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Curriculum and Course Schedule

Learning Sciences candidates take foundational courses designed to explore educational systems in America and the foundations of Learning Sciences. Students must also take courses in design, sociocultural perspectives, and cognitive perspectives. The professional seminar is a companion course that helps students make connections between classes and prepare for their careers. The program culminates in a master’s project.

Foundations of Learning Sciences & Education (2 units)

LRN_SCI 403-0 Foundations of the Learning Sciences

Cognitive and social science theories of how people learn to understand, reason, and solve problems. Implications for the design of classroom learning environments; learning in real scenarios for investigating central issues in cognitive science. Learning in mathematics, science, reading/writing, and informal reasoning.

MS_ED 402-0 Social, Cultural, and Linguistic Contexts of Education

This course is designed to explore how the ways that we live culturally provide strengths for teaching, learning and design. The course draws from the interdisciplinary study of sociocultural, linguistic, and contextual influences of education, as well as perspectives from learning, teaching, research and policy. Candidates will examine how issues of power and privilege as they pertain to race, ethnicity, language, class, gender, sexuality and identity politics shape and are shaped within our education system. Candidates will be asked to consider their own schooling experiences, and deeply evaluate their beliefs, thoughts and assumptions about the influence of various legal, historical, socio-cultural and linguistic factors on their ideas about teaching, learning, and schooling. Special attention will be given to the major trends that influence contemporary landscapes of PK-12 education and the potential systemic benefits and harms associated with them. Candidates will produce an autoethnography that considers the impact of personal formal and informal learning experiences rooted in racial, cultural and linguistic identity on their life view, as well as how they move through the world as advocates for justice.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience.

Master’s Project and Professional Seminars (2 units)

MS_ED 407-1 & 2 Research and Analysis in Teaching and Learning I & II

MS_ED 407-1 & 407-2 are two 0.5-unit courses, to be taken sequentially. 

Teaching and education are complex, intellectual, and iterative endeavors. Skilled educators continually take experiences from the field in the form of observations, curiosities, and challenges to inform structured inquiry—with the purpose of improving conceptual and pedagogical understandings for themselves and their students. MSED 407-1 and 407-2 are grounded in a model of action research. In our view, action research is not distinct from the work of teaching and educating, rather when done well it drives the work of teaching and learning. Data we use in action research is precisely that which we encounter in our educational settings on a daily basis—we are responsible for mining and learning from them. As a result of these courses you will not only have designed and conducted action research— your Master’s Project —but more importantly, you will have a set of stances and tools to embark on a career as an educator scholar who continues to notice various aspects of teaching and learning, ask important questions, and engage in meaningful, guided examinations of practice to evolve learning.   

The goal of MSED 407-1 and 407-2 is to help you become informed educators who are able to turn curiosities and challenges from your settings into potential areas of structured reflection and research. The basis of the course is the model of action research — of studying our own settings around questions we are passionate about, for the purpose of improving our students and colleagues learning as well as our own practice. Action research is not distinct from the work of teaching, rather the data we use in action research is precisely that which we encounter in our educational settings daily. As a result of these courses you will not only have conducted action research— your Master’s Project —more importantly, you will have the tools to embark on a career as an educator scholar who continues to ask important questions and embark on meaningful, systematic examinations of teaching and learning in your selected setting. 

During MSED 407-1, you chose a question that was of personal importance to you. You reviewed relevant literature related to this question, you identified different types of classroom data to investigate this question. During MSED 407-2, we will focus on techniques for analyzing the data that you have collected, revisit the literature surrounding our project, and consider how the work will influence your teaching and learning moving forward. In addition to meeting as a whole class, a central component of the 407-1 and 407-2 course sequence is working in coaching groups.

MS_ED 482-1 & 2 Proseminar in Education Studies and Learning Sciences I & II

MS_ED 482-1 & 2 are two 0.5-unit courses, to be taken sequentially. 

The MSED ProSeminar in Educational Studies and the Learning Sciences serves as a companion to program courses with the goal of helping students to bring together the threads from across their coursework and program experiences. In particular, this course emphasizes and makes explicit key ideas that connect to the MSED Guiding Commitments.    

MSED 482-1 will support the understanding and development of mutually beneficial, community-engaged partnerships as students explore and onboard to a practicum site.  A professional and career development component will focus on self-assessment, career exploration, and connecting to Northwestern resources that will support this work. 

