Disclaimer Regarding Use of Online Repository

As part of our mission to provide our students with a complete and unified repository of all syllabi and reading materials that can be found in our courses. University of the People has created the following online repository that contains an updated selection of syllabi and readings from all offered courses at the university. 

Note that all UoPeople course material found in the repository are subject to copyright owned by UoPeople or its licensors unless explicitly stated otherwise. Students may not reproduce, modify or distribute any text, graphics or other content provided in the repository without the express, written permission from University of the People. 

Furthermore, UoPeople reserves the right to change or modify the contents of any and all portions of the online repository and cannot guarantee that the repository will remain fully updated at all times.

Note: Links to textbooks can be found sometimes at the top of each syllabus, but more commonly they are located in the section headed "Required Textbooks and Materials".

Master of Education in Advanced Teaching (M.Ed.)

Situated in a global context, the M.Ed. program invites students to explore the historical, social and philosophical aspects of education from a comparative perspective.  It emphasizes understanding of the learner and the physical, psychological, social, and cultural forces that shape learning.  Students are introduced to the latest research on teaching and learning and explore its implications for curricular decision making and instructional planning.  They analyze strategies for classroom management and the fostering of a positive learning community.  Coursework examines the role of assessment in objective-driven teaching and learning and delves into how technology can be used to meet learner needs.

UoPeople offers programming leading to a Master of Education in Advanced Teaching. Students will choose to specialize in either the elementary and middle school level (grades K-8) or in the secondary school level (grades 6-12).  The program is intended for practicing teachers and those who might wish to teach in independent schools, but please note that it DOES NOT LEAD TO STATE LICENSURE OR CERTIFICATION.

This program is designed to provide advanced training to prepare highly skilled teachers who possess the advanced skills required to facilitate the development and learning of all students in their care.  Graduates will serve as models and mentors for colleagues, and contribute to developing the next generation of beginning teachers preparing to enter the profession.

The M.Ed. in Advanced Teaching was designed in cooperation with the International Baccalaureate (IB).  The IB is a global leader in the provision of high-quality, accessible programs for K-12 students.  Offered by almost 5,000 schools in more than 150 countries, IB programs encourage both personal growth and academic achievement.  The IB requirement to attend a Category 1 Workshop is waived for qualified graduates of the M.Ed. program.

A total of 39 semester credit hours are required to complete the UoPeople M.Ed. degree.  Students must complete a minimum of 13 courses. Each course is 9 weeks in length, and students earn 3 credits per course.

EDUC 5010 Education in Context: History, Philosophy, and Sociology

EDUC 5010: Education in Context: History, Philosophy, and Sociology

Credits: 3

Instructor Contact Information: You can also always send your instructor a private message through the Moodle Messaging system. Once logged into your course, click your instructor’s Moodle profile page to be provided the ways in which to communicate with your instructor. Your instructor's email will also be listed in their profile.

Course Description: Effective teaching requires an understanding of the context of contemporary education. To prepare students for advanced study in the Master of Education program, this course allows students to examine the historical social, political, and global forces that have shaped the education system in its various contexts. With special attention to how educational models have evolved over time to serve diverse learners in a variety of contexts, students will evaluate formative classical and modern philosophies to articulate their own personal philosophy of education.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives

Program Learning Outcomes (PLOs):

By the end of this program,

1. Students will be able to create and analyze developmentally appropriate curricula.
2. Students will be able to create an effective learning environment by implementing practices based on the diversity of their learners and the resources available to them.
3. Students will be able to create lessons based on the performance of learners on previous assessments.
4. Students will be able to take specialization:

Course Learning Objectives (CLOs):

By the end of this course students will be able to:

1. Examine the Program Learning Outcomes for the Master of Education program.
2. Assess how the evolution of educational models over time has shaped understanding of developmentally appropriate curricula.
3. Evaluate how classical and modern philosophies have impacted contemporary education.
4. Examine the global, social, and political influences that how modern education systems serve diverse learners.
5. Prepare a personal Philosophy of Teaching Statement.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - History and Purpose of Schooling in the United States

Week 2: Unit 2 - Historical Global Foundations of Education

Week 3: Unit 3 - Philosophical Foundations of Education

Week 4: Unit 4 - Global Philosophical Foundations in Education

Week 5: Unit 5 - Sociological Foundations of Education

Week 6: Unit 6 - Social & Political Issues

Week 7: Unit 7 - Global Standings and Perspectives  

Week 8: Unit 8 - The Role of Educators in a Changing World

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: History and Purpose of Schooling in the United States

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Assignment

Unit 2:  Historical Global Foundations of Education

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Assignment

Unit 3: Philosophical Foundations of Education

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 7)
• Complete the Portfolio Assignment

Unit 4: Global Philosophical Foundations in Education

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete the Portfolio Assignment

Unit 5: Sociological Foundations of Education

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete and submit the Written Assignment

Unit 6: Social & Political Issues

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete the Portfolio Assignment

 Unit 7: Global Standings and Perspectives  

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete and submit the Group Presentation
• Complete the Portfolio Assignment

Unit 8: The Role of Educators in a Changing World

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements: Campus Tech Support Email for English programs: support@uopeople.edu

Discussions' Response Posts/Ratings

Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Assignments Activities
The assignment activities are graded by your instructor. The grading rubric is listed under the assignment instructions. The grading rubric is a document that outlines the criteria that your instructor will use to grade your work. Failure to submit Assignment Activities may result in failure of the course.

Group Project
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the educational environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

The Research and Practice Portfolio 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials and acquiring knowledge and skills for advanced professional practice. Students begin building their portfolio right from start. It serves as a repository for research findings and sample units and lessons. Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment. The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience. The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources
• Philosophy of Teaching Statement

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within 14 days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation Expectations

• Be involved and active in your courses.
• While we have several discussion forums that are not graded in the same week, your participation is required as it will be assessed in assignment activities in the following units.
• Be involved in the group project discussion starting from Unit 3 of the course until the submission in Unit 6.
• Be highly motivated and disciplined.
• Check the course homepage, calendar and assignment page, the course syllabus, your UoPeople email, and the Moodle course discussion forums several times a week.
• Post the required comments and responses to the discussion forum for your course.
• Keep up with your assignments and manage your time well. Different types of activities (e.g. infographics, presentation slides, reflection, essay) will help you enhance understanding and achieve the expected skills.
• Participate actively in class discussions.
• Be polite and respectful.
• Use proper grammar and correct spelling.
• Be honest and original. Plagiarism will not be tolerated in any online course

Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5210 Learning Theory

EDUC 5210: Learning Theory and Implications for Instruction

Credits: 3

Course Description: 

This course will examine the major theories and models for understanding how students learn.  Attention will be given to the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities.  Contributions of neuroscience to understanding adolescent research are explored, and structural barriers to learning such as stereotype threat are discussed.  Students will gain insights into the interplay of learner characteristics, prior experiences, the medium of instruction, and cultural influences and understand that learning is contextual, with no single theory universally applying to every student in every situation.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.  https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395

• Other readings are available in the Unit Learning Guides.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Analyze the parameters and critical features relevant to learning situations and students.
2. Examine the major theories and models for understanding how students learn, including behaviorism, cognitive information processing, observational and social learning, constructivism.
3. Evaluate the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities.
4. Explore the contributions of neuroscience to adolescent brain research and understanding behavior to create a safe and respectful learning environment.
5. Articulate the structural barriers to learning such as stereotype threat, curriculum-home mismatch, and use of particularized materials and approaches.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Learning and Teaching in the Classroom

Week 2: Unit 2 - Behaviorism and the Information Processing Model in Classroom Practices

Week 3: Unit 3 - Observational, Social Learning, & Constructionism in the Classroom

Week 4: Unit 4 - Domains of Learning

Week 5: Unit 5 - The Adolescent Brain and Neuroscience

Week 6: Unit 6 - Barriers to Learning

Week 7: Unit 7 - Understanding Learner Characteristics

Week 8: Unit 8 - Multiple Approaches to Curriculum Design

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Learning and Teaching in the Classroom

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: Behaviorism and the Information Processing Model in Classroom Practices

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3: Observational, Social Learning, & Constructionism in the Classroom

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document

Unit 4: Domains of Learning

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Begin the Group Assignment
• Complete the Reflective Portfolio Assignment

Unit 5: The Adolescent Brain and Neuroscience

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to work on the Group Assignment
• Complete the Reflective Portfolio Assignment

Unit 6: Barriers to Learning

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Group Assignment
• Complete the Reflective Portfolio Assignment

 Unit 7: Understanding Learner Characteristics

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 8: Multiple Approaches to Curriculum Design

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Reflective Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within fourteen days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: 

APA style introduction. (n.d.). Purdue Online Writing Lab College of Liberal Arts. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5220 Curriculum Design

EDUC 5220: Curriculum Design and Instructional Decision Making

Credits: 3

Course Description: 

This course introduces the major curricular models and analyzes their design and development, implementation, and evaluation.  The role of technology and disciplinary and interdisciplinary approaches are considered, and teaching through inquiry and for conceptual understanding are explored.  Strategies for planning, conducting and evaluating curricula are covered, and the practical problems teachers face in making curricular decisions are discussed.  The course will also examine the influence of legislative and socio-political forces and the value systems of central stakeholders on planning and curriculum choices.  

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Explore the influence of various contextual factors on student learning, instruction or curriculum.
2. Examine a rationale for teaching in a changing society.
3. Analyze the importance of differentiated teaching and assessment.
4. Evaluate major social, political, and cultural trends in education.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - What is Curriculum?

Week 2: Unit 2 - Curriculum Theory

Week 3: Unit 3 - Curriculum and the Educator

Week 4: Unit 4 - Curriculum Development

Week 5: Unit 5 - Curriculum and Cultural Diversity

Week 6: Unit 6 - Curriculum and Technology

Week 7: Unit 7 - Curriculum and Evaluation

Week 8: Unit 8 - Curriculum and Course Review

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students. The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: What is Curriculum?

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 2: Curriculum Theory

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment

Unit 3: Curriculum and the Educator

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document 
• Complete the Portfolio Activity

Unit 4: Curriculum Development

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity

Unit 5: Curriculum and Cultural Diversity

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete and submit the Written Assignment

Unit 6: Curriculum and Technology

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Post finalized Group Activity 
• Complete the Portfolio Activity

 Unit 7: Curriculum and Evaluation

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity 

Unit 8: Curriculum and Course Review

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Portfolio Activity
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio: 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is  part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5240 Creating Positive Classroom Environments

EDUC 5240: Creating Positive Classroom Environments

Credits: 3

Course Description: 

This course will focus on the role of classroom organization and behavior management in developing positive teaching and learning environments.  The impact of the physical environment, transitions, procedures, norms and expectations on managing behavior will be discussed.  Developing communication and social skills and fostering a collaborative relationship between the teacher and students will be examined.  Alternative approaches to managing routine and disruptive discipline problems while also creating learning spaces where students are willing to take risks and learn from mistakes will be considered.  

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Assess the importance of creating positive classroom environments.
2. Examine different options in regards to behavior management. 
3. Correlate classroom organization to student behavior. 
4. Analyze methods and best practices for improving student/teacher rapport and communication. 
5. Brainstorm and propose practices that can be applied in real-life classroom settings.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Elements of Classroom Management & The Positive Classroom

Week 2: Unit 2 - Models of Discipline

Week 3: Unit 3 - Creating & Implementing Rules & Procedures

Week 4: Unit 4 - Using Your Physical Space

Week 5: Unit 5 - Discipline Challenges

Week 6: Unit 6 - Creating and Upholding Student Expectations

Week 7: Unit 7 - Communication, Collaboration, & Rapport

Week 8: Unit 8 - Diversity Issues in the Classroom

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Elements of Classroom Management & The Positive Classroom

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete and submit the Portfolio Assignment
  

Unit 2: Models of Discipline

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete and submit the Written Assignment 
  

Unit 3: Creating & Implementing Rules & Procedures

• Peer-assess Unit 2 Written Assignment  
  
• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete and submit the Portfolio Assignment 
  

Unit 4: Using Your Physical Space

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Submit a video presentation on the topic provided. (Display your ID card during the presentation) 
  

Unit 5: Discipline Challenges

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete and submit the Written Assignment 
  

Unit 6: Creating and Upholding Student Expectations

• Peer-assess Unit 5 Written Assignment
  
• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete and submit the Portfolio Activity
  

 Unit 7: Communication, Collaboration, & Rapport

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete and submit the Written Assignment 
  

Unit 8: Diversity Issues in the Classroom

• Peer-assess Unit 7 Written Assignment 
  
• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete and submit Portfolio Activity
  

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity

When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. 

