MASTER OF EDUCATION

The Master of Education (M.Ed.) program is designed for practicing classroom teachers seeking an advanced degree with an emphasis on standards-based curriculum and instruction. The program emphasizes the application of theories of learning and instruction to the professional setting. Courses are designed to provide participants with methods and materials they can use in their classrooms, including the latest available technology Instruction is designed to model best practices and procedures in the classroom. Diversity themes run throughout the program.

The advanced M.Ed. degree has developed five domains in preparing the adult professional educator as "The Teacher As Agent of Change."

The curriculum will be completed in the order established by Indiana Wesleyan University. Indiana Wesleyan University reserves the right to modify the curriculum as necessary.

There are two components in the program:

1. A core of thirty (30) semester hours is offered in two delivery formats:
   
   Onsite
   • Eight courses (total of 24 credit hours) are taught in five 8:00 a.m. to 5:00 p.m. Saturday sessions; each course is approximately 8 to 10 weeks in length. These courses are taught in a specific, sequential order.
   • One course (EDU558) is taught completely online and is done somewhat independently; M.Ed. candidates must complete work in stages and submit that work electronically to faculty over the course of about a year's time.
   • One course (EDU559) is divided into four, onsite meeting days over the course of about a year's time; course work is completed through a practicum model and is done somewhat independently.
   
   
   Online (Web-Based, Windows format)
   • Eight courses (total of 24 credit hours) are taught in eight, one-week workshops. Each course is approximately 8 to 10 weeks in length, depending on holiday breaks. These courses are taught in a specific, sequential order.
   • One course (EDU558) is done somewhat independently; M.Ed. candidates must complete work in stages and submit that work electronically to faculty over the course of about a year's time.
   • One course (EDU559) is divided into four, one-week workshops over the course of about a year's time; course work is completed through a practicum model and is done somewhat independently.
   
   
   
2. Six semester hours of elective credit. This credit may be earned by one of the following:
   
   
   • Through IWU's elective offerings
   • Transferred from college or university accredited by a regional accrediting body or the Accrediting Association of Bible Colleges provided a grade of "C" or higher was earned in a graduate course of appropriate subject area

MISSION

The mission of the Graduate Education Program is to prepare teacher leaders to provide advanced knowledge that translates into effective teaching performances and dispositions, all of which are focused on improving P-12 student learning.

OBJECTIVES

The purpose of the graduate program in education is to provide advanced study beyond the baccalaureate degree to meet the professional needs of practicing teachers. Outcomes and expectations of the Teacher as Agent of Change are:

1. Leading curricular change. Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.
   
   
2. Implementing instructional effectiveness. Candidates are proficient in the knowledge, dispositions, and skills needed for effective teaching; effective teaching results in successful student learning.
   
   
3. Managing classroom learning. Candidates manage the classroom learning environment to create success for all students.
   
   
4. Practicing reflective assessment. Candidates manage their continued learning and professional development through continuous reflection about their teaching knowledge, dispositions, skills, and practices.
   
   
5. Building learning networks. Candidates create professional partnerships to create learning opportunities for themselves and their students.

ADMISSION REQUIREMENTS

The admission requirements for the M.Ed. program are as follows:

1. A baccalaureate or graduate degree in education from a college or university accredited by a regional accrediting body or the Accrediting Association of Bible Colleges verified on original transcripts sent by the institution directly to Indiana Wesleyan University. Students whose baccalaureate degree is in an area other than education must meet the following criteria:
   
   
   • have a baccalaureate degree from a college or university accredited by a regional accrediting body or the Accrediting Association of Bible Colleges verified on original transcripts sent by the institution directly to Indiana Wesleyan University.
     
     
   • hold an Association of Christian Schools International (ACSI) teaching license.
     
     
   • have two years of teaching experience.
   
   
   
2. An undergraduate GPA of 2.75 or higher from the baccalaureate degree granting institution at which at least a minimum of 30 hours was completed.
   
