The M.Ed. in Urban Education offers 33 credit hours of coursework. The program is designed as a cohort model that admits students as a group beginning each fall semester. Students admitted to this selective online program will average two (2) courses per semester and are expected to complete the program in two (2) years (including one full summer term).
Fall Semester: Year One
EDUC 5100: Diverse Learners (3)
Strategies for adapting instruction to meet the learning needs of K-12 students, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted learners and special needs populations.
ELED 6260: History and Psychology of Racism (3)
The history and psychology of race and racism will be examined and an analysis of how racism manifests and is sustained by individuals living within systems of power and privilege (micro and macro levels) will be explored. An in-depth examination of unconscious racial bias, awareness of privilege, and the impact of ideologies that sustain racism, including colorblind ideology and meritocracy will be conducted.
Spring Semester: Year One
TESL 6206: Globalization, Communities and Schools (3)
An examination of the intersection of globalization and education with specific attention to the experiences of Latinos in North Carolina and the contemporary phenomenon of transnationalism.
ELED 6261: Racial Identity Dev. (3)
The purpose of this course is to examine (a) how individuals construct and maintain their sense of themselves as raced beings within historical and ideological constructions of race, and (b) personal-and societal-level consequences of such identities. This course includes a review of essential theories pertaining to racial and ethnic identity in the United States and practical applications related to understanding how racial and ethnic identities play a meaningful role in the human experience and in schools and classrooms.processing, personal, social, and behavior models as the foundation of current content area instructional methodology.
First Summer Semester: Year One
EDUC 6101: Culturally Responsive Classroom Mgmt. (3)
This course intends to critically address school discipline and urban schools. It offers specific approaches and strategies for enacting culturally responsive classroom management (CRCM). It explores how educators can establish an equitable and socially just classroom culture. Particular consideration is given to building mutually respectful relationships with diverse students, engaging parents/guardians/families from different cultural backgrounds, and creating and sustaining a safe, caring and inclusive classroom using restorative practices that engender a positive learning environment.
EDCI 6201: Perspectives in Immigration and Urban Ed (3)
This course informs students on the political and socioeconomic landscape of immigrant students in United States urban schools. Graduate students will study: theories and practices that relate to the adaptation of immigrants in K-12 environments, the influence of family and community on immigrant student success, and the role of language, culture, identity, gender, race, and social class on immigrant student experiences in urban schools.
Second Summer Semester: Year One
RSCH 6101: Educational Research Methods (3)
Identification of logical, conceptual, and empirical research problems; application of methods and procedures, including conducting library research, interpreting research findings, and preparing reviews of related literature.
Fall Semester: Year Two
EDCI 6120: Critical Media Pedagogy (3)
This course has been designed to expose teacher leaders to methods for developing effective and engaging curriculum that focuses on the integration of 21st century cutting-edge technology with critical pedagogical practices. Thi course aims to demystify contemporary uses of new media (e.g., smartphones, blogs, social networking, video sharing/ digital filmmaking, gaming etc.) in urban classrooms, by demonstrating how critical media education can supplement traditional approaches to learning.
ELED 6262: Race and Education in Schooling (3)
This course will analyze schooling and education from a historical, sociological, political, economic, and contemporary perspective with institutional racism at the center. By examining schooling and education from these perspectives, investigations of urban schools will occur to understand how these schools were formed based on White supremacist ideologies. Contributions to the movement of improving schools for students of color will be discussed.
Spring Semester: Year Two
MDSK 6691: Seminar in Professional Dev. (3)
Capstone Experience: Final course scaffolds candidates’ development of capstone evidence of professional and programmatic growth. Seminar is focused on the self-direction and professional development of teachers and professionals. Emphasis will be placed on the design, development, and completion of the candidate's professional portfolio.
ELED 6263: Anti-Racist Activism in Ed (3)
The purpose of this course is to examine (a) the long and inspiring history of anti-racist movements and resistance to racist practices and policies among both people of color and white people throughout American history, (b) explore the characterizations and impetus for contemporary anti-racist movements, particularly the role of social media as a vehicle for organizing momentum and disseminating information, and (c) analyze how systems, including education, can organize for lasting social change in effort to create a more equitable and just society.