Refer to the UoPeople APA Tutorials in the LRC for help with APA citations.

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5410 Child Development

EDUC 5410: Child Development

Credits: 3

Prerequisites: 

Recommended: NA

Course Description:

This course will consider child development, in particular the K-8 school-aged population, from the biological/physical, cognitive, emotional, and social perspectives and their interrelatedness in children from birth to early adolescence.  Major theories of development and factors that enhance growth and development will be compared and evaluated, with special emphasis on implications for educational practice.  The interconnected worlds that children inhabit in school, at home and in the broader community will be examined.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• Orey, M. (2010). Emerging Perspectives on Learning, Teaching and Technology. Jacobs Foundation, Zurich, Switzerland.  https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf licensed under CC-BY 3.0.
  


• Seifert, K., & Sutton, R. (2009). Educational psychology. The Saylor Foundation. https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf licensed under CC 3.0.

• Zhou, M., & Brown, D. (2015). Educational learning theories (2nd Ed.). Education Open Textbooks. https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-textbooks
  

• Additional learning resources for all required reading will be provided in the Unit Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - The Changing Teaching Profession

Week 2: Unit 2 - The Learning Process: Major Theories of Development (Part 1)

Week 3: Unit 3 - The Learning Process: Major Theories of Models of Learning (Part 2)

Week 4: Unit 4 -  Stages of Development: Infancy and Early Childhood

Week 5: Unit 5 - Stages of Child Development: Part 2

Week 6: Unit 6 - Personality and Social Development (Part I)

Week 7: Unit 7 - Personality and Social Development (Part 2)

Week 8: Unit 8 - Reflection on Practice

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: The Changing Teaching Profession

• Introduce yourself in the Course Forum
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: The Learning Process: Major Theories of Development (Part 1)

• Peer assess the Unit 1 Written Assignment
• Read Learning Guide and Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete the Written Assignment
• Begin working on the Domain Chart
• Complete and submit the Portfolio Activity 

Unit 3: The Learning Process: Major Theories of Models of Learning (Part 2)

• Peer assess Unit 2 Written Assignments
• Read Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates' posts in the Discussion Forum
• Begin Group Activity
• Complete and submit Written Assignment
• Continue working on Domain Chart

• Complete and submit the Reflective Portfolio Activity 

Unit 4:  Stages of Development: Infancy and Early Childhood

• Read through the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Continue working on Group Activity
• Continue working on the Domain Chart
• Complete and submit the Reflective Portfolio Activity 

Unit 5:  Stages of Child Development: Part 2

• Peer-assess Unit 4 Assignment.
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment        
• Continue working on the Domain Chart 
• Continue working on the Group/Team Assignment

Unit 6:  Personality and Social Development (Part I)

• Peer-assess Unit 5 Assignment.
• Read through Learning Guide and the Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Complete and submit Group Activity
• Complete the Reflective Portfolio Activity 

 Unit 7: Personality and Social Development (Part 2)

• Peer-assess Unit 6 Assignment.
• Read through the Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Complete and submit the Reflective Portfolio Activity

Unit 8: Reflection on Practice

• Peer-assess Unit 7 Assignment.
• Read through the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Portfolio Assignment

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights:

Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5420 Adolescent Development

EDUC 5420: Adolescent Development

Credits:3

Course Description: This course will consider adolescent development from biological, psychological, cognitive and social perspectives, and provide insights into the rapid changes that occur during the adolescent period.  Topics include adolescent thinking and brain development, social-emotional and moral development, gender and sexual identity, and ethnic, racial, and cultural identity.  These are explored from a cross-cultural perspective and provide insights into differences seen in school settings.  The multiple worlds that adolescents inhabit and the influence and importance of peers, friendships and social media are examined.  The role of non-cognitive skills in school success and the fostering of academic identity are discussed.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Demonstrate an understanding of basic theoretical frameworks and research associated
   with adolescence.
2. Articulate the major life tasks, transitional periods, and developmental factors that
   place adolescents at-risk for poor cognitive, psychological, physiological, and socio-emotional
   development.
3. Identify and develop high-Impact pedagogical practices that help adolescents to stay resilient within the school context.
4. Connect theory to practice by synthesizing and applying principles, theories, and
   research on adolescents through application and reflective assignments.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - History & Theoretical Overview

Week 2: Unit 2 - Biological Foundations: Puberty, Physical Health, & Psychological Adjustment

Week 3: Unit 3 - Cognition

Week 4: Unit 4 - Achievement Motivation in School

Week 5: Unit 5 - Identity Development

Week 6: Unit 6 - Sexuality

Week 7: Unit 7 - Moral Development

Week 8: Unit 8 - Family and Peers

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: History & Theoretical Overview

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: Biological Foundations: Puberty, Physical Health, & Psychological Adjustment

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3: Cognition

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 6)
• Complete the Reflective Portfolio Assignment

Unit 4: Achievement Motivation in School

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 5: Identity Development

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete and submit the Written Assignment

Unit 6: Sexuality

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Group Activity 
• Complete the Reflective Portfolio Assignment

 Unit 7: Moral Development

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment

Unit 8: Family and Peers

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Reflective Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5440 Assessment and Evaluation

EDUC 5440: Assessment and Evaluation

Credits: 3

Prerequisites:  

Recommended:  

Course Description: This course will consider formal and informal classroom assessments and their use for guiding curricular decisions, differentiating instruction, fostering student achievement, and improving teacher performance.  The nature and purpose of classroom, diagnostic, placement, problem-solving, formative and summative assessments will be discussed.  Test construction and teacher-made tests that are authentic and non-discriminatory are addressed, along with the importance of fair, consistent and transparent grading practices; developing and using rubrics and checklists; and providing useful student feedback.  Implications of on-screen testing and the use of e-assessments for tapping higher order thinking will be discussed

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Analyze the difference between assessment and evaluation
2. Analyze the purpose and use of national(NAEP)and international (PISA, TIMSS) assessments
3. Analyze the nature and purpose of different types of classroom assessments 
4. Analyze the role of assessment in guiding curricular decisions, fostering student achievement and differentiating instruction
5. Analyze the purpose and use of rubrics as a tool for assessment and evaluation

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Difference between Assessment and Evaluation in Learning

Week 2: Unit 2 - Different Types of Classroom Assessments

Week 3: Unit 3 - The Use and Purpose of Rubrics and Authentic Assessments

Week 4: Unit 4 - The Role of Assessment in Guiding Decisions

Week 5: Unit 5 - Designing Assessments

Week 6: Unit 6 - Online International Assessments and Online Formative Assessments

