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Counseling |
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COUN 732 - Family Counseling 3 Credits
532 Prerequisite(s): None This course provides an opportunity for students interested in counseling and mental health to study basic theories and application for the principles of family counseling. By using various theories, students will learn how the application of Family Theories is used in developing a holistic understanding of the dynamics of a family. Through an in-depth comprehension of family behavior, students will use various family counseling theories demonstrating their skill development in counseling families.
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COUN 731 - Group Counseling 3 Credits
531 Prerequisite(s): 9 to 12 hours in the field, including PSYC/COUN 502 and MHCO 671 The primary objective of this course is to acquaint students with important skills that are considered to be prerequisites for effective group counseling as well as working with other kinds of groups. These skills include the basics of group dynamics and an introduction to the laboratory training method of working with groups. The application of the principles and techniques related to group situations in the public schools is a second major objective.
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COUN 852 - Group Counseling II 3 Credits
552 Prerequisite(s): Group Counseling I or equivalent This course will focus on several approaches to group counseling: the T-group approach, in which there is a here-and-now emphasis; the transactional approach based upon transactions between ego states and the socioteleogical approach based upon the Adlerian understanding of human behavior. Experiential activities, in which members of the class will participate as group members, will be emphasized. An understanding of basic group dynamics will be required.
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COUN 805 - Internship Advisement 1 Credits
605 Prerequisite(s): None School Counseling students should register for this one credit class when they have not completed internship during the semester they have registered for it. This course provides supervision while a student is completing the required field experience.
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COUN 706 - Introduction to Research 3 Credits
This course is designed to provide students with an understanding of quantitative and qualitative research methods, statistical analysis, and program evaluation. The course examines various research methods and designs in relation to understanding evidence-based treatment models and practices. Use of basic statistical techniques appropriate to these designs are included.
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COUN 702 - Introduction to School Counseling 3 Credits
502 Prerequisite(s): None The basic concepts of quantifying behavior; validity, reliability, norms and methods of expressing test scores statistically are reviewed. Course emphasizes standardized and non-standardized instruments, methods of communicating test results, and planning the school and non-school testing program. Practice in test interpretation is provided.
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COUN 780 - Legal/Ethical Issues in Therapy 3 Credits
The course is designed to provide the helping professional with the knowledge of the major ethical and legal issues in counseling and psychotherapy practices today. Learners will be exposed to such topics as ethical/moral decision-making models, laws and court decisions, incompetence, malpractice, licensure and certification requirements, privileged communication, and legal liabilities/obligations affecting counselors and psychotherapists. Ethical standards for individual practitioners will be examined in detail. Participants will be involved in some case research, group discussions, group reports, and individual presentations of ethical and legal issues in the field of counseling and psychotherapy.
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COUN 843 - Marital Counseling 3 Credits
543 Prerequisite(s): None This course will be divided into a didactic section and an applied section. In the didactic section, the historical, social-cultural, psychological, and biological aspects of the marital relationship will be explored. In the applied section, volunteer couples will be used as co-educators to illustrate counseling techniques and educative strategies.
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COUN 603 - Mental Hygiene in Young Children and Youth 3 Credits
This course is planned as an integrated study of the interaction of human behavior, learning, and the environment. Emphasis is placed on the symptoms, causes and remediation of deviant behavior among children, adolescents, and young persons. Trends and practices in community mental health are studied, and visits to human rehabilitation institutions for practical observation of clients, the organization, and methods of therapy used are required. Instruction in the writing of a case study is also given.
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COUN 633 - Multicultural Counseling 3 Credits
533 Prerequisite(s): None This course is designed to develop appropriate skills, competencies, and knowledge bases and to examine the beliefs of counselors working with people across-cultures. The course focuses on researching, reading and developing understandings of cultures, customs, languages, traditions, religions and spiritualities of people across-cultures. Case investigations are employed to provide information, and research on individuals’ life experiences across-cultures and an understanding of their worldview as well as that of counselor trainers’. Emphasis is given to the understanding of counseling individuals in a very diverse world.
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COUN 613 - Nutritional Counseling for the Life Span 3 Credits
513 Prerequisite(s): None This course surveys major studies and writings in the field of nutrition and health and provides a forum for discussion of the current controversies in the area of nutrition and health. Specific focus will be on nutritional practices as they relate to health and disease. Small group and individual counseling techniques will be developed to facilitate identification of indicated dietary changes, methods of motivation for change, and knowledge and skills necessary to implement dietary changes.
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COUN 747 - Personal Group Counseling 3 Credits
547 Prerequisite(s): PSYC 531 The primary purpose of this course is to provide a personal growth experience for students by helping to overcome mistakes in private logic and behavior and by maximizing the individual’s potential. Members of the class will interact as counselees. Life style information will be used as a basis for understanding and helping the individual become more effective personally and professionally.
