Course Descriptions

EDUC570 Professional Capstone/Portfolio (2 cr.)

EDUC571 Endorsement Portfolio Seminar (1 cr.)

EDUC575 Substance Abuse and Community Health (1 cr.)

EDUC580 Critical Issues in Education (3 cr.)

EDUC585 Advanced Literacy Methods for Diverse Learners (3 cr.)

EDUC590 Introduction to Educational Research (2 cr.)

EDUC595 Philosophy of Education (3 cr.)

EDUC598 Research Project (3 cr.)

EDUC599 Research Project and Presentation (1 cr.)

MED615 Becoming a Community of Learners (4 cr.)

In this first semester, learners engage in social emotional learning experiences to learn how self-awareness influences learning, teaching, and interactions with others.  Learners engage in reflection of current beliefs and practices to develop a vision of personal and professional growth as an educator.  Learners gain an appreciation of what it means to be a member of a learning community by experiencing learning with, from, and for others. This learning, together in association with one another deepens appreciation of the diverse perspectives that are a part of a learning community model.  Study and application of research based practices that span the duration of the program begin in exploration of concepts and the impact of classroom environment on learning.

Upon completion of the course, learners are expected to be able to do the following:

1. Use the results of various self-awareness assessments to reflect on individual strengths and weaknesses.
2. Identify personal beliefs about teaching and learning.
3. Apply the five competencies of social-emotional learning to their own learning.
4. Describe the impact on learning in a community of learners.
5. Articulate the importance of an intentional approach to design.
6. Describe the role of association (learning with, for, and from others)  in teaching and learning and apply it to practice.

MED616 Applying Social Emotional Learning and Principles of Community (2 cr.)

In this practicum course learners apply principles of community and social emotional learning to the everyday classroom experience. Application of learning is captured and documented through reflective thinking.  

Upon completion of the course, learners are expected to be able to do the following:

1. Apply research-based strategies into classroom practice.
2. Use reflective models to analyze practice.

MED625 Developing Principles for Practice (4 cr.)

In this learning experience, learners continue the journey of self­-study, engaging in critical reflection on beliefs and current practices. While growing together toward true community learners practice skills of coaching thinking and feedback, designed to build the capacity of others.  Learners practice these skills while engaging in problem posing and problem-solving dialogue at the Teach. Learn. Lead. conference.  Learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts uncovered in semester one of community and environment.  Within curriculum design, learners experience, explore, and implement multiple assessment and instructional strategies encompassing culturally responsive teaching and social, emotional, and academic learning.

Upon completion of the course, learners are expected to be able to do the following:

1. Examine, question, and align educational beliefs and practices.
2. Evaluate the impact/value of reflection on growth.
3. Identify elements of culturally responsive teaching that integrate social, emotional and academic learning.
4. Write enduring understandings and essential questions connected to concepts and outcomes.
5. Use feedback and coaching thinking skills (pausing, paraphrasing, asking mediative questions, suspending) to assist community members’ reflections on improving and evaluating practice.
6. Describe the role of generativity (celebrating the value and contributions of others) in teaching and learning and apply it to practice.

MED626 Applying Principles for Practice (2 cr.)

In this practicum course learners apply the learning from MED 625 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Apply research-based strategies into classroom practice.
2. Use reflective models to analyze practice.

MED633 Developing Principles for Practice Part 1 (2 cr.)

In this course, learners practice coaching thinking and feedback skills, while growing toward a true community. Learners practice these skills while engaging in problem posing and problem-solving dialogue at the Teach. Learn. Lead. conference. In addition, learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts of community and environment.

Upon completion of the course, learners are expected to be able to do the following:

1. Use feedback and coaching thinking skills (pausing, paraphrasing, asking mediative questions, suspending) to assist other community members’ reflections on improving and evaluating practice.
2. Write enduring understandings and essential questions connected to concepts and outcomes. 
3. Describe the role of generativity (celebrating the value and contributions of others) in teaching and learning and apply it to practice.

MED634 Developing Principles for Practice Part 2 (2 cr.)

