EDU - Education
This course will look at what part of society was educated for what purpose, by what means, and with what assumptions at several vital junctures in history. It will require the student to examine the correlations between historical and philosophical trends and educational practices and outcomes. It will look at the relationship between power and learning and the evolution of our present educational systems.
Notes
Course is also offered online.
In this course, students will learn how to conduct original research in educational settings. The course will begin with a general discussion of the assumptions and procedures of educational research. Then, students will examine specific experimental and non-experimental designs commonly used by educational researchers. Students will discuss the assumptions and operations of descriptive and inferential statistics that are used to analyze research results. Finally, students will develop a research proposal that will express clearly and precisely his or her own research plans.
Notes
Course is also offered online.
Research proposal forms MUST be approved by the academic advisor in advance of
EDU 503. THIS IS A PREREQUISITE FOR
EDU 570.
This course is the study and critical review of developmental theories such as those of Piaget, Kohlberg, Erikson, and Skinner as well as contemporary approaches such as Brain Based Learning. The focus of the course is on the implications of these theories upon teaching practices.
Notes
Course is also offered online.
This course introduces effective individual and group leadership theories and characteristics. Students will explore essential entry-level PK-12 administrative competencies to build positive school cultures, improve student academic achievement, sustain reform initiatives, advance participatory decision- making and problem solving, institute change, and resolve conflict through fundamental human relations talents as well as vital oral and written communication skills.
The content of the course affords individuals the opportunity to exercise the emotional, mental, and physical handicapping conditions (psychological, sociological, and physiological) causing the students to deviate, temporarily or permanently, from established expectations of normal behavior.
This course affords students an opportunity to advance their technology-related productivity skills useful in managing today's schools. Students will create administrative-type word processing documents, spreadsheets, PowerPoint presentations, blogs, podcasts, and Web sites. Taking technology into consideration, the course also examines the administrator's role in planning, data collection, technical support, legal issues, funding, professional development and staff evaluation using Smartphones.
This course in the theory and practice of supervision is designed to explore essential concepts and skills necessary in providing leadership in the improvement of teaching and learning. Emphasis will be placed on concepts and means of providing leadership in the supervisory task areas.
Notes
Course is also offered online.
EDU 509 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 510.
Course focus is on developing skills and attitudes essential in helping others to expand/refine their instructional effectiveness. Activities include helping teachers use alternative models of teaching, diagnosing learner needs, prescribing appropriate student learning approaches, and utilizing observational data.
EDU 509 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 510.
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.
Notes
Course is also offered online.
EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 512.
This course requires the synthesizing of research on leadership principles as these principles pertain to the development, implementation, and evaluation of curriculum. Secondly, the course will provide problem-solving opportunities for students to address some of the concerns facing the development and implementation of curriculum with particular reference to current curriculum issues and trends. Lastly, the course is meant to serve as a stimulus to help students integrate and organize knowledge bases in the area of curriculum.
EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 512
This course provides an analysis and experimentation with various models of teaching that can be useful in studying classroom interaction and evaluating teaching-learning performance.
Notes
Course is also offered online.
This course is intended to provide an opportunity for graduate students to explore topics that are of interest or concern to them but that might not be covered in a regular course in education/administration. The choice of one to three semester hours is given so the student can explore the topic in more or less depth as his or her needs dictate.
Trends and issues are examined that influence a social studies program, philosophy, curriculum, and methodology.
This course entails how to design a fused curriculum emphasizing the social studies and science content areas.
This course seeks to equip teachers to understand the linguistic principles underlying the process of learning to read, so that they might develop their own strategies to facilitate that process. Before studying specific methods of phonics instruction, students will first learn the physiology of the vocal mechanism (phonetics), conventions of representing sounds in writing (phonography), and the history of language development, so that they might easily adapt to any "system" of phonics instruction. Because it is the scientific principles behind word formation that are studied, and not simply the code- cracking process of early readers, this material can be applied at any level of instruction, K-12 and beyond.
Notes
Course is also offered online.
Issues of current national or regional interest to teachers (i.e., accountability, testing of teachers, etc.) are studied.
Through this course, educators will acquire the knowledge and skills needed to effectively use computers to enhance instruction. Topics include word processing, spreadsheets, database, electronic grade books, LogoWriter, multimedia, and classroom management. Educators will develop teaching, critical thinking, planning, problem-solving, and lifelong learning skills.
Notes
Course is also offered online.
This course focuses on the practical application of Web 2.0 tools in the design, development, and evaluation of synchronous and asynchronous e-learning. Additionally, an examination of Web 2.0 tools as a means to promote and enhance collaboration, professional development, and communication in education will be undertaken.
