500

The focus of this course is understanding the role and application of the learning sciences in designing powerful learning experiences and environments using digital technologies. Major topics include teaching, learning and assessment in digitally-mediated learning environments including theories of learning and socio-cultural influences, human-computer interaction and visual tools for representing teaching and learning processes. Pre-requisite(s): None. Co-requisite(s): None 3 semester hours

This course explores strategies for creating and maintaining safe schools. Participants examine evidence-based research that addresses conditions that lead to safe and unsafe schools. Participants explore ways of assessing and monitoring school safety and preventing school violence, including but not limited to gender-based violence, bullying, aggression against school personnel, and school rampages. Participants learn how to mobilize student diversity, classroom pedagogy, strategies for student cognitive and social engagement, classroom management and community building, interdependent school organizational networks, familial support, peer-involved mediation activities, and restorative justice practices to create safe learning spaces for P-12 students. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The course introduces program candidates in Learning Sciences Education to the overall LSE field of study, including the program's four themes of (1) Social Emotional Learning in Sociocultural Contexts; (2) Cognition; (3) Design; and (4) Digital Learning Applications. The course builds the candidates? foundational knowledge of ISTE standards for Students and Educators and provides an introduction to ISTE standards for Education Leaders. Students will begin to work on a project-based learning assignment that integrates their specialty and the Learning Sciences. This project will be continued throughout the program, especially in LSE 555 and LSE 597. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

This course enables school professionals to learn and apply key principles of data literacy, including data discovery and location, evaluating data quality, collecting and organizing data, evaluating and interpreting data, presenting data to an audience in multimodal formats, and applying principles of data-driven decision making. Participants will learn how to use data to ask vital questions, think critically, and problem solve about issues that occur in school contexts. Evaluating data-driven decisions and using data-driven decisions to craft policy, as well as data literacy ethics, will be addressed. Pre-requisite(s): None. Co-requisite(s) None. 3 semester hours

In this course, candidates explore various types of educational inquiry methods and design-based research in formal and informal educational settings. Design-Based Research is an iterative process used to examine the processes and outcomes of teaching, learning and interventions and to inform theory and practice. Candidates collect and evaluate their own data to understand their instructional and/or professional practices on teaching and learning. Working collaboratively and/or independently on projects and assignments, candidates learn different approaches to research design, data collection and analysis. Candidates engage in a small scale site-based project, or its equivalent, to acquire practical skills of researching and evaluating educational phenomena. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The purpose of this course is to help students develop a strong foundation in the Learning Sciences, specifically in relation to social-emotional, cognitive and the socio-cultural context of learning. Candidates will examine theory and research that have informed our understanding of individual learning and the effects of social context of learning. The course will primarily focus on the questions surrounding how people learn, how culture and context affect learning, and the affordances and constraints on design for learning. For example, what are the effects of poverty on individual learning for the 21st century, and what are the influences on teaching and learning? Pre-requisite(s): LSE 500 Co-requisite(s): None. 3 semester hours

The course is designed to examine the need for social and emotional learning (SEL) and behavioral supports that are sensitive to diverse cultural, linguistic and economic environments and the influence of culture on student's emotions and behavior in school settings. The course focuses on promoting school-wide and classroom practices to promote positive social emotional skills in a way that integrates students? culture and language, promotes community, and enhances both academic and behavioral student outcomes. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The course supports Learning Science Education candidates with a formative mid-program examination and assessment of candidates? progress in pursuit of their degree objectives and content base in the program's four themes of (1) Social Emotional Learning in Sociocultural Contexts; (2) Cognition; (3) Design; and (4) Digital Learning Applications. The course advances candidates? knowledge of ISTE standards for Students, Educators and Education Leaders. Students continue work on a project-based learning assignment started in CIC 502, integrating knowledge in their specialty and the Learning Sciences. This project will be continued throughout the program, culminating in LSE 597. Pre-requisite(s): LSE 502. Co-requisite(s): None. 1 semester hour

Candidates examine the theoretical, historical, multicultural, social, and political foundations of curriculum which serve as frameworks for examining the curriculum and instruction experienced by students and teachers in classrooms. The course consistently investigates the personal dimensions of curriculum decision making and instructional methodology as contexts for interpreting these frameworks. Specific include integrated assessment, classroom management, brain-based strategies, differentiated instruction, student motivation, and the roles of emotion, movement, and artistic expression in learning. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides a culminating experience for candidates in the Learning Science programs. Emphasis is on current trends and issues, seminal readings, and research findings related to the learning sciences in education. Candidates are required to research and propose solutions to a problem of practice, resulting in the design and implementation of an educational intervention appropriate for their context. Candidates will engage in a design-based research process to evaluate impact and design of the intervention. As part of this course, candidates are required to complete a minimum of 15 hours of field experiences. Pre-requisite(s): LSE 500, LSE 520 and LSE 530. Co-requisite(s): None. 3 semester hours

This course helps PK-12 teachers design courses, lesson plans, and other learning experiences that include remote learning and other technology-based elements based on existing resources. The course introduces ISTE Standards for Students as a frame of reference for studying their own students? developmental levels in educational uses of technology for learning. The course facilitates teacher development of a defined Problem of Practice describing their own learning environment, student characteristics, and school-based technology resources, accentuating strategies for teaching effectively in low-resource, high needs environments. With NLU faculty support, teachers produce a personalized teaching-and-learning plan and instructional unit to optimize student e-learning in challenging circumstances. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

This course prepares participants for teaching and learning in e-environments with a focus on instructional strategies. Topics include: principles of effective online instruction, planning for e-learning, selecting digital tools, and engaging students and families. Participants will describe their own learning environment, student characteristics, and school-based technology resources, and define a Problem of Instructional Practice related to remote or e-learning. The culminating project is a personalized teaching-and-learning plan that optimizes student e-learning. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

LSE 595 C is the culminating course in the E-learning Certificate. As a capstone experience, the course provides a platform for candidates to integrate work across courses and engage in a final reflection on the principles and practices of effective E-Learning and the process of implementing E-learning plans in P-12 contexts. Pre-requisite(s): LSE 595A and LSE 595B. Co-requisite(s): None. 2 semester hours

This course prepares pre-service teachers for teaching and learning in e-environments PreK-12 with a focus on instructional strategies. Topics include: principles of effective online instruction, planning for e-learning, selecting digital tools, and engaging students and families. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

The course supports Learning Science Education candidates with a culminating capstone assessment of candidates? progress in pursuit of their degree objectives and content base in the program's four themes of (1) Social Emotional Learning in Sociocultural Contexts; (2) Cognition; (3) Design; and (4) Digital Learning Applications. LSE students conclude work on a project-based learning assignment started in LSE 502, continued in LSE 555, and culminating in LSE 597, integrating knowledge in their specialty and the Learning Sciences. Candidates also complete key assessments designed to track learning growth from the baseline through the mid-point to this capstone summative assessment. Pre-requisite(s): LSE 555. Co-requisite(s): None. 1 semester hour