In this learning experience, learners continue the journey of self study, engaging in critical reflection on beliefs and current practices. Within curriculum design, learners experience, explore and implement multiple assessment and instructional strategies  encompassing culturally responsive teaching and social, emotional, and academic learning.

Upon completion of the course, learners are expected to be able to do the following:

1. Examine, question, and align educational beliefs and practices.
2. Evaluate the impact/value of reflection on growth.
3. Identify elements of culturally responsive teaching that integrate social, emotional and academic learning.

MED635 Research and Design (4 cr.)

Learners formalize the approach to research and design, building on learnings from previous semesters. Learners gain a deeper understanding of the integration of pedagogy across the IDEA (instruction, discipline, environment, and assessment) spectrum. The art of locating, evaluating, and organizing resources followed by the synthesis of research through writing a review of literature is a primary focus of the course.  Employing the concept of adaptation, learners apply the nuances of being a power searcher through extensive independent research.  Research is centered on concepts derived from sensed needs and curiosity. 

Upon completion of this course, learners are expected to be able to do the following:

1. Examine, question, and align educational beliefs with practices.
2. Apply reflection to establish goals and plans to transform practice and relationships.
3. Analyze and synthesize research.
4. Develop a classroom environment design that meets the diverse needs of ALL learners.
5. Classify assessments as summative (of learning), formative (for learning) and self/peer (as learning).
6. Use collaboration to support the research process.
7. Describe the role of adaptation (innovative, creative problem solving) in teaching and learning and apply it to practice.

MED636 Applying Research to Design (2 cr.)

In this practicum course learners apply the learning from MED635 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Apply constructivist learning theory to classroom practice.
2. Use reflective models to analyze practice.

MED645 Integrating Principles of Design into Practice (4 cr.)

Building on previous semesters, learners begin the implementation of a research-based classroom environment plan and action research process. Learners work collaboratively with community members, applying coaching thinking approaches to problem pose and problem resolve, and to construct a deeper understanding of strategies that enhance student learning. Learners apply previous course learnings and best practice to curricular design. Through examination of best practice and building upon curricular design work from previous semesters, learners apply this knowledge to curricular design. Learners begin forming beliefs around the concept of leadership, and examine the concept of presence and the role it plays in being a Lasallian educator.

Upon completion of the course, learners are expected to be able to do the following:

1. Reflect on practice to uncover assumptions, biases, and show the transformation of thinking.
2. Evaluate the effectiveness of design elements (both curricular and environmental) through the lens of a learner and a teacher.
3. Apply coaching thinking skills.
4. Develop an action research implementation proposal.
5. Analyze leadership.
6. Describe the role of presence (strengthening the inner life through self-awareness and self-care) in teaching and learning and apply it to practice.

MED646 Application of Research and Design (2 cr.)

In this practicum course, learners apply the learning from MED645, implementing action research and classroom environment design. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Use reflection to strengthen and guide future action.
2. Apply research based strategies to impact student engagement in classroom practice
3. Implement action research.

MED655 Becoming a Teacher Leader (4 cr.)

In this culminating semester, learners prepare themselves to be learning leaders.  They identify an approach to leadership, identifying opportunities to embrace and practice the role as a teacher leader. Learners expand their circle of influence by continuing to develop their personal learning network and facilitating dialogue amongst other educators at the Teach. Learn. Lead. conference. Leading with curiosity and gratitude, learners use concept-centered dialogue to cultivate leadership qualities. Learners incorporate real life, authentic learning experiences into their practice by integrating design, collaboration, and community-based processes, while applying the habit of reflection. Learners write an intentional plan of continued growth and application of learning as they embark on being a master teacher.

Upon completion of this course, learners are expected to be able to do the following:

1. Articulate transformation as teacher leaders, learners, and wholehearted selves, including a plan for continual growth.
2. Apply self-selected research-based strategies into classroom practice, exercising agency.
3. Integrate a variety of learning theories and research-based strategies into curricular design.
4. Contribute to professional dialogue.
5. Draw on strengths to be agents of change.
6. Describe the role of engagement (purposeful investment in learning) in teaching and learning and apply it to practice.

