Graduate Courses in Education
Faculty
Sean O Connor, Ph.D., The Catholic University of America
Rachel Scholz, Ph.D., University of Maryland
Myra Abaowa, M.S., Johns Hopkins University
Christine B. Christensen, Ph.D., Rutgers University
Dale J. Miller, Ph.D., Virginia Tech
Mildred D. Scanlon, M.S., St. John’s University
Richard Solomon, Ph.D.,U. of Maryland
Jaan Stievater, M.S., SUNY College at Buffalo
Martha Lawson, M.A., George Washington University
Chad Murray, M.A., Gratz College
Lee Oberlparleiter, M.A. U. of Maine
Robert O’Rourke, M.A., New Jersey City College
Diana Ramsey, M.A., Kean College, Union
Denise Williams, MA, Slippery Rock University
Although Washington College does not offer the Master of Arts degree in Education, it does offer a number of Education courses for graduate credit. These courses are offered as a service to area teachers who are working on graduate degrees at other institutions, who are seeking advanced professional certification, or who simply want to extend their graduate studies into the area of Education. Students interested in Special Topics courses or Independent Study should contact Professor Sean O'Connor at (410) 778-7880.
Education 503 - Reading in the Content Area — I: Secondary Level
A course designed for in-service middle and high school teachers to familiarize them with the latest research in the field of reading and to teach them effective instructional strategies based on that research. Performance assessment will be employed as participants are expected to demonstrate competency in using content area reading strategies in their teaching.
Education 504 - Reading in the Content Area — II: Secondary Level
Building on EDU 503, this course extends the skills of middle and high school teachers, from the effective use of reading strategies in their teaching to the development of coherent literacy programs that support content area learning. Emphasis will be given to identifying and meeting the needs of students with diverse backgrounds and abilities. Performance assessment will be used throughout the course. Prerequisite: EDU 503
Education 505 - Principles of Education
The historical, philosophical, and sociological foundations of education will be studied; topics relevant to contemporary education in the United States will be examined.
Education Courses Offered by Washington College through the Regional Training Center (RTC):
Education 520 - Classroom Assessment Techniques
The main focus of this course is on using assessment to support teachers in examining the effectiveness of their own practices, to improve student learning, and to help students become effective self-assessors. Teachers will have opportunities to use a wide range of assessment tools, developing skills that reflect a personal philosophy of assessment. While written tests are addressed, most of the emphasis is on personal assessment.
Education 521 - Dimensions of Learning
Dimensions of Learning, a comprehensive research-based model of student learning and thinking, provides a planning framework to link curriculum, assessment, and instruction. The course is rich with practical strategies and processes to help students maximize their thinking and learning.
Education 522 - Increasing Student Responsibility and Self-Discipline in Learning Communities
Fostering student accountability and developing patterns of student cooperation and on task behavior in the classroom are the objectives of this course. Participants will learn skills and strategies for increasing student responsibility that can be integrated in to the teaching of every lesson. An additional goal of the course is to teach specific communication structures that will allow for an increase in positive student response and motivation.
Education 523 - Expanding Student Thinking in the Classroom
Based on recent brain research and learner-centered principles, this is a practical experience course on how to teach for, of, and about thinking.
Education 524 - Instructional Strategies for a Multicultural Society
Participants will examine curriculum, understand and develop a sensitivity toward the cultural "perils and pitfalls" in teaching different ethnic groups, and to work to develop a variety of instructional techniques.
Education 526 - Styles of Teaching: Personality Types in the Classroom
Style of teaching, based on Jung's four basic personality types, will be explored and compared. Participants will delve into their own style and organizational preferences while at the same time building a clearer understanding of the needs of other types. Issues pertaining to teaching, learning, classroom management, communicating, conflict resolution, esteem building, and problem solving will be examined and applied to classroom situations.
Education 527 - Teaching and Learning through Multiple Intelligences
Howard Gardner's Theory of Multiple Intelligences provides an innovative perspective on creating effective teaching/learning environments. Participants will be involved in experiential activities that will broaden their understanding of Gardner's work and guide them in developing practical applications for using this theory at all grade levels and in all content areas.
Education 528 - Skills and Strategies for Inclusion and Disability Awareness
This course deepens the knowledge and understanding of disabilities and examines the social, academic, and physical considerations in school, community, and home environments. Special emphasis is made on the ways that teachers can integrate information about disabilities into the teaching of their curriculum and in managing their specific classroom environments.
Education 529 - Brain-Based Teaching and Learning
This course provides classroom application strategies and techniques for translating the current research in cognitive science on teaching and learning. Beginning with how the brain processes information, the course includes the functions of the senses, working memory, long-term memory, storage and retrieval, and the development of the self-concept.
Education 530 - Cooperative Classroom: Kagan's Instructional Practices
The theory and research of cooperative learning and approach developed by Dr. Spencer Kagan. The course guides participants in the acquisition of a wide range of practical instruction methods called Co-op Structures and provides them with a theoretical framework which helps teachers decide which structures to use at different points in the instructional cycle. If instructional strategies are thought of as tools in the toolbox of a teacher, this course is designed to put more tools in each teacher's toolbox and to instruct them on the best instructional practices with each tool.
Education 531 - Cooperative Discipline
This classroom management program shifts the discipline paradigm from controlling student behavior through rewards and punishment to managing and motivating students by building self-esteem and helping students make better choices. The goal is student growth: academically, socially, and psychologically.
Education 532 - Teaching Writing and Teaching Across the Curriculum
Based on the theme, "Writing to Learn and Learning to Write," participants will learn how to effectively integrate cooperative learning with the teaching of writing as a thinking skill. Teachers will have hands-on experience that encourages students to be active learners through strategies that foster intelligent behaviors. This course will offer its participants a systematic, developmental approach to the teaching of writing in support of thematic, interdisciplinary, or subject specific instruction. It will draw upon a whole language approach to the integration of writing in all curriculum areas.
Education 535 - Mentoring Teachers: A Process Approach for Excellence
Based on research, theory, and the best practices in mentoring and supervising, this practical course is designed to meet that need and to assist all professionals on staff to improve their instructional performance. During the course, participants will experience, practice, discuss, and assess a variety of mentoring, instructional, and reflection strategies. Special emphasis will be made to introduce testing strategies to meet the learning needs of all students.
Education 536 - Teaching Readers to Think
This course explores the concept of balanced literacy and how to create a literate community within every classroom. Participants will learn how to create individualized timelines for students, building home and school connections. The techniques unlocking the written word, the strategies to read reflectively both as part of class activities and independently will be developed. Ways to assess the success of the balanced literacy program will be discussed.
Education 537 - Differentiated Instruction
The focus of this course is to provide a framework to design effective instruction for all students using differentiated instruction (DI). Participants will investigate the theoretical background, rationale, and principles of differentiated instruction and translate them to their classroom setting. Course instruction will include modeling of DI principles and strategies.