Master of Arts in Education

 

Master of Arts in Education Courses

EDU  510          EDUCATIONAL STUDIES                                                       3 credit hours
This course provides an overview of the historical, philosophical and sociological foundations of education with the intent of providing the opportunity to formulate, discuss and evaluate educational policies and practices as they relate to the classroom.
EDU 511          EDUCATIONAL RESEARCH                                                   3 credit hours
This course is an introduction to research with emphasis on research techniques, reporting, and interpreting educational research.  The student will have the opportunity to relate educational research to classroom practice

Literacy Specialization
EDU 541          FOUNDATIONS OF READING & LANGUAGE ARTS                3 credit hours
Required of all Literacy candidates
This course is a study of the developmental stages of reading and writing, with a specific focus on the 21st Century Skills of critical thinking and problem solving, effective communication and collaboration,  and  positive interactions with  persons across various social and cultural groups.  It is an overview of the historical trends and the current theories and models of the reading and writing process. (25 hours of field experience required for License+Master's candidates only.)
EDU 542          TEACHING READING IN THE CONTENT AREAS                    3 credit hours
Required of all Literacy candidates.  Prerequisite:  EDU 541
This course is an in-depth analysis of content area reading materials and instructional teaching strategies.  Specifically, it focuses on the 21st Century Skills of information literacy and media literacy.  Topics in the course will emphasize the importance of critical thinking and problem solving in teaching and learning in the content areas.  Candidates will study issues and trends in content area reading instruction and will be encouraged to think and work creatively with others and communicate ideas clearly. 
(25 hours of field experience required for License+Master's candidates only.)
EDU 543          DIAGNOSTIC AND CORRECTIVE READING METHODS          3 credit hours
Required of all Literacy candidates. Prerequisites:  EDU 541, 542
This course is a study of selected evaluation procedures, remedial techniques and causes and correlates of reading problems. It includes practice in planning, implementing and reporting on a diagnostic evaluation. (25 hours of field experience required for License+Master's candidates only.)
EDU 544          PRACTICUM IN READING                                                      3 credit hours
Required of all Literacy candidates.  Prerequisites:  EDU 541, 542, 543, 545
Candidates will evaluate children who have been referred for reading difficulties. They will plan and implement a remedial program for the children.  (75 hours of clinical experience required.)
EDU 545          RESEARCH IN LITERACY EDUCATION                                  3 credit hours
Required of all Literacy candidates.  Prerequisites:  EDU 541, 542
This course is a study of a variety of research methods in literacy education with emphasis on research designed by teachers to be conducted in classrooms.  The course will include an overview of current reading research in areas such as comprehension, vocabulary instruction, word recognition, and writing.
EDU 546          CHILD AND ADOLESCENT LITERATURE                               3 credit hours
Required of all Literacy candidates
This course is a survey of literature for children and adolescents with attention to criteria and procedures for selecting works appropriate to specific student needs and curriculum objectives.
EDU 547         PRACTICUM IN AYA LITERACY                                                 1 credit hour
Prerequisite: EDU 541, 542
Candidates will assess the literacy abilities of a secondary student. Based on the assessment, candidates will plan and implement an individual instructional program to enhance a high school student's literacy skills.

Mild/Moderate Educational Needs Specialization
EDU 563          ADVANCED TOPICS IN SPECIAL EDUCATION                      3 credit hours
Required of all Mild/Moderate Educational Needs candidates. Prerequisites:  EDU 573               
This course provides the Master's candidate an opportunity to critically analyze and evaluate contemporary issues impacting the field of Special Education. The proponents of issues will be discussed as well as potential explanations of their opinions. The issues will be discussed by considering their impact on student, parent, general and special educator, public school systems, and government. Discussions will consider present and future effects upon Special Education. Students will be conversant in pressing issues of Special Education and able to coherently relate these issues to colleagues. The course will help prepare the graduate student as a leader in the field.
EDU 573          EDUCATION OF CHILDREN WITH SPECIAL NEEDS              3 credit hours
Required of all Mild/Moderate Educational Needs candidates. Prerequisite: May be taken concurrently with EDU 574
This is a survey course designed to introduce the candidates to characteristics of learners with special learning, physical, and emotional needs. Public laws, court cases, teaching and accommodations strategies will be explored as they relate to trends in reaching students having disabilities, gifts and talents, and diverse cultural needs both in special education and in inclusive K-12 settings. (15 hours of field experience required)
EDU 574          INTRODUCTION TO STUDENTS WITH                                   3 credit hours
                        
