The School of Education curriculum emphasizes a combination of
learning theory, instructional strategies, and technology
integration for educators working with any grade level, and within
professional associations, organizations or as a consultant. The
emphasis is on Learners transforming theory immediately into
practice and faculty mentors tailoring instruction to enhance
Learner understanding and achievement. The program aims to produce
graduates who understand the scope, pace, and magnitude of the
transformation of education within the world that is taking place;
and to assist Learners to meet the challenges of state and national
standards (if desired), while meeting the learning needs of
educators who work beyond the classroom.
There are several specializations that M.Ed., Ed.D. and Ph.D.
Learners may choose from, including Curriculum and Teaching, Teacher
Leadership, Instructional & Curriculum Leadership, Exceptional
Student Education, Education Technology Management, Educational
Leadership, Higher Education Leadership, Sports Management &
Leadership, Organizational Leadership, and Training & Development
Leadership . (For specific information regarding each
specialization, see links below.)
a. State of the Art Content
The School of Education sequence of courses undergoes constant
review to ensure that while maintaining depth of focus, the program
continually includes latest educational innovations and provides
participants the tools to incorporate them into their own pedagogy.
The curriculum content and related URL links are current and
pertinent. All School of Education courses are continually updated
to reflect the latest developments in instructional technology to
support instruction. The curriculum, content and activities (where
appropriate) were developed according to standards and research such
as those endorsed by NAEYC, ALE, NCATE, ISTE, AAHE, ELCC, and
National Board of Professional Teaching Standards.
b. North Central Association (NCA) Best Practices
Best practices encompass inclusion, assessment in the classroom and
professional ethical standards. The inclusion of “Best Practices"
applications and classroom settings is encouraged for assignments.
Best Practice is also used as a means to compare and contrast
current theory on instruction and leadership. All courses have a
research component that requires that Learners use the electronic
databases. Courses are designed using exemplary models, proven
strategies, and effective lessons that have been selected by
educational professionals who are authorities in each specialization
area.
In addition, Learners have the opportunity to share best practices
with other Learners and are expected to identify and implement best
practices throughout their coursework. Through the faculty mentor
process, Learners are mentored and receive support for implementing
exemplary models, strategies, and activities within their particular
organization.
The Ph.D. and Ed.D. research and dissertation courses are
strategically designed to provide Learners with the support and
structure needed for the rigor of dissertation work. NOTE: Learners
interested in pursuing either the Ed.D. or Ph.D. should refer to
those specific program pages.
c. Learning Outcomes
The School of Education sets the highest standards for scholarship,
initiative, higher-order thinking, research, and evaluation.
Learners develop outstanding communication and writing skills, and a
high degree of self-awareness as they follow their program of study.
Graduates of the School of Education will be prepared to implement a
broad range of educational activities, apply research methodologies
and materials, and utilize current instructional technologies to
enhance their instructional and/or organizational effectiveness.
Learners are able to effectively integrate and utilize current
emerging instructional technologies to augment student learning. In
addition, they are prepared to evaluate and assess the use of
effective technology in the curriculum. They can connect their
specific individual goals, instruction, curricula, and assessment to
form a cohesive entity including local, state, and national
standards and benchmarks. Learning outcomes for each course of study
include current research from journals (within the past 3 years),
monitoring of educational trends and solutions, critical analysis of
data and research. All performance-based outcomes are objective and
measurable.
d. Graduate Level Standards
Equitable and rigorous evaluation criteria are explicitly
articulated throughout the program via rating scales and rubrics.
Grades are determined based on completion of assignments,
activities, and regular participation in all aspects of coursework.
Written assignments must contain syntax, grammar, spelling, and
punctuation appropriate to graduate level academic discourse and
adhere to APA guidelines. The program of study fosters quality in
all phases of instruction and program design that reflect a graduate
level of curricular intensity. Graduate level standards are based on
a detailed graduate grading rubric that postulates quality in verbal
communication, and writing skills. Learners are encouraged to
demonstrate:
- Research skills
- Ability to apply theory to practice
- Evidence of critical thinking skills
- Originality and new perspective unique to their program of study
The program's graduate level standards require Learners to
demonstrate the ability to review current research, compare,
contrast, apply, and strategize the applications of theory to
practice based on research.