   
3. 6 credits of graduate level work with a GPA of 3.0 or above; OR
   
   
4. Acceptable score on one of the following: (photocopy of scores accepted)
   
   
   • Miller Analogies Test (minimum 40)
     
     
   • Graduate Record Examination (minimum 1000)
     
     
   • National Teachers Examination (NTE does not keep scores after 5 years. If you received your original Indiana license after July 1, 1985, a copy of the license will serve as proof of acceptable NTE scores.)
     - Communications (minimum 653)
     - General Knowledge (minimum 647)
     - Professional Knowledge (minimum 646)
     
     
     
   • A state mandated test for teacher licensure (passing score) (If you received your original license in Illinois after July 1, 1988, a copy of the license will serve as proof of an acceptable Illinois State Teacher's Exam score.)
     
     
   • Pre-Professional Skills Test
     - Mathematics (minimum 175)
     - Reading (minimum 176)
     - Writing (minimum 192)
     
     
     
     
   • Computer Based Testing
     - Mathematics (minimum 320)
     - Reading (minimum 323)
     - Writing (minimum 318)
   
   
   
5. One (1) year of teaching experience, under contract and performed in a classroom.
   
   
6. Recommendations from two individuals familiar with the applicant's professional or academic background. These forms may be completed by superintendents, principals, department heads, supervisors, or other qualified educators who can attest to the applicant's professional or academic achievements. Family members do not qualify as references.
   
   
7. A copy of a valid (but not necessarily current) state or ACSI teacher's license.

PROGRAM ADMITTANCE POLICY

Formal admittance to candidacy for the Master of Education Degree from Indiana Wesleyan University will commence at the time a student successfully completes the Assessment Day One requirements. (Note to Students: Assessment Day One occurs after the first three core courses are completed.) An admissions committee composed of Unit Faculty will review appropriate candidate data and grades earned in the program in making the final recommendation for candidacy.

NON-ADMITTANCE POLICY

If the student's work is not acceptable at the end of Assessment Day One , the following options are available to the Instructor/Advisor (IA) who is the university assigned advisor to assist all students through the program;

1. allow ten (10) extra days to bring submissions to an acceptable level
2. fail the student in the initial portfolio class (EDU559A)

Students who fail EDU559A must re-enroll in EDU559A and will not be enrolled in EDU559B.

If ten (10) extra days are allowed and the level is acceptable, the student continues in the program and becomes a candidate for degree upon formal approval of the admission committee.

If the level of submission is not acceptable, the IA has two options;

1. fail the student in the initial portfolio class (EDU559A)
   
   
2. award an incomplete in the initial portfolio class (EDU559A)

Students who fail EDU559A must re-enroll in EDU559A and will not be enrolled in EDU559B. Students awarded an incomplete have ten (10) weeks to complete Assessment Day One at an acceptable level.

Students who successfully complete the requirements for Assessment Day One within the ten (10) week period become a candidate for degree upon formal approval of the admission committee.

Students who do not successfully complete Assessment Day One within the ten (10) week period will be awarded a failing grade in EDU559A , must re-enroll in EDU559A, and will not be allowed to complete EDU559B or any other course in the program.

GRADUATION REQUIREMENTS

To graduate, students must have completed the following:

1. Successful completion of the M.Ed. thirty (30) semester hour core curriculum and successful completion of six (6) approved elective semester hours.
   
   
2. Cumulative GPA of 3.0 or above and a minimum grade of "C" in each course.
   
   
3. Payment of all tuition and fees.
   
   
4. Satisfactory completion of the Applied Masters Portfolio as a culminating project.

ADMISSION AS A NON-DEGREE STUDENT

An applicant not seeking the M.Ed. degree from Indiana Wesleyan University may enroll in graduate elective courses as a non-degree student based on submission of the following:

1. Unclassified student application.
   
   
2. A copy of an official transcript from a college or university accredited by a regional accrediting body or the Accrediting Association of Bible Colleges which indicates the recipient has earned a baccalaureate or graduate degree.

M.Ed. core courses are not open to non-degree seeking students. Admission as a non-degree student does not constitute admission to the M. Ed. degree program. A maximum of six (6) semester hours earned as a non-degree student may be applied toward a degree. If a non-degree student should decide at any time to apply for admission to the M. Ed. program, the student must complete the regular admission process.