 MILD/MODERATE EDUCATIONAL NEEDS
Required of all Mild/Moderate Educational Needs candidates. Prerequisite: May be taken concurrently with EDU 573
This course is a study of historical and current definitions, characteristics, and needs of students with mild/moderate educational needs, and how they change through their lifespan. Focus is on academic, behavioral, and social assessment and interventions based on current research and practices in various settings, including resource and inclusive, co-teaching models.  Included will be exercises in reading Evaluation Team Reports and writing Individual Education Plans. 
EDU 575          PROFESSIONAL COLLABORATION AND TRANSITION          3 credit hours
                         DEVELOPMENT                                                                   
Required of all Mild/Moderate Educational Needs candidates. Prerequisites:  EDU 573, 574

This course provides an emphasis on collaboration and partnerships with other professionals, paraprofessionals, and parents as team members designing, implementing, and evaluating appropriate educational experiences for persons with disabilities. Characteristics (e.g., SES, cultural background, language, environmental effects, disciplinary/supervisory practices) of families and their effects on teaming, curriculum, instruction will be explored. Additionally, the course will cover topics related to the transition of students with mild/moderate educational needs from special education settings to the general education classroom, from on level of school to the next and from school to community. Issues, resources, techniques to make successful transitions will be explored.
EDU 576          CLASSROOM MANAGEMENT FOR STUDENTS                     3 credit hours
                         WITH MILD/MODERATE EDUCATIONAL NEEDS                   
Required of all Mild/Moderate Educational Needs candidates. Prerequisites:  EDU 573

This course is a study of classroom management approaches for learners 5-21, including behaviorists, psychodynamic, environmental, and biophysical models with their legal and ethical implications. Baseline data collection, target behaviors, token economies, contracts and certificates, group processes, medical interventions, classroom arrangements, behavior management, and intervention planning are discussed. A field experience is required.
EDU 577          ASSESSMENT FOR STUDENTS WITH MILD/MODERATE      3 credit hours
                         EDUCATIONAL NEEDS
Required of all Mild/Moderate Educational Needs candidates. Prerequisites:  EDU 573, 574
This course is the study of the use of formal and informal diagnostic instruments used for planning individual instruction for students with mild/moderate educational needs. Includes authentic, portfolio, curriculum-based, performance, and alternative assessment as well as standardized tests. Procedures for using such information for placement decisions and on IEPs are discussed. 
EDU 578          STUDENT TEACHING -MILD/MODERATE                               5 credit hours
                         EDUCATIONAL NEEDS (Ages 5-21)
Prerequisites: All Methods and Mild/Moderate Educational Needs Courses. Required of all License+Master's candidates.
This course is designed for candidates who are not participating in the summer practicum, who have done their regular education student teaching.  This experience would be 1/2 semester in length.
EDU 579          PRACTICUM IN MILD/MODERATE EDUCATIONAL NEEDS     2 or 4 credit hours
Prerequisites:  All Mild/Moderate Educational Needs Courses
Guided teaching of students with mild/moderate educational needs in a supervised setting during the summer. For teachers currently teaching in a special education classroom, half of the field experience can be completed in their own setting in the spring by permission only. (75 hours clinical experience required.)                                                                      
EDU 594          REMEDIATION ACROSS THE CURRICULUM                          3 credit hours
Required of all Mild/Moderate Educational Needs candidates. Prerequisites:  EDU 573, 574, 577
This course is designed to give an understanding of the K-12 curriculum to students who are seeking the Intervention Specialist license in Mild/Moderate Educational Needs. Integrated content methods and accommodations in reading/language arts, math, science/health, and social studies will be explored. Methods and materials used to teach these students with mild/moderate educational needs (ages 5-21) will be examined.

