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EDUC 560-06 - Problem-Based Learning
Credits: 1
This is an elective course in the STEM Education Certificate Program.
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EDUC 560-07 - Design Thinking
Credits: 1
This is an elective course in the STEM Education Certificate Program.
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EDUC 560-08 - App Development for Teachers
Credits: 1
This is an elective course in the STEM Education Certificate Program.
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EDUC 561 - Introduction to Middle School
Credits: Three (3)
Cross-listed: EDUC-361
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EDUC 562 - Middle School Child, Curriculum and Instruction
Credits: Three (3)
Cross-listed: EDUC-362
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EDUC 563 - Middle School Teacher
Credits: Three (3)
Cross-listed: EDUC-363
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EDUC 566 - Coaching and Mentoring in a School Setting
Credits: One (1) to Three (3)
Cooperating teachers, mentor teachers or teacher leaders will
explore and develop the skills necessary to advance, through
coaching and counseling, the practice of preservice or inservice
teachers. Methods, techniques, attitudes, mentoring situations,
with an emphasis on reflection, helping skills and peer coaching.
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EDUC 572 - Emergent Mathematics
Credits: Three (3)
This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts. Additional assignments will be required for candidates taking this course at the masters level.
Cross-listed: EDUC-372
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EDUC 574 - Language Arts Methods
Credits: Three (3)
Prerequisite: EDUC-380
Corequisite: EDUC-384
Cross-listed: EDUC-374
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EDUC 576 - Teaching Social Studies: Secondary
Credits: Three (3)
Prerequisite: EDUC-646
Corequisite: EDUC-647
This course examines the social studies curricula, scope and
sequence, and other issues in the secondary school. Methods, models
and the role of social studies in the school curricula are
examined. The supportive use of technology for the 9-12 social
studies curriculum is also explored.
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EDUC 577 - Teaching Math: Secondary
Credits: Three (3)
Prerequisite: EDUC-646
Corequisite: EDUC-647
This course engages future teachers in current educational
principles, materials and classroom strategies, and technological
applications to develop creative techniques of teaching secondary
mathematics. Emphasis is placed on National Council of Teachers of
Mathematics Standards.
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EDUC 578 - Teaching Science: Secondary
Credits: Three (3)
Prerequisite: EDUC-646
Corequisite: EDUC-647
In a concurrent secondary science classroom placement, students plan and implement science instruction in line with the content and inquiry recommendations of state and national science standards. Cognitive science research frames class discussions and assignments, including presentation of a discrepant event, inquiry lesson design, and extensive video self-analysis. Students complete an evolving classroom-based inquiry project into student conceptions and the effectiveness of their instruction on student learning.
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EDUC 579 - Teaching English: Secondary
Credits: Three (3)
Prerequisite: EDUC-646
Corequisite: EDUC-647
Future English teachers explore the methods of teaching language,
literature and writing using strategies that are research-based and
appropriate for meeting the needs of all students. Supportive use
of technology and a range of literature from various cultures are
explored.
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EDUC 583 - Reading/Writing in the Content Areas
Credits: Three (3) to Four (4)
Corequisite: EDUC-300
Cross-listed: EDUC-383
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EDUC 590 - Children’s Literature
Credits: Three (3)
Cross-listed: EDUC-390
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EDUC 596 - Independent Study
Credits: One (1) to Four (4)
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EDUC 597 - Independent Study
Credits: One (1) to Four (4)
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EDUC 600 - Special Studies In Education: Social Justice Through Service Learning
Credits: 3.0
This three hour graduate course at Maryville University will empower teachers to successfully employ Service Learning to improve student performance, create global awareness, inspire critical thinking, and develop leaders for the 21st century. The course will empower practicing teachers to experience education from a global perspective while developing their skills as passionate readers, researchers, and change agents. As a culminating project for the course, participants will develop a curriculum focused on academic performance and social responsibility that can be implemented in their respective classrooms.
Note: Open to graduate students. Undergraduate students must obtain permission of their academic advisor within the School of Education in order to enroll.
