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2022-2023 Graduate Catalog [ARCHIVED CATALOG]
Courses
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Early Childhood Education |
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ECH 500 - Early Childhood Education in Today’s World
Participants in this course will investigate the current field of inclusive early childhood care and education from the perspectives of leadership, advocacy, policy and research. This course serves as a foundation for the M.S.Ed. Program, as students develop goals for their professional growth. Using a socio-ecological model, the contexts of the environments that surround childhood in the 21st century will be identified and explored. Students will explore current issues in early childhood by reading and understanding research on a selected topic in early childhood.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field. Enrollment in UMF M.S.Ed. Early Childhood Program or Permission of Instructor.
Credits: 3
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ECH 501 - The Reggio Emilia Approach and the Emergent Curriculum
This course introduces students to the Reggio Emilia approach and the use of the emergent curriculum in early childhood education. The course begins with an overview of the history and development of the Reggio Emilia approach and moves to the pedagogical dimensions and features of the emergent curriculum as practiced in this curriculum model. The methodology of project work is extensively explored over the course. Students are expected to construct an understanding of how to develop an emergent curriculum based upon children’s interests and needs. The concept of pedagogical documentation is debased and used to support curriculum planning and children’s assessment.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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ECH 502 - Diverse Programming in Early Learning Environments
This course develops a transformative approach for incorporating diversity and multiculturalism into the classroom with an emphasis on curriculum-building. Students will examine patterns of increasing diversity and how diversity impacts the classroom. The course presents diversity as a caregiving and teaching strategy for the children and their families. Students will emerge with a deeper understanding of multiculturalism and its meaningful inclusion into their lesson plans. This course may fulfill a course towards attainment of the Maine state Birth-5 081 teaching certificate.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or permission of instructor
Credits: 3
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ECH 504 - Early Childhood Policy and Research
Participants in this course will investigate the current field of early childhood care and education from the perspectives of leadership, advocacy, policy and research. An analysis of the influence and impact of national, state and local politics on early childhood policy will include an examination of involved stakeholders, both external and internal to government entities. Students will explore current issues in early childhood policy and research by reading and understanding research on selected current topics in early childhood. Students may opt to complete a mini-internship in a policy research institute or project.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or permission of instructor
Credits: 3
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ECH 505 - Mathematics in the Early Childhood Years
This course will concentrate on the development of mathematical concepts in young children ages B-8 in naturalistic, informal and formal settings. Using a constructivist theoretical approach, the course will embed and integrate early math development across curriculum areas and throughout the daily environments of young children. Current research and national and state mathematics standards on early mathematics will be linked to philosophy and practice. This course will fulfill the required math content area for the Maine state Birth-5 081 teaching certificate.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or permission of instructor
Credits: 3
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ECH 506 - Language and Literacy in the Early Years
This course will concentrate on the development of literacy concepts in young children ages B-8 in informal and formal settings. Using a constructivist theoretical approach, the course will embed and integrate early literacy development across curriculum areas and throughout the daily environments of young children. Current research and national and state literacy standards on early literacy will be linked to philosophy and practice. This course fulfills 3 of the 6 credit requirements towards the language, literacy, and literature content area for the Maine state Birth-5 081 teaching certificate.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field. Enrollment in UMF M.S.Ed. Early Childhood Program or Permission of Instructor
Credits: 3
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ECH 507 - Advanced Infant and Toddler Development and Curriculum
This course will examine the physical, socio-emotional, cognitive, linguistic, and behavioral development of infants and toddlers. The importance of early relationships and attachment with mothers, fathers and other primary caregivers will be explored. State and national standards for infant/toddler caregiving environments, observation, curriculum, and assessment will be reviewed and utilized. A focus of this course will be considering strategies for developing collaborative relationships with parents and creating programs for young infants and toddlers that support parent partnerships, culturally competent caregiving, and developmentally supportive environments. This course has been approved to be used to apply for the State of Maine’s 081 Birth-Five Early Childhood Endorsement.
Prerequisites & Notes
All students must hold a Bachelor’s Degree.) Accepted in M.S.Ed. in Early Childhood program, or permission of program Director
Credits: 3
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ECH 533 - Advanced Foundations of Child Development
This course is an examination of the historical, philosophical, and theoretical basis of inclusive early childhood education today. The class traces the history and philosophy of education in early childhood and how they impact education practice. Social, economic, and political forces will be analyzed within the context of shaping early childhood education. The course examines children’s behavior and learning within education contexts, with particular emphasis on inclusive environments. This course will fulfill a course towards the attainment of the Maine State Birth-5 081 teaching certificate.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or Permission of Instructor
Credits: 3
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ECH 534 - Advanced Program Administration and Leadership
Participants in this course will investigate the current field of early childhood care and education from the perspectives of leadership, advocacy, policy, and research within inclusive settings. Students will compare and contrast leadership models and styles, while delineating the differing roles and ethical responsibilities of leaders and managers. Building on their professional experiences in the field and previous coursework in program administration, this course will help students examine major components of administration including supervision and professional development of staff, relationships with families and the community, advocacy for the program and the field, professional accreditation, and applying research findings in the field.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or Permission of Instructor
Credits: 3
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ECH 535 - Play and the Social World of the Child
In this course, students examine how children form and maintain relationships with others, including the family, peers, early childhood educators, and the community. Issues involving support systems for inclusive education settings will be investigated. The implications of these relationships for children’s development are investigated, as is the critical role of play in promoting positive connections with individuals and groups in the child’s world.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or Permission of Instructor
Credits: 3
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ECH 537 - Science in the Early Childhood Years
This course addresses the development of inquiry-based science curriculum in the early childhood setting. Rooted in constructivist approaches, it incorporates topics of scientific literacy, conceptual development, content areas, current research and curriculum development, implementation, and evaluation. Sources of curriculum in science for young children are explored (e.g., standards content, children’s knowledge and concepts, flora and fauna of the immediate environment, etc.) are explored, teaching/learning strategies examined, and scientific outcomes assessed. This course will fulfill the science content area for the Maine State Birth-5 081 teaching certificate.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or permission of instructor
Credits: 3
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ECH 538 - Collaboration with Families and Communities
The course presents strategies for educators to develop supportive family and community relationships. The multiple roles played by early educators are examined as they design and implement collaborative relationships with families and communities for the purpose of mutual support within inclusive settings. The course critically analyzes theoretical paradigms and current research, with a particular focus on the ecological system from the most immediate environments inhabited by the child to the most distant (i.e. federal agencies, belief systems). This course will fulfill a course towards attainment of the Maine state Birth-5 081 teaching certificate.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or Permission of Instructor
Credits: 3
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ECH 539 - Curriculum Development and Assessment
This course focuses on building collaborative and integrative curricula that utilizes assessment for best teaching practices. The emphasis will be child-centered and include the use of inclusive classroom adaptations. Students will focus on assessing outcomes and learning goals, as well as articulating developmentally appropriate alignment with school (K-3) outcomes and goals. The role of inquiry to practice and viewing reflective inquiry as a critical part of curriculum building will be emphasized.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or Permission of Instructor
Credits: 3
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ECH 540 - Research Methods in Early Childhood
In this course, students examine research methodologies used in inclusive early childhood settings. Students will investigate and interpret the methods used in existing empirical literature, and will investigate and practice various qualitative and quantitative techniques. The use of ethics in conducting research on young children, their families, and their learning environments is emphasized.
