Curriculum and Courses
Diversity Experience
Appreciating and preparing for classroom diversity is a core component of the conceptual model for the Master of Education program. Teachers lacking experience in working with diverse populations may be required to complete a field experience in a culturally or ethnically diverse classroom.
To facilitate this field experience for current classroom teachers, arrangements may be made with the director of field experiences for a summer school assignment in selected Fort Wayne schools. These field experiences are reinforced by the intentional inclusion of diversity issues in courses such as the Current Issues series (ED 611, 621, 631, and 641) and ED 525 Differentiated Instruction.
Master of Education in Elementary Education
The master of education in elementary education program requires the completion of 32 semester hours, including a common core of ED 599, 525, 520, and one elective from among ED 577 and ED 580-589. (ED 577 is required in the absence of demonstrated technological proficiency.)
Students pursuing the master of education in elementary curriculum and instruction will also complete ED 611, 612, 613, 614 and 615.
Student pursuing the master of education in elementary reading curriculum and instruction will also complete ED 621, 622, 623, 624 and 625.
Master of Education in Early Adolescent Education
The master of education in early adolescent education program requires the completion of 32 semester hours, including a common core of ED 599, 525, 520, 631 and one elective from among ED 577 and ED 580-589. (ED 577 is required in the absence of demonstrated technological proficiency.)
Students pursuing the master of education in early adolescent language arts education will also complete ED 632LA, 633LA, 634LA and 635LA.
Students pursing the master of education in early adolescent math education will also complete ED 632M, 633M, 634M and 635M.
Students pursuing the master of education in early adolescent science education will also complete ED 632SC, 633SC, 634SC and 635SC.
Student pursuing the master of education in early adolescent social studies education will also complete ED 632SS, 633SS, 634SS and 635SS.
Student pursuing the master of education in early adolescent generalist education (for teachers of art, industrial arts, music, foreign language, special education, physical education, etc.) will also complete ED 632G, 633G, 634G and 635G.
ED 599 must be completed, and the candidate must be accepted to the program before registering for ED 635XX. ED 635XX will typically be a continuous enrollment course over two to three semesters.
Master of Education in Adolescent and Young Adult Education
The master of education in adolescent and young adult education program requires the completion of 32 semester hours, including a common core of ED 599, 525, 520, 641 and one elective from among ED 577 and ED 580-589 (ED 577 is required in the absence of demonstrated technological proficiency.)
Students pursuing the master of education in adolescent and young adult biology education will also complete ED 642B, 643B, 644B and 645B.
Students pursuing the master of education in adolescent and young adult chemistry education will also complete ED 642C, 643C, 644C and 645C.
Students pursuing the master of education in adolescent and young adult English education will also complete ED 642E, 643E, 644E and 645E.
Students pursuing the master of education in adolescent and young adult math education will also complete ED 642M, 643M, 644M and 645M.
Students pursuing the master of education in adolescent and young adult social studies education will complete ED 642SS, 643SS, 644SS and 645SS.
Students pursuing the master of education in adolescent and young adult generalist education (for teachers of art, industrial arts, music, foreign language, special education, physical education, etc.) will complete ED 642G, 643G, 644G, and 645G.
ED 599 must be completed, and the candidate must be accepted to the program before registering for ED 645XX. ED 645XX will typically be a continuous enrollment course over two to three semesters.
Master of Education in TESOL Education
The TESOL track is designed for teachers of English to speakers of other languages. The master of education in TESOL education program requires the completion of 32 semester hours, including TE 522, 525, 533, 534, 535, 536; ED 599, 654 and 655.
ED 599 must be completed, and the candidate must be accepted to the program before registering for ED 655XX. ED 655XX will typically be a continuous enrollment course over two to three semesters.
Students who hold a current Indiana license in Teaching English Learners (EL) and have completed a minimum of 1800 instruction hours (or two full-time academic years) in a classroom with English language learners are granted credit for TE 522, 533, 534, and 535.
- State license will be verified via Indiana Department of Education.
- Instruction time will be verified via the student’s current and former employers.
- Licenses from other states are assessed on a case-by-case basis.
Certificate in Teaching English to Speakers of Other Languages (TESOL)
Students may choose to complete a certificate in Teaching English to Speakers of Other Languages (TESOL). Graduates with a bachelor’s degree and a TESOL certificate are qualified to teach English in many other countries, as well as in community and church-based programs in the United States.
Students who choose to receive a certificate in TESOL must complete TE 522, 533, 534, 535, and 596. Students who complete the requirements of the certificate in TESOL will be awarded a TESOL certificate issued by the Institute for TESOL Studies.
A grade of C- or higher is required for all courses in the TESOL program.
