School of Education

North Haven Campus

Main Office:  203-582-3354

Administrative Officers

Title Name Phone Email
Dean Anne Dichele 203-582-3463 Anne.Dichele@qu.edu
Associate Dean Beth Larkins-Strathy 203-582-3510 Beth.Larkins-Strathy@qu.edu
Director, Master of Arts in Teaching Christina Pavlak 203-582-3192 christina.pavlak@qu.edu
Director, Educational Leadership Gail Gilmore 203-582-3289 Gail.Gilmore@qu.edu
Director, Instructional Design Ruth Schwartz 203-582-8419 Ruth.Schwartz@qu.edu
Director, Special Education Judith Falaro 203-582-8868 Judith.Falaro@qu.edu

Mission Statement

The mission of the School of Education is to lead our graduates to acquire the knowledge, skills and dispositions to serve successfully in their role as educator and school leader. The school defines the concept of educator as three-dimensional in nature, and believes that successful educators are teachers, learners and leaders. Graduates of the School of Education are expected to be teachers who establish conditions for all students to learn, learners who continue to learn as they continue their professional careers, and leaders who influence the culture of their schools in ways that support best practices in teaching and learning. Inherent in our mission is a commitment to graduate educators who recognize the potential of schooling to promote social change required for social justice.

Education (ED)

ED 140. Introduction to Public Education and the Teaching Profession.1 Credit.

This course is open to all underclass students (freshmen and sophomores) who are interested in public education in the United States. The course is required for students who plan to enroll in the five-year MAT program, as it provides basic knowledge of public education and the teaching profession including current functions, trends and future expectations. The course also addresses issues related to the teaching profession including licensure, interstate certification, dual and cross-endorsements and teacher and pupil demographics across the U.S. Finally, the course provides opportunities for applicants to practice and refine writing skills essential for success in the five-year MAT program. Course is graded pass/fail.

Offered: Every year, Fall and Spring

ED 220. Introduction to Education Studies.3 Credits.

This course is designed to introduce the IDS major in Educational Studies to explore a multidisciplinary understanding of global and American Education; to consider the role of education in creating a more equitable society by analyzing the policies and philosophies which have shaped and are shaping schooling, in the United States and throughout the world. Historical changes in education, critical analyses of policy debates in current education, the effects of legal policies in the classroom, the influences of cultural shifts and contemporary issues will all be considered. Students will also be introduced to basic concepts and terminology in the educational discipline, as well as develop a critical lens for evaluating educational resources, texts and data.

Prerequisites: Take ED 140;
Offered: Every year, Spring

ED 250. (uc) Diversity, Dispositions and Multiculturalism.3 Credits.

This course examines the social, economic and political organization of public education in the United States, with a particular emphasis on the implications for historically marginalized populations. This course is required for all five-year MAT students. The course explores diversity and multiculturalism on the individual as well as institutional level, with a focus on concepts such as privilege, discrimination, racism and social transformation.

Prerequisites: Take EN 101;
Offered: Every year, Fall and Spring
UC: Social Sciences

ED 260. Social and Philosophical Foundations of Education.3 Credits.

This course introduces students to the social and philosophical principles that underlie the education system in the United States. This course is required for all five-year MAT students. Education is defined in the broad sense to refer to not only what happens in schools and universities, but also in the family, when people interact with media, with their social groups and so forth. The course examines a wide range of philosophical questions related to education and schooling in the U.S., including: What is the purpose of schooling? What does it mean to be educated? And what role should educational institutions play in our lives?

Prerequisites: Take EN 101;
Offered: Every year, Fall and Spring
UC: Humanities

ED 270. Comparative Education Practicum.3 Credits.

This course provides students with a historical perspective of a country to which they plan to travel and study. The emphasis of this study is on the country's past and present education system in order to prepare students for the experiences they can expect while working and studying in the country. The course promotes familiarity of the native language of the country, and facilitates a social and academic support community for students who participate in this study abroad experience. Prerequisite is waived for students enrolled in the MAT program.

Prerequisites: Take ED 140 or enrollment in the MAT program.
Offered: Every year, Spring

ED 341. Learning and Teaching the Developing Child.3 Credits.

This course is an introduction to the basic concepts of cognitive, social and emotional development of school age children (Ages 4-18) and how the pedagogy of learning and teaching is designed to enhance and support this development. Major topics of inquiry include brain-based learning research, motivation, engagement of learners, lesson planning and curriculum development. Enrollment in the five-year MAT program is required.

Prerequisites: Take ED 140 ED 250 and ED 260 or ED 220;
Corequisites: Take ED 341L;
Offered: Every year, Fall

ED 341L. Learning & Teaching: Pedagogy Field Lab I.1 Credit.

The Pedagogy Field Lab is taken in conjunction with ED 341. Teacher candidates complete a minimum of 20 hours of classroom observation and fieldwork that coincides with topics studied in ED 341. Weekly field hours, case study analyses, observation analyses and reflective journals provide opportunities to enhance the translation of theory to practice.

Corequisites: Take ED 341;
Offered: Every year, Fall

ED 342. Adv Learning & Teaching.3 Credits.

This course focuses on advanced concepts and skills related to teaching and learning. Topics include elementary-level learners, assessment strategies and assessment-driven instructional practices, error analyses and data-driven decision making, work sampling, testing and measurement, differentiation of instructional practices, standards-based practices and research-based instruction.

Prerequisites: Take ED 341 ED 341L;
Corequisites: Take ED 342L;
Offered: Every year, Spring

ED 342L. Advanced Learning and Teaching: Assessment Field Lab II.1 Credit.