Prerequisites & Notes
Enrollment in UMF’s M.S.Ed. in Early Childhood; ECH 500 and an additional 15 credits of graduate-level ECH coursework at UMF, or permission of instructor
Credits: 3
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ECH 541 - Field-Based Research
This course is the capstone of the M.S.Ed. Early Childhood Program. Students will complete a field-based, original research project, utilizing a research design that will draw on the student’s background knowledge from ECH 540 . Analysis and reflection on the research process with an emphasis on interpretation and practical application of research to practice will be central to the course.
Prerequisites & Notes
Bachelor’s degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, ECH 500 Early Childhood Education in Today’s World, and ECH 540 Research Methods in Early Childhood
Credits: 3
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ECH 542 - Creative Arts in Early Childhood Education
Advanced course using creative arts as a central approach to teaching and learning. The course explores
creativity and a deeper understanding of the Arts (visual arts; music and movement; dramatic play) in early
childhood education.
Prerequisites & Notes
Bachelor’s Degree
Credits: 3
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ECH 543 - Social Studies for Early Learners
This course addresses the development of inquiry-based social science curriculum in the early childhood
setting. Rooted in constructivist approaches, it incorporates topics of social studies literacy, conceptual
development, content areas, current research and curriculum development, implementation and evaluation.
Sources of curriculum in social studies for young children are explored (e.g., standards content, children’s
knowledge and concepts, building a civic classroom, etc.) are explored, teaching/learning strategies
examined and assessment/evaluation.
This course will fulfill the social science content area for the Maine State 029 Endorsement.
Prerequisites & Notes
Baccalaureate degree in early childhood or related field.
Credits: 3
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ECH 577 - Special Topics in Early Childhood Education
This course provides students with the opportunity to cover specialized topics, not included in regular course offerings, in the fields of child development and early childhood education. May be repeated for credit when the topic differs.
Prerequisites & Notes
Baccalaureate Degree in early childhood or a related field; Enrollment in UMF M.S.Ed. Early Childhood Program, or permission of instructor
Credits: 3
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Special Education |
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SED 503 - Preparing Students for the Future: Transition Programming, Self-determination and Advocacy
This course prepares future special education teachers at the middle and secondary level to meet the transition requirements of IDEA by exploring issues and strategies for preparing adolescents and young adults with disabilities for the transition from school to adult life. We will explore these issues and strategies within the context of ecological models of human development. Students will: understand federal and state mandates for transition planning and historical perspectives of transition, explore and describe the five areas of transition, implement effective strategies for dealing with diversity and gender equity issues, implement key transition assessments and curricula, develop student-centered transitionplans, and demonstrate an awareness of how community agencies can collaborate to improve outcomes for youth with disabilities.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 504 - Collaborative Partnerships Among Individuals with Disabilities, Families, and Professionals
This course focuses on collaboration and teaming strategies among individuals with disabilities, their families, general and special educators, school psychologists, paraprofessionals, and other related service providers in inclusive school and community settings. Assignments and activities require application of teaming and collaboration skills. Participants will also conduct research on collaborative interactions in school and community-based services. Course projects involve co-teaching, staff development, and problem-solving situations.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 505 - Universal Design for Learning and Curriculum Access
This course introduces students to the concept of universal design for learning (UDL) and instructional technologies that provide educators with effective ways to create flexible methods, materials, and assessments to reach diverse learners. A focus will be on how to support students with a range of abilities to access the general education curriculum across content areas.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 506 - Assessment in Special Education
This course examines assessment practices for children and youth from 3-20 years and provides a variety of hands-on experiences in using various assessment approaches including observations, curriculum-based measurement, and standardized instruments. This course includes opportunities to construct and use both formative and summative assessments, emphasizing the links between pre-assessment, program planning and instruction, and monitoring progress. Each student will work with a focus child or youth in their area of specialization to gain practice in constructing, evaluating, and implementing informal assessments, evaluating formal assessments and interpreting assessment information for other educators and parents. Each student will build skills and knowledge in increasing cultural competence related to assessment practices. During this course, we will also explore a variety of current issues including universal design, test accommodations, modifications, and assistive technology.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 507 - Curriculum and Instructional Programming for Students with Disabilities
Students will explore basic principles of curriculum development and instructional programming for students with disabilities. Students will focus on how to develop clear instructional goals and objectives for Individual Education Plans and then how to construct daily instructional programs to accomplish these goals and objectives. Students will explore current theory and practice regarding direct instruction as it applies to teaching reading and related skills.48
Prerequisites & Notes
Bachelor’s degree and employed as a teacher or educational technician.
Credits: 3
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SED 508 - Classroom and Behavior Management of Students with Disabilities
Students will explore basic principles of classroom and behavior management from prevention of problems through the development of a variety of positive responses to chronic misbehavior in special education and regular classroom settings. Students will develop and conduct a number of classroom application projects designed to improve the behavior of individuals and groups of students. Students will also review current research on effective classroom and behavior management.
Prerequisites & Notes
Bachelor’s degree, and employed as a teacher or educational technician.