Certificate in Teaching English as a Foreign Language (TEFL)
Students may also choose to complete a certificate in Teaching English as a Foreign Language (TEFL). This certificate is issued by the Institute for TESOL Studies and is for anyone who wants to work with English language learners overseas in a non-native English-speaking country. To receive a certificate in TEFL, students must complete TE 599 (for credit) in the graduate program or TEFL (for non-credit) in the undergraduate program. The TEFL certificate course is only offered during the summer and may not fulfill requirements in the TESOL certificate.
For more information, contact the Institute for TESOL Studies or visit the website: www.huntington.edu/tesol.
Courses in Master of Education Program
This course focuses on creating and maintaining effective learning environments. Various approaches to preventing and changing disruptive classroom behavior will be emphasized.
This course challenges teachers to evaluate the needs of individual students in the diverse and inclusive classroom. Students will consider innovative possibilities for differentiating instruction to enhance learning for all students.
This course focuses on the knowledge, skill and attitudes necessary to use technology as both an instructional tool and a management tool in an educational setting. Students will plan for integration of technology into the curriculum.
This course is for teachers and other professionals such as trainers, managers, team leaders, administrators and college instructors who teach or train adults in business settings, churches and other non-profit organizations, and in various areas of higher education. The course focuses on adult learning theory, the professional and personal development of adults and the use of technology to reach adult learners. Guest speakers and case studies model various methods of coaching adults through career changes, helping adults stay current through reflective practice, training adults to use technology to enhance their productivity, developing new board members and administrators and teaching adult university students in a variety of teaching and training formats. Students in the course design adult learning programs for their own areas of work.
Students gain knowledge and skills needed for analyzing, preparing, applying and reporting educational research. This course will prepare students for their field-based research project.
Prerequisites: Application for graduation and completion of at least 6 hours from the following: ED 612, 613, 614, 622, 623, 624, 632, 633, 634, 642, 643, 644, 652, 653, or 654.
Students examine current critical issues in the field of elementary education. Focus will be on current or recent research, writing and best practice in the field.
This course examines current strategies, materials, issues and technology related to the teaching and learning in the elementary classroom. Current literature is investigated.
This course includes individual readings on special topics related to teaching and learning in the elementary classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
Students examine the integration of current theories of curriculum design with state content standards in the planning of mathematics, language arts, science and social studies instruction in the elementary classroom.
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in the elementary classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students examine current critical issues in the field of elementary reading instruction. Focus will be on current or recent research, writing and best practice in the field.
This course examines current strategies, materials, issues and technology related to teaching and learning in elementary reading. Current literature is investigated.
This course includes individual reading on special topics related to the teaching and learning of reading in the elementary classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
Students examine the integration of current theories of curriculum design with state content standards in the planning of reading instruction in the elementary classroom.
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in reading instruction in the elementary classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students examine current critical issues in the field of early adolescent education. Focus will be on current or recent research, writing and best practice in the field.
This course examines current strategies, materials, issues and technology related to the teaching and learning of the teacher's content area. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of middle school language arts. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of middle school math. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of middle school science. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of middle school social studies. Current literature is investigated.
This course includes individual readings on special topics related to the teaching and learning of the teacher's content area in the middle school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual reading on special topics related to the teaching and learning of language arts in the middle school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual reading on special topics related to the teaching and learning of math in the middle school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual reading on special topics related to the teaching and learning of science in the middle school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual reading on special topics related to the teaching and learning of social studies in the middle school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
Students examine the integration of current theories of curriculum design and state content standards in the planning of language arts instruction in the middle school classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of language arts instruction in the middle grades classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of mathematics instruction in the middle grades classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of science instruction in the middle grades classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of social studies instruction in the middle grades classroom.
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in instruction in the middle school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in language arts instruction in the middle school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in math instruction in the middle school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in science instruction in the middle school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in social studies instruction in the middle school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students examine current critical issues in the field of adolescent and young adult education. Focus will be on current or recent research, writing and best practice in the field.
This course examines current strategies, materials, issues and technology related to the teaching and learning of high school biology. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of high school chemistry. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of high school English. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of the teacher's content area. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of high school math. Current literature is investigated.
This course examines current strategies, materials, issues and technology related to the teaching and learning of content areas licensed under social studies in the high school classroom (U.S. History, Psychology, etc.). Current literature is investigated.
This course includes individual readings on special topics related to the teaching and learning of biology in the high school classroom. The readings will typically involve significant classical or emerging work on the topic (books, theses, monographs, etc.).
This course includes individual readings on special topics related to the teaching and learning of chemistry in the high school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual readings on special topics related to the teaching and learning of English in the high school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual readings on special topics related to the teaching and learning of the teacher's content area in the high school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual readings on special topics related to the teaching and learning of math in the high school classroom. The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
This course includes individual readings on special topics related to the teaching and learning of content areas licensed under social studies in the high school classroom. (U.S. History, Psychology, etc.) The readings will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
Students examine the integration of current theories of curriculum design and state content standards in the planning of biology instruction in the high school classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of chemistry instruction in the high school classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of English instruction in the high school classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of content instruction in the high school classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of mathematics instruction in the high school classroom.
Students examine the integration of current theories of curriculum design and state content standards in the planning of content areas licensed under social studies instruction in the high school classroom. (U.S. History, Psychology, etc.)
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in biology instruction in the high school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in chemistry instruction in the high school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in English instruction in the high school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in content instruction in the high school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in math instruction in the high school classroom. Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students will identify, plan and implement a field-based research project. The focus of the project will be on current or proposed practices in instruction in the content areas associated with a social studies license in the high school classroom. (U.S History, Psychology, etc.). Students must enroll in a minimum of eight semester hours for this course, including at least two semester hours per year until the research project is completed.
Prerequisites: ED 599 and consent
Students examine current critical issues in the field of TESOL education. Focus will be on current or recent research, writing and best practice in the field.
This course examines current strategies, materials, issues and technology related to TESOL teaching and EL learning. Current literature is investigated.
This course includes individual readings on special topics related to the TESOL teaching and EL learning. The reading will typically involve significant classical or emerging works on the topic (books, theses, monographs, etc.).
Students examine the integration of current theories of curriculum design and content standards in the planning of TESOL instruction.
Students will identify, plan and write a proposal for a field-based research project in a TESOL setting. Proposal will be submitted to the Huntington University Institutional Review Board for approval.
Prerequisites: ED 599 and consent
Students will implement and complete their approved field-based research project. A written document detailing the research methodology, findings and application of findings is required.
Prerequisite: ED 655A
New students will be enrolled in an online orientation module when accepted into a graduate program (excluding OTD students). Online learning provides a very flexible learning environment that requires students to take ownership for learning. This course is designed to be self-paced and will introduce students to the online learning management system, University policies and ensure students know how and where to seek assistance and support.
Graduate Courses in Teaching English to Speakers of Other Languages
This course explores issues related to the intercultural communication process and considers the important role of context (social, cultural and historical) in intercultural interactions. Students in the class examine the complex relationship between cultures and communication from various perspectives. Special emphasis will be given to managing cross-cultural conflict, cross-cultural teaching and cross-cultural ministry applications. Graduate students will have assignments and projects beyond those of the undergraduate version of the course.
This course prepares students for the cycle of differentiating instruction and assessment based on various English language learner needs. Students will learn to assess language learners' proficiency levels, SLA stages, individual differences, and achievement of content and language objectives. Students will also learn to differentiate instruction based on assessments and continue the cycle of reassessing and then modifying and implementing instruction.
Students will be introduced to major issues related to Teaching English to Speakers of Other Languages. Students will examine the process of second language acquisition, acquire instructional skills for teaching ELs (English learners) and explore resources and opportunities. Graduate students will have assignments and projects beyond those of the undergraduate version of the course.
This course will prepare students to teach aural and oral English language communication. Driven by pragmatics and grounded in the Communicative Approach, this instructional methods course will prepare students with lesson planning strategies, specific language-learning activities for the classroom and access to instructional resources for the EL instructor. Graduate students will have assignments and projects beyond those of the undergraduate version of the course.
Prerequisite: TE 533
This course will focus on specific pedagogical issues related to teaching ELs reading and writing. Students will learn different approaches to teaching writing, compare and contrast native English-speaking composition with EL writing, explore the connection between reading and writing, learn specific teaching strategies for classroom implementation and understand techniques for assessment and responding to EL student writing. Graduate students will have assignments and projects beyond those of the undergraduate version of the course.
Prerequisite: TE 533
This course explores the pedagogical issues related to teaching ELs vocabulary, pronunciation, and grammar. Students will explore different factors, including the influence of first languages, that impact development of vocabulary and pronunciation as well as proper usage of English grammar structures. Students will learn teaching strategies for classroom implementation as well as appropriate forms of assessment for language usage.
Prerequisite: TE 533
Students will participate in a 120-hour practicum teaching and working with EL students either in a self-contained EL setting or in an instructional capacity in a regular classroom.
Prerequisite: TE 533
This certification course will introduce students to the field of Teaching English to Speakers of Other Languages, explore factors that impact learning languages, examine best teaching practices and principles, and develop instructional skills to prepare teachers for language learning settings.
This course may not be used to fulfill requirements in the TESOL certification.