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| LRN_SCI 427 |
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Teaching and the Design of Learning Environments
This course is an introduction to issues in the design, enactment, and study of innovative learning environments.
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| LRN_SCI 435 |
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Science Teaching
This seminar will review current trends and research in science education, focusing on innovative approaches to teaching, including technology-based learning environments. Course readings will combine studies of student reasoning, studies of science teaching practice, new paradigms for technology-based learning environments in science, and empirical studies of the problems and prospects of various approaches.
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| LRN_SCI 438 |
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Topics in Learning Sciences: Teaching with Technology
This course is designed to help prepare teachers looking to integrate the use of digital technologies into their practice. The course combines theory and practice to provide students with (a) practical strategies for employing technology in classrooms and (b) conceptual strategies for integrating technologies into effective pedagogy. The course will involve the reading of relevant articles, class discussions, laboratory sessions with technology enhanced curricular units.
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| LRN_SCI 477 |
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Philosophical & Historical Foundations of Education Reform
Why does education stand in need of perpetual reform? And how have reform agendas come to shape American education? Here we discuss these questions in our effort to read about and analyze patterns in the attempts to reform education. Americans have always placed great value on the potential and the responsibility of schools as engines for social change. And schools, by and large, have come to be known in response to these various calls for social reform. Yet many scholars have noted a persistent resistance of schools to embrace the fundamental change of the era, and have wondered at the reasons schools retain their core technologies of instruction and accountability despite the best-laid plans of reformers. In this course we will investigate the patterns that emerge in major reform movements of the past century. After considering several accounts of the roots of education reform, we turn to the scientific management reforms of the early 20th century, John Dewey and the Progressive schools movement, the curricular critiques of math and science education of the Sputnik era, the self correcting critiques of school reform of the late 1960’s and 70’s, and the resurgence of the constructivist teaching for understanding movement of the late 80’s and 90’s. Our goal of the course will be to determine a) to what degree different reforms emerged from their conditions and sponsored subsequent reforms b) what patterns emerge in the ebb and flow of reform movements, and c) how to make “big picture” sense of the patterns in reform movements.
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| MS_ED 402 |
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Social Contexts of Education
How social contexts such as families, schools, and the workplace shape individuals; how individuals' intellectual and interpersonal capacities, preferences, and goals are shaped by their social contexts. Societal structures that organize, supply, and channel individual learning experiences and how they provide the formal and informal settings in which social interaction takes place. How participation in these socializing settings molds the development of individuals' capacities and forms their goals.
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| MS_ED 403 |
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Childhood and Early Adolescent Development and Learning
Overview of developmental concepts from birth into adolescence. The interplay of biological invariants, individual differences, and cultural experiences; relationships among cognitive, social, and cultural aspects of development and learning; major developmental theories and contexts of the construction of these theories; implications for teaching and learning.
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| MS_ED 404 |
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Adolescent Development in Social Contexts
Adolescent development in its differing social contexts, with particular attention to schools, families and peer groups. By mixing social science with philosophy, the class explores the types of environments that best enhance growth and development during this stage of life.
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| MS_ED 405 |
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Learning and Teaching in Higher Education
This course addresses the issue of learning. What is learning in higher education and what challenges does it pose to teaching? How can teaching respond? Students will examine different models and theories of learning, recent research on student conceptions of and approaches to learning, the impact of learning on faculty understanding and approaches to teaching.
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| MS_ED 406 |
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Research and Analysis in Teaching and Learning I: Discussion and Question Development
The course aims to help students meet three goals that will advance the progress of the Master's Project and, at the same time, develop skills of questioning and discussion that are useful in many teaching-learning contexts. The three goals include: the formation of a question which the Master's Project will address; a description of the rationale for the question; and the start of a literature review on the topic. In order to meet the goals, students will develop questions about the meaning of texts, refine these through small-group discussion, and develop skills of effective discussion participation and leading, including preparation for discussion. Taken together, these skills permit not only the cultivation of meaningful questions but progress toward their resolution, as they develop habits of careful reading and reflection. Texts for the course will include classic works related to discussion and questioning and the domain of the Master's Project. Each student will lead a discussion on a text germane to the question chosen for the Master's Project.
