Educational Studies News & Events

Read Associate Professor Dr. Lin Muilenburg's interview with distance-educator.com, about her co-authored book, The Handbook of Mobile Learning

Department Head & Associate Professor Katy Arnett's co-edited volume, Minority Populations in Canadian Second Language Education has been published by Multilingual Matters. In addition to editing duties, she wrote a chapter for the book, examining the practice of exempting students with learning disabilities from French study in Canada. 

A response to the National Council on Teacher Quality Version II

MAT Graduation

  • June 7, 2014
  • 11:00 am 
  • Athletics and Recreation Center (ARC)

Educational Studies Blog

Small group of students in The Gambia

Interns abroad, publications, presentations, innovations, collaborations...
Educational Studies Blog

MAT Courses (EDEC, EDEL, EDSC, EDSP, EDUC)

A flow chart representing the layout of the courses in the year long MAT program can be found here (PDF) -- Please note that this is a SAMPLE of how the MAT classes flow throughout the year; courses may be relocated and credits may be redistributed as we revise the program each year with our PDC partners.

Courses are listed in numerical order.

EDUC 500. Practicum in Teaching At-Risk Students (3)

Interns will be placed in one of the public school settings made available during the summer for students at-risk for academic difficulty. This placement is used as a site to practice observation and reflection skills that will be explicitly taught and assessed in other co-requisite courses. Prerequisite: admission to the MAT program.

EDUC 610. The Teacher as Researcher, Part I (4)

In this course, interns identify and synthesize current research on effective teaching behaviors, practices, and strategies in order to design their own educational research project. Interns are guided in developing a research question, based on their experiences in the practicum, and in developing an action plan for answering that question in conjunction with their mentor cooperating teacher. Interns practice skills including data collection, assessment design, and data analysis. Prerequisite: admission to the MAT program.

EDUC 530. Instructional Design: The Curriculum Planning Process, Part I (2)

Interns will develop the ability to articulate “enduring understandings” (what we want students to know or be able to do) and “essential questions.” They will be given an overview of the processes required for gathering evidence to assess students’ existing knowledge base and skill levels, for then planning strategies to help students develop required knowledge and skills – including the use of national, state, and local outcomes/standards documents. During this first summer session, class sessions will focus on gathering evidence, which dovetails with the practicum and their other classes. Prerequisite: admission to the MAT program.

EDUC 540. An Introduction to Classroom Management (1)

The focus in this course will be on the establishment of the classroom environment (rules, routines and procedures which research has shown are crucial to success); how to establish a pattern of consistency in management and disciplinary practices; how to act like the leader in the classroom; and debriefing about what works and what does not as based on experiences in the practicum. Prerequisite: admission to the MAT program.

EDUC 600. Seminar and Internship in Public Schools, Part I (3)

Elementary and secondary certification seekers serve as interns in either an elementary, middle or secondary school; early childhood certification seekers serve as interns in early childhood placements. During their time in the schools, students engage in structured observation activities, work with individual children and small groups of students as directed by their mentor teachers, and develop comfort and skill in working with whole classrooms of students. The interns meet weekly as a group to analyze their school-based experiences and to reflect on themselves, students, schools, teaching and learning, and broader issues of education in society. Prerequisite: EDUC 500.

EDUC 610. The Teacher as Researcher, Part I (3)

This course assists students in identifying and synthesizing current research on effective teaching behaviors, practices, and strategies in order to create practical constructs applicable to K-12 classroom instruction. Students are guided in developing a research question, based on their experiences in the practicum, and in developing an action plan for answering that question in conjunction with their mentor cooperating teacher.

EDUC 620. Technology in the Classroom, Part I (3)

This course focuses on integrating technology into the Pre-K-12 classroom. Learners will follow a best-practices approach to digital asset management, the creation of a multi-media lesson, and the appropriate and ethical use of software, Web sites, and other technologies in the Pre-K-12 classroom. Interns will establish their electronic portfolios organized around program goals, Maryland Teacher Technology Standards, and principles developed by the New Teacher Assessment and Support Consortium (INTASC). Prerequisite: admission to the MAT program.

EDEL 660. Literacy Methods and Materials for Teaching Reading (6)

This six-credit block of courses combines the former EDEL 402 and EDEL 260 courses, integrating concepts of children’s literature, literacy development, and materials for teaching reading with concepts of literacy instruction more broadly. Students examine the developmental nature of literacy, exploring issues surrounding the development of phonemic 207 awareness, issues of phonics, comprehension, fluency, and vocabulary, while exploring appropriate methods and materials used for teaching students in the elementary classroom to become literate as readers and writers of diverse kinds of texts, as speakers, as listeners and thinkers. Other issues include attention to using textbooks and tradebooks, research on motivation, family literacy, and effect of gender and culture on literacy development. Opportunity is provided to engage in, and analyze, actual and simulated classroom instruction. This course  fulfills a Maryland certification requirement in the teaching of reading. Prerequisites: EDUC 530 and EDUC 540.

