Education Courses

EDU201 Fundamentals of Education

[3–0, 3 cr.]

This course is an introduction to the field of education providing a comprehen­sive examination of the historical, philosophical, and social foundations of edu­cation. It discusses characteristics of effective educational institutions as well as trends in education and their impact on society.

EDU203 Reading across the Curriculum

[3–0, 3 cr.]

This course provides prospective teachers with research-based reading compre­hension strategies applicable to grades K to 6 in language and content areas. Modern trends and issues in the teaching of reading are examined with empha­sis on practical work to acquaint students with the processes of reading and to improve their competency in this field.

EDU204 Educational Psychology

[3–0, 3 cr.]

This course is an introduction to the field of educational psychology, addressing the psychological foundations of pedagogy. Topics include intelligence, memory, knowledge representation, cognitive and social development, learning, motiva­tion and their educational implications

EDU205 Safety and Health

[3–0, 3 cr.]

This course covers the developmental needs of children from birth to 8 years of age. Students learn to ensure the safety and health of children in early childhood programs, and to establish developmentally appropriate learning environments for young children. Students examine opportunities of ongoing professional development for teachers and caregivers of young children. This course also discusses policy issues in safety and health and their implications on children’s well-being.

EDU208 Teaching Diverse Learners

[3–0, 3 cr.]

This course is a study of diversity in learning and its implications for inclusive teaching practices. Specific emphasis will be on student learning styles and modalities; exceptionalities, such as learning disabilities, giftedness, and emo­tional and behavioral problems, gender equity, and the challenges of teaching non-native speakers of the language of instruction.

EDU209 English for Elementary Teachers

[3–0, 3 cr.]

This course addresses the content required to teach English in the elementary grades (1-3). It emphasizes the development of the English content present in the 1-3 curriculum and on deepening the content knowledge of future teachers.

EDU211 Math for Elementary Teachers

[3–0, 3 cr.]

This course addresses the content required to teach math in the elementary grades with focus on the first cycle. It emphasizes the development of conceptu­al understanding of the mathematics content present in the curriculum and on deepening the pedagogical content knowledge of future teachers. Topics include problem solving, reasoning, number, and numeration, operations, geometry and fractions and early concepts of measurement, probability and statistics.

EDU300 Practicum 1: Early Childhood

[3–0, 3 cr.]

This course has two components, a seminar and a field practicum. It is designed to provide prospective teachers with opportunities to study under the auspices of experienced cooperating teachers at the early years level. This initial expe­rience requires students to develop and demonstrate competence in focused observation, instructional planning, classroom teaching, and other collaborative and professional practices meeting the needs of a diverse student population. A minimum of 60 hours practicum is required.

Note: To be placed in schools, students must have a cumulative GPA in major courses that meet graduation requirements.

EDU301 School Counseling

[3–0, 3 cr.]

It is a study of the principles of the theory and practice of guidance and counseling. Emphasis is on intervention techniques that assist educators in dealing with a range of educational, personal and vocational issues and concerns at school.

Prerequisites: PSY 201 or PSY 202 or with special permission.

EDU302 Practicum 1: Elementary

[3–0, 3 cr.]

This course has two components, a seminar and a field practicum. It is designed to provide prospective teachers with opportunities to study under the auspices of experienced cooperating teachers at the elementary level. This initial experi­ence requires students to engage in focused observation of classroom practices, instructional planning, classroom teaching, and other collaborative and pro­fessional practices while meeting the needs of a diverse student population. A minimum of 60 hours practicum is required.

Note: To be placed in schools, students must have a cumulative GPA in major courses that meet graduation requirements.

EDU308 Multilingualism in the Classroom

[3–0, 3 cr.]

This course is designed to provide prospective teachers with an awareness of diversity in students’ language backgrounds in particular the common phenom­ena of multilingualism in modern societies. Challenges of teaching students from diverse linguistic backgrounds are addressed.

EDU310 Computers in Education

[3–0, 3 cr.]

This course is designed to provide prospective teachers with broad knowledge and practical skills in various instructional applications of computers and relat­ed educational theories. Topics include productivity tools for teachers as well as the evaluation, selection, and integration of educational software and Web resources in teaching and learning.

EDU330 Management of Learning Environments

[3–0, 3 cr.]

This course provides prospective teachers with the current thinking on manag­ing learning environments. Emphasis is given to grounding the management of student and group behavior in sound instructional decisions and selection of materials.

EDU332 Educational Assessment

[3–0, 3 cr.]

This course is designed to develop the conceptual and technical skills required by teachers to help them identify their educational goals and implement meaning­ful instructional strategies for effective teaching and learning. The course will specifically outline procedures for designing, selecting, administering and inter­preting a variety of assessment measures used in the K-12 classrooms.

EDU340 Literacy for Early Years

[3–0, 3 cr.]

This course provides prospective E.C.E. teachers with a foundational knowl­edge-base about children’s literacy development. Students learn to observe and assess children’s reading abilities and develop a repertoire of teaching strategies that reflect a balanced approach to literacy instruction. This course involves planning, implementing and evaluating experiences for children (ages 3-6) and assesses the role of specific content in teaching and learning in a variety of settings. A practicum component of 15 hours is required.

Prerequisite: Junior standing

Corequisite: ENG202

EDU341 Numeracy for Early Years

[3–0, 3 cr.]

This course provides prospective E.C.E. teachers with a foundational knowl­edge-base about children’s numeracy emergence and development. Students learn to observe and assess children’s numeracy concepts and develop a repertoire of teaching strategies that reflect a balanced approach to numera­cy instruction. This course involves planning, implementing and evaluating experiences for children (ages 3-6) and assesses the role of specific content in teaching and learning in a variety of settings. A practicum component of 15 hours is required.

Prerequisite: Junior standing

Corequisite: ENG202

EDU342 Pedagogical Content Knowledge/Math

[3–0, 3 cr.]

This course addresses the knowledge and skills required to teach math in the upper elementary grades. It emphasizes the development of conceptual under­standing of the mathematics content present in grades 1-6 curriculum and aims at deepening the pedagogical content knowledge of future teachers. A practi­cum component of 15 hours is required.

Prerequisite: Junior standing

Corequisite: ENG202

EDU343 Pedagogical Content Knowledge/Science

[3–0, 3 cr.]

This course aims to develop student understanding of key scientific concepts, the skills of scientific thinking and understanding of the nature of science required to teach science in the elementary grades (1-6). The course also introduc­es students to the goals of elementary science education, typical scientific mis­conceptions present among elementary grade students and how to approach the teaching of science as inquiry. A practicum component of 15 hours is required.

Prerequisite: Junior standing

Corequisite: ENG202

EDU344 Pedagogical Content Knowledge/English

[3–0, 3 cr.]

This course addresses the knowledge and skills required to teach English in the elementary grades (4-6). It emphasizes the development of the English content present in grades 4 to 6 curriculum and on deepening the content knowledge of future teachers. A practicum component of 15 hours is required.

Prerequisite: Junior standing

Corequisite: ENG202

EDU345 Pedagogical Content Knowledge/Social Studies 1

[3–0, 3 cr.]

This course examines school curricula in social studies for grades 1-6. Students will explore the content of history, geography and civics and compare this to national and international standards set for the subject and specific grade levels. Special emphasis is given to values and character education. A practicum component of 15 hours is required.

Prerequisite: Junior standing

Corequisite: ENG202

EDU348 Performing Arts for Children

[3–0, 3 cr.]

This course is designed to introduce the performing arts to early childhood pro­spective teachers. It explores the development of creativity in young children and creative expression through art, music, dramatic play and movement. It allows prospective teachers to gain the necessary knowledge and skills to plan and implement age appropriate activities for young children. A practicum com­ponent of 15 hours is required.

Prerequisite: Junior standing

EDU420 Practicum II (E.C.E.)

[3–0, 3 cr.]

This course provides the chance of being responsible for guiding the learning of students in the classrooms to which they have been assigned under the competent supervision of a mentor teacher at the preschool level. The student is expected to assume the responsibility and perform the duties of a classroom teacher. A seminar is held on campus weekly whereby current issues experi­enced by students in their practice are discussed. A practicum component of 60 hours is required.

Prerequisite: Senior standing

EDU424 Practicum II (Elementary Homeroom Teaching)

[3–0, 3 cr.]

This course provides the chance of being responsible for guiding the learning of students in the classrooms to which they have been assigned under the competent supervision of a mentor teacher at the elementary level. The student is expected to assume the responsibility and perform the duties of a classroom teacher. A seminar is held on campus weekly whereby current issues experi­enced by students in their practice are discussed. A practicum component of 60 hours is required.

Prerequisite: Senior standing

EDU450 Educational Development Seminar

[3–0, 3 cr.]

This course examines the field of education through exposure to the nature of education-related work in various civil society organizations, including NGOs, UN organizations and governmental initiatives. This course also considers various areas of public policy that impact the education sector at different levels. The seminar will host several guest lecturers from diverse professions in education to provide students with wider exposure and knowledge base about different topics of interest in the field.

EDU460 Internship 1

[1–2, 3 cr.]

This is the first segment of a 9-credit internship as part of the TD-option2 course fulfillment. This internship allows students to work in and learn more about working with infants, children and families in a diverse set of professional contexts. The internship will allow students to get hands-on and in-depth understanding of growth, change and development of children and families within a multi-contextual and family systems approach. Field internship locations are assigned by the Program Coordinator, in collaboration with relevant faculty, based upon the best possible match between the internship platform and students’ needs and interests.

EDU461 Internship 2

[1–5, 6 cr.]

This is a continuation of the Internship 1 course. This course gives interns an additional opportunity for learning as they work with issues involved in the field of education in a variety of contexts with direct supervision. This segment allows interns additional time to help discover and develop critical thinking skills, and implications of the work being done in the education sector as a whole while growing confidence and gaining valuable experience. The emphasis is on gaining expertise through practical professional involvement.

EDU499 Senior Study in Education

[3–0, 3 cr.]

This course engages prospective students with education as a field of inquiry. It encourages prospective teachers to become researcher practitioners. Students conduct a capstone project where they combine research skills with instruction­al practice.

Prerequisite: Senior standing

Prerequisite: COM203 Fundamentals of Oral Communication

EDU560 Teaching LD Students in the Classroom

[3–0, 3 cr.]

This course investigates the foundations of effective teaching for students with learning difficulties, proposes learning-teaching approaches and materials that are effective in educating learning-disabled and mild mentally retarded students in the areas of reading, spelling, and math.

EDU561 Dyslexia and Reading Difficulties

[3–0, 3 cr.]

This course focuses on reading difficulties, the main challenge that LD students face, and sheds particular light on the most common of reading disorders: dyslexia. Students will be required to work closely with dyslexic children as part of course objectives to gain more practical knowledge about dyslexia.

EDU562 Introduction to Gifted Education

[3–0, 3 cr.]

This course explores the theories of giftedness and gifted education including their emotional, social, cognitive and academic needs. Finally, the course focuses on means of assessing giftedness and the challenges that the Arab World faces in this arena.

EDU563 Methods and Materials for Gifted Education

[3–0, 3 cr.]

This is in-depth exploration of the various programs, strategies, approaches, and methods of teaching and supporting school age gifted students.

EDU564 Psychoeducational Assessment

[3–0, 3 cr.]

This course examines the assessment procedures, techniques, and instruments, used in screening and evaluating the achievement of students with learning disorders. It combines lectures and hands-on sessions, and acquaints students with various formal and informal assessment materials. Ethical issues in testing are equally addressed.

EDU565 Practicum

[1–2, 3 cr.]

This course provides opportunities for actual teaching and material development, for either gifted or learning disabled learners.

EDU600 Seminar in Teaching and Learning

[3–0, 3 cr.]

This course introduces students to big ideas in teaching and learning through seminal and classic texts.  Emphasis is given to cognitive and social constructivist theories of teaching and learning. The course is run as a seminar where reading, discussion and written reflection on the writings of prominent theorists are the adopted modes of learning.

EDU610 Advanced Topics in Education

[3–0, 3 cr.]

