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American University Catalog 2022-2023 [ARCHIVED CATALOG]
Course Descriptions
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Education (Graduate Courses) |
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EDU-611 Social Theory and Educational Practice (3)
In this class, students critically engage with major social theoretical approaches that shape formal and non-formal educational institutions, programs, policies and practices globally. Social theories are linked to institutional values, policies, and practices, and are used to analyze key issues such as educational equity and inclusion. Usually Offered: spring.
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EDU-612 Equity and Education in the Global Context (3)
An inquiry into the meaning of educational equity, emphasizing equality of conditions and of outcomes and implications for education in different nations. Research perspectives on the relationships between social inequalities and educational opportunity relative to socioeconomic status, gender, and ethnicity, and the functions of schools as agents of cultural transmission. Usually Offered: spring.
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EDU-613 Introduction to U.S. Higher Education: Liberating or Constraining Opportunity (3)
This course examines the structure and character of U.S. higher education with attention to how higher education can act as a liberating and/or constraining force. The course also highlights intersectional systems of oppression that influence who enters, succeeds, and benefits from U.S. higher education. Usually Offered: spring. Grading: A-F only.
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EDU-614 International Education Exchange: Policies and Practices (3)
An examination of cultural and educational exchanges between the United States and other nations. Emphasis on history and changing nature of exchange, role of public diplomacy in exchange, study abroad, and the internationalization of higher education both in the U.S. and abroad. Usually Offered: spring.
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EDU-617 Reading, Writing, and Literature across the Curriculum (3)
The focus of this course is on exploring and analyzing theories, models, and strategies for teaching reading, writing, and literature across the curriculum and how to integrate these in the content areas. Also addresses ways of supporting diverse learners throughout the course. Crosslist: EDU-417 . Usually Offered: spring.
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EDU-619 Children’s Literature: A Critical Literacy Perspective (3)
Critical exploration of picture books and adolescent literature with a focus on using children’s literature to explore issues of social justice and equity. Crosslist: EDU-419 . Usually Offered: fall and spring.
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EDU-620 Theories of Educational Psychology and Human Development (3)
Surveys research literature in learning and human development with an emphasis on the role of educators as decision makers and change agents who are knowledgeable about diversity and multiculturalism. Emphasizes the role today’s educators play on advancing knowledge about instructional technology, human relations, time management, principles of growth and development, and the processes of memory and cognition. Usually Offered: fall, spring, and summer.
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EDU-623 Topics in Neuroscience of Growing and Learning (1)
Topics vary by section. This course examines neuroscience research that contributes to student understanding of a variety of topics in early childhood education. Educational neuroscience combines findings from neuroscience, cognitive science, and education research, to improve teaching and learning. Each section introduces typical brain anatomy and function relevant to the foci of that course. Neuroscience and cognitive science research are contextualized within the given education topics. Students gain a deeper understanding of educational concepts by learning about the biological origins of various abilities and skills. Repeatable for credit with different topic.
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EDU-625 Community and Family Partnerships in the Early Childhood Setting (3)
This course focuses on the development of the collaborative skills necessary to work effectively with families, communities, professionals in the field, and other adults in connection with early childhood education and schooling.
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EDU-626 Foundations and Methods of Bilingual Education (3)
Exploration of the historical, sociological, and political foundations of bilingual education in the United States. Inquiry into the models, methods, and best practices of bilingual education and their appropriateness in different societal contexts. Crosslist: TESL-426 and TESL-626 . Usually Offered: fall.
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EDU-627 Skills Institutes in Education (1)
Topics vary by section. Introduction to a specific technique, approach, or skill used in the field of education. Repeatable for credit with different topic. Grading: Pass/Fail only.
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EDU-628 Topics in Early Childhood Education (3)
Topics vary by section. Rotating topics provide students the opportunity to study timely issues in early childhood education. Usually Offered: spring. Repeatable for credit with different topic.
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EDU-630 Foundations of Education (3)
This course emphasizes diversity, inclusion, and antiracism in the context of the historical, political, social, and cultural influences on our US education system. Students examine a range of topics related to the role that education plays in social reproduction, maintenance, and transformation. Emphasis is placed on the ways that schools have served as vehicles of opportunity and/or oppression for different groups in our society. Analyzing one’s own positionality is an integral part of the course.
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EDU-631 Educational Leadership and Organizational Change (3)
Students examine organizational change and leadership in educational organizations, including K-12 schools, federal and state agencies, school districts, and charter school management organizations. Students analyze theories and approaches for management, strategic planning, decentralization versus centralization, organizational learning, stakeholder engagement, and personal leadership. Usually Offered: fall.
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EDU-633 Economic Inquiry in Education (3)
Students learn how to use economic principles, such as productivity and return on investment, to evaluate education policies and programs. They apply these economic analytical approaches to education policies and programs such as value-added assessments, teacher compensation, early childhood education, and class-size reduction. Students also examine basic resource allocation and education finance, including costing-out models, school-district budgeting, Title I funding, and weighted-student formulas. Usually Offered: spring.
