M.S. in Online Teaching and Learning OT2
Program Options/Extensions:In addition to taking the core program outlined below, students may want to consider supplementing their program to achieve other goals and pursue additional certification. Each option enhancement has specific prerequisites and/or course requirements in addition to the requirements for the OT2 base program.
Additional Options & Certifications
- Optional Advanced Certificate in Program Evaluation [EV1] (3+ Additional Credits)
- Additional Advanced Certificate in Digitally-Rich Teaching in K-12 Schools [OT3] (3+ Additional Credits)
- Advanced Certificate in Teacher Leadership [LT1] (3+ Additional Credits)
The primary program includes a total of 33 credits of which 3 are field experiences.
Program Core
ED406 Master's Research Methods|Introduces research methods and research design in education, emphasizing both qualitative and quantitative research design and analytic thinking. Prepares students to be literate consumers of education and counseling research using multiple methodologies.
EDE484 Online Teaching and Learning|Provides masters-level and doctoral-level students with an introduction to the theory and practice of online teaching and learning, with a focus on higher education and professional development. Students in this course will have the opportunity to personally experience various forms of online learning, and use these shared experiences to examine the potential and limitations of each for diverse learners; they will benefit from the wisdom of practice shared by a number of guest speakers who have engaged in various forms of online teaching; and they will also learn from developing an applied project around online teaching that links theory with practice. By the end of this course students will have a foundation for designing and delivering online learning modules in a way that supports student engagement, student reflection, and active instructor involvement.
EDE486 Designing Online Courses|Develop knowledge and skills to design, create and teach entire courses online. Review faculty perspective and institutional views and motivations for engaging in online education, as well as the programs and support that are necessary to be successful. Students will explore national trends and research on online teaching. A conceptual framework for online teaching and learning will be developed based on learning theory and different models of instructional design will be considered. Students will have practical experience with instructional resources and Web 2.0 tools and their affordances and constraints in the online learning environment. Students will also consider effective online teaching strategies to create an engaged online learning community. Special topics related to online teaching such as intellectual property, copyright, and plagiarism will also be discussed. The course is offered fully online.
Specialization Courses
A "specialized" course in teaching and learning, addressing teaching and learning issues specific to the target subject matter(s) and/or instructional contexts. This course may be transferred from previous or concurrent programs, or be selected from Warner courses, including but not limited to:
EDU581 Clinical Teaching in Health Care Professions Education: Teaching and Instructional Methods|Presents traditional and innovative methods used in clinical teaching to enhance student and practitioner knowledge, skills, and attitudes, and critically examines the theories behind different teaching methodologies. Discusses current and potential future uses of technology in active learning strategies in the clinical environment. Also explores ethical and patient safety issues. (NOTE: this class is also part of the School of Nursing's MNE [Master's in Nursing Education] programs, but it is then a 4-credit hour class because it includes an additional nursing student teaching practicum.)
EDE477 Teaching and Learning in the Content Areas|Introduces teacher candidates and in-service teachers to key issues in learning and teaching specific content areas, with particular foci on mathematics, science, and history/social studies. Identifies and critically examines what it means to think and learn within and across particular disciplines, within implications for designing and enacting pedagogies that focus on meaningful learning and accessibility to all students. Consists of several innovative, modeled learning experiences, led by experts in each subject matter, alongside critical examinations of K-12 learning experiences and curricular, and instructional materials. The course is especially relevant to "generalists" who will be expected to support students’ learning in all subjects, but could also be valuable to teachers interested in interdisciplinary collaborations, education professionals playing instructional support roles, and teacher candidates who want to explore alternative specializations before making a decision. (Meets content-pedagogy requirement for professional teaching certification).
EDU430 Theory and Practice in Teaching and Learning Mathematics in Elementary School|Prepares teachers to make the learning of mathematics more meaningful and accessible to all students in elementary school. Examines the key questions of what mathematics should be taught, why and how in elementary school, in light of relevant research on the learning and teaching of mathematics, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching mathematics in grades K-6. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. (Meets content-pedagogy requirement for professional teaching certification).
EDU427A Theory and Practice in Teaching & Learning Literacy (for non-Elementary Teaching Candidates)|
EDU431 Theory and Practice in Teaching and Learning English|Prepares teachers to support students’ learning of the English language arts in secondary school. Students learn to apply a perspective of language and literacy as social practice into instructional practices that meet the need of culturally and linguistically diverse learners. They question what should be included in the secondary English language arts curriculum, why, and how it should be taught, in light of relevant research on the learning and teaching of English language arts, state and national standards, and promising practices. Topics addressed include: culturally relevant reading and writing instruction, teaching writing as a process, teaching grammar and vocabulary in context, the role of young adult literature, and authentic assessment of language and literacy skills. (Meets content-pedagogy requirement for professional teaching certification).