Credits: 3
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SED 511 - Mathematics Instruction for Students with Disabilities
This course, for practicing teachers, focuses on methods and strategies for introducing mathematical concepts to children and youth with disabilities, preschool through high school. Issues of concern, major curriculum thrusts, such as the Common Core State Standards, Maine Early Childhood Learning Guidelines, promising practices, methods to differentiate instruction, linking instruction and assessment, accommodations, modifications, and assistive technology are addressed in this course. Approaches for children of different age levels from preschool through secondary are included. Students will select course projects appropriate for the setting or grade level in which they work.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 513 - Early Childhood Speech & Language: Development, Disorders & Interventions
This course is designed to introduce future early childhood special and general educators to the development of speech and language in young children. Content includes an overview of the ages and phases of typical speech and language development and the link between speech, language and literacy. We will explore disorders and delays in speech and language and learn about research-based techniques for assessment, identification and intervention.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 514 - Literacy Development for All Students
This course introduces research-based approaches to (1) the assessment of and for literacy, and (2) the implementation of methods, materials, strategies, and techniques for supporting literacy learning of all individuals, including those with disabilities. Although this course focuses on the special needs of individuals with disabilities or who are at risk, individuals taking this course will learn ways to address the needs of all students in grades Pre-kindergarten through 12 and adults who struggle to read and write or to improve their reading and writing skills. Topics include: assessment, print awareness, phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, writing, and teaching reading and writing to English language learners. Opportunities will be provided for participants to explore independent learning on key course topics.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 515 - Early Intervention: Working with Infants & Toddlers w/Disabilities & Their Families
This course addresses various aspects of early intervention services including teaming with families; understanding development and risk during prenatal, natal, and postnatal stages; studying models for working with young children with disabilities and their families in natural environments; and examining infant and toddler program development and curriculum. Students will identify and use current research to increase personal knowledge and skills, applying their findings to present work settings.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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SED 517 - Professional Ethics, Cultural Competence, and Evidence-based Practices in Early Intervention and Early Childhood Special Education
This course examines professional and ethical practice within the range of delivery systems from early intervention to special education in community and school-based programs for children with disabilities, from birth to eight years of age, and their families. Case studies increase understanding of various medical conditions and related care on family concerns and on child development and learning. Students examine and practice developmentally appropriate methods and strategies, as well as develop skills in effective supervision and evaluation of others. Through the course, students engage in reflective inquiry regarding developing personal cultural competency. Students identify and use current research to increase personal knowledge and skills, applying findings to present work settings.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 518 - Special Education Law
This course will provide prospective and practicing educators and school administrators with a working knowledge of relevant laws, policies, and regulations related to students with disabilities. Laws and regulations pertaining to the Individuals with Disabilities Education Act, Maine special education regulations, and Section 504 of the Rehabilitation Act will be discussed. Major course topics include Special Education eligibility and IEP development, student discipline, and curriculum access. The historical significance and practical application of laws affecting students with disabilities in school will be emphasized. In particular, the focus of the course will be on making effective educational decisions for students with disabilities.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 519 - Assistive Technology
This course introduces students to assistive technology (AT). Course participants will investigate the use of assistive technology devices and services for individuals with disabilities. A range of technology will be examined from “low tech” devices that are inexpensive or easily modified to “high tech” devices that are expensive. Evaluation approaches, determination of appropriate uses of assistive technology, and funding will be explored. Methods and strategies for implementing assistive technology with students who require varying levels of support across settings and ages will be a primary focus.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 521 - Introduction to Dyslexia
This course focuses on teaching beginning reading, spelling, and handwriting to children exhibiting traits of dyslexia using a structured literacy approach. This approach requires explicit, direct, multisensory structured, phonetic approach to teaching basic language skills. The NICHD/IDA definition of dyslexia, which includes the neuroscience of reading, will be presented and discussed. Lecture and50semester topics include: understanding the speech-sound system of language, common orthographic rules and patterns, syllable types and syllabication. The course includes current research that supports this approach for children exhibiting the traits of dyslexia. Dyslexia screening tools, accommodations, modifications, and teaching strategies, necessary to support a student with dyslexia in the general education classroom will also be discussed.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 522 - Internship in Special Education
This course is designed for those seeking State certification as a special education teacher. Interns participate in a variety of supervised experiences in a school while working with children with disabilities. Working with a special educator, students with disabilities, and other school personnel, interns expand and refine their knowledge and skills and increase their responsibilities over time. Students participate in a seminar during their internship experience. Students completing SED 522 with a grade of B- or better fulfill State student teaching requirements.
Prerequisites & Notes
Bachelor’s degree. Enrollment in M.S.Ed in Special education or satisfactory completion (B- or better) of at least two of the following: SED 506, SED 507, SED 508, SED 529
Credits: 6
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SED 525 - Basic Principles of Applied Behavior Analysis
This course - the first in a series of four - will introduce educators and other interested professionals to a behavioral view of teaching and learning. The course presents basic behavioral processes and principles (illustrated largely with respect to teaching children with autism) and provides a conceptual foundation for subsequent courses in behavioral assessment and the application of behavioral methods in specialized instruction. Readings will be drawn from both text and primary sources, both recent and classic in the field.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 526 - Behavior Analysis and the Scientific Assessment of Learning
This is the second course in a series of four. Building on the concepts taught in SED 525 Basic Principles of Applied Behavior Analysis, the purpose of this course is to acquaint educators and related professionals with the behavior analytic practice of science within the applied context of special education. Within this context, behavior analysis offers practical empirical approaches to (a) the multi-faceted assessment of children’s instructional and behavioral needs, and (b) the evaluation of supportive interventions predicated on such assessment. Readings will be drawn from both text and primary sources, both recent and classic in the field.
Prerequisites & Notes
Bachelor’s degree and SED 525
Credits: 3
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SED 527 - Applying Behavior Analysis: Methods of Instruction and Behavioral Support
The purpose of this course, building on the concepts taught in SED 525 Basic Principles of Applied Behavior Analysis and SED 526 Behavior Analysis and the Scientific Assessment of Learning, is to familiarize students with methods of: a) specialized instruction for students with special needs, and b) management of behavior that interferes with learning. The course represents the progression from conducting behavioral research to implementing practices derived from research.
