Purpose and Rationale

The primary goal of the Master of Arts in Education program is to provide quality professional opportunities to teachers so that they can influence decision making in the classrooms, schools and communities in which they teach.

Today’s classroom teachers must be better prepared to handle a wide range of instructional and non-instructional tasks. Given tremendous sociological changes in society, the teacher for America’s future classroom must be prepared to work as a social change agent, collaborating with the home and community in order to address issues of literacy and diversity. Today’s teachers must be ready and willing to not only make a difference within their classrooms, but also within the school districts and communities in which they teach. It becomes both the social and ethical responsibility of today’s teacher to make a difference within the context of the classroom.

Mission

The mission of the Master of Arts in Education and the Graduate Education non-degree program at EMU is to increase educators’ professional knowledge and competence and to enhance reflective teaching among practitioners, enabling them to: 1) develop leadership by becoming agents of change who advocate for children and youth, 2) create a climate of caring and learning, 3) initiate and respond to change and 4) value service to others.

Guiding program principles include scholarship, inquiry, professional knowledge, communication, caring, and leadership.

Program

The M.A. in Education is a program of study for the teacher practitioner which provides for opportunities of professional growth and personal development through applicable course work and relevant experiences. Constructivist theory is integrated with faith and learning applications. The program’s core addresses four areas of teacher development: peacebuilding and conflict resolution, cultures of change, social and ethical issues and action research in educational settings.

The Master of Arts in Education program consists of 36 semester hours including a required core of 12 hours, a specialty area of 21 hours and 3 hours of reflective practice in the form of action research. Specialty areas include literacy agent, diverse needs strategist, and curriculum and instruction practitioner.

NOTE: Course requirements may change as the program evolves. Candidates are accountable for completing the program of study listed in the catalog for the year in which they were admitted to the program.

Program Core (12 hours)

Required by all candidates, this core emphasizes: 1) examining peace and justice issues within educational environments, 2) collaborating with teachers and administrators to establish constructivist environments, 3) understanding social and ethical issues which inform change and 4) engaging in action research within the classroom in order to foster more effective instruction.

Program core and specialty courses provide a rich context for identifying a significant question to explore in EDCC 551 Action Research in Educational Settings.

 

Core Courses:

[Recommended early in program]

EDCC 501 Creating Cultures of Change: Constructivist Environments (3 hrs.)
EDCC 521 Peacebuilding & Conflict Resolution (3 hrs.)
EDCC 531 Social & Ethical Issues in Ed. (3 hrs.)

[Recommended later in program]

EDCC 551 Action Research in Educational Settings (3 hrs.) (Prerequisite: Admission to Candidacy)

Specialty Areas (21 hours)

It is in this component of the program that the practitioner begins to specialize in one of three areas of emphasis: Literacy Agent, Diverse Needs Strategist, or Curriculum and Instruction Practitioner.

1) Literacy Agent

Practitioners focus on the study of literacy in a broader sense than traditionally encountered in schools of the past. Literacy is approached beyond reading and writing into integrated approaches for the development of communication, thought and interpersonal interaction. Emphasis is placed upon literacy programs from emergent to adult, integrated literacy instruction, literacy in community and family arenas and classroom assessment of literacy. Licensure as a reading specialist may be obtained with additional course work and a clinical practicum.

2) Diverse Needs Strategist

Practitioners focus on special needs of diverse populations. Options built into this specialty component provide further emphasis in one of three areas: (1) Teaching English as a Second Language (TESL), (2) At-Risk Populations and (3) Special Education (for those already holding an initial license in special education). This component contains a common core of course work which addresses language/literacy competence with diverse populations; intervention strategies for diverse learners; and developing leadership skills in teaming, collaboration and consultation with parents, school and community social agencies. In Virginia, licensure is available in TESL and special education with additional course work and a supervised practicum.

3) Curriculum & Instruction Practitioner

This component provides a course of study for elementary, middle or high school practitioners to enhance existing skills and meet the challenges found in today’s schools.

Emphasis is placed upon adapting and designing curriculum for diverse populations, designing integrated interdisciplinary instruction, upgrading professional knowledge in recent research in current issues, teaming with school and community professionals and enhancing specific professional and specialty area competencies. Participants may choose one of three routes toward completion of this specialty area: Elementary School Emphasis, Middle School Emphasis or High School Emphasis.

Action Research as Reflective Practice (3 hours)

The completion of the program will be marked with an action research product which has been designed by the candidate in collaboration with an academic mentor. Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Final projects are presented and approved by the mentor.

EDPC 611 Action Research Project (3 hrs.)

Program Outcomes

Scholarship: to acquire advanced knowledge through core curriculum courses and to organize and integrate that knowledge into professional practice.

Inquiry: to generate questions and to use critical thinking to self-assess, to view problems from multiple perspectives, to make informed decisions and to engage in action research for educational change.

Professional Knowledge: to acquire advanced pedagogical and specialty area knowledge in order to create cultures of change and manage environments conducive to learning, setting high expectations and implementing appropriate instructional and assessment practices.

Communication: to develop communication strategies (verbal, nonverbal, and technological) which support collaboration and resourcefulness to empower self and others.

Caring: to develop a nurturing spirit that advocates for students, encourages social and ethical responsibility, and promotes peacebuilding in diverse settings.

Leadership: to act as social change agents by working collaboratively to bring about fair and just systemic change within educational contexts.

Admission Criteria

Completed applications for admission into the graduate program are reviewed regularly throughout the year. The Teacher Education Admissions Committee (TEAC) makes admissions decisions and annually reviews admissions policies.

