168 Master of Education in Curriculum and Instruction Director: Dr. Judith Mitchell Location: Education Building, Room 231 Telephone Contact: Cathie Soutas, 626-6278 I he mission of the Master of Education in Curriculum and Instruction (MEd) program is to extend the professional knowledge, skills and attitudes of educators in schools, business, industry, and higher education through advancing the theoretical and practical applications of curriculum and instruction. The program is approved by the Utah State Board of Education using national NASDTEC standards and the National Council for Accreditation of Teacher Education (NCATE). The MEd program with the organizing theme of Teacher as Reflective Practitioner is practice-oriented, and the purposes, processes, outcomes, and evaluation are explicated by a model represented by the acronym TREC: Teachers Reflecting, Engaging, Collaborating. These components, reflecting, engaging, and collaborating, serve as a framework for organizing course work and program development. The goals of the curriculum reflect an emphasis on preparing master teachers • who are reflective of their own practices and their impact on students; • who engage students through a variety of strategies to ensure growth in knowledge and learning processes that they might become independent life-time learners; • who collaborate with peers and students in learning communities; • who engage in research to improve educational practices and those of peers. In cooperation with the University, the Program provides avenues for continuing professional development and continual learning for university faculty as well as students, and encourages the university values of teaching, scholarship and service. Admission Requirements The MEd program is selective, with a limited number of openings available for qualified students. Admission deadlines are February 1 for spring quarter, May 1 for summer quarter, August 1 for autumn quarter, and November 1 for winter quarter. For additional information contact the Master of Education office, (801) 626-6272. The following are required: 1. Admission to Weber State University and application for the MEd Program. 2. Application fee. 3. Verification of a Bachelor's degree from an accredited institution. 4. Equivalent of one year's full-time professional teaching experience. 5. Official transcripts from all institutions. 6. Three recommendations. 7. Minimum GPA of 3.25 on the last 90 quarter hours of approved undergraduate/graduate course work. or Minimum GPA of 3.00 to 3.24 on the last 90 quarter hours and a minimum score of either 40 on the Miller's Analogies Test (MAT) or 480 each on the Verbal, Quantitative, and Analytical portions of the Graduate Record Examination (GRE). 8. Oral interview with the Program Director. 9. Writing proficiency assessment. Additional Requirements for International Students • TOEFL score of 550. • Oral language proficiency. • Weber State University-accepted Bachelor's degree. • Courses evaluated into the equivalent of American credits and letter grades. • If the overall GPA is lower than 3.25, and the evaluated transcript cannot be calculated for the last 90 quarter hours of course work. The Graduate Record Examination must be taken with a minimum score of 480 each on the Quantitative and Analytical Portions. Course Requirements for M.Ed. The 54 hour program of study consists of a 24 hour professional core requirement and 30 hours of graduate committee-approved professional education electives and/or courses in the student's discipline. A portion of the core requirement is the completion of a Master's project, a practical application of knowledge and skills. Professional Education Core Requirements (24 credit hours) Introduction to Graduate Studies 1 Educ measurement & Evaluation 3 Curriculum Design & Instruction 3 Historical, Social, & Philos Issues 3 Learning & Develop Theories 3 Interpreting & Conducting Education Research 3 MEduc 675 Teaching Cultural & Language Differences 3 MEduc 696 Master's Project 3 MEduc 698 Graduate Synthesis Seminar 2 Electives (30 credit hours) Electives must be graduate level (i.e. 600 level credit), and may be selected from offerings in professional education, discipline areas, or specialized courses leading to endorsements in Special Education, Gifted and Talented, ESL, or ESL/Bilingual. At the present time Weber State offers graduate level content courses in English, HPHP, Math, History, Science, and Foreign Language. The graduate office has listings of approved elective courses and endorsement requirements. MEduc 601 MEduc 604 MEduc 615 MEduc 641 MEduc 664 MEduc 666 MASTER OF EDUCATION COURSES-MEDUC 600. Classroom Management (3) Eclectic review of the popular teacher-pupil interaction models as they are classified into ideological camps and effect. Management and strategies for classroom discipline. 601. Introduction to Graduate Studies (1) Review of program goals, policies, and procedures including writing style and paper format in the MEd program. Introduction to the library, campus writing lab and word processing facilities. 602. Current Topics in Education (1-6) 604. Educational Measurement and Evaluation (3) Evaluation of educational procedures, including principles of measurement, objectives of tests, and experience in test construction. 605. Action Research in the Classroom (3) Students will explore effective classroom-based research techniques, complete classroom-based research projects, and promote the ongoing application of action research to the improvement of teaching practice. 