Master of Education

Master of Education

Program Philosophy

The Master of Education degree program at The College of St. Scholastica seeks to challenge graduate candidates to evaluate their current practices, expand their views on student learning and assessment, and develop their capacity to apply research-based best practices in their educational settings. Faculty prepare graduate students to identify and analyze educational issues and provide leadership for innovative solutions within their work settings. Finally, candidates develop best practices in the courses they take and become proficient in using action research to address questions from their own practice.

Program Description

The Master of Education Degree (M.Ed.) Program is a fully online degree program for practicing teachers and other education professionals. The online Masters of Education Degree engages learners to reflect deeply upon their teaching practice to improve student learning and address critical issues in today's schools. This program prepares educators to meet the needs of "21st Century" learners. Program participants will acquire new strategies on how to use data and research to impact and inform their practice.

Program Format

The program is offered 100% online, which allows education professionals to maintain their current employment status while enhancing their knowledge and skills. The program can be completed in two years including summers.

The program uses the cohort model where program participants move through the core program courses together. A host of technologies have been implemented to help bridge the gap between the computer and the classroom. In addition, students are encouraged to work together. Some assignments will require collaboration with colleagues.

Program Outcomes

Program outcomes are aligned with the School of Education's Conceptual Framework.
Upon completion of the Master of Education Degree at The College of St. Scholastica, the graduate will be able to:

  • Student Learning: Candidates will apply best practices and effective instructional strategies grounded in current education theory to promote student learning.
  • Diversity: Candidates will develop cultural self-awareness and cultural competency to work effectively with students and communities of diverse backgrounds.
  • Critical Thinking and Inquiry: Candidates will engage in the process of inquiry and critical thinking regarding current educational issues and practices.
  • Assessment: Using data to make informed decisions: Candidates will be able to examine and analyze data to make informed instructional student centered decisions.
  • Technology: Candidates will identify and apply 21st Century technologies and strategies to enhance student learning.
  • Leadership/Change agent: Candidates will gain skills to become advocates and change agents for 21st century learners.

Admission Requirements

The Master of Education Degree Program will consider applicants who:

  • Submit a completed Graduate Admissions Application form
  • Have earned a baccalaureate degree from an accredited college or university;
  • Submit all official transcripts of baccalaureate and graduate course work;
  • Have earned a cumulative GPA of 2.80;
  • Submit a completed Master of Education essay;
  • Submit two Graduate Recommendation forms from educational professionals, • Interview with the M.Ed. Program Director (if necessary)

Forms for some of these requirements are available at http://grad.css.edu. International applicants must submit a TOEFL examination or the Michigan Test score if their primary language is not English. The minimum TOEFL score of 550 on the paper based test or 213 on the computer based text is required. The minimum Michigan Test score of 80 is required.

Graduate Record Exam (GRE) is not required, but may be requested if the applicants file is insufficient to make a decision to accept.

International applicants may need to complete additional admission requirements. Note: Meeting minimal entrance requirements does not necessarily guarantee admission. Exceptions to minimum criteria may be made at the discretion of the admissions committee.

Transfer Credits

Students may apply transfer graduate credits they have earned from an accredited college or university toward completion of their St. Scholastica degree. A maximum of six transfer credits may be applied. The transfer credit must have been completed no more than seven years prior to the date the St. Scholastica degree is completed. Forms to request transfer of credits can be obtained from the Graduate Studies Office, and need to be sent to the Program Director after completion. The College of St. Scholastica will consider transfer credits from students who:

  • Submit a Credit Transfer Application form;
  • Request official transcripts sent directly from the accredited institution to the program Director;
  • Submit the course syllabus, catalog or other pertinent descriptive information;
  • Demonstrate that course content is applicable to the program enrolled;
  • Earn a course grade of 3.0 or better; and
  • Complete the course seven years prior to graduating from the St. Scholastica program

Graduation Requirements

A total of 33 semester credits is required for graduation. Credit toward the degree will be given for courses with a grade of 2.0 or better; students are expected to maintain a minimum cumulative grade point average of 3.0. A maximum of 6 graduate semester credits may be transferred from another college or university if approved by the student's advisor and/or the program director.

