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2020-2021 Graduate Catalog 
    
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2020-2021 Graduate Catalog [FINAL EDITION]

Course Descriptions

 

Education
  

  • ED 620 - The Middle School

    3 Credit(s)

    This course examines the rationale for middle level education. The aim of the course is to sensitize teachers and administrators to the diversity of developmental models related to the young adolescent, and to foster understanding for middle level educational practices. Middle school structure, programs, teaching strategies, and effective discipline of middle level students will also be explored. Special attention is given to the urban middle school and to the students who attend them.
  

  • ED 621 - Models for Teaching and Learning in the Middle School

    3 Credit(s)

    This course explores the unique sociological and psychological aspects of the middle level learner and the implications of these aspects for teachers, counselors, and administrators. Models for teaching and learning at the middle level will be studied for the purpose of developing strategies appropriate to the middle level student.
  

  • ED 622 - Reading and Writing Across the Middle School Curriculum

    3 Credit(s)

    This course analyzes how the theory of reading and writing to learn applies to middle level instruction. Students will investigate the practical applications of reading and writing across the disciplines in the middle school setting and the research that leads to the development of those ideas. Models of exemplary practices will be studied for the purpose of developing strategies appropriate to the middle level student.
  

  • ED 623 - Literacy Intervention in the Content Areas for Learners with Disabilities

    3 Credit(s)

    This course involves development and implementation of effective curriculum and materials to educate students with special needs in reading, writing, and mathematics.
  

  • ED 624 - Teaching English Language Learners

    3 Credit(s)

    This course covers both culture and English language skills in a comprehensive format. It provides students with the theories, as well as practical and effective resources, necessary to meet the educational challenges faced by mainstream classroom teachers of culturally diverse learners of English. Students study current and established theories of culture and language through a variety of formats, including readings, classroom observations, literature reviews, and class discussions. Upon completion of the course, students will have a basic understanding of the theoretical and foundational base of multicultural education and English as a second language, which will better equip them to accommodate diversity in the classroom.
  

  • ED 625 - Administration in Higher Education

    3 Credit(s)

    This course focuses on the administration and management of colleges and universities. Students examine the literature and current organization models of higher education that impact administrative practice. Administrative roles and functions associated with trustees, governance, human resources, and organizational models are discussed.
  

  • ED 626 - Organization and Governance in Higher Education

    3 Credit(s)

    This course explores the interrelationship between organizational culture, structure, administrative practice, and governance in American higher education. Students explore the impact of culture and type of institution on decision-making and leadership. This course focuses on collegial, political, bureaucratic, and other factors that impact various approaches to administration and governance of colleges and universities.
  

  • ED 627 - Institutional Effectiveness in Higher Education

    3 Credit(s)

    This course introduces students to strategic planning and assessment practices in American higher education. Increasingly, higher education leaders are asked to provide evidence of strategic, effective, mission-driven initiatives. Further, American colleges and universities are being asked to provide evidence of student learning and organizational and program-specific outcome effectiveness. This course provides an integrated approach to strategic planning, institutional effectiveness, and assessment.
  

  • ED 629 - Student Affairs in Higher Education

    3 Credit(s)

    This course familiarizes students with the development, philosophy, organization, administration, management, program content, and contemporary issues related to student affairs work in colleges and universities.
  

  • ED 630 - Special Education Process and Procedures, Screening, Assessment, and LEP Development

    3 Credit(s)

    This course prepares discipline-based educators who engage in reflective decision-making and research-validated professional practice that results in creation of effective instructional programs for diverse groups of children (e.g., children with learning disabilities, intellectual disabilities, or emotional/behavioral disorders). Knowledge of educational goals and assessment strategies are essential components of reflective practice. The course is designed to provide participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings.
    Prerequisite(s): ED 5500  Introduction to Special Education.
  

  • ED 635 - Methods of Teaching Modern Languages

    3 Credit(s)

    This course is designed to develop competency in the theoretical foundations and practical applications of second language acquisition. Students will consider current methodologies and approaches to second language instruction, and will examine readings and demonstrations on models of language acquisition, curriculum development, instructional practices, and assessment of testing procedures.
    Requisite(s): ED 507 , ED 517 , or ED 518  and ED 511 .
  

