Courses

EDUCATION (EDUC)

EDUC 533 (3-3-0) Home, School, and Community Relations: A course on the planning and marketing of public relations strategies for the betterment of education and school support.

EDUC 560 (3-3-0) Educational Communications, Methods, and Materials: A survey of types of visual materials used in education, including slides, prints, filmstrips, films, transparencies, and television, with emphasis on the selection, integration, and evaluation of communications materials appropriate to school programs.

EDUC 600 (3-3-0) History and Philosophy of Education: A survey of the development of principles and practices of education from earliest times to the 18th century, emphasizing the evolution of educational philosophies.

EDUC 602 (3-3-0) Foundations of Education: A study of the origins, development, and contemporary status of education and schools in the United States, with emphasis on issues related to the control of public education and to the organization of school programs and curricula.

EDUC 610 (3-3-0) Planning and Implementing Instruction for Diverse Learners: This course helps students understand pluralism and the complexities of cultural backgrounds and how to use this knowledge successfully in the classroom. It appropriately describes seven critical micro-cultures to which students and teachers belong: class, ethnicity and race, gender, exceptionality, religion, language, and age. These micro-cultures form the foundation for understanding pluralism and multicultural education. Field experience activities required. (variable hours)

EDUC 615 (3-3-0) Techniques of Teaching in the High Schools: A study of the teaching profession, with emphasis on teaching strategies, curriculum content and development, and materials selection for secondary school education.

EDUC 616 (3-3-0) Teaching and Technology in the Middle and Secondary Schools: A study of the teaching profession, with emphasis on teaching strategies, curriculum content and development technology, and materials selected for middle and secondary school education, grades 6-12. Specific attention will be directed forwards developing each student as a facilitator of learning. Emphasis will be placed on integrating technology to enhance teaching and learning.

EDUC 620 (3-3-0) Adolescent Psychology: A study of the adolescent in contemporary society, theories of adolescence, and the physical, emotional, social, familial, moral, educational, vocational, and ethnic influences on adolescent behavioral development.

EDUC 626 (3-3-0) Applied Strategies for Safe and Peaceful Schools: This course is designed to enhance students’ knowledge related to safe schools, violence and conflict resolution. This introductory course will also provide participatory, experiential, and hands-on training in conflict resolution, resiliency strategies and peer mediation for preservice
and in service educators. Promoting pro-social behavior and improving learning in K-12 settings for all students are stressed. A supervised field experience is required.

EDUC 630 (3-3-0) Advanced Educational Psychology: A study of teaching as a process, emphasizing educational objectives, characteristics of students, theories of learning and motivation, teaching styles and techniques, and evaluation processes.

EDUC 640(3-3-0) Principles and Practices of Supervision: An introduction to educational administration and supervision, including such topics as the multifaceted role of the supervisor, administrative organization, decision making, instructional leadership, curriculum planning, staff development and evaluation, group dynamics, effective
school and classroom research, teacher-learner dynamics, motivation, behavior, leadership styles, interpersonal relations, cultural pluralism, and contemporary trends in education.

EDUC 641 (3-3-0) Advanced Studies in Human Development and Learning Communities: An exploration of psychological principles and their application to the challenges of teaching and learning, including characteristics of stages in human development throughout the preschool and school years, theories of motivation, metacognition and other aspects of learning, classroom management philosophies, individual differences and characteristics of diverse learners, and the impact of educational practices on learners. Field experience activities required. (variable hours)

EDUC 644 (3-3-0) Foundations and Curriculum Development: A study of educational foundations and curriculum development in secondary schools, including discussions of the development, implementation, and evaluation of educational goals and objectives in the secondary curriculum.

EDUC 646 (3-3-0) Trends and Issues in Curriculum and Instruction (Seminar): An exploration of the current issues, trends, and research in curriculum and instruction, and the sociological, psychological, and political factors influencing educational trends and innovations.

