M.Ed. in Elementary Education

This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.

This foundational course prepares educators to transform teaching and learning through research-informed approaches, innovative frameworks, and strategic change management. Students will analyze current educational challenges, evaluate research-based frameworks for innovation, and develop strategies for leading transformational change in educational settings. The course emphasizes the alignment of instructional practices with organizational vision and goals. Particular attention is given to technology integration, especially AI tools, as catalysts for educational transformation.

Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of learners in a variety of school and organizational settings.

This course develops practicing elementary educators as leaders in integrated curriculum design, focusing on the strategic incorporation of health and wellness, fine arts, and technology into core academic instruction. Participants will examine state and national standards across these specialized content areas and develop expertise in planning and implementing activities that meaningfully connect arts, technology, and wellness with core elementary subjects. The course emphasizes evidence-based integration strategies that enhance student engagement and prepare graduates to be leaders in curriculum initiatives in their schools and districts.

The capstone experience provides an opportunity for students in the M.Ed. in Elementary Education program to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency.

This course considers how to develop an appreciation for the world beyond the classroom as found in writings and other literacies in relation to significant historical events and global perspectives. Principles and methods of inquiry to foster critical and creative thinking are utilized to explore methods for introducing genres and core ideas which have shaped regional, state, national and global understanding from past eras to present day. Response to Instruction (Rtl) procedures will engage strategies and methods appropriate for the delivery of reading/language arts and social studies through the use of differentiated instruction.

This course prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of reading instruction are evaluated in relation to currently employed practice so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.

This course is designed to equip elementary teachers with advanced expertise in mathematics content, pedagogy, assessment, curriculum design, and educational research. Participants will deepen their mathematical understanding and master evidence-based instructional strategies for teaching number systems and operations, algebraic thinking, measurement, geometry, and statistics and probability. The course emphasizes the development of computational skills and conceptual understanding, ensuring that teachers can help students achieve fluency and flexibility with mathematical procedures and a deep comprehension of underlying concepts and processes.

This course provides a foundation for teaching science to elementary students. Students examine current standards in science, as well as the process of aligning curriculum and lesson plans to standards. Students develop a repertoire of content-specific instructional methods for planning, delivering, assessing, and remediating elementary students understanding of the fundamental concepts and mastery of essential process skills associated with science, engineering, and technology. This course provides an integrated scientific inquiry approach using critical-thinking skills, literacy, and technology to explore social, cultural, and ethical aspects of science, including an investigation of the foundational concepts in the physical, Earth and space, and life sciences.

Grounded in current research and best practices, the course emphasizes building strong teacher-student relationships, embedding social-emotional learning (SEL) into instruction, and applying trauma-informed approaches. Participants will critically examine their practices and school contexts to identify strengths and gaps in supporting student safety, mental health, and belonging. Through interactive discussions, case analyses, and applied projects, educators will develop culturally responsive strategies to foster trust, respect, and accountability in their classrooms.

This course prepares PK–12 educators to teach and support student self-management skills across multiple learning contexts. Participants will study the developmental foundations of self-regulation, cultural and contextual factors influencing student behavior, and evidence-based strategies for fostering executive function, goal setting, self-monitoring, and emotional regulation. The course emphasizes planning instruction for varying levels of student need within a Multi-Tiered System of Supports (MTSS) framework. Educators will learn to develop individualized intervention plans, promote transfer of self-management skills across settings, and collaborate effectively with families and school staff.

This course prepares educators to implement Positive Behavioral Interventions and Supports (PBIS) in special education and inclusion classrooms. The evidenced-based PBIS components are designed to guide educators to teach preK-12 exceptional learners' competencies in social, emotional, and behavioral self-management for consistent application in classrooms and school common areas.

This course examines evidence-based approaches to responsive teaching that address the varied needs of 21st-century learners. Participants will explore how neurological research, cognitive science principles, and Universal Design for Learning (UDL) inform instructional decisions. The course emphasizes practical strategies for adapting content, process, and assessment based on learner variability, readiness levels, and individual differences.

This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation.

Supporting the needs of all students requires understanding the range of unique issues facing those with identified exceptionalities. This course investigates the causes and their impact on student learning in relation to effective research-based strategies.

By creating new dimensions of thought to establish meaning and relevance, the ability to conceptualize promotes transferability. This course builds foundational understanding of practical approaches to teach conceptualization while also developing personal and professional knowledge and skills in interrelations, multiple perspectives, concept map development, generalizations and terminology across disciplines. A focus on synergistic effects moves learning across domains into multiple contexts for use in novel situations.

Students in this course will apply learning theories and instructional design principles across face-to-face, blended, and online environments. They adapt instruction to each setting including collaboration and assessments. Learners create products, set expectations, encourage interactions, select strategies and materials, and design evaluations.