  • ED 640 - History of Higher Education

    3 Credit(s)

    This course examines the history of post-secondary education in the United States with a focus on the societal contexts in which colleges and universities have developed. In this course, students focus on societal, economic, political, and cultural forces that have impacted various stages in the development of the American higher education enterprise. A primary course goal is to provide an introductory foundation to key events and timelines in the development of the American higher education system, and to link them with current and emerging issues.
  

  • ED 650 - Professional School Counseling and School Social Work Foundations

    3 Credit(s)

    An introduction to the profession of school counseling and school social work; including the requisite information and skills for success in K–12 school settings. Specifically, the philosophy and rationale that underlie the ASCA National Model and comprehensive developmental guidance are presented. The history, objectives, organization, and current issues that impact designing, developing, implementing, and evaluating school counseling programs, as well as the personal qualities, skills, and aptitudes of an effective school social worker and counselor are explored. The evolution of the transformed school counselor, curricular planning, consultation, team building, community-based resources, referral processes, data collection/analysis, and accountability practices are reviewed. The role of the professional school counselor and school social worker with regard to delivery of services to support the academic, career, and personal/social needs of students is viewed through the lens of the ASCA national model.
  

  • ED 651 - Career Counseling Across the Lifespan

    3 Credit(s)

    This course introduces future school counselors, as well as students in the higher education/student affairs program, to the knowledge and skills essential to assisting others with career development and life span issues. The course presents an overview of career counseling theories, assessments, issues, and resources. Principles and theories of career development, occupational and education information, and concepts and principles for effective educational and career planning and development are covered.
  

  • ED 652 - Group Dynamics, Practices and Processes

    3 Credit(s)

    A survey course designed to introduce the basic principles of small group functioning.  These principles are directly applicable to organizational leadership and counseling groups.  Nonetheless, the primary purpose of this course is to give the student an initial understanding of group counseling and group processes.  Group theory and dynamics, as applied to counseling in group settings, is examined.  The course has a laboratory-oriented experience, which provides opportunities for students to participate as members and leaders of selected group activities; the aim is for students to gain a better understanding of the role and function of group membership and leadership.
  

  • ED 653 - Models, Theories, and the Practice of Counseling

    3 Credit(s)

    This course provides students with the knowledge and skills needed to serve as a counselor, including an exploration of the major counseling models and theories used in service delivery. The exploration of theoretical models is directed toward the development of a personal theoretical orientation for the practice of counseling. This course also focuses on the acquisition of those counseling skills so vital to clinical practice.
  

  • ED 655 - Counseling in a College Environment

    3 Credit(s)

    This course provides students with the knowledge and skills needed to function as a counselor in a college environment. The treatment of problems of career and educational placement, academic stress, peer relationships, family, and sexual relationships are a part of this course.
  

  • ED 656 - The College Student in America

    3 Credit(s)

    This course examines the developmental, cultural, and life issues facing today’s college students. These issues will be explored in relationship to students’ attitudes, values, and characteristics influencing their participation and growth in the higher education community. The changing student population with regard to diverse populations, age ranges, and special needs will also be explored.
  

  • ED 657 - Ethical and Legal Issues in Counseling

    3 Credit(s)

    This course examines the underlying, historical, and current ethical and legal issues that are relevant to the counseling profession and schools. Aspects of ethical decision making, complications of confidentiality, privileged communication, student records, negligence, child abuse reporting, parent/student rights and responsibilities are addressed. The relevant ethical codes from the American School Counselor Association (ASCA), the American Counseling Association (ACA), case studies, and position statements are analyzed and applied.
    Prerequisite(s): ED 650 .
  

  • ED 658 - Practicum in Student Affairs Leadership

    3 Credit(s)

    This practicum provides students with supervised experience in a professional area of practice within the student affairs profession. Under the guidance of the academic advisor and sponsoring supervisor, students develop a prospectus and prepare written reflections to facilitate a professional learning experience that complements traditional coursework and prepares students for professional opportunities in college and university settings.
  

