All Courses

This online, self-paced course is designed to help educators strengthen professional communication skills that support collaboration, problem-solving, and positive relationships. Students will explore strategies for listening, questioning, giving feedback, navigating difficult conversations, and communicating with clarity and respect. Through interactive activities, reflection, practice-based scenarios, and professional resources, students will examine their current communication habits and develop strategies they can apply in conversations with students, families, colleagues, and other educational partners. The course emphasizes practical communication skills that help educators build trust, reduce misunderstanding, and support productive professional dialogue.

This online, self-paced course is designed to help educators strengthen classroom management through practical, research-informed strategies that support positive learning environments. Students will explore key concepts related to routines, expectations, relationships, student engagement, behavior support, and classroom culture. Through interactive activities, reflection, classroom-based application, and professional resources, students will examine their current practices and develop strategies they can apply directly in their own educational settings. The course emphasizes practical decision-making, proactive planning, and responsive approaches that help teachers create organized, respectful, and supportive classrooms where students can learn and thrive.

This online, self-paced course is designed to help educators strengthen their leadership capacity through reflection, practical application, and research-informed strategies. Students will explore how collaboration, communication, trust, shared purpose, and professional influence contribute to positive change in educational settings. Through interactive activities, applied reflection, and professional resources, students will examine their own leadership practices and develop strategies for supporting growth among colleagues, students, and school communities. The course emphasizes practical leadership actions that educators can use to build stronger relationships, support shared problem-solving, and contribute to a healthy professional culture.

This online, self-paced course is designed to help educators strengthen their ability to plan and deliver instruction that responds to the diverse needs of learners. Students will explore practical, research-informed strategies for differentiating content, process, product, learning environment, assessment, and support. Through interactive activities, reflection, classroom-based application, and professional resources, students will examine learner readiness, interests, strengths, and needs while developing strategies that can be applied directly in their own educational settings. The course emphasizes flexible, intentional instruction that helps all students access learning, engage meaningfully, and demonstrate growth.

AI is already in your classroom — the question is whether you're driving it. Based on Elevating Educational Design with AI by Katie Novak and Catlin Tucker, this course gives K–12 educators a practical, equity-centered framework for integrating AI tools into lesson design, assessment, differentiation, and student learning.

AI is already in your classroom — the question is whether you're driving it. Based on Elevating Educational Design with AI by Katie Novak and Catlin Tucker, this course gives K–12 educators a practical, equity-centered framework for integrating AI tools into lesson design, assessment, differentiation, and student learning.

AI is already in your classroom — the question is whether you're driving it. Based on Elevating Educational Design with AI by Katie Novak and Catlin Tucker, this course gives K–12 educators a practical, equity-centered framework for integrating AI tools into lesson design, assessment, differentiation, and student learning.

A self-paced, variable credit course required for teacher education candidates who do not achieve the passing scaled score on the official Foundations of Reading Test (FORT). Candidates complete a signed, individualized remediation plan developed with the Department Chair or an assigned faculty coach, then work through targeted instruction and practice in the FORT objective areas identified by their score report. Content spans phonemic awareness and phonics, word analysis and vocabulary, reading fluency, foundations of reading development, comprehension, literary and informational text analysis, assessment and data-driven instruction, and instructional strategies and differentiation. Credit load is determined by the candidate scaled score on the first official FORT attempt. Candidates must complete this course prior to retaking the official FORT Assessment and prior to the completion of student teaching.

A self-paced, variable credit course required for teacher education candidates who do not achieve the passing scaled score on the official Foundations of Reading Test (FORT). Candidates complete a signed, individualized remediation plan developed with the Department Chair or an assigned faculty coach, then work through targeted instruction and practice in the FORT objective areas identified by their score report. Content spans phonemic awareness and phonics, word analysis and vocabulary, reading fluency, foundations of reading development, comprehension, literary and informational text analysis, assessment and data-driven instruction, and instructional strategies and differentiation. Credit load is determined by the candidate scaled score on the first official FORT attempt. Candidates must complete this course prior to retaking the official FORT Assessment and prior to the completion of student teaching.

A self-paced, variable credit course required for teacher education candidates who do not achieve the passing scaled score on the official Foundations of Reading Test (FORT). Candidates complete a signed, individualized remediation plan developed with the Department Chair or an assigned faculty coach, then work through targeted instruction and practice in the FORT objective areas identified by their score report. Content spans phonemic awareness and phonics, word analysis and vocabulary, reading fluency, foundations of reading development, comprehension, literary and informational text analysis, assessment and data-driven instruction, and instructional strategies and differentiation. Credit load is determined by the candidate scaled score on the first official FORT attempt. Candidates must complete this course prior to retaking the official FORT Assessment and prior to the completion of student teaching.

This course provides an introduction to the legal and ethical frameworks that govern health services delivery. Topics such as ethical theories, compliance laws, patient rights, and the legal responsibilities of healthcare providers are explored to prepare students for informed decision-making in healthcare management. Prerequisite: HSA 205