IWU offers a Master of Education degree online or onsite.

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MASTER OF EDUCATION COURSE DESCRIPTIONS

EDU545	Contemporary Issues in American Education	3
This course provides an opportunity for students to investigate the influence that contemporary social issues exert on systems of formal education. In particular, students will examine change processes as they occur in education and acquire the basic skills needed to serve as agents of change in the lives of individual students, the education profession, and society at large. They will examine the ways in which current issues and agendas for change require a stable, defensible set of core values. Based on these investigations, students will initiate work, which will enable the students to begin planning and preparing a personal/professional mission statement and the Applied Masters Portfolio.
EDU559A	Applied Masters Portfolio Practicum	1
This course will provide the candidate with supervised practical application of Teacher as Agent of Change research to practice authentic learning experiences at the classroom and building level. Candidates will demonstrate and exhibit curriculum and instruction skills leading to greater success for the diverse needs of learners. Authentic performance-based assessment performances will be observed, assessed, and documented in the Applied Masters Portfolio through the program.
EDU554	Computers in Education	3
This course will examine the use of computer technology for instructional and classroom management purposes. Students will become acquainted with hardware and courseware through "hands on" experience with laptop computers (IBM compatible). Emphasis is placed on the use of available equipment and upon the evaluation and integration of instructional software within the standard classroom. The delivery support and classroom use of technology are examined. Special attention is given to the curricular integration of those technologies. Students are exposed to and trained in the use of computer applications. Participants will evaluate their own use and their school district's use of technology. They will examine ways they might serve as change agents by moving the use of technology forward in their schools.
EDU565	Theory and Design of Problem-Based Content Learning	3
This course focuses on the major theories, strategies, and applications of standards-driven learning environments. Participants in this course will utilize self-assessment tools and reflective practices in addition to reviewing current literature and educational research studies prior to developing a personal growth plan based around content and developmental standards for professional educators. Emphasis will be placed on the nature of the educational change process in a problem-based learning environment from a Christian worldview.
EDU550	Curriculum: Development and Design	3
This course will enable master teachers to give leadership to the process of curriculum development in schools, kindergarten through high school level. Topics include the theoretical foundations, professional literature and language of curriculum, models for curriculum development, curricular processes, and the role of personnel, governments, and agencies in those processes. In this first of four core courses, special emphasis is given to four roles of the teacher who functions as a change agent. The course is designed to assist teachers in translating theory into practice through development of a Unifying Assessment Project that will synthesize their learning. Activities will be consistent with the Teacher as Agent of Change conceptual framework and its corresponding five outcomes.
EDU558A	Integrating Educational Technology Across the Curriculum	1
This course has two primary purposes. First, M.Ed. candidates will build and implement a Professional Technology Growth Plan in EDU554 to build knowledge and skills by incorporating educational technology across their curriculum. Candidates will demonstrate their technology growth through the portfolio process and by developing lessons for the classroom setting. Second, candidates will expand proficiency development by utilizing educational technology for major course work in all M.Ed. classes beyond EDU554 and in the development of the Applied Masters Portfolio.
EDU553	Individual Assessment for Student Performance	3
This course will explore current practices and research on effective models of traditional and non-traditional methods of P-12 classroom assessment. Differences between qualitative and quantitative assessment tools will be examined within the context of classroom learning, including references to action research data collected by classroom teachers. Emphasis is placed on measuring and recording P-12 learning.
EDU551	Instructional Theory and Design	3
This course explores a variety of accepted theories of instructional design as identified by key writers and researchers in this field. Several teaching models common to these theories are studied and practiced. Candidates will select, use, and evaluate their own use of these models in authentic teaching situations.
EDU558B	Integrating Educational Technology Across the Curriculum	1
A continuation of EDU558A.
EDU559B	Applied Masters Portfolio Practicum	1
A continuation of EDU559A.
EDU556	Applied Educational Research	3
This course is an introduction to research strategies with an emphasis on the conceptualization of educational problems. Topics included in the course are a statistical test common to research studies, the basis of elementary statistics and probability, development of the hypothesis, and approaches to organization of a research study. The final portion of the Unifying Assessment project will be completed.
EDL557	Educational Leadership	3
An examination of the skills required for effective leadership in educational settings. Problems of communication and effective group processes will be highlighted. Discussions will include site-based management, supervision, evaluation, effective policy decisions, and implementation of reforms. Candidates will submit the Applied Masters Portfolio as a culminating project.
EDU558C	Integrating Education Technology Across the Curriculum	1
Continuation of EDU558A and B.
EDU559C	Applied Masters Portfolio Practicum	1
Continuation of EDU559A and B.

