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Education: MAT |
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EDU 510 Foundations for Curriculum Development
A study of various foundational principles that guide in the selection of goals, content, and materials in the curriculum. Students examine these principles from a Christian perspective, and choose those appropriate for evaluating and changing classroom practice in the schools. 2 hours
Format: Combined course with MEd; meets 1st week of summer session, M-F, 8:30-5:00
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EDU 520 Introduction to Research
An introduction to research methods and designs and their application to educational settings. Emphasis is given to developing knowledge and skills in classroom research procedures and in critiquing and applying research to classroom settings. Prerequisite(s): EDU 510 . 2 hours
Format: Meets 2nd week of summer session, M-F, 8:30-5:00
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EDU 530 Content Area Literacy for Adolescents
This course equips candidates with tools to promote content area literacy and disciplinary literacy, both key skills for student achievement. The course includes use of assessment processes, development of instructional strategies and selection of literature and materials appropriate for use in grades 6-12. Special emphasis is placed on reading and writing in the content areas, development of standards-based curriculum, and strategies for struggling readers. Prerequisite(s): EDU 510 . 3 hours
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EDU 540 Nature and Needs of Adolescent Learners
This course introduces candidates to the developmental characteristics of adolescents with emphasis on implications for planning and implementing classroom instruction. Contemporary research and practice is analyzed and evaluated from a biblically-informed perspective, with the goal of enabling candidates to become effective teachers whose work is shaped by a personal, thoughtful, and growing Christian philosophy of education. Prerequisite(s): EDU 510 . 2 hours
Format: Meets 3rd week of summer session, M-F, 8:30-5:00
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EDU 550 History and Philosophy of American Education
A course designed to provide an overview of the leading ideas and institutional developments that have shaped the character of American education. Of particular interest are the influences of Puritanism on education, the rise of the public school movement, the legacy of John Dewey and the progressive movement, and the Christian school movement. Students consider educational developments within their social, intellectual, and political contexts. $6.00 fee. Prerequisite(s): EDU 510 . This course is open to undergraduates with senior level and pre-MAT status. A minimum grade of B must be earned in order to receive graduate credit. 3 hours
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EDU 551 Research in History & Philosophy of American Education
A graduate course designed for those who have previously taken an undergraduate history and philosophy of American education course. Students will engage in historical research and write on a topic in the field of the history and philosophy of American education. The research area is to be mutually agreed on by the student and the instructor and an oral presentation of research findings is given in class. Prerequisite(s): EDU 370 History and Philosophy of American Education. 1 hours
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EDU 560 Middle/Secondary Content and Methods
A course designed to help candidates develop and practice the abilities and skills necessary to be effective classroom teachers. Candidates examine curricula and complete assignments in their specific subject area, and develop a unit plan and lesson plans that address relevant state and national standards. Prerequisite(s): EDU 510 . 3 hours
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EDU 570 Educational Assessment and Research
A study of the principles and practices of measurement, testing, assessment, and evaluation for making decisions in education. Topics include the development of traditional, performance, and product assessment, writing assessment, affective assessment, standardized assessment, and evaluating classrooms through action research. Prerequisite(s): EDU 520 . 3 hours
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EDU 580 Clinical Practice I
The fall Clinical Practice requires integration and application of instructional, management, and professional knowledge and competencies in school settings. Candidates are in schools three days per week, under the direction of a mentor teacher and college supervisor. Candidates complete a Teacher Work Sample. $15.00 fee for PAGE. Prerequisite(s): EDU 540 and approval for Clinical Practice. 3 hours
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EDU 585 Diversity Field Experience
This course gives candidates the opportunity to analyze best practices designed to meet the needs of diverse learners, including learning differences related to culture, language, gender, and ability. Candidates participate in a 40-hour field placement experience and attend seminar classes focusing on strategies for supporting diverse learners. Prerequisite(s): EDU 580 . 1 hours
Format: April; dates to be determined
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EDU 590 Research Seminar
This course meets in conjunction with full-time clinical practice and includes assigned readings, participation, and presentation and discussion of action research projects. Seminars also address the issues and concerns that clinical practice candidates encounter during their daily practice. These experiences enable candidates to become more reflective in their teaching practice. Prerequisite(s): EDU 570 . 4 hours
Format: Meets 1 evening per week throughout the semester and occasionally on an additional evening.