EDUC 650 (3-3-0) Effective Practices for Teaching, Learning and Collaborative Leadership: This course is designed to introduce various aspects of teaching and learning that have relevance to understanding effective instructional procedures. Major educational concepts, trends, and research analyses will be examined. Cognitive, scientific, behavioral, and pedagogical viewpoints will be explored. Students will explore programs of education that draw on the best tradition of our past and respond to the complex realism of contemporary schools. Reflective interdisciplinary and critical approaches to pedagogical issues will be examined. Field Experience activities required. (variable hours)

EDUC 680 (3-3-0) Topics in Administration: A study of problems, trends, and issues relating to school administration.

EDUC 680 (3-3-0) Introduction to Research in Education: An introduction to research methodology, with emphasis on effective problem-solving approaches, research techniques, research design, applications of statistical methods, and organizational reports and presentations.

EDUC 690 (3-3-0) Applied Research in Education: A study of the development and use of research, research methods, applied research, basic research, methods of reasoning, fallacies in reasoning, statistical methods, thesis writing, survey-research and evaluation of research. Emphasis is placed on understanding the scientific approach and not upon
statistics.

EDUC 694 (3-3-0) Introduction for Lateral Entries: This course is designed to prepare lateral entry teachers (LE) for teaching in today’s general and special education classrooms. Participants will encounter the following issues: understanding the nature of today’s learners, teaching today’s diverse learners, assessing/diagnosing for classroom teaching, planning lessons, organizing for the instruction, selecting and using developmentally appropriate materials, strategies and technology managing learning environments, selecting service learning opportunities and collaboration with other professionals, parents, and agencies. Prerequisite: Lateral entry contract

EDUC 697 (3-0-3) Advanced Applied Product of Learning (Internship): This course has been designed to serve as an eleven-week supervised internship for the Master of Arts in Teaching (MAT) Program in Education in a specific content area. This internship in the public secondary and middle schools will provide MAT students with opportunities
to observe educational professionals in the classroom, practice teaching under supervision, and to participate in other activities and responsibilities of regular in-service teachers.

EDUC 698 (3-3-0, 6-6-0 – variable credit) Advanced Applied Product of Learning: This course has been designed to serve as a capstone or culminating experience for the Advanced Master’s Degree Program in Education in all the specialization areas. This course will assist students in preparing the culminating activity and will encapsulate the total experiences in the program. It will provide a field-based context for the completion, presentation, and evaluation of the exit options: advanced professional portfolio, action research project, and thesis. (Other requirements related to the area of specialization, such as field experience component, may be required by the area of specialization.)

EDUC 699 (6-0-0) Thesis: A supervised empirical study in a selected area of concentration.

EDUC 899 (0-0-0) Thesis Non-Credit: This course is required for students that have completed their course work and the number of thesis hours for credit required in their graduate degree program. Students who will continue to use University resources in completing their thesis must enroll in this course.

EDUC 999 (0-0-0) Dissertation Non-Credit: This course is required for doctoral students who have completed their course work and the number of dissertation hours for credit required in their graduate degree program. Students who will continue to use University resources in completing their dissertation must enroll in this course.

Elementary Education (ELEM)

ELEM 505 (3-3-0) Modern Mathematics for Elementary Teachers: A study of numeration systems and the real numbers as a basis for teaching mathematics in the elementary school. Prerequisite: Consent of instructor.

ELEM 530 (3-3-0) Remediation of Mathematics Difficulties: An exploration of factors that contribute to mathematics difficulties in the elementary and middle school, tests that aid in the diagnosis of difficulties, and techniques for preparing and evaluating individualized educational plans and strategies for remedial instruction.

ELEM 533 (3-3-0) Foundations of Arithmetic: A study of the elements of modern mathematics basic to understanding the mathematical system.

ELEM 534 (3-3-0) Advanced Social Studies in the Elementary School: An exploration of and techniques for teaching social studies in the elementary school.

