Order Custom Written Education (EDU) GCU Coursework

By March 3, 2018Academic Papers

 

EDU-210: 

Foundations of Education 

4 credits 

This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Fingerprint clearance not required. 

EDU-213҂: 

Educational Psychology 

4 credits 

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Practicum/field experience hours: None. Fingerprint clearance not required. 

EDU-215Δ: 

Education Foundations and Framework 

4 credits 

This writing intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. Fingerprint clearance not required. 

EDU-225: 

Instructional Technology 

4 credits 

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. Fingerprint clearance not required. 

EDU-230: 

Cultural Diversity in the Classroom 

4 credits 

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. Fingerprint clearance not required. 

EDU-313N: 

Educational Psychology 

3 credits 

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Fingerprint clearance not required. 

 

 

EDU-315: 

Family and Community in a Supportive Learning Environment 

3 credits 

In this course, candidates will identify the value family relationships and the community environment contribute to the classroom environment. Emphasis is placed on building relationships with families, caregivers, and other stakeholders in order to influence children, build productive learning environments, and create a positive culture for schools. Focus is placed on creating an inviting atmosphere for families and caregivers, and an inclusion of community organizations and businesses to support this family connection. Candidates research ways to utilize community resources to empower families and include them in communication, learning, and collaborative opportunities that foster a healthy home and school connection. Practicum/field experience hours: None. Fingerprint clearance not required. 

EDU-330Δ҂: 

Social Justice for Educators 

4 credits 

In this writing intensive course, teacher candidates study how to teach a diverse population of students by examining the foundations and dimensions of social justice in education, social constructs, privilege, prejudice, and oppression with the goal of becoming culturally competent educators. Practicum/field experience hours: None. Fingerprint clearance not required. 

EDU-450҂: 

Classroom Engagement and Management 

4 credits 

This course is designed to allow prospective teachers the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space with consideration of diverse populations and environments. Prerequisites: EDU-230, and either EDU-210 or EDU-215. 

EDU-455: 

Christian Education: Philosophies and Methods 

4 credits 

This course is an introduction to the philosophy, theory, and practice of teaching in Christian schools. A basic analysis of educational philosophies within the framework of a Christian worldview is central to the course. Candidates construct a personal and guiding philosophy of Christian education incorporating biblical principles, and develop lesson plans using biblical integration and perspectives. Candidates may also have an opportunity to participate in observing and delivering instruction in an ACSI-approved K-12 education setting. This course provides required components as a part of the ACSI certification application process. Practicum/field experience hours: 10. Fingerprint clearance required. 

 

 

EDU-465: 

Faith in Learning, Leading and Serving 

4 credits 

This course provides students with an opportunity to consider the integration of their faith with their work and vocation. Students will consider their own meaning of faith, the interaction of their chosen field with the integration of faith through learning, leading, and serving. Students will develop a project/plan that will allow them to synthesize these skills through the development and implementation of a project or plan that utilizes these resources gained while in the educational studies program. Students complete on-site work in non-traditional settings that allow them to integrate faith in learning, leading, and serving. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area. 

EDU-470: 

Research-Based Methods and Strategies of Teaching Mathematics 

4 credits 

Teacher candidates will examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability and to build skills to apply knowledge in meaningful ways. From this foundational knowledge, teacher candidates select, adapt and use research-based instructional strategies and interventions to advance the learning of students with focused attention upon mathematics. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: ELM-210. 

EDU-480҂: 

Research-Based Methods and Strategies of Teaching English Language Arts 

4 credits 

Teacher candidates will build foundational knowledge on how to the use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills. Teacher candidates select, adapt and use research-based instructional strategies and interventions to individualize meaningful and challenging learning for students, with an emphasis on literacy. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ELM-210 and ELM-305. 