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EDU-634 Education and Public Policy (3)
Students examine major public policy issues and theories in American education through the three-phase lens of policy design, policy adoption, and policy implementation. They learn to describe tensions in federal, state, and local education policies with reference to historical and international comparisons, as well as to evaluate the use of various education policy tools. Policy issues considered include standards and accountability, whole-district reform, school choice, teacher quality, and college and career readiness.
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EDU-635 Theory and Curriculum in Early Childhood Education (3)
This course focuses on theoretical models and teaching methods and strategies that deal specifically with young children and their learning in various areas of school curriculum. Usually Offered: fall.
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EDU-636 Education Law and Policy (3)
Students examine legal issues relating to reforming elementary and secondary education through an analysis of federal and state court cases. They identify important legal standards/rules and explore how legal precedents could be applied to different situations across the country. Students also analyze institutional reform litigation such as school finance and voluntary desegregation; federal and state educational authority, including civil rights enforcement; local educational authority, including school boards and collective bargaining agreements; and legal conditions for school improvements.
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EDU-637 Introduction to Antiracist Pedagogy: Theories, Practice and Research (3)
This course introduces antiracist knowledges, literacies, and capacities. Students learn about theories and research behind antiracist pedagogy and antiracist practices, conduct historical and cultural investigations of racism and the development of racial identity, and critically examine and discuss the role race has played, and continues to play, in structuring inequities in schools. Students interrogate their own racial identity and examine their expectations, beliefs, assumptions, and stereotypes about students with ascribed marginalized identities. Crosslist: EDU-437 .
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EDU-638 Social Movements and Education Change (3)
Through this course, students expand their understanding of the educational landscape by examining the dynamics of social movements in education including the philosophies, demands, and tactics that have shaped their efforts over time; their production of new knowledge as vital tools to orient and build the movement; and their impact on and implications for education reform. Students grapple with several key questions to construct an understanding of the important role of social movements in the advancement of educational equity. Questions explored include how social movements in education have evolved over time in terms of issue definitions and sought-after change, collaborators and allies, and strategies to achieve change; what the legacy and impact of the social movements on education policies, practices, stakeholders, and communities has been; and what are the conditions that have facilitated the emergence and persistence of social movements in education. Looking forward, students question to what extent, if at all, the right to equity of educational opportunity, access, experience, and outcomes will require persistent social movements in education. Crosslist: EDU-438 .
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EDU-640 Rotating Topics in Adult and Experiential Learning (3)
Topics vary by section. Focuses on the experiences and participation of adults as learners. Topics include institutional responses to the increased participation of adults; instructional strategies and curriculum development for adult learners; the efficacy and implementation of experiential learning; and the concepts and practices of adult learning theory. Repeatable for credit with different topic.
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EDU-642 Training Program Design (3)
An introduction to the design and delivery of adult training programs, emphasizing the development of skills in a variety of training components: needs assessment, goals and objectives, training methodologies and materials, and evaluation. This course is equally appropriate for novice trainers or those with previous experience.
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EDU-643 Foundations of Special Education for Exceptional Children (3)
This survey course examines students with diverse learning needs and effective programs designed to provide equitable education for all students. Exceptionalities of students with regard to cognitive, behavioral, and psychological/social differences are the focus of study. Crosslist: EDU-443 .
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EDU-644 Language Development and Remediation (3)
How does one learn to use language to express thoughts and feelings? How does one teach a learning-disabled child to communicate effectively? This course discusses the developmental sequence of language learning, the nature of language disorders, diagnostic assessment of language disorders, and remedial techniques. Usually Offered: spring.
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EDU-645 Learning Disabilities I (3)
This course examines neurological and developmental aspects of learning disabilities, and gives an overview of the field. The class examines emotional and social implications of learning disabilities, and how current brain research impacts teaching and counseling this population. Emphasis is on seeking the strengths, fostering the different intelligences, and addressing the weaknesses of children and adults with learning disabilities.
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EDU-646 Learning Disabilities II (3)
This course develops diagnostic capabilities in order to select and design materials and programs for children and youth with learning disabilities. It introduces diverse methods of teaching and studies in depth the special problems of adolescents and adults with learning disabilities. Postsecondary education, career awareness, and career development approaches and programs are represented. Counseling techniques for parents and mainstream teachers are also addressed. Prerequisite: EDU-645 .
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EDU-647 Global and Multicultural Education (3)
This course focuses on the concept of multicultural education and its use by global communities, schools, and educators to help develop understandings, dispositions, and skills to bridge national, cultural, ethnic, and religious borders. The course begins by students exploring and interrogating their own identities and biases, before turning to an analysis of notions and concepts of culture and the controversies surrounding multicultural education through a critical examination of underlying theories and assumptions, current trends in the field, and case studies. Particular emphasis is placed on how global and neoliberal economic and social policies influence global trends in educational policy and practice as it relates to diversity (i.e., multiculturalism) in high, middle, and low income nations. Usually Offered: spring.
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EDU-648 Education Sector Assessment (3)
Examines the underlying theories, tools, and outcomes associated with education sector assessment from both academic and practitioner perspectives. Emphasizes a holistic approach to analyzing an education sector by highlighting the social, economic, and political contexts in which educational systems are embedded. Focuses on developing contexts with emphasis on issues of structure, governance, access, equity, and quality. Usually Offered: spring.
