Master of Education (M.Ed.)

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes.

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

Built upon the principles of the national ISLLC standards (2), this course focuses on the use of rigorous curricula, high expectations for students, and alignment to academic standards. A program/problem-based approach provides hands-on activities to develop skills to maximize students learning through authentic and differentiated pedagogy. (Spring - 1st Session, Spring - 2nd Session, Summer - 1st Session, Summer - 2nd Session) [Graded (Standard Letter)]

Registration Restriction(s): None

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society. (As Needed) [Graded (Standard Letter)]

Registration Restriction(s): None

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. Students will learn how to effectively establish and maintain optimal learning environments conducive to student success. Students will develop skills necessary for understanding skills and dispositions required for effective communication as school leaders. (As Needed) [Graded (Standard Letter)]

Registration Restriction(s): None

The Technology Pedagogy series will provide skills for planning and designing effective learning environments and experiences supported by technology. Participants will implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Individuals will also learn ways to apply technology to facilitate a variety of effective assessment and evaluation strategies. (As Needed) [Graded (Standard Letter)]

Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes. (As Needed) [Pass/Fail]

Repeatable for Add’l Credit? Yes - Number of Times: 2

Registration Restriction(s): None

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of
Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.

(As Needed) [Pass/Fail]
Prerequisite(s): EDUC 6030 - Prerequisite Min. Grade: B-
Registration Restriction(s): None

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.

(As Needed) [Graduate Thesis/Capstone Pass/Fail]
Prerequisite(s): EDUC 6650 and advisor permission - Prerequisite Min. Grade: P
Registration Restriction(s): None

Students must be continuously enrolled in at least one (1) credit hour of EDUC 6931 until their Capstone professional project, thesis, or portfolio is completed. Advisement of capstone chair is required. Advisor approval required and advisor will complete registration.

(As Needed) [Graduate Thesis/Capstone Pass/Fail]

Prerequisite(s): Advisor permission
Repeatable for Add’l Credit? Yes - Total Credits: 2
Registration Restriction(s): None

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

This course provides an overview of the relationship between education and society, with a primary focus on its role in replication, reinforcement, and creation of inequality. Various sociological concepts, methods, and theories will be used to examine both historical and current issues in education such as inequity, social stratification, the “achievement gap,” and social and cultural capital.

This course is designed to challenge and expand what we think we know about education. We will critically engage research in topics such as sociology, education, economics, public policy, and more. Through structured analysis, we will bring academic materials into direct dialogue with structured experiences in community organizations [such as schools] to enrich our understanding of educational issues. The goal is to better understand how "education" works: what shapes educational achievement; where inequalities in educational achievements come from; how and why educational experiences and accomplishments result in better social and economic outcomes; and how educational institutions might be improved. Although this course is primarily created for current or future teachers, others who are engaged in other learning communities or professions will find the course material applicable to other institutions.

This course examines the role of politics and public policy in education, focusing primarily on policy models and frameworks, and their application to current policy issues in K-12 schooling utilizing a historic perspective. Students will study theoretical frameworks necessary for understanding public policymaking and the roles that research plays in the policy process. The curriculum includes local, state and federal education policy.

It is important that teachers, pre-service teachers, and other individuals invested in education understand the role of politics in education, so they may feel empowered to become a change agent in education. We will examine federal, state, and local educational policy as it affects educators, parents, students, and society. We will also study political groups and their impact on teaching, learning, and education’s role in society. Our analysis of educational policy will be placed within the framework of the American political system, including federal and state constitutional frameworks, legislative, executive, and judicial decisions, the electoral process, public opinion, and the media. We will utilize multiple analytical frameworks to explore policy purposes, processes, contents and outcomes. Students will also gain experience in analyzing current educational policy through the lens of a chosen framework.

This course will explore the connections between democracy and education. The focus will be on critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, individuals engaged in community development, adult educators, community organizers, and others involved in educational endeavors. Students will engage in study of a range of conceptions and understandings of democracy and analyze implications of these different conceptions of democracy for the practical work of education.