MED656 Applying Principles of Leadership (2 cr.)

In this practicum course, learners apply the learning from MED655 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

1. Integrate research-based strategies into classroom practice.
2. Use critical reflection to analyze practice.
3. Articulate the impact of a classroom environment designed to integrate social, emotional, and academic learning.  
4. Make intentional contributions to education.
5. Facilitate professional dialogue.

MED660 Educating with a Growth Mindset (1 cr.)

Prerequisite(s):  

Upon completion of this course, the learner is expected to be able to do the following:

1. Articulate their vision/sense of purpose to foster a healthy and more positive climate and culture in the classroom and across the school.
2. Discuss strategies to foster intrinsic motivation in students, thus increasing student engagement and achievement.
3. Reflect on growth and fixed mindset scenarios to determine solutions to potential situations which could occur in the classroom in which a mindshift is necessary.

MED661 Creating a Growth Mindset Culture (3 cr.)

In this course, learners explore how to create a healthy and more positive climate and culture in the classroom and across the school. Learners discuss strategies to intentionally foster intrinsic motivation in students and then create a unit of lessons to implement in their classroom which teach students to be growth mindset-oriented, thus increasing their engagement.  Through reflection, learners develop their own mindset and analyze their impact on student learning. 

Upon completion of this course, the learner is expected to be able to do the following:

1. Articulate their vision/sense of purpose to foster a healthy and more positive climate and culture in the classroom and across the school.
2. Develop strategies to implement in their lessons to foster intrinsic motivation and increased student engagement.
3. Create a unit plan to facilitate growth mindset lessons to students.
4. Reflect on growth and fixed mindset scenarios to determine solutions to potential situations which could occur in the classroom in which a mindshift is necessary.

MED663 Today’s Busy Teacher: Battle Burnout and Build Balance (3 cr.)

In this course teachers learn new ways to organize their classroom practices as well as how to start creating a more healthy work-life balance that benefits the teacher, their students, and the entire school community. The daily demands on teachers are growing; high-stakes testing, best practice instruction, twenty-first century learning expectations and parent communication can sometimes lead to teacher burnout. Work-life balance for educators is a conversation happening across schools, across districts and across the nation. This course provides the space and time to have this conversation in an atmosphere that provides immediate results and both personal and classroom change.

Upon completion of this course, the learner is expected to be able to do the following:

1. Examine their current life and practice in regard to the roles and requirements placed on them at school and home.
2. Share in and analyze various perspectives on the topic of teacher burnout and teacher retention.
3. Identify areas of need across educational and personal domains using several inventories and surveys. 
4. Research best practices germane to identify need areas. 
5. Apply research practices in order to create whole change in identified need areas.
6. Use reflection as a tool for growth.

MED665 Movement and Motivation: Instructional Practices to Boost Learning and Achievement (3 cr.)

In this course learners explore the challenges of motivating students through instructional strategies and classroom management techniques that promote student engagement in their learning and boost achievement. Instructional strategies, best practices, and current literature serve as a framework for developing a deeper understanding of how to effectively reach students. Learners incorporate movement, facilitate the development of intrinsic motivational strategies, and promote shared responsibility for learning and then apply principles of effective student engagement in the field of teaching middle level learners to impact student achievement.

Upon completion of this course, the learner is expected to be able to do the following:

1. Communicate the purposes and principles of motivation for effective middle level instruction.
2. Explain the theoretical and practical foundations that underscore the best practices in middle level education.
3. Apply strategies for motivating and guiding the early adolescent in developing newly acquired skills and build on prior knowledge in any subject area.
4. Apply the constructive use of motivation and activity-based learning in the content area curriculum and student learning outcomes.
5. Develop instructional planning norms that promote the use of movement as motivation in students’ learning experiences.
6. Integrate motivation-focused strategies and movement into classroom learning as a way of differentiating instruction and assessment for students with diverse learning needs.
7. Include motivation and movement in instructional planning in ways that support best practices and attend to district and state standards, benchmarks, and other student achievement criteria.

MED666 Trauma-Informed Teaching (3 cr.)