The Assessment Field Lab is taken in conjunction with ED 342. It provides practical applications of advanced concepts. Teacher candidates complete a minimum of 20 hours of classroom fieldwork that coincides with topics studied in ED 342. Weekly field hours, data team discussions, analyses of research-based practices, observation and case studies highlighting differentiated instructional practices, as well as reviews of standards-based curriculum are considered.

Prerequisites: Take ED 341 ED 341L;
Corequisites: Take ED 342;
Offered: Every year, Spring

ED 343. Advanced Learning and Teaching in Secondary Classrooms.3 Credits.

This course focuses on advanced concepts and skills related to teaching and learning. Topics include adolescent learners, assessment strategies and assessment-driven instructional practices, error analyses and data-driven decision making, work sampling, testing and measurement, differentiation of instructional practices, standards-based practices and research-based instruction.

Prerequisites: Take ED 341 ED 341L;
Corequisites: Take ED 343L;
Offered: Every year, Spring

ED 343L. Advanced Learning and Teaching: Secondary Assessment Field Lab II.1 Credit.

The assessment field lab is taken in conjunction with ED 343. It provides practical applications of advanced concepts for secondary educators. Teacher candidates complete a minimum of 20 hours of classroom fieldwork that coincides with topics studied in ED 343. Weekly field hours, data team discussions, analyses of research-based practices, observation and case studies highlighting differentiated instructional practices, as well as reviews of standards-based curriculum are considered.

Prerequisites: Take ED 341;
Corequisites: Take ED 343;
Offered: Every year, Spring

ED 380. Research Methods in Education Studies.3 Credits.

ED 380 is a required course for students pursing an Interdisciplinary Studies (IDS) major in the College of Arts and Sciences with a Concentration in Education Studies. The course is an upper-level UG education research course, intended to equip students with an understanding of the primary genres of educational research including action research, theoretical/conceptual research, case studies, and ethnography. While quantitative inquiry will also be addressed in the course, the focus of the course will be on qualitative research methods, given their important role and purpose in education. ED 380 will serve as an important preparatory course for ED 550, a graduate level research course required of candidates who choose to pursue an MAT in Elementary or Secondary Education at Quinnipiac University (through the combined 5-Year MAT Program).

Prerequisites: Take ED 220;
Offered: Every year, Fall

ED 409. Reading and Writing Across the Curriculum.3 Credits.

This course develops the secondary teacher's understanding of reading and writing as essential skills across the disciplines. Students explore literacy strategies that enhance the comprehension and interpretation of the various disciplines. Focus is on how to integrate literacy skills into content-based curricular instruction.

Prerequisites: Take ED 343;
Corequisites: Take ED 409L;
Offered: Every year, Spring

ED 409L. English Language Arts Field Lab III.1 Credit.

This language arts lab is taken in conjunction with ED 409. It provides opportunities to observe and apply literacy skills to various disciplinary areas. Teacher candidates are required to complete a minimum of 20 hours of fieldwork that coincides with topics discussed in ED 409, such as comprehension development, academic vocabulary instruction, nonfiction reading and writing development and research skills.

Prerequisites: Take ED 343;
Corequisites: Take ED 409;
Offered: Every year, Spring

ED 436. Teaching Literacy in the Primary Grades.3 Credits.

This course provides knowledge of diagnosis, assessment and instructional strategies for the development of early literacy in Grades K-3 and knowledge of the Common Core State Standards for early language arts instruction. Emphasis is on the development of teaching strategies necessary for the success of early readers and writers.

Prerequisites: Take ED 342;
Offered: Every year, Spring

ED 458. Teaching Science in the Primary Grades.3 Credits.

This course focuses the methods and materials of teaching elementary-level science. The course covers scientific concepts, scientific inquiry, active investigation methods and a deep understanding of the influence of the Next Generation Science Standards on contemporary science education.

Prerequisites: Take ED 342;
Offered: Every year, Fall

ED 462. Facilitating the Arts in the Elementary Classroom.3 Credits.

This course focuses on incorporating the arts into the elementary classroom, and the integration of the arts into other content areas. Teacher candidates explore a variety of media, materials and activities to promote an understanding of the relationship of the arts to teaching and learning. Participation in School of Education Arts Celebration is required.

Prerequisites: Take ED 341;
Offered: Every year, Spring

ED 466. Teaching Social Studies in the Primary Grades.2 Credits.

This course provides elementary teacher candidates with the information, strategies and knowledge of the pedagogy of teaching social studies. The course focuses on the integration of the social studies curriculum with other disciplines to create a multidisciplinary understanding of history, economics, civics and society.

Prerequisites: Take ED 342;
Corequisites: Take ED 466L;
Offered: Every year, Spring

ED 466L. English Language Arts Integration Field Lab IV.1 Credit.

This language arts field lab is taken in conjunction with ED 466 and ED 436. It provides opportunities to observe and apply literacy skills while teaching social studies content. Participants are required to complete a minimum of 20 hours of fieldwork that coincides with topics discussed in ED 466/436, such as comprehension development, academic vocabulary instruction, nonfiction reading and writing development and research skills.

Prerequisites: Take ED 342;
Offered: Every year, Spring

ED 468. Teaching Mathematics in the Primary Grades.3 Credits.

This course introduces teacher candidates to the instructional methods and curricular materials used to enhance the instruction of mathematics in the primary grades and knowledge of the Common Core State Standards for primary-level mathematics instruction. Pre-service teachers learn to develop lesson plans and assessment methods that positively affect the learning of mathematics in grades K-3. Candidates are required to apply this knowledge within their field placement to better understand the relationship of theory and practice in the instruction of mathematics in the lower elementary grades.