MSED 482-2 is designed to support the connection between the practicum site and initial development of the Master’s Project. The course will help students understand how to work with, and support, their practicum sites, while developing their research question, engaging important site-specific protocols that govern research, and identifying appropriate sources of data that are available to investigate the research question. A professional and career development component will focus on deepening understanding of possible career paths, building professional networks, and connecting to Northwestern resources that will support this work.

Understand Design (at least 2 units)

LRN_SCI 413-0 Tangible Interaction Design & Learning

This course will explore the use of tangible interaction to create innovative learning experiences. It will review both theoretical and technological foundations of the field. Topics include creative expression, embodied interaction, cultural forms, and design frameworks.

LRN_SCI 425-0 Introduction to Design for the Learning Sciences

Building the skills and knowledge necessary to support the design of educational experiences. Exploration of general design principles and learning sciences theoretical perspectives through examination of existing cases of instructional design. A design project involving needs analysis, specifying learning objectives, and designing a new educational experience.

LRN_SCI 429-0 Design of Learning Environments

Issues in designing and studying innovative learning environments. New models of classroom interaction, particularly using technology to enable new cognitive and social roles for students. Topics include simulations, tutors, computer-mediated communication, project-based learning. Theoretical motivations in cognitive and social-interaction learning theories, empirical studies evaluating their effectiveness, and prospects for propagation of such innovations.

LRN_SCI 451-0 Global Histories of Engineering Education

In this course we examine what role engineering education plays, has played historically, and could play in mediating dynamics of power, in(equality), and (in)justice in society across global contexts. A wave of recent scholarship has examined the nefarious impact of new technologies on racial equity (Benjamin, 2019; Noble, 2018), social and economic justice (Eubanks, 2018), teaching and learning processes in schools (Watters, 2021), and on the health and survival of the planet itself (Crawford, 2021). Learning about the politics of technologies, and the technologies of power, is thus emerging as one of the most significant needs in education. Building from Science and Technology Studies (STS) perspectives, in this course we shift our analytic focus to the politics of engineering education institutions (Lucena, 2013; Riley, 2003). What are the historical, cultural, and political forces operating on these institutions? How do they cultivate particular kinds of engineering identities? We will ground these inquiries through case studies of specific engineering education institutions in diverse global contexts (Indonesia, India, Denmark, Iran, Chile, Kenya, and the US). Across the cases, we will carefully examine how themes such as modernization, globalization, nationalism, and militarism have shaped the content, character, and ontology of engineering education. Ultimately, we will work towards a critical, global understanding of the power, responsibility, and possibilities for socially just and ethical engineering education.

LRN_SCI 451-0 Topics: Transformative Computer Science Education

In this course we will examine the role of computational tools in the design of transformative teaching and learning environments. Grounded in perspectives from the Learning Sciences and Computer Science Education, we will cover topics of equity and inclusion, pedagogy, creative applications of computing, and the integration of computational ideas across multiple disciplines. We have cross-listed the course in Teacher Education, Learning Sciences, and Computer Science in order to foster cross-disciplinary dialogues that consider the affordances of computational ideas for designing learning environments that are asset-based and supportive of multiple routes to understanding various subject-matter.

Understand Sociocultural Perspectives (at least 1 unit)

HDSP 451-0 Culture and Development

Contact the department for further information.

LRN_SCI 402-0 Social Dimensions of Teaching & Learning

Students' relationships with one another and with teachers in school and nonschool settings. Implications for classroom instruction of social learning theory, student diversity, classroom climate, cooperative and competitive goal structures, and processes of attribution and achievement motivation.

LRN_SCI 451-0 Culture, Learning, and Poverty

This course looks closely at the categories, assumptions and frameworks used to analyze educational inequality in the United States from the 1950’s to the present. Our goal is to think carefully about 1) the historical, political and educational consequences of various approaches to analyzing poverty, race, schooling/education and inequality, and 2) critical interventions that emerged from a range of disciplines and the resources they provide for growing a more complex theoretical and ethical vocabulary. The course moves historically and privileges primary texts, focusing on the development and critiques of the “culture of poverty” both as a theoretical idea (Oscar Lewis, 1950’s) and as a framework for key social and educational policies (1960’s and beyond). We will also re-envision an educational system that treats learning not as an individual possession, but as a nuanced barometer of the multi-layered relations between persons and their environments. This requires treating the forms of critique, resistance, educational self-determination and political imagination nurtured and sustained by marginalized communities themselves as our teachers.