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| MS_ED 407 |
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Research and Analysis in Teaching and Learning II: Literature Review and Methodology
This class is intended to be a forum in which to investigate the paradigms and approaches to educational research that participants can utilize in their Master's Projects. Participants discuss and refine their research questions and examine methods of data collection within the framework of research plans they design for their projects. Teacher research and action research are particularly emphasized for practitioner researchers. Participants investigate criteria used to evaluate research relevant to education and experience peer review of their own research displayed during the course. This is the second of a three-course sequence relating to student's Master's Project research. The third class is MS_ED 408, Research and Analysis in Teaching and Learning III: Analyis Interpretation and Dissemination.
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| MS_ED 408 |
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Research and Analysis in Teaching and Learning III: Analyis Interpretation and Dissemination
This course helps students refine the reflective skills required of educators in complex social institutions such as schools, businesses, and nonprofit organizations and develop effective problem-identification and -solving approaches. Intensive analysis and discussion of questions encountered in elementary and secondary schools, administrative, higher education, and corporate settings. Students present their Master's Project in this course.
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| MS_ED 413 |
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Problems in the Philosophy of Education
Classical and modern philosophies of education. Text interpretation, analysis of ideas, and argument construction; the relation of philosophy to educational issues. Students develop their own philosophy of education in the course.
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| MS_ED 420 |
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Foundations of Writing Processes
Cognitive and sociocultural foundations of writing processes and their implications for writing instruction and assessment; includes supervised field experience. Required for students seeking certification in English.
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| MS_ED 421 |
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Children's Literature
This class surveys various aspects of children’s literature, with emphases on fairy tales, picture books, and novels. We will read books for children of all ages, from kindergarten to young adult (teens). To help you develop an understanding of and appreciation for children’s literature, this class will teach you recognize its genres, to examine it critically, and to demonstrate your increased knowledge through assignments.
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| MS_ED 422 |
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Teaching Reading in the Content Area
This course is designed to help middle school and high school English teachers develop an understanding of specific strategies that readers must use to achieve deep comprehension of content material. Students will explore cognitive foundations of reading comprehension and their influence on methods of instruction and assessment, as well as the interrelationships among reading processes and language learning. Theory and practice relationships will be explored as students experience and learn about: text structure, use of background knowledge, comprehension connections, inferencing, strategies for active engagement, socio-cultural influences on reading, reading/writing relationships, text sets, and assessment of content reading.
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| MS_ED 423 |
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Foundations of Reading and Language Acquisition: Elementary
Cognitive foundations of reading comprehension and their influence on methods of instruction and assessment; the interrelationships among reading processes and language learning.
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| MS_ED 424 |
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Foundations of Reading and Language Acquisition: Secondary
Cognitive foundations of reading comprehension and their influence on methods of instruction and assessment; the interrelationships among reading processes and language learning. Required for students seeking certification in English.
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| MS_ED 425 |
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Foundations of Writing Processes
Current theory and practice related to writing processes, with emphasis on personal writing experiences, including topic selection, drafting, conferencing, revising, editing and publishing. Other topics include evaluation, writing in various genres and about various subjects, motivating students to write and management of writing workshops.
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| MS_ED 426 |
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Mathematics in the Elementary School from an Advanced View
Overview of mathematical topics taught in elementary and middle school. Students learn in small groups and reflect on their own and children's learning. Pedagogical contexts for the mathematical concepts are provided so students can reconstruct their mathematical understanding. Review of research on children's conceptions of various mathematics topics, leading to a fuller comprehension of teaching and learning mathematics.
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| MS_ED 427 |
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Educating Exceptional Children
Characteristics of different exceptionalities (physiological, intellectual, and social-emotional) and etiological factors; trends in legislation, educational programming, and approaches to instruction for students with disabilities.
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| MS_ED 428 |
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Dynamics of Middle School Curriculum
The objective of this course is for students to understand and explore the dynamic environment of middle schools and young adolescents, and to consider the impact of middle school principles, structures, and practices on classroom learning and instruction. Students will examine the unique characteristics of middle school learning and the educational needs of young adolescent learners, and they will compare and contrast a variety of middle school models, including policy statements, visions and reform proposals. Major topics include public policy issues, adolescent development, standards and curriculum, measures of intelligence, learning differences, school structure and culture, instructional relation¬ships and strategies, literacy and reading in the content areas, the development of critical thinking skills, culturally responsive and equitable practices, interdisciplinary instruction, assessment methods, middle school leadership, and technology.
