CORE CURRICULUM PROGRAM COURSES
EDUC 5311: PHILOSOPHICAL FOUNDATIONS OF EDUCATION & LEARNING THEORIES
The course introduces and critically investigates the concepts and fundamental issues associated with the philosophical underpinnings of contemporary education and the learning theories that focus on learners’ constructions and reconstruction of knowledge. The course is designed to present historical, social, cognitive, and cultural issues and perspectives central to the study and practice of education .It examines the cognitive and socio-cultural factors and variables that impact the teaching-learning process.
EDUC 5312: RESEARCH METHODS IN EDUCATION
This course studies the research cycle and the techniques for evaluating and conducting quantitative and qualitative research in educational settings. It focuses on how to conduct an action research project for improving the teaching – learning process in a specific educational context. It explores the various methods used in education research such as correlations, and causal-comparative, descriptive, observation, data analysis techniques (quantitative and qualitative), and experimentation research designs. Basic statistical procedures are also introduced.
EDUC 5313: CURRICULUM DESIGN & DEVELOPMENT
This course will examine curriculum theory and practices in designing responsive curricula. Emphasis is placed on understanding complex processes in curriculum development. Students will design and present a curriculum project.
EDUC 5314: TEACHING & LEARNING WITH TECHNOLOGY
This course examines the implications for integrating technology to support learning and to enhance teaching. Students will explore research based strategies and best practices that impact and enhance student achievement. The course focuses on technology standards and how these standards and technology impact the teaching profession.
EDUC 5315: CULTURE, LANGUAGE AND EDUCATION
This course examines the role culture plays in constructing effective learning environment that supports students’ cultural characteristics, literacy development and content area achievements. It surveys topics such as cultural diversity, cultural literacy, cultural relativism, cultural universalism, the relation between culture, language and education and the effect of this relationship on student learning and school achievement.
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL)
TESOL 5321: SECOND LANGUAGE ACQUISITION
The Second Language Acquisition course introduces the essential concepts related to Second Language Acquisition research and classroom practice. It examines the cognitive and socio-cultural factors and variables that impact the development and acquisition of a second language. It provides students with hands on experiences in data collection, data analysis and data interpretation of SLA research. It also considers the implication of second language acquisition research on the teaching of English as second/foreign language
TESOL 5322: FOUNDATIONS OF SECOND LANGUAGE TEACHING, LEARNING AND ASSESSMENT
This course surveys the history of the foundational methodologies and the theoretical approaches to second language teaching, learning and assessment. The course focuses on current trends and research-based techniques in teaching, learning and assessing the language arts. The course provides teacher education candidates with hands on experiences in the implementation of research-based instructional strategies that augment learning by doing and exploring. Major components of the course include, but are not limited to, second language learning theories, second language teaching paradigms, and second language assessment theories.
TESOL 5323: TESOL METHODOLOGIES AND MATERIAL DESIGN
The Methods and Materials course focuses on analyzing the needs of the targeted students, designing syllabi that enhance student learning outcomes, selecting and adapting teaching materials and media that meet the objectives of the curriculum. Candidates of the program also learn the various aspects of curriculum design and assessment strategies. The course introduces the students to the concepts and fundamental issues associated with developing effective syllabi and lesson plans while empowering them with the tools of developing their own personal focus, methodology and philosophy of teaching.
TESOL 5324: INTEGRATING TECHNOLOGY IN TESOL
The course introduces the concepts and fundamental issues associated with technology integration in school settings. It focuses on developing integrated technology-based learning techniques that make strategic use of educational software, digital media, and information technologies that are suitable to elementary, middle school and high school teaching environments in the KSA.
Candidates will also gain hands on experience in selecting proper instructional technologies and digital media that enhance students’ academic and professional success in the digital world of the 21st. century. The course provides students with hands on experiences in selecting and evaluating online sources and information that are relevant to the artifact under production.
TESOL 5325: OBSERVATION AND SUPERVISION OF TESOL (PRACTICUM)
The Observation and Supervision of TESOL course introduces the main theories and models of classroom observation and supervision in a constructivist-oriented teaching-learning environment. It examines the factors and variables that impact the development of effective and constructive supervisory techniques. It also provides students with hands on experiences in practicing the art of observation techniques with an emphasis on enhancing their teaching techniques in such a way that improves their students’ learning outcomes. The main emphasis of the course is on gaining skills in describing, analyzing and interpreting various observation and supervision models to improve their personal, pedagogical, and professional skills.