Following is a list of ALL graduate courses and their descriptions in the School of Education:

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EDU 5110 - Reflection/Professional Dev I - 0 cr.
College transcript(s) are evaluated along with relevant past experiences. Students meet with program faculty to construct an individualized program plan. General content area requirements are reviewed with students and if needed, recommendations for courses to fulfill the content area requirements are made. Student questions and/or concerns are addressed. Students are given an opportunity to be orientated to the Blackboard course environment. This course directly follows the application to the program process.


EDU 5111 - Reflection/Professional Dev II - 1 cr.
Introduces students to the concept and practice of professional reflection. Develops students' skills with writing instructional outcomes. Introduces students to the lesson planning process that will be used throughout the program. The course provides an introduction to the licensure portfolio. It also serves as an orientation to the program and to the College. Students are introduced to and have opportunities to be actively engaged in learning about the four program strands: reflection & professional development, technology, diversity, and content integration. The course readings, course assignments, and seminar reflect these four program strands. Prerequisites: EDU 5110.


EDU 5115 - Foundations of American Education - 1 cr.
Provides students with grounding in the philosophical and historical roots of education as well as knowledge of the current theories, structures, and practices. Students analyze major topics including the relationship between schools and society, educational responses to the increasing diversity in today's classrooms, and the current and evolving process of teaching and learning. Through online and on-site activities, students synthesize the knowledge of theories, structures, and practices to develop an understanding of the American system of education, empowering them to make informed decisions about their careers.


EDU 5125 - Diversity in the Classroom - 1 cr.
Provides students with an understanding of the diversity that is in our classrooms today and explores ways in which classrooms and schools can become more inclusive. This course also explores learning strategies, personal and professional philosophies, and research that will help meet the educational needs of diverse learners. The topics include multicultural education, gender equity, English language learners and cultural diversity.


EDU 5130 - Learning & Development - 2 cr.
Provides educators with a solid grounding in cognitive/educational psychology. Students examine children's and adolescent's cognitive, social and emotional growth and development as a function of their social and cultural context. The context of the school from a multicultural perspective frames the discussion of specific topics including: motivation, learning styles, moral development, personality development, general theories of intelligence, and theories of cognitive development and their effects on the educational process. Cognitive theory is linked to technology use and students examine some of the innovative ways that technology is being used to promote cognitive growth.


EDU 5135 - Exceptionality & Inclusion - 2 cr.
Exceptionality and inclusion addresses the social construction of disability, types and characteristics of exceptionalities, and requirements of disability legislation. Students are prepared apply to professional practice the principles of inclusion, differentiation, universal design for learning, and collaboration.


EDU 5150 - Experiences with Children - 0 cr.
Description coming soon.


EDU 5220 - Classroom Assessment - 2 cr.
An inquiry into the essence of the assessment process. The purpose and process of assessments is investigated from a theoretical, phenomenological and personal, experiential perspective. Topics include a brief history of assessment in education; underlying assumptions driving our assessment practices; the forms, purposes and effects of assessment used in classrooms today; and new directions for assessment being advocated.


EDU 5240 - Secondary Drug & Hlth Edu - 1 cr.
Secondary Drug & Health Education takes a holistic approach to adolescent health issues and problems including: depression, suicide, eating disorders, violence in school, family and relationships issues, drug abuse, sexual abuse, and STD's. Students identify how risk factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence the quality of student life and learning. Prevention, intervention and follow-up approaches are emphasized.


EDU 5250 - Field Experience I/Class Mgt - 1 cr.
Apply theory, reflect, and develop professionally as students work in a K-12 classroom setting. Students use methods, concepts, and theories related to foundations of education. The focus of the 30 hour field experience is on creating productive learning environments and managing student behavior. The seminar and electronic discussion components of the course provide students with opportunities to actively explore central educational issues and key concepts related to classroom management. Classroom management is studied as a discipline, as an approach, and as instruction.


EDU 5310 - Visual & Performing Arts - 1 cr.
Examines the arts as a basic and essential form of human communication. Explores and analyzes integration of the arts as a way to increase student achievement. Students learn to integrate literature, art, drama, dance, and music throughout the curriculum by gaining a basic knowledge of the arts, reasons for integration, and integration strategies and principles. Students examine research and current school programs that integrate the arts across the curriculum. The course provides opportunities for active involvement in the arts through online and in-class activities.


