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

The Certificate of Advanced Graduate Study (CAGS) in Curriculum and Instruction with a focus on Education of Diverse Populations, is designed for practitioners who wish to increase their knowledge and skills necessary to develop a school culture which values diversity and promotes high expectations and achievement for all. Experienced teachers and administrators will benefit from this degree program.

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

01.630 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

06.511 Teaching Reading in Content Areas
This course presents the theoretical foundation and current best practices for content area reading, writing, and study skills.  The focus is on motivation, cognition, memory, and verbal processing theories as they apply to methodology.  Students learn to develop lessons and units that integrate reading and writing while covering concepts in the content areas.
Prerequisite:
Credits: 3

06.522 Young Adult Literature
The major emphasis of the course will be discussion and analysis of the goals of a literature curriculum and the exploration of various methods for achieving these goals. The characteristics of the different genres of literature will be discussed in detail
Prerequisite:
Credits: 3

06.527 Language Acquisition
This course will focus on the study of the acquisition of language and the relationship of language  learning to the development of literacy.  Students will examine both first and second language acquisition.  Students will be expected to apply their knowledge of language acquisition to best teaching practices for enhancing first and second language development in the classroom and to the development of literacy.
Prerequisite:
Credits: 3

06.528 Assessment of Reading and Language Disabilities
This course examines the selection and use of procedures to make an adequate clinical and educational diagnosis. Includes the assessment of function and dysfunction in factors associated with language development; receptive, expressive, writing, reading; and the administration and interpretation of individual and group tests of perceptual, motor, and conceptual functioning in reading and language.
Prerequisite:
Credits: 3

06.529 Treatment of Reading and Language Disabilities
This course will explore the specific practices in remedial teaching in grades K-12, using published materials, and developing new materials for small group, whole class, and tutoring settings. Students will develop and implement realistic corrective programs based on the interpretation of literacy assessments. These programs will include selecting strategies of instruction and materials, and establishing a framework of time and evaluation.
Prerequisite:
Credits: 3

06.549 Theory and Research: Reading and Language
A final course on the national and international research in reading and language and the pertinence and proposed implementation of research findings to instruction and the various roles of the reading supervisor or director.
Prerequisite:
Credits: 3

06.550 Reading Specialist: Practicum I
The Reading Specialist Practicum requires students to use the knowledge gained in their coursework to design, implement, and analyze a program for struggling readers in a clinical experience. The practicum meets both Massachusetts and IRA standards for Reading Specialist/Literacy Coach.
Prerequisite:
Credits: 3

06.551 Literacy Coach: Practicum II
This is the second of two clinical practicum experiences in the Reading and Language program. Candidates will design a professional development project in their school setting which will allow them to model lessons, observe and co-teach with peers, and provide feedback to teachers and paraprofessionals. The online seminar provides support for implementing the program. The practicum meets the guidelines for the International Reading Association
Prerequisite: 06.550
Credits: 3

06.649 C.A.G.S. Seminar: Reading and Language
Candidates undertake a structured review of the literature culminating in a paper demonstrating their depth of understanding of an issue pertinent to K-12 Reading and Language.
Prerequisite:
Credits: 3



For Additional information see the Graduate School of Education's FAQ's: http://www.uml.edu/gse/Programs_of_Study/Masters/faq-cags.pdf

Please note: Graduate students will be assessed a “First Year Student Services Fee” upon matriculation into a graduate degree or certificate program. Please see the Accounts Receivable website for more information.

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