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COUN 836 - Practicum in School Counseling 3 Credits
536 Prerequisite(s): 24 hours in the program, including PSYC 502; 603; 529; 530 This course places emphasis on practical counseling with supervised experience in school guidance programs, the role of the teacher and/or administrator of community services in the guidance program, and consideration of the problems and issues in the counseling relationship.
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COUN 502 - Principles and Philosophy of Counseling 3 Credits
This course is intended to introduce the student to the profession of counseling. This introduction will include some exploration of the history of the profession, its relationship with other helping professions, the different settings in which it is performed, and the varied populations, which it serves. As this course is the foundation for any subsequent coursework in any counseling program, the primary focus of the course will be on the specific work of the counselor. Included will be exploration of the counselor’s role and responsibilities, counseling models and modalities, counselor characteristics associated with counseling efficacy, and counseling techniques. There will be a significant emphasis on student self-examination and self-assessment, and experiential activities will comprise a large portion of in-class and out-ofclass work.
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COUN 801 - Research Advisment 1 Credits
601 Prerequisite(s): None School Counseling students should register for this one credit class when they have been unable to complete the seminar paper in one semester. With special permission of the instructor, a student can take COUN 801 to start the paper one semester before registering for COUN 861 if they have passed the Comprehensive Exam.
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COUN 799 - School Counseling Comprehensive Examination 0 Credits
Prerequisite(s): Advancement to Candidacy, Completion of all prerequisites, resolution of all Incomplete grades The comprehensive examination is a comprehensive test on the core concepts and issues within the discipline. The examination is a three hour test administered by the Graduate School.
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COUN 861 - Seminar in School Counseling 3 Credits
561 Prerequisite(s): Successful completion of the Graduate Comprehensive This course is designed to give the student guidance and practice in the preparation and writing of the research paper in the area of School Counseling. The course will focus attention on a review of relevant literature on current trends, issues, and problems in counseling and guidance, with presentations and class discussions. This class should be taken during the last six hours of the degree program.
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Economics |
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ECON 532 - Fiscal Policy (Elective Course) 3 Credits
Prerequisite(s): None This course is designed to demonstrate to students of management and administration how governments manipulate public funds and tax collections to achieve a full-employment and non-inflationary domestic output. Students also examine how the role of government affects private sector management decisions.
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ECON 522 - Public Finance 3 Credits
Prerequisite(s): None An analysis of the elements, structure, functions, and processes of public finance. The course will cover theory and practice of allocation, distribution and stabilization roles of the government at national, state, and local levels.
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Education |
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EDUC 575 - Administration and Supervision of Driver Education 3 Credits
Prerequisite(s): None This course offers background and experience in administration and supervision of driver education programs. Methods of organization, techniques, materials, program planning, records, and reports, financing and insurance, procurement, personnel selection, and planning classroom and in-car laboratory experiences are studied.
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EDUC 536 - Advanced Study in Teaching Arithmetic in the Elementary School 3 Credits
Prerequisite(s): None A critical review of research and development in arithmetic teaching in the elementary school, with emphasis on practices, trends, content reorganization, modern mathematics materials, current curriculum projects, and published materials. The course is appropriate for all educators.
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EDUC 534 - Advanced Study in Teaching the Language Arts 3 Credits
Prerequisite(s): None Study will focus upon the modes of communication, listening, speaking and writing. Analysis of skill development, methods, and materials will be emphasized, as well as the relationship of the language arts to creativity and other curriculum areas. Individual and group problems will be addressed. Individual projects will relate to the student’s level and areas of interest.
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EDUC 535 - Advanced Study in Teaching the Social Studies 3 Credits
Prerequisite(s): None For experienced teachers; identification, definition, and analysis of some of the most important problems facing teachers of the social studies. Consideration is given to trends and issues, which are concerned with the content, materials, activities, and classroom practices. Individual projects will relate to the student’s level and area of interest.
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EDUC 518 - Career Education 3 Credits
Prerequisite(s): None The development of comprehensive integrated career educational program for grades K through post-secondary in concert with the school, home, and community. This program will stress classroom organizational procedures, utilization of teacher-practitioner teams, development of decision-making skills, communications skills, and emphasis on new strategies in developing the whole person. Survey of various career development programs, with emphasis on description and applicability.
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EDUC 517 - Creative Art in the Elementary Schools 3 Credits
Prerequisite(s): None This course provides an overview of the developmental process of children’s art and its relationship to mental and emotional growth. There will be student participation in creative art experiences that are applicable to classroom use.
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EDUC 511 - Cultural Deprivation and Education 3 Credits
Prerequisite(s): None The course consists of current studies relating to the effects of cultural deficiencies on learning and alleviation techniques as they relate to school and community resources, social agencies, and institutions. Effort is made to propose action programs of a developmental nature.
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EDUC 647 - Current Issues in Reading 3 Credits
547 Prerequisite(s): EDUC 646 Emphasis in this course is on critical examination of landmark and recent research studies related to major issues in reading and reading education. Students are required to read broadly in the literature of reading education, implement discussion techniques, write an assigned minimum number of abstracts related to a particular issue, and react critically in oral and written forms.