EDU 5320 - Physical Education & Health - 1 cr.
Examines and integrates principles associated with physical education and health at the elementary and middle level. Students analyze and learn to apply physical education and health content and pedagogy. Attitudes and habits related to healthful living are explored and current trends in physical education and health pedagogy are stressed. Issues of mood altering chemicals and their effects on the individual, the family and society are addressed along with the ten common content areas of health education. School and community resources as they relate to the content are explored.


EDU 5325 - Reading/Lang Arts: Meth I - 2 cr.
Through instruction that is grounded in methodologically sound research, students will develop the knowledge base needed to design an effective reading/language arts program. In this first of two courses, students will engage in analysis of current reading philosophies and receive extensive instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Theory and practice will merge as students design lessons, analyze case studies, and view and assess classroom video clips. Students will use a variety of assessment tools and experience interpreting results that inform instruction.


EDU 5330 - Comm Arts & Lit: Elementary - 2 cr.
Examines and integrates the areas of language arts (reading, writing, listening, speaking) and children's literature. Prepares students to be successful teachers of the language arts by providing an understanding of the roles of reading, language arts, and children's literature in elementary and middle school classroom instruction. Students analyze and evaluate current research trends. Best practice in teaching language arts is the focus of the course. Topics include oral language development and oral language activities, listening comprehension, reading (phonemic awareness, phonics instruction, reading fluency, vocabulary instruction, text comprehension, and content area reading), children's literature and the language arts, process writing (including grammar, usage, mechanics of language), spelling, handwriting, assessment, and working with children from multicultural backgrounds.


EDU 5331 - Comm Arts & Lit: Secondary - 2 cr.
Provides students with an understanding of the theories and practices emphasized by teaching an integrated approach of reading, writing, listening, speaking and thinking skills at the middle and high school levels. Students analyze and evaluate best practice lessons, and write composition, literature, and skills lesson plans. Students reflect, respond, and participate in online discussion groups and on-site seminars. Topics include strategies for teaching grammar, comprehension, literature, and skills instruction.


EDU 5332 - Comm Arts & Lit: Secondary - 2 cr.
Provides students with an understanding of the theories and practices emphasized by teaching an integrated approach of reading, writing, listening, speaking and thinking skills at the middle and high school levels. Students analyze and evaluate best practice lessons, and write composition, literature, and skills lesson plans. Students reflect, respond, and participate in on-line discussion groups and on-site seminars. Topics include strategies for teaching grammar, comprehension, literature, and skills instruction.


EDU 5335 - Secondary Content Area Reading Strategies - 2 cr.
Looks at a balanced approach between student-centered and teacher-directed instructional approaches, focusing on describing, illustrating, and applying strategies for content area literacy in the middle and secondary grades. The course will explore content literacy within the context of multiple literacies. Through modeled practices and activities, participants will acquire strategies to nurture the skills needed by their future secondary students to understand and learn content. In addition to analyzing text structure and vocabulary of texts in their content discipline, students will examine research data and explore internet resources. This course follows the recommendations of and supports the policies set forth by the National Reading Panel.


EDU 5340 - Social Studies Methods: Elem - 2 cr.
This course focuses on fundamental social studies teaching methods for elementary learners. Candidates learn appropriate methods of inquiry, curriculum development, instructional planning strategies, and assessment in social studies. An understanding and application of the research base for and the best practices of elementary and middle level social studies education is the framework for the course.


EDU 5341 - Socl Studies Methods: Second - 2 cr.
Examines and integrates a variety of best practice teaching techniques and methods useful to social studies instruction within the middle school classroom. The course combines theoretical and practical learning experiences that can be applied within the broad field of social studies. Special emphasis is placed on designing lessons for middle school students, reading strategies for social studies content, middle school philosophy, examining standards- based education and learning a broad scope of best practice techniques


EDU 5342 - Social Studies Mthds:Secondary - 2 cr.
Examines and integrates a variety of best practice teaching techniques and methods useful to social studies instruction within the secondary classroom. The course combines theoretical and practical learning experiences that can be applied within the broad field of social studies. Special emphasis is placed on designing unit lessons, on inquiry, examining standards -based education, integrating technology into social studies instruction and learning a broad scope of best practice techniques.