LICENSE RENEWAL

Courses offered through the department of Graduate Studies in Education are designed to further develop the skills of classroom teachers. Theory-to-practice approaches to educational challenges are major goals of the program.

All courses may be used to renew the Indiana teaching certificate. Renewal requires completion of six (6) semester hours of graduate level credit. All courses have been approved by the Indiana Professional Standards Board.

PROFESSIONAL LICENSE

The requirements for professionalizing a teaching license vary according to academic discipline. ALL professionalization applications, however, will require completion of a graduate degree. In addition, applicants must submit proof on employer letterhead of having completed five (5) years of teaching experience (subsequent to the issuance of the standard license) in accredited schools at the level covered by the license.

RECERTIFICATION REQUIREMENTS

1. Applicants must have a valid standard/provisional license from the State of Indiana. (IWU cannot process a reciprocal license. This must be sent directly to the Professional Standards Board for processing.)
   
   
2. Applicants must complete the Application for Indiana Teaching, Administration, or School Services License provided by Indiana Wesleyan University.
   
   
3. Applicants must include a copy of their license. If the license is unobtainable, please contact IWU.
   
   
4. Applicants must provide a $25 personal check payable to Indiana Wesleyan University as a processing fee. (Fee is waived for IWU graduates.)
   
   
5. A maximum of three (3) credit hours may be taken outside of Indiana Wesleyan University for the renewal process. IWU will need an official transcript of those credit hours.
   
   
6. The Indiana Professional Standards Board does not accept applications until two months prior to the expiration date of license.

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GENERAL INFORMATION

Graduate elective courses provided by Indiana Wesleyan University meet at various days and times throughout the state of Indiana and may also be offered online.

GRADUATE EDUCATION ELECTIVE COURSE DESCRIPTIONS

At times, Indiana Wesleyan University partners with other learning associates to provide more diverse graduate elective course offerings that will fulfill the requirements of renewal in the state of Indiana. These courses also serve as electives in the Master of Education program offered through Indiana Wesleyan University.

