500

This course examines curriculum design, assessment, and evaluation as interrelated components. The curriculum design component focuses on how theory, history, values, context and politics impact curriculum and on making informed decisions about how the processes of design and evaluation support enduring understanding for all learners. The evaluation component requires students document the findings of their field study. Prerequisite(s): {exceptions required permission of C&I Program} completion of 3sh CIC 592 with the minimum grade of B, completion of 3sh CIC 504 with a minimum grade of B. Co-requisite(s): None. 3 semester hours

This course examines the critical role of the teacher in the instructional decision making process. Focus is placed on analyzing various teaching practices that serve diverse learner needs in relation to their underpinning assumptions, current research, and evidence of student learning. During this course candidates plan the implementation stage of a curricular segment that supports enduring understandings. Prerequisite(s) {exceptions require C&I program permission}: Admission to the C&I program; Completion of CIC 592 with a minimum grade of B. Co-requisite(s): None. 3 semester hours

Students analyze and apply conceptual frameworks of curriculum and instruction to focused areas of study, such as: (1) assessment, grouping practice/tracking, inclusion, integrative curriculum, technology; (2) research and application in selected content areas; (3) exploration of primary, intermediate, middle, secondary, and/or adult levels as contexts for curriculum and instruction. Participants explore ways to develop and support a professional development plan documented by a professional portfolio. Participants integrate technology into their professional work. Pre-requisite(s): Admission to the M.Ed. IDS Program, field-based . Co-requisite(s): None. 3 semester hours

This capstone course represents the culminating seminar of the MEd/EdS in Specialized Endorsements. Learning activities allow candidates to demonstrate the professional learning and career development that occur while candidates complete their personalized set of courses. The Capstone Project requires candidates to synthesize their learning by demonstrating how this was applied to their classrooms or schools to improve the quality of learning outcomes. The Career Development Portfolio requires candidates to document their career development action plans and professional growth. Collectively these two tasks provide evidence of the impact of the program on the candidates' school/classroom and career development. Prerequisite(s): Complete all courses required for the relevant endorsements. Co-requisite(s): None. 3 semester hours

1-4 semester hours

1-4 semester hours

Cooperative learning theory and the effectiveness of cooperative learning methodology will be reviewed. Participants will experience cooperative learning throughout the course by means of cooperative strategies, heterogeneous grouping, team and class building, skill development, scoring and recognition, as well as classroom and lesson management. An emphasis will be placed on cooperative learning for multilingual and multicultural classes. 3 semester hours

1-4 semester hours

This course provides teachers with an opportunity for an organized exploration of a relevant topic, issue or problem related to their current field of work (i.e., classrooms, schools and communities). Teachers are encouraged to work with colleagues in the field-based program and/or with teaching colleagues as they pursue their explorations. Prerequisite(s): C&I students: Approval by academic advisor. IDS students: Admission to the Interdisciplinary Studies Program in Curriculum and Instruction and completion of Term I. 1-3 semester hours

This course provides both an introductory and culminating integrating experience for candidates in the Curriculum and Instruction program. Candidates analyze the interrelatedness of relevant educational issues and engage the skills of reflective practice to examine their professional goals, understandings, development, and advocacy initiatives. Focus during the introductory experience is on understanding the dimensions and tools of viewing one's professional practice through cognitive, critical, narrative lenses. Focus during the culminating integrating experience is on completing a formal self-study that illustrates understanding of one's professional practice, applying the cognitive, critical, narrative lenses to exhibit competencies, growth and targets for continued development. Prerequisite(s) {exceptions require permission of the C&I program} Admission or application for admission to the C&I program. Co-requisite(s): None. 3 semester hours

Provides a culminating and integrating experience for students studying curriculum and instruction. Students will be asked to explore, from the generalist point of view, the interrelatedness of curriculum and instruction, prekindergarten through secondary school. The seminar will also include critical analysis of learning acquired and the production of concrete evidence of accumulated learning. Pre-requisite(s): Consent of department. Co-requisite(s): None. 2 semester hours

The purpose of this independent study in curriculum and instruction is to provide participants with the opportunity to investigate a topic, problem, or issue of specific relevance to their work with singular focus and depth. The topic(s) of choice may or may not be directly linked to classroom practice but should be of relevance to their individual goals and professional aspirations as a teacher. Prerequisite(s): None. 1-3 semester hours

This course provides the student with the opportunity to explore current or specialized topics in the field of curriculum or instruction. 1-6 semester hours