EDU432 Theory and Practice in Teaching and Learning Social Studies|Focuses on how secondary students draw from historical, political, and geographic subject matter to think, learn, and interact, and emphasizes the importance of students’ thinking and learning to reflective social studies teaching practice. Explores contested perspectives on what social studies teaching and curriculum should entail, and what the social and intellectual consequences of adolescents’ social studies learning experiences ought to be. As the first in a sequence of subject matter methods courses, this course introduces teaching candidates to conceptual frameworks and strategies for planning, implementing, and assessing social studies learning experiences. A key priority throughout this course is on preparing teachers to build democratic-participatory learning communities, where discussions of controversial historical and political issues are valued and reinforced. (Meets content-pedagogy requirement for professional teaching certification).
EDU434 Theory and Practice in Teaching and Learning Science|Prepares teachers to make the learning of science more meaningful and accessible to all students in secondary school. Examines the key questions of what should be taught, why, and how in the secondary school science curriculum, in light of relevant research on the learning and teaching of science, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching science in grades 7-12. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. (Meets content-pedagogy requirement for professional teaching certification).
EDU435 Theory and Practice in Teaching and Learning Foreign Languages and ESOL (English to Speakers of Other Languages)|Introduces teachers to key issues in the teaching and learning of a second language (foreign language or ESOL) in grades K-12 as well as in other contexts. Builds on research and theory in the fields of learning, teaching, curriculum, and second language education more specifically. Addresses issues about teaching other languages in schools. Includes topics such as literacy, assessment, and technology. (Meets content-pedagogy requirement for professional teaching certification).
EDU436 Theory and Practice in Teaching and Learning Mathematics|Prepares teachers to make the learning of mathematics more meaningful and accessible to all students in secondary school. Examines the key questions of what mathematics should be taught, why, and how in light of relevant research on the learning and teaching of mathematics, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for grades 7-12. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. (Meets content-pedagogy requirement for professional teaching certification).
EDU497 Teaching and Learning in Higher Education and Health Care Settings|A study of theory-based effective teaching, learning, and assessment practices for use in higher education and health care settings. Stresses teaching, learning, and assessment practices that facilitate meaningful learning. Designed to meet the diverse needs and interests of a broad range of graduate students, teachers, and working professionals interested or currently working in higher education and health care settings.
EDU522 Theory and Research in Learning|Explores theories of learning to better understand different conceptions of how people learn, the contexts of learning, the mechanisms by which people learn, how learning is externally manifested, and political, ideological, and cultural dimensions of research on learning. Looks at a plethora of theories designed to inform or describe learning (e.g., individual cognitive, socially constructed, reproductive, domain-specific, etc.) through course readings. Provides opportunities for in-depth exploration and critical analysis of learning theories, including historical, cultural, social, and political influences on their development and implementation. Through careful reading, dialogue, writing, and presentation, course participants develop knowledge and skills in critical analysis of learning theories, bridging theory and practice, and linking what they learn to their own practice as educators.
EDU523 Theory and Research in Teaching|Designed to help doctoral students understand the depth and breadth of teaching as a field of study, examining the evolution of and current links between theory and research via four perpetually contested questions about teaching: (1) how is the work of teaching defined; (2) what are the relationships between teaching and the contexts in which it happens; (3) how do teachers learn and change; and (4) how are constructs of “good teaching” generated, evaluated, and advanced? Particular emphases include examining the consequences of different representations of teaching, including various culturally and contextually situated pedagogies, interpreting the constructs of and interactions between teachers’ identities and communities, and assessing the implications of policy and globalization on teaching and teachers.
EDE422 Motivation in Human Development|Provides a survey of theory and research in human motivation, with particular application to human development, educational and organizational settings, and counseling. Explores several influential approaches to motivation before focusing on one major contemporary approach known as self-determination theory. Topics covered include: the distinction between intrinsic and extrinsic motivation; processes of socialization and internalization; and the importance of basic psychological need satisfaction in educational, organizational, and counseling contexts. Emphasis is placed on application of motivational principles in the professional settings identified above.
EDU552 Counselor Education|Introduces the professional field of counselor education and an understanding of its theory, research, and practices. Includes the history, roles, standards, ethics, professional organizations, and publications of the counselor education field. Also includes instructional theory and opportunities to observe and practice counselor education instructional skills.
EDE546 Teaching & Learning STEM|This course examines theories of teaching and learning of STEM content. Students will wrestle with current research on learning in order to develop a sharpened understanding of how people learn and how this informs classroom practices and pedagogy. They will develop scholarly leadership and use this to impact their roles as teachers and leaders in K-12 schools. (Meets content-pedagogy requirement for professional teaching certification).
Choose another course that will help in designing and implementing innovative online learning experiences with their target student audience. This course may be transferred from previous or concurrent programs, or be selected from Warner courses, including but not limited to:
ED482 Technology and Higher Education|Provides students with an introduction to contemporary topics in information technology that are important to higher education institutions and their leaders. Explores areas of administrative computing, academic computing, IT infrastructure, networking and communication, IT issues and policy development, and other important application areas.
