Certificate of Advanced Study in Education


The Certificate of Advanced Study in Education (CASE) is a 30-credit program for experienced educators who have completed a master’s degree. Through a curriculum designed to integrate theory and practice, educators acquire or enhance skills in leadership, curriculum and pedagogy to meet the needs of future educational leadership.

Male teacher instructing a class

Program Locations

Choose an Area of Special Interest

  • Reading
  • Administration and Supervision
  • Special Education
  • Global and Multicultural Education
  • Curriculum Planning
  • Historical, Philosophical, and Psychological Perspectives
  • Management
  • Technology
  • Marketing
  • Public Relations

Additional Study Options

The program of study can also be modified to obtain certifications in the following areas:



  • Education and Policy Analysis For Changing Schools: EDU-622 (3 credits)

    Creates awareness of recurring issues and tensions inherent in providing educational opportunities in a democratic society. Examples are: impact of linguistic and cultural diversity on equity, ethical issues confronting teachers and policy-makers, tensions between individual and collective interests, limits of democratic authority and equality of educational opportunity in a democratic society. This course introduces the process by which such policies are accomplished: identifying context and relevant antecedents, framing of problems and solutions within policies, policy implementation and anticipating and responding to policy consequences. The course includes theoretical and applied readings on state and national policy issues as they affect the educational environment and the learning needs of mainstream and non-mainstream students. [ 3 credits ]
  • Dialects in American Schools: EDU-624 (3 credits)

    This advanced course examines the effects of linguistic variation in K-12 classrooms. Various factors will be analyzed that can result in linguistic variation, such as social class and ethnicity. Students examine nonstandard language varieties of English, including African American Vernacular English, and World English varieties. An important focus of the course will be effect of nonstandard English on the development of literacy skills. The course will also address unique pedagogical strategies for teaching speakers of nonstandard varieties of English. Students will complete individual research projects, in which they analyze the language development of K-12 students. [3 credits ]
  • Learning, Language and the Brain: EDU-647 (3 credits)

    Demonstrates how new brain imaging capabilities illustrate the ways the brain acquires knowledge and stores memories. This seminar course examines current brain-inaction research and the insights this information provides for effective instructional practices with special attention to language acquisition and manipulation. Students design, conduct and discuss research projects addressing aspects of brain functioning and the consequences for learning. [ 3 credits ]
  • Legislative and Legal Decisions Affecting Changing School Populations: EDU-660 (3 credits)

    Applies analytical and legal reasoning skills to issues emerging from implementation of recent legislation setting standards for: achievement expectations for specific student populations, mandatory testing requirements, teacher quality and licensing, instruction for students for whom English is a second language and related issues. Using the case study approach, students apply the precedents established in previously studied landmark cases to cases and problems currently pending, or soon to come, before district courts and the Supreme Court. Emphasis is placed on alternative dispute resolution in a wide variety of situations that present the possibility of litigation with focus on issues affecting changing student populations. [ 3 credits]
  • Digital Game-Based Learning and Design: EDU-665 (3 credits)

    This course provides an overview of the learning theories, best practices, and classroom application models involved with incorporating educational games and simulations into learning environments. The use of current and emerging technologies found in the gaming arena will be explored and documented for classroom application. This course brings together cultural, business, government and technical perspectives on developing and integrating electronic gaming techniques and technologies to enhance and enrich learning. Course participants will develop an understanding of the current trends (technical and sociological) in computer and console gaming, and what can be learned and applied from the world of gaming to positively affect teaching and learning. They will also experience an authentic creative process when they explore the game design process. [ 3 credits ]
  • Changing School Population in Historical Perspective: EDU-672 (3 credits)

    Considers the immigrant experience as integral to major developments in the history of American education. The United States has been called "a nation of immigrants," and John Dewey has defined the school as a society in miniature. This course traces the influence waves of immigration have had on American attitudes and institutions of education from colonial times to the present as successive generations have responded to the pedagogical, economic and political implications inherent in the changing demographics of American schools. The course provides insights into the aims, challenges and priorities for curriculum and instruction as A merican schools have confronted such issues as learning differences, gender, race, ethnicity and social structures in changing populations of learners. The course traces the history of complex interactions as multicultural and multilingual students, teachers, staff, parents, community leaders and others have sought to create schools as learning communities. [ 3 credits ]
  • Global and International Perspectives in Education: EDU-674 (3 credits)