A completed application includes the following:

1. A completed master of arts in education application form with a non-refundable application fee of $25.00.
2. Official transcripts from each college or university attended.
3. Passing scores (as per state licensure standards) on the NTE core battery and specialty area test scores (1985 forward) and/or Praxis I and II assessments.
4. Two letters of reference: (a) building level administrator/supervisor and (b) someone qualified to speak to the applicant's academic ability and potential.
5. Applicants must: a) hold a bachelors degree from an accredited institution with at least a cumulative 2.75 g.p.a. (based on 4.0) b) hold a valid teaching license, a copy of which must be submitted by the applicant for the graduate file.
6. Documentation of one year of successful teaching in public or private school/agency setting.
7. A personal interview with the director or assistant director of the M.A. in Education program.

In addition to the requirements above, international applicants should submit the following information:

1. Nationality and country of birth. International applicants currently residing in the U.S. must indicate status with the U.S. Citizenship and Immigration Services.
2. A financial certificate demonstrating the student’s “ability to pay” is required in order for the program to issue a student visa application (I-20 form).

For applicants whose native language is not English:

1. A 550 on the Test of English as a Foreign Language (TOEFL) or 213 on the computerized test. (EMU's institutional code is 5181. Applicants who have studied and received a degree from a college or university where all instruction is in English are not required to submit TOEFL scores.)

Persons who do not initially meet all admission criteria, after completing at least six hours of courses with a grade point average of 2.75 or higher, may petition the Teacher Education Admissions Committee for full admission. Applicants must present the written support of one EMU graduate education faculty member and must complete the competency criteria.

Persons pursuing personal or educational development may enroll in graduate education courses, special institutes, or site-based curricular offerings without being admitted into the M.A. program. Persons taking more than nine semester hours are encouraged to apply for the masters degree to ensure that subsequent hours can be counted toward the masters degree.

Candidates may enroll in no more than ten hours within a term (fall, spring, or summer) without written permission from the director.

Candidates who have been admitted to the program, but decide to change their tracks or want to add an endorsement must submit a letter of request to the director of the M.A. in Education program.

Admission to Candidacy

Application for admission to candidacy occurs when the candidate has successfully completed two of the core courses (EDCC 501 Creating Cultures of Change, EDCC 521 Peacebuilding & Conflict Resolution, or EDCC 531 Social & Ethical Issues) plus six semester hours of the specialty area courses. A candidacy application form is sent to candidates by the Administrative Assistant after course requirements are met. All applications are reviewed for admission by the Teacher Education Admissions Committee.

A completed application includes the following:

1. A completed Application to Candidacy form.
2. A rationale statement for why the candidate's specialty track was chosen.
3. An academic recommendation.

Exit Requirements

1. An exit interview with the director or assistant director of the M.A. in Education Program.
2. Have a minimum of a C or better in all EMU M.A. in Education courses to receive credit towards the M.A. in Education degree.
3. Successful completion of the Action Research Project as well as other program requirements.
4. Those completing initial licensure (TESL or SPED) must submit a copy of the certificate issued by the Virginia Department of Education on the Child Abuse Recognition Training: http://www.vcu.edu/vissta/training/va_teachers/
5. Those completing initial licensure in Virginia (TESL or SPED) must pass the required state assessments.
   TESL: Virginia Communication & Literacy Assessment: http://www.vcla.nesinc.com/
   SPED: Virginia Communication & Literacy Assessment: http://www.vcla.nesinc.com/ and the Virginia Reading Assessment: http://www.vra.nesinc.com/
6. Those completing endorsement requirements for TESL, Reading Specialist or Special Education must pass the required state assessments.
   TESL in VA: Virginia Communication & Literacy Assessment: http://www.vcla.nesinc.com/
   SPED and Reading Specialist in VA: Virginia Reading Assessment: http://www.vra.nesinc.com/
   Reading Specialist in PA: PRAXIS #0300: http://www.ets.org/praxis
7. Those completing initial licensure or an additional endorsement must submit the necessary licensure forms and fees.

“Candidates in the M.A. in Education program are taught that transformation is possible and that they have the power to serve as change agents in a complex world.” – Don Steiner, Director of the Masters in Education Department

Attendance

Because of the interactive nature of graduate classes at EMU, we believe that candidates who miss class for the equivalent of six 50-minute periods or four 75 minute periods in a three semester hour course (200 minutes for a 2-semester hour course, 100 minutes for a 1-semester hour course) have not fulfilled necessary requirements to receive an “A” in the graduate class. Grades may be lowered for absences of less time at the instructor’s discretion.

Distance Education (Online)

No more than 12 semester hours of the Master of Arts in Education program may be completed by distance education. The program observes the guidelines of the National Council for the Accreditation of Teacher Education (NCATE) for distance education. Only selected courses in the introductory or specialty areas are offered online. Standards of academic quality for these courses are equivalent to those for on-campus courses. Enrollment is limited to 20 candidates or less to ensure a high level of instructor-candidate interaction. Particular attention is given to making available either locally or online, the study resources normally expected for graduate courses. Tuition is comparable to that of residential courses. There is regular evaluation of individual courses and of the total program.

Explanation of the course numbering system and course prefixes

All course numbers for the Master of Arts in Education program are at the 500 and 600 levels to designate graduate level courses. Undergraduate courses at EMU are listed at 100-400 levels.