Prerequisites: Take ED 342;
Corequisites: Take ED 468L;
Offered: Every year, Spring

ED 468L. Primary Math and Science STEM Field Lab III.1 Credit.

This STEM field lab is taken in conjunction with ED 468 and ED 458. It provides opportunities to observe and apply the integrated teaching of STEM (science, technology, engineering and math) into the elementary-level curriculum. Teacher candidates are required to complete a minimum of 20 hours of fieldwork that coincides with topics discussed in ED 468/458.

Corequisites: Take ED 468; Take ED 342
Offered: Every year, Fall

ED 477. Teaching English Language Learners in the Mainstream Classroom.3 Credits.

This course is designed to introduce the pre-service teacher candidate to knowledge and skills needed to provide effective instruction to E language learners in the mainstream 1-12 classroom. Topics of study include instructional methods across content areas, the influence of language and culture on learning, teaching and assessment, history and legislation related to English as a Second Language and bilingual education in the U.S., and second language acquisition.

Prerequisites: Take ED 343;
Offered: Every year, Fall

ED 499. Independent Study.1-6 Credits.

Offered: As needed

ED 500. Internship & Seminar I.1 Credit.

This course provides the first-semester intern with supervision of the internship placement, as well as a weekly seminar that focuses on developing skills of reflective practice, mindfulness and intentional teaching. Taken in conjunction with ED 576, Teacher Discourse in the Secondary Classroom, this course allows students to begin to acquire strategies for maintaining classroom environments that are conducive to learning. Admission to the MAT program is required.

Offered: Every year, Fall

ED 501. Internship & Seminar II.1 Credit.

This course provides the second-semester intern with supervision of the internship placement, as well as a weekly seminar that focuses on developing skills of reflective practice, mindfulness and intentional teaching. Taken in conjunction with ED 525, this course allows students to study first-hand the issues surrounding diversity and multiculturalism in the school setting.

Prerequisites: Take ED 500;
Offered: Every year, Spring

ED 502. Methods II: Teaching Biology.3 Credits.

This course prepares teacher candidates to teach biology on the secondary level. Central concepts, tools of inquiry, the structure of the discipline, as well as safety procedures and ethical treatment of living organisms are discussed. The Connecticut Common Core of Teaching, national and state standards for the teaching of science, technology and the assessment of students are emphasized in the course.

Prerequisites: Take ED 573 or ED 409;
Offered: Every year, Fall

ED 504. Methods II: Teaching English.3 Credits.

This course explores pedagogical theories and their practical application to the teaching of English language arts on the secondary level. The course prepares the teacher candidate to use a variety of strategies in the classroom instruction of reading, writing and the critical examination of literature. The Connecticut Common Core of Teaching, national and state standards for the teaching of English are emphasized in the course.

Prerequisites: Take ED 573 or ED 409;
Offered: Every year, Fall

ED 505. Methods II: Teaching History/Social Studies.3 Credits.

This course provides the teacher candidate with a theoretical and practical foundation for the teaching of history/social studies. It examines the issues, practices and materials involved with the study of the discipline. The Connecticut Common Core of Teaching, national and state standards, for the teaching of history/social studies, technology and the assessment of students are emphasized in the course.

Prerequisites: Take ED 573 or ED 409;
Offered: Every year, Fall

ED 506. Methods II: Teaching Mathematics.3 Credits.

This course is designed to prepare teacher candidates to teach mathematics on the secondary level. Central concepts, tools of inquiry, and the structure of the discipline are addressed through the development of instructional units and lesson plans. The Connecticut Common Core of Teaching, national and state standards for the teaching of mathematics, technology and the assessment of students are emphasized in the course.

Prerequisites: Take ED 573 or ED 409;
Offered: Every year, Fall

ED 507. Methods II: Teaching a World Language.3 Credits.

This course examines the current philosophies, objectives and methods of teaching a world language. Teacher candidates examine theories of second language acquisition and develop instructional units and lesson plans across the broad range of world language curriculum. The Connecticut Common Core of Teaching, national and state standards for the teaching of a world language, technology and the assessment of students are emphasized in the course.

Prerequisites: Take ED 573 or ED 409;
Offered: Every year, Fall

ED 509. Reading and Writing Across the Curriculum.3 Credits.

This course presents an overview of language arts development in the secondary grades with an emphasis on reading and writing across the curriculum. Teacher candidates explore literacy strategies to help all students learn and apply current theories of integrated learning, i.e., the reading-writing-thinking connection. Attention is given to the particular needs of students for whom English is a second language.

Prerequisites: Take ED 573 or ED 409;
Offered: Every year, Fall

ED 510. Adolescent Development.3 Credits.

The major theories of human development are studied in order to provide an understanding of the normative and exceptional development patterns of adolescents and pre-adolescents. The social, emotional, cognitive and physical changes of adolescence are addressed from the perspective of their implications for education.

Prerequisites: Take ED 500;
Offered: Every year, Spring

ED 514. Internship I.1 Credit.

This course aims to support teacher candidates who are working as interns in secondary schools through discussion of the issues and challenges they experience. Students examine issues of leadership, ethics and social justice. The goal is to help teachers understand what it means to be a leader or change agent in schools in the current climate of educational reform.

Prerequisites: Take ED 409;
Offered: Every year, Fall

ED 515. Internship II.1 Credit.

This course provides the second-semester intern in the five-year MAT program in secondary education with supervision of the internship placement.

Prerequisites: Take ED 514;
Offered: Every year, Spring

ED 521. Social and Philosophical Foundations of Education.3 Credits.