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EDUC 543 - Curriculum and Technology 3 Credits
Prerequisite(s): None Curriculum and Technology is a course designed to provide the graduate student with the instructional uses of technology that can be used to promote curriculum reform. This course examines the essential principles of curriculum and instruction. Course Topics emphasize the application of teaching and learning theories to promote the development of curriculum and management in the learning environment. An introduction to, and application of technology will be provided to enhance learning and enable the candidate to teach within a global society. The nature of the computer, relative and contemporary software, the Internet, multi-media technologies, and application of telecommunications are presented. Specific experiences within a school based setting are also provided so that the graduate student can observe, work with school children, and apply the concepts and skills emphasized within the course.
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EDUC 713 - Curriculum Change and Instructional Methods 3 Credits
513 Prerequisite(s): None This course emphasizes strategies for change in the school curriculum with respect to (1) methodologies of teaching, (2) personalized instructions, (3) curriculum design, and (4) teacher roles.
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EDUC 839 - Curriculum Materials and Appraisal 3 Credits
539 Prerequisite(s): None This course emphasizes appraisal of the concepts and principles of new curricula, kindergarten through grade 12, with consideration given to content, teaching methods, and materials of current curriculum projects and published materials.
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EDUC 556 - Curriculum Planning for Peoples and Cultures of West 3 Credits
Prerequisite(s): None The course will provide training in the development, creation, dissemination and use of curricular materials on peoples and cultures of West Africa. Appropriate materials and techniques for both elementary and secondary levels are included.
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EDUC 646 - Diagnostic, Corrective and Remedial Reading 3 Credits
546 Prerequisite(s): EDUC 544, EDUC 645, EDUC 534 This course focuses on diagnosis and correction or remediation of reading difficulties of learners K-12. Corrective and remedial procedures emphasize diagnostic/prescriptive approaches to reading instruction for individuals. Multisensory and special approaches to reading instruction are examined. The role of the reading specialist as a resource person is explored and practical experience is provided. Experience is given in uses of the computer in diagnosis and prescriptive instruction and in development of management systems in reading programs.
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EDUC 562 - Drug Abuse Education 3 Credits
Prerequisite(s): None This course is designed for the professional educator – teacher, counselor, and administrator– and other professionals working with school-age youth. The extent and recognition of the drug abuse problem and recognition of the symptoms in an individual under the influence of narcotics and drugs, with a view to involving the professional on both a specific and a general actionoriented level are stressed. The professional completing this course will have had the opportunity to accumulate the knowledge and skills necessary to take some reasonable action when confronted with the drug abuse problem at various school age levels
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EDUC 538 - Elementary School Science 3 Credits
Prerequisite(s): None This course is designed to have students sense science from a developmental point of view. Attention is given to a study of science programs as these relate to and satisfy curriculum expectations in today’s world.
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EDUC 564 - Field Trips in Aesthetic Education 3 Credits
Prerequisite(s): None Students explore aesthetic resources in and around the Washington, D.C. area. Students become familiar with resources related to the fine and performing arts and develop educational plans for incorporating these resources into their aesthetic education curriculum. Students apply their experiences to the age/grade level with which they are most concerned.
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EDUC 537 - Foundations of Science Education 3 Credits
Prerequisite(s): None This is a basic course that includes the history and philosophy of science, influences on modern inquiry, and the scientific method as bases today’s industrialized and technological civilization.
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EDUC 570 - General Safety Education 3 Credits
Prerequisite(s): None Contemporary and anticipated accidents in the urban home, on the farm, in industry, recreation and transportation, and at school are explored. Theories of accident causation are examined. Principles and practices for reducing the frequency and severity of accidents are developed, with special emphasis on the role of education in eliminating environmental hazards and reducing avoidable human error.
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EDUC 529 - Health Instruction in Elementary Schools 3 Credits
Prerequisite(s): None This course includes materials and methodology for teaching elementary school curricula. Areas of curriculum include personal, mental, and community health. Family life, health consumer information, nutrition, and an introduction to drug uses and abuses are also included.
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EDUC 507 - Human Growth and Development (Advanced) 3 Credits
Prerequisite(s): None The course is planned to place emphasis on the study of the characteristics of human growth at each stage of development. Special emphasis will be placed on the implications for education. Practical work in the study of children, adolescents and/or youth is required. Instruction and practice in the writing of a child-study report is also given.
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EDUC 599 - Implementation of the Middle School 3 Credits
Prerequisite(s): None This course concentrates on the implementation of the philosophy and purposes of the middle school as set forth in EDUC 567.
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EDUC 568 - Individualized Instruction 3 Credits
Prerequisite(s): None This course is designed to acquaint teachers with methods of individualizing instruction at the elementary, junior high, and high school levels. Primary emphasis will be on learning activity programs and other methods. Students can expect to learn how to prepare, implement, and evaluate individualized programs.