EDU 5350 - Field Experience II/Class Mgt - 2 cr.
Apply theory, reflect, and develop professionally as students work in a K-12 classroom setting. The focus of the 30-hour field experience is on creating productive learning environments, managing student behavior, and learning activities. Observation and evaluation by CSS faculty and the cooperating teacher is an essential component of the field experience. The seminar and online discussion components of the course provide students with opportunities to actively explore central educational issues and key concepts related to classroom management.


EDU 5360 - Math Methods: Elementary - 2 cr.
Focuses on best practices and current research trends that enable learners to be successful teachers of mathematics in the K-6 classroom. Learners analyze and evaluate current research, teaching strategies and philosophies related to teaching K-6 mathematics. Helps future teachers build a basic foundation concerning pedagogy, standards based instruction, technology use, and equity issues. Special attention is given to teaching practices that can help ALL K-6 students be successful in mathematics.


EDU 5361 - Math Methods: Middle Level - 2 cr.
Designed to provide students with a knowledge base that enables them to become effective middle/secondary mathematics teachers. Students are involved in analyzing and evaluating effective teaching strategies, philosophies and theories related to the teaching of mathematics. Emphasis is on current national and Minnesota mathematics standards, use of technology to teach mathematics, use of manipulatives to teach mathematics, lesson and unit planning, assessments , and current trends in teaching mathematics.


EDU 5362 - Math Methods: Secondary - 2 cr.
Designed to provide students with a knowledge base that enables them to become effective secondary mathematics teachers. Students are involved in analyzing and evaluating effective teaching strategies, philosophies and theories related to the teaching of mathematics. Emphasis is on current national and Minnesota mathematics standards, use of technology to teach mathematics, use of manipulatives to teach mathematics, lesson and unit planning, assessments, and current trends in teaching mathematics.


EDU 5370 - Science Methods: Elementary - 2 cr.
Prepares the teacher candidate to teach science in elementary and middle schools. Emphasis is on use of standards, teaching science as inquiry, and use of a variety of strategies to teach science concepts. Students examine, analyze, and apply best practices for teaching and learning science. Students examine and discuss recommendations for science teaching from research and national science organizations, and justify the use of particular methods for teaching science in the elementary and middle school classroom.


EDU 5371 - Science Methods: Middle School - 2 cr.
This is a pre-practicum course for individuals planning to teach middle school science. Major topics include needs of young adolescents; integrating an understanding of the academic specialty with an understanding of pedagogy, students, learning, classroom management, and professional development; reading in science; planning and assessing science instruction using a variety of methods and educational technologies.


EDU 5372 - Science Methods = Secondary - 2 cr.
This is a pre-practicum course for individuals planning to teach high school science. Major topics include exploration and application of best practices, safety in the high school science classroom, unit and yearly planning.

Prerequisite Course: EDU 5371


EDU 5450 - Field Experience III/Class MGT - 2 cr.
Apply theory, reflect, and develop professionally as students work in a classroom setting. Students use methods, concepts, and theories related to the teaching of the content areas. The focus of the 30-hour field experience is on creating productive learning environments and managing student behavior. Observation and evaluation by CSS faculty is an essential component of the field experience. The seminar and electronic discussion components of the course provide students with opportunities to actively explore central educational issues and key concepts related to classroom management.


EDU 5500 - Student Teaching Internship - 3-7 cr.
Provides students with a practical teaching experience in a local school, under the supervision of a licensed teacher. The experience includes formal observation, planning of teaching units, participation in school activities, working with students with diverse learning needs, communicating effectively with parents/guardians, and working with school support personnel. Interns are supervised and observed by college faculty. In addition to the actual student teaching experience, students must also register for and attend internship seminars. The purpose of the seminars is to assist students to reflect on and deal with situations encountered in their student teaching experience. The intern will be placed in either an elementary, middle, or high school classroom for this experience. Please note that the student teaching internship is a full-time, ten week experience.


EDU 5510 - Student Teaching Seminar - 2 cr.
Address issues and experiences the intern encounters during the student teaching internship experience and critical issues relevant to the teaching profession. The course also examines models and strategies of effective classroom management and evidence-based strategies that may positively impact student learning.