INSTRUCTIONAL TECHNOLOGY (INST)
INST 5321: INSTRUCTIONAL SYSTEM DESIGNS
Instructional System Design introduces the theory and practical applications of designing effective intentional instructional materials that meet the academic and professional needs of students in a specific learning environment. The focus of the course is to design, develop, implement and evaluate models of instruction that value learners’ various learning styles. While exploring the reasons for using a systematic paradigm to design, students will have hands on experience on designing theory based instructional materials that make strategic integration of technology.
INST 5322: WEB DESIGN
This course enables students to create well designed, useful websites that support learning and teaching. Students will learn web terminology and what makes a web site valuable and eye-catching. The overall purpose of the course is to empower the students with the main principles that make their designed web sites marketable and appealing to their learners.
INST 5323: MULTIMEDIA IN EDUCATION
This course introduces students to the integration and development of interactive multi and hyper media products that merge text, graphics, sound, still and video images and animation constituting unified, seamless, dynamic and audience appealing documents. The course explores the fundamental concepts and essential skills required for creating effective and goal-oriented multimedia presentations. It covers both the fundamental concepts and current and emerging technologies that enhance the teaching-learning process. Constructivism is at the heart of this course; it represents the theoretical groundwork that directs the production of digital multimedia products. This course also focuses on the design, development, and implementation of digital story making using digital video for instructional multimedia products.
INST 5324: EDUCATIONAL GAMES AND SIMULATION
This course is an overview of theories of gaming and simulation application into educational settings, also the course will introduce students to different technologies available for developing games and simulations for educational purposes.
INST 5325: ELEARNING THEORY AND PRACTICE
This course is an overview of theories and up-to-date practices of e-learning. The course will cover online assessment strategies and theories of synchronous and asynchronous learning. The course will provide a historical overview of the development of e-learning and its applications in the current and future educational systems.
CURRICULUM AND INSTRUCTION WITH A CONCENTRATION IN LITERACY (CICL)
CICL 5321: THEORY OF CURRICULUM AND INSTRUCTION
This course will comprehensively review theories of curriculum and instruction. It synthesizes the diverse issues that define the field of curriculum and instructions and provides an overview of the study of curriculum and instruction by having students acknowledge its practical, contextual, and theoretical diversity.
CICL 5322: FOUNDATIONS OF LITERACY INSTRUCTION
This course is designed to provide the foundation of literacy instruction in K-12. Students will comprehend the need to improve the language and literacy skills of students in Saudi Arabia. The course will enhance relevant literacy practices by offering various strategies to be implemented in the classroom. Critical literacy is a focus of this course.
CICL 5323: ENGAGING LITERACY PROGRAMS K-12
This course provides theoretical underpinnings of classroom engaging literacy practices. It will provide an integrative approach to teaching language and literacy. The course will also cover the method of developing a collective portfolio approach, which allows students to well select their academic and professional artifacts that they have had over time and which demonstrate their literacy growth.
CICL 5324: DESIGNING LITERACY PROGRAMS K-12
The course will introduce and thoroughly discuss the basic approaches of designing literacy programs in K-12. Students will learn about the new trends in designing literacy programs as well as the theory and practice in designing such programs. They will also become familiar with how to develop a content integrated literacy programs for schools level. The course will also shed light on the philosophical perspective of designing literacy programs and inclusion – addressing Differentiated Instruction.
CICL 5325: SUPERVISED PRACTICUM IN LITERACY
This course is designed for teachers at K-12 levels. Emphasis will be placed on designing and supervising reading and writing program in a classroom setting. Students will attend 6-8 weeks in classroom settings in which their performance will be evaluated. Students in this practicum are required to prepare lesson plans for the units they teach, prepare sources to use in their teaching, conduct assessments of and provide instruction to struggling readers and writers.
TEACHER EDUCATION (TEDU)
TEDU 5321: METHODS OF TEACHING
The Course will introduce Teacher Education Masters Program candidates to the fundamental aspects of teaching, focusing on lesson planning, students' learning needs, instructional goals, instructional strategies, and assessment.
