ED 601 Action Research in the Classroom
Defines and explores the process of action research which is used in education for problem solving, verification, and discovery. Teachers will learn how to activate the process both as individuals and as part of a team by demonstrating competencies learned to discover solutions to persistent problems. They may also elect to “field-test” processes learned. 3 credits.

ED 605 Educating Special Needs Students
Teachers will acquire a solid foundation of knowledge in relation to students with varied learning disabilities and challenges such as: attention deficit disorder, dyslexia, and autism. This course also covers pertinent federal laws: IDEA, No Child Left Behind Act, and Section 504 of the Rehabilitation Act of 1973. Teachers will also learn necessary, differentiated instruction and testing modifications. 3 credits.

ED 607 Effects of Poverty on Education
Discusses the sociology of the American school system and the impact of poverty on educational processes. Classroom teachers and administrative personnel will learn to develop strategies to empower students to overcome the imposed barriers to learning that poverty in our society creates. The course emphasizes a minimal, error-free instructional system for all disadvantaged students. 3 credits.

ED 608 Inclusion
Defines the concept, purpose and methods of inclusion. The course focuses on inclusion as it relates to children with disabilities and their participation in the public school system. Topics of discussion include: parent/professional relationships, legislation and legal rights, current issues and trends. Teachers will research the most current resources available on inclusion via the World Wide Web. 3 credits.

ED 609 Preparing for the National Board and Beyond
Familiarizes teachers with the standards and core propositions of the National Board for Professional Teaching Standards so that they can achieve their National Board Certification. This course covers the process of certification and the standards and elements of the National Board Portfolio. Teachers are asked to develop reflective practices based on their classroom experiences, lesson plans and their professional involvement in the community and with their own profession. Recent research on teaching standards is an important component to course material as well as evaluation and development of students in the classroom setting. 3 credits.

ED 611 Reaching Today’s Students
Based upon the principle that all students can succeed, this course provides a comprehensive overview of the most current theories, strategies, and practices that address at-risk children in education. Teachers begin the course by reviewing the motives and dynamics of misbehavior in relationship to learning and socialization processes and are asked to explore their own beliefs about behavior management considering traditional models. Subsequently, modern intervention strategies are discussed that help defuse potential conflicts. 3 credits.

ED 612 Resolving Conflicts in Schools and Classrooms
Provides a proven, innovative approach to resolving conflict in the classroom. Teachers will learn the “Peaceable Classrooms” model which emphasizes the concept of “community” and which has been successfully tested in schools across the United States and in Canada. Also explored are six styles of conflict resolution and the implementation of cooperative learning strategies. 3 credits.

ED 613 School Improvement
This course delves into the social, economic, and political reform movement to improve our schools. Participants in this class will develop an increased awareness of a teacher’s role in school reform, receive specific knowledge and skills to contribute to that reform process, and have the opportunity to apply this acquired knowledge and skills to their current school situations. The structure of this course incorporates research, active discussion, analysis of data, and development of reform plans. Concepts of change, decision-making and organizational structures are examined. 3 credits.

ED 622 Teaching Creativity, Creatively
Provides a comprehensive, historical view of concepts of creativity. Teachers in this course are given the knowledge and skills to nurture creativity in their students, whether it is visual, mechanical, verbal, artistic, linguistic, athletic, mathematical, or analytical creativity. A four-part instruction model will be introduced and applied which begins by defining creativity, finding problems related to critical thinking, lesson development and, finally, creative teaching methods. 3 credits.

ED 623 Teaching Gifted and Talented Students
This course introduces teachers to practical approaches for challenging students – whether it is the most able student, a pull-out student or gifted student. The epistemology of gifted students and associated pedagogical methods receive emphasis. Teachers will design and develop comprehensive programs appropriate for gifted and talented students as well as address testing issues and concerns. 3 credits

ED 625 Whole Brain Learning
Teachers receive the brain-based tools and understanding necessary to assist their students in reaching full potential. Overall focus includes enhancing: reading and math skills, study skills, and the self-esteem issues affecting learning which are related to the physical components of the vestibular system. This course describes in detail the states of learning, the impact of stress on learning, conscious and implicit learning, and managing creative classrooms. 3 credits

ED 626 Curriculum Design and Instruction
This course presents information and applications for designing curriculum that utilizes best practices in the instructional design. Designing curriculum to meet the needs of different types of learners is part of the course. Students will discover how to optimize the learning experience in designing curriculum and standards that motivate and increase learning. 3 credits.

ED 627 Engaging Students in Critical Thinking
Prepares educators to equip students with the necessary, lifelong learning and thinking skills necessary to acquire and process information in our global society. The course is designed to provide a framework for engaging your students in active, critical thinking patterns in all content subject areas. The theories of Ennis, Paul, and Norris serve as foundations for defining and applying critical thinking patterns. In addition, the works of Costa, Resnick, Sternberg, and Marzano are explored in order for participants to work towards praxis (union of theory and practical application) in the classroom. 3 credits

ED 628 Practicum I
This course provides a framework for developing a practicum project with attention to practical application of theory in an educational setting. The practicum is a problem solving experience. Students will define and develop the problem statement, review research on the problem, select a solution strategy, develop objectives, and target an implementation plan. 3 credits.

