32 courses with the subject MED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
MED 615Becoming a Community of Learners (4 cr.)
In this first semester, learners engage in social emotional learning experiences to learn how self-awareness influences learning, teaching, and interactions with others. Learners engage in reflection of current beliefs and practices to develop a vision of personal and professional growth as an educator. Learners gain an appreciation of what it means to be a member of a learning community by experiencing learning with, from, and for others. This learning, together in association with one another deepens appreciation of the diverse perspectives that are a part of a learning community model. Study and application of research based practices that span the duration of the program begin in exploration of concepts and the impact of classroom environment on learning.
MED 616Applying Social Emotional Learning and Principles of Community (2 cr.)
In this practicum course learners apply principles of community and social emotional learning to the everyday classroom experience. Application of learning is captured and documented through reflective thinking.
In this learning experience, learners continue the journey of self-study, engaging in critical reflection on beliefs and current practices. While growing together toward true community learners practice skills of coaching thinking and feedback, designed to build the capacity of others. Learners practice these skills while engaging in problem posing and problem-solving dialogue at the Teach. Learn. Lead. conference. Learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts uncovered in semester one of community and environment. Within curriculum design, learners experience, explore, and implement multiple assessment and instructional strategies encompassing culturally responsive teaching and social, emotional, and academic learning.
In this practicum course learners apply the learning from MED 625 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.
MED 633Developing Principles for Practice Part 1 (2 cr.)
In this course, learners practice coaching thinking and feedback skills, while growing toward a true community. Learners practice these skills while engaging in problem posing and problem-solving dialogue at the Teach. Learn. Lead. conference. In addition, learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts of community and environment.
MED 634Developing Principles for Practice Part 2 (2 cr.)
In this learning experience, learners continue the journey of self study, engaging in critical reflection on beliefs and current practices. Within curriculum design, learners experience, explore and implement multiple assessment and instructional strategies encompassing culturally responsive teaching and social, emotional, and academic learning.
Learners formalize the approach to research and design, building on learnings from previous semesters. Learners gain a deeper understanding of the integration of pedagogy across the IDEA (instruction, discipline, environment, and assessment) spectrum. The art of locating, evaluating, and organizing resources followed by the synthesis of research through writing a review of literature is a primary focus of the course. Employing the concept of adaptation, learners apply the nuances of being a power searcher through extensive independent research. Research is centered on concepts derived from sensed needs and curiosity.
In this practicum course learners apply the learning from MED635 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.
MED 645Integrating Principles of Design into Practice (4 cr.)
Building on previous semesters, learners begin the implementation of a research-based classroom environment plan and action research process. Learners work collaboratively with community members, applying coaching thinking approaches to problem pose and problem resolve, and to construct a deeper understanding of strategies that enhance student learning. Learners apply previous course learnings and best practice to curricular design. Through examination of best practice and building upon curricular design work from previous semesters, learners apply this knowledge to curricular design. Learners begin forming beliefs around the concept of leadership, and examine the concept of presence and the role it plays in being a Lasallian educator.
In this practicum course, learners apply the learning from MED645, implementing action research and classroom environment design. Application of learning is captured and documented through reflective thinking.
In this culminating semester, learners prepare themselves to be learning leaders. They identify an approach to leadership, identifying opportunities to embrace and practice the role as a teacher leader. Learners expand their circle of influence by continuing to develop their personal learning network and facilitating dialogue amongst other educators at the Teach. Learn. Lead. conference. Leading with curiosity and gratitude, learners use concept-centered dialogue to cultivate leadership qualities. Learners incorporate real life, authentic learning experiences into their practice by integrating design, collaboration, and community-based processes, while applying the habit of reflection. Learners write an intentional plan of continued growth and application of learning as they embark on being a master teacher.
In this practicum course, learners apply the learning from MED655 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.
In this course, learners explore how to create a healthy and more positive climate and culture in the classroom and across the school. Learners discuss strategies to intentionally foster intrinsic motivation in students and then create a unit of lessons to implement in their classroom which teach students to be growth mindset-oriented, thus increasing their engagement. Through reflection, learners develop their own mindset and analyze their impact on student learning.
MED 663Today’s Busy Teacher: Battle Burnout and Build Balance (3 cr.)
In this course teachers learn new ways to organize their classroom practices as well as how to start creating a more healthy work-life balance that benefits the teacher, their students, and the entire school community. The daily demands on teachers are growing; high-stakes testing, best practice instruction, twenty-first century learning expectations and parent communication can sometimes lead to teacher burnout. Work-life balance for educators is a conversation happening across schools, across districts and across the nation. This course provides the space and time to have this conversation in an atmosphere that provides immediate results and both personal and classroom change.
MED 665Movement and Motivation: Instructional Practices to Boost Learning and Achievement (3 cr.)
In this course learners explore the challenges of motivating students through instructional strategies and classroom management techniques that promote student engagement in their learning and boost achievement. Instructional strategies, best practices, and current literature serve as a framework for developing a deeper understanding of how to effectively reach students. Learners incorporate movement, facilitate the development of intrinsic motivational strategies, and promote shared responsibility for learning and then apply principles of effective student engagement in the field of teaching middle level learners to impact student achievement.