EDU 5777 - Independent Study - 0-9 cr.
Topics in Education.


EDU 6110 - Seminar: Reflective Practice - 1 cr.
Two-day seminar introduces participants to the concept and practice of professional reflection. Reflective practice is demonstrated by Schön and others to be an essential component of professional knowledge and practice. The seminar serves as an orientation to the Benedictine heritage, the College, and the Master of Education in Curriculum and Instruction Program.


EDU 6120 - The Highly Effective Teacher - 4 cr.
Students examine their own teaching philosophy and practice in light of societal forces, current educational issues and best research practices. Emphasis is placed upon reflection and change, which lead to improved teaching and learning.


EDU 6130 - Teaching to Diversity - 4 cr.
Explores aspects of diversity in the classroom. Intelligence theory, cognitive style and learning style are addressed, as well as issues related to race/ethnicity, gender, and social class. Current supportive research and theories are applied to teachers' problems of practice in the classroom.


EDU 6140 - Assessing Student Learning - 4 cr.
An overview of the wide variety of assessment techniques currently being used to evaluate student learning and to make instructional decisions. Students examine standardized tests and alternate authentic assessments in relation to their own student evaluation.


EDU 6150 - Action Research I - 4 cr.
Teachers regularly encounter problems dealing with their professional practice. Participants in this course examine the use of action research methodology to investigate problems of professional practice and their solutions. EDU 6150 is the first of two classroom action research courses. In this course participants learn and apply action research in their work as teachers. They write a review of research literature and a research proposal collection related to research questions they develop.

Prerequisite Courses: EDU 5500, EDU 5510, EDU 6130


EDU 6160 - Action Research II - 2-4 cr.
This is the second of two courses on classroom action research. Participants in this class conduct classroom research to answer questions posed in the first research course and to produce a formal, written document which describes their research question, compiles research on similar topics, depicts their methodology, and explains their results and conclusions.

Prerequisite Course: EDU 6150


EDU 6170 - Colloquium:Reflective Practice - 1 cr.
Participants present the results of their classroom research and the impact of reflection in their professional practice during the on-site seminar and compile a s\dissemination of research strategy. Course must be taken during the student’s last semester in the program.

Prerequisite Course: EDU 6160


EDU 6180 - Understanding & Evaluating Educational Research - 3 cr.
Students evaluate various types of educational research relevant to classroom practice by analyzing sample studies for effective research questions and research designs; sampling, data collection and data analysis methods; and validity, reliability, and ethical issues. Students then locate credible peer-reviewed research on a topic of interest in their professional practice and critically synthesize the literature. Pre-requisite: EDU 5500.

Prerequisite Courses: EDU 5500, EDU 5500


EDU 6190 - Using Data to Improve Student Learning - 4 cr.
Students examine various kinds of data collected in schools, the purposes for which the data are used, and the techniques for analyzing and interpreting the data. Students examine alternative data to identify inequities in the school experience for marginalized groups. Students use data from their own professional setting to identify student learning problems, propose solutions, and recommend an action plan to improve student learning. A capstone seminar is held in which students discuss key issues related to using data to improve the learning of all students.


EDU 6210 - Motivation - 2 cr.
Identifies the philosophical and research base underlying student motivation. This course examines the way in which teachers can work with different motivational and coping styles in order to maximize learning.


EDU 6215 - Engaging Multicultural Learner - 2 cr.
Identifies the research base and practical application of motivating students of various ethnic heritages in order to maximize learning while honoring individual heritage and identity. African-Americans, Native Americans, Mexican Americans and Hmong students and cultures are studied.


EDU 6230 - Conflict Resolution - 2 cr.
The theory of conflict resolution provides the foundation for EDU 6230. The majority of the management situations that arise in classrooms across the country have interpersonal conflicts at their heart. In this course, we address interpersonal conflict resolution as a crucial skill for all human interactions. In addition, specific skills used in school situations are examined.


EDU 6235 - Teacher Parent Partnerships - 2 cr.
This course is designed to encourage teachers to examine old and create new methods of communication between parents and teachers, which will ultimately foster and enhance student success.


EDU 6250 - Integrating Curriculum - 2 cr.
Students examine several models of integrated curricula and design a thematic unit using one or more of these models.


