Provides candidates with the knowledge, skills and techniques necessary to understand and design research as applied to teaching and learning and other applied contexts with an emphasis on methodology; including quantitative, qualitative, and action research methods.
EDUC 6305: Advanced Educational Technology and Media (3 credit hours)
Advanced study of the design, development and integration of educational technology and media for teaching, learning and personal productivity, including principles of multi-media design and production and web-based formats.
EDUC 6395: Action Research in Education (3 credit hours)
Action Research in Education focuses on the development and implementation of a research design using action research or basic applied research methodology. Through this course, students will demonstrate competence in research; teacher candidates focus on improving teaching and learning, other candidates focus on contributing to the research base in their fields. The course prepares graduate students in the M.Ed. programs to design, implement
and disseminate the results of research project in a school or other professional setting. PREREQ EDUC 6301
Literacy Course Descriptions
READ 6300: Foundations of Reading and Writing (3 credit hours)
The elements of emergent literacy: phonemic awareness, phonics, vocabulary development, fluency, and comprehension, are explored. Assessment techniques and the reading/writing needs of all learners, including the exceptional and culturally diverse are also examined. Research based approaches, practices and materials are emphasized, as well as the importance of professional development, modeling, and leadership.
READ 6308: Survey of Literacy Instruction and Assessment for Individuals with Exceptionalities (3 credit hours)
This course provides special educators with an understanding of evidence-based literacy instruction for individuals with exceptionalities at the elementary and secondary levels. The course includes an overview of effective assessment and instruction in each of the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, with specific emphasis on how these practices are beneficial for individuals with learning disabilities, behavior disorders, intellectual disabilities, and autism.
READ 6315: Teaching Content Area Literacy (3 credit hours)
This course focuses on literacy in the content-area subjects. The importance of reading and writing literacy in the content areas is emphasized as well as the integration of literacy into a variety of instructional areas. The development of speaking and listening skills is also included as a part of literacy development. A variety of literacy strategies and skills is presented and examined. Approaches for developing and applying these strategies in various subject-matter areas are explored. PREREQ:
READ 6320: Psychological, Sociological, and Linguistic Factors in Reading and Writing Ability (3 credit hours)
This course provides an overview of the psychological and social factors that affect reading ability. Focusing on reading as a linguistic process, the course helps teachers understand how cognitive processes, motivational factors, and brain mechanisms interact to contribute to success in reading. PREREQ: READ 6315
READ 6325: Technology and Instruction Designed to Support Struggling Readers (3 credit hours)
In this course, participants learn to facilitate the use of various types of technologies to enhance instruction for struggling readers. Course participants will analyze elements of literacy, the brain’s process of learning to read, transfer of information from working to long-term memory, and instructional design encompassing technology as a tool, instructional technology, and assistive technology. Course participants will demonstrate an understanding of how technology is used to support and manage all phases of planning, implementation, and evaluation of literacy instruction. PREREQ: READ 6308
ENGL 6360: Literature and Response (3 credit hours)
Examines literature for children and adolescents and their responses to it. Students investigate the types of, and influences upon, response patterns such as motor, oral, written, and expressive-art. Students will learn to use authentic assessment of the various responses. Literature in all genres will be read. PREREQ: READ 6320
READ 6370: Administration and Supervision of Reading/Writing Programs (3 credit hours)
This course provides an overview of the challenges that reading specialists face in their roles as administrators and supervisors of reading/writing programs. Students will come away from this course with guidelines and tools that will help ensure the creation and implementation of strong reading programs at the classroom, school, and district levels. PREREQ: READ 6340
Students with Exceptionalities Course Descriptions
SPED 5323: Math Strategies for Special Learners (3 credit hours)
This course provides students with specific research based teaching strategies, assessment tools, classroom management techniques, and technology applications to support individuals with mild to moderate disabilities in math. An emphasis will be placed on math processing skills such as reason, representation, communication, and problem solving. Students will consider the unique needs of individuals with intellectual disabilities, learning disabilities, behavior disorders, and autism when designing instructional interventions.
SPED 6317: Instructional Design I for Special Educators (3 credit hours)
This course examines essential theories in human growth and development, and educational psychology that serve as the foundation for our current approach to teaching and learning in American schools. Specific evidence-based instructional approaches and classroom management strategies will be studied. The Individualized Education Plan (IEP) will be introduced. This course is only required for non-licensed candidates.
SPED 6319: Introduction to Learning Exceptionalities and Behavioral Disorders (3 credit hours)
This course provides an introduction to special education as an evolving and changing discipline based on philosophies, evidence based principles and theories, policies, historical points of view that continue to influence the field of special education. The course addresses aspects of diversity for individuals with exceptionalities and their families, and how these complex issues can each interact with the delivery of special education services. The course provides an introduction to procedures for identifying and supporting individuals with intellectual disabilities, learning disabilities, emotional behavioral disorders (EBD), and autism spectrum disorder (ASD).