EDU-505TE: 

Influences of Family and Community Engagement 

3 credits 

Educators will explore how issues related to family relationships and community environments interplay to influence classroom dynamics. Special attention is given to family interaction patterns, including communication processes, power relationships, open and closed family systems, parent-child relationships, and conflict resolution processes. Emphasis is placed on frameworks, materials, and strategies for building relationships with family and community members as well as the development of successful family and community involvement in the classroom. 

 

 

EDU-517: 

WestEd Formative Assessment 

3 credits 

The purpose of this course is to increase participants’ understanding of formative assessment and help them become skillful users of formative assessment in their classrooms in the context of College and Career Ready Standards (CCRS). Emphasis is placed on creating learning goals, providing effective feedback, differentiating assessment methods, and data literacy. Course participants will be required to form within-state teams to share experiences as well as give and receive feedback on their formative assessment implementations. This course includes three synchronous webinar events. 

EDU-522: 

Curriculum Design Theories 

3 credits 

Candidates in this course will be introduced to current theories of learning and curriculum design. The emphasis will be on examining and identifying the concepts, principles, and models of curricular theory. Using the interrelationships of these models, candidates will develop and evaluate curriculum. 

EDU-522TE: 

K12 Curriculum Design and Development 

3 credits 

This course offers an overview of the factors, principles, and elements of curriculum development in the elementary and secondary school. Emphasis is on philosophical and psychological influences in education, as well as designing and evaluating curricular patterns for urban schools. 

EDU-524: 

Culturally Responsive Curriculum and Instruction 

3 credits 

Candidates will examine frameworks, materials, and strategies for translating the principles of culturally responsive pedagogy into effective educational practice. The emphasis will be on developing curriculum considering culturally responsive pedagogy, family and community engagement, and global education. Practicum/field experience hours: 10. Fingerprint clearance required. 

EDU-524TE: 

Culturally Responsive Curriculum and Instruction 

3 credits 

Educators will examine frameworks, materials, and strategies for translating the principles of culturally responsive pedagogy into effective educational practice. The emphasis will be on developing curriculum considering culturally responsive pedagogy, family and community engagement, and global education. 

EDU-525Ω: 

Foundations in Elementary Education Graduate Studies 

3 credits 

Teacher candidates prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students in the College of Education. Teacher candidates survey the philosophical, historical, and sociological influences upon which educational theories and practices are constructed and explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Practicum/field experience hours: None. Fingerprint clearance not required. 

 

EDU-526: 

Family and Community Engagement 

3 credits 

In this course, candidates explore how issues related to family relationships and community environments influence classroom dynamics. Emphasis is placed on promoting an equal partnership between families and schools to make collaborative decisions that support student learning outcomes and school policies, practices, and programs. Candidates explore how to create a welcoming classroom and school atmosphere where families feel valued, connected to the school staff, and engaged in the education of their children. Candidates also investigate strategies for collaborating with community resources that can assist families and schools to foster a healthy home and school connection. Practicum/field experience hours: None. Fingerprint clearance not required. 

EDU-534: 

Effective Pedagogy for Higher Education 

4 credits 

This foundational course covers adult learning theory and pedagogical practices that are research-based and proven effective in higher education. Technology, distance learning, and effective pedagogy for online and traditional instruction are emphasized. Candidates research learning paradigms, personalized learning, and andragogy and are asked to apply their knowledge through situational case studies. 

EDU-535: 

Foundations in Special Education Graduate Studies 

3 credits 

Teacher candidates will survey the philosophical, historical, and sociological influences upon which educational theories and practices are constructed and explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Teacher candidates will prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students in the College of Education. Practicum/field experience hours: 6. Fingerprint clearance not required. 

EDU-536: 

Classroom Engagement and Management 

4 credits 

This course is designed to allow the candidate the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is focused on the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space with consideration of diverse populations and environments. 

EDU-537: 

Leadership and Instructional Coaching 

3 credits 

Candidates will learn and apply coaching techniques in school and community settings. Emphasis is placed on improving teacher practices, school culture, and effective communication. Candidates will use cognitive coaching and teacher leadership skills. Practicum/Field Experience hours: 10. Fingerprint clearance required. 

