Education (Graduate)
This field-based Master of Education degree with a concentration in Collaborative Learning and Teaching, Differentiated Instruction, Technology Integration, Quality Schools, Mild/Moderate Special Education is designed to promote the professional development of practicing teachers of all grade levels and in all subject areas. A majority of the program learning occurs in small groups with the goal of teachers working collaboratively to improve their professional performance. Program topics, learning experiences and outcomes are based on the five core propositions of the National Board for Professional Teaching Standards (NBPTS) which are stated as follows:
- Teachers are committed to students and their learning.
- Teachers know the subjects they teach and how to teach those subjects to their students.
- Teachers are responsible for managing and monitoring student learning.
- Teachers think systematically about their practice and learn from experience.
- Teachers are members of learning communities.
Additionally, the Mild/Moderate Special Education program is aligned with the Council of Exceptional Children (CEC) Content Standards.
Program Admission and Participation Requirements
The Master of Education admissions policy is designed to select students who have demonstrated academic competence and teaching ability. Criteria for admission to the program:
- Completion of a teacher education program with a baccalaureate degree from a regionally accredited college or university, verified on original transcripts sent by the undergraduate institution directly to Graceland University.
- Indication of academic success: 3.0 overall GPA in a completed undergraduate program.
- A copy of a current teaching license.
- Verification of a full-time teaching position as evidenced by letter from school in which teacher is practicing.
- Two letters of reference, evaluating personal qualifications and potential for success in graduate studies by qualified educators.
- A statement and explanation of professional goals.
- Verification of ongoing access to computer technology, including e-mail and Internet.
- Applicants who fail to meet one of the preceding minimum requirements could be granted conditional admission status and enroll in courses totaling 12 credit hours of Graceland graduate study approved by their advisor. If the minimum grade for each of those courses is “B,” after the successful completion of 12 hours, the student status may be changed to full.
Additional requirement for Mild/Moderate Special Education program:
- Completion of Psychology of the Exceptional Learner or other introductory special education course of at least two hours; undergraduate level completion will be accepted.
M.Ed. Graduation Requirements
To qualify for graduation, candidates must complete the following:
- Satisfactorily complete 30 hours in a program sequence through Graceland. To earn a Master of Education degree with a concentration in Mild/Moderate Special Education teachers must complete 36 hours for 7-12 or 33 hours for K-6.
- Earn a cumulative grade point average of 3.0 or above. Any course in which a grade of "D" or "F" is earned will not be applied toward graduation.
- Fulfill all financial obligations to Graceland University for tuition and fees.
- File an application for graduation with the office of the Graceland Registrar at least six months prior to anticipated graduation date.
Select at least one concentration from the following:
Collaborative Learning and Teaching
EDUC5100 Strategies for Collaboration 3 s.h.
EDUC5310 Core Proposition I 3 s.h.
EDUC5320 Core Proposition II 3 s.h.
EDUC5330 Core Proposition III 3 s.h.
EDUC5340 Core Proposition IV 3 s.h.
EDUC5350 Core Proposition V 3 s.h.
Graduate-level Education Electives 6 s.h.
EDUC6100 Classroom Inquiry and Action Research 3 s.h.
EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
EDUC6200 Professional Conference Presentation 0 s.h.
In concurrence with the American Council on Education (ACE), candidates may be awarded up to six credit hours for completing the NBPTS certification process (3 s.h.) and 3 s.h. for obtaining licensure. After documented verification, these hours will be substituted for Graduate-level Education Electives 6 s.h.
Differentiated Instruction
EDUC5130 Introduction to Choice Theory: Teaching Students Responsible Behavior 3 s.h.
EDUC5140 Creating a Professional Portfolio: Program Capstone Project 3 s.h.
EDUC5150 Motivation and Learning: Co-Operation and the Quality Classroom 3 s.h.
EDUC5270 Classoom Management: Dealing with Discipline Problems 3 s.h.
EDUC5300 Gaining Parental Support: Building Home-School Relationships 3 s.h.
EDUC5500 Making Learning Meaningful: Every Student Can Succeed 3 s.h.
EDUC5660 Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
EDUC5670 Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners 3 s.h.
EDUC5680 Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs 3 s.h.
EDUC5690 Teaching in the Inclusive Classroom: Instructional Strategies for All Students 3 s.h.
