The Master's in Urban Education program is designed to be completed in two years.
You can enter the master's program during any term and still complete the required coursework in the allotted time.
However, we recommend that take them in the appropriate sequence. In other words, complete all of your first year requirements before you begin the second year classes.
If you are starting the Master's of Urban Education program without any other graduate credits, these are the courses you will need to complete.
Curriculum and instruction have a profound impact on social contexts, learning theories, and schooling practices. While they serve essentially the same function in most educational environments, the concepts and definitions may vary based on the context. Students will enhance their understanding of the roles which curriculum and instruction serve by studying elementary and secondary contexts.
Course Type: Typically face-to-face
This course is designed to provide an overview of the many complex issues related to special education policy and practice in the United States. Content will include an introduction to the definitions and characteristics of various exceptionalities; an exploration of the options available for instructing exceptional children public school settings; and discussions of the many important topics and issues related to planning and implementing special education in American public schools.
Course Type: Typically online
The course is an introduction at the graduate level to the field of language teaching and learning which focuses on the perspectives of reading/literacy, second/foreign language, and critical pedagogy. Students engage in discussions of issues of pedagogy that emerge from the three perspectives in the field, reflect on their own learning-teaching philosophies, and explore in greater depth an issue of particular interest. Students engage in individual and collaborative inquiry in a seminar/workshop format, taking turns serving as consultants, experts, critics, idea generators, and discussion leaders.
Course Type: Typically face-to-face
Students will learn to use an array of assessment tools in diverse learning contexts. To better develop skills in application and evaluation, learners will incorporate formal and informal assessment instruments including multiple choice, essay, performance and portfolio tools. Contexts will include traditional classrooms, e-learning, educational games, and educational social networks. The purpose of this course is to learn how quality educational assessment can be used to ensure achievement gains.
Course Type: Typically online
This course will explore the power and potential of learning within community settings such as libraries, churches, community centers, museums, etc. Students will compare and contrast different viewpoints on learning traditions, conceptions of community, and models of learning from historic, cultural, and social perspectives. In addition students will explore methods and strategies for assessing learning in non-formal and informal learning settings.
Course Type: Typically face-to-face
People often read published reports of educational research without understanding the process or design used to conduct the inquiry. This course introduces the educational research process, and explores and compares various forms of design. Students will practice generally accepted procedures for generating, analyzing and interpreting data to develop greater comfort in reading, reviewing, and critiquing research results
Course Type: Typically face-to-face
Prerequisite: EDUC-Y 520
Action research strives to improve classroom instruction through a philosophy of inquiry and corresponding research methods. Students will learn to select an area of focus, collect, organize, analyze and interpret data, and take action based on empirical findings. Putting theory into practice, they will design an action research project and write a formal proposal for that study.
Course Type: Typically face-to-face
This course focuses on theoretical and conceptual approaches useful in describing, explaining, and predicting political behavior related to schools. Forces for continuity and change at local, state, and federal levels are explored.
Course Type: Typically face-to-face
Factors which impede and facilitate change in education at the community, district, school, and classroom levels are constantly evolving. This course approaches organizational development and reform from a legal perspective. Students will investigate administrative strategies, evaluation techniques and staff development models as they relate to schools’ ability to define and fulfill their purpose in a democratic society.
Course Type: Typically online
Prerequisite: EDUC-Y 510
In this third course, the class becomes a community of inquirers to support one another as students initiate their inquiry projects, carry-out their data-collection and analysis, and report on their own inquiries.
Course Type: Typically online
This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administrations.
Course Type: Typically face-to-face
A study of representative topics in the philosophy of education, indoctrination, the nature of teaching and learning, and moral issues in education. An emphasis is placed on urban education and social justice issues within philosophical frameworks and on how these frameworks inform practice. This course will be in a hybrid format.
Course Type: Typically hybrid of online and face-to-face
Recommended
Curriculum and instruction have a profound impact on social contexts, learning theories, and schooling practices. While they serve essentially the same function in most educational environments, the concepts and definitions may vary based on the context. Students will enhance their understanding of the roles which curriculum and instruction serve by studying elementary and secondary contexts.
3 credit hours
Course Type: Typically face-to-face
-or-
The course is an introduction at the graduate level to the field of language teaching and learning which focuses on the perspectives of reading/literacy, second/foreign language, and critical pedagogy. Students engage in discussions of issues of pedagogy that emerge from the three perspectives in the field, reflect on their own learning-teaching philosophies, and explore in greater depth an issue of particular interest. Students engage in individual and collaborative inquiry in a seminar/workshop format, taking turns serving as consultants, experts, critics, idea generators, and discussion leaders.
3 credit hours
Course Type: Typically face-to-face
People often read published reports of educational research without understanding the process or design used to conduct the inquiry. This course introduces the educational research process, and explores and compares various forms of design. Students will practice generally accepted procedures for generating, analyzing, and interpreting data to develop greater comfort in reading, reviewing, and critiquing research results
3 credit hours
Course Type: Typically face-to-face
A study of representative topics in the philosophy of education, indoctrination, the nature of teaching and learning, and moral issues in education. An emphasis is placed on urban education and social justice issues within philosophical frameworks and on how these frameworks inform practice. This course will be in a hybrid format.
3 credit hours
Course Type: Typically hybrid of online and face-to-face
This course is designed to provide an overview of the many complex issues related to special education policy and practice in the United States. Content will include an introduction to the definitions and characteristics of various exceptionalities; an exploration of the options available for instructing exceptional children public school settings; and discussions of the many important topics and issues related to planning and implementing special education in American public schools.
3 credit hours
Course Type: Typically online
Students will learn to use an array of assessment tools in diverse learning contexts. To better develop skills in application and evaluation, learners will incorporate formal and informal assessment instruments including multiple choice, essay, performance, and portfolio tools. Contexts will include traditional classrooms, e-learning, educational games, and educational social networks. The purpose of this course is to learn how quality educational assessment can be used to ensure achievement gains.
3 credit hours
Course Type: Typically online
This course will explore the power and potential of learning within community settings such as libraries, churches, community centers, museums, etc. Students will compare and contrast different viewpoints on learning traditions, conceptions of community, and models of learning from historic, cultural, and social perspectives. In addition, students will explore methods and strategies for assessing learning in non-formal and informal learning settings.
3 credit hours
Course Type: Typically face-to-face
This course focuses on theoretical and conceptual approaches useful in describing, explaining, and predicting political behavior related to schools. Forces for continuity and change at local, state, and federal levels are explored.
3 credit hours
Course Type: Typically face-to-face
Factors which impede and facilitate change in education at the community, district, school, and classroom levels are constantly evolving. This course approaches organizational development and reform from a legal perspective. Students will investigate administrative strategies, evaluation techniques and staff development models as they relate to schools’ ability to define and fulfill their purpose in a democratic society.
3 credit hours
Course Type: Typically online
This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administrations.
3 credit hours
Course Type: Typically face-to-face
Prerequisite: EDUC-Y 520
Action research strives to improve classroom instruction through a philosophy of inquiry and corresponding research methods. Students will learn to select an area of focus, collect, organize, analyze and interpret data, and take action based on empirical findings. Putting theory into practice, they will design an action research project and write a formal proposal for that study.
3 credit hours
Course Type: Typically face-to-face
Prerequisite: EDUC-Y 510
In this third course, the class becomes a community of inquirers to support one another as students initiate their inquiry projects, carry out their data collection and analysis, and report on their own inquiries.
3 credit hours
Cours
Workshop with varying titles. You may take as many workshops as you want, but only 3 credit hours are applicable toward your degree.
3 credit hours
