Master of Arts in Education Schedule of Classes

Fall 2020

Semester Dates: Thursday, August 27, 2020 – Tuesday, December 8, 2020
Advanced Registration Begins: Monday, March 30, 2020
Registration for Newly Admitted Students:  Monday, June 1, 2020
Non-Degree Registration: Thursday, August 20, 2020
Last Day to Add/Drop a Class: Thursday, September 10, 2020

Spring 2021

Semester Dates: Tuesday, January 26, 2021 – Friday, May 21, 2021
Advanced Registration Begins: Monday, November 2, 2020
Registration for Newly Admitted Students:  Tuesday, December 1, 2020
Non-Degree Registration: Tuesday, January 19, 2021
Last Day to Add/Drop a Class:  Tuesday, February 9, 2021
View Full Academic Calendar

Tentative Fall 2020 Open Enrollment Courses

Computer Science

CSED 527: Culturally Responsive Instruction in Computer Science

Culturally Responsive Instruction is a dynamic form of teaching which considers students’ culture to choose and implement instruction in a way that builds and supports the culture and individual characteristics of all students in the computer science classroom. Culturally Responsive Instruction includes but is not limited to the following instructional strategies: relating Computer Science to real-life experiences, creating a safe and supportive learning community within the classroom which is student-centered and teacher facilitated, and helping students develop the language and concepts of Computer Science.

EDUC 771: Analyzing Educational Research

This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.

Prerequisites: EDUC 601, EDUC 602 and/or consent of department

Mathematics

MAED 527: Culturally Responsive Teaching in Mathematics

Culturally responsive instruction is a dynamic form of teaching which considers students’ culture to choose and implement instruction in a way that builds and supports the culture and individual characteristics of all students in the mathematics classroom. Culturally responsive instruction includes but is not limited to the following instructional strategies: relating mathematics to real-life experiences, creating a safe and supportive learning community within the classroom which is student-centered and teacher facilitated, and helping students develop the language and concepts of mathematics.

Prerequisites: Consent of department and admission to M.A.E. program.

MAED 551: Inquiry I: Patterns, Functions and Algebra

This course uses an inquiry approach to investigate essential and advanced algebraic concepts. Topics include but are not limited to patterns, functions, relations, variables, equality, algebraic representation, justification, and proof. Course participants learn how to use manipulatives graphing calculators, and other visual technologies to create active learning classroom communities. Research on learning and teaching algebra, with emphasis on linear, quadratic, and exponential functions is the foundation for developing research-based teaching practices in algebra. Course participants assess student work samples in algebra, and design intervention strategies to deepen students’ algebraic understanding.

Prerequisites: Consent of department and admission to M.A.E. program.

EDUC 771: Analyzing Educational Research

This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.

Prerequisites: EDUC 601, EDUC 602 and/or consent of department

STEM

STEM 506: The Designed World

Drawing upon the idea that the natural world is understandable and predictable, and that science is durable but cannot provide complete answers to all questions, students will examine their own world views of science. This course will assist students with the fundamental abilities and concepts to understand the relationship between science and engineering to implement the design process to solve problems , including gathering relevant data through scientific inquiry, designing a solution or product, implementing a proposed design, evaluating completed technological designs or products, and communicating the process of technological design.

Prerequisites: Consent of department and admission to M.A.E. program.

STEM 533: Culturally Responsive Teaching in STEM

Culturally responsive teaching is based on the belief that culture is central to student learning. Culture refers to the “ integrated patterns of human behavior that include language, thoughts, communication, actions, customs, beliefs, values, and norms of racial, ethnic, religious, or social groups” (Educational Leadership Project, 2005). This course provides the theories and research related to culturally responsive teaching and examines the classroom practices, such as interdisciplinary units, using real-world connections, creating safe, respectful environments and use of explicit instruction, to assist course participants to understand their own cultural identity and be able to make teaching and learning more relevant and effective in their classrooms. The students in this course will be able to identify and examine issues pertinent specifically to STEM-content related issues relating to gender, race, ethnicity and English Language Learners as well as other social groups.

STEM 550: Emerging Technologies and Their Applications

In this course, teachers will investigate technological innovation, its products, and the effects of those products on society. The teachers will evaluate curricula developed to study technology with respect to its efficacy, cultural and diversity responsibility, and use of instructional technology. The teachers will use their knowledge of technology to modify a standard board game to be used in a STEM classroom and incorporate appropriate instructional technology