Master of Education Course Descriptions

Descriptions of Core Requirements:

EDU 513 Educational Research (3 credits): This course assists professional practitioners in learning how to read and evaluate educational research and in designing action research projects. Various types of research will be studied: ethnographic, action, evaluation, descriptive, historical, correlational, experimental, quasi-experimental, and causal-comparative. Each student will prepare a research project.

EDU 516 Constructing Learning Environments (3 credits): This course provides a theoretical base for understanding the learning environment. The course makes extensive use of the Dimensions of Learning program published by The Association for Supervision and Curriculum Development (ASCD) as well as Danielson's Enhancing Professional Practice to help students analyze learning environments. In addition, students learn the general concepts and principles that are used in classroom curriculum design, becoming familiar with the vocabulary and flow of design.

EDU 519 Teaching with Technology (3 credits): This course focuses on the design, development, and integration of educational technology methods for teaching, learning, and personal productivity. This course engages the student in the application of current research and theory into the instructional design process. Students will complete an action research project in their specialized areas. Students should be able to use basic computer software (word processing, spreadsheets, database management) upon entrance to the program.

Instructional/Classroom Leadership: Course Descriptions

• EDU 536 Classroom Curriculum Design (3 credits): This course focuses on curriculum unit design. Students learn to examine connections between particular units and the curriculum standards and benchmarks from which units arise. Students learn to design and construct units, attending carefully to each of the various elements than normally comprise units of instruction. Particular attention is devoted to the alignment of goals, objectives, activities and assessments of learning. Students design actual units of instruction, integrating their knowledge of design, curriculum, methods, and assessment.
  
  
• Instructional Methods (6 credits): This set of courses focuses on the various instructional methods that have been identified through research to be the most effective at enhancing student achievement. These include identifying similarities and differences, summarizing and notetaking, reinforcing effort and providing recognition, utilizing homework and practice, representing knowledge, learning in groups, setting objectives and feedback, generating and testing hypotheses, and using cues, questions, and advance organizers. This module is divided into several parts. In each part, students will acquire a brief overview of the methods listed above as well as investigate the targeted strategies named in the short Selective Methods courses. The intention of these short courses is to provide students enough experience with the strategies to use them effectively in the classroom.
  The short courses include:
  • EDU 526 Selective Methods I (2 credits): This course addresses cooperative, competitive, and individualistic learning. It addresses how effective teachers can integrate these three goal structures of learning into integrated units of instruction. Students will be asked to critique articles on cooperative learning, write reflective journals, teach a lesson that incorporates cooperative learning and an appropriate assessment, and write a 10-day integrated unit that utilizes the three goal structures of learning.
    
    
  • EDU 528 Selective Methods II (2 credits): This course addresses classroom instruction, particularly those strategies that are research-based which could be implemented by K-12 teachers to increase student achievement. It addresses how effective teachers can use current research to help students identify similarities and differences in concepts, summarize, improve note-taking skills, improve homework through practice, understand and apply nonlinguistic representations, and generate and test hypotheses. Also addressed will be the skills of teaching specific types of knowledge and using instructional planning effectively.
    
    
  • EDU 530 Selective Methods III (2 credits): This course addresses the classroom strategies that raise student motivation and produce meaningful learning. Selective Methods III concentrates on strategies that are research-based, which can be implemented by K-12 teachers to increase student achievement. It addresses how effective teachers can use current research to help students expand their confidence, encourage students to achieve, and raise standards of excellence in the classroom. Also addressed will be the skills of teaching students how to review and master information, think critically, and formulate generalizations.
    
    
  • EDU 534 Instructional Delivery (3 credits): This course focuses on the actual delivery of lessons to PreK-12 students from instructional units. Class participants learn to critique instructional delivery according to various criteria/rubrics, including the Iowa Teaching Standards and Criteria, as well as to identify ways to improve teaching performances through critical observation, reflection, analysis and practice. Class participants will be expected to produce/provide videotapes of instructional performances for use in the class.
    