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| MS_ED 429 |
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Hlth & Phys Devl
This course is to examine the physical development of children from early infancy through adolescence. Particular attention is paid to the school age child and to those strategies that can be used by school personnel at the classroom and building levels to enhance the physical well-being of children
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| MS_ED 440 |
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The Gifted: Differentiating Instruction
Students will learn how to assess characteristics of students within their classroom so as to create an optimal match between student and instruction; to develop differentiated curriculum units and design classroom learning environments conducive to differentiation; and to establish management systems for a differentiated classroom.
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| MS_ED 441 |
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The Gifted: Differentiating Instruction from an Advanced Perspective
Students examine the research base behind instructional strategies and their efficacy with different types of learners. They study assessment and accommodation/modification techniques from cross-grade level, school, and district perspectives.
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| MS_ED 442 |
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The Gifted: Theoretical Foundations of Creativity and Giftedness
Topics in this foundations course include theories of creativity and giftedness; models of talent development; cognitive and social-emotional characteristics of gifted individuals; diverse populations of gifted learners; historical and current research in the field of gifted education.
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| MS_ED 443 |
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The Gifted: Leadership and Advocacy
This course explores educational leadership and advocacy for talent development at the local, state, and national arena.
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| MS_ED 444 |
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The Gifted: Practicum and Seminar in Special Populations
Students complete a 40-hour practicum with gifted and talented learners at Northwestern's Center for talent Development. The practicum seminar provides the opportunity for students to discuss their field experiences with their peers and reflect on these experiences in the light of research and educational theory.
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| MS_ED 445 |
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The Gifted: Special Topics
This course explores in depth critical issues in the fields of talent development and creativity. A major focus is for students to identify an area of interest in which to read deeply and broadly, gaining perspectives from a variety of fields and areas of inquiry.
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| MS_ED 451 |
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Special Topics: Cognitive Foundations of Learning
How does a student make sense of words on a page? How does mathematical knowledge grow? How do students‚ ideas about history and science change over time? This class will engage students with cognitive perspectives on learning that will help illuminate answers to questions like these. Each class will focus on a different cognitive perspective, such as the transfer of knowledge from one setting to another, conceptual change, and the difference between expert and novice knowledge. While issues of cognition can seem abstract and theoretical at times, this course will guide students through practical application of cognitive theory in different content areas for student
learning.
**This course counts as a Learning Sciences Elective for MSED students.
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| MS_ED 451 |
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Special Topics in Higher Education: Strategic Management in Student Affairs
This course will examine the structure and functions of student affairs programs and services from a general management perspective. Using systems theory as a conceptual and analytical framework, the course will examine student affairs from a holistic perspective and how major interrelated and interdependent functions may affect student programs and services. The role of strategic planning as an important management function will be emphasized as a process for adapting programs and services to the changes in the environment and in the needs of students. In addition, the course will review the interrelated management processes of program design, program implementation and program evaluation through the use of logic models. The course also will explore the dynamics of mental models and self-interests that create tension among individuals, departments, divisions and the university and that affect agreement about organizational goals and priorities. The course will emphasize theory-to-practice by using real world examples to illustrate and apply key concepts and by developing a realistic strategic plan for a division of student affairs.
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| MS_ED 451 |
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Special Topics in Higher Education: The Community College and Urban Education
This course examines the mission of the urban community college and the issues and challenges that affect the successful implementation of that mission. Current policy issues are analyzed in the context of political, fiscal, and social realities. Areas of major importance to the urban community college are addressed (e.g., governance, executive leadership, administration, finance, accreditation, instructional programs and services, student life, public relations, technology, and workforce development, and partnerships.
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| MS_ED 451 |
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Special Topics in Higher Education
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| MS_ED 451 |
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Special Topics: Comparative Higher Education: The Impact of Globalization
This course introduces students to the higher education systems of other countries and regions and how each is confronting the challenges of globalization. Particular focus is on the European Community, India and China, but other countries will also be analyzed. We examine issues and their implications related to internationalization; massification; scholar and student exchange; disparities in access, equity, accountability; decision-making power within the worldwide knowledge network; reform movements and management challenges; and the implications of pending trade agreements on the exchange of educational goods and services between center-periphery/North-South nations. This course will be of practical value for those considering careers in administration, policy, government, international education, teaching and research.