EDCC designates a core course.
EDCI designates a curriculum and instruction course.
EDDA designates a course in the at-risk specialty area.
EDDN designates a course in the diverse needs specialty area.
EDDS designates a special education course.
EDDT designates a teaching English as a second language related course.
EDLA designates a literacy related course.
EDPC designates a course in reflective practice.
EDSP designates a special topics course.
EDTR designates a course that is cross cultural.
EDI designates an institute class offered as an elective or special offering.
EDIU designates a Lancaster Intermediate 13 course.

Schedule for Completing the Program

All course work, research and practica for the master’s degree shall be completed within six calendar years of the first registration as an admitted graduate candidate. Classes are offered in weekend and evening formats during fall and spring, while the summer sessions provide intensive week-long courses. A full-time candidate can complete the program in 2 years. Most teacher practitioners graduate in 2-4 years by taking 10-12 semester hours per year.

Candidates must be registered for EDPC 611 Action Research Project before participating in graduation ceremonies. In addition, candidates who choose to walk and subsequently prolong the completion of their final Action Research Project over one year from the initial registration date must renew their registration at a cost of $150 per semester hour per year.

Transfer Credit

Candidates may request to transfer up to nine hours of course work from other regionally accredited colleges or universities. A transfer of credit request form must be completed. Requests for transfer credit approval may be directed to the program director and will be considered on a course by course basis as applicable to the particular specialty area. Continuing Education Units (CEU) courses are not accepted as transfer graduate credit. A candidate must submit an official transcript from the university which awarded the graduate credit.

With program director approval, candidates may transfer up to twelve hours of course work previously taken under the supervision of EMU graduate faculty, i.e. EMU Teacher Education Program institutes or site-based courses. Only six credit hours can be transferred into the specialty area.

All transfer credit must meet the following criteria: 1) course work was completed within five years of admission to the EMU program; 2) credit must reflect applicability to EMU’s M.A. in Education specialty area goals and program purposes; and 3) all transfer work must have a grade of A or B.

Transfer of credits completed at EMU to another institution is at the discretion of that institution. Candidates should check with the institution to which they wish to transfer regarding the transferability of EMU credits.

Tuition Refund Percentages

Candidates who withdraw within the prescribed guidelines for withdrawal will receive a credit of institutional charges equal to the percentage of the time remaining in the class (rounded to the nearest 10 percent) and multiplied times the refundable university charges for tuition and room and board. Candidates who withdraw prior to the first day of classes will receive a full refund of all payments. No refunds are made for "transcripted" courses once the course has begun.

Aid recipients who change their course registration after the beginning of each semester must notify the financial assistance office. Enrollment status is very important to aid eligibility. Students who withdraw must also notify the financial assistance office. Financial aid refunds due to withdrawal are calculated using the percentage of term not completed as mandated by federal aid regulations. More information about aid adjustments and refunds related to changes in enrollment status may be obtained from the Financial Assistance Office.

M.A. in Education: Literacy Agent

A. Program Core (12 hrs.)

[Recommended early in program]
EDCC 501 Creating Cultures of Change: Constructivist Environments (3 hrs.)
EDCC 521 Peacebuilding and Conflict Resolution (3 hrs.)
EDCC 531 Social & Ethical Issues in Education (3 hrs.)
[Recommended later in program]
EDCC 551 Action Research in Educational Settings (3 hrs.)

B. Specialty Area (21 hrs.)

(Required course work–15 hrs.)

EDLA 501 Foundations of Literacy (3 hrs.)
EDLA 521 Integrated Literacy Instruction (3 hrs.)
EDLA 531 Literacy in Community and Family Arenas (3 hrs.)
EDLA 541 Literacy Assessment (3 hrs.)
EDDT 581 Language and Culture (3 hrs.)

(Electives–6 hrs.)

Chosen from other M.A. in Education tracks.

C. Reflective Practice (3 hrs.)

EDPC 611 Action Research Project: Literacy (3 hrs.)

*M.A. in Education: Reading Specialist

A. Program Core (12 hrs.)

[Recommended early in program]
EDCC 501 Creating Cultures of Change: Constructivist Environments (3 hrs.)
EDCC 521 Peacebuilding and Conflict Resolution (3 hrs.)
EDCC 531 Social & Ethical Issues in Education (3 hrs.)
[Recommended later in program]
EDCC 551 Action Research in Educational Settings (3 hrs.)

B. Specialty Area (21 hrs.)

(Required course work–21 hrs.)

EDLA 501 Foundations of Literacy (3 hrs.)
EDLA 521 Integrated Literacy Instruction (3 hrs.)
EDLA 531 Literacy in Community and Family Arenas (3 hrs.)
EDLA 541 Literacy Assessment (3 hrs.)
EDDT 581 Language and Culture (3 hrs.)
EDLA 551 Developing an Effective Reading Program (3 hrs.)
EDLA 601 Multicultural Children’s Literature (3 hrs.) OR EDLA 611 Adolescent/Young Adult Literature (3 hrs.)

C. Reflective Practice (3 hrs.)

EDPC 611 Action Research Project: Literacy (3 hrs.)

D. Additional required course work for licensure (4-6 hrs.)
EDI 631 Word Study (1-3 hrs.)
EDPC 601 Practicum: Literacy (3 hrs.)

*In order to receive a reading specialist endorsement in Virginia or Pennsylvania, a candidate must also complete their required state assessments.
Virginia: Virginia Reading Assessment     www.vra.nesinc.com
Pennsylvania: Praxis #0300   http://www.ets.org/praxis

 

M.A. in Education: Diverse Needs Strategist: TESL

Three areas of emphasis are built into the Specialty Area: (1) TESL, (2) At-Risk Populations and (3) Special Education.

