. Educational issues to be examined may include: diverse barriers in school settings (gender, culture, exceptionalities), learning and teaching styles, communication, and parent and community involvement. Methods for empowering teachers and student interaction are developed within the concept of cultural expectations.


MED

612

Models and Processes of Literacy

(3)

Explores the four components of literacy research, including historical changes, the processes of reading and literacy, models of reading and literacy processes, and new paradigms of theory. In addition, strategies to support these components are presented.


MED

613

Adult Learning

(3)

Explores adult learning theory and research and their applications to learning situations. Includes discussion of social, institutional, and other contextual factors that affect learning, as well as individual characteristics of adults such as developmental phases, cognitive abilities, learning styles, motivations and emotions.


MED

614

Historical and Philosophical Foundations of Education

(3)

Examines the major philosophies of education through the study of history. Students explore various historiographic interpretations of American education. Students in the combined Masters/Licensure Program can apply for formal admission into the Teacher Education Program during this course and complete school observations through required concurrent enrollment in EDUC 300L.


MED

615

School and Politics

(3)

Emphasizes the importance of understanding schools as organizations that are embedded in a political system. Explores decisions that are made within the school organization sensitive to the demands and support of its environment, including resources allocated according to state law.


MED

616

Information Technology

(3)

Explores information literacy, constructivist learning theory, technology and hypermedia innovations in the classroom and cooperative information technology practices. Includes hands-on technology applications to empower teachers in transition to technology-rich classroom environments.


MED

617

Instructional Design with Technology

(3)

Explores the instructional design process translating principles of learning and instruction into instructional materials, activities, and learning, linking multiple intelligence theory, cognitive strategies and congruent technology-based instructional delivery systems.


MED

618

Online Education: Teaching and Learning at a Distance

(3)

Explores the foundations and theories of distance education, the distance education student, distance education technologies, applications, and design. Provides opportunity to create, implement, and assess an online distance education course.


MED

619

Distance Learning Field Experience

(1)

Provides a practicum on uses and skills necessary to operate and teach from an EDNET site. This course requires admission into the Distance Learning Endorsement program and must be taken as a co-requisite of MED 617.


MED

620

ESL, Family and Community

(3)

This course introduces students to concepts of cultural diversity and ways to involve families and communities in education. Students will develop a deeper understanding of their own cultural identity. Through hands on experiences, students will learn about communities in which they work and to involve families and communities in schooling. Students will learn historical and legal approaches to English as a Second Language.


MED

621

Foundations of ESL Instruction

(3)

This course is designed to introduce students to theories that undergrid scholarship and practice of ESL teachers and learners. The readings will guide students toward a critical perspective of how the teaching and learning process may marginalize students whose primary language is not English. As students learn more about families through a community field experience attached to this course, they will dialogue about how these experiences relate to the theories they are reading.


MED

622

Language Acquisition and Assessment

(3)

Students will become familiar with language acquisition, language acquisition theories and assessment of language acquisition in the classroom. Students will examine specific program assessments for students and cultural influences on assessment.


MED

623

ESL Methods I

(3)

This course will address second language acquisition theories and research based principles of instruction as they relate to second language learners. Students will explore and apply methodologies and strategies to promote comprehensible learning in reading and language arts for early childhood, elementary, secondary, and adult second language learners.


MED

624

ESL Methods II

(3)

Students will explore and apply methodologies and strategies to promote comprehensible learning in social studies, science, and math for early childhood, elementary, secondary, and adult second language learners.


MED

625

Integrating Content for ESL Learners

(3)

Students will explore the integration of language learning into content instruction to provide opportunities for learners to acquire a new language through the study of academic disciplines. Students will apply skills learned in the ESL Methods I and II courses to monitor K-12 student comprehension, organize content courses, and design realistic assessments for secondary and adult second language learners.


MED

630

Children's/Adolescent Literature

(3)

Students will become familiar with a wide range of children's and adolescent's literature and explore their uses in the classroom. The course focus will be on instructional strategies for written and oral responses utilizing critical and analytical thinking skills. Literature selection and sharing will be presented, along with a study of genres and integration into content areas.