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EDU-649 Nonformal Education and Development (3)
An examination of the theory and practice of nonformal education in the economic, social, and political development of societies in both the Global North and South. This course examines out-of-school programs across the lifespan in education, literacy, health, family planning, agriculture, nutrition, and community development. Case materials from programs in several countries are used and students engage with leaders of organizations implementing nonformal education programs. Usually Offered: fall.
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EDU-654 Methods of Managing Students with Behavior Disorders (3)
Students develop psycho-educational methods of understanding and managing appropriate classroom behavior. Techniques include proactive approaches, culturally responsive classroom management, problem solving, role playing, and videotape analysis of behavior. Crosslist: EDU-454 . Usually Offered: fall and summer.
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EDU-655 Curriculum, Instruction, and Assessment in the ECE Setting I (3)
This course is the first of a two-course sequence with EDU-656 that focuses on theoretical models of learning that specifically address the Early Childhood Education setting. Throughout the course, candidates develop an understanding of the significance of applying research-informed, equitable and inclusive play-based instructional practices that advance social justice in both formal and informal ECE settings. Students learn teaching models and develop strategies and resources for inclusive interdisciplinary teaching, based on the assessment and analysis of young children’s learning across the curriculum for diverse young learners.
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EDU-656 Curriculum, Instruction, and Assessment in the ECE Setting II (3)
This course is the second of a two-course sequence with EDU-655 and focuses on the integration of mathematics, science, language arts, social studies, art, music and movement, and play during preschool to third grade instructional practices in an Early Childhood Education setting. Throughout the course, candidates develop skills and strategies to function as effective teachers of ECE methods in all content areas. Students identify learning needs, practice teaching models, implement strategies, and apply resources for interdisciplinary ECE teaching, based on the assessment and analysis of young children’s learning across the curriculum for diverse young learners.
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EDU-661 Teaching and Learning in Bilingual Education (1-12)
This course provides theoretical and practical experience in bilingual education in the United States and internationally, with special focus on supporting the needs of P-12 students. Students complete site visits to bilingual classrooms to study program implementation and evaluation. Permission: program.
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EDU-663 Principles of Effective Methods and Instruction (3)
An in-depth examination of the methods and competencies necessary for teaching, including instructional planning, writing objectives, lesson presentation, questioning, and feedback, interpersonal communication, instructional approaches, and assessment. The course explores the teacher’s role as skilled practitioner and critical decision maker. Crosslist: EDU-463 . Usually Offered: fall.
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EDU-665 Overview of All Exceptionalities: The Arts in Special Education (3)
This is an experiential course to expose students to a variety of exceptional conditions and to teach them about the experiences of children and adults with exceptionalities. Students learn to program for success through a panoply of art forms, by building on the abilities, strengths, and interests of students with exceptionalities, systematically programming academic material into arts activities, and teaching socialization and life skills. Crosslist: EDU-465 . Usually Offered: fall.
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EDU-671 Foundations of Reading: Diagnosis and Remediation (3)
Broad considerations underlying the teaching of reading with emphasis on reading disability and problems of the disabled reader. Usually Offered: fall and summer.
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EDU-672 Reading Comprehension (3)
This course builds an understanding of the cognitive processes that underlie reading comprehension. Students explore, examine, and evaluate strategies for comprehension instruction through researching qualitative studies in journals and textbooks for both narrative and expository text. In addition, students collaborate to determine strategies most beneficial to students across the grade levels. Emphasis is placed on current evidence-based practices. Usually Offered: spring.
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EDU-673 Culture, Identity and Education (3)
This course investigates culture, socialization, education, and identity in global and cross-cultural settings. The course examines the underlying assumptions that frame cultural difference to develop an understanding of the relationship among culture, socialization, education, and identity and to evaluate the importance of taking local culture into account when doing international work. Usually Offered: spring. Grading: A-F only.
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EDU-674 Education and Transitional Justice (3)
This course examines the role of formal and nonformal education in justice processes (referred to as transitional justice) in post-conflict societies. The course explores topics including what is justice; what is truth; whether education furthers or hinders transitional justice; and the role of teaching history and citizenship in transitional justice. Attention is paid to social memory, human rights, and reconciliation issues related to education. Usually Offered: alternate springs (even years). Grading: A-F only.
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EDU-678 Federal Role in Education Policy: An Examination of ESSA (3)
Since its creation in 1965, the Elementary and Secondary Education Act (ESEA) has served as the cornerstone of K-12 federal education policy. In this course, students gain a foundational understanding of the Every Student Succeeds Act (ESSA) and its regulations, from the law’s history to how it is being implemented today. Grading: A-F only.
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EDU-681 Managing Nonprofit Organizations (3)
The application of management theories and practices in nonprofit organizations. Establishment and sustainability of nonprofit organizations, strategic management principles, organizational structures and processes, multiple funding sources and their impact on budget decisions, staff/board relationships, human resource practices, use of volunteers, accountability systems, and methods for determining organizational effectiveness. Crosslist: PUAD-681 . Usually Offered: fall and spring. Grading: A-F only.