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EDUC 611 - Culture, Language and Learners
Credits: Three (3)
Understanding the need to prepare students for participation in a
social/political democracy and the belief that all students must
have access to knowledge and learning opportunities that meet their
needs, participants will explore where culture, language and
learning intersect as they develop culturally responsive
classrooms. Explore the dynamics of cross-cultural interactions and
strategies for advocating and collaborating on behalf of students
from diverse economic, cultural, and language backgrounds through
school/home partnerships.
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EDUC 615 - Curriculum and Instruction of Gifted
Credits: Three (3)
This course focuses on the development of curriculum for gifted learners grades K-12. Research-based models of curriculum development, accelerative and differentiation methods for multiple abilities, processes including problem-based learning, advanced product options, technology use, conceptual development, and assessment are engaged in within multiple subject areas and levels.
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EDUC 616 - Differentiating for All Learners
Credits: Three (3)
Students learn to focus on the essential components of a subject,
examine and attend to student differences, use assessment data
diagnostically, and modify the content, processes and products of a
classroom so as to impact individual student learning.
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EDUC 616 - Differentiation for All
Credits: Three (3)
Students learn to focus on the essential components of a subject, examine and attend to student differences, use assessment data diagnostically, and modify the content, processes and products of a classroom so as to impact individual student learning.
Cross-listed: EDUC-416
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EDUC 617 - Psychology of the Gifted
Credits: Three (3)
This course focuses on the emotional and social needs of gifted students in grades pK-12 with a focus on the connection between school and affect. Topics engaged in are models of intelligence and gifted identification; asynchronous development; moral development; motivation and self-esteem; highly-creative and highly-gifted individuals; group affiliation, friends, and family; multi-exceptionality; underachievement and perfectionism; underrepresented populations; suicide, self-mutilation, and depression; and diversity and gender issues.
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EDUC 618 - Developmental Stages
Credits: Three (3)
This course focuses on human development from birth through
adulthood with emphasis on theory followed by application to the
classroom. Cognitive, social, psychological and physical
development are studied in an integrated approach.
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EDUC 619 - Educator as Action Researcher
Credits: Three (3)
Students initiate studies of their school and classrooms using methods and concepts from quantitative and qualitative inquiry methods. Course assignments support developing action-research project to be completed studying their own classroom. Students will become familiar with research literature synthesis and critique, ethnography, survey design, and personal bias. Student skills will be further developed through critical friends’ analysis andstudent work sampling.
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EDUC 620 - Gifted Education Programming, Development, and Evaluation
Credits: Three (3)
Prerequisite: EDUC 200
EDUC 201
This course focuses on the principles of program design and development for gifted learners. The planning, administration, and implementation of gifted services are examined. Participants practice program evaluation and policy writing.
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EDUC 626 - Adolescent Developmental Issues
Credits: Three (3)
Designed for teachers, counselors, parents or anyone who works with
adolescents, this course explores the seemingly contradictory,
bizarre and counterproductive behavior of the adolescent child.
Through discussions, readings and interaction with adolescents,
participants analyze developmental issues and develop strategies of
understanding and working to meet the needs of these youngsters.
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EDUC 627 - Survey of Gifted and Talented Education
Credits: Three (3)
Prerequisite: EDUC 200
EDUC 201
This course provides participants with the history of gifted education and an overview of gifted education in the U.S. and abroad. Current legal and political trends and issues in gifted education are discussed, along with advocacy and local, state, and national policies.
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EDUC 629 - Creativity, Problem Solving, and Critical Thinking
Credits: Three (3)
Models, concepts, and processes in creativity, problem solving, and critical thinking are engaged in with hands-on practice with a focus teaching gifted learners in multiple K-12 formats and subjects. In particular, course participants are introduced to the concept of creativity, characteristics of the creative individual, and school-based applications of creativity across domains.
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EDUC 634 - Clinical Experience with Students Experiencing Reading Difficulties: Elementary
Credits: Three (3)
Prerequisite: EDUC-652, and EDUC-654
Corequisite: EDUC-635
The purpose of the clinical experience is to assist graduate candidates in learning the strategies necessary to take on the role of the reading specialist in an elementary setting. The two major roles of the reading specialist will be emphasized: a) the role of literacy teacher who can diagnose and remediate the literacy problems of children at elementary levels and b) the role of literacy coach who can lead professional development in literacy at the building level.
