Education (ED) (EDUC) Courses | Chaminade University

Course Descriptions

EDUCATION (ED) (EDUC)

ED 100 Survey of Education (1)

This course introduces prospective educators to the field of education and the Chaminade University Education Programs. It is a one unit course following CUH 100, First Year Experience. Includes a field-based service learning component. This course is Credit/No Credit.

ED 101 Introduction to Chaminade Early Childhood Education (1)

This course is designed to prepare students for success in the early childhood education program at Chaminade University of Honolulu. This is an orientation course that includes understanding of requirements and desired outcomes of the program, reading and writing at the college level, information-based and technology tools to facilitate the learning process in the early childhood education program. This course is credit/no credit.

ED 201 Introduction to Secondary Education (3) (Online Flex Undergraduate Program)

The purpose of this course is to introduce prospective educators to the field of education in general, and to the Chaminade University Secondary Education Program in particular. Content includes exploring issues and programs, research in the field of education, observation techniques and practices, lesson planning, presentation practices, use of community resources, learning and teaching styles and characteristics of an effective teacher. Includes a field based service-learning component.

ED 215 Music, Art, and Creative Movement in Early Childhood Education (3)

Focus is on the support of the young child’s development of a sense of rhythm through the use of appropriate songs and games. Creative use of the body in space will be explored. Students will learn how to support young children’s creative expression by exploring various developmentally appropriate media. Materials fee. Includes a field-based service learning component.

ED 217 Health & Family Issues (3)

Current best practices are explored in the areas of health, safety and nutrition for young children. Guidelines and regulations for Early Childhood Education Programs will be addressed. Students will learn how to support families in creating healthy environments. Field experience assignments are determined by the instructor.

ED 220 Educational Foundations (3)

This course covers the development of historical, philosophical, legal, sociological, principles of education, consideration of current trends in educational theory, multicultural issues in education, and problems and choices facing education in the future.

ED 221 Educational Psychology (3)

This course provides a comprehensive coverage of the theories and basic concepts of Educational Psychology. It includes strategies to help diverse student populations in pre-school through secondary classrooms to become independent, self-directed, and creative individuals.

Prerequisite: 1) ED 220 and 2) PSY 202 or PSY 304.

ED 222 Educational Technology (3)

This course focuses on strategies for integrating educational technologies into learning environments, and has been designed with the ISTE National Education Technology Standards for Teachers (NETS-T) in mind. Topics include: technology standards for teachers, web resources for teaching & learning, technology resource assessment, lesson planning, technology integration, and ethical and responsible use of digital technologies.

ED 223 Music, Art and Physical Education (3)

This course provides activities for classroom use that help children develop an appreciation of vocal and instrumental music from diverse cultures and creative expression using the body in space. Hands-on exploration of various art media and teaching strategies for applying art media and design principles to classroom situations and creative development in children are included. Materials fee. Includes a field-based service learning component.

ED 233 Introduction to Early Childhood Education I (3)

This course provides an overview of the field of early childhood education and developing the competencies required in Early Childhood Education. Areas in this section include professionalism, creating learning environments that are safe and developmentally appropriate, working with families, the importance of play, and the basics of curriculum planning. Field experience assignments are determined by the instructor.

ED 234 Introduction to Early Childhood Education II (3)

Focus is on developing competencies required for the Child Development Associates credential. Areas in this section include physical, social-emotional and intellectual development, communication, creativity and program management. This is a writing intensive course.

Prerequisite: ED 233.

ED 284 Culminating Experience for CDA (3)

Focus is on developing portfolio required for the Child Development Associates credential. Areas in this section include physical, social-emotional and intellectual development, communication, creativity and program management.

Prerequisites: ED 217, ED 233, ED 234.

ED 297 Fieldwork Practicum in Early Childhood Education (3)

The focus is on application of methods and theory from previous course work. The student may be employed. The childcare setting and mentor teaching must be pre-approved by instructor prior to the start of the semester. Fieldwork requires 100 hours in an early childhood educational setting and 15 hours of seminar.

Prerequisites: ED 215, ED 217, ED 233 & ED 234.

English 102 and Communication 101 are prerequisites for all upper division courses.

ED 320 Elementary Language Arts Methods I (3)

This course guides the students in exploring the meaning of literacy and how it is taught with research-based strategies. Topics include a comprehensive view of the development of reading and writing from emergent to fluent stages; the role of oral language, culture, and new literacies; creating a literate environment; and developing expertise in using children’s literature. The course emphasis is on lower elementary language arts.

Prerequisites: ED 220, ED 221.

ED 321 Elementary Language Arts Methods II (3)

In this course, students explore more deeply how to make research-based decisions about literacy instruction. Topics include applying theory to classroom practice; understanding and supporting struggling readers; and teaching culturally diverse population using multiple strategies. The course emphasis is on upper elementary language arts. Prerequisites: ED 220, ED 221, ED 320.

ED 322 Elementary Math Methods I (3)

This course provides an overview and applications of best practice mathematics instructional approaches, strategies, techniques, and assessment methods. Math concepts for students in kindergarten through grade 3 are explored using hands-on and problem solving approaches.

Prerequisites: ED 220, ED 221.

ED 323 Elementary Math Methods II (3)

This course provides an overview and applications of best practice mathematics instructional approaches, strategies, techniques, and assessment methods. Math concepts for students in grades 3 through 6 are explored using hands-on and problem solving approaches.

Prerequisite: ED 220, ED 221, ED 322.

ED 324 Elementary Science Methods (3)

This course focuses on helping the classroom teacher uncover big picture concepts through inquiry-base science activities, then planning dynamic science units based on these understandings. Successful candidates will acquire an understanding of big ideas in physical, life, earth and space science; develop inquiry-based science skills; and learn how to plan and teach meaningful units and lessons for Kindergarten to 6th grade students.

Prerequisites: ED 220, ED 221.

ED 325 Elementary Social Studies Methods (3)

This course focuses on the best methods of instruction in the elementary grade social studies, i.e. in history, geography, cultural anthropology, political science/civics and economics. The course will familiarize the student with the required social studies content as outlined in the Hawaii State Standards. This is primarily a methods course, but attention will be paid to mastery of the content areas as well.

Prerequisites: ED 220, ED 221.

ED 326 Exceptional Children (3)

Overview of categories of students served in special education including intellectual disabilities, developmental delay, specific learning disabled, emotional and behaviorally disturbed, autism, speech and language impaired, visually impaired, deaf and hearing impaired, other health impairment, multiple disabilities, orthopedic impairment, deaf blindness, and traumatic brain injury. Special education eligibility and related services are reviewed. In addition, exceptional children such as English Language Learners, students with attention deficit disorder and gifted, creative, and talented are discussed. Prerequisites: ED 220, ED 221. Includes a field-based service learning component.

ED 330 TESOL- Multilingual Learners(3)

This course will prepare students in the Teaching English to Speakers of Other Languages (TESOL) International Association’s 6 Principles for the exemplary teaching of English learners. Students will receive practical tools to get to know their learners; create conditions for language learning; design high-quality lessons for language development; adapt lesson delivery as needed; monitor and assess student language development; and engage and collaborate within a community of practice.

ED 380 Special Topics (1 to 3)

Course topics will vary.

ED 401 SPED Assessment & Instruction (3)

This course will focus on assessing the needs of young children in early childhood special education and the best practices for effective assessment-based instruction. Foundation of assessment in early childhood special education, assessment approaches and considerations, and developmental domains will be covered.