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EDUC 597 - Instructional Television Utilization 3 Credits
Prerequisite(s): None This is a college credit course combining televised lessons, on-campus seminars, and related workbook assignments. This three-credit upper-division undergraduate and graduate level course focuses on planning for the various uses of instructional television with students. State, local school unit, school, and classroom uses will be illustrated through film and studio production. In addition, the aspects of producing the ITV program are developed through the television lessons and “hands-on” assignments in the seminars.
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EDUC 706 - Introduction to Research 3 Credits
506 Prerequisite(s): None This course is designed to provide the graduate student with an understanding of the various kinds of behavioral research and to develop an understanding of various research designs appropriate to behavioral sciences. Use of basic statistical techniques appropriate to these designs is included.
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EDUC 749 - Laboratory Experiences in Diagnosis Correction and Remedial Reading 3 Credits
549 Prerequisite(s): EDUC 544, EDUC 645, EDUC 646, EDUC 534or permission of instructor This is an advanced course in supervised laboratory experiences in classroom and clinical situations for purposes of diagnosing, correcting and/or remediating individual’s difficulties in reading. Practicum experiences are provided in a public school setting and require attendance beginning at 4:00 p.m. on scheduled dates.
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EDUC 501 - Learning and Teaching 3 Credits
Prerequisite(s): None This course is designed to: (1) provide a review of effective teaching based on an understanding of human development and the nature of learning; (2) explore the topics of learned behavior, reinforcement, motivation, interest, retention and concept formation; (3) consider the analysis and interpretation of significant research in the various disciplines which have contributed to the knowledge of learning and teaching; (4) emphasize the factors which facilitate learning; and (5) identify the role of the teacher in the learning environment.
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EDUC 514 - Learning Problems of the Academically 3 Credits
Prerequisite(s): None Environmental influences, which have negative effects on educational performance and on such other factors as perception and intelligence, are considered. School intervention strategies appropriate to the task of overcoming the academic deficiencies in such learners are explored.
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EDUC 633 - Literature for Children 3 Credits
533 Prerequisite(s): None Study will focus upon the development and use of criteria in selecting and analyzing the pictorial and verbal statements of children’s books. Both in-class and out-of-class opportunities will provide in-depth exposure to fanciful and factual literary content. In addition, study will focus on teaching strategies and alternative materials and media of the field. Individual projects will relate to the student’s level of interest.
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EDUC 799 - Master Of Arts in Teaching Comprehensive Examination 0 Credits
Prerequisite(s): Advancement to Candidacy, Completion of all prerequisites, resolution of all Incomplete grades The comprehensive examination is a comprehensive test on the core concepts and issues within the discipline. The examination is a three hour test administered by the Graduate School.
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EDUC 650 - Measurement and Evaluation Procedures in Reading 3 Credits
550 Prerequisite(s): None Formal and informal tests and procedures for measuring and evaluating achievement and attitudes in reading ability are examined. Basic concepts related to measurement and interpretation of standardized tests and their results are emphasized. Attention is given to statistical concepts and skills essential in reading education. Practical experience is provided in constructing tests, test administration, and interpretation of test scores. Uses of computers in construction of tests and analysis of test results are explored.
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EDUC 516 - Open Education 3 Credits
Prerequisite(s): None A practical presentation of the concepts of the open classroom as an alternative to the traditional classroom procedures; an examination of the theory and philosophy behind open education and open space schools. Includes important guidelines for making decisions regarding organization, learning, and curriculum, along with practical approaches to areas such as learning styles, role definitions, planning, and management.
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EDUC 521 - Organization and Administration in Public Schools 3 Credits
Prerequisite(s): None This is a survey course of the organization and administration of modern American public education, including local, state, and federal levels with their differing roles and responsibilities. The historical development of local school district organization and various types of local school districts, such as township, city, county unit, union high school, and independent elementary school districts are included. The phenomena of public insistence on local control, school district
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EDUC 509 - Organization and Administration of Pupil Services 3 Credits
Prerequisite(s): None A study of the organization and administration of Pupil Service Programs is undertaken. Emphasis is placed on the total program of pupil services as designed to serve the student, with attention paid to the interlocking aspects of the total program of pupil services.
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EDUC 574 - Organization, Administration, and Supervision of School Safety Education 3 Credits
Prerequisite(s): None This course is designed for teachers, school administrators, college instructors, and others responsible for directing or supervising safety programs in the schools. It deals with the problems, policies, practices, and procedures involved in the organization, administration, and supervision of a comprehensive accident prevention and safety education program for the schools. It considers integration factors of the school safety programs, with special emphasis on traffic programs.
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EDUC 704 - Perspectives and Methods in Teacing Reading 3 Credits
Prerequisite(s): The student must have completed EDUC 601, Supervised Internship I: Perspectives and Methods in Teaching I, passed Praxis I, began preparation for the Praxis II Examination, and be advanced to candidacy. The student may be concurrently enrolled in Supervised Internship II. This course is designed to assist graduate students in the completion of a Master’s Thesis or seminar paper based upon action research. The students are expected to use research techniques to systematically examine issues of their choice. Upon choosing a research topic or question, the students will apply the steps of the scientific method to study that topic or question in scope and depth. The students must be advanced to candidacy, must have successfully completed the Praxis I Examination, EDUC 601, passed the comprehensive examination, and Supervised Internship I before registering for this course. EDUC 704 may be taken concurrently with Supervised Internship II.
