Columbia College

In the first semester of Innovation and Divergent Learning, you will be introduced to the concept of divergent learners and begin to understand developmental factors that impact them. You will also begin to understand the importance of the student-teacher relationship, particularly when working with reluctant or unmotivated learners. You will be introduced to educational procedures and strategies that increase divergent learners’ success in school. Finally, you will focus on best practices in the use of technology in the classroom. 

As you are introduced to the most effective and reliable assessment practices in today’s classrooms, you will also investigate research methodologies. You’ll learn to determine the most appropriate collect data practices for the applied learning experience. Courses will also highlight teaching strategies that are most successful with reluctant learners and underachievers. In addition, you will see the connection between trauma and divergence and the impact of trauma on learning.

To conclude the program, you will make interdisciplinary connections across content areas that allow divergent learners to experience success in the classroom. You will gain a broad understanding of education in today’s global, interconnected, technological world. You will compile research findings in the applied learning experience and discuss the significance of those findings for today’s teachers and classrooms, as you conclude your capstone individual research project. 

To begin the Trauma-Informed Education program, you will build a strong foundational knowledge to understand childhood trauma and the practices that can be implemented in our schools and classrooms to ensure safety and a quality-learning environment. You will get an overview of the impact of trauma on students, as well as social emotional learning.

As you continue in the program, the coursework focus shifts to poverty, child welfare and mental health. Mental health-informed practices in education are also a focus, as well as how we can implement safe and healthy environments in our classrooms and schools.

To conclude the program, your focus will be on the connection between home, community and classroom partnerships, as well as completing professional research presentations for use in your current and future roles. In each of the courses throughout the program, you will submit a literature review of the topics of interest. In the final course, you will utilize that information to create a program presentation portfolio.

Our graduate students are given multiple opportunities to apply knowledge learned throughout each program. Our programs impact educator students in real time, as students are able to apply learning in their current classrooms.

We believe that all students deserve to meet their potential, which is why we prepare our students to work effectively with a wide range of student needs, including students in poverty and students from various cultural and linguistic backgrounds. 

Because of our commitment to all students, we offer graduate programs that embed culturally relevant learning and trauma-informed practices to help all students succeed, regardless of background or circumstance.

Each graduate program provides mentoring and coaching by the program chairs, as well as the instructors of the courses. In addition, mental health, mindfulness, and social-emotional learning opportunities are provided to current students and program alumni as a means to ensure they know how to take care of themselves in a demanding profession.

To ensure a quality experience in any of our graduate programs, we continually revisit our course and program objectives with current needs of our school and college systems and partners in education. Student evaluations are a valued piece of information in the creation of new learning experiences to keep research and application relevant and current. All student evaluations are considered as feedback for growth during and after course completion.