ED 402 SPED Language & Communication Disabilities (3)

In this course student will study the development of language and language disabilities in special education students from preschool to 12th grade. Effective interventions, remedial strategies, assistive technologies will be researched. Students will review the connection between language and literacy and consider ways to assist older special education students with language-based difficulties in spoken and written language.

ED 403 SPED Early Childhood: Children with Disabilities (3)

Developmentally Appropriate Practices in Early Childhood Education (ECE), preschool to 3rd grade, will be reviewed. Students will learn to address the learning needs of special education students in both inclusive classrooms and self-contained special education settings. Curriculum models, effective best practices in ECE and research into early intervention methods including Activity-Based Interventions (ABI) and Milieu Teaching will be conducted.

ED 404 Managing School Environments (3)

This course develops strategies for successfully managing environments for student success with the focus on the teacher as guide and facilitator. The content includes the study of research findings that are developmentally appropriate for classroom management techniques.

Prerequisites: ED 220, ED 221.

ED 405 SPED: Math (3)

This course provides an overview and application of best practices in teaching mathematics for students with mild/moderate disabilities in Kindergarten to 12th grade settings. Effective instructional practices using developmental approaches, communication strategies, and formative assessment methods will be introduced. Candidates will learn to diagnose student misconceptions, mistakes, and errors and then effectively remediate student thinking and processes. The fundamental core of effective teaching of mathematics combines an understanding of how students learn, how to promote the learning through problem solving and how to plan for and assess on a daily basis.

ED 408 Assessment (3)

This course examines classroom assessment as a critical component in improving learning and instruction. The course provides educators with the knowledge, dispositions, and performance skills to design assessments which include the diverse needs of individual learners.

Prerequisites: ED 220, ED 326. Additional prerequisites for Elementary Education majors: ED 320, ED 321, ED 322, ED 323, ED 324, ED 325.

ED 410 Place-Based Education for the Young Child (3) (Online & Military Base Undergraduate Program)

This course focuses on developing a place-based curriculum for children aged three to six which utilizes the child’s own physical and cultural environment as a framework for learning experiences in all curriculum areas.

ED 411 Nurturing the Spirit of the Child (3) (Online & Military Base Undergraduate Program)

This course focuses on developing learning environments which cultivate the spiritual nature of the young child, encouraging children to be peaceful within themselves, caring with others, and responsibly respectful toward their environment.

ED 413 Children’s Literature (3)

This course examines the values of using literature with children at various stages of development and the criteria for selection. The course provides an in-depth look at various genres of children’s literature, including literature that addresses diversity. Learning experiences stress the practical use of children’s literature in the curriculum.

ED 415 Teaching Reading in the Elementary School (3)

This course is designed to guide pre-service teachers in developing readers and writers. It offers examination of differing philosophies, methods, and materials for literacy development.

ED 420 Integrated Curriculum (3)

This course provides an examination of the broad aims of education through the inquiry approach on the sciences, including physical science, botany, zoology, earth elements, geography, and history. Emphasis is on writing a science-based curriculum that unfolds throughout all the content areas and that is developmentally and culturally appropriate, and on preparing learning center materials. Current research is examined.

Prerequisites: ED 220, ED 320, ED 321, ED 322, ED 323, ED 324, ED 325, and ED 326.

ED 421 Literature of Adolescents (3) (Online & Military Base Undergraduate Program)

This course provides an introduction to adolescents and their literature. Other topics include young adult literature, the teacher’s role in working with books and young readers, and an overview of adolescent literature throughout history.

ED 423 Teaching Strategies: Secondary (3) (Online Flex Undergraduate Program)

This course presents age appropriate curriculum structure and trends. Students will learn to develop standards-based unit and lesson plans. Instruction will be given in application of various learning and teaching styles and strategies, classroom management, and use of multi-media. This should be taken the semester prior to student teaching.

Prerequisites: ED 201, ED 220, ED 221, ED 222, ED 326, ED 404, ED 427 and ED 408.

ED 427E Teaching in the Area of Specialization - English (3) (Online Flex Undergraduate Program)

This course is designed to demonstrate a variety of instructional methodologies and approaches that re workable in the content subject area. Concepts to be covered include establishing a context of instruction, presenting strategies for reading, writing, studying, and translating information gained into practice.

Prerequisites: ED 201, ED 220, ED 222, ED 326, ED 404 and ED 408.

ED 427H Teaching in the Area of Specialization - Social Studies (3) (Online Flex Undergraduate Program)

Prerequisites: ED 201, ED 220, ED 222, ED 326, ED 404 and ED 408.

ED 427M Teaching in the Area of Specialization - Math (3) (Online Flex Undergraduate Program)

Prerequisites: ED 201, ED 220, ED 222, ED 326, ED 404 and ED 408.

ED 427S Teaching in the Area of Specialization - Science (3) (Online Flex Undergraduate Program)

Prerequisites: ED 201, ED 220, ED 222, ED 326, ED 404 and ED 408.

ED 431 Montessori Performance Final (1) (Online Flex Undergraduate Program)

This course provides opportunity for students to review and practice Montessori pedagogy to prepare for the final performance exam and the written exam to be recommended for American Montessori Society. Required course for Montessori Credential.

ED 432A Culturally Appropriate Practices and Montessori Methods (3) (Online Flex Undergraduate Program)

Development of order, concentration, coordination, and independence in children from ages two and a half to six. Includes appropriate models, inclusion of practical living activities, and relationship to other content areas. Montessori practical life lessons are presented and practiced. Cosmic and art lessons are included in this course. Required course for Montessori Credential. Prerequisite (s): ED 466.

ED 432B Development of the Senses and the Montessori Methods (3) (Online Flex Undergraduate Program)

Development of neuromotor function and the senses in children ages two and a half to eight. Content explores the influence of culture on brain development, activities for developing the senses and sensory-motor function, and the relationship to other content areas such as reading and math. Montessori sensorial lessons are presented and practiced. Cosmic and music lessons are included in this course. Required course for Montessori Credential.

Prerequisite: ED 466.

ED 433 Developmentally Appropriate Practice I (3) (Online Flex Undergraduate Program)

This course presents age appropriate practices for Early Childhood Education. The content of the course spans the development of Early Childhood as well as teaching strategies that are appropriate to each age and stage of development. Teaching modalities and approaches are used in conjunction with developmentally appropriate materials, research-based practices, and literature. Prerequisites: ED 215, ED 217 & ED 233.

ED 434 Developmentally Appropriate Practice II (3) (Online Flex Undergraduate Program)

This course provides an extension of the concepts and research-based practices that were taught in ED 433- Developmentally Appropriate Practice I. The teaching strategies and concepts are based on children’s development in Early Childhood Education Centers, are researched-based and appropriate to each developmental stage and age. Teaching strategies and materials are designed with developmentally appropriate practices within the classroom setting.

Prerequisite: ED 433.

ED 440 Language Arts & Montessori Methods (3) (Online Flex Undergraduate Program)

Focuses on the development of language skills of children from ages two and a half to eight with attention to the influence of culture in language. Content includes how to develop a model for a language rich environment at the early childhood level using Montessori methods and materials. Montessori language arts lessons are presented and practiced. Cosmic lessons are included in this course. Required course for Montessori Credential.

Prerequisite: ED 466.

ED 445 Math & Montessori Methods (3) (Online Flex Undergraduate Program)

This course introduces the philosophy and rationale for the teaching of math to young children. General math theory concepts are demonstrated with Montessori early childhood education materials and other manipulatives. Montessori math methods are presented and practice. Cosmic lessons are included in this course. Required course for Montessori Credential.

Prerequisite: ED 466.

