Education Pedagogical Core

Name	Title	Credits	School
EDPC 503	Foundations I: Philosophy & Technology of Education	3	College of Arts & Sciences
Foundations of education focuses on the continuum of thought framing the past, present, and future understanding of the education profession. Candidates explore the disciplines of educational philosophy, educational history, educational psychology, educational sociology, along with curricular theory, gender and cultural theory, technology-enhanced learning theory, and philosophical outlooks on the future of the education profession. Using a New Media process of research, reflection, and analysis, each candidate develops a rigorous, well documented personal philosophy of education. This philosophy initiates each candidate's web-based professional portfolio. Candidates are expected to make additions and revisions to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field observations and experiences are required and integrated into the course.
EDPC 505	Curriculum Design and Development	3	College of Arts & Sciences
Candidates design an instructional unit within a defined course of study based on the five phases of instructional systems design: analysis, design, development, implementation and evaluation. Candidates conduct a needs assessment for the learner, content, and context of their unit of instruction aligning learning objectives with national and state standards. Candidates develop performance assessment measures and incorporate instructional technologies to meet the needs of diverse learners. Issues addressed are curriculum alignment, learning theory, differentiated instruction, and design of instructional technology activities for active student engagement and inquiry. Field experiences are required and integrated into the course.
EDPC 510	Foundations II: Diversity, Learning, and Technology	3	College of Arts & Sciences
Candidates apply an understanding of diversity of student populations in P-12 schools. Particular emphasis is placed on research based evidence for effective uses of assistive and instructional technology for improving student performance in national and state standards based general education curriculum. Candidates develop instructional materials to meet the needs and aspirations of all learners across the spectrum of culture, gender, language, and ability levels. Case studies are developed to demonstrate technology integration for differentiation for all learners. Field experiences are required and integrated into the course.
EDPC 516	Human Growth, Development, and Learning for Middle School and Adolescence Education	3	College of Arts & Sciences
Candidates study human growth and explore the relationship of cognitive, social and emotional development to student learning in the middle childhood and adolescence classroom. Candidates analyze and prescribe interventions to cases that reflect their knowledge of the developmental stages of the learner, learner motivation and learning strategies for diverse learners. Candidates investigate the impact of assessment, diversity and the integration of technology on student learning in the classroom. In addition, candidates reflect on the influences of family, school, society, historical, cultural, ethnic and socioeconomic factors on student learning. The candidates take an in depth look at research and applications of learning, motivational theories, contemporary influences, and infuses literacy and study skills in the area of learner development.
EDPC 530	Culturally Responsive Teaching	3	College of Arts & Sciences
This course prepares candidates’ understanding that culture is central to learning. It plays a role not only in students’ communicating and receiving information, but also in shaping their thinking process. Candidates will employ a pedagogy that acknowledges, responds to, and celebrates fundamental cultures that will offer full, equitable access to education for all students from all cultures. Candidates will recognize the importance of including student’s cultural references in all aspects of learning. Candidates will learn to establish culturally responsive teaching framework by examining the following principals: Establish positive perspectives on parents and families, learning within the context of culture, student- centered instruction, culturally mediated instruction, and reshaping the curriculum. Field observation and experience are required and integrated into the course. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 3-0-3
EDPC 603	Foundations I: Philosophy of Education	3	College of Arts & Sciences
Foundations of education focuses on the continuum of thought framing the past, present, and future understanding of the education profession. Candidates explore the disciplines of educational philosophy, educational history, educational psychology, educational sociology, along with curricular theory, gender and cultural theory, technology-enhanced learning theory, and philosophical outlooks on the future of the education profession. Using a New Media process of research, reflection, and analysis, each candidate develops a rigorous, well documented personal philosophy of education. This philosophy initiates each candidate's web-based professional portfolio. Candidates are expected to make additions and revisions to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field observations and experiences are required and integrated into the course.
EDPC 605	Curriculum Design and Development	3	College of Arts & Sciences
Candidates design an instructional unit within a defined course of study based on the five phases of instructional systems design: analysis, design, development, implementation and evaluation. Candidates conduct a needs assessment for the learner, content, and context of their unit of instruction aligning learning objectives with national and state standards. Candidates develop performance assessment measures and incorporate instructional technologies to meet the needs of diverse learners. Issues addressed are curriculum alignment, learning theory, differentiated instruction, and design of instructional technology activities for active student engagement and inquiry. Field experiences are required and integrated into the course.
