M.Ed. Courses

MED 511 3 sh
Advanced Foundational Studies
This course examines both the theoretical and philosophical basis for important historical practices in education. The main focus of study is the philosophical foundations of education, but the historical and sociological foundations are also treated. Major curriculum movements, trends and controversial issues are addressed. (Summer)

MED 515 3 sh
Educational Testing and Measurement
Principles governing the development and use of tests are addressed. Topics include basic concepts in test construction — reliability, validity and utility; issues in teacher-created tests — measuring learning outcomes, writing items and assigning grades; understanding standardized tests — norms and norm-referenced testing, standard scores; and testing and individual differences. (Summer)

MED 516 3 sh
Educational Research
This is an online course designed to enable educators to become discriminating consumers and practical producers of action-based educational research. The course helps teachers develop the professional knowledge, skills and disposition for critical inquiry and research development, preparation, analysis, interpretation and evaluation. (Fall online)

MED 521 3 sh
Survey of Elementary Curriculum: Development and Content
This course covers an introduction to curriculum — study of organizational patterns, curriculum goals and objectives; update on content in each curricular area; study of issues in curriculum; presentation of methods for evaluating, planning and/or revising elementary school curriculum. (Summer)

MED 522 3 sh
Advanced Literacy Development
MED 522 is a graduate survey course in the teaching of literacy. In this course, students will explore the nature of reading and writing, as well as the characteristics of developing readers and writers, with special emphasis on effective instructional practices in these areas. This course includes an exploration of what it means to be a reader/writer, the nature of reading and writing processes, and critical features of developmental phases of reading and writing. Students will critique a variety of instructional practices and literacy programs in relation to what it means to be literate. (Summer)

MED 523 3 sh
Instructional Technologies in the Classroom
This course examines the role of technology in teaching and learning in K-12 schools. Students will develop skills in using technology and in selecting and applying technology appropriately to enhance both teacher productivity and student learning. Current issues related to educational technology will be explored through written and oral reflection based on selected readings. (Alternate summers)

MED 530 3 sh
Principles of Diagnostic Instruction
In EDU 530, students investigate instructional expertise. The concept of diagnostic instruction is used to highlight the importance of instruction based on skillful assessment and analysis of learning needs with regard to typical development and individual characteristics. A major emphasis in this course is facilitating a deep understanding of content through the use of instructional planning and sound pedagogy. (Summer)

MED 532 3 sh
Collaboration and Consultation Skills
In this course, special emphasis is given to the multidisciplinary nature of regular and special education and to planning for cooperative instructional adaptation. Skill development encompasses communication, observation, data collection and conferencing with families, teachers, administrators, paraprofessionals, student teachers and members of other supporting professional groups. These skills enhance service as a member of a multidisciplinary team or special education consultant. (Summer)

MED 534 3 sh
Curriculum Development and Design in Special Education
The focus of this course is on planning curriculum and designing instruction for students with mild or moderate disabilities so that they can participate fully in core curricular activities. An analysis of the basic principles and concepts underlying major disciplines will provide a means for organizing content to promote retention, generalization, and transfer. Additional emphasis will be given to problem-solving strategies within different content areas. (Summer)

MED 535 3 sh
Assessment Methods and Interpretation in Special Education
In this course, students explore a variety of authentic and informal assessment procedures, as well as standardized or norm-referenced measures that are used to evaluate the learning of exceptional students and adolescents in classroom settings. The course is designed to provide students with the knowledge to devise assessment plans for eligibility determination (for special education services), instructional planning, and monitoring of teaching effectiveness and student achievement. (Summer)

MED 540 3 sh
Literature for Children and Youth: Analysis and Application
This course covers the presentation and analysis of contemporary books for children and youth, development of a variety of print and nonprint methods of sharing books with students, assessing and using student interests to motivate reading, and incorporating literature into the school curriculum. (Alternate summers)

MED 542 3 sh
Foundations of Special Education
This course addresses the evolution of the field of special education, its philosophical and theoretical foundations, legal underpinnings, and current trends and controversies. Emphasis is on acquiring a broad knowledge base regarding the characteristics of exceptional learners and the skills of individualized programming. Family involvement is highlighted, and special consideration is given to issues of cultural diversity in terms of special education placement and services. (Spring online)

MED 544 3 sh
Language and Literacy Methods in Special Education
In MED 544, students become familiar with the research base on effective instructional techniques for children with high incidence disabilities and the theoretical paradigms underlying research-supported techniques. They will learn how to apply specific methods that involve explicit, systematic and intensive instruction and that are designed to help children with learning difficulties acquire foundational skills in language arts and reading. (Summer)

MED 545 3 sh
Planning and Managing the Learning Environment for Students with Exceptional Learning Needs
In this course, students are taught to analyze the disturbing behaviors of school-age children and adolescents in classroom environments and to design effective behavior management interventions relevant to the specific nature of the problematic behavior, the student’s academic and social profile, and the classroom context. In addition, the importance of family involvement in the treatment of students with behavior problems is stressed, and methods for gaining family support are addressed. (Summer)