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EDUC 635 - Clinical Experience with Students Experiencing Reading Difficulties: Secondary
Credits: Three (3)
Prerequisite: EDUC-634, EDUC-652, and EDUC-654
Corequisite: EDUC-634
The purpose of the clinical experience is to assist graduate candidates in learning the strategies necessary to take on the role of the reading specialist in a secondary setting. The two major roles of the reading specialist will be emphasized: a) the role of literacy teacher who can diagnose and remediate the literacy problems of adolescents at secondary levels and b) the role of literacy coach who can lead professional development in literacy at the building level.
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EDUC 645 - Secondary School in Today’s Society
Credits: Three (3)
Corequisite: EDUC-646
Students will explore the history and current purposes of public
secondary schools and the school systems of the United States,
focusing upon the diversity and complexity of American society. The
place of the schools in the fashioning of an informed citizenry
will be examined. A study of the ways in which secondary
curriculum, school organization, control and governance of
education, and the nature of teaching and learning produce many
tensions will be studied in light of the school settings in which
students are placed.
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EDUC 646 - Secondary Teaching Strategies
Credits: Three (3)
Corequisite: EDUC-645
Based upon knowledge of the purposes of school and the development
of adolescents, students in field placements reflect on methods of
teaching, learning and assessment appropriate for various contents
and settings. Students will create lessons and units in their
content area.
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EDUC 647 - Secondary Internship I
Credits: Three (3)
Prerequisite: EDUC-646
In conjunction with the coursework in methods of teaching reading
and methods of teaching the content areas, students will spend an
extended time in a secondary setting teaching lessons, gaining
feedback, and improving effectiveness in teaching diverse high
school students.
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EDUC 648 - Secondary Internship II
Credits: Six (6)
Prerequisite: EDUC-647
Students engage in a full semesters internship in public school. Every aspect of teaching, assessment and other teaching responsibilities will be implemented. Students will prepare lesson plans, participate in biweekly seminars, reflect through journaling, and complete a student work sampling study.
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EDUC 649 - Secondary Practicum/Seminar
Credits: Three (3)
Prerequisite: EDUC-648
In this course, students will reflect upon and analyze professional
teaching experiences encountered throughout their program. The
seminar will assist students in assessing their own teaching
effectiveness and setting goals for future professional
development. The course contents professional issues will focus
around the four strands of school and society, teacher development,
curriculum and instruction, and research.
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EDUC 650 - Language Acquisition and Development
Credits: Three (3)
This course will include theory, research, and effective practice for facilitating first and second language acquisition for students K-12. The course will include language acquisition for students with physical, psychological, and cognitive disabilities. The focus will be on interrelationship between language development and the teaching of literacy strategies.
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EDUC 652 - Analysis and Correction of Reading Disabilities
Credits: Three (3)
Students will learn how to use and interpret informal and norm-referenced assessment instruments with students who have various literacy problems. Students will learn how to provide appropriate instruction in phonemic awareness, phonics, word analysis, vocabulary, spelling, fluency, comprehension, metacognition and writing strategies for struggling readers and writers.
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EDUC 653 - Literature and Literacy
Credits: Three (3)
Students will focus on the appropriate use of literature in
literacy development from early childhood to high school. Special
emphasis will be given to the reading/writing connection.
Candidates will develop a content-based integrated literature unit
of study for a classroom teacher that includes technology.
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EDUC 654 - Collaborative Partnerships for Literacy
Credits: Three (3)
One major focal point is the development of coaching skills by the reading specialist in working with school professionals. Special emphasis will be given to counseling with parents that have diverse backgrounds (i.e., ELL). This course will include the interpretation of individual intelligence tests to parents. Candidates will learn how to apply behavior management strategies in the special reading classroom.
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EDUC 655 - Examination of Literacy Programs
Credits: Three (3)
This course will help candidates deeply explore current and relevant models and methods used to teach reading in elementary and secondary schools. Examples include literacy programs and methods that have been used to support early literacy, ESL, information literacy, and family literacy. Candidates will practice training peers in various research-based literacy methods and models. The candidate will leave this course with the skills needed to compose both individual, and school-wide literacy action plans focused on research-based reading methods that support literacy development, current teaching practices, and the overall effectiveness of literacy programs.