Week 7: Unit 7 - The Role of Assessment in Improving Teacher Performance

Week 8: Unit 8 - Fair, Non-Discriminatory Classroom Assessments

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Difference between Assessment and Evaluation in Learning

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: Different Types of Classroom Assessments

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3: The Use and Purpose of Rubrics and Authentic Assessments

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 7)

Unit 4: The Role of Assessment in Guiding Decisions

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity

Unit 5: Designing Assessments

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 6: Online International Assessments and Online Formative Assessments

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

 Unit 7: The Role of Assessment in Improving Teacher Performance

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Group Activity

Unit 8: Fair, Non-Discriminatory Classroom Assessments

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Reflective Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here:

 Purdue writing lab - resources. (n.d.). Purdue University.  http://owl.english.purdue.edu/owl/resource/560/01/

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5710 Understanding Barriers to Learning

EDUC 5710: Understanding Barriers to Learning

Credits: 3

Prerequisites: EDUC 5210, EDUC 5220, and EDUC 5240

Course Description:  

This course will consider the myriad of ways in which students in a single classroom can differ and how it can impede learning.  The characteristics and implications of physical and sensory disabilities and health impairments; cognitive, emotional and psychological differences; and racial/ethnic, gender, cultural, socio-economic and linguistic variability will be discussed.  External and internal forces driving instructional adaptation and their implications for teachers will be covered.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Critically appraise the need for diversity, equity, and inclusion in a complex and contested environment.
2.  Analyze the external and internal forces driving instructional adaptation for physical and sensory disabilities and health impairments and their implications for teachers.
3. Analyze the external and internal forces driving instructional adaptation for racial/ethnic, cultural, socio-economic, linguistic and gender differences and their implications for teachers.
4. Apply instructional adaptations tailored to students displaying behavioral, psychological, cognitive and/or academic difficulties and create opportunities for transformational change in instructional content and delivery in the classroom.
5. Examine the concept of diversity and the differences between traditional classrooms vs diverse classrooms including the physical environment and emotional environment.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Introduction to Diversity in the Classroom

Week 2: Unit 2 - Physical and Sensory Impairments

Week 3: Unit 3 - Instructional Adaptations for Physical and Sensory Impairments

Week 4: Unit 4 - Cognitive, Psychological, and Emotional Differences 

Week 5: Unit 5 - Instructional Adaptations for Cognitive, Psychological, and Emotional Differences

Week 6: Unit 6 - Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

Week 7: Unit 7 - Instructional Adaptations for  Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

Week 8: Unit 8 - Diversity in the Classroom

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Introduction to Diversity in the Classroom

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 2: Physical and Sensory Impairments

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 3: Instructional Adaptations for Physical and Sensory Impairments

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin the Group Activity (Due Unit 6)

Unit 4: Cognitive, Psychological, and Emotional Differences 

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity
• Complete the Portfolio Activity

Unit 5: Instructional Adaptations for Cognitive, Psychological, and Emotional Differences

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 6: Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Group Activity 
• Complete the Portfolio Activity

 Unit 7: Instructional Adaptations for  Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment

Unit 8: Diversity in the Classroom

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Portfolio Activity
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5270 Instructional Techniques - Elementary

EDUC 5270: Instructional Techniques for the Elementary and Middle School Classroom

Credits: 3

Course Description: 

This course will focus on building a repertoire of pedagogical strategies that support student learning.  Emphasis on the delivery of intellectually challenging and inclusive instruction in the elementary and middle school curriculum in the areas of reading and language arts, mathematics, sciences, and the social sciences.  Special attention will be given to organizing group work and maximizing its benefits for students.  Design of teacher-led and student-initiated learning activities to support conceptual understanding and skill development will be covered.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Create a repertoire of pedagogical strategies that support student learning
2. Develop strategies for the delivery of intellectually challenging and inclusive instruction in the elementary and middle school curriculum in the areas of reading and language arts, mathematics, sciences, and the social sciences
3. Develop techniques for organizing group work and maximize its benefits for students
4. Examine teacher-led and student-initiated learning activities to support conceptual understanding and skill development

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - What is Constructivism?

Week 2: Unit 2 - Teaching for Learning: Research-based Pedagogical Approaches 

Week 3: Unit 3 - Inquiry as a Pedagogical Approach in Schools

Week 4: Unit 4 - Primary Sources in the Classroom

Week 5: Unit 5 - Engaging Learners with Literacy Instruction

Week 6: Unit 6 - Literacy Across the Curriculum

Week 7: Unit 7 - International Baccalaureate (IB) Schools, PYP, and MYP: Instructional Practices and Research

Week 8: Unit 8 - Best Practices in Early Education

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students. The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc.  

Unit 1: What is Constructivism?

• Read through the Learning Guide and the Reading Assignment
• Complete the Discussion Assignments by posting in the Discussion Forums
• Respond to and rate three of your fellow classmates’ or group members’ posts in the Discussion Forums
• Complete and submit the Written Assignment 

Unit 2: Teaching for Learning: Research-based Pedagogical Approaches 

• Peer assess Unit 1 Written Assignment
• Read through the Learning Guide and the Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to and rate three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Portfolio Activity  

Unit 3: Inquiry as a Pedagogical Approach in Schools

• Read through the Learning Guide and the Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to and rate three of your fellow classmates’ posts in the Discussion Forum
• Complete the Written Assignment

Unit 4: Primary Sources in the Classroom

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to and rate three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Portfolio Assignment 

Unit 5: Engaging Learners with Literacy Instruction

• Read the Learning Guide and the Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment

 Unit 6: Literacy Across the Curriculum

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to and rate three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Portfolio Assignment

Unit 7: International Baccalaureate (IB) Schools, PYP, and MYP: Instructional Practices and Research

• Read the Learning Guide and the Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to and rate three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment

Unit 8: Best Practices in Early Education

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Rate and respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Final Project
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods. 

Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. 

Refer to the UoPeople APA Tutorials in the LRC for help with APA citations.