ED 448 Environmental Studies (3)

Integrates science and social studies and focuses on ecological issues as they relate to the history and natural science of the planet. Other topics include history and culture of humans.

ED 450 Music, Art, and Creative Movement for Teachers (3)

Provides activities for classroom use that help children develop an appreciation of vocal and instrumental music from diverse cultures and creative expression using the body in space. Hands-on exploration of various art media and teaching strategies for applying art media and design principles to classroom situations and creative development in children are included. Materials fee.

ED 454 Observation and Participation (3)

The primary focus for this course is preparing teacher candidates for student teaching through completion of coursework assignments and 40 required hours of O&P in a classroom setting that aligns with the content area(s) of the program. Alongside their assigned Host/Mentor Teacher at an approved school placement site, teacher candidates will be given opportunities to implement and adapt strategies and skills learned throughout their Education courses and reflect on their growth and development as an educator. A $50.00 Observation & Participation course fee applies.

ED 460 Introduction to Exceptional Children (3)

Provides an overview of special education including cognitively challenged, learning disabled, emotionally and behaviorally challenged, speech and language impaired, health impaired, visually and hearing impaired, and gifted and talented. Special Education eligibility and related services are reviewed and discussed. Includes a field-based service learning component.

ED 461 Montessori Child Development (3)

An overview of child development from birth to age 12 including the psycho-emotional, language, cognitive and Social- emotional development of children. The focus is on what Maria Montessori called “discoveries, insights, principles, laws and truths” about the nature of children and learning. The emphasis is on the theoretical framework of Montessori’s theory of child development called the planes of development. A brief history of other child development theorists and theories is discussed along with learning tasks and assignments to increase knowledge, skills, and dispositions of the Montessori teacher candidate in observation and record keeping, self-reflection and applying child development theories in praxis. Required course for Montessori Credential.

ED 462 Multicultural Education (3) (Online Flex Undergraduate Program)

Explores issues of multiculturalism as they affect classroom and school cultures. Focus is on developing sensitivity to all types of diversity for the purpose of building community at local and global levels. Includes a field-based service learning component.

ED 464 Consultation in Special Education (3)

Provides supervised student teaching in an approved special education school setting. Prerequisites: Acceptance into and completion of all course requirements for the Dual Licensure in Elementary Education and Special Education.

ED 465 Mild and Moderate Disabilities (3)

This course focuses on evidence-based strategies for students with disabilities. Universal Design for Learning (UDL) instructional strategies and ways to accommodate the unique learning needs of students with disabilities will be explored. Students will construct a learning plan for an individual student using various data sources and learn ways to differentiate for small group instruction within a classroom setting. 10 hours of O&P will be required. Observation and Participation fee applies.

ED 466 Montessori Philosophy (3)

This course provides an overview of Maria Montessori’s life with an emphasis on the cultural and historical context of her work. Focus is on the philosophy that Montessori based upon discoveries and insights, principles, laws, and truths; about the nature of children and learning. Particular emphasis is placed on the overarching philosophical framework for the approach. Topics include: An Overview of Montessori Philosophy and Movement, Montessori’s Major Philosophical Contributions, The Role of the Adult in The Montessori Environment, Montessori Philosophy and Diversity, and Montessori Today. Required course for Montessori Credential.

ED 468 Student Teaching Special Education (9)

Students will teach in a public school special education setting alongside a licensed special education teacher for a period of at least 15 weeks. Prerequisites: Acceptance into and completion of all course requirements for the Bachelor of Science in Special Education 3 + 1 Program, Passing Praxis II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines. This course is Credit/No Credit.

ED 471 Language Arts: Curriculum and Methods (3) (Online Flex Undergraduate Program)

This course includes philosophy and rationale for the teaching of Language Arts to young children. Focus is on the developing language skills with young children. These include how to develop a language rich environment at the early childhood level. Topics include oral language, pre-reading activities, and writing activities.

Prerequisites: ED 215, ED 217 & ED 233.

ED 473 Math Curriculum and Methods (3) (Online Flex Undergraduate Program)

This course introduces the philosophy and rationale for the teaching of math to young children ages 2 through 6 covering logical-mathematical thinking and number concepts demonstrated with manipulatives. Topics include pre-counting, estimation, and math operations.

Prerequisites: ED 215, ED 217 & ED 233.

ED 474 Integrated Curriculum Foundations (3) (Online Flex Undergraduate Program)

Examination of the theoretical foundations of Early Childhood Education is provided in this course. Focus is on the constructivist’s theory of education emphasizing creating a curriculum that is integrated throughout all the learning centers and is developmentally and culturally appropriate. Required course for Montessori Credential.

ED 479 Leadership in Early Childhood Education & Montessori (3) (Online Flex Undergraduate Program)

This course focuses on major issues and trends in Early Childhood Education. Instruction includes working with families, classroom management, nurturing children, creating quality care environments, professionalism, administrative issues and curricular trends. Required course for Montessori Credential.

ED 482 Making the World Better (3)

This course is a capstone for the Chaminade University of Honolulu General Education program. In this course, students will present mastery of foundational skills, Marianist and Native Hawaiian values and a global awareness through a program reflection and student-developed project designed to positively impact the world.

ED 490E Seminars (3)

This seminar is integrated with all student teaching practica for Elementary Education. Students prepare portfolios, discuss teaching experiences, and review standards. Requirement: Concurrent enrollment in ED 494 (Elementary Ed.) and Successful completion of Praxis II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines, and all course requirements for Elementary Education major.

ED 490S Seminars (3)

This seminar is integrated with all student teaching practica for Secondary Education. Students prepare portfolios, discuss teaching experiences, and review standards. Requirement: Concurrent enrollment in ED 495 (Secondary Ed.) and Successful completion of Praxis II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines, and all course requirements for Secondary Education major.

ED 491A ECE Field Experience Seminar (2)

This course gives direction and support for the fieldwork in Early Childhood Education. Instructor and students will work through challenges and struggles encountered in the classroom.

Requirement: Concurrent enrollment in ED 498A.

Prerequisites: PSY 202, ED 215, ED 217, ED 222, ED 233, ED 413, ED 433, ED 434, ED 471, ED 473, ED 474, ED 479.

ED 491B ECE Field Experience Seminar (1)

This course gives direction and support for the fieldwork in Early Childhood Education. Instructor and students will work through challenges and struggles encountered in the classroom.

Requirement: Concurrent enrollment in ED 498B.

Prerequisites: PSY 202, ED 215, ED 217, ED 222, ED 233, ED 413, ED 433, ED 434, ED 471, ED 473, ED 474, ED 479, ED 491A.

ED 491AB ECE Field Experience Seminar(3)

This course gives direction and support for the fieldwork in Early Childhood Education. Instructor and students will work through challenges and struggles encountered in the classroom. Requirement: Concurrent enrollment in ED 498AB.

ED 492 Seminar Elementary Education: Oceania (3)

This course gives direction and support for the fieldwork in Elementary Education. Instructor and students will work through challenges and struggles encountered in the classroom.

Requirement: Concurrent enrollment in ED 494.

Prerequisites: ED 320, ED 322, ED 324 and ED 325.

ED 493 (A&B) Seminar Montessori Early Childhood (3/3)

This seminar is integrated with all student teaching practicum for Montessori Early Childhood Education. Students prepare portfolios, discuss teaching experiences, and review standards. Requirement: Concurrent enrollment in ED 497A & ED 497B and successful completion of all Montessori credential academic courses. Required course for Montessori Credential. ED 494 Student Teaching: Elementary (9) (DUG/ Online & Military Base Undergraduate Program) This course provides supervised teaching in approved elementary schools. This course is held during a special student teaching semester that is aligned with the public schools’ semester for teachers. Concurrent enrollment in the ED 490 or ED 492 seminar is required. Prerequisites: Passing Praxis II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines, and completion of all course requirements for Elementary Education major. This course is Credit/No Credit.