 

EDU-537TE: 

Leadership and Instructional Coaching 

3 credits 

Educators will learn and apply coaching techniques in school and community settings. Emphasis is placed on improving teacher practices, school culture, and effective communication. Educators will use cognitive coaching and teacher leadership skills. 

EDU-546: 

Curriculum Mapping 

3 credits 

In this course, candidates apply district goals/state standards in developing year-long units of study. Curriculum mapping analysis skills will be developed to align program objectives systematically to achieve state and district learning goals. Emphasis is placed on Backwards Design and inquiry-based learning. Practicum/field experience hours: 10. Fingerprint Clearance required. 

EDU-546TE: 

Curriculum Mapping 

3 credits 

In this course, educators apply district goals/state standards in developing year-long units of study. Curriculum mapping analysis skills will be developed to align program objectives systematically to achieve state and district learning goals. Emphasis is placed on Backwards Design and inquiry-based learning. 

EDU-548: 

Curricular and Instructional Methods in Higher Education 

4 credits 

This course covers curricular alignment, instructional design, and effective communication and collaboration amongst university stakeholders. Creating learning goals, developing student outcomes and assessments, and giving effective feedback are emphasized. Candidates are asked to collaboratively develop activities, assessments, lesson plans, and syllabi that would be appropriate for a course taught at a community college or university. Prerequisite: EDU-534. 

EDU-551: 

Differentiated Instruction 

3 credits 

Candidates will use data to differentiate curriculum, instruction, and assessments to foster learning for all students. Focus will be on principles of learning, using technology to differentiate instruction, and developing an engaging classroom environment. Practicum/field experience hours: 10. Fingerprint clearance required. 

EDU-551TE: 

Differentiated Instruction 

3 credits 

Educators will use data to differentiate curriculum, instruction, and assessments to foster learning for all students. Focus will be on patterns of learning and development, using technology to differentiate instruction, and developing an engaging classroom environment. 

EDU-554: 

Methods of Instruction and Assessment 

3 credits 

Candidates in this course will develop skills in aligning objectives, instruction, and assessments. Special attention is given to differentiating curriculum for diverse students and using assessment data to guide instruction. Candidates will collaborate with peers and colleagues to achieve instructional goals through action planning. Review of current trends in instruction and assessment are presented to guide instructional decisions with a special focus on the needs of diverse students. Practicum/field experience hours: 10. Fingerprint clearance required. 

 

EDU-554TE: 

Methods of Instruction and Assessment 

3 credits 

In this course, educators will develop skills in aligning objectives, instruction, and assessments. Special attention is given to differentiating curriculum for diverse students and using assessment data to guide instruction. In addition, collaboration with peers and colleagues will be used to achieve instructional goals through action planning. Review of current trends in instruction and assessment are presented to guide instructional decisions with a special focus on the needs of diverse students. 

EDU-576: 

Philosophical and Social Issues in Education 

4 credits 

This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. 

EDU-586: 

Developing and Implementing Professional Development 

3 credits 

This course surveys effective strategies and practices in professional development. Special focus is placed upon theories and models, including andragogy, that enhance knowledge and skill development for adult learners in educational settings. Candidates develop and implement professional learning activities aligned with the needs of learners, schools and systems that ensure learner growth and advance the profession by leading collaborative interactions. Fingerprint clearance not required. 

EDU-586TE: 

Developing and Implementing Professional Development 

3 credits 

This course surveys effective strategies and practices in professional development. Special focus is placed upon theories and models, including andragogy, that enhance knowledge and skill development for adult learners in educational settings. Educators will develop and implement professional learning activities aligned with the needs of learners, schools and systems that ensure learner growth and advance the profession by leading collaborative interactions. 