ED 629 Practicum II
Implementing the plan that was developed in Practicum I is the focus of this course. Data collection and preparation of the practicum report are part of this course. Issues for implementation are also discussed. 3 credits.

EDL 651 Management Theory and Development
Issues related to management and leadership theories are discussed. Type Theory is also utilized as it relates to working with groups and individuals. Leadership dimensions are analyzed as well as ways to deal with change. This course provides an opportunity to practice skills and dimensions required for leadership and management. 3 credits.

EDL 652 School Law
Explores critical issues and litigation trends concerning dress, freedom of expression, religious expression, academic freedom, special education and sexual harassment in educational settings. This course is designed to provide teachers with a crucial background of knowledge in policies, practices, and constitutional issues as they relate to legal challenges in the classroom. Rulings in cases will be discussed as applicable to case law and landmark cases are likewise reviewed. Teachers will complete the course with a working knowledge of basic legal vocabulary as a result of materials covered. 3 credits.

EDL 653 School Finance
This course is explicitly designed to provide elementary finance principles to the non-business management student. Discussed are these most important topics: finance function in schools, legal aspects to financing, and education as an investment in human capital. Participants will also explore issues regarding tax revenues, Federal legislation and its impact on school finance, current political and social trends supporting public schools, budgeting, policy development, and structuring teacher salary systems. Both state and federal aspects to capital outlay are considered. 3 credits.

EDL 654 Leadership Theory
Various leadership theories, dimensions of leadership, traits, and case studies are the focal points for this course. Theories of motivation and type theory are also incorporated into this course. 3 credits

EDL 655 Staff Development and Supervision
This course provides a framework for meaningful supervision of staff including working with teachers to deliver the evaluation and supervision of best practices in instruction. Models of supervision and teacher evaluation are discussed. The infrastructure for providing effective staff development staff development is also part of this course. 3 credits.

EDL 656 Effective Communication Skills
Skills needed to communicate effectively with parents, teachers, community members, and students are explored. Students will be involved in practical application of written and oral communication skills. 3 credits.

ED 662 Teachers Discovering and Integrating Multimedia
Provides an introduction to the basic vocabulary of multimedia and provides proper tools for integration. Teachers will experience a series of research activities enabling them to understand multimedia concepts and the basic operations of the software program,
PowerPoint. Participants are required to develop their own multimedia project ready for use in their specific classroom curriculum. They will also conduct research to increase their understanding of appropriate assessments for multimedia projects. 3 credits.

ED 663 TDO Productivity Software for Educators
This course provides introductory through intermediate techniques for integrating Microsoft Office software applications into their classrooms. It provides skills to successfully use Microsoft Office 2000/XP/2003 within the context of classroom curriculum to enhance student learning. Distinctions will be drawn between using Microsoft ware as a productivity tool and as an integration tool. Teachers also will review and analyze relevant and current research dealing with the use and impact of educational technology in school settings. The course culminates with the development of specific technology projects for use in instructional situations. 3 credits.

ED 665 Integrating Technology in the Classroom
This introductory course provides education professionals with ways to integrate technology into educational settings. It begins with research activities to build multimedia vocabulary and proceeds to learning Microsoft Power Point basics. The course culminates with participants developing a multimedia project. 3 credits.

ED 666 K-12 Application Software
Emphasizes the integration of application software into the K-2 teaching environment for purposes of classroom enhancement and professional productivity. Basic hardware and software will be covered as well as various communication and instructional design models. Teachers will also receive practice using editing tools and will develop new products. The crucial basics of finding funding sources and the principles of grant writing will be presented and discussed. 3 credits.

ED 667 K-12 Tech Facilitator
Provides teachers with the necessary tools to purchase school technology items, manage technology resources and conduct technology staff-development workshops. This course allows participants to determine short and long-range technology plans, prepare and monitor budgets, determine resource acquisitions and allocations, manage systems, and provide crucial security mechanisms (hardware and software components). Teachers will explore the ethical and philosophical issues of school technology programs through review of current presentations and publications. A functional knowledge of the role of technology coordinator and networking systems will be developed with experience given using at least one system. 3 credits.

ED 668 Measurement and Evaluation in Education
An intensive review of concepts and structures related to: measurement and evaluation, classroom test construction, creation and use of derived scores, selection and used of published measurement instruments, alternative assessment tools and current issues of assessment. Teachers will review norm-referenced and criterion referenced testing instruments and describe and write educational goals and objectives relating to these instruments. Technical manuals are identified so that proper sources can be used as bases for norming strategies, reliability and validity and standardization. 3 credits.

ED 669 Technology and the K-12 Curriculum
This course is designed to provide students with strategies for integrating instructional resources into all areas of the PK-12 curriculum in alignment with state and national standards. 3 credits

ED 670 Research in Instructional Technology
This course reviews sources of instructional technology research information, a review of research terminology and procedures, a review of historically significant research in the field, and the evaluation of current research related to the field. 3 credits