EDU 6255 - Learning is Inquiry - 2 cr.
Participants read current theory on inquiry-based curriculum and evaluate its application to their own classroom; analyze their own curricula for opportunities to infuse inquiry; and design and evaluate inquiry lessons for their curriculum.


EDU 6270 - Strats Creating Inclsve Clsrms - 2 cr.
Explores current theories about disabilities and effective classroom accommodation strategies. Participants also develop a basic understanding of the legal, societal and ethical issues involved in identifying, labeling and serving students with special needs.


EDU 6290 - Teaching American Indian Stude - 2 cr.
Explores teaching and learning principles as applied to the American Indian population. Participants read published case studies, develop and compare their own case studies to published work and develop an action plan to improve instruction for American Indian students in their classroom.


EDU 6340 - Foundations of Literacy - 3 cr.
Explores the theoretical, philosophical, and historical underpinnings of literacy instruction. Students examine the following major topics: emergent literacy, phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, and digital literacy. Students investigate the ways in which these topics inform literacy programs and reflect on the philosophical and theoretical perspectives that shape their own teaching practice.


EDU 6350 - Effective Literacy instruction - 3 cr.
Examines instructional techniques, activities, and strategies that promote and sustain reading success in literacy classrooms. The focus of this course is on understanding and creating a balanced literacy program that meets the diverse needs of all learners.


EDU 6360 - Reading in the Content Areas - 3 cr.
An investigation into the reading process and strategies appropriate for teaching literacy within the content areas. Students will learn how to select and implement strategies that support and enhance the literacy and content specific text needs of their learners.


EDU 6370 - Universal Design for Learning - 3 cr.
Students examine the principles of Universal Design for Learning (UDL) and the related frameworks of Differentiation and Universal Design for Instruction. Students experience features of UDL in their assignments, including universally designed online learning modules, assigned resources in multiple formats, and choices for student-initiated projects. Students explore and apply a wide variety of technologies and strategies to improve learning for all learners in both K-12 and postsecondary settings.


EDU 6375 - Literacy Assessment and Interventions - 3 cr.
Provides an in-depth study of assessment and intervention in the literacy classroom. The selection, administration, scoring, interpretation, and reporting of assessment results will be examined and applied. The course will provide opportunities for students to use data gained from assessments to design, plan, and implement effective reading interventions for readers at the elementary and secondary levels.


EDU 6380 - Leadership in K-12 Literacy - 3 cr.
Explores the expanding need for literacy leadership in the K-12 school setting. Areas of focus will include: school wide literacy programs, using district and school wide assessment data to inform instructional needs, creating and maintaining a sustainable literacy plan and creating and organizing ongoing professional development.


EDU 6420 - Integrating Tech in Classroom - 3 cr.
In this first course, you assess your current technology skills and knowledge and set some learning goals for integrating technology in your classroom. You examine some of the trends and issues of technology integration, investigate some of the various types of educational software and technology tools available, and develop a technology integration plan for your classroom.


EDU 6430 - Webtools for Learning - 3 cr.
This course provides an introduction to instructional design and an in-depth exploration and application of web-based and digital resources for learning. The course provides an overview of effective web-based resources, including Web 2.0, evaluation strategies for reviewing digital resources, video, discussion threads, and learning objects. Participants will also consider best-practices in the area of web-based learning environments and develop learning activities and a collection of resources for educational environments. Participants in the "Certificate in Online Instruction" program will develop a simple online course structure that will be developed in future courses.


EDU 6435 - Using Online Subscription Data - 3 cr.
This course provides an overview of online subscription databases used by K-12 students for research and by teachers for professional development. Searching techniques, navigation of the databases, selection of appropriate databases, and integration of database content into core subject content areas and teacher professional development projects are covered.


EDU 6440 - Using Digital Media - 3 cr.
This course provides an overview of digital media application for teaching and learning. Participants will learn to design and produce multimedia and digital video products to support the curriculum in their classroom. The course will also focus on designing instruction that integrates student use of multimedia and digital video as learning tools.


