EPS 527 Group Theory and Classroom Applications
Students explore ways of working effectively in groups as a member and facilitator. Building on theoretical bases in social psychology and group dynamics, participants examine the functioning of groups in classrooms, schools and their own M.Ed. group. A purpose is to deepen students' self-awareness, how they affect and are affected by others in group situations, and how member and leader roles interconnect. (3 semester hours)

EPS 528 Human Development and Learning
Encourages teachers to bring a critical perspective to the study of major theories of human development and learning with particular attention paid to how such theories help teachers understand the contemporary issues and problems facing their students. Teachers will use field experiences and classroom application to sharpen their critical understanding of the place of such theories in their professional work. (3 semester hours)

CIC 528 Curriculum and Instruction I: Theories, Foundations, and Contexts
Students examine the theoretical, historical, multicultural, social, and political foundations of curriculum which serve as frameworks for examining the curriculum and instruction experienced by students and teacher in classrooms. The course consistently investigates the personal dimensions of curriculum decision making and instruction methodology as contexts for interpreting these frameworks. (3 semester hours)

CIC 529 Curriculum and Instruction II: Analysis and Application
Students extend and apply conceptual frameworks of curriculum and instruction to more focused areas of study. These areas may occur in: (1) special topics or themes such as assessment, grouping practice/tracking, inclusion, integrative curriculum, technology; (2) concentrated research and application in selected content areas; (3) exploration of primary, intermediate, middle, secondary, and/or adult levels as contexts for curriculum and instruction. (3 semester hours)

CIC 531 Cross-Cultural Education
Discusses the role of culture in the American educational system and how various ethnolinguistic groups contribute to the cultural dynamics of a classroom. Participants examine behavioral expectations and learning styles of students of different cultural backgrounds as well as how teacher expectations can affect perceptual judgments of individual students. Suggestions are given on how to promote learning through a multicultural classroom community. (3 semester hours)

CIC 591 Field Study/Curriculum and Instruction
Provides teachers with an opportunity for an organized exploration of a relevant topic, issue, or problem related to their current field of work (i.e., classroom, school, or district). Teachers are encouraged to work with colleagues in the program or with teaching colleagues on site where they pursue their exploration. (3 semester hours)

CIC 594 Independent Study/Curriculum and Instruction
Provides teachers with the opportunity to investigate a topic, problem, or issue of specific relevance to their work with singular focus and depth. The topic(s) of choice may or may not be directly linked to classroom practice but should be of relevance to their individual goals and aspirations as a teacher. (3 semester hours)

ESR 510 Action Research I: Educational Research, Purposes, Assumptions, and Practices
Introduces traditions and conceptions of action and interpretive research. The course emphasizes the role of teachers as researchers of their own practices and contexts. Teachers begin to explore their classrooms as complex systems shaped by interpersonal, cultural, and political/structural dynamics. Teachers build a framework as they begin their action research project. (3 semester hours)

ESR 511 Action Research II: Ways of Knowing
Focuses on teachers as researchers, to help them experience their classrooms as dynamic places of interaction, inquiry, and reflection. Teachers identify and critique relevant literature as they conduct an action research project. Through recursive cycles of planning, implementing, observing, reading, conversing with colleagues, and interpreting, they analyze their data as a means to make meaning of classroom experience. (3 semester hours)

ESR 591 Action Research III: Reflection on and Sharing the Ways of Knowing
This course marks the transition from conducting a systematic active research study to a more conscious awareness of the integrated nature of daily teaching and informal researching. You reflect on your data, construct patterns, note changes in your practice, and prepare a product communicating what you have learned. You explore ways to continue in an ongoing fashion the self-assessment process of reflective practitioners. (2 semester hours)