Learn More About UMass Lowell's Online Graduate Education Programs

Certificate of Advanced Graduate Study
Curriculum and Instruction:
Education of Diverse Populations

Goal of the Program

First-time students should register using the "Non–Degree Course Registration Form" for NEW Students.

Admission to the Program
Admission to a degree program at the Certificate of Advanced Graduate Study level requires that an applicant hold a master's degree in education from an accredited college or university or a master’s degree in a closely related field of study, with a cumulative grade point average of not less than 3.0. Additionally, applicants should have at least three years of full-time experience in a K-12 school or a related setting. Full admission requirements can be found at http://www.uml.edu/grad but include:

The candidate is required to submit:

• An online application
• Application fee
• A 2-3 page statement of purpose explaining the candidate’s teaching experience, teaching philosophy and reason for seeking to enroll in a program that focuses on diverse populations.
• All official transcripts
• TOEFL scores if appropriate
• Three letters of recommendation – one of which should be from a senior administrator in the applicant’s place of work.
• GRE scores (general test)

Note: Courses may require that assignments are completed in field settings. If you work in an educational setting you will, in most cases, be able to use your own place of employment for these assignments. However, it is the responsibility of the student to find an appropriate K-16 field setting to complete course work. UML will not secure field placements for students.

It is recommended that those individuals who are interested in the program take no more than TWO COURSES prior to seeking admission.

Program Requirements
In order to qualify for a Certificate of Advanced Graduate Study, each candidate must meet the following requirements:

1. Complete a minimum of 30 credits of course work in the specified degree program.
2. Complete all course requirements for the degree program at this university. A maximum of six credits of course work transferred from another accredited institution is the only exception granted.
3. Complete all course requirements with a cumulative grade point average of B or better. No additional course credits may be permitted in order to achieve the grade point average of B or better required for the degree.
4. Satisfactorily complete a two course sequence CAPSTONE PROJECT as approved by his or her faculty advisor.
5. Complete the program within five years of the date of admission.

Program Outline
The online CAGS program is comprised of 24 credits of coursework (8 courses) and a capstone project (6 credits-2 semesters). A maximum of 6 credits of course work may be transferred from other accredited doctoral degree granting institutions with approval of faculty.

Foundation Courses for the Education of Diverse Populations (9 credits)
Choose three of the following courses, or other 01 courses with approval of an advisor
01.625 Organization of Schools and School Systems
01.630 Diversity Issues for School Leaders
01.559 Diversity and the Psychology of Human Development
xx.xxx Children, Poverty and Schools

Research and Evaluation (3 credits)
07.642 Program Evaluation
07.xxx Other research course with approval of an advisor

Specialization:Curriculum and Instruction (12 credits)
Choose 4 courses with the approval of an advisor
04.635 Dynamics of Curriculum Change
04.637 History and Theory of Curriculum
04.638 Curriculum Design K-12
04.658 The Gifted Child
05.502 Issues, Mandates and Ethics in Special Education
04.576 Promoting Healthy Lifestyles
04.676 Exploring the Nature of Science *
04.673 Curriculum Design for Science*

Other courses as they become available

*These two courses are particularly suggested for elementary, middle school teachers who teach some science and for high school science teachers

Capstone Project (6 credits)
05.670 Part 1: Capstone Proposal
05.671 Part 2: Capstone Project and Project Report
Parts 1 and 2 cannot be taken in the same semester.

Course Descriptions

01.625 Organization of Schools and School Systems
This course is designed to help students understand the organizational dynamics of schools. The knowledge gained shoud assist students inidentifying and suggesting alternatives to programmatic and behavioral regularities found in a school or human service organization.
Prerequisite:
Credits: 3

01.630 Diversity Issues for School Leaders
"Diversity Issues for School Leaders" is designed to prepare experienced educators to provide effective leadership in a diverse community. Drawing from the Graduate School of Education's conceptual framework of "Education for Transformation," students will be expected to: examine their own cultural heritage and experiences; gain increased understanding of equity issues concerning race, language, gender, sexual orientation, and special education needs; develop new insights for culturally responsive pedagogy; assess alternative strategies for facing illustrative conflicts in culturally diverse school settings; and consider how to ameliorate the pervasive impact of poverty on children in today's schools.
Prerequisite:
Credits: 3