Students in this course will design effective curricula within their professional fields. They apply principles of curriculum alignment and backward design to develop comprehensive curriculum maps. Topics include how to conduct needs assessments, plan curricula, and develop learning activities or resources for in-person, blended, and online learning environments.

This course explores instructional coaching as a professional learning approach to enhance teacher effectiveness and student achievement. Participants will learn the principles and practices of instructional leadership and coaching, including supporting teachers in improving instructional practices, fostering reflective teaching, and implementing evidence-based strategies. Educators will use various instructional coaching models and methods, develop consistent conflict resolution and mediation strategies, and practice effective collaborative communication techniques.

This course is designed for educators who aspire to take on leadership roles in developing and facilitating professional learning experiences. Participants will explore the principles, instructional strategies, and best practices in guiding and supporting adult learners. They will plan and lead effective professional development initiatives that drive instructional improvement. Educators develop a toolkit of evidence-based resources to support others in their schools.

This course emphasizes the importance of understanding state, federal, and other accountability standards in relation to the needs of learners within schools, school districts, and organizational communities. The course focuses remains on identifying learners' academic strengths and areas needing improvement to eliminate achievement gaps, improve achievement levels, ensure progress, increase graduation rates, and promote post-secondary and college/career readiness.

This course examines the impact of technology on learning as well as how today’s student navigates the digital environment. Topics include the human-computer interface, artificial intelligence, technology and the brain, diffusion of innovations, and connectivity through social media. The course considers trends and issues in educational technologies as well as research into the effects of technology on students and society.

This course uses a project-based approach to studying technology in education, best practices for classroom teachers, and strategies for professional development in light of emerging technologies. The course addresses 21st-century standards for education, educators’ digital presence, cloud computing, artificial intelligence, and digital ethics.

This course examines multiple approaches to teaching in the digital age including artificial intelligence, game-based learning, interactive approaches, and best practices for technology as a tool for teaching and learning.

This course examines assessment approaches for diagnosing reading needs and methods for identifying, prescribing, and evaluating intervention plans based upon specific data. An embedded field experience targets developmental and age-appropriate instructional strategies to support struggling readers across populations.

This course empowers educators to integrate literacy skills across content areas, focusing on fluency, vocabulary development, and comprehension. Participants will explore accommodations, scaffolding, formative assessment, and contextualized lesson plans to meet diverse learners’ needs. The course highlights strategies for leveraging school/community assets and forging global literacy connections to build a culture of literacy and target achievement gaps.

This course prepares educators to apply effective literacy practices through personalized learning experiences. They will examine context-specific literacy approaches linking language and communication skills to real-world applications. Emphasis is placed on the design of authentic assessments and the development of transferable literacy skills. Educators will also discover methods for creating literacy-rich environments that enhance content knowledge accessibility and relevance.

Student traits impact learning, the environment, and classroom behavior. This course examines the legal definitions, characteristics, prevalence, and educational adaptations for each primary category of exceptionality. Emphasis is placed on the accommodation and selective modification of curricula, materials, and procedures to meet the needs of learners.

Students examine federal legislation and state-specific requirements that shape identification and service provision for students with disabilities in the United States. Contemporary challenges in digital accessibility, discipline procedures, and accountability measures are addressed through the lens of current law and policy. Emphasis is placed on understanding the legal rights of students and families while developing the professional knowledge needed to ensure equitable educational opportunities for all learners with exceptionalities.

Collaboration between or among instructional personnel, students' home/family, and the community is increasingly important in meeting students' learning needs. This course addresses strategies and tools to build collaborative relationships between general and special education instructors, families, the community, advocacy, and other outside organizations to impact student outcomes positively.

This course equips STEM educators with the tools to create authentic, engaging, and inclusive learning experiences. Participants will learn effective strategies for designing STEM explorations that cater to a diverse range of learners, fostering curiosity and critical thinking. By the end of the course, participants will be equipped to develop differentiated instructional plans and assessments that empower students to explore, create, and demonstrate their STEM knowledge in meaningful ways.

This course investigates the pivotal role of technology in enhancing STEM education through a comprehensive examination of current and emerging tools. Participants will evaluate and integrate various technologies to support inquiry-based learning and facilitate data analysis, simulations, and assessment. Emphasis is placed on ensuring equity and accessibility to leverage technology for effective collaboration and communication.

This course explores project-based learning (PBL) as a transformative approach in STEM education. Participants will learn to design and implement PBL strategies that foster critical thinking, problem-solving, and real-world solutions among learners. By the end of the course, participants will be equipped to guide their students through meaningful PBL experiences that drive deeper understanding and practical application of STEM concepts.