This course prepares K-12 music candidates in the Master of Arts in Teaching program for teaching in music classrooms. One section of the course focuses on elementary music instruction and another section focuses on secondary music instruction. In the elementary section, students develop curricular knowledge and a reflective stance toward teaching elementary music. Students plan, teach, assess and think reflectively about curriculum while focusing on understanding the various ways in which children engage with music.

This course provides MAT candidates exposure to a range of topics related to inclusive teaching and learning, including support for multilingual learners in classrooms, special education law and accommodations, and curriculum related to indigenous histories and communities. Students will learn to apply developmentally, culturally, and linguistically appropriate instructional strategies and incorporate methods that elicit student engagement.

This course provides elementary teacher candidates with information, reflection, and practice in relation to a range of specialist content areas for elementary learners, including music, health, PE/movement, and visual art. Candidates meet with specialists for multi-week sessions and engage in the practices of each learning area, building skills and awareness for a range of classroom applications and in relationship to differing learner capacities and needs.

This course offers MAT secondary candidates frameworks, materials, skills, and practices for teaching in relation to content areas (English, Math, History/Social Studies, and/or Science). The course operates in various sections by discipline and is designed in relation to EDUC 618, which offers broad preparation in general teaching methods at the secondary level. Working with subject specific instructional mentors, students in EDUC 619 expand and translate concepts from 618 into their own disciplinary domains to support student learning and growth.

In this course, students examine issues related to math and science instruction for elementary K-8 learners. We consider the tensions between learning content and practices, giving full attention to each subject area, student-centered lessons, meeting individual students¿ developmental needs as well as the whole class, and growth-mindset with K-8 learners. Daily life in a classroom is the result of dynamic and complex interactions among students, teachers, and subject matter.

This graduate level course occurs in the initial summer term for the Master of Arts in Teaching program. The course introduces prospective teachers to different ways teachers view learning, instruction, classroom organization, and motivation. This course takes a micro-analytical and practice-based approach, focusing on classroom interactions and how a teacher plans for a range of student interests, experiences, strengths, and needs.

This graduate level course occurs in the initial summer term for the Master of Arts in Teaching program. It provides a foundation for prospective educators in understanding and grappling with public policies and structural dimensions that shape and impact American schools. Broad philosophies of education are engaged, including historical lenses as well as the current literature on classroom reform. The course contrasts central issues of schooling as seen from the "outside" political domain and the "inside" experience of students.

Few issues press on the minds, hearts, and lives of upcoming generations as much as climate change. Driven by swiftly accelerating transformations in our global environment and unmistakable scientific projections, young people face forms of uncertainty and anxiety around our global future -- sometimes infused by anger, denial or despair. The rise of youth involvement in issues of climate justice signals the importance of educational spaces as locations of action, awareness and dialogue.

Independent study is available to those students who wish to continue their learning in an area after completing the regularly offered courses in that area.