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| MS_ED 451 Sec 20 |
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Topics in Teaching & Learning: Learning and Teaching Human Biology
This course meets with BIO SCI 307/ TEACH ED 351. This course is appropriate for science majors interested in education, pre-service science teachers, and practicing science teachers. This course studies the implications of the latest in science education research on the design and use of learning environments, in particular as these ideas relate to learning and teaching human biology. The course integrates human biology content and inquiry-based pedagogy in order to explore how one works with students’ ideas about human biology (and what these ideas are) to teach human biology in an inquiry-based manner. The course will be grounded in a specific inquiry-based human biology curriculum (Disease Detectives, developed by the Center for Learning Technologies in Urban Schools). Participants in the course will experience and then design plans to teach lessons from Disease Detectives, review those lessons being taught, and analyze the outcome. Participants will apply a knowledge of core human biology concepts to substantiate the pedagogical decision-making embodied by the planning, teaching, and analysis. The core human biology concepts relevant to this course are those related to cellular structures and functions, energy processes in living things, and the chemistry of biological processes. The planning, teaching, and analysis will comprise the bulk of the performance-based assessment for this course.
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| MS_ED 451 Sec 20 |
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Topics in Teaching and Learning: Using Teacher and Student Work to Study Teaching and Learning
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| MS_ED 451 Sec 30 |
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Golden Apple Seminar
For Golden Apple Award Recipients Only
Themes change each year. Example: 2006 Theme: Early Childhood Education: Beyond “the Basics” or What do children need from their school experience, beyond the current focus on what can be tested?
Topics: Nutrition, Physical Activity, Connections with Nature, the Arts, Interpersonal Skills/Teambuilding/Conflict Resolution; Connections with the World outside of School, Unstructured Play; High Quality Teachers; Beautiful Learning Environments, and other student identified topics.
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| MS_ED 451 Sec 40 |
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Topics in Teaching & Learning: Seminar on Interpretive Discussion
The goal of the course is explore the theory and practice of interpretive discussion--discussion that aims to identify questions about the the meaning of texts and pursue their resolution through group conversation. After an introductory session, there will be three classes that focus upon discussion preparation, three that focus upon discussion leading, and three that focus upon reflection and relating the interpretive discussion paradigm to the entire curriculum. Texts for the course will include readings on interpretive discussion and related topics, as well as interpretation theory. The texts will be discussed in class using the interpretive approach. Class members will be asked to lead discussions both in and outside of class, and to share video tape of their leading with class members. Intended for graduate students (MA, MS, Ph.D) and teachers.
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| MS_ED 453 |
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Methods and Techniques of Teaching: Elementary
Analysis of teaching specific subject-matter areas, the development of learning experiences, and techniques specific to particular subjects; literature, research, and scholarly content of teaching methodology. Students choose the course appropriate to their area of certification. Course work in this sequence is related to issues explored in MS_ED 406 Research and Analysis in Teaching and Learning: Discussion and Question Development.
This course is accompanied by a half-time, 10-week teaching practicum that includes observation and assumption of teaching and management dutiesin a public school setting. The MSEd program staff places students in schools; students are responsible for planning a schedule of daily activities with their classroom supervisor, according to University guidelines. The practicum is a prerequisite for the MS_ED 487-489 Student Teaching.
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| MS_ED 455 |
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Methods and Techniques of Teaching: Foreign Languages
Analysis of teaching specific subject-matter areas, the development of learning experiences, and techniques specific to particular subjects; literature, research, and scholarly content of teaching methodology. Students choose the course appropriate to their area of certification. Course work in this sequence is related to issues explored in MS_ED 406 Research and Analysis in Teaching and Learning: Discussion and Question Development.
This course is accompanied by a half-time, 10-week teaching practicum that includes observation and assumption of teaching and management dutiesin a public school setting. The MSEd program staff places students in schools; students are responsible for planning a schedule of daily activities with their classroom supervisor, according to University guidelines. The practicum is a prerequisite for the MS_ED 487-489 Student Teaching.
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| MS_ED 456 |
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Methods and Techniques of Teaching: English
Analysis of teaching specific subject-matter areas, the development of learning experiences, and techniques specific to particular subjects; literature, research, and scholarly content of teaching methodology. Students choose the course appropriate to their area of certification. Course work in this sequence is related to issues explored in MS_ED 406 Research and Analysis in Teaching and Learning: Discussion and Question Development.