Prerequisites & Notes
Bachelor’s degree and SED 525 and SED 526
Credits: 3
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SED 528 - Autism Spectrum Disorders: Diagnosis, Intervention, Systems Support, and Ethical Considerations
The purpose of this course is threefold. First, students will be provided a historical overview of Autism Spectrum Disorder (ASD) and will learn the revised diagnostic criteria established by the American Psychiatric Association in 2013. A variety of screening instruments will be reviewed. Students will learn empirically validated strategies for the education and treatment of individuals with ASD from early intervention through the school years. Controversial practices will be reviewed and discussed. Second, students will become familiar with guidelines for developing systems of support in human service organizations. Students will learn to develop effective systems of staff training, support, and supervision. Competency-based training will be discussed in detail, along with steps to ensure treatment integrity. Students also will become familiar with peer review processes and methods of assessing consumer satisfaction. Third, students will learn the standards for ethical and professional conduct. Students will discuss ethics in detail and learn to recognize potential ethical dilemmas that arise in daily educational and clinical practice. Identification of pertinent ethical codes of conduct and resolution of ethical dilemmas will be reviewed.
Prerequisites & Notes
Bachelor’s degree and SED 525, SED 526 and SED 527
Credits: 3
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SED 529 - Individualized Positive Behavior Supports
This course prepares educators to design, implement, and evaluate interventions for students with significant emotional/ behavioral difficulties. Topics include the nature and needs of students with emotional/ behavioral difficulties, functional behavioral assessment, behavior support plans, and wraparound/mental health supports.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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SED 530 - dentifying and Educating Learners Who are Gifted
This course introduces the participant to the education of gifted learners. Topics to be presented: conceptions of giftedness; myths and truths of gifted education; the necessity of gifted education; equitable identification of gifted learners from diverse populations; common cognitive and affective characteristics; highly gifted students; special populations of gifted learners; common social or emotional issues; necessary components of a gifted program; curriculum differentiation in the regular classroom; and acceleration vs. enrichment.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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SED 531 - Curriculum and Instruction for Learners Who Are Gifted
This course emphasizes the development of curricular and instructional opportunities to address characteristics and needs of the gifted child. Topics include: complexity and abstractness; differentiation from mainstream curriculum; modification of content, process, product, and learning environments; creative and critical thinking skills; the study of major ideas, issues, problems and themes across content areas; development of understanding of self and others; promotion of self-directed learning; career education; scope and sequence; and integration with district standards.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 532 - Developing and Implementing Programs for Learners Who Are Gifted
This course prepares participants to build effective cohesive programs for gifted students, with direction provided by Maine Chapter 104 and the National Association for Gifted Children Program Standards. Topics include: program philosophy, goals and objectives; program models; identification procedures; curriculum and instruction; addressing atypical giftedness; grouping for instruction; teacher preparation; parent involvement; coordination between regular and special school programs; prevention of emotional problems; secondary vs. elementary programs; program advocacy and program evaluation.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 533 - Teaching Critical and Creative Thinking in Gifted Programs and Classroom Settings
This course prepares teachers to increase the levels of critical and creative thinking in their classroom teaching. Topics include critical thinking, creative thinking, and problem solving in education in regular classrooms, arts or music classrooms, and in the education of gifted students. Participants will learn about assessment of critical thinking and creativity; social and cultural practices which facilitate or inhibit critical and creative thinking; and classroom practices which stimulate or inhibit critical and creative thinking in students and in teachers. Specific research-based classroom strategies will be taught.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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SED 551 - Advanced Intervention Methods
This course focuses on identifying, selecting, implementing, and evaluating evidence-based inclusive practices within a multi-tiered system of support (MTSS) framework. In particular, candidates will explore in-depth the data-based individualization process, including the design and implementation of intensive, individualized, research-based interventions. As a requirement of the course, candidates will engage in field-based activities that provide real-world opportunities for translating theory and research into practice and applying several High-Leverage Practices (HLPs) in Special Education.
Prerequisites & Notes
Bachelor’s degree. Enrollment in Master’s in Special Education, or Permission of Instructor.
Credits: 3
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SED 560 - Teaching Individuals with Exceptionalities in the General K-8 Classroom
This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards and InTASC Principles for Special Education. It meets K-8 certifications requirements in the state of Maine. This course is specifically designed to meet MDOE’s requirement for “Teaching Exceptional Students in the Regular Classroom” as part of a regular classroom teaching certificate. Special Education teachers or those seeking Special Education certification should not enroll in this course.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 561 - Teaching Individuals with Exceptionalities in the General 7-12 Classroom
This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards and InTASC Principles for Special Education. It meets 7-12 certification requirements in the state of Maine. This course is specifically designed to meet MDOE’s requirement for “Teaching Exceptional Students in the Regular Classroom” as part of a regular classroom teaching certificate. Special Education teachers or those seeking Special Education certification should not enroll in this course.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 571 - Software and Mobile Technologies for Individuals with Disabilities
Traditionally, students with disabilities have been expected to stand out - and not necessarily in a way that is conducive to their education. Students will learn about software and mobile technologies that all students (especially students with disabilities) can access and use in order to enjoy a customized, comfortable learning experience and life experience.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 572 - Designing Adaptive Environments
This course provides an overview of environmental adaptations for individuals with disabilities to increase their access to community, workplace, and school activities. This course will cover legal issues regarding ADA and explore how “adaptive environments” can be leveraged across a range of environmental factors including physical structures and other technology environments. This course will provide students with the skills necessary to design adaptive environments.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 573 - Alternative Communication
Communication is a key skill that all individuals have the human right to engage in in some form. This course will provide an overview of augmentative and alternative communication tools and the theories behind augmentative and alternative communication. Exploration experiences will enable students tolocate, use and train others on the range of AAC technologies available. Field experience may be required (in-person or remote).
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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SED 574 - Assistive Technology for Transition and Employment
Transition and Employment are important components to supporting individuals as they transition throughout the lifespan. This course will provide an overview of accommodations and public policy related to independent living and employment for individuals with disabilities throughout their lifespan. Focus areas include assistive technologies that support daily living tasks, access, navigation and workplace accommodations to improve access and daily living tasks for individuals with disabilities.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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SED 586 - Special Education Research
Practical application of educational research methods to school reform initiatives and academic and behavioral intervention methods. The focus is on creating a research design for systematic inquiry of a schoolwide or classroom-specific issue. Includes data analysis, research report writing, and professional presentation skills.