(1) *Teaching English as a Second Language (TESL) Emphasis

A. Program Core (12 hrs.)

[Recommended early in program]
EDCC 501 Creating Cultures of Change: Constructivist Environments (3 hrs.)
EDCC 521 Peacebuilding and Conflict Resolution (3 hrs.)
EDCC 531 Social & Ethical Issues in Education (3 hrs.)
[Recommended later in program]
EDCC 551 Action Research in Educational Settings (3 hrs.)

B. Specialty Area (24 hrs.) (NOTE: 24 hrs. of required course work)

+EDDT 551 Methods of Teaching ESL/FL (3 hrs.)
+EDDT 571 Language Acquisition and Grammar (3 hrs.)
+EDDT 581 Language and Culture (3 hrs.)
EDDA 511 Teaching Diverse Learners (3 hrs.)
EDDN 511 Teaming and Collaboration (3 hrs.)
EDLA 501 Foundations of Literacy (3 hrs.)
EDLA 541 Literacy Assessment (3 hrs.)
EDPC 601 Practicum: TESL (3 hrs.)
+**EDDT 591 ESL Assessment and Support (3 hrs.) (substitutes for EDLA 541)

C. Reflective Practice (3 hrs.)

EDPC 611 Action Research Project: TESL (3 hrs.)

NOTE: In addition, candidates who have not reached a level of proficiency in a foreign language at Intermediate Level II must take additional hours of foreign language to achieve that level. Candidates who have had equivalent course work may substitute elective replacements.

*For TESL licensure, students must take an English linguistics course and a specialized practicum to meet licensure requirements. A 14-week internship (7 hrs.) is required for candidates seeking TESL as an initial license.

**Required in Pennsylvania

+Pennsylvania Department of Education certification as approved through Intermediate Unit 13

M.A. in Education: Diverse Needs Strategist: At-Risk Populations

Three areas of emphasis are built into the Specialty Area: (1) TESL, (2) At-Risk Populations and (3) Special Education.

(2) At-Risk Populations Emphasis

A. Program Core (12 hrs.)

[Recommended early in program]
EDCC 501 Creating Cultures of Change: Constructivist Environments (3 hrs.)
EDCC 521 Peacebuilding and Conflict Resolution (3 hrs.)
EDCC 531 Social & Ethical Issues in Education (3 hrs.)
[Recommended later in program]
EDCC 551 Action Research in Educational Settings (3 hrs.)

B. Specialty Area (21 hrs.)

(Required course work—15 hrs.)

EDDN 511 Teaming and Collaboration (3 hrs.)
EDDN 631 Research in Risk and Resiliency (3 hrs.)
EDDA 501 At-Risk Issues in School and Community (3 hrs.)
EDDA 511 Teaching Diverse Learners (3 hrs.)
(One course in literacy—3 hrs.)

(Electives—6 hrs.)

Chosen from other M.A. in Education tracks.

C. Reflective Practice (3 hrs.)

EDPC 611 Action Research Project: At-Risk Populations (3 hrs.)

M.A. in Education: Diverse Needs Strategist: Special Education

Three areas of emphasis are built into the Specialty Area: (1) TESL, (2) At-Risk Populations, and (3) Special Education.

(3) *Special Education Emphasis

A. Program Core (12 hrs.)

[Recommended early in program]
EDCC 501 Creating Cultures of Change: Constructivist Environments (3 hrs.)
EDCC 521 Peacebuilding and Conflict Resolution (3 hrs.)
EDCC 531 Social & Ethical Issues in Education (3 hrs.)
[Recommended later in program]
EDCC 551 Action Research in Educational Settings (3 hrs.)

B. Specialty Area (21 hrs.)

(Required course work—12 hrs.)

EDDS 611 Curriculum and Instructional Support for Special Education Students (3 hrs.)
EDDN 511 Teaming and Collaboration (3 hrs.)
EDDA 511 Teaching Diverse Learners (3 hrs.)
EDDS 511 Foundations and Procedural Issues in Special Education (3 hrs.)

(Electives—9 hrs.)

Chosen from other M.A. in Education tracks.

C. Reflective Practice (3 hrs.)

EDPC 611 Action Research Project: Special Education (3 hrs.)

*For special education licensure, candidates may be required to take additional course work to satisfy requirements for state licensure.

M.A. in Education: Curriculum & Instruction Practitioner - Elementary, Middle or High School

A. Program Core (12 hrs.)

[Recommended early in program]
EDCC 501 Creating Cultures of Change: Constructivist Environments (3 hrs.)
EDCC 521 Peacebuilding and Conflict Resolution (3 hrs.)
EDCC 531 Social & Ethical Issues in Education (3 hrs.)
[Recommended later in program]
EDCC 551 Action Research in Educational Settings (3 hrs.)

B. Specialty Area (21 hrs.)

(Required—12 hrs.)

EDCI 501 Curriculum and Instructional Strategies (3 hrs.)
EDDN 511 Teaming and Collaboration (3 hrs.)
EDDA 511 Teaching Diverse Learners (3 hrs.)

Specialty Area Elective:
One of the following literacy courses is recommended:
Elementary: EDLA 501 Foundations of Literacy (3 hrs.)
OR
Middle: EDLA 521 Integrated Literacy Instruction (3 hrs.)
OR
High: EDLA 521 Integrated Literacy Instruction (3 hrs.)

(Electives—9 hrs.)