ED 494 Student Teaching: Elementary (9)

This course provides supervised teaching in approved elementary schools. This course is held during a special student teaching semester that is aligned with the public schools' semester for teachers. Concurrent enrollment in the ED 490 or ED 492 seminar is required. Prerequisites: Passing Praxis II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines, and completion of all course requirements for Elementary Education major. This course is Credit/No Credit.

ED 495 Student Teaching: Secondary (9)

This course provides supervised teaching in approved secondary schools. This course is held during a special student teaching semester that is aligned with the public schools’ semester for teachers. Concurrent enrollment in the ED 490 or ED 492 seminar is required. Prerequisites: Passing Praxis II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines, and completion of all course requirements for Elementary Education major. This course is Credit/No Credit.

ED 497 (A&B) Student Teaching: Montessori Early Childhood (3/3)

This course provides supervised student teaching in approved Montessori early childhood schools. Requirement: Concurrent enrollment in ED 493A & 493B and successful completion of all Montessori credential academic courses. This course is Credit/No Credit. Required course for Montessori Credential.

ED 498A ECA Field Experience (3) (Online Flex Undergraduate Program)

This course applies the methods and theory into practical teaching. The fieldwork setting and mentor teacher must be pre- approved by instructor prior to the start of the semester. The student may be employed. Fieldwork requires 150 hours per term in an Early Childhood Educational setting. Concurrent enrollment in ED 491A. Prerequisite: Acceptance and completion of all course requirements for Early Childhood Education major. This course is Credit/No Credit.

ED 498B ECE Field Experience (3)

This course applies the methods and theory into practical teaching. The fieldwork setting and mentor teacher must be pre- approved by instructor prior to the start of the semester. The student may be employed. Fieldwork requires 150 hours per term in an Early Childhood Educational setting. Requirement: concurrent enrollment in ED 491B. Prerequisite: Acceptance and completion of all course requirements for Early Childhood Education major. This course is Credit/No Credit.

ED 498AB ECE Field Experience(6)

This course applies the methods and theory into practical teaching. The fieldwork setting and mentor teacher must be pre- approved by instructor prior to the start of the semester. The student may be employed. Fieldwork requires 300 hours in an Early Childhood Educational setting. Requirement: concurrent enrollment in ED 491AB. Prerequisite: Acceptance and completion of all course requirements for Early Childhood Education major. This course is Credit/No Credit.

ED 499 Directed Study (1 to 3)

Individualized study may be arranged with an instructor and/or department academic advisor on a specific topic. This course is only open to Education majors and offered according to demand with the approval of the Dean. Prerequisite: Acceptance as an education major.

EDUC 608 MONTESSORI CHILD DEVELOPMENT (3)

This course examines psychological theories including Montessori’s planes of development. In addition, observation strategies and prepared environment for positive classroom management are discussed. Requires Observation.

EDUC 610 ELEMENTARY LANGUAGE ARTS METHODS (3)

This course focuses on the philosophy and rationale for the teaching of K-6 language arts. Content knowledge and pedagogical strategies that support the optional development of oral language, reading, and writing are emphasized. The influence of culture in language and methods for developing a language-rich environment that meets the needs of all learners included, as well as a study of children’s literature.

EDUC 612 ELEMENTARY SCIENCE METHODS (3)

This course focuses on helping the teacher uncover big picture concepts through inquiry-based science activities, then planning dynamic science units for the elementary classroom based on these understandings. Successful candidates will acquire an understanding of big ideas in physical life, earth, learn how to plan and teach meaningful units and lessons for K6 students.

EDUC 614 ELEMENTARY MATH METHODS (3)

Philosophy and rationale for teaching math to young children. General math theory and concepts are demonstrated through the use of math materials and other manipulatives.

EDUC 615 ADVANCED MATHEMATICS AND GEOMETRY (3)

Elementary level mathematics concepts are demonstrated in this course with advanced manipulations; students practice with materials, place value, decimals, percentage, ratios, fractions, critical thinking, problem-solving; and plane and solid geometry. Prerequisite: EDUC 614.

EDUC 616 MUSIC, ART, AND CREATIVE MOVEMENT (3)

Analysis and experience with a variety of classroom activities that help children develop appreciation of vocal and instrumental music and movement on the physical, cognitive, and emotional development of children. Study of theories of discipline-based art and of research delineating creative development in children are also course fundamentals. Hands-on exploration of art media are provided along with strategies for classroom application. Includes a field-based service-learning component. Additional fee applies.

EDUC 618 ELEMENTARY SOCIAL STUDIES METHODS (3)

This course focuses on strategies and methods for teaching social studies in the K-6 classroom. Over the course of the semester, students will analyze the role of the teacher in the social studies classroom, study diverse methods of delivering instruction, and develop curriculum focused on social justice issues and grounded in students’ experience and interests.

EDUC 620 TEACHING IN AREA OF SPECIALZATION (3)

Demonstrates a variety of instructional methodologies and approaches that are workable in the content subject area. Concepts to be covered include establishing a context for instruction and presenting strategies for reading, writing, studying, and translating information gained into practice.

EDUC 621 SECONDARY METHODS I: MATH (3)

In this course, teacher candidates learn a variety of instructional methodologies and approaches that are workable in the secondary mathematics classroom. Concepts to be covered include establishing context for instruction, presenting strategies for reading, writing, and studying, and translating information gained into practice.

EDUC 622 SECONDARY METHODS I: ENGLISH (3)

In this course teacher candidates learn a variety of instructional methodologies and approaches appropriate in the secondary English classroom. It includes a survey of theory, practice, and trends in adolescent literacy and English language instruction; the role of culture in language learning and multimodal literacy and technology; the challenges and possibilities in teaching reading, writing, speaking, listening, viewing, and thinking in Hawaiian secondary schools.

EDUC 624 SECONDARY METHODS I: SCIENCE (3)

A survey of research-based STEM instructional practices. Students will participate as students in several of these research based practices as well as explore the research that investigates their effectiveness. Requires Observation and Participation. Observation and Participation fee applies.

EDUC 625 SECONDARY METHODS I: SOCIAL STUDIES (3)

Demonstrates a variety of instructional methodologies and approaches that are workable in the social studies classroom. Concepts to be covered include establishing a context for instruction and presenting strategies for reading, writing, and studying, and translating information gained into practice.

EDUC 627 SECONDARY METHODS II (3)

This course demonstrates a variety of instructional methodologies and approaches that are workable in the content subject area. Concepts to be covered include Establishing a context for instruction; presenting strategies for reading, writing, and studying; and translating information gained into practice.

EDUC 628 SECONDARY METHODS III: CURRICULUM DEVELOPMENT/PLANNING (3)

In this course students will create original curriculum. Students will apply what they know about their subject matter specialty and effective teaching strategies by developing instruction materials. Prerequisites: Secondary Methods I (EDUC 621-624 - one only) and Secondary Methods II (EDUC 627).

EDUC 630 HISTORY AND THE PROFESSION OF EDUCATION (3)

This course covers the general history, standards, and professionalism in education with an overview of the philosophical, legal, current trends in education theory, and multi-cultural issues in education.

