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Descriptions for Marian University MAT courses

MAT Course Descriptions

  • EDU 505 Child Development (3 credits)
    This course involves foundational coursework and observation in a school setting. This course examines children's and adolescent's physical, cognitive, language and literacy, social, emotional, and moral development. Self-concept, identity and motivation, and exceptionality areas also addressed. Themes of diversity and working with parents are also woven throughout this course. The observation portion of the course emphasizes ways of observing, recording, and analyzing children's behavior and development in relation to planning and implementing developmentally appropriate curriculum.
  • EDU510 Intro to Early Child: Child Development (2 credits)
    This course emphasizes ways of observing, recording, and analyzing children's behavior and development in relation to planning and implementing developmentally appropriate curriculum in classrooms.
  • EDU513 Study of Young Children through Observation (3 credits)
    This course examines the interactions between physical, cognitive, language and literacy, social, emotional, and moral development of children between the ages of birth to age 10. There will be an emphasis to children's self-identity and motivation, and exceptionalities, while paying close attention to how children make sense of the world around them. This course will explore the implications of developmental theory and a child's individual developmental narratives in the context of the developmental continuum and the impact on student achievement and learning. 
  • EDU 514 Second Language Learning (2 credits)
    This course introduces the process and stages of second language acquisition, student capabilities at each stage, and the role of culture and acculturation in language acquisition. Teaching strategies and lesson and assessment modification are emphasized.
  • EDU 515 Principles and Problems of Early Childhood and Middle Childhood Education (2 credits)
    This foundation course includes the following themes: politics of education, critical historical events, modern philosophical influences, schools as organizations, and standards for teaching, educational equity, school reform, technology in schools, service learning, classroom management, and early childhood approaches to curriculum and instruction.
  • EDU 516 Family and Teacher Interactions in Diverse/Inclusive Settings (2 credits)
    This course examines critical research in multicultural settings, collaborative community partnerships, conflict management, child guidance, and home/school partnerships.
  • EDU 519 Best Practice in Teaching and Learning (3 credits)
    This is a foundational course which strengthens the candidate's background in curriculum and instruction. Curriculum development, using state and national standards, teaching strategies, student engagement, materials and resources, and assessing students are topics that will be covered. Candidates will keep a reflective journal to link teaching strategies with internship practices.
  • EDU 520 Best Practices in Language Arts and Expressive Arts (3 credits)
    This course integrates methods of teaching in content areas. Curriculum development, teaching strategies, materials and resources, and evaluating students are included. Students apply theories as they work with children in school settings.
  • EDU 521 Best Practices in Language Arts and Social Studies (3 credits)
    This course integrates methods of teaching in two content areas. Topics include diagnosis and techniques for assisting with reading problems, use of diagnostic instruments and methods and materials for remediation, use of reading in teaching social studies concepts, emphasizing the moral development of children.
  • EDU 523/525 Exceptional Needs I and II (2 credits)
    This course is designed for MAT students only and provides an overview of the range of abilities found in children who are educated in general education classrooms. Appropriate observation skills and strategies for adapting the curriculum are addressed. Information relating to the legal requirements regarding children with disabilities are discussed. Observation of meetings is required.
  • EDU 522 Best Practices in Math and Science (3 credits)
    This course strengthens the teacher candidate's background in curriculum and instruction related to mathematics and science using manipulatives, discovery learning, and problem-solving.
  • EDU 529 Best Practices in Elementary Language Arts and Social Studies (3 credits)
    This course integrates methods of teaching in two content areas. Topics include diagnosis and techniques for assisting with reading problems, use of diagnostic instruments and methods and materials for remediation, use of reading in teaching social studies concepts, emphasizing the moral development of children.
  • EDU 526 Best Practices in Elementary Math and Science (3 credits)
    This course strengthens the teacher candidate's background in curriculum and instruction related to mathematics and science using manipulatives, discovery learning, and problem-solving.
  • EDU524 Educational Technology Integration (1 credit)
    This course focuses on the integration of technology into the curriculum to enhance the learning for all learners and provide opportunities to develop good practices of digital citizenship. The discourse of the class will require teacher candidates to evaluate the best use of technology to enhance the curriculum, raise student achievement and engagement, support the various needs of all students, and provide students with authentic inquiry based learning experiences.