Differentiated Instruction Certificate Option
Students desiring a certificate in Differentiated Instruction must complete 12 semester hours of coursework as prescribed below:
EDUC5660 Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
EDUC5670 Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners 3 s.h.
EDUC5680 Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs 3 s.h.
EDUC5690 Teaching in the Inclusive Classroom: Instructional Strategies for All Students 3 s.h.
Quality Schools
EDUC5260 Responsibility, Respect, and Relationships: Creating Emotionally Safe Classrooms 3 s.h.
EDUC5270 Classoom Management: Dealing with Discipline Problems 3 s.h.
EDUC5280 Teaching in the 21st Century: New Solutions to New Problems 3 s.h.
EDUC5300 Gaining Parental Support: Building Home-School Relationships 3 s.h.
EDUC5130 Introduction to Choice Theory: Teaching Students Responsible Behavior 3 s.h.
EDUC5140 Creating a Professional Portfolio: A Portfolio Project for Teaching Students Responsible Behavior 3 s.h.
EDUC5150 Motivation and Learning: Co-Operation and the Quality Classroom 3 s.h.
EDUC5160 Enhancing Instruction: Teaching in the Quality Classroom 3 s.h.
EDUC5170 Teaching, Learning and Assessment: Improving Student Achievement 3 s.h.
EDUC5500 Making Learning Meaningful: Every Student Can Succeed 3 s.h.
Two (3 s.h.) Glasser video seminars offered by Quality Educational Products (QEP) may be transferred to this degree.
Mild/Moderate Special Education (K-12 Educators)
- EDUC5400 Special Education Strategies for Collaboration 3 s.h.
- EDUC5410 Special Education Teachers are Committed to Students and Their Learning: A Collaborative Study of the Mild/Moderate Disabilities 3 s.h.
- EDUC5421 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a K-8/Mild/Moderate Program 3 s.h. or
- EDUC5422 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a 5-12/Mild/Moderate Program 3 s.h.
- EDUC5430 Special Education Teachers are Responsible for Managing and Monitoring Student Learning: Strategies and Collaboration in Classroom Management 3 s.h.
- EDUC5440 Special Education Teachers Think Systematically About Their Practice 3 s.h.
- EDUC5450 Special Education Teachers are Members of Learning Communities: Collaborative Partnerships in the Mild/Moderate Program 3 s.h.
- EDUC5460 Educational Assessment 3 s.h.
- EDUC5470 Remedial Math Methods 3 s.h.
- EDUC5480 Transitional Planning 3 s.h. (For 5-12 only.)
- EDUC5710 Special Education Practicum K-8 Mild/Moderate 3 s.h. or
- EDUC5720 Special Education Practicum 5-12 Mild/Moderate 3 s.h.
- EDUC6100 Classroom Inquiry and Action Research 3 s.h.
- EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
- EDUC6200 Professional Conference Presentation 0 s.h.
Technology Integration
- EDUC5101 Technology Integration: Strategies for Collaboration 3 s.h.
- EDUC5311 Technology Integration: Core Proposition I 3 s.h.
- EDUC5321 Technology Integration: Core Proposition II 3 s.h.
- EDUC5331 Technology Integration: Core Proposition III 3 s.h.
- EDUC5341 Technology Integration: Core Proposition IV 3 s.h.
- EDUC5351 Technology Integration: Core Proposition V 3 s.h.
- EDUC6100 Classroom Inquiry and Action Research 3 s.h.
- EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
- EDUC6200 Professional Conference Presentation 0 s.h.
- Graduate Level Electives in Educational Technology 6 s.h.
M.Ed. Degree - Instructional Leadership
This is a field-based Master of Education degree with a concentration in instructional leadership and is designed to promote the professional development of those who instruct in the military and “first responder” communities. A majority of the program learning occurs in small groups with the goal of working collaboratively to improve their professional performance. Program topics and learning experiences are based on the philosophy of the core propositions of the National Board for Professional Teaching Standards (NBPTS):
- Teachers are committed to students and their learning.
- Teachers know the subjects they teach and how to teach those subjects to their students.
- Teachers are responsible for managing and monitoring student learning.
- Teachers think systematically about their practice and learn from experience.
- Teachers are members of learning communities.
