8 courses with the subject EDPD, 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.
EDPD 601Assessment Design & Evaluation3
42.0 hours 600 level graduate course This course focuses on developing participants’ understanding of the end goals of the educational experience students receive in the classroom; capability to enhance instruction and learning through appropriate student assessments; and ability to provide useful feedback on educational programming. Utilizing the concept of authentic assessment (or ‘cornerstone’ assessments as per Wiggins and McTighe in Schooling by Design, 2007), participants transform the process of teaching and learning into measureable outcomes achievable by all students. Particular attention is paid to: (1) the varied types of assessment necessary for an educational program including formative, summative, diagnostic, and benchmark, (2) the current environment of educational assessment, (3) assessment for project-based learning, (4) assessment instruments and their design, (5) the utilization of assessment data to improve student learning, and (6) the inter-relatedness of curriculum, instruction and assessment in the teaching and learning process. Educators develop an understanding of the different types of assessment and how they fit into a comprehensive system of curriculum, instruction, and assessment. Participants are able to construct a variety of assessments and assessment items to align with classroom instructional objectives. The effective use of data to make informed decisions about curriculum, instruction, and future assessment is discussed. (Open to Educational Program Design majors only) Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
42.0 hours 600 level graduate course Curriculum Design focuses on the process of designing curriculum from a ‘zero-sum’ starting point. The curriculum cycle and various considerations of curriculum design will be emphasized to provide participants a better understanding of the centrality of curriculum design in meeting the needs of all students. Specific focus will be placed on: (1) the concept of backwards design as illustrated by Wiggins and McTighe in Understanding by Design (2005), (2) contemporary and technological considerations for curriculum design, (3) curriculum accessibility or enhancement for students performing below or above grade level, (4) vertical articulation, (5) the role of standards in curriculum design, and (6) the inter-relatedness of curriculum, instruction, and assessment in the teaching and learning process. (Open to Educational Program Design majors only) Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
42.0 hours 600 level graduate course Instructional Design examines the process of teaching and learning as a delivery system. Basic theories of instructional design, along with research-based instructional strategies (Classroom Instruction That Works, Marzano, 2004), will guide the student in developing instructional practices designed to complement the areas of curriculum and assessment. Additional focus will be given to: (1) instructional design for specific student populations (i.e. English Language Learners, special needs, talented and gifted); (2) an exploration of how technology impacts instruction; (3) the ever-evolving role of the teacher; (4) the special relationship of formative assessment to instruction; and (5) the inter-relatedness of curriculum, instruction, and assessment in the teaching and learning process. Prerequisites EDPD*601 Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
EDPD 604Designing 21st Century Learning Environments3
42.0 hours 600 level graduate course This core course provides educators with an understanding of the unique opportunities and challenges technology brings to the design of teaching and learning environments. The course examines micro and macro learning environments and what, in particular, makes learning environments successful. While not a technology course per se, certain digital tools will be explored, demonstrated and tested to exemplify the vast possibilities available for teaching and learning across multiple settings. Focus on collaboration, accessibility, motivation, and authentic learning as key to the design of modern learning environments. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
42.0 hours 600 level graduate course This course is designed to prepare the educator to successfully engage in the essential aspects of research for the culminating research-based paper/action research/project required for the culminating course, Capstone Project: Master of Education. This course, Research Methods, represents the first of two courses designed to take students through the process of completing the Capstone Project. Students successfully completing this course will have selected a research topic; produced a well-developed research statement and/or research questions; completed an in-depth investigation of scholarly literature related to their topic and complementary theoretical frameworks; prepared an outline of the proposed research methodology; and drafted a project prospectus to present to the Capstone Committee and Advisor (selected by the student from the approved list of Faculty) toward the end of the semester. Students will complete the first two of the five chapters required for the Capstone Project (whether it is the Research Paper, Action Research, or Curriculum). Prerequisites EDPD*604 Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
67.5 hours 600 level graduate course This course is designed to prepare the educator to successfully engage in the essential aspects of research for the culminating research-based paper/action research/project required for the culminating course, Capstone Project: Master of Education. This course represents the first of two courses designed to take students through the process of completing the Capstone Project. Students successfully completing this course will have selected a research topic; produced a well-developed research statement and/or research questions; completed an in-depth investigation of scholarly literature related to their topic and complementary theoretical frameworks; prepared an outline of the proposed research methodology; and drafted a project prospectus to present to the Capstone Committee and Advisor (selected by the student from the approved list of Faculty) toward the end of the semester. Students will complete the first two of the five chapters required for the Capstone Project (whether it is the Research Paper, Action Research, or Curriculum). Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
42.0 hours 700 level graduate course The Capstone Project serves as a culminating experience for educators enrolled in M.Ed. programs at the University of the Arts. This Capstone course ties together the sum of the M.Ed. coursework taken in the program, and offers educators the choice of completing one of three projects, according to educator interest and utility within the educator’s classroom, school or District. Options include: 1) curriculum project, 2) research project, or 3) action research project. Educators work closely with a Capstone adviser and committee, including a field expert and University faculty, and defend their final submission before the committee. Prerequisites EDPD*605 This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
67.5 hours 700 level graduate course The Capstone Project serves as a culminating experience for educators enrolled in M.Ed. programs at the University of the Arts. This Capstone course ties together the sum of the M.Ed. coursework taken in the program, and offers educators the choice of completing one of three projects, according to educator interest and utility within the educator’s classroom, school or district. Options include: 1) curriculum project, 2) research project, or 3) action research project. Educators work closely with a Capstone adviser and committee, including a field expert and University faculty, and defend their final submission before the committee. Prerequisites EDPD*606 Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
