*INTERNATIONAL STUDENTS: In addition to the base program curriculum listed below, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.
This course will enable teacher leaders to examine assessment as a system of integrated assessment practices in various educational settings. Integrity is fostered as students learn about the elements necessary for an assessment system to be one of high fidelity. This course lays the foundation of a school-improvement conceptual framework upon which assessment systems are designed. Students become competent in the purposes of assessment, assessment cycles, data analysis and how assessment and data can be used to make academic decisions to enhance and improve student achievement. Servant Leadership skills are developed and nurtured as students become more aware of their roles in fostering the assessment literacy of teachers, staff, and other stakeholders in education settings.
Examination of the correlation of effective literacy instruction. Emphasis on application of current theory and research in literacy and multiliteracies as it applies to P-12 classrooms.
This course helps you develop richer and more systematic interpretations of the historical, philosophical, and social foundations of American education and schooling. You will be challenged to examine the various aims, policies and practices of American education, as well as the ways in which schools have served as agents of socialization and social control. Through the lens of applied ethics, you will examine the ways in which contemporary educational debates often reflect long-standing historical and philosophical tensions. You will develop the ability to understand and describe how educational problems are often rooted in and symptomatic of social arrangements and broader social ills (such as poverty, discrimination, and segregation) that extend well beyond the classroom or school yard and impact families, communities, and local and national economics and politics. Throughout this course, you will be encouraged to craft a vision of what is possible and to articulate a plan for action in your own classroom, school, and educational context.
Educational objectives and the selection and organization of learning experiences. Investigation and analysis of curriculum development. Enhanced theoretical perspectives as they relate to the process of curriculum. A thorough explanation of pertinent research, curricula issues, and the completion of a curriculum project.
Knowledge and skills regarding effective teaching and instruction. Analysis of current and emerging research in pedagogy.
This course promotes effective teacher leadership in classrooms, schools and other social institutions. Course content examines comparative educational systems, organizational theory, and school change and reform processes.
Information and skills necessary to develop and organize curriculum to facilitate acquisition, maintenance and generalization of skills for students with special needs. Instructional planning and design based on knowledge of the disability, pedagogy and curriculum goals.
This course takes a fundamental approach to enable teachers to develop competency for teaching diverse and/or marginalized students. This course will explore issues of language, culture and social class involved in teaching in American schools. This course aims to develop the necessary knowledge, skills, attitudes and awareness that are crucial for teachers to possess in order to meet the social and academic needs of diverse students in American schools.
Principles of teacher research. Focus on development of basic research skills to carry out action research, self-study, or other practitioner research projects with the goal of improved teacher practice. Skills for interpreting published research are also emphasized.
A capstone seminar that explores teaching as a reflective practice. Reflection on one's own beliefs and assumptions as they relate to teaching and learning.
A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.