This course is an inquiry into the institutional structures, social values and philosophical foundations of education. Teacher and student reflections focus on issues pertaining to the teaching-learning process, including freedom/authority/discipline; cultural diversity; multiplicity of learning modes; mind-body integration; community; alienation/violence; sexism/racism/elitism; and teacher/student roles. Admission to the MAT program is required.

Offered: Every year, Fall

ED 525. Diversity in the Classroom.3 Credits.

This course helps teacher candidates understand that teaching is a social enterprise laden with moral responsibility and that, as teachers, they must be willing to act as agents for social justice in their classrooms and in their schools. This course helps students acquire the dispositions, cultural knowledge and competencies to adapt their curriculum and instructional skills for culturally responsive classroom practice. Admission to the MAT program or permission of program director is required.

Offered: Every year, Fall and Spring

ED 535. Elementary Internship & Seminar I.1 Credit.

This course provides the first-semester intern with supervision of the internship placement, as well as a weekly seminar that focuses on developing skills of reflective practice, mindfulness and intentional teaching. Taken in conjunction with ED 525 Diversity in the Classroom, this course allows students to study first-hand the issues surrounding diversity and multiculturalism in actual practice through their observations, reflections and participation in school settings. Admission to the MAT program is required.

Offered: Every year, Fall

ED 544. Developing Literacy in the Primary Grades.3 Credits.

This course is designed to provide pre-service teachers with the knowledge of the Common Core State Standards in the language arts, and diagnostic assessment and instructional strategies for the development of early literacy. Emphasis is on the development of teaching strategies necessary for the success of early readers and writers.

Prerequisites: Take ED 571;
Offered: Every year, Spring

ED 545. Elementary Internship & Seminar II.1 Credit.

This course provides the second-semester intern with supervision of the internship placement, as well as a weekly seminar that focuses on developing skills of reflective practice, mindfulness and intentional teaching. Taken in conjunction with ED 521 Philosophy of Education, the course allows students to explore the historical underpinnings of current day practice and how philosophical assumptions and beliefs shape current practice.

Prerequisites: Take ED 535;
Offered: Every year, Spring

ED 550. Issues and Research in Education.2 Credits.

This course introduces pre-service teachers to some of the primary genres of educational research: action-based qualitative, theoretical and quantitative. In addition, the course begins to help students understand what constitutes good educational research and to recognize the link between theory and practice. Finally, the course helps students develop the tools and mindset of a teacher-researcher to help them become truly reflective practitioners.

Prerequisites: Take ED 402 ED 413 and ED 501 or ED 545;
Offered: Every year, Summer

ED 554. Internship & Seminar I.1 Credit.

This course aims to support teacher candidates who are working as interns in elementary schools through discussion of the issues and challenges they experience. Students examine issues of leadership, ethics and social justice. The goal is to help teachers understand what it means to be a leader or change agent in schools in the current climate of educational reform.

Offered: Every year, Fall

ED 555. Internship & Seminar II.1 Credit.

This course supports interns in the five-year MAT program for elementary education in the second semester of their internship. Discussion and comparison of school experiences are shared in the seminar that accompanies the internship experience.

Prerequisites: Take ED 554;
Offered: Every year, Spring

ED 556. Teaching Literacy in Grades 4-6.3 Credits.

This course provides teacher candidates with the knowledge of the Common Core State Standards in the language arts, and diagnostic assessment and instructional strategies for the development of literacy in grades 4-6. Emphasis is on the development of teaching strategies necessary for the success of readers and writers in grades 4-6.

Prerequisites: Take ED 436 or ED 544;
Offered: Every year, Fall

ED 558. Elementary School Science: Content and Pedagogy.3 Credits.

This course leads students to an understanding of science concepts and scientific inquiry at the elementary school level through active investigations with common phenomena and everyday materials. Topics include: inquiry-based science focused on national standards and integration with the Common Core State Standards; increased knowledge of resources for science learning; and management considerations in such areas as material preparation, groupings and safety.

Prerequisites: Take ED 571;
Offered: Every year, Summer

ED 562. Facilitating the Arts in the Elementary Classroom.2 Credits.

This course focuses on the development of the teacher-as-facilitator in incorporating the arts into the elementary classroom. An emphasis is placed on the relationship of the arts to teaching, learning and the integration of the arts into other content areas. Students explore a variety of media, movement, music and theatrical skills for selecting materials and activities appropriate to a child's age/stage of development. Attention also is given to the music and art of many peoples, with particular emphasis on developing a repertoire representative of different cultures and languages.

Prerequisites: Take ED 571;
Offered: Every year, Summer

ED 566. Elementary School Social Studies: Content and Pedagogy.2 Credits.

This course provides elementary teacher candidates with information, strategies and knowledge of the pedagogy of teaching social studies. The course incorporates other disciplines with Common Core State Standards and expands views of civic education. Students work collaboratively and independently to build understandings of the field of social studies and learn how to teach it creatively and effectively in a diverse community.

Prerequisites: Take ED 571;
Offered: Every year, Summer

ED 568. Teaching Mathematics in the Primary Grades.3 Credits.

This course introduces teacher candidates to the Common Core State Standards in mathematics and the instructional methods and curricular materials used to enhance the instruction of mathematics in the primary grades. Candidates learn to develop lesson plans and assessment methods that positively affect the learning of mathematics in grades K-3. Students are required to apply this knowledge within their field placement to better understand the relationship of theory and practice in the instruction of mathematics in the lower elementary grades.

Prerequisites: Take ED 535 or ED 571;
Offered: Every year, Spring

ED 569. Teaching Mathematics in Grades 4-6.3 Credits.