EDS500	Methods for Effective Inclusion	3
Review of effective methods for working with learners who have special needs in the regular classroom. Topics include identification of learner needs, programming for individual needs in the regular classroom, and team building for successful program implementation. Not open to students who have received credit for EDU530.
EDU500	Teacher Effectiveness and Classroom Handling	3
This course is designed to quickly produce successful classroom management. Students will learn the verbal skills and strategies that produce mastery of positive communication. Students will learn how to build classrooms without stress and motivate students, thus increasing teaching time by reducing time needed for discipline. Techniques in critical thinking and problem solving will enable students to be more effective in handling the classroom.
EDU502	Professional Refinements in Developing Effectiveness	3
This course empowers teachers to use advanced teaching skills and strategies. Students will learn how to promote self- esteem through the questioning/thinking process. The impact of nonverbal communication on learning will be studied. Students will also learn to manage disruptions in the classroom through behavior change, rewards and penalties, and keeping students on task by increasing their involvement by stimulating their thinking and creativity.
EDU503	Teaching through Learning Channels	3
This course is a high-impact staff-development program that empowers teachers to reach the learning style preferences of all students. Learn to rotate kinesthetic, tactual, auditory, and visual verbs and activities. Increase academic success for all students by using teaching activities for all student preferences. Observe and practice five steps that ensure concept development in students. Build memory techniques to expand students' short- and long-term memory.
EDU504	Patterns for Induction, Deduction, Enquiry, Analysis, and Synthesis	3
This course opens the doors to brain-compatible teaching by matching verbal structures to thinking processes. Learn how the mind processes information. Learn questions and statements that match the natural processes of the mind. Plan lesson formats that simulate real-life thinking. Use imaging for spelling and word mapping. Learn to use simulations, case studies, and role-plays that produce clear and rapid learning.
EDU505	Keys to Motivation	3
Designed to create a motivating environment for all students, this course provides understanding of students who are unmotivated to learn or participate, fosters the use of student grouping strategies, and applies encouragement and leadership strategies to enhance student motivation. Some of the skills covered are: understanding enhancers and roadblocks to student motivation and involvement, mastering verbal skills for an encouraging environment, developing teacher leadership strategies and group learning to enhance student involvement in classroom decision-making, and creating mind maps to organize information to maximize learning. Not open to students who have received credit for EDU529.
EDU510	Assertive Discipline and Beyond	3
The behavior management program that teachers have turned to for over 15 years has been revised and updated for the modern classroom. Teachers today face more complex situations in the classroom than they did just a few years ago. In this course teachers will learn how they can prevent behavior problems by teaching all students to choose the responsible behavior that results in fewer classroom disruptions, increased academic success, and higher self-esteem.
EDU511	How to Get Parents on Your Side	3
Research indicates that the key to a student's success in school is parent support and involvement. How to Get Parents on Your Side is designed to help educators gain the skills and confidence necessary to build positive, cooperative relationships with all parents, even the most difficult ones. Course participants will learn how to increase their teaching success with step-by-step parent communication techniques. Interactive group sessions applying the course concepts will assist participants in assessing and planning for their parent involvement needs. Emphasis is placed upon confident and professional communication through phone contact, letters, and conferencing, as well as ensuring parental support for homework, academic, and behavioral problems.
EDU513	Teaching the Skills of the 21st Century	3
Through the use of video productions, activities, articles, and research, this course focuses on the skills students need to live life successfully. In a forum where educators can share their vision of how a curriculum should be developed and taught, the course introduces facilitation skills that insure the successful education and enrichment of both student and teacher.
EDU514	Succeeding With Difficult Students	3
Succeeding With Difficult Students introduces a proactive approach to working with students with whom your general classroom management techniques just don't work. This course teaches specific, proven methods and intervention strategies to create a classroom environment where students are taught how to make responsible choices and become contributing members of their class.
EDU515	Advanced Teacher Effectiveness and Classroom Handling Lab	3
This course focuses on the practice of, experimentation with, and the internalization of the skills taught in EDU500. Included in the class are verbal skills to uncover student agenda, to meet resistances presented by students, and to move students to problem resolution, creating a positive classroom environment through team building, recognition and use of student satisfactions, and implementation of the P.O.W.E.R. Judgment as a structure for problem exploration and resolution. Prerequisite: EDU500
EDU516	Coaching Skills for Successful Teaching	3