EDPC 610	Foundations II: Diversity, Learning, and Technology	3	College of Arts & Sciences
Candidates apply an understanding of diversity of student populations in P-12 schools. Particular emphasis is placed on research based evidence for effective uses of assistive and instructional technology for improving student performance in national and state standards based general education curriculum. Candidates develop instructional materials to meet the needs and aspirations of all learners across the spectrum of culture, gender, language, and ability levels. Case studies are developed to demonstrate technology integration for differentiation for all learners. Field experiences are required and integrated into the course. Prerequisite Course(s): Prerequisite: Take EDPC 605 and one course in this group: EDIT 603 or EDPC 603
EDPC 615	Human Growth, and Development and Learning for Early Childhood, Childhood and Adolescence Education	3	College of Arts & Sciences
Candidates study human growth and explore the relationship of cognitive, social, and emotional development to student learning in the early childhood, childhood and adolescence classroom. The candidates explore research and applications of learning and motivational theories, contemporary influences, and examine literacy and study skills in the area of learner development. Candidates analyze and prescribe interventions to case studies that reflect their knowledge of the developmental stages of the learner. Learner motivation and learning strategies for diverse learners are developed. Candidates investigate the impact of assessment, diversity and the integration of technology on student learning in the classroom. In addition, candidates reflect on the influences of family, school, society, historical, cultural, ethnic and socioeconomic factors on student learning. Prerequisite Course(s): Prerequisite: EDPC 603 or EDIT 603
EDPC 616	Human Growth, and Development and Learning for Middle Childhood and Adolescence Education	3	College of Arts & Sciences
Candidates study human growth and explore the relationship of cognitive, social and emotional development to student learning in the middle childhood and adolescence classroom. Candidates analyze and prescribe interventions to cases that reflect their knowledge of the developmental stages of the learner, learner motivation and learning strategies for diverse learners. Candidates investigate the impact of assessment, diversity and the integration of technology on student learning in the classroom. In addition, candidates reflect on the influences of family, school, society, historical, cultural, ethnic and socioeconomic factors on student learning. The candidates take an in depth look at research and applications of learning, motivational theories, contemporary influences, and infuses literacy and study skills in the area of learner development. Prerequisite Course(s): Prerequisite: EDPC 603
EDPC 617	Curr Inst Mid Ched	3	College of Arts & Sciences
Prerequisite Course(s): Prerequisite: EDPC 603
EDPC 620	Creative Arts in Elementary Education	3	College of Arts & Sciences
Candidates review art and music in the early childhood, childhood and middle childhood settings with special emphasis on teaching methods and the integration of technology. Using existing curricula, candidates prepare activities, concepts and materials for use in the early childhood, childhood and middle childhood grades. Candidates study the use of technology as an aid to drawing and painting as well as the creation of musical composition. Prerequisite Course(s): Prerequisite: EDPC 603 and EDPC 615
EDPC 630	Culturally Responsive Teaching: Involving Families and Communities	3	College of Arts & Sciences
This course prepares candidates’ understanding that culture is central to learning. It plays a role not only in students’ communicating and receiving information, but also in shaping their thinking process. Candidates will employ a pedagogy that acknowledges, responds to, and celebrates fundamental cultures that will offer full, equitable access to education for all students from all cultures. Candidates will recognize the importance of including student’s cultural references in all aspects of learning. Candidates will learn to establish culturally responsive teaching framework by examining the following principals: Establish positive perspectives on parents and families, learning within the context of culture, student- centered instruction, culturally mediated instruction, and reshaping the curriculum. Field observation and experience are required and integrated into the course. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 3-0-3
EDPC 635	Methods and Materials for Middle and Secondary	3	College of Arts & Sciences
Candidates in this course will incorporate various effective research- based strategies and methods of teaching secondary students that can be applied to a wide range of content areas. Content pedagogy will focus on giving teaching candidates the opportunity to demonstrate their understanding of central concepts, to evaluate appropriate resources and curriculum materials, to engage students in viewing ideas from multiple perspectives, to utilize interdisciplinary approaches, and to use methods of inquiry central to their disciplines. This course will also include the means to update knowledge and skills in the subject(s) taught and in the pedagogy. Authentic performance tasks will include planning and presenting lessons that reinforce literacy across the curriculum utilizing research- based design to promote active student engagement and deep understanding. A research paper on current effective teaching strategies will also be required. The candidate will learn methods of supporting that social, emotional, and personal development of students through effective classroom management and communication techniques, which foster supportive interaction and collaboration in the classroom. To address the needs of diverse learners, the candidates will learn how to differentiate instruction and how to create a learning community that respects students’ individual needs, interests, learning styles, and differences. Critical thinking, problem solving, and performance skills will be at the core of the student- centered multiple instructional strategies that will be discussed in this course. To enhance instruction targeted at the 21st century skills that students need to be successful, candidates will continue to incorporate technology and media communication in to the classroom. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Prerequisite: EDPC 605
EDPC 660	Computers in Education Seminar	3	College of Arts & Sciences
Seminar topics include advanced practical and theoretical areas of study vital to the educational community. Some seminars may address specific target populations such as classroom teachers, counselors, coordinators or administrators. The seminars focus on contemporary issues in the integration of technology into educational programs and strategies for differentiated instruction for all learners.