  • ED 659 - Orientation to Professional Counseling and Field Experience

    3 Credit(s)

    This course is designed for pre-service elementary and secondary school counselor certification candidates, as well as pre-service community counselors. The role and responsibilities of the elementary and secondary school counselor are explored via a 100-hour field experience. The objective of the field experience is to promote and facilitate the process of becoming a professional, reflective, and competent school or community counselor through a variety of performance tasks in a school or community counseling setting.
    Prerequisite(s): ED 650  , ED 652  , ED 653  
  

  • ED 660 - Instructional Design in Special Education

    3 Credit(s)

    This course covers techniques of instructional design, assessment, and strategies with a focus on exceptional children. In addition to the basic principles of instructional design, the course presents methods for individualizing instruction and assessing student progress. Teaching approaches to planning and implementing instruction are taught, as well as special considerations for children with diverse needs.
    Prerequisite(s): ED 551 .
  

  • ED 662 - Education of Students with Developmental Disabilities

    3 Credit(s)

    This course will provide students with an understanding of the theoretical and conceptual issues currently under debate in the field of developmental disabilities. We will examine the identification criteria, instructional strategies, and program development for children with moderate to severe disabilities including mental retardation and autism/pervasive developmental disorder. Objectives will stress adapting environments, materials, and instruction to facilitate inclusion and teaching functional life skills within a special education curriculum.
    Fieldwork Component: This course includes a fieldwork component in a setting for students with developmental disabilities.
    Prerequisite(s): ED 551 .
  

  • ED 663 - Education of Students with Emotional or Behavioral Disabilities

    3 Credit(s)

    This course emphasizes assessment and educational interventions for teaching and remediating the emotional and behavioral disorders of students with and without developmental disabilities. Support services available within the community to families of children with emotional/behavioral disabilities will be examined.
    Fieldwork Component: This course includes a fieldwork component in a setting for students with emotional/behavioral disabilities.
    Prerequisite(s): ED 551  or ED 5500 .
  

  • ED 664 - Education of Students with Physical or Multiple Disabilities

    3 Credit(s)

    This course provides an overview of the causes, treatment, education, and management of individuals with physical and/or multiple disabilities, including neurological impairments resulting in physical disabilities, sensory impairments, and the combination of these.
    Fieldwork Component: This course includes a fieldwork component in a setting for students with physical or multiple disabilities.
    Prerequisite(s): ED 551 .
  

  • ED 666 - The School Leader’s Role in Special Education

    3 Credit(s)

    This course develops special education competencies for school leaders. These include over-representation for diverse students in special education; prevention and early intervention; and effective instructional strategies for students with disabilities in inclusive settings. This course includes rigorous special education supervisory competencies, as well as provides the knowledge, skills, and ability to demonstrate supervising and evaluating these competencies in others.
  

  • ED 667 - Effective Collaboration and Team Building

    3 Credit(s)

    The purpose of this course is to help students develop an understanding of the major issues involved in working as a member of a team and in helping others understand the perspective of a special education teacher. This course focuses on effective strategies for collaborating with families, regular and special educators, paraprofessionals, and other service providers in the school and community. This course is for advanced special education majors or students who are currently teaching in a special education setting.
    Corequisite(s): ED 599, ED 611 , or ED 612 .
  

  • ED 669 - Ability and Access in Higher Education

    3 Credit(s)

    This course examines research, policy, and practice related to the experiences of differently abled persons in higher education contexts. Attention is given to the issues that affect students, faculty members, staff, administrators, and institutional leaders. This includes both those who have physical disabilities and those whose institutional roles include providing support and access for that population. Students use the literature as a point of entry into their own scholarship and practice about this population of participants in postsecondary education. The course design is based on a preparation-engagement-reflection model.
  

  • ED 671 - Internship in Counseling I

    3 Credit(s)

    All pre-service K–12 school counselor certification candidates and community counselor candidates are required to enroll in this internship. The role, function, and responsibilities of counselors are explored via a 200-hour field experience. The Internship I is an opportunity for students to develop skills, practice counseling under the supervision of a cooperating counselor, and identify resources necessary to function in the role of a school or community counselor.
    Prerequisite(s): ED 650 , ED 651 , ED 652 , ED 653 , ED 657 , ED 659 , ED 666 .
  

