M.A. in Educational Innovation — Degree Requirements
Secondary Education Track
In addition to the requirements below for the M.A. in Educational Innovation, students need to satisfy the general requirements for a master’s degree.
To graduate with a M.A. in Educational Innovation — Secondary Track — students must complete the following courses (Total of three semesters: 50 semester hours).
Click on course title to see course description.
Core courses in Educational Innovation
- ED 510 Theory and Practice of Consciousness-Based Education
Consciousness-Based Education is the approach developed by Maharishi Mahesh Yogi to restore knowledge of the knower as the foundation and the goal of education. The course introduces the principles, practices, and a broad overview of the research on this approach to education. (2 credits).
- ED 520 The Neurophysiology of Learning and Development
This course has two parts: the first deals with theories of human development; the second deals with theories of learning, both introduced in the context of neurophysiological development. The first part of the course looks at theories of both cognitive and affective development and deals with topics such as factors influencing development, endpoints of development, and the nature of intelligence. The second part of the course focuses both on cognitive and behavioral views of learning. Topics include classical and operant conditioning, social learning, information processing, problem solving, creativity, and constructivism. (4 credits)
- ED 507 Stability and Change in American Education
Explores the history of American Education, its traditions and its efforts to reform and improve. Students also learn about Consciousness-Based Education as a part of this reform effort. They study research on educational innovations with promise for improving school performance. Other topics include school law, structure of American education, major legislative initiatives, basics of reading educational research.
- ED 647 Technology in the Service of Learning
Introduces students to the range of educational technologies being used in schools today and a number of technologies that have not yet made their way into common use. Technologies studied include the interactive whiteboard, video capture of lecture or student presentation, podcasting, social media, and various Web 2.0 resources. Students add technologies to their existing repertoire and learn to evaluate the appropriateness of technologies for educational goals. (4 credits)
- ED 509 Consciousness-Based Curriculum Design
Students learn to plan a unit of instruction using the approach of “backward design,” in the context of Consciousness-Based Education. The primary tools of CBE learned are the Unified Field Chart, the main point chart, and the course overview chart. The course also introduces the fundamental principles and methods for creating classroom assessments. (4 credits)
- ED 511 Educational Assessment and Evaluation
This course examines the theory, research, and best practice associated with classroom assessment, grading, and standardized testing in formal educational settings. Students learn both the conceptual underpinnings of these areas of education and they develop within their own areas of expertise three different types of classroom assessments. Students may develop these assessments for elementary, secondary, or non-traditional teaching situations. Other topics include formative and summative assessment; reliability and validity as criteria of good assessment instruments; knowledge, reasoning, product, attitudes, and performance as four targets of assessment; selected response, essay, performance, and personal communication types of assessment; and daily, weekly, and monthly cycles of assessment. (4 credits)
Courses for the Secondary School Teacher
- ED 549 Mastering Classroom Management
Students learn the fundamental principles and strategies of classroom management in the context of American schools. Students learn to respond quickly and intelligently to common dilemmas of classroom life, both in written form and in role playing scenarios. Topics include the rationale for classroom management, building relationships, getting organized, planning the first month, motivation, addressing minor and major infractions, and addressing chronic behavior problems.
- ED 556 Secondary Methods
This course builds on the general teaching methods course and requires that students investigate the theory behind teaching in their subject. They also study the planning, teaching, and assessment strategies that are appropriate to their intended teaching area. Students spend a good portion of their time observing and assisting in a secondary school classroom. They prepare and teach one or more lessons. Specific topics include national standards, scope and sequence in their subject, student knowledge of their subject, main concepts of the discipline, and design of main points and Unified Field Charts. (4-6 credits) Prerequisite: consent of the department
- ED 526 Teaching with Learner Differences in Mind
Several kinds of differences are introduced in this course, but the two explored in most depth are differences of gifted and handicapped students, and differences due to ethnic and social backgrounds. The course meets the Iowa topics to be covered as part of a Human Relations component, including the values, life styles, history, and contributions of various identifiable subgroups in our society; federal and state civil rights legislation, and legislation protecting the rights of exceptional children. (4 credits)
Student Teaching
Through daily observing, course planning, teaching, and course evaluation, students come to assume the full responsibility of the full-time teacher. Critiques by supervising and cooperating teachers and by the student teacher, weekly seminars, regular observations, and written student analyses of their teaching promote comfortable and efficient growth toward effective teaching, educational evaluation, and school leadership. (variable credits — may be repeated) Prerequisite: consent of the de
The content of this page was reviewed in April 2012.
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