Notes
Course is also offered online.
This course examines social, cultural, and economic forces, including curricula and reform initiatives that affect schools as well as teachers, students, and parents. This course encourages students to value, embrace, and affirm the cultural, racial, class and gender diversity of both their local and global communities. Students also participate in an embedded field experience.
Notes
Course is also offered online.
Student will study children's books to develop critical and ethical standards for judgment. Guidance is given in selection of books for specific needs, interests, and reading abilities in eight genres and in instructional techniques for use in the classroom. Preschool through senior high school levels are covered.
The psychological and sociological basis in reading is covered in this course, with attention to linguistics, materials, skills, literature, and evaluation. This first course is designed to prepare specialists in reading.
Notes
Course is also offered online.
THIS IS A PREREQUISITE FOR OTHER COURSES IN THE READING SEQUENCE.
This is a basic course for teachers concerned with the psychology of learning reading and with current problems and trends in reading and children's literature.
Notes
Course is also offered online.
Students in this course study and use informal and formal diagnostic tools for determining reading levels for remedial or advanced reading skills.
Notes
This course should be taken in conjunction with EDU 548. EDU 547 is the content course. EDU 548 is the practicum.
This course is also offered online.
This course is a supervised practicum experience (two hours daily; five weeks) in which clinicians will develop an individualized reading program for no more than two students. Each clinician will plan, diagnose, implement, and evaluate the students, hold conferences, and prepare exit reports for the children for whom they are responsible.
Notes
This course should be taken in conjunction with EDU 547. EDU 547 is the content course. EDU 548 is the practicum.
This course is also offered online.
This course offers a study of reading problems and techniques for teaching vocabulary and reading skills in various content areas. Clinical experience (eight hours); plus field experience for secondary education majors is required.
Notes
Course is also offered online.
This course provides opportunities for the student to experience supervisory/ administrative responsibilities in a supervised, planned, and personalized program. The course work is designed to have the student execute 12 administrative proficiencies dealing with the Educational Leadership Constituent Council (ELCC Standards). The student will work with a practicing school administrator who will guide, direct, and evaluate the student's attainment of the proficiencies selected for the experiences. A graduate education faculty member will be assigned to the student to supervise the total experience and arrange for individual and two group meetings throughout the semester. The student will complete a minimum of 150 hours of field work through the completion of EDU 560.
The Master's Project is a research project well-grounded in the degree being sought, Educational Administration or Education. Four mandatory group meetings will focus on:
- Review of the project progress made through completion of the prerequisite course, EDU 503.
- Report and discussion dealing with Chapter 4 of the Master's Project-Results.
- Report and discussion with Chapter 5 of the Master's Project-Discussion Conclusions, Implications, and Recommendations.
- Report and discussion of finalized Master's Project and preparation for the scheduled Exit Conference.
Other class meetings shall be arranged with the assigned professor.
Notes
Course is also offered online.
Understanding child development, child management, and developmentally appropriate practices (DAP) for teaching young children (ages 3 to 8), will be the foundation for building leadership skills for early childhood administrators. Based on the foundation of understanding the child, there will be an emphasis on curriculum leadership, inclusion, licensure rules and regulations, parents and school relations, professional ethics, and personnel and staff development. Other administrative tasks and skills will be addressed as well as organizational planning and strategies for administering an early childhood program.
Notes
Course is alsooffered online.
Emphasis is placed on the application of the administering process as well as research on school effectiveness to the elementary and middle school setting. Focus will include administering the day-to- day operations and efforts designed to improve the total organization. Implementing operational plans, managing financial resources, and applying decentralized management processes and procedures will receive major attention.
Notes
Course is also offered online.
The major objective of this course is to help students identify successful models of secondary school administration. This goal requires that students, through research, analysis, synthesis and decision making, arrive at a hypothetical model of an effective secondary school administrator. Secondly, the course develops an understanding of the principles involved in being a successful secondary administrator. Lastly, the course is meant to provide the student with sufficient insight to initially administer the day-to-day operation of a secondary school.
Notes
Course is also offered online.
The purpose of this course is to evaluate the primary steps and procedures in an effective staff personnel program, namely understanding the personnel function (planning, allocating, coordinating, influencing, and appraising), purposes of the personnel function, determining personnel needs, establishing a compensation structure, recruiting, selecting, inducting and in-servicing. Secondly, the course will identify the principles of a good school public relations program, establishing a master public relations plan, and working successfully with the media, parents, and public groups.
Notes
Course is also offered online.
