Courses of Instruction

Students are advised to review the courses identified under the graduate study option in which they are enrolled. A description of each course follows.

Core Courses

Concentration Courses

Core Courses >

It is strongly recommended that core courses be completed before concentration classes.

MEDUC 501 Current Trends in Education (3 credits)

A study of the political, social, economic and intellectual forces currently shaping American education. Special attention is given to educational reforms since the 1960s, the role of the teacher in a democratic society, the challenges facing the contemporary teacher in an era of cultural diversity, changing family structures, technological change, drugs, the pressures for reform, and professionalism in teaching. Prerequisite: None.

MEDUC 502 Learning Theory and Human Development (3 credits)

The course is designed to integrate teaching and learning theory. Current research related to child development, cognition, teaching practice and learning styles is explored. Three half-day field observations in a classroom setting are required. Prerequisite: None.

MEDUC 503 Educational Assessment and Measurement (3 credits)

The theory and practice of formal (i.e., achievement, aptitude, etc.) and informal assessment (i.e., portfolio and outcome-based, etc.) are studied. Emphasis is placed on how to assess within the classroom and how to apply assessment information to classroom instruction. Prerequisites for this course are MEDUC 502 and 508. For M.Ed. students only.

MEDUC 504 Technology for Learning (3 credits)

This course emphasizes an analysis of the application of technology for learning, including problem solving and assessment. Hands-on experience is emphasized in the exploration of the use of computer hardware and software, laser discs, digital photography and the Internet. Copyright laws are also reviewed. Prerequisite: None.

MEDUC 505 Management of the Curriculum (3 credits)

This course provides an examination of the aims, processes, content and organization of curriculum within secondary school instruction. Particular focus will be given to the interface between student learning and teacher instruction, through a study of classroom management strategies. Theories of student learning in the middle and high grades, and the tools teachers need to connect instruction to learning, will be explored. Basic competencies in lesson and curriculum planning will be developed. Emphasis is placed upon the notion of discipline as integrating subject knowledge with certain teacher-student behaviors and classroom environments for that knowledge to translate into learning. For MAT Secondary only.

MSPED 508 Students with Special Needs and Diverse Learning Styles (3 credits)

This course explores the academic, behavioral and socio-emotional characteristics of students having special needs. Specific handicapping conditions will be described, and behavioral management and classroom inclusion strategies will be presented. Additionally, the learning and response styles of students of diverse ethnicities will be presented. Prerequisite: None.

MEDUC 522 Integrated Teaching and Learning (3 credits)

This course is designed to integrate mathematics, science, language arts and social studies education. Technologies are applied as learning tools, and students base their instructional design and delivery on their knowledge of learning theory and human development. This summer academic enrichment program for children offers opportunities to deliver and assess integrated instruction. Prerequisites: MEDUC 501, 502, 503, 504, 506, 507, 512, 513. For M.Ed. students only.

MEDUC 523 Teacher Research Seminar (3 credits) 

This course, taken during Internship II, is designed to engage the student intern in an understanding of the basics of educational research and the value of the research tool for the beginning teacher. Specific attention is given to problem definition, data collection and methods of analysis related to instruction. Similarly, student interns are helped to develop their proficiency in “reflective practice” as a key dimension of successful classroom instruction. An individual action research proposal for a classroom setting will be planned, undertaken and documented. Where applicable, approval by the Mount’s Institutional Review Board will be required for this project. Prerequisites: MEDUC 502, 503 (Secondary and Art majors only), MEDUC 504. For MAT students only.

MEDUC 524 Fundamentals of Educational Research (3 credits)

This course is designed to introduce students to quantitative and qualitative research methods. Students will apply their knowledge of research methods by conducting a critical review of the research in an area of interest. Prerequisite: None.

MEDUC 525 Research Thesis (3-6 credits)

Building upon MEDUC 524, this course requires the completion of a research project and thesis, as individually determined and pursued by the student in consultation with a research tutor from the faculty. The thesis will be a scholarly study of a research project, showing graduate level synthesis of existing research and literature in a field, and the systematic investigation of a topic within that field according to the canons and traditions of a particular research approach. Review and approval by the university’s Institutional Review Board may be required, as deemed necessary, prior to the investigation. The thesis will be evaluated by a faculty committee. Guidelines on the research process and thesis will be published separately.

Prerequisites: MEDUC524. For M.Ed. students only.

MEDUC 526 Reading in the Secondary Content Areas I (3 credits)

Provides teachers with an understanding of the essentials of reading processes necessary for secondary students to become proficient readers. Participants gain an understanding of the following five areas: purposes and types of reading, methods of assessing reading, strategies and skills in reading, student-centered reading instruction, and affecting dimensions of reading. (Spring semester during Internship I)  Internship I fee applies. MSDE Approved.