Program Admission and Participation Requirements
This Master of Education admissions policy is designed to select students who have demonstrated academic competence and teaching ability. Criteria for admission to the program:
- Completion of a baccalaureate degree from a regionally accredited college or university, verified on original transcripts sent by the undergraduate institution directly to Graceland University.
- Indication of academic success: 2.5 overall GPA in a completed undergraduate program.
- Two letters of reference, evaluating personal qualifications and potential for success in graduate studies.
- A statement and explanation of professional goals and evidence of current or future access to students.
- Verification of ongoing access to computer technology, including e-mail and the internet.
- Applicants who fail to meet one of the preceding minimum requirements may be granted conditional admission status and enroll in courses totaling 12 credit hours of Graceland graduate study approved by their advisor. If the minimum grade for each of those courses is “B,” after the successful completion of 12 hours, the student status may be changed to full.
Graduation Requirements
To qualify for graduation, candidates must complete the following:
- Satisfactorily complete 30 hours in a program sequence through Graceland to earn a Master of Education degree. OR Satisfactorily complete at least 24 hours in a program sequence through Graceland to earn a Master of Education degree and be granted up to 6 hours of transfer credits from previously earned graduate work.
- Earn a cumulative grade point average of 3.0 or above. Any course in which a grade of "D" or "F" is earned will not be applied toward graduation.
- Fulfill all financial obligations to Graceland University for tuition and fees.
- File an application for graduation with the office of the Graceland Registrar at least six months prior to anticipated graduation date.
Required Coursework - Instructional Leadership
EDUC5370 Teaching and Learning in the Context of Change, Leadership and Politics 3 s.h.
EDUC5510 Instructional Leadership Seminar I 3 s.h.
EDUC5520 Instructional Leadership Seminar II 3 s.h.
EDUC5530 Instructional Leadership Seminar III 3 s.h.
EDUC5540 Instructional Leadership Seminar IV 3 s.h.
EDUC5550 Instructional Leadership Seminar V 3 s.h.
EDUC5560 Action Research in Practice 3 s.h.
EDUC5570 Action Research Practicum 3 s.h.
Select two of the following electives to met the 30 hour requirement:
Courses in Education (Graduate)
EDUC5100 Strategies for Collaboration 3 s.h.
This class lays a foundation for the degree program. Participants discover how to take ownership for their own learning through shared readings and reflections in a social learning context. Participants begin to clarify procedures for doing systematic inquiry and reflection in future learning. Through self assessment, a personal professional development plan is constructed.
EDUC5101 Technology Integration: Strategies for Collaboration 3 s.h.
Lays a foundation for the degree program. Teachers inventory technology available through their school district, and reflect on previous use of this technology to positively impact student learning. Through self assessment, a personal development plan is constructed.
EDUC5110 Differentiating Instruction through Technology 3 s.h.
Use of various hardware and software in designing instruction for diverse learners.
EDUC5120 Best Practice with Technology 3 s.h.
Analysis of the National Board for Professional Teaching Standards propositions for application to technology integration in the classroom.
EDUC5130 Introduction to Choice Theory: Teaching Students Responsible Behavior 3 s.h.
Designed to give teachers the theory and skills to teach students how to take responsibility for their own behavior in school. Based on the work of Dr. William Glasser, this course leads participants through a series of learning activities designed to instruct them how to teach their students the concepts of Control Theory and to plan and implement a program of Responsibility Training in their classrooms.
EDUC5140 Creating a Professional Portfolio: Program Capstone Project 3 s.h.
Designed to provide participants an opportunity to reflect on their learning and professional growth with the construction of a culminating professional portfolio. The portfolio process will document and deepen students' knowledge of reflective practice and heighten their understanding of the competencies they have gained as a result of their participation in the master's program. In the process of creating their portfolios, participants will learn how to effectively describe, analyze, and reflect upon their experience in applying new knowledge in their teaching situations. The resulting professional portfolio will serve as a showcase for accomplishments in the M.Ed. program of studies.
EDUC5150 Motivation and Learning: Co-Operation and the Quality Classroom 3 s.h.
Designed to give teachers the theory and skills to create lesson plans that meet the basic psychological needs of students and gain their cooperation in the learning process. Based on the works of Drs. William Glasser, David Johnson and Roger Johnson, this course leads participants through a series of learning activities designed to instruct them in the concepts of Control Theory and Cooperative Learning and how these concepts can be combined in a program of instruction and behavior management.