The main goal of this course is to create an intellectual space in which connections between democracy and education can be critically examined and imagined. We will survey and critically analyze a range of competing conceptions of democracy, including classical, republican, liberal, radical, Marxist, neo-Marxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. The course will encourage students to deepen their understanding of the in which the concept of democracy has been and is currently theorized, explore the practical implications of different theories of democracy for the practice of education in both formal and non-formal settings (e.g., in schools and communities, and develop and critically analyze “practitioner profiles” that provide accounts of how educators pursue particular civic education curricula, programs and initiatives.

This course examines the role of schools and teaching throughout American history. A historical framework will be used to reflect on the relationship of schooling to other societal institutions, groups of people, and processes of social change.

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes. (As Needed) [Pass/Fail]

Repeatable for Add’l Credit? Yes - Number of Times: 2

Registration Restriction(s): None

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of
Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.

(As Needed) [Pass/Fail]
Prerequisite(s): EDUC 6030 - Prerequisite Min. Grade: B-
Registration Restriction(s): None

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.

(As Needed) [Graduate Thesis/Capstone Pass/Fail]
Prerequisite(s): EDUC 6650 and advisor permission - Prerequisite Min. Grade: P
Registration Restriction(s): None

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

This course provides the background for understanding the law and policy of higher education in the United States, particularly in Utah. It covers policy topics including the governance of higher education as well as legal issues relating to college employees, faculty, and students.

This course provides a comprehensive introduction to the Student Affairs profession. Historical, ethical, philosophical, and theoretical foundations are explored. Core competencies and functional areas within the profession, diversity of institutional type, student populations, characteristics of today’s college students, and contemporary issues are examined.

This course explores the types of learning environments and different models of organizational functioning that currently exist in American colleges and universities. Students analyze and examine the influence environments have on individual behavior and how environments can be shaped and created to encourage students learning and engagement.

Understanding the psychosocial development of college students is necessary for designing student affairs programs and developing a student affairs practice. This course is designed to help graduate students effectively integrate theories of student development with the day to day practice of being a student affairs professional, and learn to become both and administrator and a “helper.”

This course explores higher education administration from an international comparative perspective, including social, cross-cultural, and political events of historical significance. Students will develop context from which to appreciate the ever-changing landscape of global higher education as well as the impact societal expectations have on higher education.

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes.

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.

This course provides an overview of the service patterns, management needs, organizational variables, and instructional models necessary for success with students with mild/moderate disabilities.

This course reviews the role of federal, state, and local governments in special education issues with an emphasis on case and regulatory law. Focus will be placed on how the IDEA impacts education.

This course helps students understand how to create effective learning environments by establishing and implementing routines and procedures with consistent expectations. Students will learn how to implement personalized learning practices that consider the whole child, including function-based thinking, implementing least restrictive behavioral interventions, trauma-informed instructional practices, and restorative instructional practices.

This course provides students with a comprehensive overview of the curricular and instructional needs of students with mild/moderate disabilities in the areas of reading and writing.

This course reviews collaboration and communication skills necessary for special educators to conduct transition planning for a continuum of students with mild/moderate disabilities. Students will also gain the requisite knowledge in providing assistive technology support.

The focus of this course includes: Planning instruction and assessment in content-specific teams and in cross-curricular teams. Designing, administering, and reviewing educational assessments in a meaningful and ethical manner; formative and summative assessments results to inform and modify instruction; assessing students for competency for the purpose of personalized learning. Integrating technology to support and meaningfully supplement the learning of students, including the effective use of software for personalized learning. Knowledge of the Utah Educator Professional Standards (UETS); knowledge and skills in collaborating with parents and guardians; skills in providing tier one and tier two instruction and intervention on the Utah Core Standards and positive behavior supports to each student within a multi-tiered system of supports. Includes School Practicum.

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes.

This course builds upon the practitioner research proposal begun in EDUC 6030: Principles of Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.