EDUC 631 PSYCHOLOGICAL FOUNDATIONS OF EDUCATION AND DEVELOPMENT (3)

This course examines psychological theories of learning and development to focus on their application to the classroom. Theories of learning human information processing, constructivism, motivation, and cultural transmission are examined as well as social and state theories of development. All students are required to create, appropriate problem solving activities as a means of demonstrating their understanding of theory and appropriate practice.

EDUC 632 LEARNING ENVIRONMENTS (3)

This course will explore current research, theory, and best practices related to classroom management. Topics will include establishing effective rules and procedures, classroom management systems, managing individual student behavior, developing relationships with staff members and parents, and managing behavior in a variety of instructional formats such as cooperative learning groups, learning centers, project-based learning, etc. as well as whole group instruction.

EDUC 633 DIVERSE LEARNERS (3)

Students will examine theories of race, culture, and socio-economic status and their implications for teaching. Culturally responsive teaching methods, with emphasis on Hawaiian students and diverse groups living in Hawai’i, will be researched. Students will learn about the characteristics of Exceptional Learners and classroom strategies to address their unique learning needs in the classroom.

EDUC 635 LONG & SHORT RANGE PLANNING (3)

This course is designed for students in the Teach for America program. It addresses course design, unit planning, lesson planning, and assessment. Students study and implement a curricular design framework to be incorporated within their K to 12 Teach for America placements.

EDUC 636 TFA SEMINAR I (1)

To fulfill credential requirements, Teach for America corps members are required to pass Seminar in Transformational Leadership and Teaching 1 and 2 during their first year in the corps. Corps’ members standing in this course depends upon regular attendance, engagement in the sessions, and successful completion of the course work. This course will develop corps members’ competencies in the Teaching as Leadership (TAL) framework, content pedagogy, and our developing understanding of transformational teaching. More specifically, it will ensure that all corps members are proficient in; vision setting for transformation outcomes; use of data to communicate student progress to goals and to continually improve effectiveness; classroom execution to transformation outcomes, aligned to best practices in content area instruction; professional dispositions expected of all teachers oriented to social justice for students.

EDUC 637 TFA SEMINAR II (1)

EDUC 640 EDUCATIONAL TECHNOLOGY IN THE CLASSROOM (3)

The goal of this course is to foster an understanding of educational technology and to develop competence in integrating it in the classroom. To meet this goal, the course provides applications of numerous technological strategies.

EDUC 643 HAWAIIAN CULTURE AND LANGUAGE (3)

Examines the following topics: major phases of Hawaiian history, diversity of cultures in Hawaii, and cultural/political significance of indigenous languages in the Pacific. Students will become familiar with indigenous teaching models of education and will be able to construct culturally sensitive lessons for diverse students.

EDUC 649 MONTESSORI PHILOSOPHY (3)

This course examines Montessori’s holistic approach to life and philosophy of education. In addition, observation strategies and prepared environment for positive classroom management are discussed. Requires three observations.

EDUC 652 MULTICULTURAL EDUCATION AND DIVERSITY (3)

A wide range of racial, cultural, ethnic, linguistic and religious variation exists within and across societies. This course explores multicultural and diversity issues as they affect classroom and school cultures with a focus on developing sensitivity to all types of diversity for community building at local and global levels. Includes a field-based assignment.

EDUC 660 SPED: INTRODUCTION TO EXCEPTIONAL CHILDREN (3)

Overview of the laws governing Special Education and student categories served in special education. This includes students with learning disabilities, emotional and behaviorally challenged, attention deficit hyperactivity disorders speech and language impairments, physical or health impairments, visually and hearing impaired, autism spectrum disorders as well as English language learners and gifted and talented.

EDUC 662 SPED: ASSESSMENT, PLANNING & COMPUTER TECHNOLOGIES (3)

Quantitative and qualitative assessment of students referred to or enrolled in special education programs. Major topics include behavioral observation, psychometric properties of tests, cognitive test of ability, perceptual-motor tests, and measures of social and emotional functioning.

EDUC 664 Observation and Participation (3)

The primary focus for this course is preparing teacher candidates for student teaching through completion of coursework assignments and 25 required hours of O&P in a classroom setting that aligns with the content area(s) of the program. Alongside their assigned Host/Mentor Teacher at an approved school placement site, teacher candidates will be given opportunities to implement and adapt strategies and skills learned throughout their Education courses and reflect on their growth and development as an educator. A $50.00 Observation & Participation course fee applies.

EDUC 665 SPED: MILD/MODERATE DISABILITIES (3)

Overview of learning, behavioral, and personality characteristics of students diagnosed with special needs. Important issues in the field are presented along with service delivery options and assessment and intervention strategies for the classroom teacher. Requires Observation and Participation. Observation and Participation fee applies.

EDUC 667 SPED: K-12 MATH METHODS (3)

Overview and application of mathematics instructional approaches, strategies, techniques, and assessment methods for students with mild/moderate disabilities in K-12 settings.

EDUC 668 SPED: K-12 LANGUAGE ARTS AND METHODS (3)

Overview and application of language arts instructional approaches, strategies, techniques, and assessment methods for students with mild/moderate disabilities (K-12). Requires Observation and Participation. Observation and Participation fee applies.

EDUC 669 SPECIAL EDUCATION LEADERSHIP (3)

This course is designed to provide a working knowledge of IDEA 2004 and its procedural requirements. Topics include special education instructional environments/placements, inclusion challenges, differentiation and co-teaching models. Community collaboration and communication strategies with families of exceptional children, including culturally diverse populations, will be reviewed.

EDUC 792 EDUCATIONAL LEADERSHIP CAPSTONE (3)

This course provides students with the opportunity to review and integrate the information that they have learned throughout the program. This goal is accomplished by applying the knowledge, skills, and experiences that they have had in the MEd program to a practical scenario.

EDUC 681 SUPERVISED FIELD EXPERIENCE (2)

Provides supervision and mentoring to new teacher candidates already serving in classrooms prior to student teaching in order to increase their effectiveness and the quality of their instruction during their initial teaching period.

EDUC 684 TEACHING SEMINAR: SECONDARY (3)

Student support seminar is required with all student teaching courses. Student completes Standards-based Exit Portfolios.
Prerequisite: Pass PRAXIS II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines and acceptance to student teach.
Co-requisite: EDUC 685

EDUC 685 STUDENT TEACHING: SECONDARY (6)

Provides supervised student teaching in approved secondary schools.
Prerequisite: Pass PRAXIS II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines and acceptance to student teach.
Co-requisite: EDUC 684

EDUC 686 TEACHING SEMINAR: ELEMENTARY (3)

EDUC 687 STUDENT TEACHING: ELEMENTARY (6)

Provides supervised student teaching in approved elementary schools.
Prerequisite: Pass PRAXIS II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines and acceptance to student teach.
Co-requisite: EDUC 686

EDUC 688 TEACHING SEMINAR: SPED (3)

EDUC 689 STUDENT TEACHING: SPED (6)

Supervised student teaching in an approved special education classroom.
Prerequisite: Pass PRAXIS II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines and acceptance to student teach.
Co-requisite: EDUC 688

EDUC 690 TEACHING SEMINAR: PK-3 (3)

Student support seminar is required with all student teaching courses. Student completes Standards-based Exit Portfolios. (Must be taken in conjunction with EDUC 691). Prerequisite: Pass PRAXIS II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines and acceptance to student teach.

EDUC 691 STUDENT TEACHING: PK-3 (6)

Provides supervised student teaching in approved PK-3 schools. (Must be taken in conjunction with EDUC 690. Prerequisite: Pass PRAXIS II or have met subject-credit eligibility requirements per Hawaii Teacher Standards Board (HTSB) Guidelines and acceptance to student teach.