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EDUC 769 - Practicum in Secondary Education 3 Credits
569 Prerequisite(s): None To provide an opportunity for students to place the theory of secondary education into practice in a supervised atmosphere, students will be placed in settings that differ from their previous experiences. This course must be taken during the last six hours of the degree program.
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EDUC 513 - Pre-School Education and the Disadvantaged 3 Credits
512 Prerequisite(s): None This course explores various intervention approaches involving school, home, and community designed to help disadvantaged children overcome educational deficiencies. Curriculum reform, institutional innovation, materials, and parental involvement are also stressed.
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EDUC 508 - Principles and Philosophy of Pupil Services 3 Credits
Prerequisite(s): None A study of the principles and philosophy of the total program of pupil services is emphasized. Specific attention is given to the basic organization, planning, and operation of a pupil service program designed to serve specific needs of children.
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EDUC 544 - Principles and Techniques of Reading Instruction 3 Credits
Prerequisite(s): None This course is designed to broaden and deepen each student’s knowledge and understanding of the reading process and its development at the various levels of schooling. Special attention is given to the development of competencies required for diagnostic/prescriptive instruction in reading in classroom situations. Students are given an opportunity to explore uses of computers in development of reading ability and in reading programs. Software is examined and critiqued.
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EDUC 572 - Public School Transportation of School Children 3 Credits
Prerequisite(s): None This course is designed to serve as the means for considering the problems of school bus transportation, solutions employed, and a review of research in the field.
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EDUC 571 - Pupil Transportation 3 Credits
Prerequisite(s): None This course includes consideration of the organization and the administration of state, county, and district pupil transportation service, with emphasis on safety and economy. The planning of bus routes, the selection and training of bus drivers and maintenance mechanics, specifications of school buses, and procurement procedures are included.
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EDUC 656 - Reading in Content Fields 3 Credits
545 Prerequisite(s): None The purpose of this course is to help prospective teachers, classroom teachers, reading and language arts specialists and teachers in content fields develop knowledge, understanding, attitudes, and competencies essential for concept development through content reading at all levels of school. Special attention is given to problems in reading faced by teachers in content areas in middle and secondary schools. Students examine computers and software for their potential for improving reading in content fields.
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EDUC 505 - Recent Issues in Education 3 Credits
Prerequisite(s): None Emphasis in this course is upon the analysis of selected recent issues in education for critical study. It further includes emphasis upon broad reading of the research and literature in order to appraise current issues in terms of needs of children and society.
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EDUC 701 - Research Advisement 1 Credits
601 Prerequisite(s): None Research for those students needing advisement to complete seminar papers and remove “incompletes” in their Seminar course.
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EDUC 601 - Research Methods and Skills 3 Credits
Prerequisite(s): 500 Level Core Courses Research Methods and Skills is a course designed to provide the graduate student with a knowledge of the various kinds of behavioral research and data analysis via various statistical packages. It is Web enhanced. It will focus on various research design methods and hypotheses testing relevant to educational action research appropriate to behavioral sciences.
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EDUC 602 - Research, Assessment, and Technology 3 Credits
Prerequisite(s): None Research, Assessment and Technology is a course designed to provide the graduate student with (a) an understanding of the various kinds of behavioral research, (b) an understanding of various research designs appropriate to behavioral sciences, (c) use of basic statistical techniques appropriate to designs, (d) a practical understanding and application of various assessments used within each major’s discipline or specific area and level, as well as skills by which to construct tests necessary for evaluating and assessing students, and (e) an introduction to and application of modern technology in order to enhance learning and enable the student to teach within a global society. The nature of the computer, relative and contemporary software, the Internet, and applications of telecommunications are presented. Specific experiences within a school-based setting are also provided for enrollees to observe, work with students, and apply concepts and skills emphasized within the course.
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EDUC 532 - School Classroom Practices and Procedures 3 Credits
Prerequisite(s): None This course is designed as a rigorous experience in observation, understanding, and evaluation of teaching strategies. There is discussion and analysis of contemporary literature to improve the understanding of teacher roles, methodologies, and program characteristics. Individual projects may be selected to match the student’s level of interest.
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EDUC 731 - School Curriculum Development 3 Credits
531 Prerequisite(s): None This course includes materials and methodology for teaching elementary school curricula. Areas of curriculum include personal, mental, and community health. Family life, health consumer information, nutrition, and an introduction to drug uses and abuses are also included.