MED 547 3 sh
Nature and Needs of Students with Learning Disabilities
This course is designed as an exploration of the assessment and instruction of students with learning disabilities. It provides a comprehensive overview of the field of learning disabilities, including an examination of historical perspectives and current trends in the field, theoretical orientations related to learning disabilities, assessment and its role in the clinical teaching process, and general principles of instruction for children and adolescents with learning disabilities. (Spring online)

MED 550 3 sh
Meeting Special Learning Needs of Students
This course is designed to prepare classroom teachers to employ individualized programs when working with students who have special learning needs, including those who are culturally diverse, those who have disabilities and those who are academically advanced. A survey of literature related to the instruction of these students, including assessment and modes of learning, is covered, and its implications for mainstreamed classroom teaching are discussed. (Fall online)

MED 555 3 sh
Teaching and Learning Strategies for Students with Exceptional Learning Needs
This course focuses on research-validated teaching and learning strategies for adolescents with mild to moderate learning needs. The course emphasizes strategies that reflect a cognitive/metacognitive instructional approach and prepares M.Ed. students to use and to explicitly teach strategies that facilitate learning across the curriculum. (Summer)

MED 561 3 sh
The Advanced Masters Seminar
The Advanced Masters Seminar is divided into three 1-semester-hour sections. The first section is designed to develop the skills necessary for successful graduate study, including technology, professional reading and writing, and using the library for research. The second section provides students with the opportunity to synthesize the content and skills acquired during their graduate studies as they begin to assemble their graduate portfolio. In the third section, an emphasis is placed on the important role that master teachers have in making professional contributions to the field of teaching. This last section serves as a forum for graduate students to explore possible leadership roles, presentation and publication opportunities, and to present the culminating product of their graduate studies, their professional portfolio, to peers and faculty. (Summer)

MED 562 3 sh
Foundations of Education of Gifted Students
MED 562 is designed to provide candidates with the historical, philosophical and theoretical foundations of education of gifted students. Course activities will provide opportunities to apply these underpinnings to a variety of identification procedures and program models. Current trends and issues will be examined, including issues involving parenting and teaching children and youth who are gifted. (Fall online)

MED 564 3 sh
Curriculum Development and Differentiation for Gifted Students
MED 564 will acquaint teacher candidates with the central concepts of curriculum design and differentiation. Candidates will study models and examples of curriculum for gifted learners before applying central concepts in the development of their own curriculum unit. The principle of alignment will be emphasized throughout, in terms of alignment with standards and with learner characteristics as well as internal alignment of curriculum elements. (Summer)

MED 565 3 sh
Instructional Methods for Gifted Students
MED 565 will introduce teacher candidates to a wide range of instructional methods that enhance the strengths of gifted learners. Each method will be viewed through the lens of instructional purpose as well as instructional theory. The use of research to validate the efficacy of a teaching strategy will provide the groundwork for candidates’ own teaching and research efforts. (Summer)

MED 567 3 sh
Social and Emotional Needs of Gifted Students
MED 567 will introduce teacher candidates to the social and emotional issues that confront students who are gifted. Special populations, including gifted/learning disabled, culturally diverse, and those who are extremely precocious, will be considered regarding their unique characteristics and needs. An emphasis will be placed on programming and promising practices for these special groups of students. (Spring online)

MED 570 3 sh
Special Topics
This course deals with topics of special interest, which may vary each time the course is offered and are outlined in the current class schedule handbook.

MED 580 3 sh
Graduate Internship in Special Education
The special education internship is designed to provide graduate students with experiences that augment both their work experience with exceptional children and other components of their graduate program. Graduate students serve their internship in an on-campus summer school for children with mild to moderate disabilities from the local school system. During this experience, graduate students review Individualized Education Plans (IEPs), conduct assessments, plan the curriculum, implement instruction and assess student progress. (Summer)

MED 591 3 sh
Independent Study
The Independent Study allows students to plan an independent course of study in consultation with a faculty advisor. Permission of M.Ed. director/education department chairperson is required. No more than three hours of independent study may be applied toward M.Ed. degree.

MTH 521 3 sh
Mathematical Concepts for the Elementary School Teacher
Through the integration of problem-solving and reasoning skills, this course focuses on conceptual understanding in four strands of mathematics: (1) number sense, numeration and numerical operations; (2) spatial sense, measurement and geometry; (3) patterns, relationships and functions; and (4) data, probability and statistics. (Alternate summers)

PSY 515 3 sh
Advanced Psychological Theory in the Classroom
This course is designed to provide a background in the application of psychology to education, with a focus on cognitive approaches to learning, development and motivation. Students will learn to apply current theory and recent research findings to practical problems of education. (Summer)

SCI 565 3 sh
Integrated Science for Elementary School
This course takes an active approach that will expand the knowledge base of teachers by providing an in-depth examination of selected topics in earth, life and the physical sciences. The course focuses on processes and laboratory approaches in line with the most recent state and national standards. Special attention is given to the integration of the sciences and the study of topics that reflect recent developments in science. (Alternate summers)