Educational Technology Specialization
EDU 514          INSTRUCTIONAL TECHNOLOGY                                          3 credit hours
Candidates will be introduced to the multitude of issues that impact the uses of technology, the role of technological innovations, and the opportunities presented by technology in the teaching and learning environment. Candidates will design instructional strategies to integrate technology into the curriculum, author a faculty/staff development program, create a technological strategic plan, and apply problem-solving strategies in instructional settings. Grant writing and distance learning may be investigated.
EDU  515          DIGITAL MEDIA PRODUCTION                                              3 credit hours
Prerequisite: EDU 514
Digital Media Production is a course for K-12 teachers in the pre-production, production and postproduction of the following forms of digital media: Video, Audio, Television. All three forms of this media will be in the context of K-12 classroom technology integration into existing curriculum (Ohio Technology content standards).
EDU 516          TECHNOLOGY INTEGRATION: MULTIMEDIA                         3 credit hours
                         AND INSTRUCTIONAL DESIGN
Prerequisite:  EDU 514                                                                                
The focal point of this course is the integration of technology through the use of multimedia as a method to address students' learning styles.  Some topics, including 21st Century learning skills, to be discussed in human-computer interaction are user-centered design, social aspects of computing, computer-supported cooperative work and creative and effective educational design of multimedia.  Candidates will create media products, including, but not limited to web pages and student portfolios.  This course develops instructional systems design competencies appropriate for the development of computer-assisted instruction applications. Web-based and interactive video classroom modeling will be an integral part of the course as well as field application.
EDU 517          TECHNICAL ISSUES IN EDUCATIONAL                                 3 credit hours
                        
TECHNOLOGY - PLANNING AND IMPLEMENTATION
Prerequisite:  EDU 514                                                                                
This course provides candidates with the technical issues facing technology-rich school environments. Topics to be dealt with in the course are classroom technology maintenance, basic computer workings, simple programming, understanding the school building and district network systems and the emerging role of interactive video systems on the classroom learning environment. The student will develop programming to provide training for school personnel in the many facets of technology applications and enrichment. Web-based and interactive video classroom modeling will be an integral part of the course as well as field application.
EDU 518          EMERGING ON-LINE CLASSROOM:                                      3 credit hours 
                         WEB-BASED CLASSROOM AND INTERACTIVE VIDEO
Prerequisite:  EDU 514
This course investigates the many technological tools and methodologies of web-based and interactive video based classroom education. Topics such as two-way and four-way video teleconference courses, electronic field trips in the classroom, desktop video-conferencing, simulation education, web-based synchronous and asynchronous educational tools, and virtual school on the worldwide web.  Web-based and interactive video classroom modeling will be an integral part of the course as well as field application.
EDU 520          ISSUES IN EDUCATIONAL TECHNOLOGY                             3 credit hours
Prerequisites:  EDU 514, 516, 517, 518
A culminating experience in educational technology that integrates and extends the content of other specialization courses.  Some topics to be covered are computer privacy, censorship, online assessment, assistive technology, copyright, emerging technologies, ethics and grantsmanship. Web-based and interactive video classroom modeling will be an integral part of the course as well as well as field applications. Topics will vary with terms.
EDU  525          EDUCATIONAL TECHNOLOGY FIELD EXPERIENCE I           2 credit hours
Prerequisites: EDU 514 and two of the following: EDU 515, 516, 518
The field experience(s) in the Educational Technology program consist of classroom and school system- based activities that allow candidates to integrate coursework and apply their knowledge and skills in educational settings. Activities are designed by candidates and supervised by University and school personnel to meet three major components of the ISTE standards: Leadership in Technology, Workplace Applications, and Instructional Design and Development. The goal of the first field experience is to allow candidates at the outset of the course to explore possible field activities and plan for their implementation. Activities will then further their understanding of educational technology theory practice and to experience the practical aspects of technology facilitation.
EDU  526          EDUCATIONAL TECHNOLOGY FIELD EXPERIENCE II          2 credit hours
Prerequisites: EDU 514 and two of the following: EDU 515, 516, 518
The field experience(s) in the Educational Technology program consist of classroom and school system- based activities that allow candidates to integrate coursework and apply their knowledge and skills in educational settings. Activities are designed by candidates and supervised by University and school personnel to meet three major components of the ISTE standards: Leadership in Technology, Workplace Applications, and Instructional Design and Development. The goal of the field experience is to allow candidates to further their understanding of educational technology theory/practice and to experience the practical aspects of technology facilitation. Candidates enrolled in Field Experience II will continue the field experiences planned from the first semester and assemble the required field portfolio.
EDU  527          EDUCATIONAL TECHNOLOGY FIELD EXPERIENCE                1 credit hour
This field experience is directly tied to Educational Technology course(s): EDU 515, EDU 516, EDU 517, EDU 518. Candidates must register for EDU 527 during each term that they are enrolled in either EDU 515, 516, 517 or 518. Field assignments come directly from activities and projects in each course and are overseen by the course instructors.