  • ED 672 - Internship in Counseling II

    3 Credit(s)

    This advanced internship is required for pre-service K–12 school counselor certification candidates and community counselor candidates who have successfully completed the initial internship. The responsibilities of counselors are explored via a 200-hour field experience. The advanced internship is an opportunity to further develop skills, establish professional goals, lead or co-lead a counseling group, work with students individually, and develop a self-selected field-based project in the role of a school or community counselor. Aspects of leadership for the professional school counselor are explored via supervision.
    Prerequisite(s): ED 650 , ED 651 , ED 652 , ED 653 , ED 657 , ED 659 , ED 666 , ED 671 .
  

  • ED 674 - Higher Education Planning and Strategy

    3 Credit(s)

    This seminar helps students understand the development and application strategy and planning in American higher education.  The purpose of the seminar is to review research, concepts, models and practice associated with strategy development and strategic planning in higher education.  The strategic planning process as well as methods of mission, vision and guiding principles development will be reviewed during the seminar.  Students will engage in action research applying models of strategic planning to specific cases.
  

  • ED 675 - The American Community College

    3 Credit(s)

    This course provides students with knowledge and understanding regarding the history and evolution of community colleges. Topics include the average American community college mission; students; assessment; resources and financing; developmental, terminal, and transfer education; workforce development and continuing education; faculty; governance; and leadership. Higher education policy decision impact and future trends are examined.
  

  • ED 676 - Seminar in Policy and Leadership in Higher Education

    3 Credit(s)

    This seminar helps students understand the development and application of policy in American higher education.  The purpose of the seminar is to review current policy issues in higher education, and to examine the development of policy briefs and position papers.  Students will have an opportunity to examine the policy making process as a well as methods of policy analysis and policy research.  Proposed solutions to selected issues and problems and alternative solutions will be developed and debated.
  

  • ED 677 - Practicum in Special Education Supervision I

    3 Credit(s)

    Required of candidates for certification as school district and/or intermediate unit supervisors in special education. Students translate current issues of leadership in special education into practical and effective solutions in the field. A log of activities with time records must be maintained and signed by the school district mentor. A reflective analysis of these experiences is required and is to be organized according to the Standards for School Leaders, developed by the Interstate School Leaders Licensure Consortium (ISLLC). Both courses (360 total clock hours of practicum experience, 180 hours each) are required for certification.
  

  • ED 678 - Practicum in Special Education Supervision II

    3 Credit(s)

    Required of candidates for certification as school district and/or intermediate unit supervisors in special education. Students translate current issues of leadership in special education into practical and effective solutions in the field. A log of activities with time records must be maintained and signed by the school district mentor. A reflective analysis of these experiences is required and is to be organized according to the Standards for School Leaders, developed by the Interstate School Leaders Licensure Consortium (ISLLC). Both courses (360 total clock hours of practicum experience, 180 hours each) are required for certification.
  

  • ED 680 - Foundations of Health Education

    3 Credit(s)

    An overview of health education and related professions are provided in this course. Areas covered include historical, philosophical, psychological, scientific, and sociological foundations and principles. It also provides an introduction to career opportunities plus overall educational objectives of professional preparation programs.
  

  • ED 681 - Substance Abuse Education

    3 Credit(s)

    This course provides an overview of the use and abuse of tobacco, alcohol, and other controlled substances. An overview of historical and sociological factors influencing the development of substance abuse is presented. Legal, physiological, and psychological effects of substance abuse on the educational process are examined. Special curriculum topics in substance abuse education are included.
  

  • ED 684 - Legal Issues in Higher Education

    3 Credit(s)

    This course provides students with an understanding of the principles of law as related to the problems of administration in higher education. The course covers the study of topics related to contract law, the relationship of personnel policies to litigation, equal opportunity regulations, and laws relating to students in postsecondary education. In addition, the course familiarizes students with the principles of courtroom procedures, testimony, and evidence rules.
  

  • ED 687 - Current Issues in Higher Education

    3 Credit(s)

    This course focuses on the identification and analysis of contemporary issues, innovations, and trends in higher education. Discussion topics may be related to teaching and learning, faculty, changing student profiles, assessment and accountability, technology, emerging models, and global trends.
  