This course introduces pre-service teachers to the Common Core State Standards in mathematics and the instructional methods and curricular materials used to enhance the instruction of mathematics in grades 4-6. Teacher candidates learn to develop lesson plans and assessment methods that positively affect the learning of mathematics in grades 4-6. Candidates are required to apply this knowledge within their field placement to better understand the relationship of theory and practice in the instruction of mathematics in the upper elementary grades.

Prerequisites: Take ED 468 or ED 568;
Offered: Every year, Fall

ED 571. Learning and Teaching the Developing Child.3 Credits.

This course provides an introduction to the basic concepts of cognitive, social and emotional development of school age children (Ages 4-18) and how the pedagogy of learning and teaching is designed to enhance and support this development. Major topics of inquiry include brain-based learning research, motivation, engagement of learners, lesson planning and curriculum development. This course is taken during the first internship semester and includes field-based assignments and analyses. Admission to the MAT program is required.

Offered: Every year, Fall

ED 572. Advanced Learning and Teaching.3 Credits.

This course focuses on advanced concepts and skills related to teaching and learning elementary-level learners, assessment strategies and assessment-driven instructional practices, error analyses and data-driven decision making, work sampling, testing and measurement, differentiation of instructional practices, standards-based practices and research-based instruction.

Prerequisites: Take ED 571;
Offered: Every year, Spring

ED 573. Advanced Teaching and Learning - Secondary.3 Credits.

This course focuses on advanced concepts and skills related to teaching and learning. Topics include adolescent learners, assessment strategies and assessment-driven instructional practices, error analyses and data-driven decision making, work sampling, testing and measurement, differentiation of instructional practices, standards-based practices and research-based instruction.

Prerequisites: Take ED 571;
Offered: Every year, Spring

ED 575. Teacher Discourse: Language and Communication Issues in the Elementary Classroom.3 Credits.

The course provides the teacher candidate with the knowledge and skills necessary to design classroom environments that enhance and support the social and emotional development of elementary-level learners. This course examines the communication systems of educational settings--in particular the communication systems of the classroom, the school/family dynamic and the individual developing child. The course analyzes and considers instructional language and its impact on the classroom community, student learning and student behavior. Candidates also focus on teacher communication with parent/guardian populations and its impact on student learning. Enrollment in the MAT program is required.

Offered: Every year, Fall and Summer

ED 576. Teacher Discourse in the Secondary Classroom.3 Credits.

The course provides the teacher candidate with the knowledge and skills necessary to design classroom environments that enhance and support the social and emotional development of adolescent learners. The course analyzes instructional language, the language of discipline and how teacher language influences the climate of contemporary classrooms. The impact of teacher discourse on the classroom community, student learning and student behavior are all considered. The major focus is on managing classroom behaviors and supporting and respecting adolescent learners to enhance academic achievement. Enrollment in the MAT program is required.

Offered: Every year, Fall and Summer

ED 577. Teaching English Language Learners in the Mainstream Classroom.3 Credits.

This course introduces the pre-service teacher candidate to the knowledge and skills that are needed to provide effective instruction to ELs in the mainstream 1-12 classroom. Topics of study include instructional methods across content areas, the influence of language and culture on learning, teaching, and assessment history and legislation related to ESL and bilingual education in the United States, and second language acquisition.

Prerequisites: Take ED 572 ED 573 or ED 436;
Offered: Every year, Fall and Summer

ED 588. Teaching in the Middle Grades.2 Credits.

This course focuses on the instructional methods, curricular materials and classroom environment needed to increase the academic motivation and achievement of middle school students. Secondary pre-service teachers have the opportunity to explore middle school philosophy and learn about the social, emotional, physical and intellectual growth these early adolescents experience as they transition from childhood to the more complicated world of adolescence. In addition, students explore the delicate balance between maintaining high standards and providing the close, supportive relationships that middle grade students need to thrive.

Prerequisites: Take ED 413 or ED 501;
Offered: Every year, Summer

ED 599. Independent Study.1-6 Credits.

Offered: As needed

ED 601. Student Teaching and Seminar.6 Credits.

This 10-week student teaching placement at the elementary, middle or secondary level allows students to demonstrate the skills, understandings and dispositions needed to assume full responsibility as a classroom teacher.

Prerequisites: Take ED 501 ED 514 ED 545 or ED 554;
Offered: Every year, Spring

ED 603. Student Teaching under a DSAP.6 Credits.

This course is designed for students who are teaching under a Durational Shortage Area Permit (DSAP) issued by the Connecticut State Department of Education. Students receive supervision and support from a University supervisor on a regular basis during the first semester of the academic year and as needed throughout the second semester. Prerequisite: Permission of the program director.

Offered: Every year, All

ED 614. Elementary Education Internship III.1 Credit.

This online course is designed for interns in the 5-semester elementary education program. It aims to help teacher candidates develop the leadership skills needed to serve as agents of change in elementary schools. The course focuses on issues of leadership, ethics and social justice in the current climate of educational reform and increased levels of teacher accountability.

Prerequisites: Take ED 545;
Offered: Every year, Fall

ED 615. Elementary Education Internship IV.1 Credit.

This course provides the five-semester MAT student in the elementary education program with an optional full-time internship in an elementary school. The internship occurs during the spring semester of the student's second year of study.

Prerequisites: Take ED 614;
Offered: Every year, Spring

ED 616. Secondary Education Internship III.1 Credit.

This online course is designed for interns in the 5-semester secondary education program. It aims to help teacher candidates develop the leadership skills needed to serve as agents of change in secondary schools. The course focuses on issues of leadership, ethics and social justice in the current climate of educational reform and increased levels of teacher accountability.