TEDU 5322: TEACHING AND LEARNING IN DIVERSE SETTINGS
This course will increase students understanding of student development and the cultural context for teaching. The course will deepen students understanding of instructional methods, group and collaborative learning and individual assessment of students in group settings.
TEDU 5323: EDUCATIONAL PRACTICES
The Course will provide students with a deeper understanding of and analytical skills in cross-national and regional comparisons of educational practices. This course will cover the fundamental concepts of effective educational practices in the classroom; the course will cover motivational theories, psychological theories in relation to how students learn and teachers teach. This course will address the issue of establishing national teaching standards.
TEDU 5324: CURRICULUM METHODS IN ELEMENTARY AND SECONDARY EDUCATION
The Course will provide an overview of curriculum materials and teaching procedures in the Elementary and Secondary school.
TEDU 5325: CLASSROOM MANAGEMENT
This course will provide students with an overview of classroom management. It will also cover classroom management theory and practice and its effects on student outcomes.
EDUCATIONAL LEADERSHIP (EDUL)
EDUL 5321: FOUNDATIONS OF EDUCATIONAL LEADERSHIP
This course presents an overview of theory and best practices in educational leadership. Examples of foundations include current best practice models and theory, home-school-community relations, curriculum issues, and complex issues of personnel, leadership roles, and facility operations.
EDUL 5322: EDUCATIONAL LAW, ETHICS, AND POLICY
This course presents the relationship between and overview of educational law, ethics, and policy. It serves as a basic law course for administrators that discusses both international and national law and policy and presents ethical dilemmas that facilitate future leaders’ consideration of the law, practice, and a code of ethics.
EDUL 5323: EDUCATIONAL FINANCE AND RESOURCE MANAGEMENT
This course presents advanced financial studies and business operations in a school administration setting. The course topics include budget examination, preparation, and approval, and allocation and planning of necessary resources. Students will do in-depth analysis of financial and business case studies and prepare a fiscal plan.
EDUL 5324: ORGANIZATIONAL DESIGN AND PROGRAM EVALUATION
This course presents school organizational design and equips the students with the necessary tools to identify and examine educational programs and draw necessary conclusions for program revisions based on the standards, goals and priorities for the educational setting. Topics will also include research interpretation of program evaluations, design of assessment and accountability structures, and relation of programs to outcomes.
EDUL 5325: LEADING PROFESSIONAL DEVELOPMENT, SUPERVISION & EVALUATION
This course prepares future leaders with skills for working with faculty and staff and successfully identifying their professional needs, strengths and weaknesses. The course is designed to provide practice organizing and facilitating staff/faculty effectiveness while meeting the needs, vision, and mission of the educational institution including evaluation and performance feedback, and engaging faculty/staff members in self-development.
HUMAN RESOURCES DEVELOPMENT (HURD)
HURD 5321: PRINCIPLES OF HUMAN RESOURCE DEVELOPMENT
The course will provide candidates with the historical, social, economic and psychological foundations of human resource education and development. It will also introduce candidates to the role of training in preparing people for the workplace.
HURD 5322: PLANNING AND IMPLEMENTING HRD PROGRAMS
The course will provide candidates with the techniques of analyzing the needs of the workplace. The course gives the opportunity for learners to understand the needs assessment instruments that allow human resource specialists to analyze workplace problems so as to design and develop the required training program that solves an existing problem. .
HURD 5323: ORGANIZATIONAL AND OCCUPATIONAL ANALYSIS
The course will provide students with the knowledge for analyzing occupations, specifying objectives and developing training curriculum.
HURD 5324: QUALITY PROCESS IMPROVEMENT
The course will provide candidates with the tools and skills required for the application of research methods and data analysis, concentrating on assessing trainee reaction and planned action, learning, skill, business impact and return on training investment.
HURD 5325: CAREER DEVELOPING COUNSELING
The course provides candidates with the foundations of career counseling and planning. The course also provides candidates with the knowledge to maintain the growth of occupation learning in schools, colleges and universities.
SPECIAL EDUCATION (SEDU)
SEDU 5321: FOUNDATIONS OF SPECIAL EDUCATION
This course explores the fundamentals of special education. For purposes of classification, the nature and characteristics of various exceptionalities will be examined (across age & severity) and always within the educational impact upon the student. Educational programs and services that assist children/young adults with exceptionalities are highlighted.