  • ED 691 - Service Learning and Civic Engagement in Higher Education

    3 Credit(s)

    This course introduces students to current theory, practices, and trends associated with civic engagement and service learning initiatives in higher education. The course examines how faculty and students approach the design and implementation of student learning in response to community-identified concerns within the context of institutional university or college mission. Students explore the relationships between academic course work, student service-learning, and the development of citizenship skills. The role of federal and state policy, institutional mission and strategic planning, faculty engagement, curriculum, and societal trends are discussed.
  

  • ED 692 - Creative and Productive Thinking

    3 Credit(s)

    The first part of the course considers the meaning of the concept of thinking and then looks specifically at techniques of critical thinking. These techniques include most of the tools of informal logic such as linguistic logic, conceptual analysis, and the logic of inquiry. Specific emphasis is placed on the recognition of fallacious reasoning and the development of rationally defensible arguments. During the second half of the course, definitions of creativity and a review of the research on creativity are presented. Formal and informal assessment techniques for identifying the creative productive students are discussed.
  

  • ED 693 - Women in Higher Education

    3 Credit(s)

    This course examines the historical and current trends and issues related to women in higher education. Attention is given to the issues that affect female students, faculty members, staff and administrators, and institutional leaders. The course provides foundational knowledge about relevant research, theory, and practices addressing women in higher education. Students use the literature as a point of entry into their own scholarship about this population of participants in postsecondary education.
  

  • ED 694 - Organization, Services, and Skills for Student Personnel in Higher Education

    3 Credit(s)

    This course provides an introduction for graduate students pursuing a master’s in student personnel services and counseling in higher education. Topics give an overview of the world of higher education and give students a better understanding of the environment and services offered on college campuses.
  

  • ED 695 - Independent Study in Education

    1-3 Credit(s)

    Designed to meet the needs and interests of master’s degree students who wish to pursue the study of topics beyond the range of the graduate curriculum. Each student enrolled in an independent study must work under the guidance and supervision of a member of the faculty of the education department. Prior approval by the associate dean of the Center for Education is necessary before a student may enroll in this course.
  

  • ED 696 - Curriculum Development Project

    3 Credit(s)

    Designed so that students develop a complete and original curriculum on a special topic. This work must be done under the guidance of a member of the faculty, and prior approval is needed by the associate dean of the Center for Education before a student may enroll in this course.
  

  • ED 697 - Practicum in Higher Education Leadership

    3 Credit(s)

    Designed to be a faculty-directed research project/thesis. Guidelines for preparing the Capstone Project proposal and for completing the course are available from the student’s advisor.
  

  • ED 698 - Capstone

    3 Credit(s)

    An individual, in-depth project with a faculty advisor.  A capstone proposal is completed and approved by the faculty advisor prior to enrolling in ED 698.
  

  • ED 699 - Thesis in Education

    3 or 6 Credit(s)

    A thesis is an individually initiated and self-directed experience that involves writing an acceptable proposal, carrying out a research project, and writing a manuscript of professional quality. This option is especially for students who wish to pursue advanced study beyond the master’s level. The student may elect to enroll for 3 or 6 credits in any one semester, but if the former option is elected, the student must enroll for another 3 credits in the following semester (summer session included). A maximum of two calendar years is permitted for the completion of the thesis, with an extension of one year possible by permission of the associate dean of the Center for Education, provided that the student can present evidence of satisfactory progress. When the thesis has been accepted by the Center for Education, a grade of P will be recorded, granting credit for the 3 or 6 semester hours.
    Prerequisite(s): 21 semester hours of graduate study, including one graduate course in educational research, and permission of the associate dean of the Center for Education.
  

  • ED 703 - Introduction to Educational Research Studies and Process

    3 Credit(s)

    This course is designed to provide students with the basic concepts and principles of educational research methods. The course teaches students to understand the research process and learn major types of research used in methods. The course teaches students to understand the research process and learn major types of research used in education, and to become critical consumers of educational research. The course has a conceptual focus and encourages students to find applications for the concepts taught in class into everyday practice of education, especially with respect to research-based teaching and learning. 
    Prerequisite(s): ED 719  
  

  • ED 709 - Curriculum in Higher Education

    3 Credit(s)

    This course examines curriculum development issues in the context of the purposes and needs of diverse populations of students, available institutional resources, and the politics of higher education. Particular attention is paid to the deliberative structures involved in curricular advocacy and analysis. In addition, it aims at developing analytic skills that tie theory to educational practice.
  