606. Effective Mentoring in the Classroom (3) Course will cover strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project. 608. Teaching Interpersonal Skills (3) Study and application of interpersonal skills leading to the application and teaching of selected techniques and systems in the classroom. 609. Reading in the Content Areas (3) Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas. 612. Scholarly and Professional Writing (3) This course is designed to help students meet academic goals requiring graduate level writing. A process for scholarly and professional writing will be covered as well as style, form, documentation, support, organization, and a number of other topics to help develop writing confidence. 614. Human Development: Adolescence (3) Study of physical, mental, social, and psychological characteristics of adolescents, their needs and problems, and methods of working with adolescents who have behavior problems. 615. Curriculum Design and Instruction (3) An overview of the theories of curriculum development as well as a practical appraisal of curriculum design and implementation. 619. Theories of Instruction (3) Review of the various models of teaching as defined by Bruce Joyce and Marsha Weil. Exploration of theoretical and practical issues related to the classroom application of the various models. 620. Current Trends in Early Childhood Education (3) An advanced course in Early Childhood Education (birth through age eight) based upon examination of the current trends in curriculum and instruction for young children. 623. Computer Applications for Teachers (3) Designed for students that have had a prior introduction to the computer. Development of classroom applications, software evaluations, curriculum development and specific topics as deemed pertinent by the instructor and class. 624. Current Problems in Education (3) Study of selected issues in American education today, with special emphasis on practices in Utah. Students are expected to analyze the process of problem identification as well as the educational problems identified during the course. 625. Planning Curriculum and Instruction in Multiethnic Settings (3) This course will explore the application of assessment and evaluation procedures in planning curriculum and instruction for multi-ethnic students in public school classrooms. Prerequisite: MEduc 675. 627. Literacy Strategies in English for Speakers of Other Languages (3) Strategies for building reading, writing, and oral English proficiency with students whose first language is not English. Prerequisite: MEduc 675. 169 635. Assessment and Corrective Procedures in Reading (3) Assessment of reading problems and corrective procedures for remediation in elementary classrooms. 638. Values Education (3) Designed for teachers, administrators, parents and community leaders. Examines the developmental processes of socialization and moral development. Four separate approaches of values education are evaluated. 641. Historical, Social, and Philosophical Perspectives to Educational Issues (3) Relationship of the modern school issues to society with special emphasis upon historical and philosophical literature having influenced the direction of American education. 642. Nature and Needs of the Gifted and Talented (3) An overview of education for the gifted and talented: historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum, and educational program options; special populations of gifted students. 645. Creativity and Applied Imagination in the K-12 Classroom (3) Exploration and development of readily available personal and community resources to encourage creative thinking/reasoning, classroom involvement, and transfer of learning. 648. Differentiated Curriculum for the Gifted (3) Curriculum theories and educational strategies for educating gifted and talented students. A practical course, with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom. 649. Assessment and Evaluation in Education of the Gifted (2) Principles of assessment applied to: identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness. Prerequisite: MEduc 653. 650. School Law (3) Considers the rights and responsibilities of students, teachers, and other educational practitioners. Relates these to school programs and operations as determined by state and federal constitutions, laws, and court decisions. 651. Role of the Special Educator (3) Examination of the professional role responsibilities of the special educator in public schools, and the laws and State rules and regulations that govern the program. 652. Classroom and Behavior Management (3) Current issues, practices, and application of a variety of approaches for behavior change, discipline and management of the classroom environment. 653. Principles of Assessment (2) Students will learn elements of standardized testing for the purpose of student diagnosis, with emphasis on criterion and norm referenced tests. General GEN ED & CORE COURSES Interdisciplinary HONOURS/BIS LIBSCI WS Applied Science & Technology PRENGR CS EET MFET MET CMT DG AUTOSV AUTOTC IDT SST TBE Arts& COMMUN ENGL FORLANG DANCE MUSIC THEATR ART Business &Ec MPACC ACCTNG BUSADM LOG FIN MGMT MKTG ECON IS&T MEDUC- CHFAM HEALTH NUTRI PE REC EDUC CLS DENSCI PARAMD HTHSCI HAS HIM MRSCI NURSNG RADTEC DMS NUCMED RADTHR RESTHY :.'::*:;:-;'««! SE BOTANY CHEM GEOSCI MATH MATHED MICRO PHSX ZOOL Social & Behavioral Sciences CJ GEOGR HIST POLSC PHILO PSYCH SOCLWK GERONT SOCLGY ANTHRO MILSCI AEROSP NAVSCI W E B E R State University Weber State University