Prerequisites: Take ED 501;
Offered: Every year, Fall

ED 617. Secondary Education Internship IV.1 Credit.

This course provides the five-semester MAT student in the secondary education program with an optional full-time internship in a secondary school. The internship occurs during the spring semester of the student's second year of study.

Prerequisites: Take ED 616;
Offered: Every year, Spring

ED 693. Research I.2 Credits.

This course assists students in the development and design of a research study complete with methods of data collection and analysis.

Prerequisites: Take ED 550;
Offered: Every year, Fall

ED 694. Research II.2 Credits.

This course is intended as a culminating research course in which the work of the previous two semesters is brought to closure through the analysis of data and the writing of a research paper.

Prerequisites: Take ED 550 ED 693;
Offered: Every year, Spring

Educational Leadership (EDL)

EDL 501. Teacher Leadership to Transform School Culture.3 Credits.

This course investigates leadership concepts and principles and related research findings and practices with an emphasis on how leaders can transform school culture and develop the school as a community of learners. The course helps teacher leaders understand leadership theory and behavior and how to promote positive school culture by building a sense of community, increasing the quality of collegial relationships and discourse, and establishing open and effective communications. Theoretical concepts of leadership are integrated along with practical applications for teacher leaders.

EDL 503. Leading the Instructional Program to Improve Student Learning.6 Credits.

This course examines current curriculum designs and teaching/learning models and the leadership processes of assessing, developing, implementing and revising instructional programs to improve student learning. Case studies focus on how to improve achievement through analysis of curriculum development processes in schools, analysis of achievement data, professional development programming, student assessment systems and coaching teachers to improve instructional practices.

Prerequisites: Take EDL 501;

EDL 505. Research-based Literacy Practices.3 Credits.

This course provides an overview of research-based instructional and assessment strategies in reading and writing, stressing the link between research and practice to improve student learning. Primary genres of educational research in the field of literacy are examined including action-based, qualitative, theoretical and quantitative. The course helps teacher-leaders develop the tools and mindset of a teacher-researcher so that they may reflect on their own classroom practice.

EDL 509. Leading School Improvement.6 Credits.

This course analyzes the characteristics of effective schools and the leadership theories and concepts related to the change process. Participants examine the application of these theories and concepts to the practice of improving the work of the school and the achievement of students. Case studies focus on the analysis of schools in need of improvement, the specific issues facing the schools, data analysis techniques, effective leadership practices, strategic planning, financing improvement plans, and evaluation processes. The role of teacher-leaders within the school improvement process is emphasized.

EDL 511. Cycles of Inquiry within the Literacy Classroom.3 Credits.

This course helps teacher-leaders understand the cycles of inquiry--a systematic approach to teaching and learning that includes: knowing content standards, diagnosing student needs, setting and working toward long- and short-term learning goals, backward planning from standards and assessments, investing students in their goals, teaching effectively and continuously analyzing data to ensure learning goals are being met. This course provides teacher-leaders with training and experience through complete cycles of inquiry within the literacy classroom to further develop their skills as master teachers. Course assignments support each candidate as a reflective practitioner and build capacity for teacher-leaders to make a difference for every learner.

Prerequisites: Take EDL 501;

EDL 513. Coaching Teachers of Literacy.3 Credits.

This course provides students with training and experience in mentoring colleagues--novice or experienced teachers--through a complete coaching cycle. Students actively participate in a coaching cycle that is designed to provide teachers with support over a period of consecutive days as they develop their teaching practice. Students develop skills necessary to support teachers through modeling lessons, co-planning and co-teaching lessons, conducting classroom observations and providing feedback to those literacy teachers to foster reflection. Ultimately, students explore the best practices in mentoring teachers to improve the teaching of literacy and to develop a peer-to-peer coaching network for inquiry, conversation, collaboration and support.

Prerequisites: Take EDL 501;

EDL 515. Action Research in Literacy Leadership.3 Credits.

This course provides an overview of the concepts and principles of conducting action research in an educational setting. Action research conducted in the field of literacy is reviewed and analyzed for purpose, methodology and outcomes. As a capstone experience, candidates design and implement action research in their school that involves working closely with peers on a project that is intended to improve the literacy skills of students.

Prerequisites: Take EDL 505 EDL 513;

EDL 517. Cycles of Inquiry within the Mathematics Classroom.3 Credits.

This course helps teacher-leaders understand the cycles of inquiry--a systematic approach to teaching and learning that includes: knowing content standards, diagnosing student needs, setting and working toward long- and short-term learning goals, backward planning from standards and assessments, investing students in their goals, teaching effectively and continuously analyzing data to ensure learning goals are being met. This course provides teacher-leaders with training and experience through complete cycles of inquiry within the mathematics classroom to further develop their skills as master teachers. Course assignments support each candidate as a reflective practitioner and build capacity for teacher-leaders to make a difference for every learner.

Prerequisites: Take EDL 501;

EDL 519. Coaching Teachers of Mathematics.3 Credits.

This course provides students with training and experience in mentoring colleagues--novice or experienced teachers--through a complete coaching cycle. Students actively participate in a coaching cycle that is designed to provide teachers with support over a period of consecutive days as they develop specific aspects of their teaching practice. Students develop the skills necessary to support those teachers through modeling lessons, co-planning and co-teaching lessons, conducting classroom observations and providing feedback to those mathematics teachers to foster reflective practitioners. Ultimately, students explore the best practices in mentoring teachers to improve the teaching of mathematics and to develop a peer-to-peer coaching network for inquiry, conversation, collaboration and support.

