Education Courses

EDU201 Fundamentals of Education

[3–0, 3 cr.]

This course is an introduction to the to the interdisciplinary field of education providing a comprehen­sive examination of the historical, philosophical, and social foundations of edu­cation. It discusses various approaches and trends in education and their impact on schools.

EDU203 Reading across the Curriculum

[3–0, 3 cr.]

This course provides prospective teachers with research-based reading compre­hension strategies 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. 

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

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 is on student learning styles and modalities; exceptionalities, brain-based learning, and multilingualism.

EDU209 English for Elementary Teachers

[3–0, 3 cr.]

This course reviews the subject matter content required to teach multilingual elementary contexts.  It emphasizes the development of the English content present in the elementary curriculum and on deepening the content knowledge of future teachers.

Prerequisites: ENG102; EDU201

EDU211 Math for Elementary Teachers

[3–0, 3 cr.]

This course offers future teachers the opportunity to explore the mathematics content and strategies for teaching math in the elementary grades. 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, numeration, and whole numbers, fractions, decimal numbers, operations on numbers, measurement, elementary number theory (including LCM and GCF), integers, and rational numbers.

Prerequisites: ENG102

EDU212 Science for Elementary Teachers

[3–0, 3 cr.]

In this course, students explore core and crosscutting concepts within and across physical sciences, life sciences, earth and space sciences, technology, and engineering, suitable for teaching at the elementary level. The students also develop understandings about scientific and engineering practices as connected to everyday life experiences; nature of science, technology, and engineering.  Interconnections among science, technology, engineering, society and environment will be emphasized.   

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 pre-service teachers with opportunities to study under the auspices of experienced cooperating teachers at the early years level (nursery to KGIII). This initial expe­rience requires students to develop and demonstrate competence in focused observation, active participation in class, and other collaborative and professional practices meeting the needs of a diverse student population. A minimum of 60 hours practicum is required.

Note: A minimum GPA set by the department is required to enroll in the practicum

Prerequisites: ENG102, EDU201

EDU302 Practicum 1: Elementary

[3–0, 3 cr.]

This course focuses on the knowledge and application of various techniques for observing and recording the behavior of students in elementary classroom settings. It is designed to provide pre-service teachers with opportunities to study under the auspices of experienced cooperating teachers at the elementary level. It engages students in focused observation of classroom practices, actively participate and assist the cooperating teacher with teaching related tasks. A minimum of 60 hours practicum is required.

Note: A minimum GPA set by the department is required to enroll in the practicum

Prerequisites: ENG102, EDU201

EDU310 Technology for Education

[3–0, 3 cr.]

This course is designed to prepare prospective teachers for the fast-changing world of digital developments. It helps them develop knowledge and practical skills for evaluating, selecting, and integrating the use of various technologies and media in their teaching, as well as for their own professional development. Topics include: critical reflection on the impacts of emerging technologies on education, curricula and needed technological literacy and skills for the 21^st century; various modes of technology use in education; productivity tools for teachers to produce curriculum materials, and the evaluation, selection, and integration of technological tools and web resources for learning, teaching and differentiating instruction.

Prerequisite: EDU201; ENG101

EDU330 Classroom Management

[3–0, 3 cr.]

This course provides pre-service  teachers with the current thinking on manag­ing classrooms and other learning environments. Emphasis is given to the latest theories of classroom discipline and the use of good inclusive practices.

Prerequisites: ENG102; EDU201

EDU332 Educational Assessment and Evaluation

[3–0, 3 cr.]

This course is designed to develop the conceptual and technical skills required by pre-service teachers to help them identify assessment that is aligned with curriculum and instruction.  The course will specifically include observational techniques, teacher-made instruments, standardized assessment, alternative and performance-based assessments, and current evaluation trends. Some statistical measures will be explored.

Senior Standing

Prerequisites: ENG202; COM203

EDU340 Language and Literacy in Early Years

[3–0, 3 cr.]

This course provides prospective teachers with a foundational knowl­edge-base about children’s literacy development. Students learn to observe and assess children’s emergent literacy skills 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 and assesses the role of specific content in teaching and learning in a variety of settings. A practicum component of 15 hours is required.

Junior Standing

Prerequisite: ENG202 or COM203

Corequisite: EDU341

EDU341 Mathematical Literacy for Early Years

[3–0, 3 cr.]

