Better support your students by learning a new skill or deepening your knowledge in one of our graduate courses specifically designed for teachers and educators just like you. Courses are offered completely online in the Fall (Oct.-Dec.), Spring (Jan.-May) or Summer (May-July).
Courses are open to any interested community member, educator or teacher. Once completed, the course can be applied toward a certificate or degree from Carlow University.
“These classes were so beneficial in expanding my instructional teaching practices! I took several of the classes and could immediately apply strategies and techniques in my classroom and with my students. The Carlow instructors are amazing and their experiences are relevant to today’s educational challenges. I had never written a grant proposal before and was nervous about taking the grant writing class. Patty Beaumont made the process so much fun and understandable; I wrote a full proposal for a student-centered initiative and submitted it to a Foundation for consideration. I am so happy that I decided to take these classes!”
— Erica Slobodnik, Second Grade Lead Teacher, Duquesne City School District
All courses meet one night a week for 8 weeks in an online format.
This course emphasizes the characteristics of the gifted student, various identification procedures, the needs of the student population, program models to meet those needs, and theories of intelligence.
This course is designed for future and current leaders seeking to develop or improve their work environment for all stakeholders. Beginning with an introduction to various leadership styles, students will identify the qualities and characteristics of leaders that affect positive culture and climate in the school/work environment including the importance of collaboration, delegation, and building self and staff efficacy. Students will study the importance of student/teacher relations and examine how Implicit Bias and Deficit Thinking Model greatly impact these relationships. As part of this course, students will examine the three tiers of Positive Behavior Interventions and Supports and alternatives to suspensions. Special emphasis will be placed on urban educational and workplace settings.
This course examines various aspects of grant writing and proposal development, specifically education-related grants targeted for educators. The focus of this course is on researching and writing successful education grant proposals. This course emphasizes the various components of the grant writing process and the development of grant research and application skills for opportunities that align with the participant’s school or organization’s mission. Emphasis will be placed on an understanding and utilization of Best Practices in grant management/grant writing/grant stewardship and the successful planning of grants projects. All of these skills will culminate in a final proposal of a project idea.
An overview of the research and educational policies regarding young children and the media. There is growing controversy over the role of media and technology in the lives of children. Some suggest that starting early to teach technology skills is important; others have grave concerns about the impact on early brain development when children experience extended viewing of objects in two-dimensional form, rather than exploration of three-dimensional objects. Additionally, there is ample evidence that television and video viewing affect the social behavior of young children, in either positive or negative ways, depending on the content of the programming. Learners will examine the controversies surrounding the effects of media (visual, auditory stimulation) and the recommendations of various professional organizations on the use of media and technology in programs for young children.
This graduate course is designed to provide the historical perspective of language-based learning differences and dyslexia in the content of literacy programs involving reading, writing, spelling and handwriting. Within this framework, the neurological basis of oral and written difficulties will be given particular emphasis. Candidates will examine the research of instructional evidence-based methods and practices in accordance with the National Reading Panel and International Dyslexia Association and the implementation of assistive technology in literacy instruction.
In this course, students will study the role of leadership in organizing and sustaining networked literacy learning communities aimed at cultivating an environment of continuous literacy improvement. Content will focus on evidenced-based practices that align to the Science of Reading. Students will examine and explore the theoretical models that underpin the instructional practices involved in explicit reading instruction and intervention at the district and school level. Students will examine instructional routines, techniques, and explicit lesson plans necessary to analyze current practices and improve literacy outcomes for all students and systems. Students will develop an understanding of assessments specific to reading and integration of literacy data into instruction to close achievement gaps. In evaluating theoretical models, instructional routines, and literacy assessment frameworks, the aim is to ensure literacy for all is achieved through systemic change in practices aligned to the Science of Reading.
This course examines the relationship between art and human development — how engaging with works of art and learner-centered discovery-based inquiry activities develop SEL, creativity and imagination, multiliteracy, and aesthetic understanding. Students will deepen their understanding in Visual Thinking Strategies and Thinking Routines. Emphasis will be placed on creativity and the brain, imagination and aesthetic experiences, and will expand understanding of how the arts relate to social justice and affect human development. As part of this course, students will demonstrate how to create experiential learning in art that develops imagination and multi-modal learning.
If you are a Carlow student, you may register for your courses through Self-Service (login required).
Guest students or Carlow Alumn can register in four easy steps: