Students enrolled in the Equity, Ethics, and Justice program must complete:
- Four core courses required for the Curriculum & Instruction degree
- Foundation courses for the specific concentration
M.Ed. in Curriculum & Instruction - Equity, Ethics and Justice
EDCI 501 (3)
Principles of Ethics and Logic
This course will focus on the study of ethics and formal logic related to the profession of teaching and school administration. Contemporary issues within education will be explored and course principles will be used for application in one's immediate work environment. Candidates will investigate the use of valid and sound logic and articulate a personal code of ethics which includes the following components: accountability, respect, fairness, integrity and compassion.
EDCI 590 (3)
Equity and Social Justice in the Classroom
This course is designed to empower participants toward philosophical and practical change in support of equity and social justice, by preparing and supporting educators to think critically, transform practice, promote justice, and become change agents in their classrooms and in their districts and communities. Scholarly work will be linked to real world examples, focusing on how race, religion, gender and class are woven into the field of education. Activities and discussions will equip participants with the tools needed to create a classroom culture in which equity, equality, and social justice are shared values.
EDCI 593 (3)
Case Studies in Law and Ethics
This course is a study of legal and ethical issues relative to practical matters that educators confront in their daily practice. Case studies that speak directly to teachers and focus on day-to-day ethical dilemmas in education form the foundation for this course. Particularly important to this course is the emphasis on the dimension of ethics as it relates to teaching and leadership.
EDCI 587 (3)
The Ethical Educator
This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Educators must also ensure that the institutional policies and practices of their school or organization adhere to the application of ethical practice throughout the workplace. This study of the use of ethical principles in an educational context will include an examination of the underlying assumptions and implicit or explicit policies that can support or erode ethical practice. As a result of the activities and discussions completed in this course, students will have the opportunity to transform their personal and professional ethical lives and priorities.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with one of three courses
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.
EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers.
Prerequisite: Successful completion of EDGR 601 Educational Research
Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.