This course provides prospective teachers with a foundational knowl­edge-base about children’s mathematical concept development. Students learn to observe and assess children’s numeracy concepts and develop a repertoire of teaching strategies that reflect a balanced approach to mathematical literacy instruction. This course involves planning, implementing and evaluating experiences for children and assesses the role of specific content in teaching and learning in a variety of settings.  

Junior standing

Prerequisite: ENG202 or COM203

Corequisite: EDU349

EDU342 Pedagogical Content Knowledge/Math

[3–0, 3 cr.]

This course addresses the knowledge and skills required to teach math in the elementary grades. It emphasizes the study of teaching methods, instructional materials, evaluation techniques, and trends in mathematics education. It also emphasizes the content and teaching of the mathematical ideas and processes under the following topics: Geometric shapes (triangles, quadrilaterals and circle); congruence and similarity, proportional reasoning, probability and statistics, and algebraic thinking. 

Junior Standing

Prerequisite: ENG202 or COM203

Corequisite: EDU343

EDU343 Pedagogical Content Knowledge/Science

[3–0, 3 cr.]

This course provides a theoretical background and a foundation in approaches and techniques for the teaching of science at the elementary level. The course draws upon four fundamental dimensions, namely nature of curriculum, nature of science, nature of teaching and nature of learning. Throughout the course, students reflect on these dimensions and the interrelationships among them with the purpose of developing personal and meaningful understanding of what it means to be an effective science teacher. Emphasis is placed on preparing scientifically literate citizens and developing units that foster inquiry, critical thinking and problem solving.

 Junior Standing

Prerequisite: ENG202 or COM203; EDU212

Corequisite: EDU344

EDU344 Pedagogical Content Knowledge/English

[3–0, 3 cr.]

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

Junior Standing

Prerequisite: ENG202 or COM203

Corequisite: EDU345

EDU345 Pedagogical Content Knowledge/Social Studies 1

[3–0, 3 cr.]

This course examines school curricula in social studies for elementary classes. Students will examine the content of history, geography and civics.

Junior standing

Prerequisite: ENG202 or COM203

Corequisite: EDU424

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.

Junior standing

Prerequisite: ENG202 or COM203

EDU349 Scientific literacy for Early Years

[3–0, 3 cr.]

In this course, students develop the necessary knowledge, skills and dispositions needed for teaching science in the early years. Emphasis is placed on developing children’s scientific literacy by creating developmentally appropriate learning experiences.

Prerequisites: EDU201; ENG102 

Co-requisite: EDU348

EDU350 Curriculum and Instruction for the Early Years

[3–0, 3 cr.]

This course emphasizes an integrated approach to early childhood curriculum development. It explores theoretical foundations and principles involved in planning, implementing and evaluating developmentally appropriate, evidence-based curriculum for young children.

EDU352 Curriculum and Instruction for the Elementary Years

[3–0, 3 cr.]

This course offers a survey of school curricula.  It explores how curriculum materials are intended to support student learning goals. It explores theoretical foundations and principles involved in planning, implementing and evaluating developmentally appropriate, evidence-based curriculum for elementary years.

EDU360 Introduction to Educational Research

[3–0, 3 cr.]

This course introduces students to various types of educational research. Particular emphasis is placed on the evaluation and classroom implications of research findings, interpretation of basic statistical analysis, methods and tools used in data collection and analysis, research writing, and ethics in educational research.

Junior Standing

Prerequisites: ENG102

EDU390 STEAM Education

[3–0, 3 cr.]

This course provides students with an interdisciplinary perspective on science, technology, engineering, arts, and mathematics with a research based and experiential learning approach. The purpose is to transfer this experience into their teaching practices. Junior Standing

EDU420 Practicum II (E.C.E.)

[1–2, 3 cr.]

This course builds on Early Childhood Practicum I to further involve students in actual teaching in parallel with the ECE PCK courses, and under the supervision of the cooperating teacher and the course instructor. The student is expected to assume responsibility and perform the duties of the ECE classroom teacher. A seminar is held on campus weekly to discuss and reflect on pre-service students’ teaching experiences.. A practicum component of 60 hours is required.

Junior Standing

Prerequisite: ENG202 or COM203

Co-requisites: All ECE methods courses (EDU340, EDU341, EDU348, EDU349)

EDU424 Practicum II (Elementary Homeroom Teaching)

[1–2, 3 cr.]