School Leadership Specialization
EDU  580          INTRO TO SCHOOL LEADERSHIP                                         3 credit hours
Required of all School Leadership candidates
This course is aligned with the ISLLC Standards and the administrative knowledge, dispositions, and performances needed in today's diverse school environments.  Leadership and learning theories and practices that promote the success of all students will be studied and applied.  The candidates will be expected to have a working knowledge of all standards and will apply that knowledge through research, group activities, simulations, and reflections.
EDU  581          TEACHING & LEARNING                                                       3 credit hours
Required of all School Leadership candidates
Integrated into the course content are the 21st Century Skills of 1) Learning and Innovation -- use of critical thinking skills involved in the analysis of the impact of curriculum theory on curricula in today's schools with an emphasis on team building and working effectively with others; 2) Media and Technology Skills -- engaging in activities that ensure technologies are used in teaching and learning and research, and evaluate information relating to curriculum design and learning theories; and 3) Life and Career Skills-- students are expected to demonstrate dispositions expected of all educators such as collaboration, professionalism, problem-solving, and responsibility.
EDU   582         STAFF EVALUATION & PROFESSIONAL DEVELOPMENT      3 credit hours
Required of all School Leadership candidates. Prerequisites: EDU 580, 581
This course is aligned with standard 2:  A Culture of Learning.  Candidates who complete this course will have the knowledge, skills and dispositions to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional development plans at the building and individual levels.
EDU   583         CONTINUOUS IMPROVEMENT PLANNING                             3 credit hours    
Required of all School Leadership candidates. Prerequisites: EDU 580, 581, 582. Taken concurrently with EDU 584
This course is aligned with standard 1:  A Shared Vision and standard 2:  A Culture for Learning.  Core concepts include an in-depth study of essential elements of developing, implementing, and evaluating plans for continuous improvement; analyzing information and data sources; developing a school vision and establishing a culture of high standards of learning for all; developing and sustaining a professional learning community; and making decisions based on research, expertise of teachers, and recognized standards.
EDU   584         PUPIL SERVICES & COMMUNITY RESOURCES                     3 credit hours
Required of all School Leadership candidates. Prerequisites: EDU 580, 581, 582.
This course is aligned with the following standards and will address content specific to each area:  Standard 1 - Candidates completing this course will have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community; Standard 1.5 - Candidates completing this course will develop the competence to promote community involvement in school vision; Standard 4 - Candidates will develop the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
EDU   585         LEGAL & ETHICAL ISSUES                                                    3 credit hours
Required of all School Leadership candidates. Prerequisites: EDU 580, 581, 582, 583. Taken concurrently with EDU 586.
This course is designed to focus on legal and ethical aspects of school leadership responsibilities.  It will address the legal structure of educational institutions, the legal rights and responsibilities of students, parents, faculty, staff, administration, and community members.  Ethical topics will also be addressed specific to all members and issues included in the greater school community.  Candidates in this course will be able to: understand the legal structure in relationship to court actions and the governance structure in schools; understand the interrelationship and application of federal and state constitutions, and federal and state statutes and common law; distinguish policy from legal issues; identify when expert legal assistance is needed; and understand the components of a professional code of ethics.
EDU   586/587   SCHOOL LEADERSHIP INTERNSHIP I & II                             3 credit hours each
Required of all School Leadership candidates. Prerequisites: EDU 580, 581,582, 583, 584
These two courses will run consecutively over the Fall and Spring semesters of a given academic year.  All candidates are required to successfully complete this internship to meet degree and licensure requirements.  Each semester will consist of a weekly seminar and a total of 150 hours of administrative work in the assigned school district.   Candidates will be paired with a licensed, practicing school administrator during each semester.  All of the principal standards will be addressed in the internship.  The final assessment for the internship will consist of a triangulation of data from the practicing school administrator, the candidate, and the University supervisor.
EDU   588         MANAGEMENT OF RESOURCES                                            3 credit hours
Required of all School Leadership candidates. Prerequisites: EDU 580, 581, 582, 583, 584, 585, 586. Taken concurrently with EDU 587.
This course will address the financial and economic factors in the school setting.  It will include the following:  school funding in Ohio and respective states; the role of federal and state funds; a historical perspective of school funding; knowledge of school levies, bond issues, millage, property valuation, revenue and expenses; school district and building accounts; grant writing; public vs. private school funding; site-based budgeting; zero-based budgeting; and the roles of state and federal government specific to resources.
EDU   589         CONTEMPORARY ISSUES FOR SCHOOL LEADERS              3 credit hours
Required of all School Leadership candidates. Prerequisites: All School Leadership courses.
This course is aligned with all of the School Principal Standards.  Candidates who complete this course (the last course in the program) will have the knowledge and ability to promote the success of all students by: (1)facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community. (2)promoting a positive school culture, providing an effective instructional program, applying the best practice to student learning, and designing comprehensive professional growth plans for staff.  (3) managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. (4) collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. (5) acting with integrity, fairly, and in an ethical manner. (6) understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. This course is an advanced seminar that will address topics specific to current issues in education. School reform, NCLB, accountability, assessment, diversity, employment opportunities, in addition to candidate-solicited topics, will be addressed.