SEDU 5322: TEACHING CHILDREN/YOUNG ADULTS WITH SPECIAL NEEDS
This course is an overview of contemporary best practice in educational and behavioral methods for accommodating students with disabilities in teaching and learning settings. Learning disabilities, behavior disorders, cognitive disabilities, and language/speech disorders will be thoroughly explored, addressed and assessed.
SEDU 5323: ACCOMMODATING STUDENTS WITH SPECIAL NEEDS IN THE CLASSROOM
The course explores the complexity of educating heterogeneously grouped students in conventional classrooms. It offers precise efficient teaching strategies for this purpose. The course puts a premium on facilitating an understanding of the techniques that assist educators deal with the behavior of a wide variety of students.
SEDU 5324: WRITING AND READING INSTRUCTION IN SPECIAL EDUCATION
This course explores the issues, principles, and practices relating to reading and writing instruction. The course offers a foundation in bow to promote literacy among a population of students who may find reading and/or writing challenging..
SEDU 5325: FUNCTIONAL ASSESSMENT IN SPECIAL EDUCATION
The course explores the inclusion of assessment techniques and procedures that assist the teaching-learning process in an educational environment that accommodates learners with and without learning disabilities. The course provides hands-on experience for the development of reading and writing lessons and activities that are socially and culturally specific and that advance students’ self esteem and self efficacy.
MASTER OF SCIENCE IN EDUCATION AND HUMAN DEVELOPMENT ELECTIVES
EDUC 5316: LITERACY AND DIVERSE STUDENT POPULATIONS
This course seeks to understand classroom linguistic diversity in Saudi Arabia, stemming from the cross-cultural and multilingual make up of the country. It specifically focuses on the impact of such diversity on the literacy classroom. To do so, the course will examine current trends in diversity education, where students will be exposed to diversity literacy theories. Comprehending and explaining research, theoretical underpinnings and frameworks of teaching linguistically diverse student populations, will be integral to this course, using literacy principles of instruction. Through a cross-cultural perspective, the course will use reading comprehension and writing to develop reading and selecting and using class literature. Developing assessment strategies for such linguistically diverse classroom settings and students will also be an integral component to the course.
EDUC 5317: CLASSROOM AND BEHAVIOR MANAGEMENT IN SPECIAL EDUCATION
The purpose of the course is to introduce and define the concept of human behavior and its measurement techniques. The course will focus on basic instructional techniques that facilitate classroom management. Literature on applied behavior analysis will be surveyed, explored and applied to authentic classroom situations.
EDUC 5318: CURRENT TECHNOLOGIES IN EDUCATION
This course describes a large range of current educational tools that can support the teaching-learning process. It offers a research-based approach to the integration interactive educational tools, allowing for hands-on experience in working with emerging digital tools such as Wimba Solutions and Moose Crossing. The course gives an overview of how the educational usage of such current educational technologies (such as Hotlist , WebQuest, Blog, virtual environments, intelligent tutoring systems, multisensory immersion and augmented realities) can support and enhance the teaching-learning process across the curriculum. As a digital educational tool for inquiry, WebQuest has the potential of creating knowledge building communities where learners can collaborate to communicate a purposeful message to a specified audience. According to its designer (Berney Dodge) WebQuest, Dodge argues, has the potential of including weblog as a communication tool through which learners can share information, comment on each other’s work, and negotiate information relevant to the task of the inquiry. In other words, both web quest and weblog have the capabilities of engaging learners in life-contextualized, collaborative activities of increasing difficulties. The focus of the course will be on the educational integration of these two digital tools and many more.
EDUC 5319: EDUCATIONAL LEADERSHIP, HUMAN LEARNING & MOTIVATIONAL DEVELOPMENT
The purpose of the course is to introduce the human development and motivational theories and their relationship to effective teaching and learning. The focus will be on understanding the cognitive, neurological and psychological learning theories and their classroom practical applications
EDUC 5320: EDUCATIONAL LEADERSHIP, SCHOOL & COMMUNITY RELATIONS
The Educational Leadership, School & Community Relations course explores the role of the school leader in analyzing, designing, developing, implementing, and evaluating the required needs of the students and the educational institution. Local, regional and international standards of educational program development and evaluation will be explored.