This course builds on Elementary Practicum I to involve pre-service students in actual teaching in parallel with their PCK courses, under the supervision of their cooperating teacher and subject specific PCK faculty. The student is expected to assume responsibility and perform the duties of a classroom teacher. A seminar is held on campus weekly to discuss and reflect on current pre-service student teaching experiences.  A practicum component of 60 hours is required.

Junior Standing

Prerequisite: ENG202 or COM203

Co-requisites: all elementary PCK courses (EDU342, EDU343, EDU344, EDU345)

EDU443 Early Childhood Education Practicum III

[1–1, 2 cr.]

This course builds on ECE Practicum II and requires extensive teaching experiences for whole sessions where the student is required to take full responsibility of the class. Students will be observed and evaluated by ECE faculty. A seminar is held on campus weekly to discuss and reflect on pre-service student teaching experiences. A practicum component of 60 hrs. is required. 

Senior standing.

Prerequisites: ENG202; or COM203; EDU420; all ECE methods courses (EDU340, EDU341, EDU348, EDU349)

EDU445 Elementary Education Practicum III

[1–1, 2 cr.]

This course builds on Elementary Practicum 2 and requires extensive teaching experiences for entire subject focused sessions where the student is required to take full responsibility of the class.

Students will be observed and evaluated by subject specific faculty. A seminar is held on campus weekly to discuss and reflect on pre-service student teaching experiences.

A practicum component of 60 hrs. is required. 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.

Note: This course has not been taught since Fall 2022 and will not be taught in the academic year 2024–2025.

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.

Note: This course has not been taught since Fall 2022 and will not be taught in the academic year 2024–2025.

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.

Note: This course has not been taught since Fall 2022 and will not be taught in the academic year 2024–2025.

EDU499 Senior Study in Education

[3–0, 3 cr.]

The course involves independent research and critical inquiry into a topic in education supervised by their respective faculty members. The research process culminates with producing and presenting a research paper. Senior Standing

Prerequisites: ENG202 or COM203

EDU499P Capstone Project

[3–0, 3 cr.]

This course is designed to give students a culminating experience where they can focus on a project within the field of Education. In consultation with their instructor, students will base their projects on a topic of interest, offering them an opportunity to strengthen their theoretical and applied knowledge of the subject matter by bridging theory and practice. Working in groups, students are also encouraged to pursue their choice of final deliverable that best suits their project, such as a poster, policy brief, or video. Students are encouraged to select a topic and final deliverable that best compliments their respective academic and professional objectives.

Prerequisites: ENG202 or COM203

EDU500 Seminar in Education

[3–0, 3 cr.]

This course introduces students to foundations in education through seminal and classic texts. Emphasis is given to philosophy of education, and theories of teaching and learning. Reading, discussion and written reflection on the work of prominent theorists are the adopted modes of learning.

EDU501 Educational Psychology for TD Students

[3–0, 3 cr.]

This course, designed for TD and in-service teachers, surveys the nature of the learning process and application of the principles of psychology to learning and teaching. Special emphasis is placed on individual differences, theories of learning, classroom management, and motivation.

EDU502 ICT for Teaching and Learning

[3–0, 3 cr.]

Designed for BA/BS holding students and in-service teachers, this teaching diploma course develops knowledge and practical skills for evaluating, selecting, and integrating the use of digital technologies in teaching different subjects. Students are required to conduct high-level reflections on the impacts of implementing online resources in their curriculum.

EDU503 Curriculum and Instruction for TD

[3–0, 3 cr.]

This course explores the fundamental issues of curriculum and instruction.  Topics covered are curriculum theory, structure,  process, curriculum implementation, development of materials, interpreting design of lessons and lesson planning, and general strategies for effective teaching and learning.

EDU504 Assessment and Evaluation for TD students

[3–0, 3 cr.]

This course addresses principles of formal and informal assessment for evaluation and for making instructional and educational decisions at the level of the classroom and beyond. Topics include theories, different types of assessment, characteristics of assessment, purpose, objective, assessment of student learning, construction of tools for assessment instruction, interpreting assessment results, evaluation of instruction and curriculum based on assessment results.

EDU505 Teaching of computers

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach Computing at the intermediate and secondary levels. Students are introduced to the teaching of Computing, the goals of intermediate and secondary Computing 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’ Computing learning.  60 hours of observation is required.