Prerequisites & Notes
Bachelor’s degree. Accepted in MSEd. in Special Education program, or permission of Director of Graduate Programs in Education
Credits: 3
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SED 590 - Internship in Inclusive Schools
This course is designed for those seeking the Inclusive Schools and Leadership Specialization. Interns will participate in a variety of supervised experiences in a school while working directly with children with disabilities. The intern will work with special education directors /coordinators, curriculum and instruction supervisors/directors, special and general educators, other school personnel ,and students with and without disabilities in order to expand and refine their knowledge and skills about facilitating inclusive education. Interns will participate in a seminar during the entirety of the internship experience (two semesters). Students must enroll in and complete 6 credits of SED 590.
Prerequisites & Notes
Bachelor’s degree. Enrollment in graduate certificate in special education or satisfactory completion (B- or better) of at least two of the following: SED 551, SED 598, SED 599
Credits: 3
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SED 598 - Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform
This course will explore how educators (teachers and administrators) can establish an inclusive vision and advocate to create a school or systemwide plan for equitable and excellent learning for all students. We will examine historical, legal, practical and theoretical perspectives on the culture and systems of special education and inclusive schooling. Students will study the research, issues, and outcomes from school leaders and educational researchers committed to advancing equity, social justice, and inclusive school reform. By the end of the course, students will have a deep historical, theoretical, and ethical understanding of inclusive school reform, as well as experience with practical tools, analysis, and applications to seek, create, and sustain equitable schools, especially for marginalized students.
Prerequisites & Notes
Bachelor’s degree. Enrollment in Graduate Certificate in Special Education Administration, or Master’s in Special Education, or Permission of Instructor
Credits: 3
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SED 599 - Advanced Inclusive Education: Gaining Access to Inclusive Education and Community
This course will explore the collaborative and instructional methods necessary for implementing inclusive education for students with disabilities. Students will learn practices and processes for inclusive teaming and co-teaching, strategies for empowering and including families and peers in support for students with disabilities, processes for creating inclusive schedules, instructional methods 55 and adaptation tools for supporting students with disabilities in the general education setting, writing and implementing inclusive IEPs, and techniques for developing positive and inclusive behavior supports. Students will also have the opportunity to learn from practicing educators, inclusion facilitators and directors of special education and be guided on how to advocate for, maintain, and expand inclusive practices and programs.
Prerequisites & Notes
Bachelor’s Degree.Students will have completed at least 9 of 15 credits from the following UMF courses: SED 518, SED 598, SED 551, SED 505, or EDU 551
Credits: 3
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EDU 502 - Second Language Acquisition
This course examines second language acquisition (SLA) theories and research as they apply to English Language Learner (ELL) teaching and learning. Key questions include: What is language? How are first and second languages learned? What are SLA theories and how do they compare to first language acquisition (FLA) theories? What are various disciplinary approaches to SLA research? What are key trends and findings in SLA research? How are SLA theories and research applicable to ELL materials, methods and practices
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 503 - Culturally Responsive Pedagogy and English Language Learners
This course is designed with the premise that English Language Learners function in more than one language and more than one culture; these experiences influence and impact their learning in the classroom. Students will investigate the value of understanding the backgrounds of English Language Learners and work to create a learning environment that supports learning in a second language and culture while fostering a respect for other languages and cultures.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 504 - English Language Learners: Equity, Inclusion, and Family Engagement
This course will help participants understand the importance of equity, inclusion, and advocacy while fostering culturally and linguistically diverse (CLD) family engagement. Students will identify how culture, cultural diversity, and cultural sensitivity apply to working with ELLs, their families, and their communities.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 505 - Curriculum, Instruction, and Assessment for ELLs
This course fosters course participants’ abilities to modify and adapt learning environments that support the diversity of linguistic, cultural, and social experiences that all students bring to the classroom. Through the examination of various ELL curricula, materials, strategies, and assessments participants will look at language literacy skills, curriculum adaptation for language minorities, and design appropriate assessments connected to learning objectives for ELLs within the curriculum. Participants will develop a pedagogical understanding that effectively connects culturally situated knowledge to equitable learning experiences.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 506 - Poverty and Education
The influence of income on the well-being of children, youth, and families is pervasive and persists throughout the lifespan and across generations. An extensive and interdisciplinary literature has documented the widespread influence of family income on children’s cognitive, socioemotional, and physical development, as well as later vocational and educational success. In this course, we will come to understand how poverty impacts education through a systems approach. We will study theoretical perspectives from economics, sociology, psychology, and education for understanding how poverty affects children’s well-being as well as the multiple contexts in which children grow. We will also look at resilience and ways that children can avoid the negative outcomes of living in poverty. This course will pay special attention to rural poverty and how it differs from urban poverty. Application of theory and research to practice will be emphasized throughout this course.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 508 - Nature-Based Art Education
This course will provide teachers and other professionals who work with PreK-12 populations with experiential learning in art education as related to Maine’s unique environment and natural settings. Offered in a hybrid format, participants will have opportunities to engage in art-based experiences in multiple outdoor settings followed by online sessions that encourage reflection, discussion, and application to their own work with children. Participants will explore a variety of media, tools, and techniques (fine and graphic arts); learn about and incorporate elements of art, principles of design, and color theory; and will consider the role of the nature-based art in personal development (“whole” learner) and in developing ecological consciousness. All activities of the course are aligned to Maine’s academic content standards.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 510 - Induction and Mentoring
The course will focus on induction and mentoring skills aligned with the current teacher certification standards for beginning teachers. Participants will familiarize themselves with Maine’s Chapter 118 and examine the potential application of effective feedback for beginning teachers from a mentor’s viewpoint. Additional topics will include reflective journaling to improve teaching strategies, developing scaffolding skills for the mentor, identifying the needs of beginning teachers, and time management solutions.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 511 - Evidence and Inquiry Based Strategies for Working with ELLs
This course is designed to engage teachers of English Language Learners (ELLs) in a practice of critical and reflective inquiry. Course participants will develop an understanding of what constitutes informed, creative and meaningful research inquiries. Finally, students will examine how current second language acquisition and bilingual education research frames effective inclusive instructional practice.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 514 - Exploring Maine Through Children’s Literature
