EDT5001 Enhancing the Curriculum with Technology 3 credits
The integration of technology with curriculum content and instruction.
EDT5002 Emerging Technologies in Education 3 credits
An investigation of emerging technologies as they apply to the educational environment. Technologies include Web 2.0, cloud computing, and application categories such as presentation, storage, graphics and design, and interactive applications such as Google apps. Emphasis on using open‐source applications and tools in an educational setting.
EDT5003 Multimedia Technologies 3 credits
Instructional uses of stand‐alone and internet‐based multimedia technologies including experiences with multimedia tools to produce multimedia components, audio and video, for classroom use.
EDT5004 Coordinating Technology in Education 3 credits
An investigation of common duties and responsibilities of a technology coordinator in an educational setting. Topics include school technology plans, curriculum plans, learning spaces and environments, ethics, digital equity, technology policies, management of resources, and technology training for faculty/staff. Basic infrastructure, such as hardware, software, operating systems, networking, equipment care, security issues, etc., are included.
EDT5005 Teaching Online 3 credits
Issues related to online learning, resources, ethics, copyright issues, learning styles, management of online courses, role of the online student and instructor, online communication, learner assessment, and course evaluation.
EDT5006 Designing and Construction Online Courses 3 credits
Prerequisite: EDT5005 Teaching Online
The design and construction of online, web‐based, components, modules, workshops, or courses. Topics include learning theory and instructional design, web‐based design principles, preliminary course planning, creating a course framework, preparing online lessons and content, constructing course materials, and preparing for course delivery.
EDU5001 Issues in Education 3 credits
An overview of the critical issues that have been and are affecting public and private education. The instructor will select from the following: American pluralism/multiculturalism and the common school ideal, demographic shifts and their effects on education, outreach and evangelism, marketing the school, choice proposals and vouchers, economic issues, competition for students, high‐stakes testing and assessment, standards‐based education, and others. The focus of the course will be to help teachers and principals understand the research related to these issues and be knowledgeable and reflective about their effects on Lutheran education.
EDU5002 The School as a Learning Community 3 credits
A study of the relationship of a school’s philosophy to its practice and how it affects curriculum and instruction. The role of staff development, strategic planning, internal and external relationships, group dynamics, team building, and managing change as these relate to curriculum, instruction, and leadership style in the school will be discussed.
EDU5003 Curriculum Design and Implementation 3 credits
An exploration of the school leader’s role in collaboratively developing, implementing, and evaluating curriculum to achieve a comprehensive and coordinated plan of instruction throughout the school.
EDU5004 Family Issues in Education 3 credits
Selects from the following topics: cultural influences on families, demographic changes in families divorce and its effects on learning, child abuse and neglect, understanding family systems, generation theory and young parents, school/home partnership, family ministry, crisis intervention, and reaching out to non‐member families.
EDU5005 Foundations of Educational Research 3 credits
Understanding quantitative and qualitative research and the critical analysis and application of such research to educational issues. Includes such topics as measurement theory, research designs, sampling, appropriate statistical analyses, developing research problems and hypotheses, and the use of variables in research.
EDU5006 Foundations of Ministry 3 credits
A discussion of the theological foundations of church and ministry and how these principles apply to the work of a teacher and those who serve as leaders and administrators in schools. The course includes such topics as biblical authority in a changing world, the Great Commission of church and school, understanding and articulating the Christian worldview, leadership and servanthood in the church, shared ministry in church and school, and preparation for service in the church. The student should, through this course, develop a personal philosophy of the practice of ministry.
EDU5010 Diversity Issues in Education 3 credits
Issues and approaches to educating a diverse American society by exploring culture, values, and bias as it relates to schools and classrooms.
EDU5011 Classroom Research 3 credits
Development of skills for planning and completing a systematic action research inquiry into classroom practice, including analysis of practice, review of relevant literature, plans for change, implementation of the action research, and evaluation. Students will acquire a foundational knowledge for conducting action research.
EDU5101 A Balanced Approach to Reading Instruction 3 credits
The theory and best practices of teaching reading. Emphasis on the organization of a research‐based, developmental reading curriculum. Topics include current teaching strategies, emergent literacy, vocabulary development, comprehension strategies, study skills, development, balanced instruction, national and state standards, and assessment.
EDU5102 Integrating the Language Arts 3 credits
Curricular and methodological issues of language arts based on current research. Uses national and state language arts standards to examine best practices for language arts instruction. Emphasis on the integration of the language arts components: reading, listening, speaking, viewing, and visual representation.
EDU5103 Improving Instruction in Mathematics and Science 3 credits
The teacher’s role in inquiry teaching and problem solving; the current science and mathematics curriculum; resources for teaching science and mathematics in the elementary school; state and national standards-based curriculum and instruction.
EDU5105 Improving Instruction Methodology 3 credits
Equips participants to lead staff development initiatives within elementary schools. Attention is given to research on effective teaching practices, brain research and its impact on instruction, multiple intelligence theory, learning styles, differentiated instruction, and practical approaches for presenting these practices to teachers.
EDU5106 Assessment of Learning and Instruction 3 credits
The design and application of appropriate learning assessment strategies that consider the pedagogical intent, state, federal, and subject standards, and the diversity of the students.
EDU5107 Cognitive Psychology 3 credits
The study of how information is acquired, processed, and stored (how the mind works) with implications for teaching and learning.