    
  • EDU 562: Individual Behavior and Classroom Management PreK-12 (3 credits): This course provides strategies for identifying, anticipating, preventing, and managing individual and group behavior difficulties within a class setting. The course focuses on creating positive learning environments and structuring individual and group learning activities, so instruction is enhanced, social interactions are increased, and problem behaviors are prevented.
     
• Assessment of Learning (6 credits): These courses focus on the theory and practice of assessing classroom learning.
  
  • EDU 522 Assessment of Learning I: This course provides the theoretical foundation for student-involvement classroom assessment. The course focuses on the role of classroom assessment in measuring student achievement as well as the various methods available to assess a variety of achievement targets. In addition to the text, a workbook is used that allows students to apply the textbook knowledge in solving and assessing practical assessment activities that relate to student learning.
    
    
  • EDU 532 Assessment of Learning II: This course is an application-oriented course. Students apply their understanding of student-involved assessment theory to curriculum commonly found in the classroom. Students taking the course will learn how to appropriately assess the learning of K-12 students in their classrooms for a variety of achievement targets. In addition, students will apply the knowledge of various assessment concepts and practices in order to build more effective, student-involved classrooms.
    
    
  • EDU 524 Issues in Educational Psychology and Learning (3 credits): This course focuses on developments in educational psychology and cognitive science as they apply to student learning. Emphasized in this course are brain-based learning, multiple intelligences, motivational theory and practice, and issues related to diversity and learning as well as other current topics in educational psychology.
    
    
  • EDU 538 Educational Policy Seminar (3 credits): This course focuses on the societal and political contexts in which schools operate. After first becoming aware of various theories regarding educational policy issues and the various dimensions (or frames of reference) from which they can be viewed, students will examine various issues that are likely to have an impact on classroom teaching and learning. Educational policy areas likely to be considered include those having to do with governance, curriculum, accountability, personnel development, and school finance.
     

Reading Endorsement: Course Descriptions

• EDU 507 Diagnostic and Corrective Reading and Language Arts (3 credits): This course specifies how to assess students and how to use assessment results to provide effective instruction. The following components are included: knowledge of existing standardized diagnostic reading instruments, development and implementation of informal reading inventories and teacher-developed instruments, determination of instructional strategies linked to the assessment, and writing summative reports. A 30-hour tutoring experience is required. Prerequisite: EDU 326
  
  
• EDU 585 Advanced Problems in Reading and Language Arts (3 credits): A continuation of the study of various types of reading problems confronting elementary and secondary school students. The course includes problems in aspects of literacy with appropriate strategies for remediation. There is a required 30-clock-hour practicum. Prerequisites: 326 and 407/507
  
  
• EDU 509 Practicum: Elementary Reading and Language Arts (3 credits): This course develops the student's understanding and application of curriculum development, individual assessment of student's reading, writing, language arts and integrated research abilities, and group management and motivation. In this course, students accept responsibilities within the classroom setting to assist in the reading instructional program by working under the guidance of the cooperating teacher in both individualized and group reading situations. 60-clock hours of practicum is required. Prerequisites: EDU 326, 407/507, and 485/585
  
  
• EDU 510 Practicum: Secondary Reading and Language Arts (3 credits): This course develops the student's understanding and application of curriculum development, individual assessment of student's reading, writing, language arts and integrated research abilities, and group management and motivation at the secondary level. In this course, students accept responsibilities within the classroom setting to assist in the reading instructional program by working under the guidance of the cooperating teacher in both individualized and group reading situations. 60-clock hours of practicum required. Prerequisites: EDU 326 or EDU 425, 407/507, and 485/585

Instructional Strategist I K-6: Course Descriptions

• EDU 507 Diagnostic and Corrective Reading and Language Arts (3 credits): This course specifies how to assess students and how to use assessment results to provide effective instruction. The following components are included: knowledge of existing standardized diagnostic reading instruments, development and implementation of informal reading inventories and teacher-developed instruments, determination of instructional strategies linked to assessment, and writing summative reports. A 30 hour tutoring experience is required. Prerequisite: EDU 326
  