Using children’s literature as the foundation, PreK-8 educators will develop their understandings of place-based instruction situated within the context of Maine. As educators engage in experiential learning, they will link key scientific concepts to literature; connect with the natural world around them; consider its history and natural resources; and gain an understanding of techniques that can be used to bring learning to the outdoor environment.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 519 - Risk and Resilience in Educational Settings
Resilience is the ability to “bounce back” in the face of adversity. It is a process (not a product) that can be fostered in children in multiple ways. This course will explore how risk impacts students and their education through a systems approach, as well as how to identify and increase protective factors. It will examine risk and resilience processes during childhood and adolescence and the long terms effects of risk on the lifespan. Diverse conceptual, empirical, and applied perspectives from sociology, psychology, and education will be employed to understand how resilience is present in the multiple contexts of child development. Application of theory and research to practice will be emphasized throughout this course.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 521 - Fostering Effective Learner Dispositions
This course is designed to engage participants in learning and critical thinking about theories related to self-regulation and motivation. It draws on literature which emphasizes the interwoven nature of motivation and self-regulation. In the beginning of the course, participants will consider how goals, metacognition, and self-monitoring strategies are related to motivation in the classroom. By the end of the course, participants will apply their theoretical knowledge towards the development of appropriate classroom practices or tools with the goal of increasing self-regulation in students.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 524 - Advanced Mathematics Methods for Elementary School
This course is designed for elementary teachers who wish to increase both their math content knowledge and the methods they use to teach math content. Participants will increase their content knowledge in the mathematics they teach; increase their understanding of how children learn mathematics; increase their understanding of themselves as a mathematicians; increase their confidence as math teachers; increase their familiarity with the variety of math resources and materials available; increase their knowledge of the national math standards as well as the current research on math education; increase their ability to create a constructivist mathematics curriculum.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 525 - Developing Formative Assessment Practices in the Mathematics Classroom
The course will examine principles and aspects of formative assessment with a focus on establishing conceptual based mathematics learning targets, gathering and analyzing evidence of students’ thinking related to the learning target, providing feedback to students and deeply involving students in processes that will help them move their own learning forward. Research review, discussions, in-class exercises, practical experiences and action research on the integration of these formative assessment aspects within mathematics instruction will be an integral part of this course.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 526 - Assessment Course & Research-Based Intervention Practices
The student will evaluate, analyze, and select universal screeners and curriculum-based measures (CBMs) to assess student performance in mathematics, and research-based intervention practices. They will use assessment tools in mathematics to identify and analyze achievement gaps, to monitor student growth, and to implement research-based intervention practices. The students will study the research that continues to emerge effective intervention strategies and the challenges. They will learn about the critical role of professional development to keep abreast of current research.
Prerequisites & Notes
Bachelor’s degree. Completion of EDU 524 or EDU 561 or permission from the Office of Graduate Studies
Credits: 3
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EDU 527 - Mathematics Intervention: Theory and Data Informed Decision Making
Students will engage with research and theory that supports mathematics intervention in schools. Participants will connect the research to their school and/or district culture to consider critical aspects of the intervention process including: recognizing who it is important for you to work with and how that work might be best accomplished, analyzing school data, identifying students who need support, examining systems for universal screening, using formative assessment to inform instruction, and sharing data with other school personnel and with families.
Prerequisites & Notes
Bachelor’s degree. Completion of EDU 526 or permission from the Office of Graduate Studies
Credits: 3
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EDU 528 - Mathematics Intervention: Implementation and Assessment
In this class, participants will engage in the intervention process with a focus on one student or set of students. Participants will identify a goal for their student(s) and use this to develop and implement evidence-based interventions that support the whole student in his/her learning. Particular attention will be paid to the ways classroom culture and relationships between student(s), teacher(s), guardians, and administration can impact student success.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 529 - Mathematics Leadership in K-12 Settings: Understanding and Implementing Maine’s State Standards
This course is the first of a four-course concentration designed to prepare educators to be leaders and specialists in mathematics education. It is a prerequisite for the other three courses which will focus on content, instruction and supervision. The key content focus of this course is mathematics curriculum & assessment - specifically drawn from Maine’s State Standards for mathematics, the use of tactile andelectronic technology, and the design for lessons, units and curriculum documentation. Throughout each content strand there will be a focus on the strategies to create, adopt and execute professional development for teachers of mathematics.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 530 - Mathematics Leadership in K-12 Settings: The Mathematics Content for Standards-Based Instruction
The content of this course is specific to the skills and concepts needed as an emergent mathematics leader/specialist/instructor. The focus of this course will be:
- An in-depth study of the Domain Progressions in Maine’s State Standards and the NCTM Standards and Connections in the NCTM Process Standards.
- A research project that will examine the definition of mathematics content knowledge, the mathematics knowledge needed to teach effectively.
- Development of a mathematics unit demonstrating math content, domain progressions and connections between mathematics topics.
- A section of the course series portfolio that will show evidence of the student’s ability to use the learning in a professional development capacity as a mathematics leader.
Prerequisites & Notes
Bachelor’s degree and EDU 529
Credits: 3
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EDU 531 - Mathematics Pedagogical Knowledge: Effective Instructional Practices for Teaching Maine’s State Standards
The content of this course is specific to the skills and concepts needed to produce effective mathematics instruction. The focus of this course will be:
- Mathematics pedagogical knowledge needed for effective mathematics instruction.
- Identification of mathematics resources needed for effective mathematics instruction.
- The ability to critique classroom instruction for effectiveness.
- The development of mathematics units.
Prerequisites & Notes
Bachelor’s Degree and EDU 530
Credits: 3
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EDU 532 - Mathematics Leadership K-12: Leadership in Mathematics Education
This is the fourth course in a four-course Certificate in Math Leadership. This course offers an introduction to the principles and types of mathematics leadership in educational settings. Students will examine literature related to mathematics leadership with particular attention to the different roles mathematics teacher leaders may play in the classroom, schools, districts and beyond. Participants will use this knowledge to critically examine their own leadership practices and roles. Focus will be given to developing a shared vision of mathematics teacher-leadership.