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EDUC 727 - School Law 3 Credits
527 Prerequisite(s): None This is a core course and must be taken prior to taking the preliminary examination and being advanced to candidacy. This course is designed to make legal matters understandable to non-lawyers by appraising the laws under which teachers and administrators are employed; to delve into legal principles underlying statues and court decisions; to provide answers to questions which involve individuals and institutions, and to make clear the process of negotiating. The course is intended to give prospective teachers a better understanding of an area that affects their professional environment.
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EDUC 554 - Seminar in Curriculum 3 Credits
Prerequisite(s): None This seminar has three main purposes: (1) to assist the student in completing the research paper requirement; (2) to review major topics in the area of concentration; and (3) to achieve an in-depth exploration of major issues and trends in the field of curriculum. The seminar must be taken during the last six hours of the degree program.
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EDUC 836 - Seminar in Elementary Education 3 Credits
563 Prerequisite(s): None This seminar has three main purposes: (1) to assist the student in completing the research paper requirement; (2) to review major topics in the area of concentration; and (3) to achieve an in-depth exploration of major issues and trends in the area of elementary education. The seminar must be taken during the last six hours of the degree program.
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EDUC 751 - Seminar in Reading 3 Credits
551 Prerequisite(s): Completion of 30 semester hours of the reading program This seminar is designed to assist students in the completion of a research paper based on the student’s research in relation to extensive studies in reading and reading education. This course must be taken during the last semester of the degree program.
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EDUC 840 - Seminar: Secondary Education 3 Credits
540 Prerequisite(s): None This course is designed to review major topics in the area of concentration and to achieve an in-depth exploration of major issues and trends in secondary education. The seminar must be taken during the last six hours of the degree program.
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EDUC 515 - Sex Education and Human Relations 3 Credits
Prerequisite(s): None The purpose of this course is to help teachers at both elementary and secondary levels to organize and conduct meaningful learning experiences in human sexuality and sex education. The first part of the course presents a factual basis for understanding the physical, emotional, and behavioral aspects of sexuality in human relations. The other part of the course is about the teaching of sex and sexuality in schools. Included are the broad goals of sex education, objectives, curriculum planning, content, methods, and unit lesson planning.
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EDUC 503 - Statistical Methods in Education 3 Credits
Prerequisite(s): None Problems in statistical analysis taken from education and psychology, including computation and interpretation of averages, introduction to hypothesis testing, and coefficients of correlation, are emphasized. Some attention is given to an understanding of partial and multiple correlations as these relate to various complexities dealing with problems commonly faced in research in education.
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EDUC 708 - Supervised Internship I: Perspectives and Methods I (Early Childhood/Special Education) 3 Credits
Prerequisite(s): The intern must have been advanced to candidacy, successfully completed Praxis I, began preparation for the Praxis II Examination, and completed all prerequisite requirements. This course has a twenty (20) day on-site documented component in the field. Candidates receive supervised instructional experience within a public or private school setting under the leadership of an appropriate, competent professional, in addition to a laboratory component with two-eight week segments. The first eight-week segment includes a survey of the methods and competencies necessary for teaching in grades PreK-3. During the second eight-week segment, the students will concentrate on specific methodology, and pedagogy with emphasis on best practices and procedures specific to teaching in grades PreK-3. Students practice and simulate learning experiences, under the guidance and instruction of the education faculty, practitioners, and supervisors in a state-of the- art laboratory. The aspiring candidates integrate knowledge, observe others to work, apply skills and techniques, and construct a philosophy of teaching. The candidate must have passed the Internship Interview.
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EDUC 705 - Supervised Internship I: Perspectives and Methods I (Elementary Education) 3 Credits
Prerequisite(s): The intern must have been advanced to candidacy, successfully completed Praxis I, began preparation for the Praxis II Examination, and completed all prerequisite requirements. This course has a twenty (20) day on-site documented component in the field. Candidates receive supervised instructional experiences within a public or private school setting under the leadership of an appropriate, competent professional, in addition to a laboratory component with two-eight week segments. The first eight-week segment includes a survey of the methods and competencies necessary for teaching in grades K-8. During the second eight-week segment, the students will concentrate on specific methodology, and pedagogy with emphasis on best practices and procedures specific to teaching in grades K-8. Students practice and simulate learning experiences under the guidance and instruction of the education faculty, practitioners, and supervisors in a state-of-the-art Laboratory. The aspiring candidates integrate knowledge, observe others at work, apply skills and techniques, and construct a philosophy of teaching. The candidate must have passed the internship Interview.
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EDUC 707 - Supervised Internship I: Perspectives and Methods I (Secondary Education) 3 Credits
Prerequisite(s): The intern must have been advanced to candidacy, successfully completed Praxis I, began preparation for the Praxis II Examination, and completed all prerequisite requirements. his course has a twenty (20) day on-site documented component in the field. Candidates receive supervised instructional experience within a public or private school setting under the leadership of an appropriate, competent professional, in addition to a laboratory component with two-eight week segments. The first eight-week segment includes a survey of the methods and competencies necessary for teaching in grades 8-12. During the second eight-week segment, the students will concentrate on specific methodology, and pedagogy with emphasis on best practices and procedures specific to teaching in grades 8-12. Students practice and simulate learning experiences under the guidance and instruction of the education faculty, practitioners, and supervisors in a state-of-the- art laboratory. The aspiring candidates integrate knowledge, observe others at work, apply skills and techniques, and construct a philosophy of teaching The candidate must have passed the Internship Interview.