This course is accompanied by a half-time, 10-week teaching practicum that includes observation and assumption of teaching and management dutiesin a public school setting. The MSEd program staff places students in schools; students are responsible for planning a schedule of daily activities with their classroom supervisor, according to University guidelines. The practicum is a prerequisite for the MS_ED 487-489 Student Teaching.
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| MS_ED 457 |
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Methods and Techniques of Teaching: Mathematics
Analysis of teaching specific subject-matter areas, the development of learning experiences, and techniques specific to particular subjects; literature, research, and scholarly content of teaching methodology. Students choose the course appropriate to their area of certification. Course work in this sequence is related to issues explored in MS_ED 406 Research and Analysis in Teaching and Learning: Discussion and Question Development.
This course is accompanied by a half-time, 10-week teaching practicum that includes observation and assumption of teaching and management dutiesin a public school setting. The MSEd program staff places students in schools; students are responsible for planning a schedule of daily activities with their classroom supervisor, according to University guidelines. The practicum is a prerequisite for the MS_ED 487-489 Student Teaching.
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| MS_ED 458 |
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Methods and Techniques of Teaching: Sciences
Analysis of teaching specific subject-matter areas, the development of learning experiences, and techniques specific to particular subjects; literature, research, and scholarly content of teaching methodology. Students choose the course appropriate to their area of certification. Course work in this sequence is related to issues explored in MS_ED 406 Research and Analysis in Teaching and Learning: Discussion and Question Development.
This course is accompanied by a half-time, 10-week teaching practicum that includes observation and assumption of teaching and management dutiesin a public school setting. The MSEd program staff places students in schools; students are responsible for planning a schedule of daily activities with their classroom supervisor, according to University guidelines. The practicum is a prerequisite for the MS_ED 487-489 Student Teaching.
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| MS_ED 459 |
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Methods and Techniques of Teaching: Social Sciences
Analysis of teaching specific subject-matter areas, the development of learning experiences, and techniques specific to particular subjects; literature, research, and scholarly content of teaching methodology. Students choose the course appropriate to their area of certification. Course work in this sequence is related to issues explored in MS_ED 406 Research and Analysis in Teaching and Learning: Discussion and Question Development.
This course is accompanied by a half-time, 10-week teaching practicum that includes observation and assumption of teaching and management dutiesin a public school setting. The MSEd program staff places students in schools; students are responsible for planning a schedule of daily activities with their classroom supervisor, according to University guidelines. The practicum is a prerequisite for the MS_ED 487-489 Student Teaching.
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| MS_ED 460 |
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Proseminar in Higher Education
Class discussion concentrates on current and ongoing issues in the American postsecondary educational system. Students are introduced to areas of professional endeavor within the field (enrollment management, student affairs, etc.), explore major sources of information about various areas of higher-education administration, and have the opportunity to meet higher-education professionals.
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| MS_ED 462 |
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The College Student
This class examines student development research and discusses how students in undergraduate, graduate, and professional schools change intellectually, morally, ethically, emotionally, and socially as a result of their classroom and non-classroom experiences. Practical applications and issues for enhancing the effectiveness of college and university programs are also addressed.
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| MS_ED 465 |
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Law and Ethics in Higher Education
Legal professionals guide students through the legal and ethical issues associated with higher education administration. This includes applying both dimensions to the daily work of higher education administration.
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| MS_ED 466 |
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Budgeting and Finance in Higher Education
This course will comprehensively address the budget process in colleges and universities, as well as the impact of budget activities on all areas of planning and operations within an institution. Students will develop and enhance their abilities to write and speak effectively about budget and finance-related issues.
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| MS_ED 467 |
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History & Philosophy of Higher Education
This course will survey and assess the evolution of American Higher Education from the founding of Harvard College to present patterns of virtual and distance learning. Historical and institutional contexts for this development include consideration of the role of religion, government, and the private sector in shaping the demand and provision of elite and accessible forms of higher education opportunity.
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| MS_ED 468 |
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Higher Education Policy
This course examines concepts, models, and theories about public policy and the federal policy process with regard to areas of major importance to higher education (e.g., student aid, taxes, research, and affirmative action). Current policy issues are analyzed in comparison with past executive, legislative, and judicial branch actions in those policy arenas. The course is designed to provide a basic understanding of higher education policy in the U.S. at the national level. MS_ED 460 is a prerequisite for this course.