Prerequisites: Take EDL 501;

EDL 521. Action Research in Mathematics Leadership.3 Credits.

This course provides an overview of the concepts and principles of conducting action research in an educational setting. Action research conducted in the field of mathematics is reviewed and analyzed for purpose, methodology and outcomes. As a capstone experience, candidates design and implement action research in their school that involves working closely with peers on a project that is intended to improve the mathematics skills of students.

Prerequisites: Take EDL 505 EDL 519;

EDL 523. Leading Organizational Learning.3 Credits.

This course examines the nature of effective professional learning in schools and how such learning contributes to sound classroom pedagogy, organizational renewal, reform efforts and gains in student achievement. The unique role of teacher-leaders in professional development is examined. Course topics include principles of successful professional development programming, organizational and social contexts that influence teacher learning, and the evaluation of professional development programs.

Prerequisites: Take EDL 501;

EDL 525. Diversity in the Classroom and School Community.3 Credits.

This course develops an understanding and commitment to the position that teaching is a social enterprise laden with moral responsibility, and that teacher leaders must be willing to act as agents for social justice in their classrooms and in their schools. This course helps teacher-leaders develop the dispositions, cultural knowledge and competencies to adapt curriculum and instructional skills for culturally responsive classroom practices and to advocate for social justice at the school level.

EDL 527. Financing Program Improvement Initiatives.3 Credits.

This course is an introduction to preparing and writing grant proposals for funding program improvement projects in schools based on identified needs. It includes specific terminology related to the grant-writing process and how to identify eligibility requirements. The course focuses on how to develop the grant narrative, budget and other components necessary for a successful proposal.

Prerequisites: Take EDL 529;

EDL 529. Educational Program Evaluation.3 Credits.

This course presents an overview of the concepts and approaches in educational program planning and evaluation, with an emphasis on the responsibilities of school leaders to use program evaluation as a means to improve teaching and learning. The interpretation of data collected through the program evaluation process is emphasized so that decisions may be made to continue, restructure or terminate educational programs. Case studies focus on critiquing program evaluations and students are required to plan and conduct an assessment of an educational program in their school or district.

Offered: Every year, Fall and Spring

EDL 601. Leading and Managing the Contemporary School.6 Credits.

This course is an introduction to leadership and management theories and concepts and how school leaders apply them to address current problems and issues. Case studies focus on the development and analysis of school policies, practices and resources related to contemporary educational issues and the leadership and management styles required to implement them. The course includes a field-based experience involving the analysis of school and district policies, practices and resources related to a contemporary educational issue impacting teaching and learning.

Offered: Every year

EDL 603. Leading and Managing the Instructional Program.6 Credits.

This course examines current curriculum designs and teaching/learning models and the leadership processes of developing, implementing and supervising instructional programs to improve student learning. Case studies focus on how to improve achievement through analysis of curriculum development processes in schools, professional development programming, student assessment systems and analysis of achievement data, and instructional practices of teachers. Course includes a field-based experience involving classroom supervision of a specific instructional program across multiple grade levels.

Offered: Every year

EDL 605. Leading and Managing School Improvement.6 Credits.

This course analyzes the characteristics of effective schools and the leadership theories and concepts related to the change process. Emphasis is on application of these theories and concepts to the practice of improving school operations and student achievement. Case studies focus on analysis of schools in need of improvement, the specific issues facing the schools, data analysis techniques, effective leadership practices, strategic planning, financing improvement plans and evaluation processes. Course includes a field-based experience involving the analysis of the school as a professional learning community and the development of a school improvement plan to address identified needs.

Offered: Every year

EDL 607. Internship in Educational Leadership.3 Credits.

This field-based experience requires students to assume a leadership role and demonstrate application of the standards established by the Educational Leadership Constituent Council. The internship is planned, guided and evaluated cooperatively by the student, the University professor and the field site mentor, who is a licensed, practicing administrator. The course culminates in the development of an electronic portfolio, which represents the work during the internship. This course is graded pass/fail.

Prerequisites: Take EDL 601 EDL 603 EDL 605;
Offered: Every year

EDL 609. Educational Program Evaluation.3 Credits.

This course is an overview of the concepts and approaches in educational program planning and evaluation, with an emphasis on the responsibilities of school leaders to use program evaluation as a means to improve teaching and learning. The interpretation of data collected through the program evaluation process is emphasized so that decisions may be made to continue, restructure or terminate educational programs. Case studies focus on critiquing program evaluations and students are required to plan and conduct an assessment of an educational program in their school or district.

Offered: Every year

EDL 611. Educational Law.3 Credits.

This course is a survey of federal and state statutes, regulations, case law, executive agency options and published research with respect to the rights of students and personnel and the corollary responsibilities of school and state agency officials. Case studies focus on actual legal issues brought to the courts by students, parents, teachers, administrators and the public.

Offered: Every year

EDL 613. Public School Finance.3 Credits.

This course provides a comprehensive, detailed overview of the resource allocation process from the development of planning guidelines to the reporting of the results of school financial operations. Theoretical and practical treatments of the budget process are examined, with a focus on the budget as a tool to accomplish school goals. Case studies focus on how schools can utilize the budgeting process and both competitive and entitlement grants to reallocate and manage resources to improve educational programs and student learning.

Offered: Every year

EDL 700. Connecticut Adminstrators Test.0 Credits.

Instructional Design (IDN)

IDN 525. Instructional Design for Digital Environments.3 Credits.