MS_ED 401-0 Schooling in America

What is unique about the U.S. approach to teaching and learning? Why are schools organized the way they are? What does the day-to-day school experience look like for students, teachers, and families? This course will explore the development of schools in the United States by understanding the ideologies and decisions (pedagogical and political) that have shaped schools over 200 years. We will use Illinois and Chicago as case studies of the development of schools in urban, suburban, and rural communities, with a particular focus on Chicago, where public, charter, private, independent, and home schools all exist side by side. Students will explore their own schooling experience while also researching current school issues. Guest speakers from Chicagoland schools and virtual visits to some of those schools will ground our work in the realities of American education today.

MS_ED 410-0 Foundations of Learning in a New Language

MS_ED 410-0 Foundations of Learning in a New Language The Foundations of Learning in a New Language course engages pre-service teacher candidates in exploring historical, political, sociocultural, philosophical and educational practices that impact linguistically and culturally diverse learners in American schools. Topics include historical and current federal and state laws regarding the learning of English as a new language, foundations of first and second language acquisition, child development, sociocultural theory, and comparative international language instruction. Research and evidence based instructional models are discussed, with a deepened appreciation for factors contributing to sustained student achievement, including, but not limited to the psychological, cognitive, sociological, and cultural factors that impact student learning.  An emphasis is placed on the standards for initial Teachers of English to Speakers of Other Languages (TESOL) Pre-K-12 Teacher Preparation Programs and the WIDA Language Development Standards.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience.

Understand Cognitive Perspectives (at least 1 unit)

HDSP 402-0 Child Development & Social Policy

Major theories and current empirical research concerning cognitive and social/emotional development of children. Interaction of internal maturational factors with effects of families, peers, and schools.

HDSP 403-0 Adolescent Development

Biological, cognitive, and social development during adolescence. Social institutions and policies that affect the well-being of adolescents.

HDSP 404-0 Adulthood Development & Aging

Concepts, theories, and research on development and adaptation from early adulthood through aging: age periods, transitions; cognitive, moral, and faith development; psychosocial and ego development; defense mechanisms; death and dying.

MS_ED 405-0 Child and Adolescent Development

This course will offer a critical perspective on child and adolescent development as it is shaped and experienced in various social contexts with special application to the world of the school. Psychological, interpersonal, social, cognitive, moral, and physical development will be studied within the contexts of family, peer group, and school. Theoretical perspectives will be explored in relation to empirical research, field studies, first person accounts, and imaginative works. Special emphasis will be given to the individual's subjective experience and to the remembered accounts of our own childhood and adolescence.

Elective Coursework (3 units)

Additional courses selected from relevant fields to bring the total number of units to 12.

LRN_SCI 426-0 Design of Technological Tools for Thinking and Learning

This course is a hands-on practicum in designing and building technology-enabled curricula and learning environments. We will use many rich software toolkits designed to enable novice computer users to get their “hands dirty” doing iterative software design. In addition to the hands-on component, the course is also designed to introduce you to the Constructionist Learning design perspective - first named by Seymour Papert and greatly influenced by the work of Jean Piaget - a perspective that is very influential in the Learning Sciences today.

Coding background required.

MS_ED 409-0 Designing and Supporting Discourse-Rich Environments for Learning

Approaches to teaching and learning that focus on student sensemaking and meaningful learning require creating an environment where much of this sensemaking work occurs through talk. Supporting productive discourse is a key element in engaging learners in meaningful work and has become central in attempts in improving education across the K-12 curriculum. This course explores the theory and practice of centering discourse in approaches to learning, focusing on teaching and learning in K-12 classrooms. Work in the course will involve analyzing discourse strategies, reviewing studies of discourse in classrooms, and analyzing video of classroom interactions to see these approaches in action. We will consider examples from elementary, middle school, and high school classrooms, and across multiple disciplines including math, literacy, history, science, and others. We will examine how learners engage in and learn through discourse, and how a teacher or facilitator can support an environment in which students feel welcome and responsible for contributing by sharing their ideas, building on one another’s thinking, and working together to further their learning as a community. Students will have the opportunity to apply the theories, tools, and strategies to design or analyze a discourse-rich environment for a context of their choice, or to try out these tools in facilitating discussions with their peers. 