SPED 6323: Behavioral Support for Special Students (3 credit hours)
This course presents basic principles and practices in the use of research-based applied behavior analysis and other strategies with both normal and exceptional learners, emphasizing those with learning disabilities, behavior disorders, intellectual disabilities, and autism. Students will be required to demonstrate competence in using a variety of techniques in field settings. PREREQ: SPED 6319.
SPED 6330: Introduction to Autism (3 credit hours)
This is a web based course established to review definitions, rates of incidence, conceptual models, and educational designs relating to individuals with autism. The course is designed to introduce the student to a general view of autism spectrum disorders. In the field of autism the research is constantly changing, therefore the student will have current developments presented through the use of research material and weekly assignments. The educational treatment of students with autism requires that the learner be presented with a variety of approaches.
Digital Media, New Literacies and Learning Course Descriptions
EDUC 6805: Rights and Responsibilities in the New Age (3 credit hours)
This course is an introduction to the rights and responsibilities that relate to creating and using digital media in learning environments. Topics such as intellectual property law, confidentiality, privacy, and ethics will be explored.
EDUC 6806: Assessment in the New Media Age (3 credit hours)
This course will allow students to explore the role of assessment in the learning and teaching process with technology and digital media. Students will learn to design meaningful and authentic assessments with technology in their educational setting and to recognize the role that assessment and formative feedback plays in learning.
EDUC 6809: Teaching in the New Media Age (3 credit hours)
This course supports a broad perspective of literacy in the digital age grounded in social and cultural theories and how these perspectives support effective technology integration in schools and other contexts to support learning. Participants examine the social changes resulting from advancements in information and communication technologies; consider the role of multi-modality in literacy learning across content areas and contexts; and develop strategies for bridging digital literacies with the print practices valued in academic and work settings.
EDUC 6810: Critical Media Literacy and Digital Storytelling (3 credit hours)
Rapid advancements in digital technologies have increased the media saturation of our everyday lives. Citizens in the digital age require knowledge’s and strategies for engaging with and analyzing the multimodal texts they encounter on a daily basis. In this course participants will learn how to interpret and make informed judgments about media, as well as to become skillful creators of media messages as they develop instructional activities for teaching media literacy in higher education, K-12 classrooms, and workplace contexts.
EDUC 6811: Learning Communities in the Digital Age (3 credit hours)
This course will allow students to explore the role of communities in the learning and teaching process with technology and digital media. Students will learn to foster communities of learners with technology in their educational setting and to recognize the role that the larger community and society plays in learning and teaching.
EDUC 6812: Technology, Leadership, and Change (3 credit hours)
Students will study how to effectively mentor and collaborate with others. Students understand their role as “change agents” by encouraging collaboration and shared inquiry and helping novices build networks with other novices and their more experienced colleagues. In this course students take on a mentor, collaborator, or leadership role to help them integrate technology meaningfully into their school, workplace, or organization. Participants will examine the affordances and constraints of technology hardware and software to determine cost benefits in order to meet instructional goals or workplace needs.
EDUC 6813: Blended and Online Learning Environments (3 credit hours)
This course is an introduction to the principles of instructional design and its relationship to blended and online learning environments. Students will be introduced to how instructional design principles are used in and outside formal education to achieve outcomes for an intended audience.
EDUC 6814: Game Design and Learning (3 credit hours)
In this course participants will learn about the potential of gaming and game design for learning both in and out of the classroom. Throughout the course participants will examine research related to the effects of gaming and game design on cognition and learning and will design games to address an instructional or training dilemma in either a school or workplace setting.
EDUC 6815: Programming for Learning (3 credit hours)
This course will provide students with an overview of programming languages and how the underlying code impacts educational technology and learning. Through a problem-based approach, students will be introduced to several programming languages, working from programming as graphical puzzles to some basic written code.
EDUC 6816: Curriculum in the New Media Age (3 credit hours)
In this course participants will critically reflect on the nature of information in the digital age, and its social, cultural, and philosophical impact on society. Participants will come to understand how web-based information is organized in order to identify the best sources of information and effective strategies in locating, evaluating, synthesizing, using, creating, and communicating information for a given need. Participants will also identify differences between traditional school-based research projects and the information seeking behaviors used in workplace settings in order to create instructional materials that support information literacy that aligns more closely with the skills needed for 21st century workplace settings.
Business Administration Course Descriptions
MSBA 5100: Personal Development Workshop (3 credit hours)
The course will focus on self-assessment, development and actualization issues. Autobiography and biographic exercises will be used to explore the self. Also, topics such as work-life balance, personal financial management, career planning will be discussed.
MSBA 5600: Marketing for Managers (3 credit hours)
The course will introduce marketing research and consumer behavior to the students. Topics such as product policy, pricing, promotion and distribution will be discussed. Case studies will be used to apply the concepts of marketing in the class.