Exposure to traumatic events in childhood is common. Although not all exposure to trauma leads to difficulty in functioning, research shows that exposure to trauma and toxic stress changes people. Just as a physical assault on the body can cause bodily impairment, psychological trauma can result in a mental injury that impacts such things as a child’s ability to regulate emotions, attend to classroom activities, and/or achieve normal developmental milestones.  Teachers have a great ability to prevent and mitigate the impact of traumatic exposure on students. By becoming trauma-sensitive, teachers can become a protective factor for these students and increase their social, emotional and academic skills. Trauma-Informed teaching is a process, not a product. Strategic and thoughtful implementation is critical to ensure successful implementation in the classroom.

Upon completion of this course, the learner is expected to be able to do the following:

1. Engage in collegial learning that reflects the values of a professional learning community where they learn from and with one another.
2. Participate in inquiry that deepens their understanding of trauma-informed teaching and learning in a meaningful, complex, and sustainable manner.
3. Engage in ongoing reflection and dialogue to develop and demonstrate understanding about trauma-informed practice.
4. Apply trauma-informed teaching practices to their teaching, site-based, and district initiatives.
5. Engage in assessment of learning prior to, throughout, and after the professional learning experience.
6. Document evidence of their understanding of trauma-informed teaching and the impact their learning has on student achievement in an ongoing way.

MED667 Renewal for Teachers and Educators: Top 20 Training© (1 cr.)

This training series and graduate coursework explores creating (and maintaining) a healthy culture and climate that fosters social-emotional learning for students and colleagues in schools and classrooms. Learners explore how to create an engaging environment for students that embraces assessment,  instruction, and parent involvement. Learners discern how teachers might be most effective in the twenty-first century in order to not get in the way of student learning. Learners dig deeply into two of the five CASEL competencies of Social Emotional Learning (SEL) and learn how to practically integrate SEL and Top 20 Training© concepts into the classroom.

Upon completion of this course, the learner is expected to be able to do the following:

1. Examine existing classroom instructional practices related to the workshop content to identify strengths and gaps for professional growth.
2. Share and/or analyze diverse perspectives on the workshop content in order to build knowledge on the topic. 
3. Examine the ideas and perspectives of the workshop content and research in relation to a classroom learning environment.
4. Use reflection to improve practice.

MED668 Student and Faculty Development Through Social Emotional Learning: Top 20 Training© (3 cr.)

This training series and graduate coursework explores creating (and maintaining) a healthy culture and climate that fosters social-emotional learning for students and colleagues in schools and classrooms. Learners explore how to create an engaging environment for students that embraces assessment,  instruction, and parent involvement. Learners discern how teachers might be most effective in the twenty-first century in order to not get in the way of student learning. Learners dig deeper into all five of the CASEL competencies of Social Emotional Learning (SEL) and learn how to practically integrate SEL and Top 20 Training© concepts into the classroom.

Upon completion of this course, the learner is expected to be able to do the following:

1. Examine existing classroom instructional practices related to the workshop content to identify strengths and gaps for professional growth.
2. Share and/or analyze diverse perspectives on the workshop content in order to build knowledge on the topic. 
3. Examine the ideas and perspectives of the workshop content and research in relation to a classroom learning environment.
4. Apply the workshop’s theoretical and pedagogical approaches to the teaching and learning practice.
5. Utilize professional inquiry skills (a tool for sustained job-embedded professional development).
6. Use reflection to improve practice.

MED669 A Professional Book Study: HEART! Fully Forming Your Professional Life as a Teacher (1 cr.)

Learners study the book HEART! Fully Forming Your Professional Life as a Teacher together, exploring and reflecting upon the intricacies of a teacher’s professional life as an educator and the “unique aspects that make up the HEART of a professional life: happiness, engagement, alliances, risk, and thought” (Kanold, 2017). Learners deepen their personal understanding of the HEART concepts of happiness, engagement, alliances, risk, and thought through virtual book club discussions, journaling, exchanging ideas, and developing personal strategies to incorporate into one’s life as an educator.

Upon completion of this course, the learner is expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.