Exposure to traumatic events in childhood is common. Although not all exposure to trauma leads to difficulty in functioning, research shows that exposure to trauma and toxic stress changes people. Just as a physical assault on the body can cause bodily impairment, psychological trauma can result in a mental injury that impacts such things as a child’s ability to regulate emotions, attend to classroom activities, and/or achieve normal developmental milestones. Teachers have a great ability to prevent and mitigate the impact of traumatic exposure on students. By becoming trauma-sensitive, teachers can become a protective factor for these students and increase their social, emotional and academic skills. Trauma-Informed teaching is a process, not a product. Strategic and thoughtful implementation is critical to ensure successful implementation in the classroom.
MED 669A Professional Book Study: HEART! Fully Forming Your Professional Life as a Teacher (1 cr.)
Learners study the book HEART! Fully Forming Your Professional Life as a Teacher together, exploring and reflecting upon the intricacies of a teacher’s professional life as an educator and the “unique aspects that make up the HEART of a professional life: happiness, engagement, alliances, risk, and thought” (Kanold, 2017). Learners deepen their personal understanding of the HEART concepts of happiness, engagement, alliances, risk, and thought through virtual book club discussions, journaling, exchanging ideas, and developing personal strategies to incorporate into one’s life as an educator.
MED 670A Professional Book Study AND Professional Development Application: HEART! Fully Forming Your Professional Life as a Teacher (3 cr.)
Learners study the book HEART! Fully Forming Your Professional Life as a Teacher together, exploring and reflecting upon the intricacies of a teacher’s professional life as an educator and the “unique aspects that make up the HEART of a professional life: happiness, engagement, alliances, risk, and thought” (Kanold, 2017). Learners deepen their personal understanding of the HEART concepts of happiness, engagement, alliances, risk, and thought through virtual book club discussions, journaling, exchanging ideas, and developing personal strategies to incorporate into one’s life as an educator. Aside from learning from and with others within the book group, participants dig deeper into the HEART concepts of happiness, engagement, alliances, risk, and thought and develop a professional development ready presentation to share in their own school community.
MED 671Teaching the Current Generation: Understanding the Students in my Classroom (3 cr.)
In this course, learners uncover research on developmental norms and generational characteristics. Through collaboration learners gather and analyze resources to develop strategies for making learning relevant and meaningful for their students. Learners identify current generational characteristics of themselves and those of their students and develop a ready to implement instructional plan that addresses the needs of their students’ generational learning needs.
MED 672Be Wild: Unleash Your Innate Creativity to Engage Learning (3 cr.)
This course is grounded in the book Wild Card: 7 Steps to an Educator’s Creative Breakthrough and provides educators with a pedagogical framework for infusing the most relevant, engaging, and responsive teaching practices into today’s ever-changing classrooms. Learners study practical activities that tap into students’ strengths and interests that create a dynamic classroom environment to motivate students and bring new life into the classroom. This course empowers learners to reclaim their own innate creativity and encourages keeping classroom instruction interesting.
MED 673Mathematical Mindsets for Teaching and Learning (3 cr.)
The focus of this course is to provide a strong foundation for mathematics instruction and assessment that is engaging, aligned to grade-level standards and objectives, and recognizes all students as learners of mathematics. A component of this work incorporates the text Mathematical Mindsets by Jo Boaler, which investigates student mindsets that lead to empowered learning of mathematics.
Learners in this course engage in a professional book study process. Learners engage in weekly, paced-out modules as a community. Supplemental experiences and resources are included to enhance the learning experience. At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts.
MED 675Professional Book Study and Application 1 (3 cr.)
Learners in this course engage in a professional book study process. Learners are facilitated through a chosen book together and engage in weekly paced-out modules as a community. Supplemental experiences and resources are gathered by the learning community and included to enhance the learning experience. At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts. As participants learn with, from, and for others within the course, they develop a plan of action ready to implement upon completion of the course that focuses on enhancing teaching and improving student achievement.
Learners in this course engage in a professional book study process. Learners engage in weekly, paced-out modules as a community. Supplemental experiences and resources are included to enhance the learning experience. At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts.
MED 677Professional Book Study and Application 2 (3 cr.)
Learners in this course engage in a professional book study process. Learners are facilitated through a chosen book together and engage in weekly paced-out modules as a community. Supplemental experiences and resources are gathered by the learning community and included to enhance the learning experience. At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts. As participants learn with, from, and for others within the course, they develop a plan of action ready to implement upon completion of the course that focuses on enhancing teaching and improving student achievement.
Learners in this course engage in a professional book study process. Learners engage in weekly, paced-out modules as a community. Supplemental experiences and resources are included to enhance the learning experience. At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts.
MED 679Professional Book Study and Application 3 (3 cr.)
Learners in this course engage in a professional book study process. Learners are facilitated through a chosen book together and engage in weekly paced-out modules as a community. Supplemental experiences and resources are gathered by the learning community and included to enhance the learning experience. At the end of this course, learners have a well-rounded perspective of the book’s topics and concepts. As participants learn with, from, and for others within the course, they develop a plan of action ready to implement upon completion of the course that focuses on enhancing teaching and improving student achievement.
MED 680Assessment to Promote Understanding and Achievement (3 cr.)
In this course, practicing educators gain an understanding and proficiency in creating and implementing assessments that promote student achievement and understanding. Learners research and design formative assessments to guide student learning and their teaching. Aligning assessments to instructional outcomes and planning serves as a focus of the course. Learners also develop an understanding of self-assessment and apply that understanding to their teaching and their students’ learning.
Practicing teachers explore research-based instructional strategies that promote student achievement and understanding. The focus of the course includes translating the research-based strategies into practice. Learners incorporate instructional strategies that meet the diverse needs of students in today’s classrooms. The course also challenges learners to align their instructional strategies to their curricular outcomes and assessments.