EDUC5160 Enhancing Instruction: Teaching in the Quality Classroom 3 s.h.
Designed to give teachers the theory and skills to create lesson plans that meet the basic psychological needs of students, gain their cooperation in the learning process, and promote quality work. Based on the work of Dr. William Glasser, this course leads participants through a series of learning activities designed to instruct them in the concepts of Control Theory and Quality Schools and how these concepts can be combined in a program of instruction and behavior management that results in quality student work.
EDUC5170 Teaching, Learning and Assessment: Improving Student Achievement 3 s.h.
Designed to provide school professionals with the psychological knowledge base related to learning, motivation, and individual differences that contribute directly to improvements in the quality of student achievement and to provide guidance for the design of educational systems that would best support individual student learning and achievement.
EDUC5180 The Teaching Portfolio: The Capstone Experience 0 s.h.
The portfolio gives the teacher an opportunity to sample and present actual classroom practice over time. The portfolio is designed to assess a teacher’s performance in a wide range of classroom settings including: samples of students’ work; videotapes of classroom practice; and documentation of accomplishments outside the classroom.
EDUC5260 Responsibility, Respect, and Relationships: Creating Emotionally Safe Classrooms 3 s.h.
Providing teachers the knowledge and skills to deal with students’ apprehensions and fears and at the same time create an emotionally safe classroom atmosphere that promotes learning. Topics covered include teaching to various learning styles and preferences, setting attainable goals for improving student achievement, and helping students in crisis situations.
EDUC5270 Classroom Management: Dealing with Discipline Problems 3 s.h.
Provide teachers the knowledge and skills to apply previously learned choice theory concepts to commonly occurring classroom discipline problems. As a course outcome, participants will develop a personalized plan designed not only to solve discipline problems but also to help students take responsibility for their own behavior.
EDUC5280 Teaching in the 21st Century: New Solutions to New Problems 3 s.h.
Designed to prepare teachers to deal positively with 21st century educational issues and concerns. Issues addressed include: vital connection between student-teacher relations and academic achievement; teaching strategies that take advantage of multiple-intelligences theory; approaches to character education; and strategies to deal with increased student hyperactivity.
EDUC5300 Gaining Parental Support: Building Home-School Relationships 3 s.h.
Teachers acquire the theory and skills to improve communication with parents, hold more effective parent conferences, and implement strategies that build a collaborative partnership between school and home. The course provides theoretical foundations and implementation designs that prepare teachers to work more effectively with parents to improve student achievement.
EDUC5310 Core Proposition I 3 s.h.
Teachers demonstrate commitment to students and their learning. Topics include: students' prior knowldedge, learning styles, skills and readiness when selecting materials, and creating learning experiences.
EDUC5311 Technology Integration: Core Proposition I 3 s.h.
Teachers demonstrate commitment to students and their learning. They create learning experiences in technology-enhanced environments to positively impact student learniing.
EDUC5320 Core Proposition II 3 s.h.
Teachers expand the knowledge base for the subjects they teach and critique how to teach those subjects to students. They develop appreciation for how knowledge in their subject is created, organized, and linked to other disciplines.
EDUC5321 Technology Integration: Core Proposition II 3 s.h.
Teachers expand the knowledge base for the subjects they teach and critique how to teach those subjects to students. Teachers explore the technology utilized in their particular content area. They develop appreciation for how knowledge in their subject is created, organized, and linked to other disciplines.
EDUC5330 Core Proposition III 3 s.h.
Teachers develop professional skills for managing and monitoring student learning.
EDUC5331 Technology Integration: Core Proposition III 3 s.h.
Teachers develop professional skills utilizing available technology to assist in managing and monitoring student learning.
EDUC5340 Core Proposition IV 3 s.h.
Teachers think systematically about their practice and learn from experience. Use reflective practice to engage in action research.
EDUC5341 Technology Integration: Core Proposition IV 3 s.h.
Teachers think systematically about their practice and learn from experience. They utilize available technology to analyze and interpret data. Teachers use reflective practice to engage in action research.
EDUC5350 Core Proposition V 3 s.h.
Teachers develop skills to be members of learning communities. Contributions are made to school effectiveness by collaborating and establishing positive interpersonal relationships with other professionals.
EDUC5351 Technology Integration: Core Proposition V 3 s.h.