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EDUC 809 - Supervised Internship I: Perspectives and Methods in Early Childhood/Special Education 6 Credits
Prerequisite(s): EDUC 708 Supervised Internship II provides an on-site, supervised instructional experience within a public or private school setting under the leadership of an appropriate, competent professional. Supervised practice and learning experiences are included to enable the aspiring teacher to teach, consolidate knowledge, observe others at work, apply skills and techniques, and construct a philosophy of teaching. This course makes provisions for practicum experiences for students in PreK-3 settings according to their needs. The intern in Supervised Internship II will be expected to complete a full semester (80 days) of supervised teaching. The intern will be placed in a classroom with a qualified teacher for direct supervision. This course must be taken after the completion of EDUC 708, and may be taken concurrently with Perspectives and Methods in Teaching II (EDUC 704). The intern must be advanced to candidacy and have successfully completed Praxis I and passed the Praxis II examination (pedagogy and content) before the completion of the course.
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EDUC 806 - Supervised Internship II (Practicum Field Experience, Part II) 6 Credits
606 Prerequisite(s): None Supervised Internship II provides an on-site, supervised instructional experience within the public school setting under the leadership of an appropriate, competent professional. Supervised practice and learning experiences are included to enable the aspiring teacher to teach, consolidate knowledge, observe others at work, apply skills and techniques, and construct a philosophy of teaching. This course makes provisions for practicum experiences for students in K-6 and 7-12 settings according to the students’ needs. The student in Supervised Internship II will be expected to complete a full semester of supervised teaching. The student will be placed in a classroom with a qualified teacher for direct supervision. This course must be taken after Supervised Internship I (EDUC 605) and Perspectives and Methods in Teaching (EDUC 604). The student must have been advanced to candidacy and have completed the appropriate components of PRAXIS.
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EDUC 807 - Supervised Internship II in Elementary Education 6 Credits
Prerequisite(s): EDUC 705 Supervised Internship II provides an on-site, supervised instructional experience within a public or private school setting under the leadership of an appropriate, competent professional. Supervised practice and learning experiences are included to enable the aspiring teacher to teach, consolidate knowledge, observe others at work, apply skills and techniques, and construct a philosophy of teaching. This course makes provisions for practicum experiences for students in K-8 settings according to their needs. The intern in Supervised Internship II will be expected to complete a full semester (80 days) of supervised teaching. The intern will be placed in a classroom with a qualified teacher for direct supervision. This course must be taken after the completion of EDUC 705, and may be taken concurrently with Perspectives and Methods in Teaching II (EDUC 704). The intern must be advanced to candidacy and have successfully completed Praxis I and passed the Praxis II examination (pedagogy and content) before the completion of the course.
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EDUC 808 - Supervised Internsship II in Secondary Education 6 Credits
Prerequisite(s): EDUC 707 Supervised Internship II provides an on-site, supervised instructional experience within a public or private school setting under the leadership of an appropriate, competent professional. Supervised practice and learning experiences are included to enable the aspiring teacher to teach, consolidate knowledge, observe others at work, apply skills and techniques, and construct a philosophy of teaching. This course makes provisions for practicum experiences for students in 9-12 settings according to their needs. The intern in Supervised Internship II will be expected to complete a full semester( 80 days) of supervised teaching. The intern will be placed in a classroom with a qualified teacher for direct supervision. This course must be taken after the completion of EDUC 707, and may be taken concurrently with Perspectives and Methods in Teaching II (EDUC 704). The intern must be advanced to candidacy and have successfully completed Praxis I and passed the Praxis II examination (pedagogy and content) before the completion of the course.
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EDUC 528 - Teacher - School Board Relationships 3 Credits
Prerequisite(s): None This course is designed to cover the relationships between the teacher and the local board of education, with a primary focus on professional negotiations. Emphasis will include the historical perspective, roles of professional associations, legal ramifications, and the process of negotiating. The course is intended to give teachers a better understanding of an area that affects their professional environment.
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EDUC 596 - Teaching Children with Special Needs 3 Credits
Prerequisite(s): None Teaching Children with Special Needs is a telecourse of 16 one-half hour telelessons designed for regular and special educators. It offers introductory instruction in the observation, identification, and management of children, K-3, who demonstrate mild to moderate learning problems.
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EDUC 748 - Teaching Reading in Secondary Schools 3 Credits
548 Prerequisite(s): None The major purpose of this course is to sensitize students to the importance of and need for implementation of reading instruction in middle and secondary schools. Special attention is given to developmental aspects of reading at these levels, the roles of the various staff members in the reading program, the roles of parents, utilization of the library, community resources, and development of study strategies and skills.
