Course Descriptions

ED 500SL Foundations of Education and the Teaching Profession

This course explores the historical, sociological, and philosophical foundations of education and the teaching profession with emphasis on current trends and issues. The role of various organizations on its structure and operation, along with teacher responsibilities toward professional and ethical standards, and the legal issues that impact the classroom will be addressed. An introduction to curriculum design, standards and accountability, and lesson planning to support the needs of all learners are covered. A minimum 10-hour service-learning component is required. (3)

ED 509 Special Education: Foundations and Characteristics of Exceptional Learners

This course is designed for students to become knowledgeable in the foundations of special education in relation to students with federally recognized disabilities labels. This includes historical perspectives, legal aspects, regulatory requirements, models, theories, philosophies, ethical issues, and trends that provide the basis for educational implications in school and home settings. The course also covers developmental characteristics of individuals with high-incidence disabilities, including but not limited to cognitive, linguistic, physical, psychomotor, social, medical, and emotional development. Field experience: 10 hours. Prerequisite: a life span and development course that encompasses kindergarten-age students through adolescents. (3)

ED 511 Psychoeducational Assessment and Instruction

Designed to help the teacher develop techniques of formal and informal assessment, data collection and interpretation, and individual educational planning for exceptional learners. Clinical practice in the use of appraisal instruments is provided. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 523 Diagnostic and Corrective Literacy Instruction

This course teaches students who are preparing to be special education teachers about language acquisition and the causes of literacy and reading disabilities. Also addressed are ways to prevent reading failure and strategies for the collection and analysis of reading behavior. Students will learn the process of developing instructional reading programs for individualized correction. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 526 Cross-Cultural/International Curricula

The purpose of the course is to enable pre-service teachers to think globally and develop skills in preparing PK-12 students to become global citizens. Students will compare education in the United States to that of other nations, emphasizing the interconnectedness and interdependence among nations. Intercultural and cross-cultural approaches will be emphasized as the participants develop teaching techniques suitable for the education of students from diverse backgrounds. The participants will examine relevant educational issues associated with the multicultural setting prevalent in our contemporary urban and suburban communities. Prerequisite: ED 500SL. (3)

ED 529 Collaboration and Consultation in Special Education Settings

This course is designed for students to become knowledgeable in collaboration and communication skills and models within special education settings, which include families, community service agencies, and nondisabled peers. Assistive and instructional technology that is used to gain access into the general curriculum is also addressed. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 537 Literacy Across the Curriculum: Secondary

Overview of the language and literacy process as it applies to teaching in secondary schools. Emphasizes reading and writing in content areas and instructional strategies to support students’ literacy development. Focuses on ways reading, writing, speaking, and listening are developed and used in learning discipline-specific curriculum. Field experience: 10 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 538 Secondary Teaching Methods

Examines research, theory, and pedagogical methods of instructional planning and delivery in today’s diverse classrooms at the secondary level. Historical and contextual factors of secondary learning are also examined. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 539 Instructional Implementation of the Individualized Education Program

This course is designed for students to become knowledgeable about individualized education program (IEP) implementation in a K-12 setting. This includes demonstrating the use of assessment tools to make decisions about student progress within the general education curriculum; teaching remediate deficits in academic areas; understanding the scope and sequence of the SOLs; promoting high academic, social, and behavioral standards; and implementing and monitoring IEP-specified accommodations within the general education classroom. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 540 Special Topics

Study or directed research of a selected topic in education under the supervision of a faculty member. This course is designed to provide opportunities for application of the knowledge, skills, and strategies acquired in the education field. (3-6)

ED 541 Global Perspectives for the Special Educational Needs of All Students

This course will engage pre-service and in-service education students with research and practical applications in regard to international education and students who require special education supports. This course will review research-based global initiatives regarding students with exceptionalities in inclusive environments. Student outcomes will include global perspectives and culturally responsive educational practices. Students will be expected to communicate with understanding about international needs of exceptional populations in global communities. (3)

ED 542 Global Perspective on Peace and Conflict Resolution Education

Whether teaching art, government, or history, each teacher can play a role in preparing students to understand conflict, learn to build peace, and become engaged global citizens. This course introduces peace and conflict resolution education theories and practices while also exploring how today’s global world impacts students and teachers. This course will begin with a brief overview of the field of peace and conflict studies. Students will critically explore causes of violence and methods of constructively addressing conflict and building peace. Following that, this course will examine globalization and its impact on today’s classroom and world. Students will examine 10 core competencies of global education and their role in building peace and preventing conflict in an ever more connected world. Finally, this course will explore pedagogical approaches to peace and conflict education, focusing on experiential education. Students will learn and develop their own experiential education approaches that can be applied to any classroom. (3)

