EDFS 632: Learning, Cognition and Motivation
This course examines current research on human learning including advances in the study of learning as well as practical applications of what we know about learning on the design of curriculum, teaching, and assessment.  The course covers important concepts and theories in educational, cognitive, and social psychology and offers the student opportunities to develop their teaching skills through application of the theories and concepts with attention to the realities of teaching.

EDFS 635:  Educational Research
This course provides an in-depth study of methods used in different types of educational research. Includes involvement of the student in the process of educational research design, implementation, reporting, and evaluation.

EDFS 672: Linguistic/Cultural Diversity in Education
This course provides pre-K-12 educators with an understanding of issues affecting linguistically and culturally diverse learners.  Topics include analysis of language and its development in diverse settings, history of bilingual education, cultural/learning style preferences, cultural influences in curriculum and materials, legal issues related to serving limited English proficient learners, ESOL program development, and home-school collaboration.

EDFS 702: Research and Development Project
This course will guide and assist candidates in designing, implementing, and presenting their capstone projects. Candidates will complete in-depth study of an individually chosen topic under the guidance of the student’s advisor, the course instructor for review by a public presentation.

EDFS 705: Reflective Practice and Professional Development
This course, an intensive study of how professional frameworks guide educators’ professional development, focuses on knowledge and skills linking ongoing reflective practice to improve pedagogy, student outcomes and professionalism. Educational research in the areas of portfolio assessment, teacher as researcher, and teacher as reflective practitioner is emphasized.

EDFS 711: Differentiating Instruction to Meet the Needs of Diverse Learners
This course addresses the needs of general and special educators to meet the needs of students in inclusive classrooms (preK-12). Students learn how to differentiate instruction to meet the needs of students who are performing in ranges from gifted to significantly below average. This course provides teachers with strategies to meet the needs of all learners, and examines the over and under identification of racial and ethnic minorities in special and gifted education programs.

EDEE 667: Curriculum Theory and Application
This course expands the candidate’s understanding of theories, issues, and practices of curriculum development. The course will examine the history of curriculum development in the United States and will identify educational, political, and social forces that have shaped curriculum.  Students will identify reoccurring themes, major leaders in curriculum, and will gain an understanding of how curriculum is developed from the classroom to the national level.  By examining their own understanding of curriculum, they will begin to conceptualize potential capstone projects.

EDEE 678:  Success in Literacy for Older Readers
Examination of all processes involved in literacy, speaking, listening, reading, writing, viewing and thinking. Specifically, this course is designed to push your thinking to analyze critically how older learners are and become “literate” in traditional and non-traditional educational settings.  The course views literacy as a life-long process. 

MTLA 601:  Class, Race, and Gender in Education
This course examines contemporary significance of race/ethnicity, class and gender on the educational experience. Drawing on history, sociology, anthropology, philosophy and public policy, it considers the ways public educational institutions empower individuals while reproducing social inequalities. Candidates critically examine their own educational experiences in relationship to class, race and gender. 

MTLA 602:  Critical Issues in Contemporary Education
This course explores issues impacting children and youth, comparing those from urban, suburban, and rural settings. It introduces candidates to critical theory as a lens through which they can evaluate current school policies and practices.

MTLA 603:  Family and Community Involvement
This course is designed to help advanced level candidates better understand the benefits of school, family, and community involvement. Candidates examine settings where this involvement positively impacts student learning, and design and implement a variety of involvement strategies.

MTLA 604: Identifying and Sustaining Effective Learning Communities
Candidates identify characteristics of effective learning communities. They explore and critique classroom environments, teacher philosophy, and pedagogy in relation to the students they teach. They create a plan to sustain such a community in their practice.

MTLA 605:  Literacy Development of Early Learners
This course extends students’ understanding of the fundamentals of literacy, including reading, writing, listening, speaking, and viewing. As teachers of young children (PK-3rd), students explore traditional and expanded notions of text. The course emphasizes the literacy process, factors affecting that process, and principles and skills involved in development of literacies.

MTLA 606:  Teacher As a Member of the Professional Community
Candidates explore the role of teacher leadership in effecting change. They explore change theory and develop strategies needed to be change agents at multiple levels, e.g., building on sound instructional practices, collaboration, teamwork, peer coaching, and mentoring. They learn to strengthen community and family partnerships and communicate across diverse spheres.

MTLA 607: Teachers As Advocates for Children and Youth
This course explores the effect of policy on the lives and learning of children and youth. It turns this understanding toward advocating for better school and classroom experiences for children and youth. Candidates examine their own practice as well as policies and procedures through the lens of advocacy.