Teaching and Learning Specialization
EDU  516          TECHNOLOGY INTEGRATION: MULTIMEDIA                         3 credit hours
                          AND INSTRUCTIONAL DESIGN
Required of all Teaching & Learning candidates. Prerequisite:  EDU 514          
The focal point of this course is the integration of technology through the use of multimedia as a method to address students' learning styles.  Some topics, including 21st Century learning skills, to be discussed in human-computer interaction are user-centered design, social aspects of computing, computer-supported cooperative work and creative and effective educational design of multimedia.  Candidates will create media products, including, but not limited to web pages and student portfolios.  This course develops instructional systems design competencies appropriate for the development of computer-assisted instruction applications. Web-based and interactive video classroom modeling will be an integral part of the course as well as field application.
EDU 541          FOUNDATIONS OF READING & LANGUAGE ARTS                3 credit hours
Required of all Reading candidates
This course is a study of the developmental stages of reading and writing, with a specific focus on the 21st Century Skills of critical thinking and problem solving, effective communication and collaboration,  and  positive interactions with  persons across various social and cultural groups.  It is an overview of the historical trends and the current theories and models of the reading and writing process. (25 hours of field experience required for License+Master's candidates only.)
EDU 542          TEACHING READING IN THE CONTENT AREAS                    3 credit hours
Required of all Reading candidates.  Prerequisite:  EDU 541
This course is an in-depth analysis of content area reading materials and instructional teaching strategies.  Specifically, it focuses on the 21st century skills of information literacy and media literacy.  Topics in the course will emphasize the importance of critical thinking and problem solving in teaching and learning in the content areas.  Candidates will study issues and trends in content area reading instruction and will be encouraged to think and work creatively with others and communicate ideas clearly. 
(25 hours of field experience required for License+Master's candidates only.)
EDU  581          TEACHING & LEARNING                                                       3 credit hours
Required of all Teaching & Learning candidates
Integrated into the course content are the 21st Century Skills of 1) Learning and Innovation -- use of critical thinking skills involved in the analysis of the impact of curriculum theory on curricula in today's schools with an emphasis on team building and working effectively with others; 2) Media and Technology Skills -- engaging in activities that ensure technologies are used in teaching and learning and research, and evaluate information relating to curriculum design and learning theories; and 3) Life and Career Skills-- students are expected to demonstrate dispositions expected of all educators such as collaboration, professionalism, problem-solving, and responsibility.
EDU   596         CULTURALLY RESPONSIVE CURRICULUM & INSTRUCT.      3 credit hours
Required of all Teaching & Learning candidates
In this course, candidates will develop the ability to integrate multicultural perspectives in the material they teach and the instruction they employ. Candidates will develop methods of teaching 21st Century skills such as effective social and cross-cultural communication and effective team work in diverse environments.  Field application of knowledge and skills required.
EDU   597         DIFFERENTIATION IN EFFECTIVE LEARNING ENVIRON.       3 credit hours
Required of all Teaching & Learning candidates
Candidates will explore research-based instructional strategies that effectively meet the needs of diverse learners. Included are approaches for students with diverse learning abilities, from diverse socio-economic backgrounds, and with English as an emerging language. Candidates will be able to think creatively, reason effectively, make judgments and decisions to solve problems  in order to plan and assess differentiated instructional strategies as an outcome of this course.  Additionally, candidates will be able to communicate clearly as they collaborate and work creatively with others to produce integrated outcomes in this process. Field application of knowledge and skills required.
EDU   598         CAPSTONE EXPERIENCE                                                      3 credit hours
Required of all Teaching & Learning candidates
Candidates will focus on integrating their experiences in the teaching and learning specialization while developing the leadership skills of effective teachers.  These include collaboration with other teachers; developing partnerships with community, businesses and parents; and garnering necessary resources. Candidates will be guided in the development of their professional portfolio in this course.