Elective courses chosen from other EMU M.A. in Education tracks. Students may wish to transfer 6 hours of graduate work in their content area specializations.

C. Reflective Practice (3 hrs.)

EDPC 611 Action Research Project: Elementary, Middle or High School (3 hrs.)

*Certificate in Peacebuilding and Conflict Transformation in Educational Settings

To qualify for the certificate in Peacebuilding and Conflict Transformation in Educational Settings, candidates must complete 15 semester hours from the following courses. EDCC 521 is required.

EDCC 521 Peacebuilding and Conflict Resolution (3sh)
EDCC 501 Creating Cultures of Change: Constructivist Environments (3sh)
EDDN 511 Teaming and Collaboration (3sh)
EDDN 631 Research in Risk & Resiliency (3 sh)
EDDA 511 Teaching Diverse Learners (3sh)
EDLA 601 Multicultural Children's Literature (3sh)
EDI 611 The Bullying Phenomenon in Schools: How to Create Healthy Communities (1sh)
EDI 621 Restorative Discipline (3sh)
EDID 531 Teaching Tolerance (1sh)
EDID Elective (1sh)

Upon approval from the advisor, candidates may choose electives from among the following PAX prefix courses offered by the Conflict Transformation program in Lancaster.
PAX 553 Practice: Skills for Conflict Transformation
PAX 565 Leadership for Healthy Organizations
PAX 605 Advanced Practice: Facilitating Group Processes

*As filed with the Pennsylvania Department of Education.

Fall Semester

Course schedules are outlined in the M.A. in Education brochure and updated regularly at www.emu.edu/maed .

Orientation:
September 6, 2008, 9:30-11:30 a.m. in Lancaster

Action Research presentations:
August 16, 2008 in Harrisonburg
November 15, 2008 in Lancaster
December 6, 2008 in Harrisonburg

Offices are closed:
November 26-28, 2008
December 24, 2008-January 2, 2009

Spring Semester

Course schedules are outlined in the M.A. in Education brochure and updated regularly at www.emu.edu/maed .

January 10, 2009 in Lancaster

Action Research presentations:
March 7, 2009 in Lancaster
April 18, 2009 in Harrisonburg

Graduation Ceremony:
April 26, 2009
Diploma dates: Dec. 12, 2008; Apr. 26, June 12, Aug. 14, and Dec. 18, 2009

Offices are closed:
April 10-13, 2009
May 25, 2009

Summer Semester

Course schedules are outlined in the M.A. in Education brochure and updated regularly at www.emu.edu/maed .

Offices are closed:
July 3, 2009

Action Research presentations:
June 27, 2009 in Lancaster

EDCC 501 Creating Cultures of Change: Constructivist Environments (3 SH)

Explores practical implications of constructivist theory in classrooms. Emphasizes concepts such as reflective practice, student centered learning and processes for change.

EDCC 521 Peacebuilding and Conflict Resolution (3 SH)

Explores peacebuilding and conflict resolution within educational contexts. Focuses on peaceable climates and conflict transformation approaches and integrates peace curricula for individual classroom settings and within specific schools.

EDCC 531 Social and Ethical Issues in Education (3 SH)

Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns.

EDCC 551 Action Research in Educational Settings (3 SH)

Provides an overview of action research conducted within educational settings. Emphasis is placed upon gaining an understanding of the difference between qualitative and quantitative research design, as well as becoming competent in setting up an action research project. Prerequisite: Admission to Candidacy and EDPC 501.

EDPC 521 Teacher Work Samples (1 SH) (replaces Reflective Practice Portfolio)

Integrates knowledge with professional practice through the assessment of contextual factors and the analysis of student learning. Five core propositions of the National Board of Professional Teaching Standards (NBPTS) are examined. Required by candidates participating in the curriculum transition who have not addressed NBPTS standards.

EDPC 601 Practicum (3 SH)

Focuses on the outcomes of a specific track. Supervised by a graduate faculty mentor, field experience will take place in a setting necessary to complete track requirements.

EDPC 611 Action Research Project (3 SH)

Incorporates a written report and delivery of a student-designed action research project. Under faculty mentor supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551 Action Research in Educational Settings.

EDCI 501 Curriculum and Instructional Strategies (3 SH)

Examines the philosophical foundations of curriculum development and implementation. Curriculum mapping, interdisciplinary inquiry, activity curricula and culturally responsive development will be discussed.

EDCI 541 Behavior Management (3 SH)

Conducts analyses and critiques of actual cases in education in which behavior management is the major issue. Lectures, discussions, and assignments give students the background and tools needed to conduct case analyses, focusing on important principles of behavior management as well as evidence-based practices found in current literature and personal experience.

EDCI 551 Differentiating Instruction for the Gifted Learner (3 SH)

Examines conceptions and misconceptions about gifted learners and presents ways in which classrooms can be stretched and adapted to address learning needs.

EDDA 501 At-Risk Issues in School and Community (3 SH)

Serves as a forum for engaging dialogue among educators, counselors, law enforcement personnel, social service agents and other community service workers regarding at-risk issues. Emphasizes current trends and program development models empowering collaboration within communities.

EDDA 511 Teaching Diverse Learners (3 SH)

Focuses on the application of integrated strategies, differentiated instruction, curriculum compacting and adaptations for diverse populations, i.e. students served under alternative education, special education services, ESL and gifted/talented programs.

EDDN 511 Teaming and Collaboration (3 SH)

Focuses on collaborative strategies for teaming among educators, parents and community agencies. Examines models of consensus building, team leadership, team planning, collaborative strategies and school-community partnerships within the context of inclusive classrooms and transition programs for at-risk learners.

