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EDCI 561 Neuro-Education: Application of Brain Research on the Brain, Trauma, Resilience, and Learning in the K-12 Classroom (3 SH)
Explores research on how the brain processes, stores, and retrieves information, and on the impact of trauma and resilience on learning and behavior. In this regard, advances in neuroscience and the cognitive sciences provide insight into how life events, instructional design, instructional delivery, and educational environments can reshape brain structure and function in ways that can support or hinder a student’s motivation, engagement, achievement, and behavior. Intended for K-12 teachers, educational specialists, and administrators.
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EDCT 691 “Creating” with 21st Century Tools (3 SH)
Participants will identify, use and evaluate 21st Century Learning Tools that can be used to address the top level of the “new” Bloom’s Taxonomy – Creating. These tools will be used in the context of designing and delivering instruction that is consistent with current best practices for integrating technology.
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Educational Technology Courses (
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EDET)
EDDA 501 Fostering Resilience through School and Community Partnerships EDET 511 Leveraging Educational Technology for Communication and Collaboration (3 SH)
Partnerships between schools and community stakeholders play a vital role in fostering Leverages educational technology tools for empowering students as collaborators and communicators. Educators examine a variety of learning tools and platforms with a focus on authentic application.
EDET 521 Fostering Creativity with Educational Technology (3 SH)
Fostering creativity reflects the goal of equipping students as authors and investigators. Educators explore learning tools for the purpose of igniting student imagination and facilitating student production of original work.
EDET 541 Promoting Citizenship through Educational Technology (3 SH)
Promoting citizenship in a digital age includes building media literacy and digital safety among all members of the learning community. Educators engage legal, ethical, and interpersonal frameworks that inform their own practice and their support of students.
EDET 551 Unleashing Technology for Powerful Learning (3 SH)
Unleashing technology learning tools can promote powerful learning for all students. Educators design instruction that activates the cognitive science research on retrieval, spacing, interleaving, and metacognition.
Trauma and Resilience Courses (EDDA)
EDDA 501 Fostering Resilience through School and Community Partnerships (3 SH)
Partnerships between schools and community stakeholders play a vital role in fostering resilience in educational environments. This course serves as a forum for engaging dialogue among educators, counselors, law enforcement personnel, social service agents, and other community service workers regarding trauma and resilience. Participants will examine current trends and program development models that empower collaboration within communities.
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EDLA 531 Literacy in Community & Family Arenas (online, 3 SH)
Addresses literacy development in a larger scope than traditionally covered through school, focusing on personal, cultural and political issues related to adult literacy. Addresses adult literacy in the context of various settings, including family literacy, workplace literacy and community literacy programs.
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EDPC 601 TESL Practicum (3 SH)
Gives candidates field experience in teaching English as Second Language. The course accommodates candidates who are currently teaching as well as candidates seeking initial TESL licensure. Forty (40) contact hours of teaching and observation is required along with preparing a professional knowledge base for the ELL classroom.
EDPC 601 Literacy Practicum (3 SH)
Focuses on applying literacy knowledge and expertise in a clinical or classroom setting. School age students, who experience needs in reading and writing, will be paired with a tutor (graduate student) for structured tutoring under the supervision of a reading specialist. A case study method of assessing literacy progress will be implemented.
EDPC 611 Action Research Project (3 SH)
Incorporates a written report and delivery of a student-designed action research project. Under faculty supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551 Action Research in Educational Settings. licensure. Forty (40) contact hours of teaching and observation is required along with preparing a professional knowledge base for the ELL classroom.
EDPC 601 Literacy Practicum (3 SH)
Focuses on applying literacy knowledge and expertise in a clinical or classroom setting. School age students, who experience needs in reading and writing, will be paired with a tutor (graduate student) for structured tutoring under the supervision of a reading specialist. A case study method of assessing literacy progress will be implemented.
EDPC 611 Action Research Project (3 SH)
Incorporates a written report and delivery of a student-designed action research project. Under faculty supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551 Action Research in Educational Settings.
EDPC 622 Reflective Teaching Seminar (1 SH)
Reflective Teaching Seminar consists of sessions scheduled throughout the semester, and is an integral part of the student teaching semester. The seminar encourages students to practice the reflective teaching model and provides support for students as they complete their student teaching and prepare for the first years of teaching. Seminar sessions provide opportunities for professional development and the creation of the Documentation of Student Learning capstone project during the first student teaching placement.
Restorative Justice in Education Courses (EDRJ)
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EDRJ 621 RJE Principles and Practices for Schools (3 SH)
Applies restorative justice principles to individual student, classroom, school, and community-based practices that support safe, just, and caring schools. Restorative justice practices are based on restorative justice values and principles that promote relational approaches to school discipline, communication, pedagogy, and other interactions. Designed for teachers, counselors, administrators, social workers, and others who work within educational contexts. Participants engage with both formal and informal RJE practices, including the facilitation of classroom meetings, restorative circles, and family group conferences. Prerequisite: EDRJ 551 Foundations of RJE
EDRJ 625 RJE Practicum
Gives candidates field experience opportunities for the implementation of Restorative Justice in Education (RJE) practices. Forty (40) contact hours of RJE practice and observation is required along with preparing a case study on current RJE implementation. Candidates will complete the practicum with an assigned mentor either in their current educational setting or with an RJE practitioner in another context. Prerequisite Prerequisite: RJE Graduate Certificate OR Admission to MA in Education program and completion of RJE Concentration Courses.
Teaching English as a Second Language Courses (EDSL)
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