Teachers develop skills to be members of learning communities. They contribute to school effectiveness by utilizing technology to assist in collaborating and establishing positive interpersonal relationships with other professionals.
EDUC5360 Teaching and Learning in the Brain-Compatible Classroom 3 s.h.
Group investigations and individual research of the human brain, and the acquisition of brain literacy. Explorations include: The role of emotion in learning, how memory works, brain physiology, meaning making, learning environments, optimal learning times and implications for curriculum, assessment, and school organization will be explored.
EDUC5370 Teaching and Learning in the Context of Change, Leadership and Politics 3 s.h.
Explore the theoretical and practical perspectives of educational change by investigating the current educational reform climate. Teachers will reflect on the kinds of leadership necessary to effect change, and will explore the challenges of building and maintaining grassroots commitment. Projects will consider teachers’ and schools’ negotiation of the change process, and perceptions of the consequences for student learning.
EDUC5400 Special Education Strategies for Collaboration 3 s.h.
This class lays a foundation for the Master of Education in Mild/Moderate Special Education. Candidates discover how to take ownership for their own learning through shared reading and reflections in a social learning context. Candidates begin to clarify procedures for doing systematic inquiry and reflection in future learning.
EDUC5410 Special Education Teachers are Committed to Students and Their Learning: A Collaborative Study of the Mild/Moderate Disabilities 3 s.h.
Through collaborative study groups, candidates will explore etiologies of mild and moderate disabilities. Prospective candidates will engage in inquiry of current trends in educational programming, educational alternatives and related services and will correlate these findings as they relate to appropriate multi disciplinary team planning. Candidates will also examine general developmental, academic, social-emotional, psychological, career and functional characteristics and explore their relatedness to individual instructional planning. Candidates will also engage in review of definition, historical, philosophical, and legal issues of individuals with disabilities that include students from culturally and linguistically diverse backgrounds.
EDUC5421 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a K-8/Mild/Moderate Program 3 s.h.
This course is designed to provide the classroom teacher with numerous curricular and instructional methodologies that will help to facilitate knowledge in the mildly and moderately disabled child and promote the development of cognitive, academic, social, language and functional life skills. The candidates will engage in creating a learning environment that is appropriate for students with disabilities. They will also demonstrate how to plan and convey varying subject material to students with individual learning needs. The candidates in this course will show evidence of multiple paths of knowledge to include remedial methods, instructional techniques, appropriate use of assistive technology as it relates to individual learning levels through their lesson plan development and implementation.
EDUC5422 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a 5-12/Mild/Moderate Program 3 s.h.
This course is designed to provide the classroom teacher with numerous curricular and instructional methodologies that will help to facilitate knowledge in the mildly and moderately disabled child and promote the development of cognitive, academic, social, language and functional life skills. The candidates will engage in creating a learning environment that is appropriate for students with disabilities. They will also demonstrate how to plan and convey varying subject material to students with individual learning needs. The candidates in this course will show evidence of multiple paths of knowledge to include remedial methods, instructional techniques, appropriate use of assistive technology as it relates to individual learning levels through their lesson plan development and implementation.
EDUC5430 Special Education Teachers are Responsible for Managing and Monitoring Student Learning: Strategies and Collaboration in Classroom Management 3 s.h.
Classroom management theories, methods, and techniques for individuals with exceptional learning needs will be explored in this course. Candidates will design, implement, and evaluate instructional programs, which motivate students to monitor their engagement in active social learning in family, school, and community activities. The candidates will be able to provide evidence of their plan through descriptions and examples of completed instruction, related assessments and a reflection on these examples.
EDUC5440 Special Education Teachers Think Systematically About Their Practice 3 s.h.
Candidates discover ways to support and enhance their growth as educators through reflection, renewal and reform.
EDUC5450 Special Education Teachers are Members of Learning Communities: Collaborative Partnerships in the Mild/Moderate Program 3 s.h.
Candidates research collaborative strategies and explore authentic problems within the learning community. Effective communication strategies and a plan are developed, which includes parents, community, community support services, and other professionals. This effective plan will be designed to address a collaborative partnership, knowledge of the consultative role of the special education teacher, and the integration of students with disabilities into the general setting.
EDUC5460 Educational Assessment 3 s.h.