EDU 6445 - Online Teaching Methods - 3 cr.
Master the essential basics of designing and teaching online courses. This fully online course covers both practical and pedagogical aspects of teaching online. As part of this experience, you will use the Blackboard/WebCT course management system to develop a sample course of your own design, including a syllabus, discussions, course content, and other components that are optimized for the online teaching and learning environment. The course will be organized into eight learning modules, each presenting two weeks of content.


EDU 6450 - Leadership/Future Trends Ed Te - 3 cr.
This online course is designed to help develop educational technology leaders. In this course students evaluate, plan, and create educational technology-based solutions for learning environments while considering best-practices in technology integration. Participants will learn about topics in educational technology such as, future trends, government policies, professional development models, and evaluation tools. Prerequisite: EDU 6420, EDU 6430, EDU 6440, or Instructor permission.


EDU 6460 - Techn. for Online Environment - 3 cr.
Master the essential basics of technologies that are available for the online environment. This online course covers both practical and pedagogical aspects of online technologies. Participants will explore a wide range of online technologies and how they can be used to enhance the online learning environment. Participants will evaluate, select, and integrate technologies into their online course structures.


EDU 6470 - Capstone: Cert Online Instruct - 3 cr.
This final course for the Certificate in Online Instruction program will consist of three major components: completion of the online course (begun in the first class and added to in each successive class), implementation of the course with "student" participants, and final course revisions following student, instructor, and mentor feedback.


EDU 6500 - M.Ed. Program Orientation - 0 cr.
Orientation offers an introduction to the M.Ed. program, and the course management learning system, Blackboard. In addition, participants will learn and practice new technology skills, develop a program plan, identify library resources, set personal goals, learn about the Benedictine Values, and apply technology skills to online community building.


EDU 6510 - Current Issues and Future Trends in Education - 3 cr.
This course will provide an introduction to the M.Ed. Program and will examine 21st Century teaching and learning as it applies to current issues and future trends in education. In addition, education theory will be introduced to engage learners in professional scaffolding of knowledge and best practice for 21st Century teachers and learners.


EDU 6520 - 21st Century Tech for Teaching - 3 cr.
In this first course, you assess your current technology skills and knowledge and set some learning goals for integrating technology in your classroom. You examine some of the trends and issues of technology integration, investigate some of the various types of educational software and technology tools available, and develop a technology integration plan for your classroom.


EDU 6525 - Introduction to Educational Research - 3 cr.
An overview of research in education that provides practicing professionals an opportunity to identify, read, interpret, and apply educational research. This includes a study of research methodologies, analyses of relevant literature, and the development of a literature review in a self-selected area of interest.


EDU 6530 - Prom Critical Think Classroom - 3 cr.
Introduces thinking skills taxonomies, thinking routines, and tools for inquiry-based instruction and assessment. Candidates analyze and create assessments, instructional materials, and teaching approaches for the development of inquiry and argument in one's practice.


EDU 6540 - Data Driven Classroom Assessme - 3 cr.
Focus is on learning to use student assessment data to inform decisions related to planning and implementing instructional strategies at the classroom and individual student level. Participants learn how to collect and organize data, analyze and interpret that data, and make informed decisions. Participants will develop "data literacy"; a basic understanding of how data can be used to inform instruction.


EDU 6550 - Culturally Responsive Instruction - 3 cr.
Students examine characteristics of culturally responsive instruction and how to develop culturally responsive instruction techniques. Participants will engage in critical reflective exercises to understand current practice, barriers to student achievement, including examining the achievement gap. Students will examine inclusive learning environments and develop new strategies to meet the needs of a diverse student body.


EDU 6560 - Research Based Inquiry - Capstone - 3 cr.
Students work closely with their assigned faculty mentor to conduct their action research study and complete an original scholarly work. Reflection, analyses and dissemination of final work is required for successful completion of course.


EDU 6777 - Topics - 0-4 cr.
Courses on current topics are offered from time to time. See the School of Education website for current offerings. http://www.css.edu/Academics/School-of-Education.html


EDU 6900 - Continuing Enrollment: Act Res - 0 cr.
Required registration for continuing work on final action research project. Students not completing EDU 6150 and EDU 6160 in the designated number of semesters must register for EDU 6900 each semester until completion of the course requirements


EDU 6999 - Independent Study - 0-8 cr.
Independent Study in Education.