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EDU-682 The Whole Child and Coordinated Systems (3)
Children bring a variety of educational, social, emotional, and physical needs into schools. In this course students develop a deep understanding of the social context of education and the whole child, identify strategies for addressing non-school factors that impact student outcomes, and examine how different stakeholders interact with the education sector as coordinated systems. They also explore the role of policies and laws in education reform and are prepared to address the needs of the whole child and create effective programs and strategies leveraging coordinated systems. Throughout the course, guest speakers present their perspectives to enrich understanding of the whole child and coordinated systems. Major course assignments include a supports and services presentation, a school review reflection paper, and a policy proposal presentation. Grading: A-F only.
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EDU-683 Curriculum Design for the Classroom (3)
An exploration and analysis of the foundation of design and development of curriculum from pre-K through 16. Students study the impact of policy on curriculum and analyze various components of design and delivery in the classroom.
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EDU-684 The Art of Teaching (1)
A course for PhD students interested in higher education teaching. The focus is on pedagogy: how people take in and process information and how that impacts teaching strategies. Students craft a course syllabus, explore educational theory, discuss the role of experiential learning, and consider the importance of inclusive learning environments. Usually Offered: spring. Grading: Pass/Fail only. Restriction: PhD program.
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EDU-685 Proseminar in International Education (3)
Students draw on, consolidate, and extend their knowledge, research and analytical skills in the development of a capstone project of choice. The course provides group planning and support and guided individualized study. Students must be in their final year of the International Training and Education program (ITEP), and have clarified preliminary ideas with an ITEP advisor prior to enrolling. Grading: Pass/Fail only.
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EDU-686 Proseminar in Education Policy and Leadership (3)
Working in small groups, students serve as consultants to an educational organization on a pressing issue of policy or practice. During this field-based project, they apply skills developed through their program of study in education policy and leadership. Students learn approaches to project management, client relations, analytical design, and project presentation, as well as receive support for transitions into policy and leadership careers. Usually Offered: summer. Grading: A-F only.
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EDU-687 Instructional Leadership and Teacher Support (3)
Students examine theories and strategies for supporting and mentoring teachers and providing professional development opportunities in schools. They learn how to analyze instruction, provide instructional feedback, facilitate peer observation processes, develop professional learning communities, promote reflective practice, and create shared opportunities for curriculum and assessment development.
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EDU-688 Methods, Materials, and Management in Secondary Education I (3)
This course is the first in a two-part sequence designed to develop knowledge and understanding of effective instruction and classroom management in secondary education. The course addresses the methods, materials, and management of secondary school subjects. Includes laboratory experiences in the university classroom and area secondary schools as well as seminars, and analysis of practical experience with respect to current literature. Crosslist: EDU-488 . Permission: SOE advisor.
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EDU-689 Methods, Materials, and Management in Secondary Education II (3)
This course is the second in a two-part sequence designed to develop knowledge and understanding of effective instruction and classroom management in secondary education. The course focuses on the development of instructional methodologies, research skills, content area knowledge, and inquiry strategies used to understand assessment and evaluation in the classroom. Crosslist: EDU-489 . Usually Offered: spring. Prerequisite: EDU-688 .
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EDU-690 Independent Study Project in Education (1-6)
Permission: instructor and department chair.
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EDU-691 Internship (1-6)
Permission: instructor and department chair.
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EDU-693 Education Program and Policy Implementation (3)
Students learn about how educational organizations, including schools, school districts, and state agencies, implement education programs and policies. Students learn approaches to program management, including how to use data to set performance targets, make strategic improvement decisions, assess programs, and prioritize changes. Students are also introduced to basic grant writing and administration, including enforcement, monitoring, and support for education grants. Usually Offered: spring.
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EDU-694 School Improvement, Organization and Administration (3)
This course focuses on the preparation of school administrators, supervisors, and leaders. As the leadership role continues to include both building management and instructional leadership responsibilities, a new skill set is emerging that includes facilitating and enhancing learning outcomes. The course provides developing leaders with a reflective learning experience. Topics include school improvement, leading through organizational change, oversight of facilities, budgeting, community relations, innovation, and school administration. Prerequisite: EDU-636 and EDU-687 .
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EDU-695 Urban Education Experience Internship (3)
Using an applied social justice framework, students participating in internships in cooperating school systems, colleges, and universities, and other educational agencies and organizations examine how broad social and political contexts impact urban teachers, students, families, and communities in various settings and seek strategies for community engagement and transformation. Usually Offered: fall and spring. Repeatable for credit.
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EDU-696 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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EDU-697 Practicum Field Experience with Seminar (1-2)
The practicum enables application of knowledge and theory through supervised field experience in the classroom. Students participate in seminars that enhance learning in the field by encouraging study, reflection, connection, and application of teaching practice. Preparation of a professional portfolio is required. Grading: A-F only.
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EDU-698 Comparative and International Education (3)
Introduction to the historical context and underlying theories of comparative and international education. An investigation and comparison of education systems and educative processes across societies and regions. Emphasis is placed on how educational policy, practice, capacity, governance, and institution building are shaped by the contexts in which they are embedded. Includes globalization, access, equity, equality opportunity, and capacity building. Special emphasis is placed on education in low-income countries. Current issues in the field are also examined. Usually Offered: fall.