MS_ED 418-0 Topics in Teaching Math: Geometry

This topics course covers math content for future middle grades and high school math teachers. Specific math topics rotate from year-to-year. Geometry is offered in odd years.

MS_ED 419-0 Topics in Teaching Math: Statistics and Probability

This topics course covers math content for future middle grades and high school math teachers. Specific math topics rotate from year-to-year. Statistics and Probability is offered in even years.

MS_ED 422-0 Linguistics Informed Approaches to Literacy

The Linguistics Informed Approaches to Literacy course supports students in analyzing the aims of linguistic science as well as how linguistic concepts apply to teaching in a variety of settings (including with multilingual students, monolingual students, and bilingual classrooms). Students will think about the complexities of language and how they connect with identity, culture, power, and schooling. Students explore topics like syntax, phonology, morphology, semantics, and cognates as they develop their own metalinguistic awareness in support of facilitating effective teaching and learning. A focal area will be supporting the development of students’ literacies. Content-area reading topics include but are not limited to pre-reading, post-reading, vocabulary, fluency, and comprehension.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience.

MS_ED 427-0 Educating Exceptional Children

In this course we explore multiple major theories of typical cognitive and affective development, and their concomitant approaches to understanding and managing neurodiversity in the inclusive classroom. The focus is on integrating across theoretical frameworks in order to maximize classroom support and minimize the need for individual differentiation for students struggling with physical, academic or emotional challenges, including learning disabilities, emotional disturbance, attention deficit disorder, and autism spectrum disorder. Theoretical concepts are introduced in both readings and lecture. Teamwork exercises designed to promote research and theory-based practice provide students with opportunities to analyze increasingly complex case studies, while developing skills in educational leadership, collegial collaboration and student advocacy. 

MS_ED 431-0 Instructional Coaching

This course will explore a variety of approaches to the mentoring, coaching, and evaluation of teachers and other educational personnel. Topics will include new teacher induction, using data to improve instruction, self and peer evaluations, and accountability. Students will actively practice observing instruction and how to provide effective feedback and coaching to teachers.

MS_ED 433-0 Science Content for Teachers

This course utilizes a discussion format with a heavy emphasis on critical thinking and skillsbased activities. The inquiry/discussion approach will help us delve into the concepts of ecology, earth systems and astronomy. Our approach will attempt to understand the content needed to support the NGSS found at the High School, Middle School & Elementary level.

MS_ED 434-0 Social Science Content for Teachers

What is “social studies”? The National Council for Social Studies (NCSS) has established a key principle which states: Social studies is composed of deep and enduring understandings, concepts, and skills from various disciplines, and emphasizes skills and practices as preparation for democratic decision-making.

This course will create opportunities to connect social studies content to the NCSS Framework, as well as to Illinois State Standards. The primary goal for this course is for future elementary and secondary educators to fulfill social science content-area licensure requirements, specifically with regards to Civics, Economics and Geography. Additionally, arts, humanities, and history content will also play an important role in developing understanding of social studies content and concepts. In the process, students will explore ways to deliver content, design assessments, and create classroom cultures that promote vibrant learning. By the end of the quarter, students should feel comfortable with and possess a working knowledge of Civics, Economics and Geography content.

MS_ED 436-0 Instructional Design and Assessment

This course takes a closer look at the two most important areas of curriculum and instruction: Instructional Design and Assessment. In the first half of the course, students will gain an overview of various approaches to curriculum design and instructional models, including the history and theory of each approach and opportunities to practice them through lesson/unit planning, simulations, and micro-teaching. In the second half of the course, students will investigate several kinds of assessments, including formative and summative assessments, and how those assessments are closely linked to instructional design, teaching, and learning. Opportunities will be given to practice grading, providing good feedback, and managing a class assessment system.

MS_ED 438-0 Teaching and Learning with Technology

Teaching and Learning with Technology is a course designed to help teachers use empirical models to explore new technologies, evaluate their educational potential, and develop scenarios of use consistent with their teaching philosophy. The course starts with a reflection on the relationship between teaching philosophy and technology use. We will also explore children's everyday uses of technology. We then will take an in-depth look at three emerging technologies: personal broadcasting (e.g., blogs, podcasts), Wikipedia, and gaming. In each case, you will get extensive experience with the technology, examine empirical models that can be applied to the technologies, and reflect on how the technologies intersect with your teaching philosophy. The course also provides exposure to a variety of technologies that are common in school settings.