This course will provide candidates with opportunities to administer, score, and interpret diagnostic tests used in the development of instructional planning. Identification of student strengths and needs will be assessed through multiple methods of assessment. Candidates will plan and implement both individual and group instruction with objectives based on assessment outcome. Candidates will explore legal provisions, regulations and guidelines as they apply to both formal and informal testing. Terminology and knowledge of specialized strategy exploration will also be included as it relates to various disabilities.
EDUC5470 Remedial Math Methods 3 s.h.
The candidate will research and implement best practices in the remediation of math instruction for individuals with disabilities. Strategies will include age-appropriate and ability level instruction to include appropriate use of technology. Candidates using multiple methods will plan both individual and group instruction that monitors student progress through assessment and shows student engagement.
EDUC5480 Transitional Planning 3 s.h. (For 5-12 only.)
Collaborative groups will explore and implement career and vocational program planning for secondary students with mild/moderate disabilities. Effective planning will include the student, community services, networks and organizations, and other community resources such as parents and various professionals, that will lead to increased student learning with career goals and objectives to support their transition to post-school settings.
EDUC5500 Making Learning Meaningful: Every Student Can Succeed 3 s.h.
Teachers focus on the practical application of Dr. William Glasser's theories regarding competency-based education, authentic assessment, and real-world teaching strategies that help to ensure the success of every student. Teachers develop and apply instructional strategies that foster student self-management, cooperative learning, problem solving and the production of quality school work.
EDUC5510 Instructional Leadership Seminar I 3 s.h.
Instructors demonstrate commitment to students and their learning. Topics include: students' prior knowledge, learning styles, skills and readiness when selecting materials, and creating learning experiences.
EDUC5520 Instructional Leadership Seminar II 3 s.h.
Instructors expand the knowledge base for the subjects they teach and critique how to teach those subjects to students. They develop appreciation for how knowledge in their subject is created, organized, and linked to other disciplines.
EDUC5530 Instructional Leadership Seminar III 3 s.h.
Instructors develop professional skills for managing and monitoring student learning.
EDUC5540 Instructional Leadership Seminar IV 3 s.h.
Instructors think systematically about their practice and learn from experience. Use reflective practice to engage in action research.
EDUC5550 Instructional Leadership Seminar V 3 s.h.
Instructors develop skills to be members of learning communities. Contributions are made to classroom effectiveness by collaborating and establishing positive interpersonal relationships with other professionals.
EDUC5560 Action Research in Practice 3 s.h.
Participants begin to clarify and explore lines of inquiry based upon concerns about what is going on in their own classrooms. Action research methods are studied. Inquiry goals and strategies are developed for implementation of action research.
EDUC5570 Action Research Practicum 3 s.h.
Students engage in an inquiry process related to their own teaching practice. They implement an action research plan, gathering data and reflecting upon their process in an ongoing way.
EDUC5580 History of Physical Training 3 s.h.
Historical background of Western physical training from Greek to modern times. Both civilian and military events, personalities and cultural trends that shaped physical training models will be studied.
EDUC5590 Seminar in Modern Physical Readiness Training Models 3 s.h.
A study of modern physical readiness training methods, materials and motivators. Students will evaluate and propose solutions to immediate issues concerning military and first responder physical readiness training. Areas in which problems may exist include curriculum construction, unit policies, liability, and administrative/leadership.
EDUC5610 Teaching and Learning Theories (also NURS5610) 3 s.h.
Exploration of contemporary teaching and learning theories while developing a personal philosophy of education. A historical review of philosophical theories of education is emphasized.
EDUC5620 Technology for Educators (also NURS5620) 2 s.h.
Explores informatics technology and application for nurse educators with emphasis on developing courses, teaching online, evaluation of outcomes, using the Internet, PowerPoint and Spreadsheets.
EDUC5640 Curriculum Design, Implementation, and Evaluation (also NURS5640) 3 s.h.
Concepts related to curriculum development are used to develop philosophy and objectives of curricula, assess new developments in planning and organizing curricula, determine course objectives, evaluate curricula, and plan program modification strategies. The selection and organization of appropriate learning experiences to meet course objectives are emphasized. Strategies and methods to evaluate components of curriculum are examined.
EDUC5650 Teaching Strategies, Student Learning Styles and Assessment (also NURS5650) 3 s.h.
Analysis and development of evidence-based teaching strategies in education. Relationships are explored among selected instructional methods, content, and learning styles. Assessment methods of student performance in both didactic and clinical settings are also explored.