ED 543 Global Education Capstone

This course is designed as the capstone experience for the Global Education Certificate. The capstone course is designed to provide the practical application of the skills and knowledge acquired and developed throughout the Global Education Certificate program. The project is intended to tie the student’s professional goals and coursework with a real-world application of current research-based data. Students will also use this course as a time to reflect on their program and how they will instill global perspectives into their careers. (3)

ED 544SL Special Projects: Healthy Environments and Inclusive Education in a Global Society

This course presents students with the opportunity to engage in research and projects on topics related to global education for students with special needs in a variety of disciplines. In-country service-learning placements, collaboration, and team-building activities regarding culturally responsive practices are integral to the course. Students will prepare research projects and presentations for international education audiences. There will be opportunities to work with local universities and schools through coordinated meetings with members of the local communities in support of students with special needs. This partnership allows students to showcase their research, reflect on their work with community partners, enhance their presentation skills, and share their knowledge of pedagogical practice and theory. This course will have a service learning project with dedicated hours of at least 20% or 20 hours of the course. (3)

ED 545 Transition and Family Issues for Individuals with Disabilities

Designed to provide students with a broad overview of the rationale for career and transition programming critical to the development of children and youth with disabilities. The course also presents the various program options that are currently available. The knowledge and understanding of the importance of counseling, working with families of students with disabilities, and the availability of community resources to assist both parents and children with disabilities will be discussed. Prerequisites: ED 500SL and ED 509. (3)

ED 549 Assessments, Techniques, and Interventions in Behavior Management

This course teaches behavior management assessments, techniques, and intervention strategies for special educators within school-wide, classroom, and individual settings. Functional behavior assessment is included. Corequisite: ED 570SE. Prerequisite: permission of ECE office. (3)

ED 551 Instruction and Assessment

This course is designed to support students in selecting and developing curriculum and instruction that will promote effective teaching and learning in today’s diverse classrooms. Students will understand the importance of data-informed decision making and develop and use a variety of valid and reliable classroom assessments that support student-learning outcomes. Students will learn to collect, analyze, and make instructional decisions based upon the results of a variety of assessment data in order to set goals for student achievement. Prerequisite: ED 500SL. (3)

ED 552 Effective Classroom Management

This course is designed to provide the principles and best practices of effective classroom management techniques, individual intervention strategies, and classroom community building in developmentally appropriate ways within the PK-12 setting. Additionally, students will analyze diverse approaches for effective classroom management based upon behavioral, cognitive, affective, social, and ecological theory and practice. Corequisite: ED 570E or ED 570S. Prerequisite: permission of ECE office. (3)

ED 553 Teaching English as a Second Language

Emphasizes second-language learning and supporting issues involved with linguistics and semantics; deals with remediation and textual material. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 554 Educational Technology

An introductory hands-on course designed to prepare pre-service teachers with the integration of technology into an educational curriculum, including multimedia, evaluation of educational software, and an introduction to technology resources and programming. Prerequisite or corequisite: ED 500SL. (3)

ED 555 Literacy Methods for Diverse Learners: Grades PK-2

Introduces students to the teaching of reading by exploring the nature of the reading process and the major approaches and skills needed to enhance literacy learning in the classroom for students in grades PK-2. Various strategies for teaching spelling, writing, vocabulary, and comprehension are emphasized. Students will examine and apply diagnostic tools used to assess, evaluate, and group students for differentiated literacy instruction. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 556 Literacy Methods for Diverse Learners: Grades 3-6

Using the Virginia Standards of Learning as the framework, the relationship among reading, writing, speaking, and listening in the context of a diverse grades 3-6 classroom will be explored. Various strategies for teaching spelling, writing, fluency, comprehension, and vocabulary and their integration into the curriculum are emphasized. Students will examine and apply diagnostic tools used to assess, evaluate, and group students for differentiated literacy instruction. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 557 Social Studies and the Visual Arts

This course provides an understanding of the knowledge, skills, and processes of history and the social science disciplines as defined by state and national standards. It provides experiences and strategies for teaching and integrating the visual arts across the curriculum. One emphasis is the development of planning and assessment strategies that help teachers differentiate instruction through the use of multiple instructional models. A second emphasis is the development of strategies to help children understand their world through literature, art, music, drama, and dance. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 558 Elementary Math Methods