  
• EDU 559 Home, School, and Community Relations (3 credits): This course will develop the skills of listening, supporting, guiding, and assisting behaviors utilized in developing strong relationships with parents and community members. Students will examine the impact of cultural diversity, factors which place families at-risk, advocacy, and public policy. Students will become familiar with community resources. Students will also explore the effective use of parent-teacher conferences, home visits, and interviews. Prerequisites: EDU 457 or EDU 304
  
  
• EDU 562 Individual Behavior and Classroom Management PreK-12 (3 credits): This course provides strategies for identifying, anticipating, preventing, and managing individual and group behavior difficulties within a class setting. The course focuses on creating positive learning environments, and structuring individual and group learning activities, so instruction is enhanced, social interactions are increased, and problem behaviors are prevented.
  
  
• EDU 564 Methods: Behavior Disorders PreK-6 (3 credits): This course provides knowledge of characteristics, definitions, and methods for managing and teaching students with mild/moderate behavior disorders. The course will include strategies for managing hyperactive behavior, aggressive behavior, withdrawn behavior, delinquent behaviors, and low incidence behavior disorders and provide opportunities for developing and justifying the components of Individual Education Plans (IEPs). Students will be doing observations and activities in classroom settings, spending a minimum of 10 hours of field experience with students with disabilities. Prerequisite: EDU 304
  
  
• EDU 567 Characteristics of Individuals with Disabilities PreK-12 (3 credits): This course will address characteristics of and current trends and issues in serving students with mild and moderate disabilities. It offers basic theoretical and practical approaches, educational alternatives, implications of federal and state statutes and related services, and rationale for the multidisciplinary team in providing appropriate educational programming. A minimum of 10 hours of field experience is required. Prerequisite: EDU 304
  
  
• EDU 571 Assessment of Individuals with Disabilities PreK-12 (3 credits): This course provides knowledge and application of the collection and use of academic and behavioral data for the educational diagnosis, assessment, and evaluation of individuals with disabilities, which includes norm-referenced instruments, criterion-referenced instruments, naturalistic observations, and behavioral rating instruments and applying assessment results to individualized program development and management. A minimum of 10 hours of field experience will be spent observing and/or assisting in a special education setting. Prerequisites: EDU 304 and EDU 467/567
  
  
• EDU 576 Curriculum, Organization, and Development of Special Education Programs PreK-12 (3 credits): This course will cover curriculum organization and development for special education students at the school-age level PreK-12. This will follow an integrated approach, emphasizing development of curriculum for individuals and small groups of students who are in special education classroom settings. It will focus on improving the quality of instruction through continual assessment and curriculum revision, which stresses active learning and practical hands-on experiences to enhance learning. Curriculum charts and specific programming will be covered. A minimum of 10 clock hours will be spent completing a field experience observation and assisting in a special education setting. Prerequisite: EDU 304 and EDU 467/567
  
  
• EDU 578 Methods: Mild/Moderate Disabilities PreK-6 (3 credits): The course focuses on the characteristics of and methods for managing and teaching students with mild/moderate disabilities in a multicategorical setting. This course will provide opportunities for developing and justifying components of Individual Education Plans. It will include strategies to help students remember spoken and written language, solve math problems, take tests, complete assignments, and prioritize and manage time. A minimum of 10 clock hours will be spent observing and assisting in a special education setting. Prerequisites: EDU 304 and EDU 467/567
  
  
• EDU 586 Student Teaching: Mild/Moderate Disabilities Elementary (7 credits): Student teaching is a capstone experience. The student teacher accepts the major responsibilities and performs the activities of a full-time instructor under the supervision of the cooperating teacher.

