EDU 501 Current Trends in Education
3 credits Introduction to graduate studies through a study of political, social, and economic forces that currently shape American education. Attention is given to educational history, reform and renewal, the role of the teacher, the challenges of diverse populations, family structures, technology, legal considerations, pressure to reform education and professionalism in teaching. This course must be taken at ODU; transfer credit will not be accepted for this course. Core course.
EDU 502 Technology Leadership
3 credits This course explores the philosophical underpinnings of leadership perspectives that affect the successful application of instructional media and technology in the classroom. Students will study the integration of technology into educational settings, including creating and communicating common goals and understanding the nature of change in an information-rich society. Topics include exploration of expectations for technology leaders within current models, supervision, evaluation, effective policy decisions and implementation of reform.
EDU 505 Technology and Learning
3 credits This course is designed to investigate the issues, concepts, and philosophical considerations behind uses of technology in education. Emphasis will be on integrating appropriate technology as tools for teaching and learning as well as on developing new teaching strategies, and resources in alignment with local and national standards. Prerequisite: Basic proficiency in word processing, database management, presentation tools and spreadsheet concepts.
EDU 511 Curriculum and Instruction
3 credits The focus of this course is on exploring access, instruction, and curriculum development with regard to past, present and future strategies. Emphasis is placed on integrating theoretical and practical dimensions. Multiple conceptual frameworks for developing curriculum and reflective inquiry will be investigated. Core course.
EDU 515 Assessment Practices
3 credits This course is designed to aid the educator in interpreting and utilizing assessment data as applied in educational settings. Formal assessment and informal assessment will be studied. Emphasis is placed on how to assess within the classroom, how to apply assessment results to teaching, and how to use published research to improve student learning. Core course.
EDU 518 Content Area Reading and Writing: Instruction and Technology
3 credits This course examines principles, strategies and methodologies that are designed to improve student achievement in the content areas. Research, theory, and implications for instruction and technology will be examined and reviewed. Topics include purposes and types of reading; content reading learning design and delivery and methods of assessing reading strategies and skills in student-centered reading instruction.
EDU 521 Psychology of Learning
This course focuses on learning theories and current issues in the psychology of learning, the social and emotional growth and diverse needs of students, and guidance and counseling theories, strategies, and practices. Topics include research related to child development, best teaching practice, learning styles, theories of multiple intelligences and constructivism. Core course.
EDU 528 Issues in Classroom Management and Discipline
3 credits This course will focus on current issues in classroom management, notably Positive Behavioral Supports, as well as procedures all teachers need to know about participating in the completion of Functional Behavioral Assessments for students (with or without Individual Education Plans (IEPs)) whose behavior seriously disrupts school or classroom activities or endangers others.
EDU 533 Professional Ethics, Law, and Teaching
3 credits This course provides an overview of the emergence of and justification for ethical issues in education. The course will compare and contrast the professional ethics of educators and other professions, begin to develop skills for thinking and writing critically about ethical claims related to the education profession, and encourage the students to think about how to maintain an ethical educational career and life. Core course.
EDU 535 Developing a Deeper Understanding of Leadership
3 credits This course will offer Teachers Leaders in public and private schools the opportunity to examine their own leadership styles and beliefs, while learning more about leadership in general, and school leadership, specifically.
EDU 536 Collaboration: Leading and Facilitating Teacher Development
3 credits This course will aid in the understanding and knowledge of how one can use collaboration and facilitation skills with groups. This includes facilitation skills, consensus building and teambuilding strategies along with problem-solving skills that work in school settings. Prerequisite: EDU 535.
EDU 537 Coaching and Mentoring for Improved Results
3 credits This course will focus on developing the knowledge, skills, and dispositions necessary for Teacher Leaders to provide high levels of effective coaching and mentoring focused on improving teaching practices and learning for all students. Prerequisite: EDU 536.
EDU 540 Change: School Leadership for Continuous Improvement
3 credits This course will aid in the understanding and knowledge of how one can lead a school through a continuous improvement process. The student will examine 'turnaround programs', the value of university-district partnerships and visionary restructuring for school improvement. The course will offer a change process, continuous improvement strategies, the need for leadership teams, while also examining processes that can deeply impact the high-need school buildings.
EDU 541 School Success: The Value of Community Resources and Partnerships
3 credits This course will develop an understanding of educational organizations and how they can connect with the community to impact school resources and student achievement. The course will develop a school leader ability to expand their role as an instructional leader, to include the engagement of community partnerships that move the school‘s agenda forward.
EDU 542 Leading Instructional Learning
3 credits This course will examine curriculum leadership on a macro-scale, as well as examining how best to implement curricular change, work with curriculum teams or grade-level teams, plus leading horizontal and vertical teams for curriculum (mapping) coverages. This class will not look at a specific curriculum, but how to lead departments, grades, and schools in the implementation of a cohesive curriculum. It will also look at how to integrate inclusion and the special education challenges into the curriculum.
EDU 543 Data Management for Improved Instruction
3 credits This course focuses on developing the knowledge, skills, and experience to lead data teams for improved instruction. The emphasis is on developing teams, and leading those teams to use data for both school-wide and individual student improvement. The culminating project is examining school data, leading or being part of a team, and formulating a plan for improvement—within a safe 'practice field' and within the guidelines of a school district.
EDU 544 Inclusion, Intervention Teams, and Special Education Law
3 credits This course focuses on developing the knowledge, skills, and experience to lead schools with inclusion and to move to inclusion, RTI, co-teaching, and ESL issues and concerns. Special Education Law will also be a part of this course as well as the proper implementation of Intervention Teams.
