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UCDS College for School Culture

Academics

Vision for a new learning experience

The UCDS College for School Culture, Master of Education program is the evolution of UCDS’ rich history of developing and supporting exceptional educators. With its culture of collaboration and mentorship, UCDS creates practicum-focused experiences in which graduate students match theory to practice every day. Graduate students work in classrooms to test ideas and build the intangible skills of great teaching that are often missed in traditional programs—culture, differentiation, and innovative curriculum design.

UCDS College for School Culture students focus their educational lens on the philosophies and practices that promote cultures of inquiry and excitement for learning. Our two-year program offers a balance of coursework and classroom experience while learning alongside a collaborative cohort of peers.

Academic Programs 1

Our students experience...

• Two years of practicum experience in innovative classrooms and schools, collaborating with skilled practitioners and educational leaders
• A cohort of degree candidates reflecting, questioning and learning as a community
• Capstone design that contributes to your knowledge of how school culture shapes education and sets a professional path
• An emphasis on process, practice, and skill in the core areas of collaboration, reflection, inquiry, and innovation
Giving 5

Our graduates...

• Understand and apply educational theory to classroom and school practice
• Work with others to leverage individual strengths and opportunities to improve the design of learning programs
• Engage in ongoing professional reflection and inquiry
• Strategically affect school culture and design programs to facilitate vibrant teaching communities and meaningful learning for every student

Sample Course Schedule

The course schedule is designed to help you test what you learn from graduate school in classrooms that support your professional goals. Coursework is designed in a two-year rotation that maximizes individual learning and collaborative opportunities. Summer quarter classes typically meet during the day while school-year classes meet in the evenings. Here is a sample of a typical year’s schedule:

Summer Quarter: 4 weeks
EDU 531 Story and Design Process (1cr)
EDU 541 Peer Learning and Professional Development Cohort I (1cr)
EDU 521: Constructing Mathematical Thinking (3cr)

Fall Quarter: 10 weeks

Tuesday:
EDU 542 Peer Learning and Professional Cohort II (1cr)
EDU 523 Learning About Learning (2cr)

Thursday: 
EDU 532 Stop, Drop, and Collaborate (2cr)
EDU 585 Classroom Cultures (2cr)

Winter Quarter: 10 Weeks
Tuesday:
EDU 543 Peer Learning and Professional Cohort III (1cr)
EDU 522 Cultural Competence (2cr)

Thursday:
EDU 591 Learning Communities (2cr)
EDU 581 Individualizing Instruction (2cr)

Spring Quarter: 10 Weeks
Tuesday:
EDU 544 Peer Learning and Professional Cohort IV (1cr)
EDU 564 Leading for Change (2cr)

Thursday:
EDU 582 Semiotics of Schools (2cr)
EDU 563 Ethics in Education (2cr)

Everything about this was worthwhile and extraordinarily valuable. The provocations and activities planned by the instructors were relevant, timely, and easy to use immediately. Group discussions, brainstorming, and reflection were also insightful and helpful. I know I’m a better educator now.
UCDS Institute Student