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| MS_ED 477 |
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Practicum Seminar
This seminar is designed to enrich the Practicum/Observation experience for Elementary candidates. Through whole class and small group discussion, you will have opportunities to share your observations, questions, and reflections. Each week various topics of teaching and learning will be addressed which will help prepare you for student teaching
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| MS_ED 478 |
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Prac Sem Humanities
The Practicum Seminar: Humanities provides an open forum for Secondary candidates to share their observations, questions, discoveries and reflections during the Practicum in their assigned schools. Equally, each week’s seminar addresses various topics of teaching and learning that are preparatory to the Student Teaching quarter. The topics of the seminar and those of the methods classes are designed to be complementary and mutually reinforcing. The Practicum Seminar will also help students direct their observations in their placements.
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| MS_ED 479 |
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Prac Sem Math/Science
The Practicum Seminar: Math and Science is the intersection of practice and theory. It provides an open forum designed for sharing observations, questions, concerns, discoveries, and reflections that occur during the Practicum/Observation quarter in student's assigned schools. Sense-making discussions based on these issues help frame the application of theory within the real world classroom. Additionally, each week’s seminar addresses various topics of teaching and learning that crucial to student's development as a practitioner during the Student Teaching quarter. These sessions are designed to be complementary to the methods courses. Practicum provides that general focus and your methods provide the specific focus.
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| MS_ED 484 |
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Higher Education Administration Seminar
This seminar gives a context for the higher education work experience of graduate students in the master's program through an examination of theory and research on organization and governance, management, leadership, and ethics. This seminar should be taken concurrently with or after the research sequence MS_ED 406, 407, and 408.
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| MS_ED 485 |
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Higher Education Internship
Internships help students develop skills essential for successful administration, including the use of theoretical knowledge to inform professional practice and the cultivation of questions rooted in practice to illuminate the meaning of theory.
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| MS_ED 487 |
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Student Teaching - Elementary
This seminar is designed to enrich the student teaching experience for Elementary candidates through whole class and small group discussions. Readings, assignments and guest speakers will enrich this course and provide participants with opportunities for reflection, sharing, and problem solving of issues encountered in the classroom.
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| MS_ED 488 |
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Student Teaching - Secondary: Humanities
The purposes of the Student Teaching Seminar: Secondary Humanities include coordination of activities relating to student teaching/internship, assistance to students to enrich the experience as much as possible, introduction and/or emphasis of topics pertinent to the success of the experience, facilitation in the development of a professional teacher, and answers to questions, possible solutions to dilemmas, and support to students throughout the quarter.
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| MS_ED 489 |
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Student Teaching - Secondary: Math & Science
The purposes of the Student Teaching Seminar: Secondary Math & Science include coordination of activities relating to student teaching/internship, assistance to students to enrich the experience as much as possible, introduction and/or emphasis of topics pertinent to the success of the experience, facilitation in the development of a professional teacher, and answers to questions, possible solutions to dilemmas, and support to students throughout the quarter.
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| MS_ED 499 |
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Independent Study
Consent of MSEd program director required. Forms requesting independent studies or internships are available for download.
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Apply Yourself
As of January 31, 2008, application to the MSEd program is done online through Apply Yourself, an online application site.
Read more...
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Morning Drop-In
Every Thursday, 7:30–9 a.m.
MSEd Office, 618 Garrett Place, Evanston
Join us for conversation and discussion about the Master of Science in Education Program. This is an informal opportunity to ask questions, gather information, and meet members of the MSEd community. Light refreshments and coffee will be served. No RSVP or appointment is needed – just stop by our office!
For further information, please call 847/467-1458 or e-mail us.
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Alum's Chronicle Commentary Addresses Students' On-the-Job Learning
Jonathan Lewis (MS07) comments in Chronicle of Higher Education on how college students can learn from campus work, a subject he explored in his master's thesis.
MSEd General Information Session
Thursday, September 4
5:30–7 p.m., G22 Annenberg Hall. Informal gathering of faculty, staff and prospective students. Light refreshments served.
To RSVP, please call 847/467-1458 or e-mail us.
directions | map
Please send us your news of new projects or recent achievements, awards or media mentions. Click here to access our news submission form.
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