& Student Handbook - Saint Mary's University of Minnesota

Master Degree Programs 125
Faculty
The faculty members for the Master of Arts Degree in Education
program have earned doctorate, education specialist or master degrees.
Faculty members are selected for their combination of educational and
professional experience and expertise.
Required Course Descriptions
EDMA600
Orientation Session (0 cr.)
This orientation session provides an introduction to the outcomes for the
Master of Arts in Education program. As reflected in the Lasallian
philosophy, self-evaluation leads to setting personal goals and the
establishment of a plan for lifelong learning. The initial expectations for
academic writing, APA style, and portfolio development are presented. A
sample of academic writing is evaluated.
EDMA601
Seminar I: Strategies for Change and Transition (1 cr.)
In this seminar, processes for critical and creative thinking skills are
presented and practiced. (i.e. Bloom) Strategies for maintaining personal
resiliency in a field of rapidly continuing change are explored. The
purpose, criteria, and methods of reflection for the competency portfolio
are introduced.
EDMA602
Seminar II: Transforming Learning into Action (1 cr.)
In this seminar, the complexity and implications of current educational
issues and trends are examined. Students demonstrate their
understanding of broader issues as they analyze local situations that
require informed decision-making. Reflections for competency portfolios
are reviewed and evaluated.
EDMA603
Summative Presentation (0 cr.)
To complete the graduate degree, students are required to present and
substantiate conclusions of the action research paper and their
competency portfolio. They present their paper and portfolio to a faculty
committee and respond to questions about their work. They will
demonstrate effective oral and written communication skills, critical
thinking and effective use of technology.
EDMA610
Child Growth and Development (3 cr.)
The educational theories, including those of Maslow, Piaget, Kohlberg,
Gesell, Jensen, Erickson, and Vygotsky, are studied to describe the
typical and atypical development patterns of children from birth to
adolescence. These theories are used to describe students in the current
work environment. Early warning signs of mental health disorders, abuse
and/or addiction are identified.
EDMA612
Engaging Learning Environment (3 cr.)
Prerequisite: EDMA610
Effective classroom management methods which establish positive
environments focused on learning are studied. Principles of child growth
and development, brain compatible learning, and cultural competence
are applied to create an equitable student-centered environment.
EDMA614
Communication and Collaboration (3 cr.)
Skills of written and oral communication for a variety of purposes and
audiences are reviewed and practiced. Effective collaboration skills to
facilitate consensus and promote conflict resolution are developed.
Processes of academic writing using the APA style are learned and
applied.
EDMA620
Curriculum Design (3 cr.)
Prerequisite: EDMA612
National and state standards, selected curriculum design models,
knowledge of content, and child development are used as tools to
develop curriculum with considerations for diversity in culture, gender,
and aptitude/achievement. Course and unit plans are developed/refined
within a student’s specific academic area.
EDMA622
Assessment and Evaluation (3 cr.)
Prerequisite: EDMA620
Methods and tools for diagnosis, evaluation, and grading of student
learning are studied. Strengths and limitations of various types of
assessments are examined. Classroom assessments that are aligned to
standards, curriculum, and instruction are planned, created, and used.
Assessment data to monitor student progress, inform continuing
instruction, and assign grades are analyzed and interpreted.
EDMA624
Effective Instruction (3 cr.)
Prerequisite: EDMA622
This course focuses on researched-based “best practice” principles for
meeting the needs of diverse learners. Methods of planning and designing
differentiated instruction based on pre-assessment and achievement
indicators are applied. Unit lessons are designed using information on
student readiness, interest, and ability to be appropriate to the outcomes of
content and a variety of best practice techniques. Methods to foster
creative and critical thinking skills among all students are explored and
applied.
EDMA630
Educational Research (2 cr.)
Prerequisite: EDMA614, EDMA622
This course focuses on recognizing, designing, and conducting valid,
reliable, and ethical educational research for improving teaching and
learning. Published studies are critiqued by identifying strengths and
limitations of the methodology and evaluating potential impact on
educational practice. Action research design, evaluation of literature and
published studies, decision analysis, and methods for communicating
and implementing results will be practiced through several experiences.
EDMA632
Ethics and Law (3 cr.)
The focus of this course is on the laws and ethics that govern school
districts and their employees. Key federal and state laws and case law
are studied in relation to current educational issues. Distinctions are
made among personal beliefs, cultural norms, ethical codes and legal
standards in the educational environment. The role of an ethical
educational leader in a school community is explored.