|
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
|
Theories of Adult Learning and Development
|
(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 undergird
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: Content and Assessment
|
(3)
|
|
Students will explore and apply methodologies and strategies to promote
comprehensible learning and assessment of curriculum 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 for Reading Comprehension
|
(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 Evaluation
|
(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.
|