EDU506 Classroom Management and Group Dynamics for TD Students

[3–0, 3 cr.]

This course provides in-service teachers with the current thinking on managing classrooms and other learning environments to maximize learners’ success. Emphasis is given to the latest theories of classroom discipline and the use of good inclusive practices. Topics include building positive relationship with learners, engaging and motivating learners, and responding to learners’ behavior and conflict resolution among others.

EDU510 Advanced Topics in Education

[3–0, 3 cr.]

This course aims to deepen students’ understanding of current topic(s) in education. Advanced academic reading and writing skills are emphasized.

EDU511 Teaching of Arabic (Int. and Sec.)

[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.  60 hours of observation is required.

EDU512 Teaching of English (Int. and Sec.)

[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.  60 hours of observation is required.

EDU513 Teaching of Arts (Int. and Sec.)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach Art at the intermediate and secondary levels and provides extended practice applying them in the classroom. In addition, students begin to develop the skills of lesson planning, appropriate methods selection, instructional strategies, application and assessment of the Art. 60 hours of observation is required.

EDU514 Teaching of Social Studies (Int. and Sec.)

[3–0, 3 cr.]

This course introduces students to the multidisciplinary curricula for intermediate and secondary social studies. It includes the knowledge, skills, and attitudes needed to teach social studies. Students are required to reflect on the nature of social studies disciplines in their commonalities and distinct aspects, to plan and teach social studies as well as to assess student learning. The course incorporates teaching democratic values, citizenship, and character education to reflect the objectives of Lebanese and international curricula.  60 hours of observation is required.

EDU515 Teaching of Math (Int. and Sec.)

[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 nature of math, the goals of math education at the intermediate and secondary levels, math local and foreign curricula, and effective math teaching to facilitate students’ conceptual understanding, inquiry skills and mathematical reasoning. Students begin to develop lesson plans and tools for assessing math learning.  60 hours of observation is required.

EDU516 Teaching of Sciences (Int. and Sec.)

[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 science education at the intermediate and secondary levels, science curricula, and effective science teaching to facilitate student learning. Students begin to develop the skills of lesson and unit planning as well as assessing science learning.  A practicum component of 60 hours is required.

EDU517 Teaching of Psychology (Int. and Sec.)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach Psychology at the intermediate and secondary levels and provides extended practice applying them in the classroom. In addition, students begin to develop the skills of lesson planning, appropriate methods selection, instructional strategies, application and assessment of Psychology. 60 hours of observation is required.

EDU518 Teaching of Physical Education (Int. and Sec.)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach Physical Education at the intermediate and secondary levels and provides extended practice applying them in the classroom. In addition, students begin to develop the skills of lesson planning, appropriate methods selection, instructional strategies, application and assessment of the Physical Education. 60 hours of observation is required.

EDU519 Teaching of Economics (Int. and Sec.)

[3–0, 3 cr.]

This course addresses the knowledge and skills needed to teach Economics at the intermediate and secondary levels and provides extended practice applying them in the classroom. In addition, students begin to develop the skills of lesson planning, appropriate methods selection, instructional strategies, application and assessment of Economics. 60 hours of observation is required.

EDU520 Practice Teaching Arts (Int. and Sec.)

[1–3, 3 cr.]

This course addresses the knowledge and skills needed to teach Art at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar every other week, and 60 hours of student teaching experience is required.

EDU521 Practice Teaching Psychology (Int. and Sec.)

[1–3, 3 cr.]

This course addresses the knowledge and skills needed to teach Psychology at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar every other week, and 60 hours of student teaching experience is required.

EDU522 Practice Teaching Physical Education (Int. and Sec.)

[1–3, 3 cr.]

This course addresses the knowledge and skills needed to teach Physical Education at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar every other week, and 60 hours of student teaching experience is required.

EDU523 Practice Teaching Economics (Int. and Sec.)

[1–3, 3 cr.]

This course addresses the knowledge and skills needed to teach Economics at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar every other week, and 60 hours of student teaching experience is required.

EDU524 Practice Teaching Computers (Int. and Sec.)

[1–3, 3 cr.]

This course addresses the knowledge and skills needed to teach Computers at the intermediate and secondary levels and provides extended practice applying them in the classroom. The course includes one seminar every other week, and 60 hours of student teaching experience is required.