  • ED 714 - Qualitative Research Methods in Education

    3 Credit(s)

    This course is designed to clarify and explain some of the different approaches and methods by which qualitative research in education is being conducted, and to develop a sense of what is meant by the term ‘qualitative.’ The course is also designed to provoke discussion and further elaboration of the issues and methods that are represented-e.g., ethnography, historiography, content analysis, conceptual analysis, and grounded theory.
  

  • ED 715 - School Architecture and Plant Management

    3 Credit(s)

    Structured to provide school administrators and other public officials with theory and techniques essential to effective management of schools and public buildings. Leadership requirements are emphasized and applied to: the planning and construction of new buildings; renovations to existing structures; and utilization, operation, and maintenance of facilities. In addition to school administrators, this course is applicable to public officials and leaders of community organizations who become involved with planning, constructing, and maintaining buildings such as churches, libraries, and municipal facilities.
  

  • ED 718 - Values and Ethics in Education

    3 Credit(s)

    This course examines in detail how one justifies ethical choices and the nature of controversy resulting from differences in ethical perspective. It examines the role of education in relating values to behavior, and of personal choice to social choice. It looks at policies that purport to pursue various educational values, the conceptions of justice underlying them, and their relationship to both the mechanisms and actualities of benefit-cost distributions in our society.
  

  • ED 719 - Proseminar in Higher Education

    3 Credit(s)

    This proseminar is designed to provide new students with an introduction to the interdisciplinary field of education and the requirements of graduate education at the doctoral level. Students will examine contemporary educational issues, innovation, trends, and policies. This course provides students with an orientation to the quality of graduate work, critical thinking and analysis, inquiry, reflection, research, and writing required for successful doctoral studies. 
  

  • ED 723 - Correlates of Reading

    3 Credit(s)

    This course focuses on research of perceptual, cognitive, affective, and linguistic processes and the manner in which they interact and influence literacy, word recognition, and comprehension of oral and written language. Students will critique research, identify trends, use findings to gain more in-depth knowledge of the reading process, and make implications for reading instruction, diagnosis, and remediation.
    Prerequisite(s): ED 521 , ED 522 , ED 535 , and ED 726 .
  

  • ED 724 - Theories of Word Learning

    3 Credit(s)

    This course examines relevant theories, research, and instructional approaches to accessing orthographic, phonological, contextual, and semantic processes for skillful word identification. The inherent connections between word identification and vocabulary acquisition and development to reading comprehension are also explored.
  

  • ED 725 - Comprehension: Theories and Practice

    3 Credit(s)

    This course provides an advanced study of theories of learning and comprehension. Students examine the process of comprehension, factors that influence that process, and the role of educators in promoting comprehension.
    Prerequisite(s): ED 507  or equivalent, ED 521 , and ED 522 .
  

  • ED 726 - Developmental Psycholinguistics

    3 Credit(s)

    The scope of the course includes theories of language development and their practical applications to the practice of teaching. Theoretical traditions are contrasted. Emphasis is placed on recent developments in the study of language-i.e., semantic acquisition, natural language theories, pragmatics, bidialectalism and bilingualism, mother-child interaction, discourse analysis, and conversational implicature. A methodological study of language is a requirement of the course.
    Prerequisite(s): ED 507 .
  

  • ED 727 - Assessment of Intellectual Functioning

    3 Credit(s)

    This course explores the history of intelligence testing and its current use in educational settings. Special emphasis is placed on the interpretation of Wechsler Intelligence Scale for Children–III (WISC–III) profiles for use by counselors, reading specialists, and special educators.
    Prerequisite(s): ED 503 .
  

  • ED 730 - Writing for Academic Research Purposes

    3 Credit(s)

    The writing done in graduate courses, culminating in dissertations, presents unique and specific challenges. This course explores the richness and variety of writing done within graduate courses, making connections to the writer’s past experiences and focusing on the new rhetorical tasks required by various kinds of academic discourse. Topics include genres of academic discourse, such as summary, critique, analysis, literature review, comprehensive examination essay, proposal, and dissertation; use and documentation of sources; plagiarism; rhetorical tasks; structure and organization; and style. Besides discussing these topics and analyzing models, students serve as peer readers and confer individually with the instructor as they evaluate and revise their work.
  