Methods for teaching elementary mathematics will be demonstrated with an emphasis on the use of technology as an instructional tool. Students will study techniques for designing and implementing mathematics lessons that develop knowledge and skills in mathematical concepts, computations, reasoning, and problem solving. Mathematics curricula and strategies for evaluating student performance will be addressed while identifying errors and misconceptions. Field experience: 10 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 559 Elementary Science Methods

Applied methods for teaching elementary science will be demonstrated using manipulatives, natural objects, technologies, and other tools of science and measurement. Students will study techniques in engineering and design and implement iSTEM (integrated) science lessons focused on project-based learning (PBL), an inquiry model. In addition, questioning strategies, safety in the science classroom, and appropriate assessment strategies will be addressed. Field experience: 10 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 563 ESL/ESP: Curricula, Materials, and Tests

Emphasizes English as a second language/English for special purposes. Develops skills for preparing assessment materials and tests. Field experience: 10 hours. Prerequisite: ED 500Sl. (3)

ED 566 Teaching Science in Secondary Schools (6-12)

Students will integrate their content and professional and pedagogical knowledge and skills to devise learning experiences that are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college- and career-ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 567 Teaching History and Social Science in Secondary Schools (6-12)

Students will integrate their content and pedagogical knowledge and skills to devise learning experiences that are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college- and career-ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 568 Teaching English in Secondary Schools (6-12)

Students will integrate their content and pedagogical knowledge and skills to devise learning experiences that are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college- and career-ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 569 Teaching Mathematics in Secondary Schools (6-12)

Students will integrate their content, professional, and pedagogical knowledge and skills to devise learning experiences that are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college- and career-ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 570E Student Teaching: PK-6

Supervised clinical experience in an elementary (grades PK-6) school site for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and professional portfolio are required. Corequisite: ED 552. Prerequisite: permission of ECE office. (6)

ED 570S Student Teaching: Secondary

Supervised clinical experience in a school site, grades 6-12, for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and professional portfolio are required. Corequisite: ED 552. Prerequisite: permission of ECE office. (6)

ED 570SE Student Teaching: Special Education General Curriculum K-12

Supervised clinical experiences in special education, general curriculum, at both the elementary and secondary levels for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and professional portfolio are required. Corequisite: ED 549. Prerequisite: permission of the ECE office. (6)

ED 580 Capstone: Curriculum and Instruction Program

This course is designed as the capstone experience for Marymount University’s M.Ed. in Curriculum & Instruction (EDCI). The capstone course is designed to provide for the practical application of the skills and strategies acquired and developed throughout the non-licensure Masters of Education program. The project is intended to tie the student’s professional goals and coursework with a “real world” application of current research-based data.  Students will also use this course as a time to reflect on their program and to present a professional portfolio documenting their ability to meet professional standards as set by Marymount’s Education Department. (3)

ED 581 Foundations of American Education for School Leadership

Surveys the historical, philosophical, theological, and sociological roots of American Catholic education in the context of education in general. Examines the ministry of Catholic school educators through tradition, history, mission, and current practice as well as their role in evangelization, lifelong faith development, and building a school community. Prerequisite: admission to administration and supervision program. (3)

ED 582 Building School Community Relations

Provides the knowledge, understanding, and application of the conditions and dynamics impacting a diverse school community. Participants develop an understanding of the primary role of a school leader in building school community relations. It also emphasizes ways to involve the entire school community, to put faith in action through social justice and prayer, and to build a school’s Catholic identity based on its history, traditions, and rituals. Prerequisite: admission to administration and supervision program. (3)

ED 583 Administration in the Schools

Examines the theories, research, and practices of leadership and management of educational organizations, such as motivation theory, decision making, effective communication, conflict resolution, consensus building, and personnel issues. The Catholic school administrator’s role will be examined in relation to the various constituencies within the school community and daily operational activities. Prerequisite: admission to administration and supervision program. (3)

ED 584 Advanced Curriculum and Instruction for Educational Leadership

Prepares educators with knowledge; understanding; and application of planning, assessment, and instructional leadership for roles in the K-12 school setting at the supervisory or administrative level. The emphasis of the course will be planning, implementation, and refinement of standards-based curriculum aligned with instruction, assessment, and instructional decisions as they affect the teaching and learning environment of the school with diverse cultural, ethnic, linguistic, religious, and special needs populations. The implications of current reform movements, issues, and trends in curriculum will be explored, including using principles of student motivation, growth, and development; gathering and analyzing data to develop and implement a school improvement plan; identifying competencies and target areas in need of attention; and integrating technology in curriculum and instruction. As part of the administration and supervision program, the course will also focus on providing leadership in school-wide curricula that incorporates religious education and Christian values in the curriculum. Prerequisite: admission to administration and supervision program. (3)