  • EDU528 Best Practices in Teaching English Learners (3 credits)
    This course focuses on best practices in teaching English to K-12 English Language Learners. It provides a foundation for teaching English Learners (EL) by focusing on developing equitable programming and curriculum that is aligned to state EL standards and Common Core standards. Emphasis will be placed on the role of the EL teacher in the school community and how to become an instructional leader in EL best practices.
  • EDU 530 Assessment of Learning I (2 credits)
    This course includes an overview of assessment practices in schools, focusing on traditional testing, standardized testing and alternative forms of assessment and evaluation. Modifications for special populations are also addressed.
  • EDU 531 Assessment of Learning II (2 credits)
    This course addresses using test results and class assessments to guide instruction in the K-12 classroom. Growth model statistics and the process of gathering and interpreting test data are addressed in this course.
  • EDU 533 Assessment of Children with Exceptional Needs (3 credits)
    This post-baccalaureate course examines the causes and types of learning problems found in children with exceptional needs. Students learn how the teacher can assess children with learning problems. Formal psychological evaluation tools are examined and the value of the information to the classroom teacher is discussed. In-depth reading and wring and experience in school settings are expected.
  • EDU534 Assessment in Early Childhood Classrooms (3 credits)
    This course will provide an overview of assessment practices in the P-3 classrooms, focusing on traditional testing, formative and summative assessment and modifications for special populations. Students will develop an understanding of using test results and creating developmentally appropriate assessments to guide instruction in the P-3 classrooms. The growth model and the process of gathering, monitoring, and interpreting test data are addressed in this course.
  • EDU 535 Introduction to Children with Exceptional Needs (3 credits)
    This post-baccalaureate course is an introduction to the variety of exceptional conditions found in children. Definitions, identification, prevalence, characteristics, and educational needs of the various types of exceptional children will be presented. Information on the roles of the local school agency, the state, and the federal government as they pertain to the education of exceptional children will also be covered. In-depth reading and writing and experience in school settings are expected.
  • EDU536 Assessment of English Learners (3 credit hours)
    Participants will learn how to design and select assessments that are appropriate for K-12 English Learners, how to administer assessments with fidelity and interpret assessment results. Students will develop a richer understanding of how assessments can drive classroom instruction, as well as an understanding of the importance of a culturally and linguistically responsive approach to Response to Intervention (RTI). Finally, students will learn how to distinguish between second language acquisition trends in learning and the need for special education services.
  • EDU 538 Exceptional Needs: Curriculum and Methods (3 credits)
    This post-baccalaureate course will assist candidates in developing and adapting the curriculum to meet the needs of children with exceptional needs. Specific instructional strategies and materials will be reviewed. In-depth reading and writing and experience in school settings are expected.
  • EDU543 Techniques for Reading and Literacy Instruction (3 credits)
    This course focuses on scientific-based reading research and methods for teaching reading. The course addresses differentiated, direct instruction, and multi-sensory reading strategies to support literacy, comprehension and vocabulary development. (SEM)
  • EDU 549 Exceptional Needs: Collaborative Consultation (3 credits)
    This post-baccalaureate course will engage students in the art of professional collaboration. Candidates will utilize techniques to ensure successful transitions, social skills, methods for conflict and behavior resolution, crisis intervention, and positive social development of children with exceptional needs. In-depth reading and writing and experience in school settings are expected.
  • EDU 560 Internship (7 credits)
    MAT teacher candidates earn 1-2 credit hours each semester for the work clinical internship as a classroom teacher. The teacher candidate will earn a minimum of seven credit hours over the course of the two year program.
  • EDU 590 Classroom Research I (2 credits)
    This first part of a two-course sequence that is designed to teach the fundamentals of classroom-based research.
  • EDU 591 Classroom Research (3 credits)
    This second part of a two-course sequence that is designed to teach the fundamentals of classroom-based research, culminating with a project paper and presentation required to complete the MAT program.
  • EDU592 Action Research in Education (3 credits)
    This course provides instruction in the design and implementation of action research in educational settings to positively impact teaching and learning. This course teaches the fundamentals of action research, culminating with a capstone project/paper required to complete the program.

For more information

Office of Undergraduate Admission
(317) 955-6300 or (800) 772-7264
admissions@marian.edu

College of Graduate and Online Programs
(317) 955-6128
GRadmissions@marian.edu

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