EDUC 701 EDUCATIONAL RESEARCH AND DESIGN (3)

Provides experiences to foster systematic and thoughtful inquiry into educational research and practice. Candidates explore relevant educational research strategies, qualitative and quantitative research methods, and licensure related to their area of emphasis. The emphasis of the course is upon using these understandings to critically read academic literature and write a pilot student that includes the (1) Introduction (2) Review of Literature, & (3) Methods chapters.

EDUC 712 LEARNING STYLES AND LEARNING THEORIES (3)

Examination of key learning theorists and learning styles for application to teaching and learning. Students are given an opportunity to examine their own learning style and how this is formative in their teaching.

EDUC 714 INTEGRATED CURRICULUM (ELEMENTARY) (3)

Utilizing “Understanding by Design” principles, facilitates the development of an integrated curriculum unit that applies student-centered learning, and appropriate instructional processes, assessment, and technology in a thematic unit of study that draws upon at least three content areas.

EDUC 716 CREATIVE AND CRITICAL THINKING (3)

This course is a survey of the current research and best practices that facilitate student’s development of creative and critical thinking skills.

EDUC 717 PRINCIPLES OF PROJECT-BASED & DESIGNED BASED LEARNING (3)

This course focuses on project design with an emphasis on projects that take full advantage of digital learning environments. Both teacher-designed projects and student-designed projects (challenge-based learning) are covered with strategies for content integration, student grouping, timeline development, student ownership, and assessment rubrics.

EDUC 718 MOBILE AND ONLINE LEARNING TECHNOLOGIES (3)

This course investigates digital learning environments and how best to facilitate learning both when using mobile digital devices within a normal classroom space as well as when the classroom itself is a digital space. eBooks, FlexBooks, podcasts, interactive whiteboards, blended learning, flip-teaching, ePortfolios, and other digital tools and strategies will be covered.

EDUC 719 LEADERSHIP IN LEARNING SEMINAR (3)

This course examines the many forms of both formal and informal teacher leadership in learning environments, in their institutions and in their communities. It considers the various barriers to individual teacher leadership that result from the structure of school facilities and policies, the service worker mentality of teacher culture, and the unreasonable demand that teachers be assessed according to a continually changing list of social cultural, political, and community developmental needs. And it explores the roles that teachers should be playing as adult learners, peer coaches, and thought leaders in education reform.

EDUC 722 COGNITIVE DEVELOPMENT: THEORY TO PRACTICE (3)

Designed to familiarize students with key theoretical and empirical research approaches to understanding how cognitive processes develop from infancy through adolescence. Major topics include brain, perceptual, memory, language, and conceptual development. Also focuses on the implications of research in the area of cognitive development as it affects the education of children and the application of the cognitive developmental concepts in classroom settings.

EDUC 723 LANGUAGE DEVELOPMENT: THEORY TO PRACTICE (3)

This course focuses on the investigation of the development of language and its relationships to school learning, cognitive development, and social development. Also stressed will be the differences between English and other languages that impact to acquisition of English literacy and the effective instruction in linguistically diverse children.

EDUC 724 SOCIAL AND EMOTIONAL DEVELOPMENT THEORY TO PRACTICE (3)

This course covers the theoretical, empirical, and applied issues in children’s interpersonal, emotional, and personality development. Specific topics addressed will include attachment, personality, temperament, aggression, and motivation with consideration of biological and environmental influences.

EDUC 726 CHILDREN’S LITERATURE (3)

Examination of criteria for selecting and using literature at various stages of child development; in-depth study of literary genres; a focus on teaching in a literature-based program, practical uses of child and adolescent literature throughout the curriculum, and application of a culturally responsive pedagogy through literature.

EDUC 727 SUPPORTING STRUGGLING READERS/WRITERS (3)

This course is designed to prepare educators to work with students who are experiencing difficulty in reading and writing. The course is taught with daily application in an elementary school.

EDUC 728 DEVELOPING FLUENT READERS/WRITERS (3)

Development of graduate student’s expertise in teaching literacy. This course is taught with daily application in an elementary school followed by an on-campus class.

EDUC 732 SPED: PLANNING AND IMPLEMENTING PROGRAMS FOR GIFTED STUDENTS (3)

Concentrations on the planning and implementing of gifted programs in both public and private school settings for pull-out and inclusive classrooms. The areas of concentration include assessing school needs, identification procedures, program planning, and formative and summative evaluation of programs.

EDUC 733 SPED: ISSUES IN SPECIAL EDUCATION (3)

Examination of major issues and challenges in the special education field; emphasis on such topics as non biased assessment, mainstreaming, non-categorical vs. categorical special education, and evaluation programs. Includes special education referral and delivery system, individual educational plans, legislation affecting special education.

EDUC 734 SPECIAL EDUCATION LAW (3)

Survey course that gives an exploration of the laws that govern schools, disabilities, and special education, Provides background knowledge in laws and court cases involving public and private education, student and family rights, teacher rights, tort and school district liability, the individuals with Disabilities Education Act, Act 504, and case law pertinent to Hawai’i, such as the Felix Decree. Case studies, personal reading reflections, and debates will be used to enhance the course content areas.

EDUC 740 CURRENT ISSUES IN EDUCATION (3)

Covers key issues in education, focusing on the role of the teacher and the principal in studying the issues and developing strategic plans for response.

EDUC 741 INTRODUCTION TO EDUCATIONAL ADMINISTRATION (3)

This course is an introduction to the field of educational administration and leadership. The focus is on understanding schools as complex adaptive social systems and the administrator's role as a change leader. Developing productive relations between various stakeholders are key to the leader’s role.-

EDUC 742 LEADERSHIP FOR EDUCATIONAL ADMINISTRATORS (3)

Designed to provide guidelines for the principal as manager and leader of change through decision-making, motivation, group dynamics, and co-empowerment with the teacher.

EDUC 743 EDUCATION LAW (3)

Examines dimensions of law as they impact educational institutions. Discussion will center on local and national laws and how they impact the delivery of courses, students, faculty, and staff, and the community.

EDUC 744 MANAGING COMMUNICATION AND PERSONNEL ISSUES (3)

This course focuses on communicating effectively as an administrator and the vital role in managing personnel through a series of exercises and assignments.

EDUC 745 SCHOOL COMMUNITY RELATIONS (3)

This course examines principles, techniques, policies, and organizations to promote and sustain vibrant positive, and dynamic school-community relations. This includes the study of marketing strategies and processes; successful models of school, family, business, community, government, and higher education partnerships, and the identification and evaluation of current school partnerships.

EDUC 746 FINANCIAL MANAGEMENT FOR SCHOOL ADMINISTRATORS (3)

Provides a general overview for administrators regarding financial institutional planning and accountability for organizational success.

EDUC 747 CURRICULUM ADMINISTRATION (3)

This course is designed to provide education leader candidates with the skills and knowledge to effectively undertake curriculum and instructional leadership in the schools. This includes an overview of basic concepts and theories underlying curriculum development within the context of state policies; provides basic tools for administrators to use in analyzing and selecting curriculum, and explores effective strategies to implement curriculum successfully on a school-wide basis.

EDUC 749 RESEARCH FOR EDUCATIONAL LEADERSHIP (3)

This course introduces participants to the purposes, methods, and practices of educational research applied to contemporary issues in educational leadership and administration. The course begins with an introduction to the fundamentals of educational research, covering different purposes and types of research, varieties of research strategies including mixed methods, authenticity and ethics in research, and tools used in carrying out research. Participants will critically review a series of research articles throughout the course, while referencing the research methods used in those reports.