ED 586 Current Issues in Education

Topics will vary and will address current trends and contemporary challenges facing school teachers and administrators, such as personnel, legal, safety, and current curriculum issues; standardized testing, including the Virginia Standards of Learning (SOLs); the use of technology and other issues related to the managerial, instructional, and spiritual dimensions of school leadership; and school/community relations. The curriculum has also been arranged to accommodate the specific and unique needs confronting Catholic school administrators in light of the needs and issues confronting any school principal today and in the future. Prerequisite: admission to administration and supervision program. (3)

ED 587 School Law

Addresses legal issues applicable to both public and private schools: structures of the law; the legal process; and the legal rights and responsibilities of educators, parents, and students. Prerequisite: admission to administration and supervision program. (3)

ED 588 Educational Leadership and Supervision

Examines leadership theories, principles of school supervision, and ministry while developing concepts, attitudes, values, and skills necessary to establish and maintain a school climate that fosters the teachings of the Catholic Church. Prerequisite: admission to administration and supervision program. (3)

ED 589 Fostering Moral and Ethical Development

Studies the major theories of developmental psychology related to moral development with an emphasis on current research and best practices to promote ethical behavior within the particular dynamics of Catholic schools. Prerequisite: admission to administration and supervision program. (3)

ED 591 School Finance and Development

Addresses effective strategies in business management, school plant management, budgeting, accounting, fiscal planning, and fundraising tasks of schools as well as those issues facing Catholic school administrators. Prerequisite: admission to administration and supervision program. (3)

ED 592 Administrative Issues in Special Education

Examines the legal rights of all children to gain an appropriate educational experience and provides a variety of strategies for inclusion of children with special needs and the celebration of diversity within the school community. Participants also identify the forces that drive Catholic schools to fully educate exceptional learners as well as the barriers that restrain them. Prerequisite: admission to administration and supervision program. (3)

ED 593 Project, Thesis, or Internship

Provides a practical application of the skills and strategies acquired and developed throughout the administration and supervision program. The project and internship components will closely resemble real-world conditions encountered daily by practicing educational leaders. Students who select the thesis option will use high-quality writing skills to present issues that are well substantiated by current research-based data. Students seeking licensure must choose the internship. Prerequisite: admission to administration and supervision program. (6)

ED 700 Leading an Organization: Theory, Practice, and Reflection

This course provides an overview of the theoretical framework for the practice of leadership in organizations leading to the application of theory and best practices in leadership practice. Students will also focus on specific leadership topics, such as strategic leadership, systems thinking, team leadership, change management, and developing others. The course will move back and forth between theory and practice and include opportunities for self-reflection and skill development. (3)

ED 701 Ethical Leadership and Social Justice

This course focuses on issues and practical applications of ethical principles of leadership, which includes a review of the philosophical foundations as context for consideration of ethical issues and dilemmas. Toward this end, this course will evaluate the concept of justice in organizations and the changing demographics of our society, especially related to race and culture, gender, age, disability, and socioeconomic status. Emphasis will be placed on effective organizational management of diversity for social justice outcomes. (3)

ED 702 Transformative Leadership: Leading Organization Change

The ability to transform and adapt as leaders to meet the demand of an ever-changing working environment is crucial. Continual growth and personal development are imperative for leaders to be successful in our complex global economy. This course facilitates the development of self, organization, and community through enactment of adult learning theory as it relates to transformational leadership values. The scope of study includes analysis of transformational leadership theory and the development and implementation of leadership and change projects. (3)

ED 703 Approaches to Research Methods

This writing-intensive course covers the foundations of enacting leadership content gained thus far for the purpose of locating, developing, analyzing, synthesizing, and constructing a sound literature review consistent with the research on the student’s chosen research topic. The purpose of this course is to provide an introduction to the practice of research and research design. This course provides students with opportunities to develop skills that are essential for conducting research and completing a research project with a particular focus on reviewing literature and composing a literature review paper. Students will demonstrate the ability to discriminate among alternative research viewpoints; differentiate constituent parts of the review; assess and comment on theories, thoughts, ideas, concept proposals, and relevant literature; and construct a cogent and compelling literature review. (3)

ED 704 Professional Collaboration and Engagement

The purpose of this course is to develop the leadership skills needed to initiate, build, evaluate, and sustain durable coalitions and community partnerships for effective collaboration. Tools and strategies that are necessary for leaders to guide a group, a team, or an organization through a collaborative process will be explored. Collaborative and ecological systems-thinking leadership perspectives will be emphasized as well as presentation and communication skills. (3)