This course is designed to prepare administrative personnel to coach teachers to perform at higher levels of effectiveness. Superintendents, principals, assistant principals, supervisors, and department chairpersons will be synthesizing the research on effective teaching, identifying teacher strengths and areas for growth using observation based on effective teaching research, practicing the verbal and nonverbal skills vital to the coaching process, and practicing the conference and coaching process specifically designed to improve teacher performance.
EDU517	Advanced Professional Refinements in Developing Effectiveness Lab	3
This course focuses on the practice of, experimentation with, and the internalization of the skills taught in EDU502. Significant emphasis will be given to utilization of the eleven Questions for Life as well as teaching the questions to students so that they can answer and ask the questions themselves. Techniques will be demonstrated to help teachers develop positive nonverbals to generate enthusiasm, upstage the environment, and motivate students. Prerequisite: EDU502
EDU518	Advanced Teaching Through Learning Channels Lab	3
The Advanced Teaching Through Learning Channels Lab focuses on the practice of, experimentation with, and the internalization of the skills taught in Teaching Through Learning Channels. Emphasis is given to recognizing student learning styles and teaching to those styles, internalizing formats for lesson design that utilize various forms of concrete and abstract concepts, learning techniques to expand students' short- and long-term memory, and designing assessment and processes to identify student learning using these strategies. Prerequisite: EDU503
EDU519	Questions for Life	3
Questions for Life trains teachers to ask questions in the classroom that are the same as those that people ask in all life situations. At the same time, teachers are trained to help students recognize the type of questions being asked and the type of critical thinking required to get the answers. Teachers are trained to teach their students to ask the questions themselves. There are eleven questions: Perception, Induction, Analysis, Same/Different, Insight, Appraisal, Summary, Evaluation, Idea, Prediction, and Action. Teachers become familiar with highly effective questioning combinations which produce student thinking and internalization of curriculum.
EDU522	Achieving Student Outcomes Through Cooperative Learning	3
Students working in groups engage in decision-making processes similar to real-life situations. Learning is enhanced through the cooperative learning model. Teachers will be training in the techniques for setting up effective cooperative learning models. Classroom management techniques, which provide structure while students work in groups, will be discussed and modeled.
EDU525	The High-Performing Teacher	3
High student self-esteem has been identified as being a key factor in determining student academic success, behavioral performance in the classroom, and peer relations. More students are coming to school each day facing problems such as broken homes, poverty, psychological and physical abuse, and other problems reflecting difficulties in society. This course is designed to improve the teacher's self-esteem which leads to improvement in student self-esteem. Teachers are shown methods for reducing their stress, difficulties in managing classrooms, and planning.
EDU527	Teaching Students to Get Along: Reducing Conflict and Increasing Cooperation in the Classroom (Grades K-8)	3
This course is designed to assist teachers in learning the theoretical foundations and practical strategies necessary to foster teamwork and understanding of differences among their students, to increase positive pro-social behavior, and to reduce the possibility of violence in the classroom. Learning activities will direct course participants toward understanding current research and theoretical foundations, and applying the concepts to their students. In study-team, discussion, and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.
EDU528	Strategies for Preventing Conflict and Violence (Grades 5-12)	3
This course is designed to assist teachers in learning the theoretical foundations and practical strategies necessary to reduce the threat of violence and increase the safety for themselves and their students. Learning activities will direct course participants toward understanding current research and theoretical foundations, and applying the concepts to their students. In study-team, discussion, and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.
EDU529	Motivating Today's Learner	3
This course is designed to assist teachers in learning the theoretical foundations and quality strategies which are designed to motivate all students and provide active learning opportunities equitably. Students will learn how to present instruction that improves the academic performance of all students, how to assign more meaningful homework that brings students back to class eager to learn more, how to create a classroom environment that turns kids on to learning, and how to use current techniques to reach students who resist completing course assignments. Not open to students who have received credit for EDU505.
EDU530	Including Students with Special Needs in the Regular Classroom	3
This course specifically addresses the diverse learning and behavioral needs of exceptional students in the regular classroom. The focus will be on those students who have been formally identified as having disabilities, as well as students without disabilities who demonstrate the need for special accommodations in the classroom. Topics include identifying students with special needs, legal issues regarding students with special needs, classroom accommodations, collaboration, and the use of outside resources. Learning activities will direct course participants toward understanding current research and theoretical foundations and applying the concepts to their students. Not open to students who have received credit for EDS500.
EDU531	Create Meaningful Activities to Generate Interesting Classrooms	3