01.559 Diversity and the Psychology of Human Development
Developmental Psychology emphasizes the philosophical and historical bases of the key conceptual issues in the field: the centrality of the nature-nurture issue; the importance of understanding the dynamics between continuity and discontinuity across the life span; the ways in which stances on the nature-nurture and continuity-discontinuity issues frame theories of human development; and, on the associations among philosophy, concepts, theories, methods, and applications of developmental science.
Prerequisite:
Credits: 3

07.642 Program Evaluation
Evaluation tasks will e identified and the policy issues attendant to evaluation will be examined.  Students will conduct an evaluation.
Prerequisite:
Credits: 3

04.635 Dynamics of Curricular Change
This course considers alternative perspectives of curriculum and explores issues and strategies involved in the process of changing the curricular visions and practices of schools.
Prerequisite:
Credits: 3

04.637 History & Theory of Curriculum
This course examines the historical development of American curriculum from the colonial period to the present, with a focus on theories that shaped what was taught in schools, and how those theories reflected social, cultural and political values and conflicts.  Particular attention will be paid to curriculum theories that have shaped contemporary curriculum, and to examination of programs that reflect those theories.
Prerequisite:
Credits: 3

04.638 Curriculum Design K-12
A review of state mandates which, by law, shape the curriculum for the school. Examination of "new" curricula and their sources, as well as the development of a rationale for curriculum design and an evaluation fo the personnel and techniques by which these curricula can be developed.
Prerequisite:
Credits: 3

04.658 The Gifted Child
The Gifted Child introduces students to the scientific study of giftedness using a reader-friendly textbook written by an acknowledged expert on the topic.  Students will consider a number of assumptions about gifted children as they read the textbook, simultaneously testing their "every day" ideas about giftedness against contemporary scholarship.  The book identifies and attempts to dispel nine widely-accepted, but over-simplified, beliefs about gifted children.
Prerequisite:
Credits: 3

05.502 Issues, Mandates and Ethics in Special Education
This course will examine special education laws and ethical practices in K-12 settings.
Prerequisite:
Credits: 3

04.576 Promoting Healthy Lifestyles Among Students
The focus of this course is on applying nutrition concepts relevant to elementary and middle school children and how these concepts can be integrated into the classroom at an age appropriate level.  This course will address a broad range of issues including eating habits, disordered eating, sports nutrition, food allergies and school wellness policies.
Prerequisite:
Credits: 3

04.676 Exploring the Nature of Science
This course will take you on an exploration of some fascinating discoveries in the history of science, engage you in debate about controversial issues in science, and involve you in raising your own scientific questions. We shall examine whether there really is a scientific method, why theories are not the same as beliefs, the importance of scientific models, what distinguishes science from pseudoscience and explore what it means to be scientifically literate in today's society.
Prerequisite:
Credits: 3

04.673 Curriculum Design for Science Teachers
Science content, process skills, assessment, nature of scienc...how does a middle school teacher consider all of the elements of science teaching and meet the Massachusetts Frameworks? Using the Backwards Design model, teachers in this course will develop and reinforce effective lesson and unit planning skills, learn about different forms of assessment, create and implement effective assessment tools, and explore how to weave understanding of the nature of science into units. In addition, we will explore Learning Styles and Multiple Intelligences and think about how these ideas might impact how you approach teaching middle school science.
Prerequisite:
Credits: 3

05.670 CAGS Seminar I Administration
Considers recent research in the relevant field and focuses on implications of the research for classroom and school practice.  By this means it is expected that each student will identify an area of work for further study and original research for the qualifying paper.
Prerequisite:
Credits: 3

05.671 CAGS Seminar II: Administration
Involves an in-deph search and review of the literature appropriate to the student's future research.
Prerequisite:
Credits: 3