EDU 545 School Law and Personnel Services
3 credits This course focuses on the pertinent school laws that many of our regulations are based on, plus the new decisions that are influencing the schools today. Current topics included in this course will include: state laws affecting the administrator, student rights, teacher rights, teacher dismissal, collective bargaining, tort liability, special education, and student records. Personnel Services is included here because of the entanglement of laws and contract language, which will be explored in depth.
EDU 546 Instructional Decision-Making
3 credits This course provides opportunity to assess instructional models used in the classroom. Students will evaluate instructional methods and resources to enhance instructional decision-making. Topics include integration of content areas with new curricular materials and resources, development of new teaching strategies for emerging curricular models, and development of instructional procedures for students such as grouping strategies, learning outcomes and implications for diverse populations.
EDU 560 Research Methods in Education
3 credits This course will focus on basic types of research conducted in education, including both quantitative and qualitative, as well as procedures for analyzing data for each type of research. Students will be able to identify and understand good research and to develop action research to move theory to practice. Prerequisite: EDU 515 or permission of instructor. Not open to students with credit in EDU 561.
EDU 561 Educational Research Methods
3 credits This course introduces students to quantitative and qualitative research. Students are encouraged to design studies that address important and current educational issues, gather data, analyze data, and derive conclusions based on their analyses. The strengths and limitations of various educational research designs, data collection and types of instruments used to measure educational outcomes will be emphasized. Topics include review of statistical tests common to research studies, action research, single subject research, ethnography, and case study method.
EDU 562 Research Proposal
3 credits This course focuses on preparing the research proposal including writing the complete proposal, securing appropriate permissions, including Institutional Review Board (IRB) approval, and fully preparing to begin the proposed research during EDU 630-Research Project in Education. Not open to students with credit in EDU 561. Prerequisite: EDU 560.
EDU 565 Addressing Diversity in the Classroom
3 credits This course will focus on current issues related to all types of diversity in P-12 classrooms: educational exceptionalities, including giftedness, linguistic, cultural, ethnic, and economic diversity, and best practices to provide appropriate education to diverse learners.
EDU 566 Teaching Mathematics and Science in the Intermediate Grades
3 credits The purpose of this course is to familiarize teachers with mathematics and science curricula for children in the intermediate grades (4-5) and with instructional techniques appropriate for the delivery of the curricula. Course content is closely aligned with recommendations of authorities and national organizations, with a solid foundation in the Ohio Academic Content Standards for Mathematics and Science. The course is designed to extend the teacher‘s understanding of mathematics and science content and methodology so that mathematics and science instruction is seen in terms of active children, making appropriate use of technology in learning mathematics and science as relevant and coherent bodies of knowledge that relate to diverse cultures.
EDU 567 Teaching Language Arts and Social Studies for Intermediate Grades
3 credits The focus of this course is to explore the integration of the language arts and social studies particularly the content standards related to 4th and 5th grades. Topics include both the Ohio Content Standards for Language Arts & Social Studies as well as National Council for the Social Studies Curriculum Standards and the Standards for English Language Arts. Emphasis will be on effective pedagogy for engaged teaching and learning.
EDU 568 Teaching and Learning in the Intermediate Grades
3 credits The purpose of this course is to familiarize teachers with the developmental needs of the intermediate age group, the organizational structures of the elementary/middle grades and standards set by the National Middle School Association. Focus is placed on understanding the diversity of the students and ways of supporting the students through current research and best practices.
EDU 570 School Business, Finance, and Allocation of Resources
3 credits This course focuses on school finance in Ohio, offering a working knowledge at the district level. The course will also include the knowledge needed for budget, purchasing, and allocation of resources for principals to run buildings and departments. The combination of this course and the BASA School Finance I and II will offer a treasurer/business manager a complete view of school finance.
EDU 582 Mentoring, Collaborating and Communication Through Technology
3 credits This course examines the effective use of technology as a tool to enhance mentoring, collaboration and communication in the educational setting. Topics include using advanced communications technology to solve communication problems, critically evaluate information and media messages, apply technology to meet the needs of diverse external audiences and work effectively in multicultural setting, and to use, organize, and manage research effectively to enhance learning.
EDU 584 Seminar in Teaching and Learning
3 credits This course will be a topical seminar focused on current trends in teaching and learning, and will involve initial development and design of the Professional Teaching Portfolio. Prerequisite: Completion of Core Courses.
EDU 596 Theory into Practice
3 credits This field experience may be completed in the candidate‘s school, but requires one day of observation in another school with a student body demographically different from the candidate‘s school. Individualized assignments related to curriculum, instruction, assessment, and diversity will allow the candidate to demonstrate knowledge and skill in content areas and pedagogy. Prerequisite or co-requisite: EDU 511, 515, and 546. Not open to students with credit in EDU 597.
EDU 625 Portfolio Development
3 credits This course will guide candidates in the development of their professional portfolio. The portfolio is a performance based assessment designed to evaluate the complex knowledge, skills, and dispositions of teaching described in the program standards. Prerequisite: EDU 584.
EDU 599A Instructional Leadership Practicum I
1 credit Semester I-A will seek work with a building principal or building director. Prerequisite: Completion of 60% of the program.
EDU 599B Instructional Leadership Practicum II
1 credit Semester I-B will be with the principal again or with a Special Education Director or IAT leader. Prerequisite: EDU 599A.
EDU 599C Instructional Leadership Practicum III
1 credit Semester II-A will seek a field position with a department/office at the district level. Prerequisite: EDU 599B.
EDU 599D Instructional Leadership Practicum IV
1 credit Semester II-B will be working with a curriculum or data project in the district or building. Prerequisite: EDU 599C.
EDU 630 Research Project
3 credits This course requires the completion of the research project proposed (and approved) in EDU 562 and the writing and presentation of the final report to the ODU community. Prerequisites: EDU 560 and EDU 562.