Course Catalog

This combined graduate/undergraduate seminar offers students the opportunity to explore and engage with global, interdisciplinary, theoretical frameworks of race, racism, and racialization derived from or utilized in educational research from the late 19th century through the 21st century.

This course meets with EDUC 343.

Effective and engaging learning environments (e.g., curricula, technologies, learning spaces) require thoughtful application and integration of learning theories and design frameworks. Students will explore learner- and user-centered design approaches to appraise overall learner and instructor interactions and experience, with the application of evaluation and continuous improvement methods.

Explores scholarship and research relevant to current issues in education. Issues vary by term and faculty.

Prerequisites: Graduate standing or permission of instructor.

Reviews important contributions to organization theory and emphasizes their application to the administration of schools. Discusses the structure of organizations, the management of work, and the nature of psychological and interpersonal processes in the workplace.

Prerequisites: Graduate standing or permission of instructor.

An examination of alternative approaches to instructional leadership in K-12 schools, with special attention to problems of curriculum development, supervision and evaluation of teaching, assessment of student learning, and the design and implementation of school improvement programs.

Prerequisites: Graduate standing or permission of instructor.

The ways in which schools are organized, and the priorities and behaviors of school leaders, have profound implications for how students (and adults) act and learn in schools. This course considers organizational and administrative strategies which school leaders can employ to develop an effective school program. Topics include: organizational structure, resource allocation, student services, staff personnel support, organizational culture and climate, school relations with family and community, and school monitoring and accountability.
 

This course will prepare future secondary and post-secondary chemistry educators to translate chemistry education research into effective classroom practice. Students will read and critically evaluate literature from top Chemistry Education and Science Education Journals. Students will learn about, prepare, and test their own formative and summative assessments. Students will practice student-centered classroom techniques and reflect on and develop their own teaching identity and style. Students will learn about issues of diversity and equity in the classroom.

Crosslisted with CHEM 550

Prerequisites: Graduate standing or permission of instructor.

Examines the role of public policy in the organization, operation, finance, and governance of K-12 schools.

Based on research on equitable teaching practices, this course focuses on communicating with diverse individuals and audiences, listening across difference, supporting learning in diverse domains, assessing learning and impact, giving feedback, designing and leading meetings and convenings, using artifacts and texts, and attuning the work to participants’ experiences and identities.

Provides an overview of the postsecondary education system in the United States; examines the major features of this system and explores its effects; explores effects of various professional and disciplinary perspectives on the study of postsecondary education viewed as an interdisciplinary field.

The contemporary community college is uniquely situated in higher education in the United States, serving students of incredibly varied backgrounds and fulfilling a myriad of social and economic functions in a complex political environment, including intense public scrutiny. With sensitivity to the socio-historical context in which community colleges operate, this course introduces a number of topics of current and ongoing research interest regarding community colleges and the students that these institutions serve.

This Pro-Seminar is intended to support the MA Teaching-Learning cohort as they move through their program. Like its ES doctorial counterpart, the ProSem will combine elements of orientation and support (to Marsal School and University resources and opportunities) with a forum for intellectual and cross-cultural exploration, discussion of program issues, and some amount of general advising. The ProSem is also intended to provide a means of support for international students who may not have attended English-medium tertiary institutions.

This Pro-Seminar is intended to support the MAC interns as they move through their program. Like its ES doctoral counterpart, the ProSem will combine elements of orientation and support (to Marsal School and University resources and opportunities) with a forum for intellectual and cross-coursework exploration, discussion of program issues, and some amount of general advising.

Full Term Credit Hours: Grad Min: 0.50 Grad Max: 1.00 - Half Term Credit Hours: Grad Min: 0.50 Grad Max: 2.00

This course is the required culminating course experience for Leadership and Policy students. The course is intended to help students to define specific professional goals and then to design the representations of their work that support those goals.

This course provides an introduction to leadership theory, with a focus on organizational leadership in instructional contexts. Integrating strategies and frameworks across disciplines to explore and identify moral and practical orientations toward leadership roles. Students will engage with a range of leaders and develop a written statement of leadership values.