Code of Conduct

University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5271 Advanced Practices for Teaching Elementary and Middle School Literacy

EDUC 5271: Advanced Practices for Teaching Elementary and Middle School Literacy

Credits: 3

Prerequisites:  EDUC 5270

Course Description: This course covers the cognitive foundations and curricular implications for the teaching of reading and language arts in elementary grades with an emphasis on understanding the theoretical and research bases for classroom practice.  The theory and practice of writing and its development are explored, and the racial, social, cultural, and linguistic implications for the development of literacy are examined.  The specific genres of children’s literature are discussed, and the increasing role of technology in mediating literacy is considered.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Analyze the theoretical and research bases for classroom practice in teaching reading and language arts. 
2. Explore the racial, social, cultural and linguistic implications for literacy development in education.
3. Investigate and analyzes the different genres of children’s literature in an elementary and middle school environment.
4. Assess the role of technology in mediating literacy to enhance teaching and learning in the classroom.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Cognitive Foundations and Curricular Implications of Teaching Reading and Language Arts

Week 2: Unit 2 - Theoretical Perspectives and Technology:  the New Literacies

Week 3: Unit 3 - Teaching Reading, Part I

Week 4: Unit 4 - Selecting Children's Literature: grades K-8th 

Week 5: Unit 5 - Teaching Reading, Part II:  Teaching in the Digital Age

Week 6: Unit 6 - Teaching Writing, Part I: Story Making

Week 7: Unit 7 - Teaching Writing, Part II: Poetry

Week 8: Unit 8 - Reading Strategies

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Cognitive Foundations and Curricular Implications of Teaching Reading and Language Arts

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: Theoretical Perspectives and Technology:  the New Literacies

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3: Teaching Reading, Part I

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 6)

Unit 4: Selecting Children's Literature: grades K-8th 

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 5: Teaching Reading, Part II:  Teaching in the Digital Age

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete and submit the Written Assignment

Unit 6: Teaching Writing, Part I: Story Making

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Post finalized Group Presentation
• Review the presentations and leave feedback for other groups
• Complete the Reflective Portfolio Assignment

 Unit 7: Teaching Writing, Part II: Poetry

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 8: Reading Strategies

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Reflective Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that  is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here:  

APA style introduction. (n.d.). Purdue Online Writing Lab College of Liberal Arts. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

Analyzes the theoretical and research bases for classroom practice in teaching reading and language arts

EDUC 5272 Advanced Practices for Teaching the STEM Fields at the Elementary and Middle School Levels

EDUC 5272: Advanced Practices for Teaching the STEM Fields at the Elementary and Middle School Levels

Credits: 3

Prerequisites:   EDUC 5270

Course Description:

This course focuses on the mathematical and scientific concepts taught in the elementary and middle school, with an emphasis on research on the teaching and learning of mathematics and the theoretical and empirical foundations of the teaching and learning of science.  Attention will be given to how students acquire mathematical understandings and to how different groups experience mathematics instruction.  Methods for teaching the scientific method, doing laboratory work as inquiry-based learning, and exploring the relationship of science, technology and society will be discussed.  Use of technology in teaching discrete areas of science (life, physical, earth) as well as in an integrated science approach will be covered.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Analyze ways in which the developmental needs of students and the classroom environment impact mathematics and science learning.
2. Apply research-based curriculum, assessment, and differentiated instruction to a diverse elementary and middle school mathematics and science classroom environment.
3. Analyzes the advantages of using a developmentally appropriate, active learning approach for teaching STEM at various age levels.
4. Apply a problem-solving, critical thinking, active learning, and the scientific method to teaching STEM.
5. Integrate technology into mathematics, science, and engineering teaching and learning.
6. Engage in ongoing development as a teacher of STEM.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Setting the Stage for Mathematics and Science Learning

Week 2: Unit 2 - Creating a Critical Thinking Frame for Learning

Week 3: Unit 3 - STEM Curriculum in Elementary and Middle Schools

Week 4: Unit 4 - Authentic Assessment of STEM Learning

Week 5: Unit 5 - STEM Instruction in Early Elementary School

Week 6: Unit 6 - STEM Instruction in Upper Elementary School

Week 7: Unit 7 - STEM Instruction in the Middle School

Week 8: Unit 8 - Developing as a STEM Professional

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students. The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Setting the Stage for Mathematics and Science Learning

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: Creating a Critical Thinking Frame for Learning

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3: STEM Curriculum in Elementary and Middle Schools

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 7)

Unit 4: Authentic Assessment of STEM Learning

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 5: STEM Instruction in Early Elementary School

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete and submit the Written Assignment

Unit 6: STEM Instruction in Upper Elementary School

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

 Unit 7: STEM Instruction in the Middle School

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Post finalized Group Activity 

Unit 8: Developing as a STEM Professional

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Reflective Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that  is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5711 Teaching for Diverse and Inclusive Classrooms

EDUC 5711: Teaching for Diverse and Inclusive Classrooms

Credits: 3

Prerequisites:  EDUC 5210, EDUC 5220, and EDUC 5240

Course Description: This course will focus on creating an equitable learning environment that sensitively approaches differences.  Emphasis will be on considering decisions about curriculum, instructional materials, learning activities, and student groupings in the multicultural, multilingual classroom.  The use of adaptive technology, learning analytics and personalized learning, compensatory and remedial methods, and inquiry-based procedures to teach content to students with academic and/or behavioral difficulties will be discussed.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Utilize and apply cultural theory concepts to educational institutions to ensure equitable access to learning environments and inclusive practices.
2. Design and adapt curriculum components and instructional settings in the multicultural, multilingual learning environment to promote and enhance cultural awareness and sensitivity.
3. Develop and implement technology-enhanced learning opportunities, in consideration of the individual needs of each student, to include adaptive and assistive technologies.
4. Assess and analyze learner needs in diverse and inclusive settings through inquiry-based procedures to teach content and optimize learning.
5. Apply research of differentiated instructional theories to facilitate inclusive education and support of cultural differences and academic and/or behavioral needs.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Components of Diverse and Inclusive Classrooms

Week 2: Unit 2 - Organizing Instruction of Diverse Students

Week 3: Unit 3 - Curriculum for Diverse and Inclusive Settings

Week 4: Unit 4 - Instructional Approaches for Diverse and Inclusive Settings

Week 5: Unit 5 - Creating Lesson Plans for Diverse and Inclusive Settings

Week 6: Unit 6 - Adaptations and Groupings for Diverse Learners

Week 7: Unit 7 - Adaptive/Assistive Technology & Compensatory/Remediated Instruction 

Week 8: Unit 8 - Learner Analytics for Personalized Learning 

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Components of Diverse and Inclusive Classrooms

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 2: Organizing Instruction of Diverse Students

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 3: Curriculum for Diverse and Inclusive Settings

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Begin and participate in the Group Activity (Due Unit 6)
• Complete the Portfolio Activity