EDU525 Practice Teaching Math (Int. and Sec.)

[1–3, 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 every other week, and 60 hours of student teaching experience extended over the fall and spring semester. 

EDU526 Practice Teaching Science (Int. and Sec.)

[1–3, 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 every other week, and 60 hours of student teaching experience extended over the fall and spring semester. 

EDU527 Practice Teaching English (Int. and Sec.)

[1–3, 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 every other week, and 60 hours of student teaching experience extended over the fall and spring semester. 

EDU528 Practice Teaching Arabic (Int. and Sec.)

[1–3, 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 every other week, and 60 hours of student teaching experience extended over the fall and spring semester.  

EDU529 Practice Teaching Social Studies (Int. and Sec.)

[1–3, 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 every other week, and 60 hours of student teaching experience extended over the fall and spring semester.  

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.

Senior Standing

Prerequisites: EDU560, EDU561, EDU562, EDU563, EDU564

EDU700 Graduate Seminar

[0–0, 0 cr.]

The graduate seminar supports learners to fulfill the requirements of their MA program which mandates attendance of conferences, seminars, thesis defenses, and workshops. Learners prepare and present at least one paper or a poster in the department or at a credible conference. They are mentored to fulfill these requirements and submit annual reports to the department.

EDU730 Curriculum Leadership

[3–0, 3 cr.]

The course involves an exploration of curriculum foundations through an overview of primary literature in curriculum studies. It examines curriculum theories and their implications for practice and leadership. Emphasis is placed on the role of a reflective and critical educator in fostering curriculum leadership in professional environments.

EDU731 Research Methods (1)

[3–0, 3 cr.]

The course engages learners in developing an understanding and appreciation of the nature of educational research and research ethics. It provides an overview of major paradigms of educational research and creates experiences for the learners to start exploring their researcher identities as novices. Using different paradigms as starting points, the course examines strategies for selecting participants for research; methods for qualitative and quantitative data collection, presentation and analysis; as well as issues related to reliability and validity.

EDU732 Educational Technology

[3–0, 3 cr.]

This course is designed for educational professionals interested in creative innovation, practical applications, and critical knowledge of issues related to uses of digital technologies in education. Emphasis is on reflective thinking about the role, status and potential of digital technologies for addressing educational challenges. Learners examine the opportunities and limitations associated with digital education approaches and make decisions regarding the application and use of digital technologies within education systems, programs and classrooms at different levels and across different contexts. Particular attention is paid to equity concerns related to the accessibility of EdTech and the role assigned to educators using education technology.

EDU733 Advanced Educational Psychology

[3–0, 3 cr.]

This course is an advanced study of educational psychology, a branch of psychology that specializes in understanding teaching and learning in educational settings. It takes a critical look at the current research and literature in the field, the latest trends and practices in teaching and learning, comparing and contrasting various theories of learning, and analyzing a wide array of contemporary topics, from effective teaching, to cognitive and language development, and from social contexts and cognition in content areas to motivation, planning, classroom management, instruction and technology.

EDU740 Trends & Issues in Early and Middle Childhood Education

[3–0, 3 cr.]

Early childhood (0-8 years) is one of the most important learning stages of the human life-cycle. Innovations in the brain-sciences are providing early year practitioners/policy makers with information pointing to exciting new pedagogical/curricula ideas that can enhance learning during this critical learning stage. This course provides practitioners/policy makers working in early childhood with an overview of local/global level challenges and new praxes in the field, through the exploration of extant research. This course has a research emphasis and participants will improve their research skills through engaging with the literature on early years education.

EDU741 Special Education for All Educators

[3–0, 3 cr.]

This course studies trends and issues related to teaching students with special needs who are increasingly present in the mainstream. It equips a wide range of educators, from in-service teachers to administrators and legislators with knowledge and skills to identify, support, and advocate for the rights of students with high-incidence exceptionalities, namely learning disabilities, ADHD, communication disorders, autism spectrum disorders, and giftedness, among others. Special focus is on the legislation, identification, assessment, individualized educational planning, differentiated instruction, ethical concerns, advocacy, collaboration, and an overview of essential cognitive, academic, and behavior intervention strategies.

EDU743 Trends and Issues in Teaching, Learning and Assessment

[3–0, 3 cr.]