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EDU-699 Student Teaching Seminar in Professional Practice (2-6)
This seminar provides teacher candidates an opportunity to explore, practice, and reflect on evidence-based strategies for teaching and learning. The seminar focuses on research-informed teaching practices, including curricular planning and delivery, classroom interaction processes, and the assessment of student learning. PreK-12 student assessment strategies are emphasized. In addition to various clinically-focused assignments, students are required to complete a subject-specific EdTPA portfolio. Usually Offered: fall and spring. Grading: A-F only. Permission: Teacher Education Committee. Note: Completion of relevant methods courses and practicum, and satisfactory academic and professional performance as defined by the Teacher Education Committee are required. Students enroll in this seminar in the semester they are completing their student teaching requirement.
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EDU-702 Collaborative Inquiry Through Systems Thinking (3)
This course is about systems thinking and change by building knowledge of some key frameworks and applying the frameworks to cases and to personal contexts including ourselves, professional organizations, and academic cohorts. Systems thinking involves the capability to conceptually examine the whole, the sum of the parts, rather than individual parts separately. Systems thinking propels thinkers and leaders to be able to act with a view of both the current reality and the future. Usually Offered: fall, spring, and summer. Grading: A-F only.
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EDU-703 Designing the Problem of Practice (3)
Within this course students dig into the creative process of exploring various focus areas for their practitioner research. This foundational course equips students with the virtual and physical environments to creatively explore, use design thinking and design research, and create multiple pathways for personalized study and focus. The course enables them to narrow their interests and identify a focus area for their doctoral studies. Usually Offered: fall, spring, and summer. Grading: A-F only.
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EDU-704 Antiracism, Equity and Inclusion in Education (3)
In order to be effective educators, practitioners, and administrators who are committed to fostering equitable, inclusive, and antiracist educational environments, it is important to be engaged in discussions on these topics on a regular basis. Having a clear understanding of equity, inclusion, and antiracism in the context of education as well as its limitations is only a starting point for engaging in more deeply involved issues related to achieving social justice and equity for all who participate in education. This course serves as a venue through which students act as both learners and teachers, requiring them to think deeply about their own positionality, understand the unique processes by which students develop across multiple social identity dimensions, and recognize the challenges and opportunities educational organizations face when enacting commitments to equity, inclusion, and antiracism. Usually Offered: fall, spring, and summer. Grading: A-F only. Prerequisite: EDU-702 .
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EDU-705 Strategic Resource Management in Education (3)
This course is about both the design and execution of human resource management strategies and budget strategies within education systems and organizations. The course has two central themes: how to think systematically and strategically about aspects of managing the organization’s human assets, and how to think systematically and strategically about aspects of managing the organization’s budget. Grading: A-F only.
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EDU-707 Learning Sciences to Advance Equity (1.5)
This course surveys what education leaders need to know about learning sciences and provides an overview of approaches to administration, analysis, and interpretation of student-level, classroom-level, school-level, and system-level learning outcomes, attending specifically to issues of equity and educational opportunity. Students develop skills in implementation science as applied to problems of practice. Grading: A-F only. Note: For Education Policy and Leadership (EdD) students who have completed candidacy requirements.
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EDU-708 Building Teams and Growth Culture Practicum (3)
This course explores the fundamentals of building a team culture and learning culture within an organization. Students explore the alignment and synergy between learning and efficacy; diagnose and assess the culture within organizations; create plans for deepening a culture of learning and growth within an organization; and explore the connections between growth culture and equity.
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EDU-710 Applied Methods I: Enacting Critical Research (3)
In this course students build their skills as scholarly practitioners with an anti-racist lens. Having identified a problem of practice for their scholarly research, students build their toolkit of practitioner research methods and approaches to support their general knowledge and consider how to apply toward their problem of practice. Within the course, students explore improvement science, participatory action research, ethnography, developmental, and qualitative and quantitative methods. Usually Offered: fall, spring, and summer. Grading: A-F only.
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EDU-711 Applied Methods II: Enacting Critical Research (3)
This course revisits the methodology tools of participatory action research, qualitative methods, and developmental methods with an anti-racist lens. Students explore a potential matrix of methods to employ for their own scholarly research. Students work with their doctoral committees and peer support networks to solidify a scholarly practitioner approach to apply to their problem of practice. They gain practice in developing and piloting survey instruments as well as interview and observation protocols, all focused on the practices and experiences of education stakeholders. Students also become familiar with strategies for drawing response samples and learn systematic approaches and tools for qualitative data coding and analysis. Prerequisite: EDU-703 and EDU-710 .
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EDU-713 Advanced Training Program Design (3)
This course focuses on moving from training to broad organizational, systems, and social change strategies; from needs assessment for training designs to analyzing systems, their elements, and relationships for designing systematic change; and from the training cycle as a framework for capacity building to using multiple lens and frameworks for thinking and acting in systems. The course draws on students’ personal and professional interests and capacities for the design of course content and process. Prerequisite: EDU-642 .
