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See schedule of course offerings at

Core Courses (EDCC)

EDCC 501 Creating Cultures of Change (3 SH)


Explores 21st century workplace success beyond basic knowledge and skills. In Problem-Based Learning, students not only understand content more deeply but also learn how to take responsibility and build confidence, solve problems, work collaboratively, communicate ideas, and be creative innovators. Participants will identify, use and evaluate technology resources in the context of designing and delivering instruction using the Problem-Based Learning instructional method. 

EDCT 561 Designing Personal and Authentic Learning Experiences (3 SH)

Inspires educators to implement real-world, personal, authentic learning experiences that lead to student success, investigating relevant problems and creating products that have real-life purposes while offering a rich variety of strategies and ideas to spark interest and deepen content knowledge. Educators acquire skills in the 5 Cs of communication, creativity, critical thinking, collaboration, and citizenship.

EDCT 571 Becoming a Quality Online Educator (3 SH)


Analyzes research bases for understanding risk and resilience and explores protective factors within the child, family, and community which enable resilience and mitigate risk factors. 

Special Education Courses (EDDS)

EDDS 511 Foundations and Procedural Issues in Special Education (3 SH)

Traces the historical development of special education through landmark legislation and litigation, and the laws and regulations as they impact the practice of educating children with disabilities.  Students will be able to demonstrate an understanding of the legal rights and responsibilities of the teacher related to special education referral and evaluation and the rights and procedural safeguards that students are guaranteed.  Gives understanding of the reasons behind procedures required by law and provides practical applications of the required procedures.

EDDS 611 Curriculum & Instructional Support for Special Education Students (3 SH)

Addresses research and best practice in curriculum development, instructional planning and behavior management to support students with high incidence disabilities: cognitive (ID), learning (LD), and emotional needs (ED). Emphasizes culturally sensitive integration of students into family life, schools and community programs and services.

Literacy and Reading Specialist Courses (EDLA)


Gives candidates field experience in teaching English as Second Language. The course accommodates candidates who are currently teaching as well as candidates seeking initial TESL licensure. Forty (40) contact hours of teaching and observation is required along with preparing a professional knowledge base for the TESL ELL classroom.

EDPC 601 Literacy Practicum (3 SH)


Explores the use of circle processes to build and sustain healthy learning environments in schools or other educational settings. Theoretical foundations and core assumptions will be discussed and ways circles can be utilized to build community, resolve conflict, create safe learning spaces, and promote social and emotional competency. Participants, including educators, administrators, school counselors, or other school based personnel, will learn how to design and implement Circles in education related contexts.

EDRJ 621


RJE Principles and Practices for Schools (3 SH)

Designed for teachers, counselors, administrators, social workers and others who work with students, school climate, and student achievement in K-12 schools.  Restorative discipline is Applies restorative justice principles to individual student, classroom, school, and community-based practices that support safe, just, and caring schools. Restorative justice practices are based on restorative justice theory and fills the relationship gap in current school discipline practices.  The model articulated in this course views misconduct first as a violation of relationships and secondarily as a violation of school rules and expectations. The misbehaving student has the primary responsibility of repairing the harm done.  All of this is in the context of community building in the classroom and school to create positive human connection and relationshipsvalues and principles that promote relational approaches to school discipline, communication, pedagogy, and other interactions. Designed for teachers, counselors, administrators, social workers, and others who work within educational contexts. Participants engage with both formal and informal RJE practices, including the facilitation of classroom meetings, restorative circles, and family group conferences.

Teaching English as a Second Language Courses (EDSL)