LSE - Learning Sciences in Education

The Google Certified Educator Level 1 course helps participants utilize Google tools in classrooms to transform lessons through technology integration. Level 1 certification focuses on enhancing professional growth and leadership, increasing efficiency, and fostering student learning and creativity. Participants will validate their existing usage of G Suite applications, master/refine usage of lesser-known G Suite applications, and increase their chances of passing the Level 1 Certification Exam. Participants will dialogue about meaningful use of G Suite applications and instructional technology in teaching and learning, and use various technology tools in both live online and synchronous learning environments. Participants will receive hands-on training advice and coaching from a Google Certified Trainer. Pre-requisite(s): None. Co-requisite(s): None. 0 quarter hour

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

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

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 introduces postsecondary educators to Learning Sciences Education as the conceptual framework for understanding how people learn and designing effective formal learning experiences. The course applies research-informed instructional design and technology-based pedagogies to curriculum development projects in the degree candidates’ own areas of professional specialization. The integrative concept of Technology, Pedagogy, and Content Knowledge (TPCK) is used as a framework to encourage introspection focused on the candidates’ own curriculum design practices. Quality assurance processes are introduced in relation to national standards for effective instructional design in online courses. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course explores the experience of teaching in undergraduate and graduate college settings, emphasizing core assumptions about helping students learn, reflecting critically on teaching practice, observing student learning experiences, and sustaining respect for students as adults. The course also prompts educators to examine practices common to college teaching across disciplines and levels, including lecturing, organizing groups for learning, planning project-based assignments, teaching culturally diverse students, incorporating creativity in courses, co-teaching, and teaching in blended and online settings. Pre-requisite(s): None. Co-requisite(s): May be taken concurrently with LSE 691. 3 semester hours

Designed as a field-based companion course to LSE 605 Postsecondary Teaching in Content Specializations, this course organizes field experiences designed to broaden and deepen postsecondary educators’ professional knowledge within their teaching fields. Candidates will plan explorations of their respective professional disciplines, examine professional associations that publish research in the discipline, participate in state, regional, or national professional meetings focused on scholarship, interview experts in the field, create annotated bibliographies of current research in the field, engage in other scholarly activities in the academic discipline, and write a reflective summary of the impact of these professional development activities on their teaching. Candidates will document outcomes in a professional portfolio and in an updated curriculum vitae. Pre-requisite(s): None. Co-requisite(s): Candidates should take this course concurrently with LSE 605 Postsecondary Teaching in Content Specializations, but may take this course independently with permission of the program director or dissertation chair in the applicable program. 3 semester hours