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EDU-734 Education Policy Analysis (3)
This course offers the opportunity to learn and apply policy analysis tools and management science to develop and successfully implement education policy. Students analyze historical and present-day education policies from intent to implementation. The course begins with an exploration of policy basics and frameworks, then continues an intentional path through problem identification and problem solving to case studies and policy analysis. Students learn how policy at the federal, state, and local levels influences and impacts American PK-12 education and the issues and challenges that educators face as a result of these policies. Grading: A-F only.
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EDU-735 Communication in Education (1.5)
In this course students explore speechwriting, public speaking in victory and crisis, communicating from values, and working with social media and the news media. Students learn how to make every communication a dialogue, how to advance their goals and those of listeners, how speaking from the best of yourself gives confidence, and how to distill a message into one memorable sentence that captures listeners’ attention, moves your ideas forward, focuses the problem, and helps achieve your goals. Usually Offered: fall, spring, and summer. Grading: A-F only.
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EDU-737 Political Navigation: Boards, Partners and Political Mapping (3)
This course provides a structured environment for students to explore partnerships between educational institutions and community organizations, families, government agencies, businesses, and non-profit organizations. Existing structural and institutional barriers make collaborative partnerships between schools/education settings and community groups difficult to attain, particularly when leaders lack the skills and competencies to bridge the gap. The course incorporates literature, case studies, and problem-based learning exercises and encourages students to consider assumptions of community stakeholders, to clarify and challenge their own assumptions, and to explore the opportunities and risks associated with cross-sector collaboration and partnerships. Usually Offered: fall, spring, and summer. Grading: A-F only.
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EDU-740 Special Education: Promises and Challenges I (1)
This course provides both an overview of the characteristics of students with exceptional learning needs, and the field’s history, laws, procedures, and trends. As a foundational course in special education, it allows allow participants to explore the state of special education in the United States today and its impact on urban education. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-741 Special Education: Promises and Challenges II (1)
This course examines a framework for understanding key concepts in inclusion as they relate to the academic, social, and emotional development of all learners. This course encourages participants to consider the cultural and linguistic issues that influence students’ needs as well as families’ understandings of special education services. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-742 Assessment and Diagnosis for Diverse Learners (1)
This course examines the diagnostic and assessment process that students in need of academic and behavior supports gradually undergo towards the potential eligibility for special education services. Throughout the course, the participants explore the continuum of assessment instruments from Tier 1 to Tier 3 and their multiple purposes (progress monitoring, diagnostic, eligibility etc.). The foci include understanding the difference between the different types of assessments and their purpose in multitier systems of supports across general and special education classrooms, review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments, and becoming familiar with the assessment procedures used for determination of eligibility for special education. The course includes writing a formal educational report based on multiple data points of formal and informal assessments and making recommendations for instructional supports and strategies. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-743 Designing and Implementing Individualized Instruction (2)
This course examines the process of designing and implementing individualized instruction for diverse learners, with an emphasis on students with disabilities, from its early stages to its final destination, the Individualized Education Plan (IEP). Throughout the course, participants come to understand the steps general and special education teachers engage in during the entire identification process from the moment when a suspicion of disability is present until the individualized education plan is implemented. Participants also engage in aspects of individualized instruction for English Language Learners and Gifted and Talented students. The foci include supporting the learner during the pre-referral and referral stages while documenting a suspicion of disability; using informal and formal assessment results to design Individualized Education Plans (IEPs) for learners with disabilities and plans for ELL and GT students; and becoming knowledgeable about the multiple facets of the IEP process, including the implementation of academic goals across different types of special education settings. The course concludes with IEP progress monitoring and reporting, including a brief overview of case management processes. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-744 Specialized Instructional Techniques (2)
Participants investigate Tier 3 interventions in literacy, math, and behavior to establish: how they differ from the kind of support(s) that students already receive; the evidence base for them; factors that need to be considered to implement them; ways in which they are implemented; and ways to monitor their effectiveness. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-745 Building Productive and Nurturing Classroom Communities I (Elementary) (1)
This course explores multiple models of elementary classroom management systems and techniques that support student behavior and learning outcomes. Participants practice enacting the fundamentals of classroom management: building relationships, strong presence, explicit directions, and positive narration. Participants develop routines and procedures for implementation in the clinical setting. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-746 Building Productive and Nurturing Classroom Communities II (Elementary) (1)
This course continues to explore models of elementary classroom management with an emphasis on reinforcement techniques to support student behavior. Participants practice enacting reinforcement techniques while developing appropriate systems to use in the clinical setting. Emphasis is placed on applied behavior analysis to support adjustments in classroom management systems and techniques. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-747 Understanding and Managing Behavior (2)
This course presents an overview of behavior management within the framework of understanding the context and function of behavior, while developing systems that promote prosocial behaviors in the classroom. Residents consider the interactions of people, environments, and responses to behaviors as factors that influence student behavior. Residents also demonstrate understanding of Functional Behavior Assessments (FBA) and develop a Behavior Intervention Plan (BIP) as a method to address challenging behaviors. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-748 Building Productive and Nurturing Classroom Communities I (Secondary) (1)