ED516 Designing and Evaluating Professional Development|Engages educators, administrators, teacher leaders, curriculum specialists, and professional development providers in examining the issues related to designing and evaluating professional development. Critically examines research on the role professional development plays in promoting change; the characteristics of effective professional development programs; and methods for evaluating professional development programs and materials. Engages students in designing large- and small-scale professional development programs and in implementing and evaluating professional development initiatives.
EDE492 Integrating Technology in Teaching Content Areas|Engages teachers and teacher candidates in a critical examination of the affordances and integration of technology in classroom practices, across the disciplines. Assists participants in developing guiding principles for designing instruction with technology and exploring the opportunities and constraints of various online spaces, software, applications, and other technology that can support the teaching in their own content area(s). Provides opportunities for participants to practice designing with technology and develop a technology philosophy as part of this course. (Meets content-pedagogy requirement for professional teaching certification).
EDU446 Entrepreneurial Skills for Educators|Engages students in the development of skills and practices that make traditional entrepreneurs successful and examines how these practices can empower educators to be more effective leaders and agents of change. This course especially focuses on entrepreneurial attitudes and behaviors that can help educators expand their abilities to identify and evaluate opportunities, develop and implement carefully considered plans, build coalitions, secure resources, evaluate and manage risks, and create a culture that encourages creativity and initiative. By doing so, students become more effective in promoting innovations that can improve their institutions and better serve their clients.
EDE410 Learning in the Digital Age|Explores changes in learning practices, new learning environments, and the opportunities and dilemmas brought about by new technologies and more ubiquitous Internet connectivity. Examines a variety of topics and perspectives on these issues through a variety of seminar readings and discussions. Engages students in experiences as learners in digital spaces and provides them with the flexibility to tailor course assignments to fit their individual interests and fields or program areas. This hybrid course meets face-to-face for the first and last class sessions, and in online synchronous sessions for the remainder of the semester.
EDU498 Literacy Learning as Social Practice|Assists students in the construction of a comprehensive theoretical framework for understanding and examining the nature of literacy learning in the 21st century. Examines theories of literacy learning and learning more generally, while also addressing current debates in the field of literacy. Challenges students to rethink their definitions of what counts as literacy and their understanding of how people learn. This course is required by all master’s candidates seeking initial and professional certification and is recommended for doctoral students interested in language and literacy research. The course also develops competencies required by the International Literacy Association (ILA) Standards for Reading Specialist/Literacy Coach through assignments, readings, and class activities.
EDE484A Digitally-Rich Teaching and Learning in K-12 Schools|Empowers participants to appreciate the transformative potential of digitally-rich teaching and learning and to use that potential to design effective “digitally-rich” learning experiences for K-12 students. Digitally-rich teaching and learning (DTL) is defined as creating student-centered learning activities that take full advantage of the learning opportunities offered by a combination of technologies leveraging digital learning, including most notably the use of personal computing devices, learning management systems, specialized software and apps, and a variety of digital resources. Explores the implications for K-12 schools of a coordinated and sustained use of DTL in the context of district-wide efforts toward “digital conversion.” This course is offered as a hybrid online course to enable students to personally experience several different types of synchronous and online learning activities outside of class, and how they can be integrated with in-class and other face-to-face activities.
Electives
At least 15 credits of electives to be chosen with advisor's approval.
Internships
EDF488 Practicum in Online Teaching|Provides students in the master's or certificate program in online teaching with a mentored experience that allows them to put into practice what they've learned in previous coursework about online teaching. More specifically, students engaging in this practicum experience will be responsible for various aspects of online teaching, in authentic contexts (i.e., real courses/professional development offerings) and with ongoing support provided by a mentor. Students will also produce a number of artifacts related to this experience that will serve as evidence of their proficiency with specific aspects of online teaching.
Notes:
1. The practicum experience can be fulfilled in a number of different ways. Please read the information available on the website and consult with the Practicum Coordinator before registering for this course.
2. Students interested in also pursuing one or more Advanced Certificates -- see Optional Enhancements section -- can reduce the number of additional credits needed to meet these programs' requirements by choosing electives appropriately. Please note, though, that EDF courses cannot count towards the minimum of 30 credits of coursework required by this program, and more generally, any additional Advanced Certificate awarded is required to have a minimum of 3 credits of unique coursework or internships (that is, credits that have not also been used towards another degree or certificate). Be sure to discuss options with your advisor early in your program. Other Requirements:
In addition to the coursework indicated above, in order to graduate and to receive the certification(s)/licensure (if any) you are seeking this program has additional requirements. Please note that in some cases, while our program will provide you with all the academic experiences required for the certification you seek, there may be some additional requirements that you will have to complete independently and outside of our program in order to be granted that certification/licensure (ex: completing a certain number of years of mentored experiences or completing exams).
- Required for Program Completion
- B.A. or B.S. Degree
- Master's Portfolio