MS_ED 447-0 Building a Culture of Learning

This course will address three core areas of school culture: understanding the connection between data and instruction for academic achievement; improving teaching and learning; and supporting the affective domain of the curriculum. We will explore several components needed to create, implement and maintain an effective school while we will examine teaching and learning, diversity in student populations, the role of the community in supporting schools, and new research in education. As a final project, course participants will write a proposal that encompasses various components needed to start a new school. 

MS_ED 449-0 Teacher Thinking & Learning

This course reviews current research on teacher thinking and learning. In particular, it examines the knowledge needed for teaching and how to support teacher learning by establishing a community of learners. Participants will design supports for teacher learning at their schools through an examination of existing teaching routines and a diagnosis of challenges particular to the school. 

MS_ED 451-0 Topics: Educational Technology

In today's rapidly evolving educational landscape, understanding and effectively utilizing technology is crucial for creating equitable learning environments. This course provides educators with comprehensive insights into various aspects of educational technology, from the Nature of Technology (NOT) to the selection of tools, accessibility, assessment, differentiation and ethical considerations.  Through a combination of theoretical frameworks, practical tools, and real-world examples, participants will develop the skills and knowledge necessary to create inclusive and effective learning experiences for all students.

MS_ED 451-0 Topics: Equitable Instructional Methods

This course is designed to support the development of practices and methods for equitable teaching in both informal and formal settings. These settings can include museums, libraries, out-of-school programs, enrichment opportunities, classrooms, and other educational spaces. Central to this work is understanding inquiry as a pedagogical approach that can inform equitable work as an educator.

This course is designed for students to come to understand and utilize the complex web of elements that are involved in learning and the development of equitable learning environments. Key activities in the course are for students to: 1) experience and reflect on their own learning; 2) examine the learning of others through close observation and field work; 3) situate/ ground their learning in the context of existing research, theory, and practice; 4) examine equitable methods and design in order to create their own designs for equitable learning and teaching.

MS_ED 451-0 Topics: Peace Education: Theory and Practice of Non-Violence

This class examines the different ways in which one can integrate a peace curriculum into a content-specific course while also providing a history and context to the theory of peace education as an interdisciplinary field. Students will discuss what movements and structures contribute to—or take away from—a just peace while discussing how nonviolence is an active rather than passive form of engagement. How can we broaden our imaginations and find creative ways to develop ourselves and our students when in conflict? How can we apply these skills to classroom environments where students carry a multitude of life experiences with them that are constantly changing? We will study different kinds of structural and systemic movements for peace, nonviolence, and equity, and apply them to school contexts and specific content areas. The course will also provide opportunities for students to examine their personal role in nonviolent modes of expression, and to integrate these ideas into curriculum building, in order to build a more cohesive culture and community in their classrooms throughout the school year.

MS_ED 451-0 Topics: Teacher Advocacy

Contact the department for further information.

MS_ED 451-0 TESOL Practicum Seminar

Contact the department for further information.

MS_ED 452-0 School Leadership

This course provides a broad foundation in leadership theories and frameworks. Application of these frameworks will occur through school improvement efforts at the instructional, building, and district levels. Special attention will be given to leading change in schools and school systems.

MS_ED 463-0 Leading for Equity

This course challenges teacher leaders to think deeply about their own identity and those of their students, colleagues, families, and communities. It will explore the ways school leaders must take up issues of equity, social justice, and power to improve schools for all stakeholders. Participants will delve into tools such as data, research, culturally responsive teaching, and professional learning to create an action plan that will bring equity into the forefront of their leadership.

An approved graduate-level course

In order to be considered graduate-level, a course must appear in the graduate course catalog. All 400-level courses are graduate-level. 