Prerequisites & Notes
Bachelor’s Degree and EDU 531
Credits: 3
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EDU 533 - Mindfulness
This course is designed to introduce future early childhood, special and general educators to the nature of Mindfulness in Education and the importance of teaching Mindfulness strategies to our students. The content of this course will include an overview of the brain, and reactive versus responsive learners. The course will provide an introduction to the nature of neuro-developmental patterns, including sequential movements with regard to importance for foundational learning. Students will gain insight and understanding of the origin of Mindfulness and experience self practices for utilizing mindful strategies in the classroom setting with all students regardless of level of learning in order to assist students and teachers in meeting the rigors of today’s educational benchmarks. Students will explore the importance of the hierarchy of learning and the link between Mindfulness in reducing student anxiety relative to meeting academic demands. Practical, research-based methods in mindfulness will be taught in order to assist teachers in reducing students’ generalized anxiety in education. Teachers will learn how to become more mindful instructors, recognize anxious learners and develop useful strategies for maximum and optimal learning in their students and set up classroom(s) to emphasize a calming learning environment.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 550 - School Law for Administrators
This course is a survey of the legal bases of public education in the United States and of contemporary legal issues and cases affecting the practice of school administration. Although the primary objective is to acquaint the student with the legal principles governing public education in the nation and the State of Maine, special attention will be given to those topics of school law which are, or should be, of immediate concern to the practicing school administrator.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 551 - Educational Organizations in a Diverse World
This course is designed to provide an overview of educational organizations and the change process with attention to the impact of diversity on the local context. It draws on literature about organizational behavior, change, diversity, leadership, and professional learning communities. The course begins with an analysis of organizations and moves to a focused examination of the change process. Specifically it will support a framework that acknowledges the important role that families, communities, and culture play on educational practice.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 552 - Supervision and Evaluation of School Personnel
This course provides an overview of supervisory practice in public schools. It draws upon effective schools, effective teaching, teacher and adult development, and supervisory practice literature as a foundation for direct assistance to teachers and general supervisory work. The course includes Maine State Law regarding hiring and dismissal practices, just cause, contract issues, dismissal, non-renewal, progressive discipline, and complaint investigation.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 553 - Finance for School Administrators
This course presents a comprehensive introduction to resource acquisition, management, and leadership at the school level. Further, it is designed to engage students in exploring the practical realities of resource leadership and to examine in depth their own skills and knowledge in light of their goals for school leadership. Specifically, in the course students will: 1) develop a comprehensive understanding of resource acquisition, management, and deployment as a central part of their leadership effectiveness; 2) understand the procedural and legal parameters for financial and other resource acquisition, management, and deployment; and 3) build skills and understanding for leading this dimension of the school effectively.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 554 - Internship in School Leadership
This course will be designed to allow students to demonstrate competency with the Professional Standards for Educational Leaders. Students will complete the 320 hour internship as required by the Department of Education for building leaders; and will be designed in collaboration with the student, the internship mentor, and the instructor of EDU 554. The field experience will be combined with an applied research project in school leadership; and is designed to encourage the application of formal coursework to the leadership issues faced by school leaders.
Prerequisites & Notes
Completion of 12 credits from the following courses: EDU 550, EDU 551, EDU 552, EDU 553, SED 518
Term: Fall through Spring
Credits: 6
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EDU 561 - Methods for Middle/Secondary Mathematics Education (for 7-12)
This course includes methodological, curricular, and professional issues in mathematics education, grades 7-12. Focus includes the following topics: Teaching and preparing for Proficiency-Based Education, response to Intervention structures and pedagogies; high school and middle school math content; use of materials; problem-solving; use of technology; State Standards; professional development, and leadership. Particular attention is given to the use of instructional technology, and the application of how-we-learn brain research in the mathematics classroom.
Prerequisites & Notes
Accepted in M.S.Ed. in Mathematics Education program; Accepted in Certificate in Mathematics Coaching Program; Accepted in Mathematics Intervention Program; or permission of Director of Graduate Programs in Education
Term: Fall
Credits: 3
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EDU 565 - Design and Implement a Secondary Math Coaching Practice, Part I
This is the first course in a three-course series. This course offers an introduction to the theory and practice of secondary mathematics coaching. Students will examine the literature related to mathematics coaching with particular attention to the different models employed by school districts and the efficacy of coaching. Participants will use this knowledge to critically examine their own teaching practice. Focus will also be given to developing a shared vision of quality instruction in secondary mathematics.
Credits: 3
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EDU 566 - Design and Implement a Secondary Math Coaching Practice, Part II
This is the second course in a three-course series. During the course students will expand their mathematical content knowledge, mathematical knowledge for teaching, and mathematical pedagogy through case studies and research in the field. Participants will use this knowledge to critically examine their own teaching practice. Additionally, participants will continue studying and begin to practice skills for secondary mathematics coaching and subsequently refine their vision of an effective and appropriate coaching practice. Participants will collect and analyze data to inform professional development planning.
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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EDU 567 - Implementing and Refining a Secondary Math Coaching Practice
This is the final course in a three-course series. In this course participants will work with the support of an on-site field coach to evaluate their work as an emerging secondary mathematics coach in their district. Collection and analysis of data will be necessary in order to answer the research question posed during the second course. The role of an educational leader and the integration of technological tools will leverage this work. Focus on high quality mathematics learning and teaching will continue to be central to the course design.