EDPC 661	Independent Study	3	College of Arts & Sciences
Candidates undertake individualized study in selected areas of technology issues in education under faculty guidance. Each credit of independent study is equal to a minimum of three hours of academic work per week in a regular semester. Evaluation criteria for each registration are determined at the beginning of the study. See Independent Study guidelines. Permission of advisor. Repeatable.
EDPC 664	Institute in Education	3	College of Arts & Sciences
Institutes in Education are designed as intensive courses.The topics are developed around current issues consistent with specific needs in the educational community. The requisite hours for a 3 credit graduate course are met and candidates are required to complete all assignments within three weeks of the final day the course meets. Candidates may take only one Institute as part of their master's degree.
EDPC 666	Maintain Matriculation	0	College of Arts & Sciences
Matriculated candidates who do not register for coursework in a regular semester (excluding summer) are expected to maintain matriculation by registering for this course. Candidates who have maintained matriculation remain on the department mailing list for registration and other materials, and also continue to follow the curriculum that was in place when they entered the program.
EDPC 681	Supervised Student Teaching and Seminar (Childhood)	6	College of Arts & Sciences
Candidates participate in a full semester of student teaching in a childhood setting in a cooperating school. Student teachers are supervised by a cooperating teacher in the school and observed regularly by the college supervisor. The weekly seminar provides support and instruction for candidates who are working in the schools. Instruction focuses on technology as a tool for teachers using word processing, database and spreadsheet management. Seminar discussions focus on assigned readings and the teaching experiences of the candidates.
EDPC 682	Supervised Student Teaching and Seminar (middle Childhood)	6	College of Arts & Sciences
Candidates participate in a full semester of student teaching in a middle childhood setting in a cooperating school. Student teachers are supervised by a cooperating teacher in the school and observed regularly by the college supervisor. The weekly seminar provides support and instruction for students who are working in the schools. Instruction focuses on technology as a tool for teachers using word processing, database and spreadsheet management.Seminar discussions focus on assigned readings and the teaching experiences of the candidates.
EDPC 683	Student Training Seminar	6	College of Arts & Sciences
The culminating experience in the teacher education program focuses on integrating program goals and analyzing one’s own teaching practices throughout the student teaching experience as the candidate makes the transition into the teaching profession. A problem solving approach is employed. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 6-0-6
EDPC 690	Research Methods and Assessment	3	College of Arts & Sciences
Candidates explore selected forms of quantitative and qualitative research, considering the strengths and weaknesses of each. Specific topics include: establishing the problem and the hypothesis; locating and reviewing relevant research literature; selecting a subject, research design, and appropriate statistical measures; and interpreting research results. Special attention is devoted to methods of assessing learning and other outcomes. Candidates complete the course by preparing a detailed research proposal in the form of a completed document using actual or hypothetical data. Candidates must have completed a minimum of 24 credits prior to enrolling in this course.
EDPC 691	Field Project	3	College of Arts & Sciences
This is the culminating course in the masters' courses of study. Candidates carry out an applied research project in a chosen area of expertise that demonstrates and documents the candidates comprehensively developed skills. The project synthesizes work of the degree candidates' program. The field project is based on a standards based learner centered quantitative or qualitative design begun in the research course and refined in this course. The design demonstrates application of a range of teaching/learning methods, media, instructional technology, and integrates appropriate criteria, rubrics, and assessments. The instructional needs of diverse learners are integrated into the field design. The final report includes detailed documentation of the rationale, design, and implementation of the project followed by an evaluation and analysis of project results. Candidates are encouraged to publish their reports in professional journals. Prerequisite Course(s): Prerequisite: EDPC 690
EDPC 695	Teacher Education Capstone	0	College of Arts & Sciences
Candidates will create an electronic teaching portfolio reflecting on all major/keystone assignments submitted to TaskStream in each course. Requirements of the electronic teaching portfolio include the teaching philosophy, sample lesson plans, student artifacts, and a comprehensive critical analysis of the overall integrated experience in teacher education programs. Candidates must register the capstone course during the last semester.