Course Schedule

Course schedule table for the Summer of 2024.
Catalog No.  Course Title Instructor Days/Time
MS_ED 410-0 Foundations of Learning in a New Language Goebel Fri 1:00PM -4:50PM
MS_ED 427-0 Educating Exceptional Children Morgan Tue 1:00PM -4:50PM
MS_ED 431-0 Instructional Coaching Vahey, Matsko Mon 9:00AM-3:00PM
MS_ED 452-0 School Leadership Roloff Mon, Wed 5:00PM-7:20PM
MS_ED 463-0 Leading for Equity Campbell Tue 5:00PM-8:50PM

 

Course schedule table for the Fall of 2024.
Catalog No.  Course Title Instructor Days/Time
LRN_SCI 403 Foundations of the Learning Sciences Reiser, Bang Tue 9:30AM - 12:20PM
LRN_SCI 425 Introduction to Design of Learning Environments Horn Thu 2:00PM - 4:50PM
MS_ED 401-0 Schooling in America Wallace Tue 2:00PM - 4:50PM
MS_ED 402-0 Social, Cultural, and Linguistic Contexts of Education Shulman, Campbell Tue 6:00PM - 8:50PM
MS_ED 402-0 Social, Cultural, and Linguistic Contexts of Education Winchester Tue 6:00PM - 8:50PM
MS_ED 407-1 Research and Analysis in Teaching and Learning I Woodward Tue 6:00PM - 8:50PM
MS_ED 410-0 Foundations of Learning in a New Language Fadda-Ginski Thu 6:00PM - 8:50PM
MS_ED 410-0 Foundations of Learning in a New Language Goebel Thu 6:00PM - 8:50PM
MS_ED 482-1 Proseminar in Education Studies & Learning Sciences I Glodek Mon 5:00PM – 6:20PM

 

Course schedule table for the Winter of 2025.
Catalog No. Course Title Instructor Days/Time
LRN_SCI 402 Social Dimensions of Teaching & Learning Lam
LRN_SCI 426 Technological Tools for Thinking and Learning Wilensky
LRN_SCI 429 Design of Learning Environments Vakil
LRN_SCI 451 Culture, Learning, & Poverty Vossoughi
MS_ED 402-0 Social, Cultural, & Linguistic Contexts of Education Wallace, Hayes Mon 6:00PM - 8:50PM
MS_ED 405-0 Child and Adolescent Development Owens Thu 2:00PM - 4:50PM
MS_ED 405-0 Child and Adolescent Development Zerega Thu 6:00PM - 8:50PM
MS_ED 407-1 Research and Analysis in Teaching & Learning I Woodward Tue 6:00PM - 7:20PM
MS_ED 427-0 Educating Exceptional Children Morgan Tue 2:00PM - 4:50PM
MS_ED 427-0 Educating Exceptional Children Morgan Tue 6:00PM - 8:50PM
MS_ED 451-0 Educational Technology Mon 6:00PM - 8:50PM
MS_ED 451-0 Equitable Instructional Methods Hooper Wed 6:00PM - 8:50PM
MS_ED 451-0 Peace Education: Theory and Practice of Non-Violence Shulman Wed 6:00PM - 8:50PM
MS_ED 451-0 Transformative Computer Science Education Horn, Hooper Mon 6:30PM - 9:20PM
MS_ED 482-2 Proseminar in Education Studies & Learning Sciences II Glodek Thu 5:00PM - 6:20PM
Course schedule table for the Spring of 2025.
Catalog No. Course Title Instructor Days/Time
MS_ED 407-2 Research and Analysis in Teaching and Learning II Woodward Tue 6:00PM - 8:50PM
MS_ED 409-0 Designing and Supporting Discourse-Rich Environments for Learning Reiser Wed 2:00PM - 4:50PM
MS_ED 418-0 Topics in Teaching Math: Geometry Lynn Mon 6:00PM - 8:50PM
MS_ED 422-0 Linguistics Informed Approaches to Literacy McCarty Wed 6:00PM - 8:50PM
MS_ED 428-0 Dynamics of Middle School Curriculum Stathakis Thu 2:00PM-4:50PM
MS_ED 433-0 Science Content for Teachers Tyler Mon 6:00PM - 8:50PM
MS_ED 434-0 Social Science Content for Teachers Jund Mon 6:00PM - 8:50PM
MS_ED 436-0 Instructional Design & Assessment Bavis Thu 6:00PM - 8:50PM
MS_ED 438-0 Teaching and Learning with Technology Hooper Fri 2:00PM - 4:50PM
MS_ED 451-0 Teacher Advocacy Bramley Tue 6:00PM - 8:50PM
MS_ED 451-0 TESOL Practicum Seminar