Unit 4: Instructional Approaches for Diverse and Inclusive Settings

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity

Unit 5: Creating Lesson Plans for Diverse and Inclusive Settings

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 6: Adaptations and Groupings for Diverse Learners

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Post finalized Group Activity 
• Complete the Portfolio Activity

 Unit 7: Adaptive/Assistive Technology & Compensatory/Remediated Instruction 

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 8: Learner Analytics for Personalized Learning 

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Portfolio Activity
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5810 Living and Learning Globally

EDUC 5810: Living and Learning Globally

Credits: 3

Prerequisites:  EDUC 5710

Course Description: This course will focus on exploring the global competence that students need to thrive in today's increasingly interconnected and rapidly changing world. It will focus on creating learning environments and opportunities that value the world as the broadest context for learning, ensuring that students are exposed to real world questions and concerns both within and beyond their local contexts. There will be consideration of ways that teachers can foster students' awareness of and engagement with global issues, develop open-mindedness to the perspectives of others and encourage reflection on their role as active and engaged global citizens. There will also be discussion of how language acquisition and multilingualism can provide particularly rich opportunities for the development of intercultural understanding and of an appreciation of different languages, cultures, and worldviews.

Required Textbook and Materials: 

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: Please consult the Student Handbook regarding University of the People for additional standards of computing and networking resources.No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Articulate a clear conceptual understanding of global competence in order to design, implement, monitor, and evaluate one’s own instruction and instructional programs that intentionally integrates issues of global significance in classroom learning.
2. Demonstrate the disposition and capacity to understand and act on issues of global significance as well as the attributes of global competence (core concepts, values and attitudes, skills, and behaviors) to find ways to foster them in students to become globally competent by nourishing critical thinking, and expanding their understanding of the world around them.
3. Examines how language acquisition and multilingualism can provide rich opportunities for the development of intercultural understanding and utilize students’ different worldviews as assets in classroom learning.
4. Examine the purposes and quality indicators of assessment (a range of informal and formal assessments) as they relate to living and learning globally, and how to use results to plan instruction.
5. Demonstrate the ability to plan and provide instruction that systematically integrates language and content/culture based on the evaluation of student’s language proficiency and social or academic needs by designing an instructional unit that reflects the needs of students in the selected setting. 
   

• Introduce yourself in the Course Forum
• Read through the Course Syllabus
• Read the Learning Guide and Reading Assignments
• Complete the Sustainability Module (located in the LRC)
• Take the Sustainability Student Experience Survey
  
• Participate in the Discussion Assignment (post in, comment on, and rate the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2 - Global Competence Framework and Implications for Curriculum and Instruction

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3 - Inquiry into the Global World: Global Issues, Critical Questions, and Social Justice

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 6)
• Complete the Reflective Portfolio Assignment

Unit 4 - Issues of Global Competence Assessment, Advocacy and Life-Long Learning

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity (Due Unit 6)
• Complete the Reflective Portfolio Assignment

Unit 5 - Cultural and Linguistice Diversity, Accomodation and Support

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity (Due Unit 6)
• Complete the Reflective Portfolio Assignment

Unit 6 - Issues of Identity and Belonging in a Global Community and Implications for Educating CLD Learners in Our Schools

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Post or submit finalized Group Activity
• Complete the Reflective Portfolio Assignment

Unit 7 - Innovations in Schools: What are the Elements of a Globally - Oriented School or Classroom?

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment
• Take the Sustainability Student Experience Post Survey

Unit 8 - Teachers as Reflective Learners, Educational Leaders, Decision Makers and Change Agents

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Take the Sustainability Student Experience Post Survey
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
There are 8 discussions in this course, worth 10 points each. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and rate their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end.

Written Assignments & Assessment Forms
In this course, there are 6 Written Assignments worth 100 points each. You are required to submit your assignments by the indicated deadlines. In the week following the submission of your written assignment, you will peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%).

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
You will complete 8 reflective portfolios in this course worth 10 points each. Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses. Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional m

The Research and Practice Portfolio 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment. The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience. The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale

This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here:  

APA style introduction. (n.d.). Purdue Online Writing Lab College of Liberal Arts. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

Analyzes the theoretical and research bases for classroom practice in teaching reading and language arts

EDUC 5280: Instructional Techniques for the Secondary Classroom

EDUC 5280: Instructional Techniques for the Secondary Classroom

Credits: 3

Prerequisites: NOT APPLICABLE

Course Description: This course will examine the intersection of curricular relevance, teaching style, and instructional techniques on academic attitudes and learning in the secondary school classroom.  When and how to employ teacher-led/whole-group activities, small/cooperative learning groups, and independent learning will be covered, along with the role of technology, particularly as it relates to concept of active learning.  It will focus on collaborative, inquiry-based, student-centered teaching and project-based learning, with students actively involved in their own knowledge acquisition.  

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Examine the relevance and appropriateness of different types of activities (cooperative learning, whole group learning, etc) to encourage active learning.
2. Design lessons that focus on active, inquiry, and project-based learning where students are actively involved in their own knowledge acquisition.
3. Evaluate and create appropriate curricular materials given the developmental and personal contexts of individual learner needs.
4. Develop holistic instructional design strategies which include the consideration of curriculum and pedagogy and support learning goals in the secondary school classroom.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Instructional Strategies in Education

Week 2: Unit 2 - Teaching Methodologies: Active Learning-Why and How

Week 3: Unit 3 - Inquiry-Based Learning Approach

Week 4: Unit 4 - Project-Based Learning Approach

Week 5: Unit 5 - Choosing Instructional Activities to encourage Active Learning

Week 6: Unit 6 - Defining Instructional Design in Education

Week 7: Unit 7 - The Role of Technology in Instructional Practices

Week 8: Unit 8 - The Importance of Critical Thinking in Secondary Education

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Instructional Strategies in Education

• Read the Learning Guide and the Reading Assignments
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
• Complete and submit the Written Assignment 

Unit 2: Teaching Methodologies: Active Learning-Why and How

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments 
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
• Complete and submit the Portfolio Assignment

Unit 3: Inquiry-Based Learning Approach

• Read the Learning Guide and the Reading Assignments
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
• Complete and submit the Written Assignment  

Unit 4: Project-Based Learning Approach

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments 
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
• Complete and submit the Portfolio Assignment

Unit 5: Choosing Instructional Activities to encourage Active Learning

• Read the Learning Guide and the Reading Assignments
  
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
• Complete and submit the Written Assignment  

Unit 6: Defining Instructional Design in Education

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments 
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
• Complete and submit the Portfolio Assignment

Unit 7: The Role of Technology in Instructional Practices

• Read the Learning Guide and the Reading Assignments
  
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
  
• Complete and submit the Written Assignment  
  

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments 
• Participate in the Discussion Assignment (post and comment in the Discussion Forum)
• Complete and submit the Final Project

Course Requirements: 

Written Assignments 
Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course. 

