Core Curriculum
15 - 16 credits
EDU 531 Ethics for Educators
Educators are expected to uphold community norms while at the same time demonstrate exemplary tolerance for differing ethical viewpoints. Students learn how to identify and analyze systems of values, including their own, and how to structure meaningful ethical standards in the educational setting. 2 credits

EDU 551 Critique and Design of Research
Effective educators are able to synthesize current research and develop new knowledge through investigation. To develop their research skills, students study the components of the research process and the methods employed in conducting experimental and descriptive research with application to the field of education. 2 credits

EDU 565 Statistics
Effective educators and administrators must have a basic understanding of the application of statistical concepts and procedures. Students develop an understanding of the descriptive and inferential statistics utilized in educational research for the purpose of statistically analyzing and interpreting research findings. 3 credits

EDU 567 Multicultural Education: Theory and Practice
Educators must be respectful of the needs of all learners. This course examines ethnic, cultural, economic, and other types of diversity in the classroom. It fosters attitudes and teaching strategies that meet the needs of diverse students, families, and communities. 2 credits

EDU 608 Foundations, Issues, and Trends in Education
Effective educators must have knowledge about the philosophical foundations of American education and the current issues and trends influencing education. Students examine the foundations of education and the issues and trends currently affecting teaching and student learning. Emphasis is placed on the development of a research project that critically examines the effect of current educational issues and trends on teaching in America's schools. 2 credits

Thesis Options
EDU 700 - Research Seminar I
Research seminars guide students through thesis research and writing. 1 credit

EDU 701 - Research Seminar II
Research seminars guide students through thesis research and writing. 1 credit

EDU 704 - Thesis Presentation
Students present research to faculty and guests upon completion of their research and writing. 4 credits

Portfolio Options
EDU 705 Portfolio Preparation
Students are introduced to development of their electronic professional portfolios. 2 credits

EDU 706 Portfolio Presentation
Students present their electronic professional portfolios for approval and program completion. 2 credits

Emphasis Area Requirements
19 credits
Note: EDU 545 is a prerequisite to all other emphasis area course work.
EDU 527 Management Theory/Personnel
Administrators must know how to effectively manage resources in order to attain school objectives. The students study the theories of management and know how they relate to effective decision-making. Discussion will focus on the study of research and data-based program evaluation, management and the use of information systems, planning, and education-improvement processes. By concentrating efforts toward these areas, administrators will develop skills to manage effectively. 3 credits

EDU 545 School Administration
The administrator's role in the local educational agency is a multifaceted leadership function. Students learn the principles of personnel administration and staff development. They also develop skills in curriculum design, budgeting, and effective communication. 2 credits

EDU 566 School Curriculum K-12
The purpose of this course is to explore the foundations, design, development and implementation of curriculum in K-12 and other settings and to examine administrators', teachers', and leaders' role in curriculum decision-making, development, and implementation. 3 credits

EDU 570 Differentiated Instruction: Issues and Applications
This course fosters the use of differentiated instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. Graduate candidates are encouraged to evaluate their own teaching strategies and to adopt an approach to teaching and learning that provides multiple options for taking in and making sense of ideas and information. Candidates will also be encouraged to make curricular and instructional decisions based upon student assessment data. 3 credits

EDU 620 Integrating Technology in Education
Educators must have expertise in teaching strategies that effectively integrate current technology into the curriculum. Students are given the opportunity to examine and develop computer-based teaching strategies and techniques that will improve student learning. Emphasis is placed on the examination of computer-based instructional strategies, but students also examine computer software programs designed to assist educators with other professional responsibilities, including grading, database development, recordkeeping, and research. 2 credits

EDU 632 School Law
School personnel must have knowledge of the complexity of legal precedents governing school and student relations, use of public funds, procedural due process and curricular decisions. Students develop an understanding of the federal, state and local precedents affecting local educational agencies. This course is designed to involve students in the study of the factual and technical aspect of problem-solving procedures involved in school law. 2 credits

EDU 634 School Finance
The quality of fiscally based decisions that impact the students who attend our schools is often dependent upon the knowledge and judgment of the school administrator who understands the relationship between revenues and the development and maintenance of programs designed to benefit students. Attainment of competence in school finance is a lifelong process that requires flexible and analytical thinking. This course is designed to provide students with an overview of the fundamental principles that govern school finance. 2 credits

EDU 693 Internship Secondary School Administration
School personnel have developed skills in their areas of study that are augmented by field-based experiences under the supervision of master teachers and administrators. Students practice their knowledge and skills at practicum sites or other school environments. Through the internship/ practicum, students have practical experiences in their areas of emphasis as well as experiences such as site-based decision-making, personal relations, curricular planning, organization and time management, and student relations. Prerequisite: Admission to the Graduate program and completion of area of emphasis. 2 credits

Total: 34 - 35 credits

Note: The University of Mary is not responsible for invalidation of course work due to future changes in North Dakota credential guidelines.