MED670 A Professional Book Study AND Professional Development Application: HEART! Fully Forming Your Professional Life as a Teacher (3 cr.)

Learners study the book HEART! Fully Forming Your Professional Life as a Teacher together, exploring and reflecting upon the intricacies of a teacher’s professional life as an educator and the “unique aspects that make up the HEART of a professional life: happiness, engagement, alliances, risk, and thought” (Kanold, 2017). Learners deepen their personal understanding of the HEART concepts of happiness, engagement, alliances, risk, and thought  through virtual book club discussions, journaling, exchanging ideas, and developing personal strategies to incorporate into one’s life as an educator. Aside from learning from and with others within the book group, participants dig deeper into the HEART concepts of happiness, engagement, alliances, risk, and thought and develop a professional development ready presentation to share in their own school community.

Upon completion of this course, the learner is expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.
4. Design a practical plan of action to take the new learning and concepts of the course and apply them to the classroom or wider school community.

MED671 Teaching the Current Generation: Understanding the Students in my Classroom (3 cr.)

In this course, learners uncover research on developmental norms and generational characteristics.  Through collaboration learners gather and analyze resources to develop strategies for making learning relevant and meaningful for their students.  Learners identify current generational characteristics of themselves and those of their students and develop a ready to implement instructional plan that addresses the needs of their students’ generational learning needs.

Upon completion of this course, learners are expected to be able to do the following:

1. Examine generational characteristics and developmental norms that apply to today’s student population regarding communication, learning methods/strategies, work ethic, and interests.
2. Explore the implications of academic development of the next generation of learners.
3. Analyze current classroom practice and how it aligns with the next generation of learners.
4. Develop and apply research based strategies into classroom practice that support the understanding of today’s students.
5. Use reflection and group discussions to improve understanding and practice of today’s current students.

MED672 Be Wild: Unleash Your Innate Creativity to Engage Learning (3 cr.)

This course is grounded in the book Wild Card: 7 Steps to an Educator’s Creative Breakthrough and provides educators with a pedagogical framework for infusing the most relevant, engaging, and responsive teaching practices into today’s ever-changing classrooms. Learners study practical activities that tap into students’ strengths and interests that create a dynamic classroom environment to motivate students and bring new life into the classroom.  This course empowers learners to reclaim their own innate creativity and encourages keeping classroom instruction interesting.

Upon completion of this course, learners are expected to be able to do the following:

1. Examine current instructional and student engagement methods. 
2. Analyze perspectives on disengaged and bored students. 
3. Identify areas of strength across educational instructional domains using several inventories and surveys.
4. Research best practices germane to engagement and self-reflection.
5. Apply research in order to create Wild Card changes within the classroom.
6. Use personal reflections as a tool for growth.

MED673 Mathematical Mindsets for Teaching and Learning (3 cr.)

The focus of this course is to provide a strong foundation for mathematics instruction and assessment that is engaging, aligned to grade-level standards and objectives, and recognizes all students as learners of mathematics. A component of this work incorporates the text Mathematical Mindsets by Jo Boaler, which investigates student mindsets that lead to empowered learning of mathematics.

Upon completion of this course, learners are expected to be able to do the following:

1. Analyze research-based topics and current trends in mathematics teaching and learning.
2. Evaluate current instructional practices. 
3. Learn and apply research based strategies in mathematics teaching and learning to meet the needs of each and every student.  
4. Integrate strategies into the classroom for mathematical discourse and number talks connected to instructional outcomes.
5. Understand the importance of context in mathematics problems and utilize strategies in the classroom to support students’ solution strategies.
6. Understand and apply the backwards design process to develop a standards-based instructional plan. 

MED674 Professional Book Study 1 (1 cr.)

Learners in this course engage in a professional book study process.  Learners engage in weekly, paced-out modules as a community. Supplemental experiences and resources are included to enhance the learning experience.  At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts. 

Upon completion of this course, learners are expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.

MED675 Professional Book Study and Application 1 (3 cr.)

Learners in this course engage in a professional book study process.  Learners are facilitated through a chosen book together and engage in weekly paced-out modules as a community. Supplemental experiences and resources are gathered by the learning community and included to enhance the learning experience.  At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts. As participants learn with, from, and for others within the course, they develop a plan of action ready to implement upon completion of the course that focuses on enhancing teaching and improving student achievement.

Upon completion of this course, learners are expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.
4. Design a practical plan of action to take the new learning and concepts of the course and apply them to the classroom or wider school community.

MED676 Professional Book Study 2 (1 cr.)

Learners in this course engage in a professional book study process.  Learners engage in weekly, paced-out modules as a community. Supplemental experiences and resources are included to enhance the learning experience.  At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts.

Upon completion of this course, learners are expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.

MED677 Professional Book Study and Application 2 (3 cr.)

Learners in this course engage in a professional book study process.  Learners are facilitated through a chosen book together and engage in weekly paced-out modules as a community. Supplemental experiences and resources are gathered by the learning community and included to enhance the learning experience.  At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts. As participants learn with, from, and for others within the course, they develop a plan of action ready to implement upon completion of the course that focuses on enhancing teaching and improving student achievement.

Upon completion of this course, learners are expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.
4. Design a practical plan of action to take the new learning and concepts of the course and apply them to the classroom or wider school community.

MED678 Professional Book Study 3 (1 cr.)

Learners in this course engage in a professional book study process.  Learners engage in weekly, paced-out modules as a community. Supplemental experiences and resources are included to enhance the learning experience.  At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts.

Upon completion of this course, learners are expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.

MED679 Professional Book Study and Application 3 (3 cr.)

Learners in this course engage in a professional book study process.  Learners are facilitated through a chosen book together and engage in weekly paced-out modules as a community. Supplemental experiences and resources are gathered by the learning community and included to enhance the learning experience.  At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts. As participants learn with, from, and for others within the course, they develop a plan of action ready to implement upon completion of the course that focuses on enhancing teaching and improving student achievement.

Upon completion of this course, learners are expected to be able to do the following:

1. Interpret the theory and pedagogy connected to the book’s topic.
2. Use professional dialogue with others as an opportunity to listen to and be engaged with diverse perspectives around the central topics that are presented in a text.
3. Demonstrate metacognition around the book’s main concepts through reflection.
4. Design a practical plan of action to take the new learning and concepts of the course and apply them to the classroom or wider school community.

MED680 Assessment to Promote Understanding and Achievement (3 cr.)

In this course, practicing educators gain an understanding and proficiency in creating and implementing assessments that promote student achievement and understanding. Learners research and design formative assessments to guide student learning and their teaching. Aligning assessments to instructional outcomes and planning serves as a focus of the course. Learners also develop an understanding of self-assessment and apply that understanding to their teaching and their students’ learning.

Upon completion of this course, learners are expected to be able to do the following:

1. Explore various forms of assessment, including formative and summative assessments.
2. Develop assessments to monitor and scaffold student learning as well as inform instructional planning.
3. Align assessments with content knowledge and skills and/or essential outcomes connected with the curriculum. 
4. Understand the implications, issues, and challenges connected with assessment.
5. Utilize self-assessment strategies to scaffold learning experiences and to inform instructional planning.

MED681 Effective Instructional Strategies (3 cr.)

Practicing teachers explore research-based instructional strategies that promote student achievement and understanding. The focus of the course includes translating the research-based strategies into practice. Learners incorporate instructional strategies that meet the diverse needs of students in today’s classrooms. The course also challenges learners to align their instructional strategies to their curricular outcomes and assessments.

Upon completion of this course, learners are expected to be able to do the following:

1. Translate and apply research for innovative instructional strategies to enhance teaching practices and improve students’ learning and understanding.
2. Identify instructional strategies to promote the diverse needs of learners.
3. Expand their knowledge base of research-based instructional strategies and best practices literature to promote transfer of learning.
4. Develop effective instructional strategies to implement in their classrooms.
5. Align their instructional strategies with the curricular concepts (student learning outcomes) and varying student assessments.
6. Communicate the impact the strategies may have on their teaching and students’ engagement and achievement.