This course addresses topics of current concern in education at an advanced level. The topics can be different on different occasions when the course is taught. Regardless of topic, students will be engaged through the topic’s theo­retical underpinnings and the relevant empirical research. Advanced academic literacy skills are emphasized.

EDU611 Teaching of Arabic (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach Arabic at the intermediate and secondary levels. Students are introduced to the teaching of Arabic, the goals of intermediate and secondary Arabic language education and the organization of curricula. In addition, students begin to develop the skills of lesson planning, appropriate methods selection, instructional strategies, application and assessment of students’ Arabic language learning. A practicum component of 15 hours is required.

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

EDU612 Teaching of English (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach English at the intermediate and secondary levels. Students are introduced to the teaching of English, the goals of intermediate and secondary English language education and the organization of curricula. In addition, students begin to develop the skills of lesson planning, appropriate methods selection, instructional strategies, application and assessment of the English language. A practicum component of 15 hours is required.

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

EDU614 Teaching of Social Studies (Intermediate and Secondary)

[3–0, 3 cr.]

This course introduces students to the teaching of intermediate and secondary social studies education and the goals and organization of curricula of inter­mediate and secondary social studies education. In addition, students begin to develop the skills of lesson planning, teaching and assessing social studies learning. Special emphasis is given to teaching democratic values, citizenship, and character education to reflect the objectives of Lebanese and international curricula. A practicum component of 15 hours is required.

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

EDU615 Teaching of Math (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach mathematics at the intermediate and secondary levels. Students are introduced to the goals of intermediate and secondary math education and the organization of curricula. In addition, students begin to develop the skills of lesson planning; teaching to develop conceptual understanding, inquiry skills and mathematical reasoning and assessing math learning. A practicum component of 15 hours is required.

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

EDU616 Teaching of Sciences (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach science at the intermediate and secondary levels. Students are introduced to the nature of science, the goals of intermediate and secondary science education and the organization of curricula. In addition, students begin to develop the skills of les­son planning; teaching to develop conceptual understanding, inquiry skills and scientific attitudes; and assessing of science learning. A practicum component of 15 hours is required.

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

EDU625 Practice Teaching Math (Intermediate and Secondary )

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach mathematics at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar per week, 60 hours of student teaching experience and conference periods with university supervisors.

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

Prerequisite: EDU615

EDU626 Practice Teaching Science (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach science at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar per week, 60 hours of student teaching experience and conference periods with university supervisors.

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

Prerequisites: EDU616.

EDU627 Practice Teaching English (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach English at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar per week, 60 hours of student teaching experience and conference periods with university supervisors.

Prerequisite: EDU612

This course may be counted toward the M.A. in Education, provided that the stu­dent gets a grade of, or greater than, B+.

EDU628 Practice Teaching Arabic (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach Arabic at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar per week, 60 hours of student teaching experience and conference periods with university supervisors.

This course may be counted toward the M.A in Education, provided that the student gets a grade of, or greater than, B+.

Prerequisite: EDU 611

EDU629 Practice Teaching Social Studies (Intermediate and Secondary)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach social studies at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar per week, 60 hours of student teaching experience and conference periods with university supervisors.

This course may be counted toward the M.A in Education, provided that the student gets a grade of, or greater than, B+.

Prerequisite: EDU 614.

EDU700 Graduate Workshop

[0 cr.]

This workshop requires students to attend a certain number of seminars/ thesis defenses/ workshops and make at least one presentation other than their own thesis defense and proposal. All work has to be completed within the two years of registering the course. The student has to submit a report (to the department) listing the attended seminars and given presentations and reflecting on each. It is mandatory for all graduate students. The department will notify the Registrar’s Office of the student’s completion of the requirements of this Workshop.

EDU730 Curriculum Design

[3–0, 3 cr.]

The course reviews the history of curriculum development, to analyze the current curricular issues, including the impact of new technological advancement on curricula and to develop a comprehensive curriculum design. Students will learn to critically evaluate curricula in terms of structural elements, tools, and assumptions regarding subject matter and learning.

EDU731 Research Methods

[3–0, 3 cr.]