EDDN 601 Assessment of Learners (3 SH)

Examines formal and authentic assessment strategies as they relate to learners within the regular education classroom. Focuses on the development of alternative assessment strategies with additional emphasis upon dilemmas faced when assessing diverse learners.

EDDN 631 Research in Risk and Resiliency (3 SH)

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

EDDS 501 Technology to Enhance Learning (3 SH)

Focuses on strategies and delivery systems of instruction which are now available to teachers through the use of technology. Investigates how a wide range of electronic information technology might affirm core values and promote excellent teaching practices. Emphasizes hands-on learning.

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

Focuses on recent changes within special education policy and law that directly impact the classroom teacher. Presents ways to use Internet services to keep current with procedural issues.

EDDS 601 Advocacy Issues Within Special Education (3 SH)

Recognizes the impact and importance of decision-making and the dynamics of advocacy. Includes but is not limited to current topics such as impact of health and medical issues, self determination by and for students, selection and implementation of instructional and assistive technologies and creating safe psychological and physical environments.

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

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

EDDT 521 Second Language Learners (3 SH)

Emphasizes a psycholinguistic approach to the acquisition of a second language. Includes the study of transformational grammars, a review of language development and thought and language acquisition strategies.

EDDT 541 Literacy and ESL Methods(3 SH)

Emphasizes linguistic principles, practical methods, assessment and materials design and development for teachers teaching English as a second language in the K-12 school. This class involves a practicum with second language learners.

EDDT 551 Methods of Teaching ESL/FL (3 SH)

Emphasizes theory, practical methods, assessment and materials design and development for teachers teaching English as a second language and foreign language.

EDDT 561 The English Language (3 SH)

Focuses on essentials of linguistic science studies as a background for understanding the history of the English language. Explores the development of dialect, colloquialism and regionalism.

EDDT 571 Language Acquisition and Grammar (3 SH)

Explores current topics and issues in the study of language acquisition, language development and grammar. Offers teachers practical ideas for teaching grammar in the context of today’s classroom.

EDDT 581 Language and Culture (3 SH)

Enables students to gain a deeper understanding of the intricate ways in which culture and language influence each other. Surveys the basics of sociolinguistics and language policy through case studies from communities around the world. Includes a critical evaluation of the role of culture in the second-language classroom.

EDDT 591 ESL Assessment and Support (3 SH)

Explores assessment tools and practices as they relate to second language learners. Emphasizes the assessing and monitoring of oral language, reading and writing and content area subjects. Examines support services both in language acquisition and content learning.

EDLA 501 Foundations of Literacy (3 SH)

Examines the psychological, social and linguistic components of the developmental processes of reading and writing including phonemic awareness, alphabetic code, fluency, vocabulary, and comprehension. Emphasizes the importance of appropriate instruction and materials according to the child’s developmental stage.

EDLA 511 Teaching Struggling Readers (3 SH)

Focuses on those students who, in spite of a teacher’s best efforts, do not make satisfactory annual yearly progress. The factors that inhibit progress are examined and assessments, instructional strategies and materials are shared. Special emphasis includes ELL students and students with special learning needs.

EDLA 521 Integrated Literacy Instruction (3 SH)

Focuses on literacy learning throughout the curriculum and addresses integrated, interdisciplinary approaches to learning in K-12 classrooms. The course explores instructional strategies, materials, and issues that impact the development and extension of literacy across the content areas. Technology as a tool for literacy is an integral part of designing appropriate instruction. The role of research in learning, and specifically in reading and writing is a focus area.

EDLA 531 Literacy in Community and Family Arenas (3 SH)

Addresses workplace literacy, family literacy, adult literacy and literacy advocacy.
*offered in alternate years

EDLA 541 Literacy Assessment (3 SH)

Focuses on assessment as the basis for instruction. Teachers learn to administer multiple assessments to diagnose and document a student’s literacy development. Teachers also examine the design and purpose of national, state and district assessments. (Prerequisite: EDLA 501 Foundations of Literacy or instructor’s permission)

EDLA 551 Developing an Effective Reading Program (3 SH)

Provides practical knowledge about developing and implementing K-12 reading programs. Develops the strategies and understandings needed to provide a diverse student body with effective reading instruction. Emphasizes professional development, leadership and advocacy for reading specialists.
*offered in alternate years

EDLA 561 Language Acquisition and Literacy (3 SH)

Examines the development of oral and written language, and explores the effects of social and cultural influences on language acquisition and beginning literacy. This course is designed to help teachers to develop the understandings and skills to implement a balanced and meaning-focused literacy environment with attention to the continued role of oral language, phonemic awareness and alphabetics, the reading and writing processes and related instructional strategies, assessment, and early word study and spelling instruction.

EDLA 601 Multicultural Children’s Literature (3 SH)

Explores multicultural literature for children in a variety of genre. Elementary classroom activities, including critical thinking and writing, are demonstrated.

EDLA 611 Adolescent/Young Adult Literature (3 SH)

Concentrates on literature written for and by adolescent/young adult readers while relying on works typically classified as young adult literature as well as literary “classics” found within the curriculum for middle, junior and senior high classrooms. Employs reader-response theory.

EDLA 661 The Bible as a Text for Literacy Instruction (3 SH)

Examines the use of Scripture to develop literacy. Emphasizes text analysis, creating reader-response strategies, introduction of literacy skills and curriculum models.

EDLA 681 Teaching Writing (3 SH)

Emphasizes the need for teachers to become authors within the educational community. Encourages students to write for publication.