This course introduces students to the instructional design process. Each phase of the process is investigated, including conducting a research-based problem analysis, analyzing the target audience, selecting delivery media and designing, implementing and evaluating an instructional resource. This course requires students to identify a local organization (e.g., school, community center, corporation), conduct a needs assessment in that setting to identify an instructional problem and, based on their findings, prepare a design proposal for an appropriate educational resource.

Offered: Every year, Fall and Spring

IDN 526. Cognitive Science and Educational Design.3 Credits.

This course covers theoretical approaches to learning, discussion of learning processes, current research in mind and brain, and theories of multimedia learning. Focus is on the application of theory to guide design decisions. Readings include empirical studies as well as theoretical material to help students become comfortable with the task of reading, interpreting and applying empirical research. The final project for the course is a design document and proof of concept for an instructional media resource.

Offered: Every year, Fall

IDN 527. Society, Culture and Learning.3 Credits.

This course investigates a number of learning paradigms commonly applied to digital resources for instruction, including problem-based learning, cognitive apprenticeship, distributed cognition, anchored instruction and computer-supported collaborative learning. Social and cultural influences on design and implementation of digital resources are discussed. The class examines a range of resources and deconstructs them to analyze the paradigms and influences that shape them. Readings include theoretical and philosophical material as well as empirical studies.

Offered: Every year, Spring

IDN 528. Collaborative Design of Digital Environments.3 Credits.

This course focuses on the design of learning environments as a collaborative effort. Concurrent with ongoing discussion and analysis of existing digital learning resources of many types (e.g., learning management systems, games, simulations, microworlds, social media networks), students work in small teams to create a needs analysis, design specifications for and prototype of their own learning resource.

Offered: Every year, Fall

IDN 529. Educational Media Design Lab.3 Credits.

This course examines the principles, techniques and current practices used to produce and/or deliver interactive multimedia applications for education. Through a series of project-based assignments, students gain experience with a range of software tools used to create media artifacts such as text, graphics, animation, audio, video, games or wireframes. Course makes use of a variety of applications based on each student's specific interests, needs and level of proficiency.

Offered: Every year, Spring

IDN 530. Web Design for Instruction.3 Credits.

In this course, students investigate web-based instructional resources. They examine relevant theoretical frameworks and use these principles to analyze the design of existing web resources, including graphics and functionality. Students develop a design document and a working prototype of a web-based instructional resource using a web design tool such as Dreamweaver. Topics include principles of graphic design, basic literacy in HTML and approaches to content organization.

Offered: Every year, Spring and Summer

IDN 531. Design of Interactive Educational Environments.3 Credits.

This course examines the design of interactive environments, including games, simulations and microworlds, from both theoretical and practical perspectives. Topics include information representation, types of interactivity, user control and pedagogical implications of interactivity, as well as the effective design of these resources for education. Students develop proficiency in the use of an interactive authoring environment or game design platform, depending on the individual's technical background, creating a functioning prototype of their design.

Offered: Every year, Fall and Summer

IDN 532. Design and Development of Online Learning.3 Credits.

This course looks at current practices, issues and applications in the field of online learning. Students examine the planning, development and implementation of distance learning programs, analyze a number of existing resources and develop proficiency in the sophisticated use of a learning management system such as Blackboard. They also become familiar with empirical studies that investigate the efficacy of online learning and apply this information to the development of a prototypical course site.

Offered: Every year, Fall and Spring

IDN 533. Producing Educational Video and Digital Training.3 Credits.

Video segments are commonly found as stand-alone resources as well as embedded in websites, games, online learning environments, etc. Students in this course examine the use of video in education, including theoretical approaches to visual learning as well as practical considerations of how to write, plan, produce and integrate video resources. Depending on the students' levels of technical preparation, they use a range of applications to plan and produce a short video segment.

Offered: Every year, Fall and Summer

IDN 534. Implementing Digital Media for Learning.3 Credits.

This course examines the challenges of implementing digital environments for learning in real-world contexts. Through research articles and case studies, students explore issues such as selecting, budgeting and evaluating technology resources. Within the structure of the class, students may choose to focus on implementing media in K-12 environments (in and out of school), higher education, industry or public spaces.

Offered: Every year, Summer

IDN 535. New Directions in Digital Environments for Learning.3 Credits.

As new digital resources are developed, instructional designers need to be able to understand and evaluate their practicality and value for educational use. This course allows students to explore new and changing technologies, applications and approaches. By definition, topics in this course change each time it is offered, but may include such areas as augmented reality, handheld devices and the maker.

Offered: Every year, Spring

IDN 536. Independent Study.3 Credits.

This course includes supervised study of special topics in instructional design. This option is designed to allow a student to further customize his or her course of study if needed. Each student must submit a proposed course of study including assessment plan for approval prior to enrolling.

Offered: Every year, Fall and Spring

IDN 540. Capstone Experience: Thesis and ePortfolio.3 Credits.

The capstone experience is composed of two parts: 1) e-Portfolio: throughout their course work, students are required to post their best work on their e-portfolio for critique. At this time, the candidate presents the final portfolio for review; and 2) Thesis project: each student creates and presents a design document and working prototype of a proposed instructional resource. This project serves to demonstrate the candidate's fluency with elements of an instructional design analysis as well as using theory to inform design.

Offered: As needed

IDN 541. Capstone: Project and Presentation.3 Credits.

The capstone experience is composed of two parts: 1) e-Portfolio: throughout their course work, students are required to post their best work on their e-portfolio for critique. At this time, the candidate presents the final portfolio for review; and 2) Thesis project: each student creates and presents a design document and working prototype of a proposed instructional resource. This project serves to demonstrate the candidate's fluency with elements of an instructional design analysis as well as using theory to inform design.

Offered: As needed