This course provides an overview of recent trends in teaching, learning and assessment, and highlights current issues. These issues provide a framework of ideas for further research. The course also emphasizes implications for educational and assessment practices with a view to bring about change towards school improvement. Topics include the impact of technology on assessment and teaching, and learning theories among others. This course helps reinforce learners’ knowledge and skills in the critical evaluation and analysis of educational teaching, learning and assessment research.

EDU746 International and Emergency Education

[3–0, 3 cr.]

This course provides a detailed insight into international and comparative education, with a special focus on the field of emergency education. The course explores the historical origins of international education and covers seminal and critical theories on the topic, tracing major developments within the field. The course pays particular attention to the evolution of education in emergencies, delving into the topic of refugee education. This course has a research emphasis and participants will build their research skills by engaging with the research literature in International and Emergency Education.

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.

EDU750 Foundations in Educational Leadership and Policy Studies

[3–0, 3 cr.]

This course discusses the foundations of educational leadership and policy. It reviews major types of educational leadership (transactional, emotional, and transformational), moral dimensions of leadership, modes of inquiry, organizational theory and change, and instructional leadership and supervision. School-centered inquiry and decision-making, policy, planning, and program evaluation are also examined

EDU752 Trends and Issues in Educational Leadership and Policy Studies

[3–0, 3 cr.]

This course examines recent trends and issues in educational leadership and policy studies. Learners engage in critical evaluation and analysis of the literature in the field. They explore non-traditional approaches to thinking about how educational leadership is conceptualized and reviewed. They also examine the process by which policies are conveyed, examined, executed, and appraised.

EDU753 Seminar in Educational Leadership and Policy Studies

[3–0, 3 cr.]

This course serves as a seminar on contemporary research in educational leadership and policy studies. Engaging with the relevant literature, learners critically analyze, discuss, and present a variety of topics related to educational leadership and policy studies in education settings. They also explore research designs, methods, and results of various studies.

EDU760 Foundations of TESOL

[3–0, 3 cr.]

This course provides an opportunity for learners to develop a knowledge base of various language theories and (modern) methods/pedagogies of Teaching English for Speakers of Other Languages (TESOL). It enables learners to identify major positions and debates on Second Language Acquisition (SLA) theories, explore the needs of language learners, critically evaluate research and practice in TESOL, acquire/develop relevant teaching skills and cross-cultural competencies in the language classroom

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. Learners are expected to identify models of bilingual/ multilingual education and patterns of bilingual and multilingual language acquisition in classroom discourse, determine the consequences of bilingualism/multilingualism on cognitive development, discuss challenges in teaching bilingual/ multilingual learners, develop effective teaching strategies and relevant materials for bilingual/multilingual English as a Second/(additional) Language Learners.

EDU767 Research Seminar in TESOL

[3–0, 3 cr.]

This course serves as a seminar on contemporary research in TESOL. Learners will critically analyze, discuss, and present a variety of topics related to language acquisition, social and cultural factors that influence language teaching, distance education, teaching abroad, pedagogies for diverse learners, language assessment, and teaching resources, among others.

EDU770 Foundations in STEM Education

[3–0, 3 cr.]

This course focuses on the psychological, cultural, epistemological, and socio-political bases of STEM Education. It presents and discusses the pedagogies unique to the STEM fields (science, technology, engineering and math). It also develops capacities in evaluation, selection and development of STEM-based curricular materials, as well as practical implementation of pedagogical strategies for STEM education.

EDU772 Trends and Issues in STEM Education

[3–0, 3 cr.]

This course aims to discuss the issues pertaining to STEM education, including controversies, challenges, opportunities, as well as latest trends in its development. The main issues to consider relate to the epistemological, cognitive and socio-political dimensions of STEM education. The course also includes discussions connecting theory and practice through reflections about different STEM approaches.

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.

EDU780 Research Methods (2)

[3–0, 3 cr.]

The course engages the learners in designing educational research, conducting literature reviews, as well as exploring methodologies and approaches commonly used in educational research and those that belong to different paradigms. A range of qualitative and quantitative analytical approaches are covered. Throughout the course, the learners continue shaping their researcher identities and engage in planning and writing a research proposal.

Prerequisite: EDU731

EDU798 Project in Education

[3–0, 3 cr.]

Project in Education entails substantial research of applied nature that culminates in producing a product. 

EDU799 Thesis in Education

[6 cr.]

Thesis in Education entails an original research work that has the potential to contribute to new knowledge in the field.