EDEL 670. Teaching Content Grades PreK-8 (4)

This course, required for ELEM and ECE certification seekers, begins the examination of the instructional methods used for teaching science, math, and social studies in elementary schools. Opportunities are provided to engage in, and analyze, actual and simulated classroom instruction. The course also introduces concept of interdisciplinary planning, strategies for building literacy fluency throughout the curriculum, issues of assessment, and uses of instructional resources within the school and community as part of the teaching/learning process.

Secondary Methods Courses Part I

  • EDSC 660. Teaching English in Middle and Secondary Schools (3F)
  • EDSC 661. Teaching Foreign Languages in Middle and Secondary Schools (3F)
  • EDSC 662. Teaching Math in Middle and Secondary Schools (3F)
  • EDSC 663. Teaching Science in Middle and Secondary Schools (3F)
  • EDSC 664. Teaching Social Studies in Middle and Secondary Schools (3F)

Each of the above courses (EDSC 660-664) focuses on the study and application of methods and materials for effectively teaching the designated subject in middle and high school classrooms. Instructional objectives, subject matter content, teaching strategies, assessment and evaluation techniques unique to each discipline are emphasized. Class members will practice a variety of effective instructional techniques in simulations and in their field placements, and will also continue the study of generic issues of planning, teaching, management, and differentiation of instruction that cross content-specific boundaries. Prerequisites: EDUC 500, EDUC 530, EDUC 540.

EDUC 660. Teaching Vocal Music to Children and Adolescents (3)

Participants examine instructional methods and materials used for teaching and conducting vocal music with young children and adolescents, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies for making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisites:EDUC 500, EDUC 530, EDUC 540.

EDUC 661. Teaching Art to Children (3)

Participants examine instructional methods and materials used for teaching art to children, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and artistic products. Prerequisites: EDUC 500, EDUC 530, EDUC 540.

EDUC 662. Teaching Theater to Children (3)

Participants examine instructional methods and materials used for teaching theater arts to children, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisites: EDUC 530, 540, 500.

EDUC 670. Content Investigations for Secondary and K-12 Teachers (3)

Interns will research content standards available for both teachers and students in their disciplines. They will assess their existing knowledge base using these standards to determine gaps, and they will create an action plan for developing stronger content knowledge in those areas of perceived weakness. Individuals will fulfill their action plans, developing annotated bibliographies, writing book reviews, conducing interviews with content area experts, and generating lesson plans that reflect their deepening content understanding. Prerequisites:EDUC 530, 540, 500.

EDUC 680. Teaching Reading in Secondary and K-12 Content Areas (3)

This course is designed to introduce and analyze strategies for developing the ability of secondary school students to learn from print sources and text materials. The focus of these strategies is on reading comprehension and vocabulary development. This course fulfills a Maryland certification requirement in the teaching of reading. Formerly EDSC 360. Not open to students who have taken EDSC 360.  Prerequisites: EDUC 500, EDUC 530, EDUC 540.

EDUC 700. Seminar and Internship in Public Schools, Part II (10)

All interns complete a full-time internship from January through May in Professional Development Schools. During this time they gradually assume full responsibility for assessing student needs, planning for instruction, implementing lessons, and evaluating student learning. They engage in structured observation tasks, in self-reflection, and in peer-coaching. They meet once a week to collaborate with their peers, under faculty supervision, in reflection upon what they are learning about themselves, schools, students, teaching, learning, and the politics of education. Additionally, they collect documentation of their movement towards program goals, including INTASC and technology standards, for their electronic portfolios. Prerequisite: EDUC 600.

EDUC 710. The Teacher as Researcher, Part II (1)

The focus on Part II of the "Teacher as Researcher" sequence is on collection of data according to the research design developed in part I. Interns will meet once a week to reflect on the value of the data collection process and obstacles they may find themselves facing in the process, and to revise and redirect their project goals and procedures as necessary based on the realities of their classroom experiences. In addition, interns will explore historical, philosophical, sociological, and anthropological explanations for why certain children - and certain kinds of children – are or are not achieving in American public schools. Prerequisite: EDUC 610.

EDUC 711. The Teacher as Researcher, Part III (3)

In this final component of the “Teacher as Researcher” sequence, students focus on analyzing data from their field experience, putting the data into context at the classroom, school, local, state and national levels, reflecting on the research process and its importance to their professional development, and communicating the results of their research projects to the larger professional community. Prerequisite: EDUC 710.