MEDUC 527 Reading in the Secondary Content Areas II (3 credits)

Expands on MEDUC 526, enabling teachers to apply theories, strategies and practices daily in classroom instruction. This course must be taken concurrently with Internship II. MSDE Approved.

Concentration Courses >

All concentration courses are intended to be taken after completion of the core courses. Be advised that many of the concentration courses list prerequisite courses.

MSPED 500 Assessment in Special Education (3 credits)

This course is designed to provide for the study, interpretation and use of a variety of commercial assessment tools used in the field of special education. Students will collect and analyze data obtained in an inclusive classroom or special education setting. The data will be used to construct developmentally appropriate classroom activities. A field component is required. (Summer semester)  Prerequisites: MSPED 510 and MEDUC 512. This course is for students who are part of the Dual Certification Program.

MEDUC 506 Mathematics in the Integrated Curriculum (3 credits)

Students learn how to assist their pupils as they construct an understanding of mathematics. Focus will be given to teaching math skills within the context of problem solving, communication, connections and reasoning using many tools including manipulatives, technology, children’s literature and journaling. Two half-day field experiences are required. Prerequisite: None.

MEDUC 507 Science in the Integrated Curriculum (3 credits)

This course presents modern methods for elementary science instruction via inquiry and Constructivist teaching principles. Students will explore methods to stimulate children to wonder, to use process skills and to construct meaning of scientific principles and concepts.  Prerequisite: None.

MSPED 509 Elementary Education Curriculum Design/Adaptation (3 credits)

Students learn how to modify school curricula to accommodate differences in their students’ learning styles. Theoretical bases for curriculum adaptation as well as practical application will be discussed. A field component is required. (Summer session)  Prerequisite: MEDUC 512. This course is for students who are part of the Dual Certification Program

MSPED 510 Reading Assessment and Intervention (3 credits)

This course emphasizes the diagnostic techniques and prescriptive procedures useful to the elementary classroom teacher for planning individual, small group and whole class instruction. Students learn how to use state, local and classroom assessment data to make ongoing instructional changes to promote reading achievement. Prerequisites for this course are MEDUC 528 and 532. MSDE Approved.

MSPED 511 Management for Inclusive Settings (3 credits)

This course focuses on the study of teaching methods and classroom management techniques that facilitate the learning of students with special needs. Prerequisites for this course are MEDUC 501, 502 and MSPED 508. This course is for students who are part of the Dual Certification Program. Field experience requirement.

MEDUC 512 Instruction of Reading (3 credits)

Instruction of Reading emphasizes the fundamentals of developmental literacy instruction (i.e., reading, writing, speaking and listening), including the effective use of teaching strategies in the elementary classroom. Shows how to use a balanced program of graphophonics, semantics and syntactics in teaching reading. Special attention is given to integrating the language arts with content areas, technology and multicultural children’s literature. Prerequisites for this course are: MEDUC 528 and 532. MSDE Approved. (Formerly known as Reading/Literacy in the Integrated Curriculum)

MEDUC 513 Social Studies in the Integrated Curriculum (3 credits)

Topics in multicultural education, history, geography, economics, political science, social science and current events are presented and integrated into the curriculum to enhance critical thinking and problem solving skills. Students will have the opportunity to make literacy connections for each topic presented. Attention is given to a variety of strategies that include, but are not limited to, multiple intelligences, case study, concept formation, primary sources and values formation. Two half-day field experiences are required. Prerequisite: None.

MEDUC 518 Teacher Internship: Elementary (10 credits)

This course provides the student the opportunity to participate in observation and supervised student teaching in nearby elementary schools. Open only to students enrolled in the MAT Elementary Program. Prerequisite: successful completion of all professional and content courses.

MSPED 519 Dual Internship (10 credits)

This course is designed to provide the student the opportunity to participate in a three-tiered internship setting (regular classroom, inclusive classroom and resource room) under the mentorship of a special educator, a classroom teacher and a university supervisor. Prerequisite: successful completion of all professional and content courses.

MEDUC 520 Teacher Internship: Art or Music (10 credits)

This course provides the student the opportunity to participate in observation and supervised student teaching in nearby schools. Open only to students enrolled in the MAT Art or Music Program. Prerequisite: successful completion of all professional and content courses.

MEDUC 521 Teacher Internship: Secondary (10 credits)

This course provides the student the opportunity to participate in observation and supervised student teaching in nearby secondary schools. Open only to students enrolled in the MAT Secondary Program. Prerequisite: successful completion of all professional and content courses.

MEDUC 528 Processes and Acquisition of Reading (3 credits)

Students will come to understand the interaction of phonology, orthography, semantics and syntax as children develop oral and written language and the ability to read. The course examines cognitive, environmental, sociological and physical influences on the processes of reading. Prerequisite: None. MSDE Approved.