This course introduces and develops the essential concepts and skills of quantitative and qualitative research designs that are most commonly used in addressing educational issues. Data acquisition and analysis tools are presented and applied in a structured, hands-on and supportive environment for learning. The course also enables students to critically interpret and evaluate research by analyzing the research methods used in various educational publications. It culminates in setting up a research project for a small- scale study.

EDU732 Educational Technology

[3–0, 3 cr.]

This course offers students the opportunity to develop a theoretical background and gain practical experiences in the design and production of teaching and learning materials, integrating the use of Information and Communication Technology (ICT) tools. Participants will be able to create technology-rich class and online situations to better engage learners, improve their performance, and enhance the quality of their learning environment. Participants will also read, analyze and synthesize research about the use of technologies in teaching and learning.

EDU733 Advanced Educational Psychology

[3–0, 3 cr.]

This course aids educators understand, predict, and control the fundamental principles of learning and human development, as they apply in educational settings. Topics include theories of learning, cognitive, social, and moral development, motivation, and teaching methods. The course critically examines research in human development and psychology, and its implication to the teaching and learning processes.

EDU740 Trends & Issues in Early and Middle Childhood Education

[3–0, 3 cr.]

This course provides opportunities for those interested to learn about context specific as well as related global challenges of the recent issues and trends in early childhood education. The course is designed to create awareness of the directions the field is taking, the challenges that early childhood education faces and identify potential solutions or alternatives for existing challenges, from both a theoretical and practical perspective.

EDU741 Special Education for All Educators

[3–0, 3 cr.]

This course studies present trends and other topical issues affecting students with learning disabilities and related mild disabilities.  This course equips in-service teachers and administrators who are increasingly responsible for educating students with special needs in the regular classrooms with knowledge and skills to identify and support students with learning disabilities, but also other common disorders, namely ADHD, communication disorders, autism spectrum and so forth. Special focus is on diagnostic issues, assessment reports, differentiated instruction and an introduction to essential cognitive, academic, and behavior intervention strategies.

EDU742 Behavior Modification Techniques

[3–0, 3 cr.]

This course focuses on the principles and applications of behavior theory, as they apply to the classroom setting. The main objective of this course is to equip students with tools that will allow them to design and execute educational plans tailored specifically to fulfill the needs of each individual in the classroom. The course is geared toward the managing of day-to-day problems as they arise in the school setting. Limitations of the behavioral model are also addressed.

EDU743 Trends and Issues in Teaching, Learning and Assessment

[3–0, 3 cr.]

This course provides an overview of the current trends and issues in teaching, learning, and assessment.  It aims to acquaint learners with key theoretical trends in teaching, learning and assessment at the classroom, subject or department levels. The course provides hands-on experiences and practical examples.

EDU745 Educational Policies and Social Impact

[3–0, 3 cr.]

This course highlights the challenges posed by educational policy makers in the field of educational politics and its impact on society as a whole, from an educational perspective. The course will cover global issues, such as poverty, economy, the role of stakeholders, and the role of foreign aid within the field of education and the impact of policy performance on educational systems. There will be emphasis on policy and education theories in line with the practical implications on education systems.

EDU748 Topics in Education

[3–0, 3 cr.]

This course discusses current issues and concerns in education. It is alternatively taught by various faculty members to cover a wide range of specialty areas.

EDU748A Gender Rights: A Focus on Education, Sexual and Reproductive Health and Rights, and Economic Empowerment

[3–0, 3 cr.]

This course focuses on education, health, and work and how they all intersect when discussing gender rights and gender-based violence. Students taking this course will acquire practical skills in integrating gender sensitivity into pedagogy and education policy, including links between gendered violence and education settings, as well as fostering an understanding of the theoretical dimensions of gender, inequality and access to education in development and humanitarian settings. The course also introduces students to the fundamental theories underlying sexual and reproductive health (SRH) and its intersections with gender. Students will be able to identify key public health priorities with regards to gender and SRH, in the context of humanitarian emergencies and development settings. The course also discusses practical skills for the implementation of effective, safe and ethical gender-sensitive economic development and humanitarian programs. Students taking this course will broaden their theoretical understanding of women’s role in the economy, will learn more about women’s economic empowerment program models in emergencies and development settings and better understand the links between women’s economic participation and gender-based violence.

