EDU Education Courses at Global Campus

This course will prepare participants to effectively use assessments to enhance student learning and planning for instruction. Participants will have the opportunity to examine different types of assessments and create their own assessments utilizing components of the Backward Design Model. Participants will gain experience in interpreting data to support the individual needs of students through differentiated instruction. This course will also explore the importance of using feedback to help guide instruction and for student self-assessment. Furthermore, current literature will be evaluated to examine relevant issues related to assessments. Prerequisite: EDU 673.

This course will focus on establishing relationships and partnerships with diverse families. Learners will explore specific strategies for upholding cultural competence within an instructional setting. In addition, students will analyze family and community resources as well as strategies aimed at fostering a partnership with all families to promote student success.

This course is designed to give students a real-world perspective into what it is like to teach, learn, and lead in the 21st-century classroom. This course provides an opportunity for students to experience the world of the classroom and analyze the range of perspectives and topics that impact being a successful teacher, learner, and leader in the 21st century. The course will bring together a unique set of ‘voices’ from the field to explore the contemporary nature of what it is like to teach in today’s changing schools while focusing on identifying innovations that can develop students’ capacity to be agents of innovation, collaboration, and creativity.

During this course, students will apply evidence-based, differentiated strategies in relationship to practice, process, product, content, assessment, and grouping to meet diverse academic instructional needs. Students will construct assessments, learning objectives, and instructional strategies that offer a rich inquiry of learning styles. This approach to instructional design will promote critical thinking for learning along with the inclusion of cultural schemata (i.e., personal experiences, cultural and language norms, and family belief systems). Prerequisite: EDU 650.

This course provides rich opportunities for participants to examine the impact of culturally responsive teaching within diverse learning environments to foster positive social change. Participants will adopt a cultural and global perspective of teaching and learning to understand how they can best support diverse learners and become agents of social change in their respective fields. Through scenario-based activities, participants will directly apply skills needed to make informed decisions about the design, development, implementation, and evaluation of culturally relevant instructional practices to facilitate the learning of diverse learners. Prerequisite: EDU 650.

This course introduces learners to action research as a systematic, ethical, and reflective approach to improving practice within educational and organizational contexts. Learners will explore the purpose, goals, and ethical foundations of action research and examine its role in fostering professional growth and leadership development. Through critical analysis of current research literature, students will evaluate the quality, relevance, and ethical neutrality of scholarly work using both traditional and emerging digital research tools. The course emphasizes methodological decision-making as learners assess research designs and justify appropriate approaches for addressing real-world problems of practice. 

As a culminating experience, learners will develop a comprehensive, feasible, and ethically sound action research proposal grounded in their professional context. This proposal will serve as the foundation for ECI 696: Capstone 2 Culminating Project, in which learners will implement their approved action research plan, collect and analyze data, and reflect on findings to inform professional practice, leadership growth, and organizational improvement. Prerequisite: ECI 685, EDU 620, or ECE 673.

The Capstone 2: Culminating Project is a course in which students will demonstrate their attainment of the program outcomes through a spiraled process of skill demonstration including reflection, application, synthesis, and evaluation. This comprehensive course is designed to integrate and apply the knowledge, skills, and dispositions acquired throughout their programs, providing students with an opportunity to demonstrate their mastery of educational theory, research, and practice. The course emphasizes the development of advanced competencies in areas such as curriculum design, assessment and evaluation, instructional leadership, and educational research. Through this capstone experience, students will emerge as confident, reflective, and skilled education professionals prepared to make a positive impact in diverse educational settings. Prerequisite: EDU 694 or ECE 660

Educational practice is based on theories and philosophies of learning and cognition. This course will focus on theories and philosophies of learning and cognition along with ways in which these theories are studied and applied in educational practice.
NOTE: This course must be taken at the University of Arizona Global Campus and may not be transferred from another institution.

In this course, students will explore what it means to lead with vision, ethics, and equity in today’s educational landscape. Using real-world case studies, students will critically examine leadership theories and practices while applying research and systems thinking to challenges across PreK–12 and higher education contexts. Through iterative analysis, reflection, and synthesis, students strengthen their capacity as scholar-practitioners-leaders who connect evidence-based inquiry with meaningful organizational transformation. Culminating in the creation of an original, research-informed leadership case study, students will demonstrate mastery by translating theory into practice, articulating ethical and systemic insights, and contributing their own voice to the evolving discourse on educational leadership.

This course examines the history and philosophy of education, as well as a systematic analysis of the effect of social change on education and vice versa. Learners will also develop skills and strategies in scholarly research and establish professional goals.