MEDUC 529 Computer Graphic Design for the Classroom (3 credits)

This course covers the essential software, concepts and skills to develop quality graphics, layout and media products with an emphasis on multimedia and desktop publishing. Students learn to use state-of-the-art software for graphic designs, which are the foundations of Web-based delivery systems and all forms of instructional media. The skills developed through this course will be used in subsequent project-based courses where students develop hypermedia products and author educational web pages. Prerequisite: None.

MEDUC 530 Art Methods (3 credits)

Students will become acquainted with the various media, techniques and principles of art. The course is designed to provide a basis for understanding, evaluating and developing students’ artistic abilities in grades Kindergarten through 12. This course is taken concurrently with MEDUC 514 and MEDUC 526. Prerequisites for this course are MEDUC 501 and MEDUC 502.

MEDUC 531 Advanced Hypermedia and Software Design (3 credits)

Students will become well versed in the theory that underlies hypermedia-based learning and will become critical readers of research about computer software for teaching and learning. These understandings will provide a foundation for each student to design and develop a piece of instructional software for learning. The students will learn an authoring language or the use of an authoring program to assist them in developing their major media project for this course. Prerequisites for this course are MEDUC 504 and MEDUC 529.

MEDUC 532 Materials for Teaching Reading (3 credits)

This course, designed for elementary teachers, introduces participants to a variety of materials to be used for the three purposes of reading. Participants will learn how to use materials to support long-term motivation for reading, how to select and evaluate materials, and how to use the expertise of parents and other members of the community to help fulfill the goals of the reading program. MSDE Approved.

MEDUC 533 Current Trends in Web-Based Instructional Design (3 credits)

This course explores the unique trends in web-based instruction and provides students with skills and abilities to produce and evaluate web-based learning environments and to develop technology-based funding proposals. Students will develop skills and understandings related to the features and components of the Internet and the hardware and software that is the foundation of this advanced network. Additionally, students will design a unit of instruction that is integrated into a web-based learning environment. While designing and developing this project, students will use aspects of technology in concert with appropriate instructional design principles. Prerequisites for this course are MEDUC 504 and 529.

MEDUC 534 Distance Education (3 credits)

Students explore relevant concepts and issues in distance education through exploration of existing practices and theoretical foundations. In this course, students will collaboratively develop a distance education module and team teach/facilitate an asynchronous learning environment. Prerequisites for this course are MEDUC 504 and MEDUC 529.

MEDUC 536 Content Area Pedagogy (3 credits)

Explores models of instruction and teaching methods that guide and support adolescent and young adult learning. Emphasis will be given to lesson and unit planning, communication and assessment strategies across the curriculum, and the use of instructional resources. Field experiences are discipline-specific, extend student knowledge of teaching and learning and are done at Frederick High School or West Frederick Middle School . Prerequisite: MEDUC 501, 502. To be taken as part of Internship I.

MEDUC 540 Music Methods (3 credits)

MEDUC 600 Roles of the Reading Specialist (3 credits)

This course addresses the multiple roles that reading specialists play in K-12 schools. Through course readings, discussions and projects students will develop the skills to summarize research studies, to plan and deliver research-based professional development workshops for colleagues, and to communicate data-driven decisions with K-12 learners, their parents, colleagues and policy makers.

MEDUC 601  Advanced Processes and Acquisition of Reading (3 credits)

This course examines the theory and research of beginning reading and skilled reading as a backdrop for studying the processes and acquisition of reading for English language learners and individuals with learning disabilities.

MEDUC 602 Teaching Reading to English Language Learners (3 credits)

This course emphasizes the prevention of and intervention for reading difficulties in emergent and early readers, including the appropriate placement, program planning and ongoing assessment of English language learners. The course advocates a literacy program of graphophonics, semantics and syntactics in teaching reading.

MEDUC 603 Teaching Reading in the Content Area for English Language Learners (3 credits)

Through this course the prospective reading specialist will identify and develop an understanding about strategies and skills required to read successfully in various content areas in middle and high schools. Methods of teaching reading while building content knowledge are examined as are ways to deliver in-service training about particular methods. Adapting materials and instructional activities for the English language learner is the focus of the in-school experience.

MEDUC 604  Reading Assessment Seminar (3 credits)

This course will provide prospective reading specialists an overview of formal and informal reading assessments for the K-12 learner. Through case study analysis students will gain skill in selecting and administering appropriate assessments and making recommendations for instruction to meet individual student needs, including second language learners and those with reading disabilities. Emphasis will be on the evaluation of commercial instruments, the uses of assessment data from state, local and classroom assessments, and the communication of assessment results to parents and school personnel.

MEDUC 605 Reading Specialist Practicum (6 credits)

This course will provide prospective reading specialists with the opportunity to participate on a school-based literacy team and teach K-12 students in a Frederick County Public School Summer Academy. Emphasis will be on using assessments to develop and deliver reading interventions to individuals and small groups of students, and designing and providing reading workshops for other professionals, paraprofessionals and parents.