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EDU 595 Clinical Practice II
The Spring Clinical Practicum is the culminating course in the MAT and requires integration and application of instructional, management, and professional knowledge and competencies in school settings. Candidates teach under the direction of a mentor teacher and college supervisor. Candidates must maintain a 3.0 GPA and cannot earn a course grade lower than a B in Clinical Practice II. Prerequisite: completion of all coursework and approval for clinical practice. $160 graduation fee. Prerequisite(s): EDU 580 . 8 hours
Format: Jan-April, M-F
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Education: MEd Core |
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EDU 610 Foundations for Curriculum Development (Core Course)
A study of various foundational principles that guide in the selection of goals, content, and materials in the curriculum. Students examine these principles from a Christian perspective, and choose those appropriate for evaluating and changing classroom practice in the schools. 3 hours
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EDU 620 Introduction to Research (Core Course)
An introduction to research methods and designs and their application to educational settings. Emphasis is given to developing knowledge and skills in research procedures and in critiquing and applying research. Students design and implement research projects in their own school settings. 3 hours
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EDU 630 Learning Theory Applied to Teaching (Core Course)
A comprehensive survey of current research on learning and its implications for classroom practice. Learning theories are related to a Christian view of the learner, the role of the teacher, and the learning process in order to develop effective and appropriate instructional and assessment models, which are then applied in a school-based project. Prerequisite(s): EDU 610 . 3 hours
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EDU 712 Shaping School Curriculum, K-12 (Core Course)
An application of a biblical world view to the processes and products of curriculum development and assessment for the K-12 school or school system. The course examines the steps in developing a course of study from a school’s mission statement through the assessment process. The issue of state and national standards are addressed. Criteria is developed for the evaluation of textbooks and other curriculum materials. Prerequisite(s): EDU 610 . 3 hours
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EDU 740 Supervision of Instruction (Core Course)
The educational leader is a key member of an instructional team focused on effective teaching and learning in the classroom. Two aspects of instructional leadership are explored in this course 1) Supervision - those professional community practices that lead to teacher developmental growth; and 2) Evaluation - those administrative practices that lead to judgments regarding novice, veteran, and marginal teachers. 3 hours
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EDU 750 The Nature of Knowledge and Curriculum Integration (Core Course)
This course examines the epistemological foundations for an integrated school curriculum. It clarifies the structure of knowledge, the nature of truth, and the place of “knowledge” in the postmodern world. These considerations are brought to bear on the task of integrating an academic curriculum. Prerequisite(s): EDU 610 , or approval of the ICI coordinator. 3 hours
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Education: MEd Educational Leadership |
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EDU 725 Personnel and Organizational Leadership
A study of the instructional leader’s role with faculty and staff. This includes a study of recruitment, selection, and hiring, personnel utilization/staffing, supervision/personnel evaluation and conferencing. Additionally, the course focuses on the use of job descriptions, staff development, adult learning, the promotion of change, new teacher induction, and professional learning communities. 3 hours
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EDU 745 School Law, Standards and Policy
A study of the legal foundations of education - law, standards, and policy. Constitutionally-based case law is examined for its impact on public schools. Contract law is examined for its impact on private and religious schools. Tort law is examined for an understanding of legal liability. Legal audits assess the meeting of federal and state statutory requirements. State standards are reviewed. An historical, philosophical, and biblical framework for school law is presented. 3 hours
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EDU 760 School Business Management
A study of the principles and methods of school business management based upon a biblical perspective of leadership, planning, and stewardship of time and resources. As a context for specific professional practice, students study external forces that affect their schools, e.g. globalization, the digital revolution, and other socio-economic trends. The implications of these forces for professional practice are studied and applied to strategic, instructional, and technology planning, budgeting and finance, compensation, purchasing, facilities capitalization, the strategic allocation of resources, time management, and board relations. To give students direct experience on how technology can contribute to the learning process and can leverage scarce resources and increase ROI, portions of this course are blended with online collaboration tools. 3 hours
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EDU 785 Field Experience in Educational Leadership
Capstone course taken during the final year; however, students begin the work in previous courses. In this course students are required to observe, participate in, and reflect on activities which deepen understanding and develop skills necessary for effective practice. Field-based experiences are intended to extend coursework to the school setting, providing real-life learning and a critical link between theory and practice. The set of planned experiences involves at least 250 clock hours of participation. Students are required to begin field work during their first year of the program. The requirements for this capstone course include taking the GACE Educational Leadership Assessment during the final year in the program, and producing a 20-25 page scholarly paper which includes a literature review. The final notebook for this course is due March 1 of the semester the student intends to graduate. This course is taken as an independent study, and students register for EDU 785 during their final year of study in the program. $160 Graduation Fee. 3 hours
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Education: MEd Integrated Curriculum and Instruction |
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EDU 730 Implementing Instructional Strategies
A study of strategies, particularly technological, for planning instruction to create a better learning environment for all students. Instructional strategies are examined in the light of learning principles and other research findings. The class endeavors to embody a biblical view of learners, teachers, curriculum, and the global community in which they all interact. Prerequisite(s): EDU 630 . 3 hours
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EDU 735 Integrative Approaches to Curriculum
This course focuses on the process of designing curricula that are integrated and conceptually focused. Units of instruction are designed which focus on major enduring understandings and principles, and reflect a biblical world view, resulting in instruction that enables classroom teachers to engage their students and help them remember and apply the concepts they learn. Prerequisite(s): EDU 610 , EDU 630 . 3 hours
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EDU 765 Educational Assessment
A study of the principles and practices of measurement, testing, assessment and evaluation for making decisions in education. Topics will include the development of traditional, performance, and product assessments, writing assessment, affective assessment, standardized assessments and evaluating curriculum. 3 hours
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EDU 790 Project in Integrated Curriculum and Instruction
Capstone course taken during the final year; however, students begin the work in previous courses. In this course, a major project links research to practice within school settings. Projects typically build on plans for integrated curriculum and instruction developed in EDU 735. In EDU 790, those plans are implemented within an appropriate action research framework. EDU 790 constitutes a capstone culminating performance for the ICI specialization and incorporates content and integrates insights from all coursework throughout the program. This course is taken as an independent study in the last year of the program, and the project research is evaluated by two graduate professors. $160 Graduation Fee. Prerequisite(s): EDU 620 , EDU 735 . 3 hours
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