Prerequisites & Notes
Bachelor’s Degree
Credits: 3
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EDU 568 - Communication Tools for Teaching and Learning in Proficiency Based Education
The goal of this course is to develop student-centered learning through technology integration and proficiency-based approaches. Themes include: using technology effectively in the classroom to promote 21st century skills; identifying ways students and teachers can use technology to enhance learning through research, communication, collaboration, and productivity strategies and tools; providing hands-on learning and the creation of curricular units and assessments, which address state and national academic and technology standards; facilitating student-centered classrooms that encourage student self-direction and higher-order thinking.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 574 - Curriculum, Instruction, and Assessment for Proficiency Based Education
This course is designed to provide participants with a review of the foundations of proficiency-based education. Participants will learn the key components of a proficiency-based educational system including school structures, curriculum, instruction, assessment, and reporting; and they will apply relevant theory and researched-based practices to the design of these key components. Participants will also engage in critical discussions and demonstrate an awareness of the affective and behavioral considerations for teaching and learning in a proficiency-based learning environment.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 575 - Instructional Leadership
This course is designed to build on participants’ prior knowledge of the foundations of proficiency-based education (PBE). The course will focus on instructional leadership practices that are useful and effective in the PBE classroom. Participants will analyze research on instruction and assessment practices; reflect on their local practices; create plans for improvement; and gather data to inform further action. The coursework will also explore leadership theory, the role of strategic planning, the change process, and strategies needed to successfully maintain and update a proficiency-based curriculum design.
Prerequisites & Notes
Baccalaureate degree and 3 credits in Curriculum, Instruction, and Assessment or approval from the Office of Graduate Studies
Credits: 3
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EDU 576 - Seminar In Proficiency Based Education
This course is designed for students to identify, with faculty support, an applied research project in proficiency-based education. Students will be expected to conduct literature reviews, explore theoretical frameworks, locate resources, and design strategies for implementing proficiency-based education. Seminar meetings will be responsive to students’ needs and allow for discussion, reflection, peer feedback, and support during project implementation.
Prerequisites & Notes
Baccalaureate degree and successful completion of two of the following four courses (EDU 551, EDU 568, EDU 574, or EDU 575; or permission of the Office of Graduate Studies
Credits: 3
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EDU 579 - Implementing Systems of Student Support
Schools are often working towards starting new programs to support students in need of varied supports or identify new ways to address problems. Yet a systemic, effective approach for ensuring broad implementation is rarely considered. This course is designed to provide preK-12 educational leaders, administrators, team leaders, and other educators and service providers with a strong, practical foundation in effective approaches and practices for implementing and scaling-up a variety of systems of student support including academic, learning, social emotional, behavioral, mental health, and community supports. A focus is on the application of Implementation Science to a range of systems and interventions designed to support district-wide, school-wide, classroom, and individualized interventions in schools. Leadership, resource allocation, and program evaluation in the context of student support systems will also be discussed.
Prerequisites & Notes
Completion of EDU 506 or EDU 519 or permission of the Office of Graduate Studies
Credits: 3
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EDU 582 - Research Methods in Education
This course is designed to introduce educators to different methodological frameworks in educational research and become more familiar with a range of research designs and practices. Participants will select an area of inquiry and begin an in-depth analysis of the research on this topic.
Prerequisites & Notes
Accepted in M.S.Ed. program, or permission of Director of Graduate Programs in Education
Credits: 3
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EDU 583 - Curriculum, Instruction, and Assessment I: Development and Planning for Digital Age Learners
This course focuses on current research and best practice in the area of curriculum development, instructional design, and assessment techniques. Participants will learn about a range of planning models that will inspire the creativity and innovation necessary to provide rich and powerful learning experiences and environments for every student. This course motivates participants to support colleagues in engaging students authentically in their own learning. An integral part of this course will be the development of a critical stance related to current practices in the design of curriculum, instruction and assessment.
Prerequisites & Notes
Accepted in M.S.Ed. in Educational Leadership program or permission of instructor
Credits: 3
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EDU 584 - Curriculum, Instruction, and Assessment II: Data Informed Decision Making for Digital Age Teaching and Learning
This course is designed to provide teacher leaders with opportunities to develop a deeper level of understanding of data analysis focused on student learning, representation, and communication to intended audiences. Participants in this course will investigate data-informed leadership processes through the cycle of program evaluation: design, implementation, management, and evaluation. The effects of reform initiatives on the stakeholders in educational environments will be investigated and critiqued. An emphasis is placed on developing a collaborative culture in educational environments that enhances teacher agency, builds instructional capacity, and maximizes efforts to meet students’ needs.
Prerequisites & Notes
EDU 583; or permission of instructor
Credits: 3
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EDU 585 - Cultivating Ethical Leadership
This course is designed to cultivate leaders at the classroom, school, and district level who are prepared to influence system transformation. Using student-generated and case study scenarios participants will engage in reflective practice to develop their ethical leadership capacity. Participants will collect data; reflect on the role of local context; and the importance of building relationships with a variety of stakeholders to advocate for student learning.
Prerequisites & Notes
EDU 584 or permission of instructor
Credits: 3
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EDU 586 - Applied Educational Research
This course builds on foundational theories and practices investigated in Research Methods. Students will design a research study related to the field of education and document the proposed methods for that study. Students will better understand various ethical concerns when conducting research with people.
Prerequisites & Notes
EDU 582 or permission of instructor
Credits: 3
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EDU 594 - Theories of Mathematics Coaching
This course offers an introduction to the theory and practice of mathematics coaching. Students will examine research related to mathematics coaching with particular attention to the different models employed by school districts, resources that are available to support mathematics coaches, barriers and supports to effective mathematics coaching, working with adult learners, engaging in critical conversations, and the efficacy of coaching. Focus will also be given to strengthening participants’ own mathematical content knowledge for teaching.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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EDU 596 - Mathematics Coaching in Practice
In this course, participants will focus on applying the work of a mathematics coach. Participants will examine research that supports high quality teaching practices and use this as the frame for engaging in coaching cycles, including co-planning, observation, and feedback, in their district. Participants examine different models of mathematics professional development and can expect to engage with various tools and media that support the work of mathematics coaches
Prerequisites & Notes
Bachelor’s degree
Credits: 3
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PSY 500 - Creative Arts in Counseling
This highly experiential course will provide a foundational understanding of what the Creative/Expressive Arts Therapies are and how they are used in a wide variety of settings. The Creative/Expressive Arts Therapies include art therapy, music therapy, dance-movement therapy, drama therapy, psychodrama, creative writing/poetry therapy, play therapy, and sandtray therapy. Creative/Expressive Arts Therapies embrace the use of creative self-expression as a path toward healing, growth, and self-discovery. The creative process allows expression of experiences that are often deeper than words and beyond our awareness.
Prerequisites & Notes
Baccalaureate degree
Credits: 3
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