ED 705 Integrating Learning Technologies to Transform Organizations

Technology has demonstrated the potential to transform society and institutions. This course will examine how technology has affected educational and other systems to date and identify how technology applications could significantly improve the effectiveness of professional development, school and institutional management, and transparent communications. The knowledge acquired from this course will permit students to develop strategic plans and policy for technology use in their respective institutional systems. (3)

ED 710 Models of Leadership and Coaching

This course offers a careful study of coaching and mentoring processes useful for empowering individuals and groups toward strategic growth. Instruction will be given on the process, approaches, benefits, and relationships of coaching. Various models of coaching will be discussed. This is an experiential course that provides students with an opportunity to learn and practice the art of conducting effective coaching conversations that can be applied to numerous workplace situations. (3)

ED 711 Challenges of Leadership: Conflict and Crisis Management

This course engages students in a variety of activities designed to enhance their understanding of the leadership challenges that confront today’s professionals. When a crisis occurs, institutional leaders are expected to respond and direct the process of recovery. This course merges literature on leadership and best practices in crisis management. (3)

ED 712 Program Evaluation and Decision Making

Program evaluation is the systematic, data‐based assessment of the performance of programs or policies that have been implemented. Its purpose is to provide valid findings to determine whether a particular program or policy is achieving its goals and whether it should be continued, improved, expanded, or curtailed. This course will expose students to a variety of “state of the art” research designs and related methodological tools useful for evaluating the impact of policies and programs. It will also provide students with the skills to efficiently and consistently make informed decisions using data to maintain awareness of organizational needs. (3)

ED 713 Applied Research Methods

The course develops understandings of the principles, processes, and techniques used in social science research. This course provides the skills necessary to design and conduct systematic studies using quantitative and/or qualitative research methods. In addition, this class provides students the foundational knowledge and skills to critically critique and apply research. Students will further develop individual applied research by continuing to review the literature, articulating a theoretical framework, and continuing the quest to clearly focus the purpose of their study. Students will compete CITI training and IRB applications. Prerequisite: ED 703. (3)

ED 714 Global Leadership and Policy

Leaders increasingly work across national borders and in multicultural environments. A leader’s effectiveness depends on being able to understand and manage individual and collective behaviors in an intercultural context. The course will address leadership practices and theories within the contexts of countries around the world. An emphasis will be placed on developing cultural intelligence, building global context, and creating cross-boundary partnerships and networks. An optional international leadership experience will apply global perspectives to leadership practices. (3)

ED 715 Communicating Research Findings

This course focuses on the design of research studies in applied settings. The design and implementation of mixed methodology research is contextualized in current issues and takes into account the practical constraints of the real world. Topics covered include the formulation of research questions/hypotheses, operational definitions of research constructs, sampling methods, experimental and quasi-experimental designs, threats to internal and external validity, psychometric and statistical methods, quantitative and qualitative inquiry, data analysis, and research report writing. Corequisite: ED 713 (recommended). (3)

ED 800 Administering Social and Human Capital

People are the most valuable asset of any organization, but they are also the most unpredictable and the most difficult asset to manage. This course examines the processes an organization uses to attract, retain, motivate, and develop the best people for their jobs. The course will focus on organizational recruitment, employer value proposition, retention, engagement, identification, and development of high-potential employees, succession planning, and employee development. (3)

ED 801 Doctoral Seminar

The purpose of this doctoral seminar is to coach and support doctoral students as they conduct a feasible, ethical, and valid research project. Students will meet regularly and work with a faculty adviser through the online platform to develop their capstone projects. In this portion of the capstone project, students will identify, introduce, and analyze a problem of practice, challenge, or complex phenomenon in an external organization. Students will investigate this problem and provide multiple forms of evidence that demonstrate a need to focus on the problem in the particular organizational context. Drawing upon program coursework and their independent research, students will then design an intervention or process that implements learning, improvement, or change to solve the problem in an approach aligned with the organization’s needs. They will present this first portion of their project to the organization and receive feedback. Prerequisites: permission of the program director. (3)

ED 802 Doctoral Project/Final Research Paper

Students continue to meet and work with a faculty advisor as they incorporate feedback from the external organization on the proposed intervention, outline a system of evaluation for the recommended design, and integrate the content of the entire project into one narrative and final deliverable. While students are not required to implement the intervention, their final capstone project should provide a detailed plan and evaluation strategy that, backed by extensive research, would result in the expected improvement in the organization or successfully address the organization’s challenges. Prerequisite: permission of the program director. (6)