This orientation session provides an introduction to the outcomes for the Master of Arts in Education program. As reflected in the LaSallian philosophy, self-evaluation leads to setting personal goals and the establishment of a plan for life-long learning. The initial expectations for academic writing, APA style, and portfolio development are presented. A sample of academic writing is evaluated.

To complete the graduate degree, students are required to present and substantiate conclusions of the action research paper and their competency portfolio. They present their paper and portfolio to a faculty committee and respond to questions about their work. They will demonstrate effective oral and written communication skills, critical thinking and effective use of technology.

In this seminar, processes for critical thinking and reflection are applied to significant changes in professional practice. Strategies for maintaining personal resiliency in a field of rapidly continuing change are explored. The purpose, criteria, and methods of reflection are introduced and applied.

Upon completion of the course, students are expected to be able to do the following:

1. Understand and apply frameworks for change and resiliency.
2. Apply critical thinking skills related to significant change in professional practice. 
3. Examine personal and professional goals and plan for continued growth.
4. Understand the purpose and methodology of reflective practice.

The educational theories, including those of Maslow, Piaget, Kohlberg, Gesell, Jensen, Erickson, and Vygotsky, are studied to describe the typical and abnormal development patterns of children from birth to adolescence. These theories are used to describe students in the current work environment. Early warning signs of mental health disorders, abuse and/or addiction are identified.

Effective classroom management methods which establish positive environments focused on learning are studied. Principles of child growth and development, brain compatible learning, and cultural competence are applied to create an equitable student-centered environment.

Skills of written and oral communication for a variety of purposes and audiences are reviewed and practiced. Effective collaboration skills to facilitate consensus and promote conflict resolution are developed. Processes of academic writing using the APA style are learned and applied.

National and state standards, selected curriculum design models, knowledge of content, and child development are used as tools to develop curriculum with considerations for diversity in culture, gender, and aptitude/achievement. Course and unit plans are developed/refined within a student's specific academic area.

Methods and tools for diagnosis, evaluation, and grading of student learning are studied. Strengths and limitations of various types of assessments are examined. Classroom assessments that are aligned to standards, curriculum, and instruction are planned, created, and used. Assessment data to monitor student progress, inform continuing instruction, and assign grades are analyzed and interpreted.

This course focuses on researched-based best practice principles for meeting the needs of diverse learners. Methods of planning and designing differentiated instruction based on pre-assessment and achievement indicators are applied. Unit lessons are designed using information on student readiness, interest, and ability to be appropriate to the outcomes of content and a variety of best practice techniques. Methods to foster creative and critical thinking skills among all students are explored and applied.

This course focuses on recognizing, designing, and conducting valid, reliable, and ethical educational research for improving teaching and learning. Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice. Action research design, evaluation of literature and published studies, decision analysis, and methods for communicating and implementing results will be practiced through several experiences.

The focus of this course is on the laws and ethics that govern school districts and their employees. Key federal and state laws and case law are studied in relation to current educational issues. Distinctions are made among personal beliefs, cultural norms, ethical codes and legal standards in the educational environment. The role of an ethical educational leader in a school community is explored.

In this summative course students apply research skills relevant to professional settings.  Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice.  The action research project results in a written paper which includes an introduction, a review of current literature, research questions, a description of the methodology and means of evaluation, the findings and interpretation of results, and possible questions for further study. Research designs, evaluation of published studies, decision analysis, and methods for communicating and implementing results are practiced through several experiences.

Upon completion of the course, students are expected to be able to do the following:

1. Recognize and differentiate between the appropriate use of and the processes involved in conducting descriptive/experimental research and conducting quantitative/qualitative research.
2. Critique published educational research by identifying limitations, assumptions, and biases of the studies. 
3.  Apply skills to plan and conduct research.
4.  Use academic writing skills and APA style.
5.  Demonstrate public speaking skills including adapting one’s speaking style to the audience and using appropriate technology.

This course is a theoretical and practical exploration of tutoring adult undergraduate learners.  Learning strategies for adults (androgogy) and individual tutoring techniques are covered along with the ethical decision making process involved in designing a tutorial plan.  The course includes at least 20 hours of tutoring with an assigned undergraduate student.

This course provides opportunities for students to develop a practical understanding of child abuse and neglect based on recent case studies, national/local trends and legal requirements for mandated reporters. Child abuse and neglect are examined and defined with respect to MN State Statute 626.556. Legal requirements for mandated reporting of child abuse and neglect are defined.

A variety of technology tools for teaching and learning and their professional and ethical implications are explored. Projects, lessons, and teaching materials to integrate technology into the curriculum are examined.

The history, research and program design options for gifted education are examined in this course. The identification and characteristics of gifted learners, curricular and instructional design, and topics such as meta- cognition, reflective and moral reasoning, and critical thinking are examined.

This course is an overview of special education including an historic perspective, federal law and state mandates. Pre-referral interventions, referral procedures, assessment and evaluation procedures are examined. Programming trends from segregation to full inclusion and educational strategies for learner and teacher success are explored.

The history and theory of creativity are examined in this course. Topics include types and degrees of creativity. Identifying and serving highly creative students, developing strategies for all students, developing strategies and classroom management plans to respond to diverse needs of their students.

Media literacy is examined through advertising, news, television programming and print media. Special emphasis is placed on media and the school-aged child to help teachers become media-literate. Learning activities that use media appropriately and foster media literacy are developed in this course.

In this course students examine how culture, ethnicity, poverty and cognitive style relate to teaching and learning. Diversity theories and research and their impact on learning are examined. Techniques for transforming educational climate and practice to support student achievement in a culturally diverse environment are studied.

Students research, analyze and develop innovative strategies for recognizing and accommodating giftedness. This course provides class participants with research literature regarding gifted and talented identification and programming for students in under-represented populations including children from diverse linguistic, geographic, economic and cultural backgrounds.

This course is a theoretical and practical exploration of tutoring adult undergraduate learners. Learning strategies for adults (androgogy) and individual tutoring techniques are covered along with the ethical decision making process involved in designing a tutorial plan. The course includes at least 20 hours of tutoring with an assigned undergraduate student.

Upon completion of the course, students are expected to be able to do the following:

1. Explain two different theories of adult learning.
2. Apply adult learning theory to an assigned mentee
3. Use an ethical decision making process in designing a tutorial plan for an adult.
4. Construct and implement a cohesive, androgogically, and theoretically sound tutorial plan
5. Evaluate the application and effectiveness of adult learning theories and tutoring strategies.