EDU748B Gender and Education

[3–0, 3 cr.]

This course highlights the major discussions and debates in the area of gender and education. It examines the intersections of gender, race, class, ethnicity, and sexuality and how they shape the schooling process. The course also focuses on the politics of knowledge production and how knowledge is produced, valued, and assessed, and highlights that there are “different ways of knowing”.

EDU751 Leading & Managing Schools/Education Institutions

[3–0, 3 cr.]

This course discusses major topics of educational management and leadership such as standards for school principals and various roles that senior and middle managers assume as they deal with decision making, team work, conflict management, micro-politics, organizational culture and others. Students reflect on current readings and analyze case studies from the field.

EDU752 Trends & Issues in Educational Management

[3–0, 3 cr.]

This course provides the opportunity to examine trends and issues in educational management and leadership such as a leader’s philosophy and style, role in instructional supervision, improving school climate and creating a learning environment, and others. Students reflect on current readings and analyze case studies from the field. Course readings are updated according to emerging trends and issues in the field.

EDU753 School Effectiveness and Improvement

[3–0, 3 cr.]

This course provides exposure to planning, organizing, and managing departments, schools, and other educational institutions under the supervision of the course instructor and cooperating practitioner. The seminar component focuses on readings in elements of effectiveness and improvement and in system thinking, strategic planning, and others. Students reflect on current readings and analyze case studies from the field. The course culminates in a research based project where students observe and conduct interviews at the site of their practicum and write synthesis reports based on their findings.

EDU761 Trends & Issues in TESOL

[3–0, 3 cr.]

This course provides a critical perspective on current trends and issues in teaching languages for speakers of other languages.  It covers the major theoretical and research developments in the learning of other languages and investigates the relevance, and application of this work in the language classroom.

EDU762 Sociolinguistics & Social Context of Language

[3–0, 3 cr.]

This course provides an overview of the field of sociolinguistics.  It discusses language in its social context and looks at how linguistic choices are associated with social and situational characteristics, which relate closely to other aspects of language study such as discourse, pragmatics, and culture.

EDU763 Discourse and Materials Development

[3–0, 3 cr.]

This course discusses how language teachers incorporate pragmatic and discourse awareness in their teaching to implement a communicative approach in their respective classrooms to enhance the teaching of traditional areas of linguistic knowledge, as well as the teaching of language processing skills.

EDU771 Pedagogical and Cognitive Foundations in STEM Education

[3–0, 3 cr.]

This course presents and discusses the pedagogies unique to the STEM fields (science, technology, engineering and math). It builds on cognitive science to foster an analysis, evaluation and selection of STEM-based pedagogical approaches for developing and implementing curriculum materials for STEM education. Through readings, discussions and case studies, participants will gain insights into the cognitive foundations and the pedagogical strategies that can enhance STEM education.

EDU772 Trends and Issues in STEM Education

[3–0, 3 cr.]

This course aims to discuss the issues pertaining to STEM education, as well as the latest trends in the development of such integrative approach. The main issues to consider relate to the nature of math / science as learning subjects, their philosophical, societal, and cognitive bases (alternative conceptions, motivation, etc.). The course also includes discussions and reflections about the STEM approaches, the opportunities they create and the challenges they face.

EDU773 Research in STEM Education

[3–0, 3 cr.]

This course provides participants with a range of readings that report educational research in the STEM fields. Through discussions, analysis and synthesis, the approaches used are investigated. Participants will, individually and in groups, identify similarities, differences and overlaps among the researched issues, research designs, methods, and results. Research projects in STEM education are formulated and developed by the class.    

EDU798 Project in Education

[3–0, 3 cr.]

This course entails producing an original contribution typically in the form of educational materials (educational kit, curriculum or sections of a curriculum, guidebooks, etc.) or a field study.

EDU799 Thesis in Education

[6 cr.]

This course entails producing an original contribution. It may be field research, qualitative or quantitative, descriptive or experimental, case study, document analysis, or action research.