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EDUC 656 - Behavioral Intervention for Diverse Struggling Readers and Counseling Techniques for their Care Givers
Credits: Three (3)
This course will help candidates explore behavior interventions that can be used with struggling elementary and secondary readers in the school setting. Special emphasis will be given on working with struggling readers from diverse backgrounds (race/ethnicity, socioeconomic background, gender, physical and cognitive disabilities, etc.). Candidates will also develop counseling skills for working with, and supporting, caretakers of struggling readers.
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EDUC 657 - Analysis of Reading Data, Instructional Coaching, and Partnerships with Reading Teachers
Credits: 3
In the local area, one of the primary roles of reading specialists, outside of assisting students who have reading difficulties, is often to serve as an instructional coach to assist reading teachers in the continuous improvement of their craft. Part of this course focuses on the essential skills that instructional coaches need, including building a climate of trust, modeling best practices, observing teachers and facilitating reflective conversations. Candidates will explore some of the common obstacles faced by instructional coaches and how to overcome such challenges. The candidate will leave this course with a thorough understanding of resources and tools reading specialists may use to facilitate and coach adult learners in the areas of reading curriculum, reading methods, and reading assessment.
Student data should drive all instructional decisions that reading specialists make alongside classroom teachers. As a result, part of this course will also include candidates practicing a deep analysis of student reading data. The candidate will leave this course with an ability to analyze student data in order to appropriately select various reading methods, instructional strategies and interventions appropriate for a variety of struggling readers.
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EDUC 659 - Psychological-Educational Testing
Credits: Three (3)
This course introduces various educational and psychological tests with special emphasis on the evaluation of abilities and achievement of various student populations. Special emphasis will also include the administration and interpretation of individual intelligence tests. Students will study multiple assessment tools and put some of the most widely-used into field-based practice. Concepts and models for the identification of various populations of high ability learners are discussed.
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EDUC 660 - Early Childhood Curriculum
Credits: Three (3)
This course introduces early childhood curriculum and instructional methods with particular emphasis upon constructivism and developmentally appropriate practices. Course content explores constructivist theory and its relationship and application to developmentally appropriate curriculum and assessment for children with and without disabilities pre-kindergarten through grade three.
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EDUC 661 - Early Childhood Assessment
Credits: Three (3)
Students will study the basic concepts of test construction, assessment and the categories of instruments used in screening and diagnosing learning and other aspects of early childhood development for children with and without disabilities. The course prepares students to identify tests and assessment procedures, evaluate them for adequacy and appropriateness and translate the results into developmentally appropriate practice.
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EDUC 662 - Integrated Curriculum
Credits: Three (3)
Content-specific learning is not how children have come to an
initial understanding of their environment. Learning for the young
child involves not only parts, but a constructed whole. Using
knowledge of child development, teachers will learn to formulate
early childhood curriculum and instruction that is based upon
developmental theories of learning.
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EDUC 663 - Early Childhood Internship
Credits: Three (3) to Six (6)
Prerequisite: EDUC-666
Students will engage in supervised experiences with diverse children between the ages of 3 and grade three with and without exceptional learning needs. This internship will provide opportunity for advanced experience in planning, teaching and assessing the growth of children in an early childhood special education setting.
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EDUC 664 - Issues in Early Childhood
Credits: Three (3)
This course focuses on the problems and issues facing the early
childhood professional. Students will identify issues of national
concern, identify significant elements of the problem or issues,
and strategies which may be used to rectify the concerns, so as to
advocate for reasonable change in early childhood practices.
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EDUC 666 - Early Childhood Intervention
Credits: Three (3)
This course provides information and experiences in observing and assessing, implementing and evaluating interventions, and collaboratively implementing a developmentally and individually appropriate support program to promote the development of young children with disabilities, developmental delays or special abilities within an early childhood setting. Students will be introduced to contemporary problems, research and issues that impact early childhood education around working with children with disabilities and their families.