EDUC 751 FOUNDATIONS OF CATHOLIC EDUCATION (3)

This survey course introduces the student to the history of Catholic education in the United States. Using primary documents the class investigates the principles that have shaped the character, quality, and direction of the church’s ministry of education.
Prerequisite: Catholic cohort only

EDUC 753 CATHOLIC AND PRIVATE SCHOOL LAW (3)

The course introduces the student to the legal framework under which Catholic schools operate. Geared toward the practical needs of administrators, the course investigates such issues as student and faculty handbooks, hiring practices, special needs education, and athletic programs in Catholic schools.
Prerequisite: Catholic cohort only

EDUC 754 DEVELOPMENT FOR CATHOLIC SCHOOLS (3)

The course introduces students to the vision, skills, and organization needed for building adequate development programs in Catholic schools. It is a hands-on course that helps administrators create programs of institutional advancement from the ground up.
Prerequisite: Catholic cohort only

EDUC 756 SPECIAL TOPICS IN LEADERSHIP FOR CATHOLIC SCHOOL ADMINISTRATORS (3)

This course is designed to expand administrators’ knowledge and skills in such areas as communication, personnel management, and community leadership for Catholic schools.
Prerequisite: Catholic cohort only

EDUC 757 CURRICULUM LEADERSHIP FOR CATHOLIC SCHOOLS (3)

This course is designed to expand administrators’ knowledge and skills in curriculum management, curriculum development, and assessment.
Prerequisite: Catholic cohort only

EDUC 764 CULTURALLY APPROPRIATE PRACTICE AND MONTESSORI METHODS (3)

This course examines development of order, concentration, coordination and independence in children from age two-and-a half to age six. Includes appropriate models, inclusion of practical living activities, and relationship to other content areas. Montessori practical life lessons are presented and practiced. Cosmic and art lessons are included in this course. Required course for Montessori Credential.

EDUC 765 DEVELOPMENT OF SENSES AND MONTESSORI METHODS (3)

This course examines development of neuromotor function and the senses in children age two-and-a-half to age eight. Content explores the influence of culture on brain development, activities for developing the senses and sensory-motor function, and the relationships to other areas such as reading and math. Montessori sensorial lessons are presented and practiced. Cosmic and music lessons are included in this course. Required course for Montessori Credential.

EDUC 766 LANGUAGE ARTS & MONTESSORI METHODS (3)

This course focuses on the development of language skills of children age two-and-a-half to age eight with attention to the influence of culture in language. Content includes how to develop a model for a language rich environment at the early childhood level using Montessori methods and materials. Montessori language arts lessons are presented and practiced. Cosmic lessons are included in this course. Required course for Montessori Credential.

EDUC 767 MATH & MONTESSORI METHODS (3)

This course introduces the philosophy and rationale for the teaching of math to young children. General math theory concepts are demonstrated with Montessori early childhood education materials and other manipulatives. Montessori math methods are presented and practiced. Cosmic lessons are included in this course. Required course for Montessori Credential.

EDUC 768 PLACE-BASED EDUCATION FOR THE YOUNG CHILD (3)

This course focuses on developing a place-based curriculum for children ages three to six, which utilizes the child’s own physical and cultural environment as a framework for learning experiences in all curriculum areas.

EDUC 769 NURTURING THE SPIRIT OF THE CHILD (3)

This course focuses on developing learning environments that cultivate the spiritual nature of the young child, encouraging children to be peaceful within themselves, caring with others and responsibly respectful toward their environment.

EDUC 770 INTEGRATED CURRICULUM & MONTESSORI (3)

This course examines the broad aims on education with a focus on the inquiry approach to learning science using the Montessori sequence, Emphasis is placed on writing a science-based curriculum across the content areas and on preparing learning center materials.

EDUC 771 ADVANCED LEADERSHIP AND GUIDANCE IN EDUCATION (3)

This course provides experienced educational leaders with the knowledge and skill to facilitate, guide, and coach school level administrators to effect the requisite transformational and systematic changes in schools to increase student achievement.

EDUC 772 ADVANCED LEADERSHIP & MONTESSORI (3)

Offered in a specially designed Education Leadership Cohort program only. Please contact the Education Division to inquire about future cohort options. Requires Observation.

EDUC 773 CHILD DEVELOPMENT IN CULTURAL CONTEXT (3)

Focuses on child development in cultural perspectives by evaluating the role of culture in the physical, cognitive, social, and emotional development of children. Special attention will be on the approach and implication of cross-cultural studies of child development.

EDUC 780 SPECIAL TOPICS IN EDUCATION (1 to 3)

Course of special interest are given on an occasional or trial basis in the Master of Education (MED) programs.

EDUC 781/783 STUDENT TEACHING MONTESSORI ECE (3/3)

Provides supervised teaching in approved early childhood schools.
Co-requisites: EDUC 782, EDUC 784

EDUC 782/784 SEMINAR MONTESSORI ECE (3/3)

Student support seminar is required with all student teaching courses. Student completes MACTE Competencies and Standards-based Exit Portfolios.
Co-requisites: EDCU 781, EDUC 783

EDUC 787 MONTESSORI PERFORMANCE FINAL (1)

This course provides an opportunity for students to review and practice Montessori pedagogy to prepare for the final performance exam and the written exam to be recommended for Montessori Society. Required course for Montessori Credential.

EDUC 790 ISSUES OF PEACE SOCIAL JUSTICE AND EDUCATIONAL REFORM (3)

Exploration of influences on educational change at classroom, school, community, state, and national levels. Focus on critical examination of peace and justice theories, principles, and research related to educational reform.

EDUC 792 EDUCATIONAL LEADERSHIP CAPSTONE (3)

EDUC 794 CULMINATING EXPERIENCE (3)

Capstone course that draws upon principles, methods, and content acquired throughout the Master’s experience. The purpose behind the course is to produce an original work that demonstrates one’s ability to analyze and synthesize major ideas and principles gained in the core and emphasis courses, thereby providing the necessary framework to help candidates succeed in producing a graduate level culminating product. Note: EDUC 794 must be taken after completion of all course work except student teaching, and seminar, may be taken concurrently with one other MEd course.

EDUC 795 EDUCATION RESEARCH I: INTRODUCTION TO EDUCATION RESEARCH (3)

Survey of educational research aligned with a student’s selected topic of interest. In this first course in the M.Ed. Education Research series, students will read critically and evaluate education literature resulting in a synthesis of ideas focused on one topic of interest within educational research.

EDUC 796 EDUCATION RESEARCH II (3)

Survey of educational research methodologies aligned with a student-selected topic of interest. In this second course in the M.Ed. Education Research series, students will (1) examine the ethical issues of conducting Human Subject research, (2) analyze different education research designs, (3) develop procedures, instruments, and methods for data collection and analysis that are aligned with a topic of interest.
Prerequisite: EDUC 795

EDUC 797 EDUCATION RESEARCH III (3)

This course was designed to support the data collection and analysis of participant created education research investigations. In this third course in the M.Ed. Education Research series, students will (1) execute data collection and analysis of research proposed in the Education Research II course; and (2) complete preliminary analysis and interpretation of data.
Prerequisite: EDUC 795, EDUC 796

EDUC 798 EDUCATION RESEARCH IV (3)

In this fourth and final course of the M.Ed. Education Research series, students will complete their research investigation and present their findings. Students will also reflect on how the findings from the research and what they learned from the M.Ed. program will impact their practice.
Prerequisite: EDUC 795, EDUC 796, EDUC 797

EDUC 801 Quantitative Research Methods (3)

Provides the foundational knowledge and skills to conduct quantitative research. Emphasis is placed on understanding quantitative methods and statistical techniques so that students can think critically about appropriate research designs, the collection and analysis of data, and the usefulness of statistics.