This course focuses on unlocking teachers' creativity so they can develop lessons that motivate their students to participate and to learn. Teachers learn to design compelling activities through which students develop their own creativity, use more lateral/right brain thinking, and become more involved in their own learning.
EDU532	Building Your Repertoire of Teaching Strategies	3
This course is designed to assist teachers in learning the theoretical foundations and instructional strategies which promote student engagement. Learning activities will direct course participants toward understanding current research and applying the concepts to their students. In study-team, discussion, and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.
EDU533	Learning Differences: Effective Teaching with Learning Styles and Multiple Intelligences	3
This course is designed to assist teachers in learning the theoretical foundations and instructional strategies which are designed to address the diverse learning needs of students. Learning activities will direct course participants toward understanding current research and applying the concepts to their students. In study-team, discussion, and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.
EDU534	Discovering the Power of Live-Event Learning	3
This course gives educators a direct experience and a variety of activities that model the power of Live-Event Learning. It mirrors cognitive research on how people learn and retain information. Educators learn how to use live events - real-life experiences - as a basis for lesson plans that integrate academic curriculum with important life skills while promoting lifelong learning. The course incorporates substantive research that documents the need to provide meaning and impact learning in a real-world environment.
EDU535	Helping Students Become Self-Directed Leaders	3
The course is designed to assist teachers in learning the theoretical foundations, skills, and strategies to prepare today's students for living productively in a global society. Learning activities will direct course participants towards understanding current research and applying the concepts to their students. Participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.
EDU536	Technology and Learning in Today's Classroom	3
Technology is revolutionizing education. Infusing technology into classroom instruction can help teachers engage their students in ways they never thought possible. This course will show teachers how to incorporate technology to actually improve learning and help teachers to understand the barriers and the dynamics of technological change. Technology and Learning will give practical classroom techniques to design projects that take advantage of the vast new resources available to students.
EDU537	Purposeful Learning Through Multiple Intelligences	3
Based on the work of Howard Gardner, this course focuses on understanding each of the eight intelligences. Participate in discovery centers to experience each intelligence. Using real-life examples, practice identifying people's dominant intelligence. Learn teaching strategies and classroom activities that enhance the intelligences. Find out how to design lessons incorporating all eight intelligences into the lesson framework. View a school district's program for integrating the intelligences into a schoolwide framework.
EDU538	Managing Behavior in the Diverse Classroom	3
Participants will examine the elements and models of classroom management and discipline. Participants will explore their philosophical beliefs about how students learn best with the intention of devising a personal approach to management -- one that meets the needs of their students, their needs, and the needs of the situation. Emphasis will be placed on preventive strategies, teaching social skills, cooperation, and conflict resolution. In addition, strategies for working with challenging students will be explored in depth.
EDU539	Assessment to Improve Student Learning	3
This course is designed to assist teachers in learning the theoretical foundations and practical strategies that address the current thinking on classroom assessment. Participants will learn the critical role that classroom assessment plays in the learning process. Both traditional and contemporary methods of assessment will be presented. The ultimate goal of the course is to provide assessment strategies that not only measure student progress but also significantly improve teaching and learning.
EDU541	Hands-on Science	3
This course introduces K-8 teachers to science experiments utilizing common inexpensive equipment and material. Teachers will do many of the hands-on activities designed to supplement regular classroom science programs. Printed directions will be given and experiments planned such that these projects may be used in the normal K-8 classroom.
EDU542	Linking New Brain Research to Classroom Practice	3
This course will examine the major theories behind recent brain research as it relates to educational settings. Special emphasis will be placed on the practical applications of this research with respect to curriculum design, assessment methods, and instructional strategies in the classroom.
EDU543	Teaching Reading in the Elementary Grades	3
Teaching Reading in the Elementary Grades is a three- semester (five-quarter) hour graduate course requiring 122.5 hours of coursework by participants. The course is designed to assist teachers in learning the theoretical foundations and practical strategies that incorporate current research and models of what works in classrooms. Participants will learn how to create and manage a balanced curriculum of reading instruction to meet the needs of all learners; how to diagnose and assess reading difficulties and provide appropriate interventions. The goal of the course is to enable teachers to apply their knowledge based on current research in reading and effective strategies for teaching reading in their classrooms and to provide balanced reading instruction for all students. A balanced approach to reading instruction combining the best components of the top-down and bottom- up approaches will be included in this course. Presentations and classroom scenes will show students reading authentic, engaging texts and learning specific word analysis skills, and teachers engaging their students in responding to texts at a holistic level and systematically teaching the language structures and skills students need to decode and gain meaning from print. Classroom demonstrations will also show students using decoding and other cueing strategies they need to develop reading fluency. Students will be viewed employing a variety of comprehension strategies to gain meaning from print. Reading and writing will be presented as reciprocal constructive processes and special attention will be given to intermediate grade students engaged in reading-writing activities in content-area study.