Discussion Forum Assignments 
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. 

Portfolio Assignments

Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice. Students begin building their portfolio right from start. It serves as a repository for research findings and sample units and lessons. Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment. The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience. The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio 
• Activities Research 
• Teaching and Learning Resources

Class Introductions

This section is your opportunity to introduce yourself to your classmates and create a vibrant learning community. By sharing your background, interests, and goals, you can create meaningful connections and discover commonalities with your peers. 

Course Forum

The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Assignment Submission 

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
If and when you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog. 

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Refer to the UoPeople APA Tutorials in the LRC for help with APA citations.

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. 

Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5281 Advanced Practices for Teaching Literature and Writing at the Secondary Level

EDUC 5281: Advanced Practices for Teaching Literature and Writing at the Secondary Level

Credits: 3

Prerequisites:  EDUC 5280

Course Description:  

This course will explore adolescent literature and the variety of formats in which it exists.  Attention will be given to understanding how students comprehend content material and to the socio-cultural influences on reading, reading/writing relationships, and assessment of content reading.  Ways to teach students to critically read and create media will be discussed.  Research on writing will be reviewed and methods of teaching writing for and models for responding to and evaluating student writing will be explored.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: 

None

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Identify with their experiences in the reading and writing process and how that experience affects their own teaching style.
2. Explore issues related to teaching reading, writing, and literacy practices in secondary classrooms.
3. Familiarize themselves with culturally diverse texts to incorporate global thinking into secondary classrooms.
4. Plan units that incorporate reading and writing strategies in a secondary classroom.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Our Literacy Story

Week 2: Unit 2 - Choosing Appropriate Reading Sources 

Week 3: Unit 3 - Teaching Strategies: Literature 

Week 4: Unit 4 - Nonfiction: Reading Strategies 

Week 5: Unit 5 - Teaching Strategies: Creative Writing 

Week 6: Unit 6 - Teaching Strategies: Essays

Week 7: Unit 7 - Putting It into Practice: Creating Reading & Writing Activities

Week 8: Unit 8 - Putting it into Practice: Creating Reading & Writing Assessments

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: Our Literacy Story

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: Choosing Appropriate Reading Sources 

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3: Teaching Strategies: Literature 

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 7)
• Complete the Reflective Portfolio Assignment

Unit 4: Nonfiction: Reading Strategies 

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 5: Teaching Strategies: Creative Writing 

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 6: Teaching Strategies: Essays 

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

 Unit 7: Putting It into Practice: Creating Reading & Writing Activities

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Submit the final Group Activity 
• Complete the Reflective Portfolio Assignment

Unit 8: Putting it into Practice: Creating Reading & Writing Assessments

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Reflective Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that  is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5282 Advanced Practices for Teaching STEM at the Secondary Level

EDUC 5282: Advanced Practices for Teaching STEM at the Secondary Level

Credits: 3

Prerequisites: EDUC 5280

Course Description:  

This course will review current research in STEM education.  Emphasis will be on the methods for teaching computer programming and the use of technology in the teaching of science, mathematics and pre-collegiate engineering.  

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Apply concepts of science, technology, engineering, and math into classroom lessons based on research.
2. Identify methods for teaching STEM in the secondary classroom. 
3. Research and apply the use of computer technology in teaching STEM concepts in the secondary classroom.
4. Research methods for teaching computer programming to students.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Emerging Issues in STEM Education

Week 2: Unit 2 - Methods for Teaching STEM

Week 3: Unit 3 - Planning and Teaching STEM Lessons

Week 4: Unit 4 - Approaches to Teaching Computer Programming

Week 5: Unit 5 - Using Computer Technology in Teaching STEM

Week 6: Unit 6 - Planning and Using Computer Technology in Teaching STEM

Week 7: Unit 7 - Collaboration in Teaching and Learning STEM

Week 8: Unit 8 - Professional Development for STEM Teachers

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc.

Unit 1: Emerging Issues in STEM Education

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 2: Methods for Teaching STEM

• Peer assess Unit 1 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 3: Planning and Teaching STEM Lessons

• Peer assess Unit 2 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Begin and participate in the Group Activity (Due Unit 6)
• Complete the Reflective Portfolio Assignment

Unit 4: Approaches to Teaching Computer Programming

• Peer assess Unit 3 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 5: Using Computer Technology in Teaching STEM

• Peer assess Unit 4 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Continue to participate in the Group Activity
• Complete the Reflective Portfolio Assignment

Unit 6: Planning and Using Computer Technology in Teaching STEM

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Submit finalized Group Activity 
• Complete the Reflective Portfolio Assignment

 Unit 7: Collaboration in Teaching and Learning STEM

• Peer assess Unit 6 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Reflective Portfolio Assignment

Unit 8: Professional Development for STEM Teachers

• Peer assess Unit 7 Written Assignment
• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete the Reflective Portfolio Assignment
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that  is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

• Reflective Portfolio Activities
• Research
• Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: 

Purdue writing lab - resources. (n.d.). Purdue University.  http://owl.english.purdue.edu/owl/resource/560/01/

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

Apply concepts of science, technology, engineering, and math into classroom lessons based on research

EDUC 5470 Research in Education

EDUC 5470: Research in Education

Credits: 3

Prerequisites: Successful completion of nine (9) courses in the M.Ed. program.

Course Description:  

This course will introduce important challenges in teaching and learning and discuss current research on these topics.  Models of practitioner research and modes of inquiry appropriate to applied research will be analyzed to provide insights into the uses and limitations of these approaches and tools.  Human subject rules and regulations and the ethics of school-based research will be discussed.  Students will identify a topic for investigation and develop an applied research proposal.  The proposal will frame the question, discuss the rationale for the question, include a review of the literature on the topic, and describe the planned data collection and analysis activities.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• Choosing & using sources: A guide to academic research. (n.d.). Pressbooks. https://ohiostate.pressbooks.pub/choosingsources/
   licensed under Creative Commons Attribution 4.0. 

