Our graduate programs offer a number of advancement opportunities with flexible scheduling.  Whether you are seeking an advanced degree or professional endorsements, our students develop expert knowledge in theory, research, and practice and receive personalized mentorship from nationally recognized scholars in their fields.  We are a leader in training and supporting educators with expertise in bilingual education, inclusive (special) education, and social foundations.  As a graduate student, you will become an important part of our community and leader committed to educational equity and social justice.

Choose from our online graduate courses or graduate or post-baccalaureate programs below.


Collaborative graduate degree programs offered through the Department of Urban Education: 

Endorsement Programs

  • Bilingual/Bicultural Education Endorsement (4 courses)
  • ESL/ Bilingual Bicultural Education Endorsements (5 courses)

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Alternate Route 

  • ESL/Bilingual Bicultural Education (Alternate-route for CE Holders - 8 courses)
  • Urban Secondary Education (Alternate-route for CE Holders - 8 courses)

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Below is information for non-degree, online distance learning courses offered throughout the Department of Urban Education:

  • Collaboration and Dynamic Mathematics in Middle & High Schools (26:300:533)

Course description: Investigate how the teaching and learning of mathematics in middle and high schools can be enhanced with appropriate use of collaborative problem solving and dynamic mathematics software.  Collaborate in small groups within an online environment—developed as part of the National Science Foundation funded project, Virtual Math Teams with GeoGebra (VMTwG)—to explore tasks from the middle and high school curriculum and to solve open-ended mathematics problems.  Review logs of your online interactions to identify key moves that contribute to significant mathematical discourse and to reflect on noteworthy issues in mathematics learning and teaching: task selection and design, discourse and collaboration with and without teacher guidance, justification and proof, effective use of technology, and so forth.  Course activities will include small-group, mathematical collaboration, readings, online discussions, and designing mathematical tasks.  Course involves both synchronous and asynchronous activity on a weekly basis. Synchronous work is a required part of the course. You will select preferred days and times and will be organized in groups with classmates with similar preferences.

  • Studying Learning and Teaching in Online, Dynamic Mathematical Environments (26:300:534)

Course description: Field experience in teaching dynamics mathematics in a collaborative virtual environment with attention to significant mathematical discourse.  Develop, implement, and analyze curricular modules for engaging students in using dynamic mathematical software in an online, multimodal environment.  Emphasis on studying students’ computer-generated logs to understand their mathematical ideas and forms of reasoning and justifying as well as practices for effective collaboration to talk about and do mathematics.


Upcoming Courses: 


  • Being a Leader, and the Effective Exercise of Leadership: An Ontological/Phenomenological Model (26:300:540)

This course is taught in a way that provides participants with actionable access to mastering 1) being a leader and 2) the effective exercise of leadership as these are actually lived and experienced "on the court". (This is a first person ontological (being)/phenomenological (as lived and personally experienced) pedagogical model.)

This "on the court" pedagogical method contrasts with the almost universal "from the stands" method of teaching leadership, where being a leader and exercising leadership (which actually happen "on the court") are observed by someone "from the stands", and then described, interpreted, and explained. In this method participants study and attempt to emulate the characteristics, styles, and actions of noteworthy leaders (or someone's notion of ideal leadership), and are presented with knowledge about leader and leadership to attempt to remember and figure out how to apply in leadership situations. (This is a third person theoretical (as observed)/explanatory (leaves one understanding) pedagogical model.)

  • Teaching and Learning the Mathematics of Social Choice (26:300:541)

Course description: The purposes of this course are to introduce graduate students and secondary mathematics teachers to the mathematics of social choice, an area of discrete mathematics, and to explore issues concerning the teaching and learning of the subject.  The three main mathematical topics to be developed are voting, apportionment, and fair division.  The main pedagogical issues to be explored include the exploration of problem solving heuristics, the use of synchronous and asynchronous technologies, and the promotion of deliberate discourse online and in classrooms.

  • Adolescent Psychology for Urban Schools (26:300:523)

Course description: This course examines the adolescent stage of life within the context of contemporary American culture in urban settings.  It will examine human development from puberty (approximately 10-12 years of age) to physiological maturity (approximately 19 years of age).  Emphasis will be placed on the physical, biological, cognitive, social, emotional and psychological developments of adolescents.  The course covers major changes associated with adolescents such as: body image, sexual interest, social roles, intellectual development, and autonomy.  Furthermore, the challenges faced by urban adolescents in today’s world shall be examined to include: sexual identity and activity, drug addiction, poverty, family dynamics, cultural identity, self-esteem, mental illness, and academic achievement.  The course will examine theorists such as Erikson, Piaget, Kolhberg, Hall, Hammond, and Gunn.  This course will provide you with insights into the psychological and societal issues confronted by urban adolescents so that you can to better understand and interact with them.

  • Theories and Practices for Reaching Urban Learners (26:300:531)

Course description: This course introduces students to two alternatives to pervasive instructional practices in schools that serve urban learners, practices that emanate from cultural deprivation theory.  It will focus primarily on the Science of Education, as proposed by Caleb Gattegno in the latter half of the 20th century.  It covers the philosophical basis of his contribution to the improvement of education, an introduction to his subordination of teaching to learning, as applied to literacy learning, mathematics and second language instruction, and also a survey of his suggestions for applying his pedagogical solutions to other school subjects and teaching persons with disabilities.   It incorporates synchronous and asynchronous technologies, along with deliberative discourse online and face-to-face encounters.  The course addresses the broader challenges of meeting the needs of learners in an urban setting and ensuring that all traditional and non-traditional learning environments promote students’ awareness of themselves as highly competent learners, leading to strong academic achievement through heightened independence, autonomy and responsibility.

  • Cross Cultural Studies in Urban International Education (26:300:551)

Course description: This course explores the theory, concept, and context of international education as it relates to the perspective of Cultural Studies as a kaleidoscopic and hybrid field of social analysis. 
Through self reflection and case studies of schooling in international context, students will apply tools of Cultural Analysis to study the cross-cultural contexts of learning in select countries. The relationship
between globalization and cultural change and the phenomenological aspects of schooling and the classroom experience especially in urban centers industrializing countries will be examined. Students demonstrate understanding of the interplay between technology, ideology and culture in looking at classrooms around the world.

  • Intersectionality: Multidimensional Identities in Urban Education (26:300:522)

Course description: This course explores the theory, concept, and context of intersectional identities and their influences on educational experiences in urban schools.  Through self-reflection and case studies, students will investigate the complexity, multidimensionality, and simultaneity of human experience as marked by the social construction of privilege and oppression.  Students will use the framework of intersectionality to create and present case studies that formulate solutions to challenges in urban education.