EDU544	Using the Internet to Enhance Teaching and Learning	3
This course is designed to provide teachers with both the theoretical foundations and practical skills and strategies for using the Internet in their personal lives, professional development and in the classroom learning opportunities they provide to their students. Participants will learn effective search strategies, explore a variety of free and pay-for educational resources available online, and investigate three models for Internet-based learning: Research Modules, WebQuests and Telecollaborative Projects.
EDU546	Improving Reading in the Content Areas	3
Content literacy is the ability to use reading and writing to learn subject matter in a given discipline. Making literacy a top priority means reading strategies must be incorporated into courses across the curriculum throughout the middle school and high school years. Content-area teachers are in a strategic position to influence adolescents' use of literacy for academic learning. To this end, every teacher has a role to play. Improving Reading in the Content Area is designed to help teachers understand their roles in building content literacy in their classrooms. Learning activities will direct course participants toward understanding current research and theoretical foundations and applying the concepts to their students. In study-team, discussion and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situation.
EDU547	Successful Teaching for Acceptance of Responsibility	3
This course emphasizes practical skills that will help students increase self-responsible behaviors and assume increasing amounts of control over their school lives. It will help teachers create a classroom learning environment that models, invites, and teaches self-responsible behaviors.
EDU548	Building Your Technology Education Skills (BYTES)	3
This course gives teachers the basics for building an understanding of the power of technology to enhance teaching, create educational materials, manage classroom chores, provide motivational instruction, communicate with and research the vast virtual world of the Internet. (Lab Fee in addition to tuition)
EDU560	Toolkit for Teaching Chemistry	3
This course will allow participants to review state curriculum teaching standards with an emphasis on developing a toolbox of demonstrations and labs to facilitate teaching Chemistry in middle and high schools. This class will provide a hands- on experience as participants perform lab experiments and replicate demonstrations.
EDU561	Math: Teaching for Understanding	3
This course will present research-based concepts and strategies to help elementary teachers teach mathematics effectively and confidently. Participants will learn how to incorporate critical processes for developing mathematical understandings and designing instruction that will help all students learn significant mathematics concepts, processes, and procedures with depth and understanding. The goal is to aid students in reaching higher levels of achievement in math.
EDU562	Learning to Read: Beginning Reading Instruction	3
Learning to Read will enable educators to utilize the necessary knowledge and strategies to teach beginning reading utilizing a balanced and integrated approach, to use technology as a tool in furthering professional growth, and will lead to increased student learning through its connections to local instructional programs as participants teach to state and/or local standards in beginning reading instruction.
EDU563	Merging Educational Goals and Interactive Multimedia Projects (MEGABYTES)	3
This course will lead teachers from the entry level of technology use in their classroom to integration of new technologies into class activities and projects, and development of new approaches to teaching and learning that use technology and the natural curiosities of their students. Participants should have completed the BYTES course or have a strong foundation in Microsoft Power Point programs. Not open to students who have received credit for EDU554. This course cannot be applied to the M.Ed. degree.
EDU564	Supporting the Struggling Reader	3
Supporting the Struggling Reader is a video-based course developed for teachers in grades K-6. It is designed to give teachers a working knowledge of common reading difficulties, methods for diagnosing those difficulties, guidelines for accessing appropriate resources, and instructional strategies to support students' literacy growth. Informal diagnostic tools with which to identify specific reading difficulties will be introduced and research-based intervention strategies will be presented and demonstrated. Guidelines for communicating with and enlisting support from parents and other members of the school community will be offered. Participants will gain practical experience in diagnosing the literacy abilities of a struggling reader and implementing appropriate interventions that will advance the student's literacy development.
EDU584	Preparing Effective Mentors	3
This course is designed to train experienced teachers to assist beginning teachers through the first year teaching experience. The focus will be effective communication, support, adult learning theory application to mentor relationships, classroom observation techniques, and standards-based teaching techniques.

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