EDUC5660 Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
Provides an introduction to the philosophy of differentiation. Examines how classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs of all students. Other issues include fairness and grading, developing study and academic skills, and challenging all students at appropriate levels.
EDUC5670 Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners 3 s.h.
Designed to provide the knowledge and skills to apply differentiated instruction strategies for meeting the needs of an increasingly diverse student population within the context of today's challenging standards-based curriculum. Real-life video demonstrations will illustrate how to adapt curriculum content, processes, and products to match students' readiness, interests, and learning profiles. Other topics include: recognizing and teaching to different kinds of intelligences, understanding and accommodate various learning styles, implementing tiered assignments, utilizing authentic assessment techniques and designing dynamic and engaging lessons and units. Prerequisite: EDUC5660.
EDUC5680 Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs 3 s.h.Collect information through ongoing assessment that will help plan instruction more effectively. Provide tools, surveys, checklists, and guidelines to accurately assess students' progress and plan for continued success. Learn how to: Identify learning styles and preferences, Use authentic and performance-based assessment, Learn techniques for ongoing, concurrent assessment, Discover the value of teaching students to self-evaluate, Improve student comprehension and retention, Obtain feedback to make your differentiated instruction more effective. Prerequisite: EDUC5670.
EDUC5690 Teaching in the Inclusive Classroom: Instructional Strategies for All Students 3 s.h.
Learn practical strategies to maximize learning for all students, including those with special needs. Learn inclusive teaching techniques first hand with video visits to classrooms where teachers are successfully educating both general and special education students. Activities will teach you how to design and implement curriculum modifications and adaptations based on the strengths and needs of your students. Learn how to: Utilize differentiated instruction to benefit both general and special education students, Select, implement, and evaluate lesson modifications to accommodate the needs of students with physical, emotional, or intellectual disabilities, Offer choices to help students develop self-management skills and apply assessment strategies appropriate to your students individual abilities. Prerequisite: EDUC5680.
EDUC5710 Special Education Practicum K-8 Mild/Moderate 3 s.h.
A three-week practicum in a K-8 mild/moderate special education setting. This laboratory experience will allow student teachers to apply, analyze, synthesize, and evaluate theoretical and practical principles of teaching and learning which have been formulated during previous course work and experiences. It will also be a time when practicum candidates formulate other principles of teaching and learning on the basis of their own classroom experiences.
EDUC5720 Special Education Practicum 5-12 Mild/Moderate 3 s.h.
A three-week practicum in a 5-12 mild/moderate special education setting. This laboratory experience will allow student teachers to apply, analyze, synthesize, and evaluate theoretical and practical principles of teaching and learning which have been formulated during previous course work and experiences. It will also be a time when practicum candidates formulate other principles of teaching and learning on the basis of their own classroom experiences.
EDUC5730 Science Education Internship I 3 s.h.
Five week summer internship at the Des Moines’ Science Center of Iowa. Participate in orientation sessions and provide daily supervision of children ages 4 through 14 in a classroom setting. Develop and facilitate age-appropriate, activity based, science curriculum for skills-based learning on a variety of science themes and concepts. Create assessment tools and coordinate field trips and guest speakers.
EDUC5740 Science Education Internship II 3 s.h.
Five week summer internship at the Des Moines’ Science Center. Instruct seminar sessions and provide daily supervision of children ages 4 through 14 in a classroom setting. Facilitate instruction of developed age-appropriate, activity-based, science curriculum for skills-based learning on a variety of science themes and concepts. Administer assessment tools, collect, analyze, and report student performance data.
EDUC5900 Topics in Education 1-3 s.h.
Content may vary and will be announced at the time of offering. May be repeated for credit when topics vary.
EDUC6100 Classroom Inquiry and Action Research 3 s.h.
Participants begin to clarify and explore lines of inquiry based upon concerns about what is going on in their own classrooms. Action research methods are studied. Inquiry goals and strategies are developed for implementation of action research.
EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
Students engage in an inquiry process related to their own teaching practice. They implement an action research plan, gathering data and reflecting upon their process in an ongoing way.
EDUC6200 Professional Conference Presentation 0 s.h.
Students present their action research projects, approved by the Graduate Education Committee, at a professional conference. (The Graceland University Master’s Degree Program will create an annual conference to assist students with meeting this requirement.)