    Prepares students for learning and teaching for the 21st century with new methodologies, new skills and new approaches in an increasingly interdependent world. These interdependencies include: international communications systems providing worldwide access to information, global economic situations that impact career and work, ideological contests that are global in nature and significance, and the challenge of global disparity in standards of living and access to resources. Inquiry into the nature of these interdependencies enables educators to make decisions impacting curriculum and instructional methodology appropriate for preparing all students for intelligent participation in the contemporary world. [ 3 credits ]
  • Democracy and Education: Philosophical Perspectives: EDU-675 (3 credits)

    Analyzes the major philosophical perspectives that have formed and continue to inf luence American attitudes toward the enterprise of schooling and toward the roles and responsibilities of schools in the United States. Selections address education both as a public responsibility and as an individual pursuit. Students also examine the unique moral, ethical and educational issues raised by the linguistically and culturally pluralistic nature of society in the United States. Through reading, study, analytic discussion and reflection students identify more clearly their own philosophies of education with regard to serving non-mainstream learners and the ethical principles that guide their professional decisions. [ 3 credits ]
  • Educational Applications of Multimedia: EDU-676 (3 credits)

    Provides an introduction to designing and planning multimedia projects in the K-12 setting through collaborative inquiry. Topics to be introduced include storyboarding, photo editing, and incoprorating multimedia elements into selected software programs. Throughout the course, presentation best practices that transcend the selection of a multimedia tool will be the focus. Students will read some of the latest research covering the impact of multimedia development and its implementation for 21st century teaching, learning and assessment. [ 3 credits ]

  • Language and Intercultural Communication for Changing Populations: EDU-697 (3 credits)

    Examines the nature of language as the instrument of communication that expresses cultural and societal modes of thinking, customs and values. Participants analyze their own and others' socio-cultural perceptions, values and behaviors in order to gain insight into student behaviors and develop strategies that facilitate effective instruction and learning for all students. The study of linguistic patterns enables teachers and other educational leaders to gain global insights into the role of language in fostering individual and cultural identity. This course focuses on sociolinguistics and the social contexts in which language is used. [ 3 credits ]
  • Linguistic and Cultural Diversity: EDU-698 (3 credits)

    Assists educators in better understanding the nature of language and language acquisition in the context of their relevance for education. First and second language acquisition will be studied in detail, primarily from a cognitive perspective with emphasis on the analysis of the diverse variables that play a role in language acquisition and how these affect literacy development. The focus of this course will be on the study of language development of K-12 students who are linguistic minority students, including those for whom Standard English is a second dialect and those for whom it is a second language. [ 3 credits ]


This program consists of six 600-level courses and four electives. Electives may be taken in your area of special interest. You must maintain a B average to earn a CASE certificate.

Required Courses

Select six of the following 600-level courses:

EDU 622 - Education and Policy Analysis for Changing Schools (3)
EDU 624 - Dialects in American Schools (3)
EDU 647 - Learning, Language and the Brain (3)
EDU 660 - Legislative and Legal Decisions Affecting Changing School Populations (3)
EDU 672 - Changing School Population in Historical Perspective (3)
EDU 674 - Global and International Perspectives in Education (3)
EDU 675 - Democracy and Education: Philosophical Perspectives (3)
EDU 676 - Educational Applications of Multimedia (3)  OR
EDU 665 - Digital Game Based Learning and Design (3)
EDU 697 - Language and Intercultural Communication for Changing Populations (3)
EDU 698 - Linguistic and Cultural Diversity (3)

Total Credits: 18

What to Expect Studying at Notre Dame of Maryland University

With award-winning teacher certification programs nationally recognized by the National Council for Accreditation of Teacher Education, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.

Gainful Employment

Education Careers

Notre Dame is one of the state’s largest and most significant private providers of teacher education.

See Our Award-Winning Teachers