EDU5109 Designing Classroom Instruction 3 credits
Constructing curriculum at the classroom level by creating units of instruction that align standards and desired outcomes with instruction and assessment so that the needs of all learners are met.
EDU5301 Educational Leadership 3 credits
Provides an overview of school leadership in Lutheran elementary schools, including such topics as the biblical model of servant leadership, leadership aptitudes, personal leadership profile, team leadership and its application in the congregational setting, and the role of principal and pastor in relation to the Lutheran elementary school.
EDU5302 Supervision of Instruction 3 credits
Examines supervisory theory and provides a framework for matching supervisory approach to teacher need, preference, and career stage. Techniques for effective observation and collection of meaningful data are presented and practiced. The distinction between formative and summative evaluation and the need for both are emphasized. Students are equipped to apply developmental philosophy to supervisory relationships.
EDU5303 Open Transfer of an Elective xxxxxx
At times, a student may wish to transfer a course which has no comparable course in the Master of Science in Education program, but which fits the objectives and goals of the program. A student may submit for transfer such a course, together with an explanation of suitability of this course as transfer into the program. The Director of Graduate Studies will determine the suitability for transfer of such a course; if the transfer is accepted, the course will substitute for any of the electives. Students may have only one Open Transfer for an Elective. The transcript will indicate EDU5303 Open Transfer for an Elective: [the name of the transfer course will be listed].
EDU5304 School Law 3 credits
Provides insights into how law intersects with learning. Constitutional, statutory, and case law are studied and applied to school and classroom.
EDU5305 Issues in School Administration 3 credits
A survey of common school administration issues together with opportunities for practical application and reflection.
EDU5306 Introduction to School Administration 3 credits
A job-embedded application of key leadership elements for novice principals.
EDU5901 Instructional Mentoring 1 credit
Establishes how to create professional growth environments for beginning teachers grounded in the language and protocols of continuous improvement and problem solving to enrich student learning using instructional mentoring.
EDU5902 Instructional Mentoring in an Online Environment 2 credits
Prepares instructional mentors and coaches to create and foster online learning communities for beginning teachers through the e-Mentoring for Student Success (eMSS) system. Participants learn to use researched-based mentoring language, instructional mentoring protocols, and classroom observations to promote continuous improvement and problem solving in beginning teachers.
EDU5903 Observation & Conferencing 1 credit
Develop ways to collect observation data in relation to the WELS teaching standards and critique the way in which data can be shared with the beginning teacher to improve their instructional practice and consequently student achievement.
EDU5904 Coaching in Complex Situations 1 credit
Apply case studies and solutions to address challenging situations facing beginning teachers using research-based techniques and an understanding of human dynamics.
EDU5905 Using Data to Inform Instruction 2 credits
Apply tools and strategies for helping beginning teachers analyze student needs, plan for differentiated instruction, and ensure equitable learning outcomes.
EDU5906 Designing Effective Instruction 1 credit
Develop the ability to provide meaningful feedback to improve beginning teacher's lesson plans and instruction.
EDU5907 Conditions for Equitable Instruction 1 credit
Produce a framework for teaching for equitable outcomes and for mentoring beginning teachers from an equity perspective within the context of Professional Teaching Standards througha uniquely Christian worldview. Address inequities regarding race, language, and culture in the classroom and school wide.
EDU5908 Understanding, Supporting, and Facilitating a Professional Development Plan 2 credits
Synthesize the research, theory, teacher and administrator standards behind a professional development plan in order to be a resource in your school or district and assist new teachers in writing a professional development plan.
EDU9006 Licensure Seminar 1 credit
An overview of the internship capstone, professional portfolio, state teaching standards, and code of ethics. Intended for students seeking the master’s degree and Minnesota post-baccalaureate licensure.
SPE5201/EDU5207 Educating the Exceptional Learner 3 credits
Study of legislation, current issues, instruction, and resources as they apply to the needs and characteristics of exceptional children and youth.
SPE5202/EDU5203 Diagnosis and Assessment of Students with Special Needs 3 credits
Administration and interpretation of standardized instruments used in the identification of students with developmental disabilities, physical/health disabilities, emotional/ behavioral disorders, and learning disabilities. Includes laws governing assessment in special education, standards of professional practice, standardized and teacher‐developed assessment procedures, and psychometric theory.
SPE5204/EDU5204 Diagnosis and Remediation of Reading Difficulties 3 credits
Causes, diagnosis and assessment, prevention and correction; intervention practices useful to the classroom teacher and special teacher of reading.
SPE5205/EDU5205 Communication Disabilities 3 credits
Historical and current issues related to education of individuals who have communication disabilities, including the deaf or hard of hearing, with implications for classroom teaching and mainstreaming.
SPE5206/EDU5201 Teaching Children with Learning Disabilities 3 credits
A survey in the field of learning disabilities designed for educators and administrators. Addresses the theoretical foundation and the practical issues in the field of learning disabilities. Topics include the following: characteristics of children with learning disabilities, assessment of specific learning disabilities, strategies that help children with learning disabilities, and contributions from other disciplines.
SPE5207/EDU5202 Behavioral and Emotional Disabilities 3 credits
Provides teachers of emotionally/behaviorally disordered students with an understanding of and practice with techniques derived from ecological, behavioral, and educational models for classroom interventions, as these models are interpreted and understood from a scriptural viewpoint.