MED

631

Writing in the Classroom

(3)

Students explore teaching writing in the K-12 classroom using theory, practice, and current research in a hands-on approach. Students will experience the writing process (including publishing, as well as scoring peer and student papers) in many genres, for many purposes.


MED

632

Assessment of Reading Processes

(3)

Students will explore factors involved in reading and writing difficulty and study effective assessment devices. The course will provide opportunities for students to learn to assess reading and writing processes with K-12 students.


MED

633

Diagnostic Teaching of Reading

(3)

Students will explore corrective reading and writing programs, including programs for students acquiring English, and older students. The course will provide opportunities for students to practice corrective strategies to improve comprehension with K-12 students who have difficulties in reading and/or writing.


MED

634

Teaching Adults

(3)

Teaches a variety of instructional strategies for facilitating adult learning. The course covers setting learning goals and methods of instruction for teaching skills and content, for increasing understanding, and for construction and application of knowledge. The course addresses teaching in different settings and the implications of context on instruction. The course also teaches methods of assessing various types of learning.


MED

635

Adult Education, Program Planning and Development

(3)

This course focuses on the process of planning and evaluating adult education programs. Different models for program planning will be considered along with their appropriateness for differing settings. The course will include methods for evaluating adult education programs.


MED

636

Early Literacy Instruction

(3)

Examines historical as well as current research regarding multiple perspectives on early literacy development. Literacy will be examined within the broad definition f literacy as a social practice embedded in, for example, family, socioeconomic conditions, culture, language and ethnicity. Within this broad framework, students will look closely at development in the following areas: oral language, writing, decoding, comprehending, spelling, handwriting, and listening. The course will focus on developmentally appropriate assessment tools and the design of comprehensive instructions with the zones of proximal development of all students.


MED

650

Graduate Seminar

(2)

Provides an understanding of the program components through clarification of procedure, learning goals and activities. The seminars create a network of support and ideas that facilitate the sharing of information, ideas, and experiences among the students and instructors. The seminar is held each semester, with students registering for 1 credit hour in the fall and 1 credit hour in the spring for each semester of their first year in the program.


MED

651

Learner-Centered Environments

(3)

Exploration and development of affective and cognitive techniques and strategies for creating and sustaining learner-centered environments that maximize levels of individual self-motivation and self-esteem and build positive group dynamics for learners at all levels.


MED

656

Multicultural Curriculum Development

(3)

Explores an understanding of cultural pluralism as a means to increase educational equity for gender groups, students from diverse ethnic and cultural groups, and for exceptional students. Discussions acquaint students with the cultures of diverse learners and ways to adapt curriculum, instruction, and management strategies to accommodate student learning preferences and needs.


MED

658

Reading and Writing in the Content Area

(3)

Students explore reading and writing from theoretical, research, and practical perspectives to discover principles for teaching literacy skills in their content area.


MED

660

Directed Studies

(1-3)

Consent of instructor required to pursue a special topic of interest. Prior to registration, a plan of study must be submitted for approval by the director of the MED Program.


MED

664

Assessment Models and Methods

(3)

Explores various components of assessment principles that specifically relate to instruction; examine current research and new directions in assessment of learners; and provide practical and realistic strategies for selecting appropriate and authentic forms of assessment.


MED

672

Instructional Technology

(3)

Focuses on methods and techniques of instructional technology in the classroom. Includes software applications, web page construction, and instructional presentations.


MED

679

Research Methodologies

(3)

Through a review of the theoretical and practical aspects of qualitative and quantitative research methodologies, this course moves to exploration of action research as a means to provide research skills compatible with the regular needs of teachers and other teaching professionals. Requires completion of an action research cycle and a related literature review. Prerequisite: MED 650. (Required course).


MED

680

Research Project

(3)

Through engagement in critical reflectivity and scholarly writing, students continue their action research project begun in MED 679. Completion of portfolio required. Prerequisite: MED 679. (Required course).


MED

699

Masters Project/Thesis Project, Continuing Registration

(0)

This course is for ongoing work on the Masters project or thesis. All fifth semester and beyond students need to register each semester until it is successfully completed. There is a fee of $250 for each semester in which the student is registered.