Leadership in Higher Education Program
EDU  511          EDUCATIONAL RESEARCH                                                   3 credit hours
Required of all Leadership in Higher Education candidates
This course is an introduction to research with emphasis on research techniques, reporting, and interpreting educational research.  The student will have the opportunity to relate educational research to classroom practice.
EDU  521,522,523,524 LEADERSHIP IN HIGHER EDUC INTERNSHIP I-IV       4 credits each
Required of all Leadership in Higher Education candidates                                 
A four-semester, twenty-hour per week internship in a student affairs or academic affairs unit. Supervised by the department manager. Evaluated by the supervisor, University liaison and candidate using a common rubric reflecting program outcomes.
EDU  560          HISTORY/PHILOSOPHY OF HIGHER EDUCATION                 3 credit hours
Required of all Leadership in Higher Education candidates
Assessment and analysis of the goals of U.S. colleges and universities with reflection on their historical development. Included is an analysis of the current state of post-secondary education including changing student populations, evolving delivery systems, and accountability movements as they affect both academic and student affairs functions. Both private and public institutions, with an emphasis on community colleges, will be explored.
EDU 561          STUDENT & ADULT DEVELOPMENT IN HIGHER                   3 credit hours
                         EDUCATION PRACTICE
Required of all Leadership in Higher Education candidates 