This course instructs students on public education's legal foundations, including constitutional, statutory, board policy, and case law within which a school must function. School administrative practices related to federal regulations and rulings with consideration given to state and local matters when applicable are the course's focus. Major topics include school governance, staff employment, teachers' and students' rights, tort liability, collective bargaining, student attendance and records, and disabled student rights. As aspiring school principals, students demonstrate their ability to apply the federal, state and local legal principles that govern practices and operations in PK-12 schools by analyzing selected case studies and scenarios.
This course informs students on various school revenue sources, including local, state and federal funding systems. As well, the course explains the federal and state government's sources of income. In the course students review financial reports, such as appropriation measures, five-year forecasts, audits, and budgets. Students examine purchasing practices and school expenditures, including risk management programs, construction projects, and collective bargaining along with competitive bidding mandates. The course includes an experimental learning assignment in which students develop a grant.
This course extends experiences gained through the prerequisite course and EDU 560 Planned Field Experience I and provides opportunities for the student to experience supervisory/administrative responsibilities in a supervised, planned, and personalized program. The course is designed to have the student execute 12 administrative proficiencies dealing with the Educational Leadership Constituent Council (ELCC Standards). The proficiencies are designed for limited and sustained participation. The student will work with a practicing administrator who will guide, direct, and evaluate the student's attainment of the advanced proficiencies selected for the experiences. A graduate education faculty member will be assigned to the student to supervise the total experience and arrange for individual and two group meetings throughout the semester. The student will complete a minimum of 150 hours of fieldwork through the completion of EDU 621.
Notes
Course is also offered online.
This course extends knowledge, dispositions, and administrative practices related to public education law beyond those skills learned in EDU 615. School administrative procedures related to state and local regulations and rulings with consideration given to federal matters when applicable are the course's focus. Major topics include school governance, staff employment, teachers' and students' rights, tort liability, collective bargaining, student attendance records, and disabled student rights. As aspiring school superintendents, students are able to apply the federal, state and local legal principles to lead PK-12 school practices and operations upon completion of this course.
Notes
Taught using hybrid format including both on campus and online sessions.
This course extends knowledge, dispositions, and school business practices related to public education finance beyond those skills learned in EDU 617. Students examine purchasing practices in depth a well as school expenditures, including risk management programs and construction projects along with competitive bidding mandates. Other school business functions studied include managing personnel, purchasing, accounting, district investing, managing facilities and capital assets, as well as overseeing the district's transportation, food service, security, and technology services. The course includes the following experiential learning assignments in which students complete district fiscal analysis, develop a competitive bid, and create a spending reduction plan.
Notes
Taught using hybrid format including both on campus and online sessions.
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.
Credit Hours 3
Prerequisite(s)s
EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR EDU 512.
This course requires the synthesizing of research on leadership principles as these principles pertain to the development, implementation, and evaluation of curriculum. Secondly, the course will provide problem-solving opportunities for students to address some of the concerns facing the development and implementation of curriculum with particular reference to current curriculum issues and trends. Lastly, the course is meant to serve as a stimulus to help students integrate and organize knowledge bases in the area of curriculum.
Credit Hours 3
Prerequisite(s)s
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.
Credit Hours 3
Prerequisite(s)s
EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR EDU 512.
This course requires the synthesizing of research on leadership principles as these principles pertain to the development, implementation, and evaluation of curriculum. Secondly, the course will provide problem-solving opportunities for students to address some of the concerns facing the development and implementation of curriculum with particular reference to current curriculum issues and trends. Lastly, the course is meant to serve as a stimulus to help students integrate and organize knowledge bases in the area of curriculum.
Credit Hours 3
Prerequisite(s)s
This course deals with understanding the duties and responsibilities of the modern-day superintendent, who is viewed as the leader of the school system. Particular emphasis is placed on the forces in the organization, in the environment, and within the human system that influence the superintendency.
Notes
Taught in hybrid format using both on campus and online sessions.
This course requires a study and understanding of the views of teacher associations or unions and boards of education (through their superintendent or personal negotiator) regarding the processes and procedures of collective bargaining. Secondly, the course promotes an understanding of the procedures of living within a negotiated agreement on the part of teachers and administrators. A study of the complete collective bargaining process, from developing proposals to agreement or strike, including an intensive bargaining simulation of an actual agreement, are part of the course. Lastly, EDU 722 will consider significant topics such as the desired skills on the part of board and teacher negotiators, how to handle negotiation breakdowns, and the anticipated changes in the collective bargaining process for the future.
Notes
Taught using hybrid format including both on campus and online sessions.
This course offers a comprehensive examination of the many varied proposals for restructuring schools today. Emphasis is given to the understanding of what can be achieved through particular restructuring efforts and the role administrators can play to make such efforts succeed.