This course explores multiple models of secondary classroom management systems and techniques that support student behavior and learning outcomes. Participants practice enacting the fundamentals of classroom management: building relationships, strong presence, explicit directions, and positive narration. Participants develop routines and procedures for implementation in the clinical setting. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-749 Building Productive and Nurturing Classroom Communities II (Secondary) (1)
This course continues to explore models of secondary classroom management with an emphasis on reinforcement techniques to support student behavior. Participants practice enacting reinforcement techniques while developing appropriate systems to use in the clinical setting. Emphasis is placed on applied behavior analysis to support adjustments in classroom management systems and techniques. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-750 Race, Culture, and Equity in Urban Education (2)
In this course, participants are prompted to see themselves as diversity advocates who understand and respect differences among learners in their classrooms, schools, and organizations. They explore how to become diversity advocates by first understanding their own beliefs and biases so as to better understand those around them, particularly those they have chosen to serve: students. They learn that in order to become effective teachers who build upon the strengths and skills of urban students and their families and communities they need to build healthy, meaningful relationships and promote academic achievement. Participants also explore the intersection of beliefs and practices through the examination of various learning theories and frameworks for effective, culturally responsive instruction. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-751 Trauma Informed Teaching Practices (1)
In this course participants develop skills to support students who have experienced trauma. Participants also examine current research about trauma-sensitive classroom environments that promote student learning and interpersonal skills for coping with trauma. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-752 Small Group Math Practicum (Elementary) (2)
This course provides participants with a rigorous opportunity to work intensively with a small group of elementary students to provide Tier 2 mathematics intervention instruction using the Number Sense Screener, Number Sense Interventions, Do the Math or a specialized program for pre-kindergarten. Participants learn how to assess and analyze the mathematical skills and knowledge of their students using appropriate diagnostics from the intervention program. Participants practice using pre-test data to plan and implement Tier 2 mathematics lessons. Participants monitor small-group instruction with the goal of monitoring student achievement and attendance of 3-4 children. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-753 Small Group Literacy Practicum (Elementary) (2)
Participants plan for and deliver small group differentiated instruction. They select, administer, and interpret formative assessments for small, inclusive groups of 3-5 students across the entire semester. The small group instructional experience prepares participants for intervention instruction to students who need additional academic support(s). Participants are expected to implement the appropriate constructs and models for teaching and learning that they have acquired throughout coursework. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-754 Secondary English Language Arts Immersion and Discourse (3)
This course models a productive and nurturing classroom environment. Participants become completely immersed in their own learning about reading and writing, speaking and viewing, and discussing texts of all kinds. For each sequence of instruction, participants debrief the learning and the instructor’s onstage/offstage decision making. Participants also develop and present lessons that are closely aligned to their appropriate state standards. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-755 Secondary Mathematics Immersion (3)
This course provides participants with an overview of mathematical thinking and reasoning put forth in the instructional standards for mathematics content and practices in grades 6 to 12. Participants experience firsthand a mathematics learning environment that places a premium on students’ mathematical sense making. This course immerses participants in high cognitive demand math learning experiences they ultimately provide for their own students. Participants leave this course with lasting images of high-quality mathematics instruction and the ability to connect those images to specific exemplary teacher behaviors articulated in the Urban Teachers Teacher Practice Rubric (TPR). Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-756 Small Group Practicum (Secondary) (2)
Participants plan for and deliver small group differentiated instruction. They select, administer, and interpret formative assessments for small, inclusive groups of 3-5 students across the entire semester. The small group instructional experience prepares participants for intervention instruction to students who need additional academic support(s). Participants are expected to implement the appropriate constructs and models for teaching and learning that they have acquired throughout coursework. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-757 Reading, Writing, and Language Development (2)
This course provides a foundational understanding of the ways children develop in the areas of reading, writing, speaking, and listening. Participants are immersed in the social and cultural perspectives related to literacy development, the developmental stages of literacy, the five components of reading instruction (phonetic awareness, phonics, fluency, vocabulary, and comprehension), and instructional methods and materials for supporting the literacy development of students with diverse language and learning needs. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-758 Numbers, Operations, and Algebraic Reasoning (2)
This course focuses on building the content understandings and pedagogical skills to teach elementary mathematics. Participants investigate the procedures, concepts, models, and representations that are required to understand our base ten number system and operations with whole numbers, fractions, and decimals. Additionally, participants explore the Math Workshop structure for teaching mathematics equitably to all children. They understand how to plan and facilitate a student-centered Math Workshop lesson, including the design or selection of a cognitively demanding task. The course gives particular attention to the importance of the representation and communication of mathematical thinking and reasoning. It emphasizes the design of rigorous instruction and talk moves that deepen thinking and encourage student synthesis of mathematical ideas. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-759 Emergent Literacy (3)
This course prepares participants for teaching literacy in early grade classrooms. Participants are immersed in the instructional methodology that supports the social, cultural, cognitive, and linguistic aspects of young children’s reading and writing development in the classroom. Emphasis is placed on utilization of assessment and its data to guide instructional planning aligned to K-2 standards. Additionally, participants explore ways technology and new literacy practices are used to support and enhance instruction. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-761 Counting and Cardinality (1)