• • Full PDF is available on the course home page under Textbooks

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Analyze the ethics of school-based research in relation to human subject rules and regulations.
2. Develop an applied research proposal based on an identified topic for investigation.
3. Examine and critique educational research to better understand its issues and complexities.
4. Apply the scientific method to develop a proposal based on one or more research questions.
5. Consider the importance of applied research to the classroom setting.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Introduction to Applied Research

Week 2: Unit 2 - The Annotated Bibliography

Week 3: Unit 3 - Methodology Part 1 (Intervention Plan)

Week 4: Unit 4 - Methodology Part 2 (Data Collection)

Week 5: Unit 5 - Methodology Part 3 (Ethics)

Week 6: Unit 6 - The Group Activity Project

Week 7: Unit 7 - Applied Research Proposal

Week 8: Unit 8 - Bringing It All Together

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc.  

Unit 1: Introduction to Applied Research

• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Complete and submit the Portfolio Activity

Unit 2: The Annotated Bibliography and Literature Review

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Complete the Portfolio Activity

Unit 3: Methodology Part 1 (Intervention Plan)

• Peer-assess Unit 2 Assignment 
• Read through the Learning Guide and the Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment 

Unit 4: Methodology Part 2 (Data Collection)

• Read through the Learning Guide and the Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Begin Group Activity

Unit 5: Methodology Part 3 (Ethics)

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
• Complete and submit the Written Assignment
• Continue working on the Group Activity

Unit 6: The Group Activity Project

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete the Portfolio Activity
• Complete and submit the Group Activity

 Unit 7: Applied Research Proposal

• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment

Unit 8: Bringing It All Together

• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum
  
• Complete the Portfolio Activity
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posted by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Grade Appeal
If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here:  

APA style introduction. (n.d.). Purdue Online Writing Lab College of Liberal Arts. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

EDUC 5910 Applied Professional Inquiry

EDUC 5910: Applied Professional Inquiry

Credits: 3

Prerequisites: As this is the final course in the MEd all required courses must be completed before taking this and no other courses can be taken concurrently; Final Term of Study  

Course Description:

Students will conduct the planned data collection and analysis activities contained in their applied research proposal and prepare a written report that describes the results of their research and interprets these results in terms of what they have learned during their time in the program.  Implications for new instructional practices and further professional development should also be discussed.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

• This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Analyze data collected from a previous research project 
2. Design a report based on data analysis describing the results of the research
3. Apply knowledge gained throughout the M.Ed. program of study to the interpretation of results in research
4. Analyze implications for professional development opportunities and new instructional strategies in the classroom

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Capstone Deadlines and Project Tracking

Week 2: Unit 2 -The Portfolio Presentation - Part 1

Week 3: Unit 3 - The Portfolio Presentation, Part 2

Week 4: Unit 4 - Research and Practice Portfolio

Week 5: Unit 5 - Applied Research Report

Week 6: Unit 6 - Applied Research Report, Draft Submission

Week 7: Unit 7 - Reflection on Capstone Experience

Week 8: Unit 8 - Applied Research Report, Final Submission 

Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

Unit 1: Capstone Deadlines and Project Tracking

• Read through the Course Syllabus, Reading Assignment, and Learning Guide
  
• Complete the Discussion Assignment by posting in the Discussion Forum 
  
• Respond to three of your fellow classmates’ posts in the Discussion Forum 
  
• Complete and submit the Written Assignment (submitting one tracking tool for each of the three tasks)
• Create and submit the Student ID Validation video

Unit 2: The Portfolio Presentation 

• Read through the Learning Guide and the Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum 
• Respond to three of your fellow classmates’ posts in the Discussion Forum 
• Screen Capture Practice: Begin creating your Portfolio Presentation - Due by the end of Unit 3 

Unit 3: The Portfolio Presentation, Part 2

• Read through the Learning Guide and the Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum 
• Respond to any of your peers' posts 
• Submit your final Portfolio Presentation

Unit 4: Research and Practice Portfolio

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum 
  
• Respond to any of your peers' posts 
  
• Submit the Written Assignment - Research and Practice Portfolio 
• Continue collecting data and working on the Applied Research project  - Due at the end of Unit 8

Unit 5: Applied Research Report

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum
  
• Respond to any of your peers' posts 
• Continue working on your Applied Research paper 
  

Unit 6: Applied Research Report, Draft Submission

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum 
  
• Respond to any of your peers' posts 
  
• Prepare the Written Assignment - Applied Research Report - Submit Draft

 Unit 7: Reflection on Capstone Experience

• Read through the Learning Guide and the Reading Assignment
  
• Complete the Discussion Assignment by posting in the Discussion Forum 
  
• Respond to any of your peers' posts 
  
• Continue working on the Written Assignment - Applied Research Report
  
• Complete and submit the Portfolio Activity

Unit 8: Applied Research Report, Final Submission

• Read the Learning Guide and Reading Assignments
• Participate in the Discussion Forum
• Complete and submit the Applied Research Project
• Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Forums

In this course, Discussion Forums are provided as spaces to reflect and connect.  Some of the Discussion Forums are not graded but students are encouraged to use them often to exchange ideas, collaborate, get and give feedback, etc. from each other. 

Written Assignments & Assessment Forms
Most units in this course require that you complete Written Assignments, which may come in many forms (presentation, case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Reflective Portfolio Activity

Reflective Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. 

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Grading Scale

This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

• Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
• Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
• Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
• All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: 

APA style introduction. (n.d.). Purdue Online Writing Lab College of Liberal Arts. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

Business Administration

BUS 1101 Principles of Business Management

BUS 1101: Principles of Business Management

Course Description

All forms of business require the involvement of managers to enable the successful operation of the organization. This course will present a survey of the basic methods by which managers have operated businesses, large and small. Foremost are the basic concepts of planning, leading, organizing, and controlling. Embedded within these key concepts are numerous skills that, when mastered, will allow you to embark on a career in business management.

Required Textbook and Materials

UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

Textbook

Carpenter, M., Bauer, T., & Erdogan, B. (2010). Management principles, v. 1.1.

Software Requirements/Installation

• No special requirements

Learning Objectives and Outcomes

By the end of this course students will be able to:

1. Discuss the history of management theory and practice
2. Identify one's strengths and weaknesses in leadership and interpersonal skills
3. Create and characterize good goals and objectives
4. Examine the scope and changing role of strategic human resource management
5. Compare and contrast need-based and process-based theories of motivation

Course Schedule and Topics

This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).