An examination of theories describing traditional aged and adult students' growth and change in relationship to the University experience. The application of these theories to programs and practices in student and academic affairs will be assessed. Students will plan programs that reflect the theoretical bases and, where possible, implement and evaluate their effectiveness.
EDU  562          FUNDING AND FINANCE IN HIGHER EDUCATION                  3 credit hours
Required of all Leadership in Higher Education candidates
An examination of the sources of funding for colleges and universities in various Carnegie categories and across private and public institutions. The role of fundraising in current higher education practice, including grant-making and gift-giving. Also included are comparisons of budgeting strategies, tuition pricing, and the effect of market forces on higher education.
EDU   564         ETHICAL LEADERSHIP IN HIGHER EDUCATION                    3 credit hours
Required of all Leadership in Higher Education candidates
An overview of the effective academic and student affairs leaders. Topics include leadership theory and style as well as details on typical administrative tasks - staff evaluation and development, budgeting strategies, and ethical decision-making. Students will look at the role of grant-writing in creative, entrepreneurial leadership.
EDU   566         DIVERSITY IN HIGHER EDUCATION                                       3 credit hours
Required of all Leadership in Higher Education candidates
An examination of the current status of college/university's management of diversity issues. Students will explore college/university efforts to diversify students' experience and the roles of academic affairs and student affairs in these efforts. Students will also examine programs and practices focused on attracting and retaining diverse students. Issues specific to under-represented groups on campus, including those of international students, will be addressed.
EDU   567         THEORY & ASSESSMENT OF EDUCATIONAL ENVIRON.       3 credit hours
An examination of environmental theories as they affect human behavior. Students will assess a variety of campus living and learning environments and employ environmental theory to propose ways to enhance the University experience for all students. Required for interns in Residence Life.
EDU  568          STUDENT OUTCOMES FROM COLLEGE EXPERIENCE         3 credit hours
Required of all Leadership in Higher Education candidates
An overview of the research on the impact of college/university experiences on traditional and non-traditional students. Included is an exploration of those factors that enhance the experience and those that create barriers to student success. Included are findings on successful retention strategies. Students will develop programs or interventions that address the needs of students as identified in the research.
EDU 569          COUNSELING THEORY AND PRACTICE                                3 credit hours
An overview of counseling theories and practices for the higher education administrator. Major counseling theories will be introduced. Emphasis will be placed on career development theories as they relate to the University student. Students will be introduced to career counseling assessment tools. Elementary counseling skills will be introduced with in-class activities allowing for practice and development.
EDU  570          CAPSTONE SEMINAR/ PORTFOLIO DEVELOPMENT            1 credit hour
Required of all Leadership in Higher Education candidates
A one-hour capstone seminar which includes direction in the development of a professional portfolio and a demonstration project.
EDU   571         PRACTICUM IN STUDENT AFFAIRS                                       2 credit hours
A field experience in a student affairs setting. The experience is project-based to allow for an in-depth understanding on one or more functions of the department. Twenty clock hours required.
EDU   572         PRACTICUM IN ACADEMIC AFFAIRS                                     2 credit hours
A field experience in an academic affairs setting. The experience is project-based to allow for an in-depth understanding on one or more functions of the department. Twenty clock hours required.

Optional Education Division Courses
EDU 500          ADVANCED STUDY IN TEACHING & LEARNING                    1-4 credit hours
This course is designed to encompass a variety of topics of interest and current need for the professional development of teachers and other post-baccalaureate educators. Coursework will include theory and evidence-based practice. Courses will include an application component that might be applied in the educators' classroom or other appropriate educational setting. The course may be repeated when offered with new topics.
EDU 563          SEMINAR                                                                          

Course offerings in special areas of concentration as needed and proposed-possible topics:  reading, school administration, mild/moderate educational needs, middle school, technology.
EDU 565          WORKSHOP
Topics to be announced. May be used for renewing certification.

 

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