Transfer Credit for Master of Education Programs
Candidates may transfer six hours of quality educational programs coursework into the program. Please check with your admissions representative regarding which courses are appropriate transfer classes for your emphasis.
Students wishing to transfer graduate credit must submit the following items with the admission documents
- Official transcript
- $100 nonrefundable processing fee for each course
- Course reflection paper (guidelines for content will be provided by Program Consultant)
Please note - transfer credit documentation must be received before the time of admission.
Upon acceptance into the program, the paper will be submitted for review by a member of the Gleazer School of Education faculty. If the course reflection receives a passing score, the student will be notified by the admissions representative of the course transfer acceptance. If it is not accepted, the candidate will have one opportunity to rewrite and resubmit the course reflection. If a paper does not meet the identified criteria after a second submission, the GSOE faculty member will contact the admissions representative at which time the student will be notified that the identified course will be added to his/her program of study.
Once the transfer credit has been awarded, the admissions representative will document the fulfillment of the course with the Registrar's Office. Students who transfer video grades of C will be informed by the admissions representative that this grade may impact their status in the program.
Possible Courses to Transfer
A three-semester-hour graduate course 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 on how to teach their students the concepts of control theory and to plan and implement a program of responsibility training in their classrooms.
A three-semester-hour graduate course 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.
A three-semester-hour graduate course 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.
A three-semester-hour graduate course designed to provide 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.
A three-semester-hour graduate course designed to 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.
A three-semester-hour graduate course designed to help 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.
A three-semester-hour graduate course designed to help 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 schoolwork.
The four-day workshop includes a discussion of the concepts behind reality therapy, choice theory, the counseling environment, procedures and special applications to schools, coaching employees, and therapy-counseling. Participants will learn no-nonsense, practical skills immediately applicable on the job including clarification of wants, determining behavioral direction, seven forms of evaluation and characteristics of plans (the WDEP system of reality therapy).
This course provides an introduction to the philosophy of differentiation. This course will examine ways that classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs of all students. Also covered, are such issues as fairness and grading, developing study and academic skills, and challenging all students at appropriate levels.
This course is designed to give participants the knowledge and skills to implement differentiated instruction successfully in their own classrooms. Topics include 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.
This course is designed to teach participants how to gather information through formal and informal assessment that will help them plan instruction more effectively. This course will teach participants how to best utilize tests, surveys, checklists and guidelines to accurately assess their students' progress and plan for their continued success. In addition, participants will learn how to use ongoing assessment and assessment during learning to improve the effectiveness of their lessons.
This course is designed to present participants with practical strategies to maximize learning for all students, including those with special needs. Participants will learn inclusive teaching techniques first hand with video visits to classrooms where teachers are successfully educating both general and special education students. Course learning activities will teach you how to design and implement curriculum modifications and activity adaptations based on the strengths and needs of students.