Instructional Strategist I 7-12: Course Descriptions

• EDU 507 Diagnostic and Corrective Reading and Language Arts (3 credits): This course specifies how to assess students and how to use assessment results to provide effective instruction. The following components are included: knowledge of existing standardized diagnostic reading instruments, development and implementation of informal reading inventories and teacher-developed instruments, determination of instructional strategies linked to assessment, and writing summative reports. A 30-hour tutoring experience is required. Prerequisites: EDU 110 and EDU 326
  (Note: EDU 326 Developmental Reading and Language Arts and/or EDU 425 Reading in the Content Area-3 credits each-are prerequisites to the above course)
  
  
• EDU 559 Home, School, and Community Relations (3 credits): This course will develop the skills of listening, supporting, guiding, and assisting behaviors to be utilized in developing strong relationships with parents and community members. Students will examine the impact of cultural diversity, factors which place families at-risk, advocacy and public policy. Students will become familiar with community resources. Students will also explore the effective use of parent-teacher conferences, home visits, and interviews. Prerequisites: EDU 457 or EDU 304
  
  
• EDU 562 Individual Behavior and Classroom Management PreK-12 (3 credits): This course provides strategies for identifying, anticipating, preventing, and managing individual and group behavior difficulties within a class setting. The course focuses on creating positive learning environments and structuring individual and group learning activities, so instruction is enhanced, social interactions are increased, and problem behaviors are prevented.
  
  
• EDU 567 Characteristics of Individuals with Disabilities PreK-12 (3 credits): This course will address characteristics of and current trends and issues in serving students with mild and moderate disabilities. It offers basic theoretical and practical approaches, educational alternatives, implications of federal and state statutes and related services, and rationale for the multidisciplinary team in providing appropriate educational programming. A minimum of 10 hours of field experience is required. Prerequisite: EDU 304
  
  
• EDU 571 Assessment of Individuals with Disabilities PreK-12 (3 credits): This course provides knowledge and application of the collection and use of academic and behavioral data for the educational diagnosis, assessment, and evaluation of individuals with disabilities, which includes norm-referenced instruments, criterion-referenced instruments, naturalistic observation, and behavioral rating instruments and applying assessment results to individualized program development and management. A minimum of 10 hours of field experience will be spent observing and/or assisting in a special education setting. Prerequisites: EDU 304 and EDU 467/567
  
  
• EDU 574 Methods: Behavior Disorders 7-12 (3 credits): This course provides knowledge of characteristics and the application of definitions and methods for managing and teaching secondary school students with behavior disorders. The course will include strategies for preventing behavior disruptions and provide opportunities for students to develop and justify the components of Individual Education Plans (IEPs) for students with behavior disorders. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting. Prerequisite: EDU 304
  
  
• EDU 575 Methods: Mild/Moderate Disabilities 7-12 (3 credits): This course provides knowledge of appropriate empirically-based programming for secondary special education learners in a mild/moderate classroom setting. This class provides strategies useful for educators in developing methods, strategies, and materials and adoption of traditional methods for use with secondary students in special education. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting. Prerequisite: EDU 304 and EDU 467/567
  
  
• EDU 576 Curriculum, Organization, and Development of Special Education Programs PreK-12 (3 credits): This course will cover curriculum organization and development for special education students at the school-age level PreK-12. This will follow an integrated approach, emphasizing development of curriculum for individuals and small groups of students who are in special education classroom settings. It will focus on improving the quality of instruction through continual assessment and curriculum revision, which stresses active learning and practical hands-on experiences to enhance learning. Curriculum charts and specific programming will be covered. A minimum of 10 clock hours will be spent completing a field experience observation and assisting in a special education setting. Prerequisites: EDU 304 and EDU 467/567
  
  
• EDU 577 Career and Vocational Programming (3 credits): This course provides knowledge and application of career planning and transition for adolescents from school to adult living, including major laws, suggestions for planning and developing assessment and instructional procedures, and coverage of some of the major issues facing schools, parents, and students today. Included will be practice developing Individual Education Plans (IEPs) and transition services under the mandate of Individuals with Disabilities Education Act (IDEA). The student will spend a minimum of 10 field experience hours observing and/or completing classroom assignments in a secondary special education setting. Prerequisite: EDU 304
  
  
• EDU 587 Student Teaching: Mild/Moderate Disabilities Secondary (3 credits): Student teaching is a capstone experience. The student teacher accepts the major responsibilities and performs the activities of a full-time instructor under the supervision of the cooperating teacher.

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