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EDUC 653 - Teaching Reading to Multicultural Populations 3 Credits
553 Prerequisite(s): None This course focuses on special techniques, attitudes, and materials essential for meeting the needs of learners with unique and special abilities and characteristics related to diverse cultural backgrounds. Attention is given to public laws governing education related to various populations. Community resources are explored. Major issues are examined. Ways in which computers can improve reading for students of diverse cultural backgrounds and abilities are examined.
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EDUC 526 - Technology in Education 3 Credits
Prerequisite(s): None This course introduces computer technology to the educator. It consists of two main components: basic computer skills and the methods of integrating computer technology into K-8 curricula. Appreciation for the use of Microsoft Word, Excel, Power Point, Netscape, and Home Page will be developed. Methods for using computers to enhance and manage instruction will be introduced.
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EDUC 510 - Tests and Measurements 3 Credits
Prerequisite(s): None Distinguishing performance and achievement behaviors of students is the focus of this course. The basic concepts of quantifying behavior; validity, reliability, norms, and methods of expressing performance and achievement scores statistically are reviewed. The course emphasizes standardized and nonstandardized instruments, methods of communicating test results, and instructional planning. In addition, candidates learn to disaggregate standardized test data to align classroom instruction, curriculum, assessment, and learning activities. Students explore statistical packages to test the significance of data
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EDUC 519 - The Fine Arts in the Curriculum: An Interdisciplinary Approach 3 Credits
Prerequisite(s): None This course is interdisciplinary, drawing upon the nature of the fine arts and their implications for curriculum development. The course will introduce the classroom teacher to the nature of aesthetics and the techniques for incorporating aesthetic experiences into curriculum through poetry and the visual (painting, collage, sculpture) and performing (music, dance, drama) arts. Emphasis will be placed on the classroom teacher’s role and practical application of understandings that can be used with children and youth.
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EDUC 567 - The Middle School 3 Credits
Prerequisite(s): None This course includes the philosophy and purposes of the middle school and its organization and administration, the curriculum, and appropriate methodologies. Similarities and contrasts to the junior high school and other types of organization will be covered.
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EDUC 576 - The Talented and Gifted 3 Credits
Prerequisite(s): None The nature and needs of the talented and gifted in all areas of development are explored. Special curriculum and management plans for the gifted and talented are developed by students at the primary, elementary, or secondary level as suited to the needs of those enrolled.
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EDUC 600 - Thesis 3-6 Credits
Prerequisite(s): None Thesis for Plan II degree candidates only.
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Educational Leadership |
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EDAD 732 - Advanced Externship in Educational Leadership I 3 Credits
Formally #920
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EDAD 734 - Advanced Externship in Educational Leadership II 3 Credits
Formally #920
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EDAD 925 - Advanced Internship in Educational Leadership 3 Credits
742 Prerequisite(s): Completion of all required courses except Dissertation II and Passing the Comprehensive Examination The major focus of this internship will be on Leadership in Organizations. It will focus on those in Educational Leadership positions and the problems, dilemmas, and opportunities they face in educational, public, and human service organizations. Particular attention will be paid to issues of leadership in diverse organizations. This experience will be a yearlong research project and documented by portfolios.
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EDAD 714 - Advanced School Law 3 Credits
Formally #825
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EDAD 825 - Advanced School Law 4 Credits
712 Prerequisite(s): None This course will focus on the legal policy development and issues that arise in elementary and secondary schools. Topics will include liability for student injury, church/state conflicts, control over the curriculum and the expression of controversial views, and the schools’ authority to make rules governing student and teacher conduct. It will also examine issues of equal opportunity, including school desegregation, bilingual education, sexual discrimination and harassment, affirmative action, and special education.
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EDAD 730 - Applied Research Seminar 3 Credits
Fornally #900
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EDAD 900 - Applied Research Seminar 3 Credits
769 Prerequisite(s): None This courseis designed to provide the doctorate student with an understanding ofthe various kinds of behavioral research and the various research designs appropriate to behavioral sciences; developmentof skills in the use of basic statistical techniques appropriate to different designs, and having an understanding of the application of various assessments tools used within disciplines and skills to construct tests necessary for evaluatingstudents’ work. Students will be able to use statistical software and various forms of technology software to enhance learning.It is strongly suggestedthat all students taking this course should have completed all core courses including(EDAD 810, 835).
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EDAD 728 - Descriptive and Inferential Statistics in Education 3 Credits
Formally #810
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EDAD 810 - Descriptive and Inferential Statistics in Education 3 Credits
701 Prerequisite(s): None This is a statistics course designed to prepare the education student with the essential statistical concepts for developing statistical designs in their own research. In addition to the fundamental principles of descriptive and inferential statistics, students learn to use computers to compute data and to interpret computer-generated results produced by statistical software. Course topics include measurements of central tendency, variability, relative position, and correlation; sampling and probability distributions, tests of significance; t-tests; analysis of variance; chi-squire tests, and regression analysis.
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