ELEM 540 (3-3-0) Math Education for Gifted Children: An in-depth study of curricula, methods, and materials for teaching mathematics to gifted children.

ELEM 552 (3-3-0) Foundations and Curriculum of Early Childhood Education: An in-depth study of the historical, psychological, and sociological foundations of early childhood education and an exploration of current trends and programs in the field.

ELEM 553 (3-3-0) Teaching and Evaluation in Early Childhood Education: An exploration of teaching strategies and evaluation processes in early childhood education. (Field experience required.)

ELEM 560 (3-3-0) Reading/Language Arts for the Gifted (SPED 560): An in-depth study of curricula, methods, and materials for teaching reading and the language arts to gifted children, with attention to examining characteristics of the gifted, assessing their unique learning needs, and investigating aspects of creativity.

ELEM 615 (3-3-0) Techniques of Teaching in the Elementary Schools: An exploration of effective teaching techniques and innovative forms of organization and instruction in elementary education.

ELEM 616 (3-3-0) Problems Seminar in the Lower Elementary Grades: An application of research techniques to the study of problems in education at the lower elementary grade level.
Prerequisite: EDUC 680.

ELEM 617 (3-3-0) Problems Seminar in the Upper Elementary Grades: An application of research techniques to the study of problems in education at the upper elementary grade level.
Prerequisite: EDUC 680.

ELEM 623 (3-3-0) Advanced Language Arts in the Elementary School: An exploration of basic ideas and techniques in the teaching of language arts in the elementary school, with emphasis on approaches for facilitating communication.

ELEM 624 (3-3-0) Teaching Writing in the Elementary Schools: A study of the writing process and the teaching of composition.

ELEM 635 (3-3-0) Problems in Science Education: A practical course in the basic content of the pure and applied sciences, with attention to acquiring techniques for teaching science in the elementary and middle grades and to developing learning activities and instructional units for classroom use.

ELEM 640 (3-3-0) Issues in Elementary Education: This course involves an in depth investigation of current issues and problems that affect elementary education in America. This course also includes a study of trends in curriculum, teaching practices, and evaluation of these topics in terms of effectiveness on teaching and learning. A close examination of the scope and sequence of the elementary school curriculum. (Field experience required.)

ELEM 652 (3-3-0) Selected Topics in Biological Science for Elementary Teachers: A study of selected topics in the biological sciences, with applications to the teaching of the biological sciences in the elementary and middle schools.

ELEM 653 (3-3-0) Selected Topics in Physical Sciences for Teachers: A study of selected topics in the physical sciences, with applications to the teaching of the physical sciences in the elementary and middle schools.

ELEM 654 (3-3-0) Selected Topics in Earth Science for Teachers: A study of selected topics in the earth sciences, with applications to the teaching of earth sciences in the elementary and middle schools.

ELEM 655 (3-3-0) Using Technology in the Elementary and Middle Science Curriculum: This course is designed to further develop abilities in using technology, electronic media and other multi-media in teaching and curriculum planning for elementary and middle level science. This course not only addresses the use and application of very specific types of technology, but also focuses on how technology can be used as a thinking tool to foster meaningful learning in elementary and middle school science classrooms.

ELEM 680 (3-3-0) Advanced Studies in Children’s Literature: An in-depth study of literature for children, with emphasis on the history of children’s literature, criteria for the selection of quality books, major authors of children’s literature, and current trends and issues in the field.

ELEM 690 (3-0-3) Practicum in the Elementary School: A supervised practicum in grades K-6, primarily for students without acceptable prior teaching experience.

ELEM 691 (3-3-0) Integrating Technology in the Elementary School Curriculum: This course is designed to further develop abilities in using technology, electronic media and other multi-media in teaching and curriculum planning. This course not only addresses the use and application of very specific types of technology, but also focuses on how technology can be used as a thinking tool to foster meaningful learning.