This course focuses on the scope and sequence of mathematics concepts and skills and developmentally appropriate environments for young learners. Participants learn about the learning trajectories for number sense, counting, and cardinality. Participants engage young learners in academic discourse to uncover student thinking and to assess student readiness. Participants also examine, plan, and implement instructional routines that engage young learners, including examining and discussing appropriate models and manipulatives to support the acquisition of automaticity, fluency, and conceptual understanding. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-762 Intermediate Literacy (2)
This course prepares participants for teaching literacy in intermediate grades classrooms. Participants are immersed in instructional methodology that supports the development of literacy in grades 3 through 6. Emphasis is placed on the teaching of reading and writing as a means of developing comprehension, critical analysis, and discourse of fiction and nonfiction text. Additionally, participants focus on the selection and utilization of relevant complex digital and print materials. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-763 Geometry for Elementary Grades (2)
In this course, participants are immersed in the progression of the standards for geometry in grades K through 6. Participants acquire knowledge about the theoretical model of geometric understanding (van Hiele) and use this to select a math task aligned to standards, develop lesson plans, and analyze and use student performance data to inform future instruction. Emphasis is placed on identifying community assets and resources and leveraging those assets to plan geometry instruction that is real-world, authentic, and meaningful for elementary learners. Participants demonstrate their understanding of geometric progression in the standards, levels of geometric understanding, and community assets. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-764 Measurement and Data (2)
This course focuses participants on developing understanding of the strands of mathematical proficiency involved in concepts of measurement and data in grades K through 6. Participants are immersed in the progression of the measurement and data standards aligned to the state standards for mathematics at grades K through 6. Emphasis is placed on participants examining the crosscutting mathematics concepts that are connected to measurement and data topics. Participants rehearse the long-range and individual lesson planning that embeds interdisciplinary tasks. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-765 Exercising Conscious Leadership (3)
Leading in today’s educational context necessitates practitioners to embrace and deploy the highest versions of their whole self while engaging in the practice of leadership. Exercising this type of leadership requires a deeper consciousness of self and the roles our identity, emotions, and adult development play during the leadership process. This course examines practicing conscious leadership to balance the being and doing of leadership by honoring and releasing a more healed educational practitioner, ready to take on the most complex education issues of our times. Usually Offered: spring.
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EDU-766 Supporting Writer’s Development (2)
This course prepares participants for the thoughtful examination of students as writers and writing instruction. Throughout the course, participants are introduced to strategies and skills they can use to enhance their own writing and the writing of their students. Using a process approach, participants learn how to teach students to communicate ideas effectively in a variety of genres, for different purposes, and for diverse audiences. Data generated from student writing samples are used to plan lessons, monitor progress, provide on-going feedback, and differentiate instruction. Explicit attention is given to sentence composing and the use of mentor texts and exemplars to support writing achievement. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-767 STEM for Elementary Educators (3)
This course is an introduction to teaching inquiry-based science, technology, engineering, and mathematics (STEM) topics in grade level K through 5. Participants examine the practice of science by determining what it means to understand science and be scientifically literate, recognizing the importance of teaching scientific inquiry and process skills, and learning to create 5E inquiry lessons to promote meaningful science instruction; identify disciplinary core ideas by learning some science together, engaging in scientific inquiry, just as you might do with your students, and considering inaccurate thinking children (and adults) have about specific science concepts; and use crosscutting concepts when designing thematic lessons. Emphasis is placed on designing and evaluating instruction and curriculum in terms of how they effectively promote inquiry, critical, and design thinking. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-768 Social Studies Inquiry: Content Area Reading and Writing (2)
This course engages participants in the inquiry process as learners. Participants apply this process as they design and plan a thematic social studies inquiry unit that supports students in becoming agents of change in the communities in which they reside through historical, cultural, political, and geographical exploration. Specific attention is given to developing rigorous and meaningful units of study to support students in developing relevant content knowledge through multimodal texts using content area and disciplinary literacy practices. Participants utilize their understanding of literacy practices from previous coursework and social studies methodology to support students in achieving the goals of this unit of study. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-770 Genre I: Argument and Informational Texts (3)
In this course participants are immersed in reading and writing informational and argumentative texts. Participants analyze texts to identify the characteristics, structures, and techniques commonly used in a variety of texts within each genre. Participants develop and deliver comprehension lessons in each genre and develop a unit that integrates reading and writing of informational and argumentative texts. To support the development of the unit, participants explore a wide range of texts for their quality, complexity, and the diverse roles they play in secondary English-Language Arts. Participants examine how the text complexity of any single text is dependent on classroom context and the additional texts being used in conjunction with it, through the process of reading and then designing original multi-modal, multi-genre text sets with a focus on informational and argumentative texts. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-771 Literacy in the Content Areas I (3)
This course presents the reading process from initial to proficient adult levels for teachers of content subjects in middle or high school. Organizing principles of learning development, differences, and environments are introduced and connected with principles of content knowledge and application. Additionally, the uses of assessment are explored and joined to evidence-based practices of planning and multimodal instruction. Finally, issues of professional practice and ethics are discussed. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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