EDUC 802 Qualitative Research Methods (3)

Introduces the characteristics and approaches in designing qualitative research studies. Students will develop a deeper understanding of the skills, techniques, and knowledge necessary to conduct original research using these methodologies.

EDUC 803 Program Evaluation (3)

Surveys the different types of program evaluation, including needs assessment, formative research, process evaluation, monitoring of outputs and outcomes, impact assessment, and cost analysis. Students gain experience designing conceptual frameworks, developing appropriate indicators, collecting data, analyzing results, and the development of evaluation plans to measure impact.

EDUC 804 Introduction to Doctoral Research (3)

Provides essential guidance to prepare students for the dissertation phase. This course is designed to provide the foundational knowledge, skills, and resources necessary for successful research at the doctoral level.

EDUC 811 Leading People in Organizations (3)

Provides concepts and best practices for leading individuals and groups toward working more effectively. Central issues include dealing with different personalities, motivating others, using people’s best abilities, and building social influence and personal power. Examines the impact of management culture and organizational structure on the success of individuals and teams. Attention is given to strategic and political dimensions of leadership in organizations.

EDUC 812 Leadership Ethics and Social Justice (3)

Explores leadership ethics as well as a leader’s responsibility for social justice. This course examines the complex economic, political, and social challenges that leaders face as they seek to meet the needs of diverse organizations and constituents. Students will consider economic disparity, power, and privilege and how they impact ethics and social justice.

EDUC 813 Leading Across Cultures (3)

Leadership in a multicultural context with a focus on aspects of culture that inform leadership praxis. Topics of study include ontology, epistemology, and axiology – ways of being, ways of knowing, and values – that provide a foundation for intercultural competence. Dimensions such as individualism vs. collectivism, how knowledge is defined and obtained, reciprocity, and primacy of place will be explored in terms of their impact on leadership.

EDUC 814 Evidence Based Leadership and Decision Making (3)

In order to be effective in today’s complex and changing world, leaders must be able to utilize a myriad of sources of information to make well-informed decisions. This course explores concepts around performance measurement, research design, and data analysis that leaders will need to be knowledgeable users and interpreters of data, published research, and program evaluations to make informed evidence-based decisions.

EDUC 821 Organization Theory (3)

Focuses on the history and application of the central perspectives and issues in organization theory. Topics include organizational life cycle, organizational structure, resource dependence and allocation, strategy, organizational culture, human systems development and institutional theory. Case analyses will be conducted to help students understand organizations from different theoretical perspectives.

EDUC 822 Organizational Strategy (3)

Focuses on the concepts and tools of strategic thinking and strategy formulation. This course takes a general management view of organizational assessment and strategy development, centering on the key information from the functional areas of an organization (marketing, operations, finance, and human resources) that a leader needs to know to inform strategic planning and decision-making. Determinants of effective and ineffective strategies are addressed.

EDUC 823 Creativity and Innovation in Organizations (3)

Examines the role of creativity and innovation in successful leadership. This course will lead students through a journey of both current and historical creative and innovative leaders and organizations. The focus is on developing leaders who are capable of creatively solving problems in educational, business, or other organizational settings. Students will explore some of the most innovative and successful leaders and organizations in history as they gain the insight and skills to become future leaders.

EDUC 824 Organization Development (3)

Provides a foundational knowledge of the history, values and aims of the field of organization development. This course examines issues pertinent to the enhancement of organizational systems, including the assessment of group and organizational effectiveness, organizational politics and power, job structures and organization design within the social, psychological, and life-cycle contexts in which they are embedded. Tools and techniques for OD work are identified and applied through case analysis.

EDUC 851 Leading Organizational Change (3)

Provides concepts and skills needed to lead change and development efforts at individual, team, and systems levels. Focus is given to diagnosis of organizational events and creation of interventions to improve them. Emphasis is on using consulting models and applying behavioral science knowledge and techniques to improve performance of people and organizations. This course includes structural process and human resource interventions.

EDUC 852 Consulting Skills (3)

This course focuses on the role of consultants. The tasks of consultants are distinguished from those of organizational leaders. Steps in the consulting process are engaged through case analysis, and students learn practical approaches to helping clients navigate change effectively. Special focus is given to students developing an understanding of themselves as consultants and agents of change.

EDUC 861 Indigenous Leadership and Organizational Management (3)

Building on the Leading Across Cultures course, students will examine cultural influences on leadership and organizational management policies and practices. This course will investigate what constitutes effective leadership and organizational management from indigenous groups including Native Hawaiian and Pacific Islander perspectives.

EDUC 862 Power, Politics and Policy: Historical and Contemporary Perspectives (3)

Explores contemporary issues of power and policy in leadership, and their historical and political origins. This course will focus on contemporary challenges facing Indigenous communities and develop action plans that address those challenges by placing indigenous peoples at the center of the process. Students will design plans that support diversity, social justice, and cultural awareness and address issues that are of concern to them and their communities.

EDUC 871 Leadership for Educational Administrators (3)

Designed to provide guidelines for educational administrators as managers and leaders of change through decision-making, motivation, group dynamics, and co-empowerment with all stakeholders.

EDUC 872 School Community Relations (3)

A school is a vital and central hub in a community and thus, establishing and maintaining strong community relations with all stakeholders is crucial for the success of all. This course will introduce and address the various aspects of effective school-community relations for education administrators and their specific roles.

EDUC 881 Leadership for Sustainability (3)

In this course, students will develop an understanding of the challenges and opportunities involved in organizing and leading for sustainability. This includes identifying and addressing organization issues within complex and dynamic internal and external global environments utilizing current and relevant models, methods, and tools essential for sustainability leadership.

EDUC 882 Current Issues in Sustainability (3)

This course will review relevant environmental, cultural, economic, social, political, ethical, and economic issues that current and future organization leaders face in our rapidly changing world. The focus is on developing skills and strategies for innovative leaders to work as catalysts who drive innovation and change in organizations working towards sustainability.

EDUC 891 Dissertation I: Proposal and the Internal Review Board (3)

This is the first course in the dissertation process. It provides students with both group and individualized support in their dissertation development. Students work directly with their instructor and committee to develop their research proposal and IRB documents for submission.

EDUC 892 Dissertation II: Data Collection and Management (3)

This is the second course in the dissertation process and provides students with group and individualized support as they collect data and begin to analyze their results. Students work directly with their instructor and committee members to continue their dissertation process.
Prerequisite: EDUC 891

EDUC 893 Dissertation III: Data Analysis and Presentation (3)

This is the third course in the dissertation process where students receive group and individualized support with the dissertation process. Students work directly with their instructor and committee members to analyze their data and determine appropriate presentation methods.
Prerequisite: EDUC 892

EDUC 894 Dissertation IV: Findings and Discussion (3)

This is the final course in the dissertation process where students receive both group and individualized support in completing their dissertation. Learners work directly with their instructor and committee members to finalize and present their dissertation.
Prerequisite: EDUC 893

EDUC 895 Dissertation Continuation (1)

For doctoral candidates needing additional time to complete their dissertation. Building upon the foundational work completed in previous dissertation courses, this course offers essential guidance and resources to help students complete their dissertation. Prerequisite: EDUC 894.