EDSP 681 Special Topics (3 SH)

A special course designed around a current issue in education which impacts literacy, diverse needs or curriculum and instruction arenas.

EDSP 661 Assessment and Planning in Special Education (3 SH)

Studies informal and formal diagnostic procedures appropriate for students with mental retardation, learning disabilities and emotional disturbance. Topics include legal requirements for eligibility, formulating individual education plans based on assessment data and general evaluation of instruction.

EDSP 671 Cognitive Learning & Emotional Disabilities (3 SH)

Provides historical perspectives, characteristics, and medical aspects and ethical issues in the practice of special education. Designed for teachers preparing for licensure in special education. Topics are viewed in the context of normal patterns of development and the dynamic influence of the family system.

EDSP 681 Improving Student Achievement (3 SH)

Examines research-based strategies for increasing student achievement and explores the development of educational research from its beginnings through the 21st century. A practical approach is taken as participants are trained in classroom application of these research-based strategies for improving student achievement.

EDTR 673 Cross-Cultural Study (3 SH)

Study tours or short term teacher exchanges allow participants to further investigate an area of study within another culture.

EDI 531 Content Enhancement and Anchored Instruction (3 SH)

Presents ways to enhance the academic performance of “at-risk” students including English language learners and students with mild disabilities in secondary/middle school content classes. Participating teachers will be trained to establish content enhancement strategies, routines and graphic organizers, which can be used to present content with differentiated instruction. Special attention will be paid to challenges of diversity, standards, strategic teaching and anchoring of learning.

EDI 541 Algebra I, Geometry & Algebra II Standards of Learning (3 SH)

Focuses on the Virginia Standards of Learning (SOLs) in Algebra I, Geometry and Algebra II and strategies for teaching these standards.

EDI 551 Math Their Way & Virginia Standards of Learning (3 SH)

Provides experiences for teachers in grades 3 through 6 who wish to develop a framework for implementing a student-centered mathematics curriculum. Utilizes Math A Way of Thinking (MAWT) workshop format.

EDI 571 Integrating Technology into the Classroom (3 SH)

Combines principles of instructional design with skill for technology integration. This course is designed for teachers already comfortable using educational technology. A hands-on approach provides teachers with opportunities to use and explore multimedia, Internet resources, and presentation software while focusing upon how to incorporate their use into the classroom. Each teacher is expected to create projects that demonstrate effective integration of technology as a tool for enhancing the learning environment.

EDI 583 Using “History Alive” to Master the SOLs (3 SH)

Provides teaching strategies that can be used to ignite students’ interest in history. Provides learning about innovative social studies curricular materials. This course is for social studies, geography, U.S. history and/or world history teachers, grades 4-12.

EDI 591 Assessing and Developing Word Knowledge in the Elementary Grades (1 SH)

Focuses on the systematic teaching of phonics, spelling, and vocabulary in beginning, transitional and intermediate readers. Knowing what to teach and when will be emphasized.

EDI 611 The Bullying Phenomenon in Schools: How Can We Create Healthy School Communities? (1-3 SH)

Focuses on recognizing the bully-victim-bystander power dynamic that perpetuates overt and covert bullying in school and cyber-bullying in the community. Participants explore research-based strategies for developing healthy school climates and patterns of relating to others that discourages harmful behaviors among students and educators. The course presents a restorative approach to discipline when bullying occurs in schools.

EDI 621 Restorative Discipline: Accountability & Restoration in Schools (1-3 SH)

Applies restorative justice principles to individual student, classroom, school and community practices that support safe, caring schools. Designed for teachers, counselors, administrators, social workers and others who work with discipline issues in K-12 schools. Participants learn how to facilitate classroom meetings and family group conferences.

EDI 631 Word Study (1-3 SH)

Explores the development of orthographic knowledge of spelling. Provides hands-on experience in designing, implementing and assessing developmentally appropriate tasks for students’ needs in spelling, phonics and vocabulary.

EDI 641 Junior Great Books Training (1 SH)

Explores the use of Junior Great Books materials in the curriculum; implements shared inquiry as a strategy to improve critical thinking skills in the study of literature; synthesizes the teaching of reading and writing; assesses students’ growth in analytical thinking through written and oral expression; and assesses the relevancy and applicability of the Junior Great Books materials within the context of an existing curriculum.

EDI 671 Computers as a Usable Tool for Teachers (1 SH)

Provides hands-on experience working with word processing, databases, spreadsheets, drawing/graphics and HyperStudio lesson design. Allows teachers to create classroom newsletters, room design layouts, bulletin board layouts, schedules, electronic grades, portfolio design, presentations, Internet communications, certificates and awards, drawing programs and PowerPoint.

EDIC 512 Teaching Middle East Issues to Middle & High School Students (3 SH)

Examines the historical, political and cultural context of the Middle East. Students participate in a one-day study seminar to Washington, DC.

EDIC 521 Teaching a Culturally Responsive Curriculum: Latino (1 SH)

Provides educators with a background in Latino culture. Appropriate for educators who want to learn more about their students and develop connections between the school and community. Course focuses on themes from a Puerto Rican perspective.

EDIC 531 The History of Cultural and Religious Diversity in Pennsylvania: Meanings for Classroom Teachers (3 SH)

Focuses on the experience and contributions of Mennonites and other religious groups in eastern Pennsylvania. Implications for cultural and religious diversity in today’s classroom are explored.

