Graduate Certificate in Curriculum and Instruction

3 Semester Units

Integrating Technology into Teaching reflects the need for a new kind of teaching resource in which the perspective is not just on the electronic technologies, which change rapidly, but on the principles underlying the teaching strategies they make possible, which are more stable. The emphasis is on learning both the skills in using equipment and software, as well as on how to integrate these resources into daily classroom activities. In addition, this discussion of technology integration strategies is linked to both learning theories and effective classroom practices.

Course Objectives

Upon successful completion of this course, students will be able to:

• Analyze appropriate Internet resources to use in designing curriculum.
• Critique technology trends that will shape learning environments in the future.
• Assess popular uses for technology in the curricula for language arts, foreign language, science, math, social studies, art, music, health, and special education.

3 Semester Units

Models of Teaching explores a variety of teaching models and curriculum theories to help increase student capacity for personal growth, social growth, and academic learning. Application of theories to classroom utilization is emphasized to help educators be able to construct vital and effective learning environments for their students.

Course Objectives

Upon successful completion of this course, students will be able to:

• Demonstrate the context in which students achieve personal growth, social growth, and academic learning.
• Explain the historical context within which various models of teaching were developed.
• Describe different models of teaching.
• Examine different models of teaching.
• Discuss the implications of individual differences and diversity on the selection of appropriate teaching models.

3 Semester Units

Curriculum design and instruction provides an analysis of curriculum development and methods for aligning course content to goals and evaluation procedures. The philosophical, historical, psychological, and social foundations of curriculum will be explored to help students better understand how curriculum models might be utilized in an ever changing and emerging educational environment.

Course Objectives

Upon successful completion of this course, students will be able to:

• Explain how theory and practice can be integrated into the planning of curriculum.
• Understand how gender influences teaching and schooling.
• List the major components of curriculum design. Understand how planning curriculum relates to implementation.
• Describe the roles that educators and non-educators can play in evaluation.
• Explain why multicultural education is a central curriculum issue.

3 Semester Units

Global Perspectives in Curriculum emphasizes diversity within and across ethnic groups to help educators understand the interactions between students’ cultural and individual differences. This course will include discussions about diversity theory, history, and social science in order to provide a more inclusive and comprehensive look at what multicultural education is—and could be—in the United States.

Course Objectives

Upon successful completion of this course, students will be able to:

• Assess when, why, and how multicultural education originated.
• Appraise the major dimensions of a comprehensive approach to multicultural education: equity pedagogy (focus on students), curriculum reform (focus on content), multicultural competence (focus on teachers), and social justice (focus on society).
• Consider the case for multicultural education in terms of national goals for academic excellence, the needs of a culturally diverse society, survival in an interconnected world, and our nation’s democratic values.
• Compare and contrast the similarities and differences in conceptions of culture, race, ethnic group, and minority group.
• Judge the importance of both individual differences and cultural differences in the teaching and learning process.
• Evaluate our need to address the nation’s “Achievement Gap” that is due to inequitable educational opportunities rooted in the legacy of racism and unfair socioeconomic conditions.