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EDUC 667 - Early Childhood Special Education Process
Credits: Three (3)
Students study the sequence of steps of the Special Education Processes that include the selection, administration, and interpretation of formal and informal early childhood special education assessments, the diagnosis and determination of eligibility for services based upon medical, therapeutic, and educational evaluations, and the development of the individual education plan to guide the intervention course of action. Federal and state regulations will be reviewed as a foundation of the Special Education Process. Strategies to support parents and families during this process will also be explored.
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EDUC 668 - Behavior Management
Credits: Three (3)
This course is designed to examine classroom organization and behavior management techniques and programs in the early childhood and early childhood special education environment. The overall focus of this course will be on the teacher as the decision-maker in the design and implementation of strategies for the everyday applications of individual and group behavior management programs. Emphasis on functional assessment and positive behavior supports will be addressed.
Cross-listed: EDUC-468
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EDUC 669 - Communication Disorders
Credits: Three (3)
Students are introduced to how communication develops and impacts learning from birth through childhood. Communication of Standard English speakers and that of culturally and linguistically diverse populations is investigated. Strategies for facilitating communication in children who exhibit cultural/linguistic diversity and those who exhibit exceptional learning needs are discussed, including augmentative and assistive communication strategies and the importance of family involvement. The need for professionals to develop cultural competence and to participate in life-long learning is emphasized.
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EDUC 674 - Global Awareness Seminar
Credits: Three (3)
This seminar explores global issues including trends in globalization, education, governance structures, ethnic conflict and cooperation, terrorism, human rights, population, health care, refugee/settlement issues, women and family issues, economics/entrepreneurship, and environmental policy. The course will provide information from a multi-cultural perspective to broaden traditional treatments of the issues. Course assignments will focus on outputs relevant to teaching and assessing these issues by emphasizing creativity, critical thinking, communication and collaboration while using information from media and technology.
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EDUC 675 - Civic Literacy Seminar
Credits: Three (3)
This seminar will consider the local and global implications of civic leaders’ decisions resulting from citizens exercising their rights and obligations at local, state, national and global levels. Emphasis will be placed on effective strategies for participating in civic life through knowing how to stay informed and understanding governmental processes. Course assignments will focus on outputs relevant to teaching and emphasizing creativity, critical thinking, communication and collaboration while using information from media and technology.
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EDUC 676 - Cross-Cultural Practicum
Credits: Three (3)
This practicum will provide an opportunity to learn from and work collaboratively with peers representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts in an international partnership site. Course assignments will require planning and conduct of a cross-cultural curricular or other education-related activity and a 7-10 day educational exchange to the international partnership site to collect information, demonstrate cross-cultural communication skills and build a foundation for future collaboration.
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EDUC 677 - Global Awareness and Civic Literacy Research Seminar
Credits: Three (3)
This seminar will require the use of research and inquiry models and quantitative and qualitative data analysis in education. Students will apply one or more of these models through an applied investigation of their cross-cultural practicum assignment, present the findings to a relevant authentic audience and will be encouraged to submit for scholarly publication. Course assignments will focus on outputs relevant to teaching and emphasizing creativity, critical thinking, communication and collaboration while using information from media and technology.
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EDUC 690 - Practicum in Gifted Education
Credits: Two (2) to Six (6)
Students supervise children, young adults or, as appropriate, adults. These experiences are arranged on an individual basis in order to complement other aspects of the student’s program. An analytical journal, paper or other mode of evaluation is required.
Note: Permission of instructor is required.
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EDUC 692 - Practicum in Gifted Education
Credits: Three (3)
Prerequisite: EDUC-617 or EDUC-627; and EDUC-615
Teachers will participate in a supervised practicum in a
state-approved gifted program for children.
Note: Permission of the instructor is required.
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EDUC 695 - Applied Research
Credits: Three (3)
Students review current literature and formulate a design for their
masters project.
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EDUC 696 - Independent Study
Credits: One (1) to Four (4)
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EDUC 697 - Special Studies
Credits: One (1) to Four (4)
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EDUC 699 - Capstone Experience
Credits: Three (3)
Prerequisite: EDUC-619
The capstone provides an opportunity for students to synthesize the ideas, experiences and inquiry studies encountered in the masters program. Students finalize their action research project with analysis and consideration of the implications for their future teaching. Students engage faculty and classmates in a 20-30 minute presentation and discussion of their work.
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