EDU-588Ω: 

Curriculum and Instruction Capstone 

3 credits 

Candidates will deliver, evaluate, and revise a professional development presentation, and incorporate peer and faculty interaction with feedback to assure timeliness and relevance. Candidates will conduct a professional development needs assessment and create a year-long professional development plan for their school. Practicum/field experience hours: 30. Fingerprint clearance required. Prerequisite: EDU-586. 

EDU-805: 

History and Politics of Higher Education 

3 credits 

This course provides a broad, global overview of the history and politics of higher education and examines the political landscape and ethics surrounding higher education. A brief overview of governmental interventions is also presented. Prerequisite: RES-811 or RES-850. 

 

EDU-810: 

Funding and Budgetary Challenges in Higher Education 

3 credits 

This course examines the complex world of funding in higher education. Higher education leaders in private and public institutions must be able to strategically evaluate funding and budgetary challenges and be able to establish systemic responses to the ongoing challenge of comprehensively supporting the needs of the organization. Funding sources in higher education today include Federal Title grants, income from tuition, and the support of alumni groups and various benefactors, just to name a few. Acknowledging the management of these funding resources in relationship to annual budget goals, while simultaneously being faithful to organizational values and beliefs, are the challenges this course will explore. 

EDU-812: 

Governance and Structures in Higher Education 

3 credits 

This course examines the internal and external governance and structures in higher education. The course emphasizes analysis of the leadership practices necessary to guide construction of appropriate internal and external frameworks. Prerequisite: RES-850. 

EDU-815: 

Curriculum Leadership and Development in Higher Education 

3 credits 

Clearly, higher education leadership is defined to a great extent by the influence on the academic programming. Being cognizant of those factors that influence the instructional program is essential in this process, and this course examines how leaders think about these challenges and the steps they must take to consistently and strategically lead state-of-the-art teaching and learning experiences for the higher education students the leader serves. Consideration for national curriculum standards, labor needs, and other demographic issues that influence this process will also be explored. 

EDU-817: 

Building a Community of Scholars in Higher Education 

3 credits 

This course examines relations with higher education stakeholders, including boards, learners, parents, faculty, staff, and the community at large. Attention is given to creating and sustaining a diverse learning infrastructure through faculty and staff professional development, alumni relations, and the building of a scholarly community. Prerequisite: RES-861. 

EDU-820: 

Supervision and Staff Development in Higher Education 

3 credits 

This course examines the responsibilities a higher education leader has in supervising and developing the staff connected with the work associated with higher education. Supervision is a process that is made increasingly complex by the legal parameters associated with human resources and the steps that are required in order to provide appropriate levels of feedback throughout the supervisory process. The research has made it clear that staff development is an extremely essential aspect to helping an employee be successful on the job, and this course will explore the leader’s role in creating a systemic response to the need to develop the talents and skills of those working in institutions of higher education. 

 

EDU-822: 

Fiscal Management in Higher Education 

3 credits 

This course examines budgeting, fundraising, fiscal planning, and capital asset management in the higher education setting. Leadership skills for fiscal management and fiscal integrity are addressed. Prerequisite: RES-861. 

EDU-825: 

Facilities Management and Continuous Renewal 

3 credits 

Leaders in higher education must be cognizant of the facility needs that are germane to the work of the institutions they serve. Those facility needs could include the management of the virtual networking hardware and software applications that are the lifeblood of the organization. Leaders must also consider various space options in which to conduct their business, including the maintenance of a campus learning environment and/or consideration of other satellite learning spaces. This course will comprehensively evaluate these challenges and examine the steps a higher education leader must consider in order to thoughtfully meet the needs of the learners and to plan strategically for future programming and administrative applications. 

EDU-827: 

Strategic Planning in Higher Education 

3 credits 

This course addresses the establishment of a shared mission, vision, and goals among both internal and external stakeholders as the foundation for long-range strategic planning in higher education. Professional and facilities development is addressed in the context of higher education master planning.