EDIC 541 Self Care and Renewal of Teachers (3 SH)

Focuses on the understanding and care for self as foundational for dealing with stress and understanding and caring deeply for others. This course is designed to give practical suggestions for enhancing self-awareness and positive involvement with others as a basis for effective teaching. The 13 Components of Emotional Intelligence are a significant frame of reference for accomplishing this goal.

EDIC 551 Teaching Science as Inquiry

Examines various research-based methods and strategies of teaching elementary and middle school science as reflected in the Virginia Standards of Learning (SOLs) and the National Science Teachers Association (NSTA) content and process standards. Inquiry-oriented hands-on activities will be used to demonstrate how the processes of science generate broad connections. Students in this course will critically examine their current instructional practice and together craft new approaches to teaching inquiry in the science classroom.

EDIC 571 Teaching Civilization of the Roman Empire (3 SH)

Identifies the historical, social and theological underpinnings of the Roman Empire. This understanding serves as a framework for teaching about the culture of that period.

EDIC 601 Designing & Delivering Technology-Based Classroom Activities (3 SH)

Explores and examines ways to effectively design and deliver student-centered technology-based classroom activities in a collaborative environment. The overall goal of this course is help participants achieve NETS*T certification.

EDIC 611 Creating a Technology-Rich Learning Classroom (3 SH)

Enhances and further develops techniques to effectively provide student-centered technology-based classroom instruction.

EDIC 623 Digital Technologies: Digital Images (1 SH)

Teaches how to infuse instruction with the world of digital images. Topics to be covered: digital cameras, web resources, image editing, photo story, document cameras, and digital microscopes.

EDIC 633 Digital Technologies: Digital Audio (1 SH)

Teaches how to make learning come alive through audio. Includes recording, web resources, podcasting, and exploration of various audio devices.

EDIC 643 Digital Technologies: Digital Video (1 SH)

Provides instruction on how to combine digital images and audio and produce your own video.

EDIC 653 Classroom Technologies: Online Resources (1 SH)

Explores free and paid online resources, including Quia, Gizmos, United Streaming, Discovery Learning’s Science Connection, blackboard, moodle, etc.

EDIC 663 Classroom Technologies: 21 st Century Skills (1 SH)

Helps develop skills for the future. Includes exploration of 21 st century technology skills, blogs, wikis, and ways to use them in the classroom.

EDIC 673 Classroom Technologies: Emerging Technologies (1 SH)

Explores the use of Palms, PRS, Wireless keyboards, 1 to 1 computing, RFID, Biometrics, School Pad, and SMART Board.

EDID 511 School Law for Educators (3 SH)

Emphasizes state and federal statutes and case law affecting due process, liability, religion in the schools, special education, student rights, teacher evaluation, search and seizure, and other relevant topics. Participants develop a clear understanding of the rights and responsibilities of students, teachers, and administrators in the school setting.

EDID 531 Teaching Tolerance (1 SH)

Explores approaches to help children and adolescents interact more positively and overcome intolerance. This activity-based workshop examines underlying theory and research, as well as provides opportunities to practice strategies in small group participatory activities.

EDID 541 Religious Diversity in the Classroom (3 SH)

Focuses on an historical and comparative study of selected world religions and their implications in the classroom.

EDIL 503 Language, Phonics and Vocabulary Development (3 SH)

Encompasses language development from birth to adolescence including the development of phonology, syntax, morphology and semantics. The structures of English orthography in regards to spelling stages are examined and appropriate teaching strategies and materials are reviewed and practiced to advance the literacy of learners from grades K-8.

EDIL 553 Basics of Reading and Literacy (1 SH)

Develops an understanding of how children learn to read and write; examines current reading research based on the findings of the National Reading Panel; and considers its implication for classroom instruction. Special attention is given to addressing the needs of struggling readers.

EDIT 501 Conversational Spanish For Educators (3 SH)

Provides educators with an introduction to useful words and phrases for Spanish communication in the classroom. Teachers acquire tools for communication in a culturally responsive framework and also gain a basic understanding of the components of the target language.

EDAI 511 Learning the Language of Community (1 SH)

Presents an overview of key concepts critical to successful operation within the Anabaptist Christian community including an introduction to the people, the organizations and the vision of the church. Three key questions are examined: What is the ethics base for Anabaptist Christian Education? What is discipleship within the Anabaptist Christian community? What do you believe and model about truth seeking?

EDAI 521 Understanding the Roots of Community (3 SH)

Explores the theology and history of the Anabaptist movement, inviting students to articulate the significance of this movement for themselves as person and teacher. Who are the Anabaptists? Where do they come from? What is the story? What do Anabaptists believe? How do I fit into or respond to this story?

EDAI 531 Building Caring Communities (3 SH)

Explores the essential components of a vibrant diverse community with attention to service, conflict transformation, respect, simplicity, social justice, and creation care. Seeks to prepare teachers for transformational leadership based on commitments inherent in Mennonite Education and Anabaptist Mennonite faith and practice.

EDAI 541 Shaping a Community of Learners (3 SH)

Examines personal values and beliefs that form the integrity of the teachers’ soul and ultimately the learning environment. Teachers reflect on their spiritual journey, craft a personal mission statement for teaching, and integrate faith seamlessly into their classroom instruction. Faith development for children and youth will inform teaching practice that is content and grade specific. Pedagogical methods will be introduced and/or reviewed for their congruence with Anabaptist Mennonite faith and practice.

• Main Campus (Harrisonburg, Va.) www.emu.edu/maed/courses
• EMU at Lancaster (Lancaster, Pa.) www.emu.edu/lancaster/mained/courses