EDUC 720. Technology in the Classroom, Part II (3)

This course focuses on developing an electronic portfolio as a tool for reflection on the internship in public schools. Multiple work samples from the internship are placed in the ePortfolio for each of the principles developed by the New Teacher Assessment and Support Consortium (INTASC), along with lesson reflections and discussions of the participant’s educational philosophy. Proficiency in using various technologies for purposes of administration, planning, teaching, assessment, and reflection will also be documented through the ePortfolio. Prerequisite: EDUC 620.

EDUC 730. Instructional Design: The Curriculum Planning Process, Part II (1)

Interns reflect on the implementation of instruction in terms of the curricular planning process as they assume full-time responsibility for their assigned classrooms, completing units of instruction that are designed to meet student needs as determined by data-driving determinations, national/state/local standards, and technology mandates. Prerequisites: EDUC 530, 600.

EDEL 760. Literacy Assessment (3)

This course is designed to provide participants with an overview of the range of assessment strategies available to professional educators concerned with determining how well an individual student is developing in the area of literacy, including reading, writing, speaking, and listening. Participants will be introduced to a variety of techniques, both formal and informal, both standardized and teacher-made, and will be asked to apply them in their public school settings in an effort to better plan literacy instruction for all their students, regardless of ability and experience levels. This course fills a Maryland State Department requirement in the area of reading.

EDUC 762. Teaching Theater to Adolescents (3)

Participants examine instructional methods and materials used for teaching theater arts to middle and high school students, the realities of directing theatrical productions at the middle and high school level, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisite: EDUC 662 or consent of the instructor and the chair of the Department of Educational Studies.

EDEL 770. Teaching Content Grades PreK-8 Part II (4)

This course, required for ELEM and ECE certification seekers, extends and deepens the examination of instructional methods used for teaching science, math, and social studies in elementary schools. Opportunities are provided to engage in, and analyze, actual and simulated classroom instruction. The course also develops further the concept of interdisciplinary planning, strategies for building literacy fluency throughout the curriculum, issues of assessment, and uses of instructional resources within the school and community as part of the teaching/learning process.

EDEC 770. Using the Integrated Arts in Teaching Young Children (3)

This course, required for ECE certification seekers, extends and deepens the examination of instructional methods appropriate for use with young children by exploring the role of the arts in children’s development, and by offering strategies for teaching content through the arts, techniques for expanding the child’s expressive repertoire and literacy fluency through the use of art, music, movement, and drama in the classroom. Opportunities are provided to engage in, and analyze, actual and simulated classroom instruction. Note that if we are able to maintain our current practice of offering Elementary with Early Childhood certification, this course will not exist.

Secondary Methods Courses Part II

  • EDSC 760. Teaching English in Middle and Secondary Schools (3)
  • EDSC 761. Teaching Foreign Languages in Middle and Secondary Schools (3)
  • EDSC 762. Teaching Math in Middle and Secondary Schools (3)
  • EDSC 763. Teaching Science in Middle and Secondary Schools (3)
  • EDSC 764. Teaching Social Studies in Middle and Secondary Schools (3)
  • EDUC 760. Teaching Instrumental Music to Children and Adolescents (3)
  • EDUC 761. Teaching Art to Adolescents (3) EDUC 762 Teaching Theater to Adolescents (3)

Each of the above courses (EDSC 760-764) focuses on the advanced study of pedagogical strategies, both generic and content-specific, as well as further investigation of instructional materials for effectively teaching the designated subject in middle and high school classrooms. Issues of assessment, equity, and differentiation will be emphasized. Class members will practice a variety of effective instructional techniques in simulations and in their field placements, and will also continue the study of generic issues of classroom management and discipline issues. Prerequisite: The appropriate course from EDSC 660-664.

EDUC 760. Teaching Instrumental Music to Children and Adolescents (3)

Participants examine instructional methods and materials used for teaching and conducting instrumental music with young children and adolescents, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies for making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisite: EDUC 660.

EDUC 761. Teaching Art to Adolescents (3)

Participants examine instructional methods and materials used for teaching art to middle and high school students, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and artistic products. Prerequisite: EDUC 661.

EDUC 762. Teaching Theater to Adolescents (3)

Participants examine instructional methods and materials used for teaching theater arts to middle and high school students, the realities of directing theatrical productions at the middle and high school level, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances.

EDUC 780. Problems and Issues in Teaching Content Area Literacy in Secondary and K- 12 Classrooms (3)

This course builds on content and issues explored in EDSC 680. It allows participants to determine strategies for helping middle and high school students who have reading difficulties to develop as readers, and for helping all students become more adept at the literacy tasks demanded of them within specific content areas. Participants will apply strategies, both teaching and assessment techniques, directly within public school settings, and will investigate the research and theory related to current issues in this field. Fulfills Maryland State Department of Education requirements for secondary reading in the content areas, part II. Prerequisite: EDUC 680.