  • ED 734 - Leadership in Higher Education

    3 Credit(s)

    This course provides an overview of leadership theories and explores their historical and current applications to the field of higher education. Traditional institutional leadership roles such as those of the president, provost, and dean are explored. In addition, students apply leadership theories to their own development and identities as leaders and contribute to research and practice related to the application of leadership to higher education administration.
  

  • ED 736 - Assessment of Student Learning

    3 Credit(s)

    This course provides students with an overview of internal and external forces impacting trends and practice associated with the assessment of student learning. Students examine national, state, regional, and professional contexts of assessment. The course explores research, assessment models, literature, and best practices, which can inform various approaches to assessing student learning.
  

  • ED 740 - Professional Development in Literacy Education

    3 Credit(s)

    This course is designed for those who are or will be responsible for teacher or administrator professional development related to literacy. Using an adult learning perspective, the course presents information on developing and delivering staff development initiatives. Strategies for establishing successful literacy programs, monitoring initiated programs, and evaluating teachers’ professional development needs, and critiquing others’ professional development plans is a focus of the course. Students gain a thorough foundation for professional development in literacy education from current literature, research, and practical applications.
  

  • ED 744 - Faculty Professional Development in Higher Education

    3 Credit(s)

    This course is designed for those who are or will be responsible for teacher/faculty in-service, staff, and professional development in schools, colleges, and other educational settings. Using an adult-learning perspective, the course presents information on developing, managing, and delivering in-service and staff development initiatives. Practical strategies for motivating teachers and faculty, establishing successful programs, and evaluating in-service needs will be presented. Students will critique professional development programs, develop such initiatives for their educational settings, and gain a thorough foundation from literature, research, and practice. The course offers practical steps to being an effective leader in the arena of professional development.
  

  • ED 745 - Leadership, Communication, and Decision Making

    3 Credit(s)

    The purpose of this course is to provide students an opportunity to examine areas in which educational practitioners must be most proficient: leadership, communication, and decision making. Through individual reflection and group process, students will study the theoretical foundations and practical implications of leadership in an era of transformation. Each student is responsible for analyzing an educational organization and developing a leadership action plan to bring about positive change in that organization.
  

  • ED 746 - Financial Management Concepts for School Administrators

    3 Credit(s)

    This course examines resource allocation, including ways of setting financial priorities, selecting appropriate budget strategies, and determining the needs of the school for personnel, administrative and supportive staff, and school plant. The course also investigates methods for evaluating the effectiveness of resource allocation in achieving institutional goals and meeting academic needs, not only at the school level but also at the level of individual programs. Students are responsible for the completion of model budget projects in which they apply accounting concepts and selected accounting procedures to solve problems related to revenue management under several resource scenarios.
  

  • ED 747 - Personnel Management for School Administrators

    3 Credit(s)

    An examination of policies and procedures concerning personnel management, this course explores the major organizational tasks of personnel management, including planning, recruitment, selection, placement and induction, staff development, appraisal, compensation, and collective bargaining. Special emphasis is given to such personnel issues as affirmative action, equal employment opportunity, employment termination, and the tenuring process.  This is the doctoral level of the course.
  

  • ED 750 - Organization and Administration of K–12 Schools

    3 Credit(s)

    This course prepares graduate students for positions as principals, supervisors, and administrators. Organizational and leadership models are emphasized. The many duties, responsibilities, functions, and activities of the modern day principal are studied. The principal as the instructional leader of the school’s learning community is analyzed. The changing role of the principal driven by high stakes testing and academic standards is critiqued. Other topics include personnel and labor relations, teacher observation and evaluation, budgeting, central office relations, community and parent relations, facilities and grounds, and strategic planning within the context of the school. This course is organized around the six Standards for School Leaders, developed by the Interstate Consortium on School Leadership. Course content is applicable to certification.
  

  • ED 777 - Assessment of Schools and School Programs

    3 Credit(s)

    In this course, students explore past and current practices used to monitor individual and group progress toward standards of knowledge and performance, assess achievement, report and explain assessment outcomes to the community and various school district stakeholders, interpret indicators and ratings of school performance, use assessment outcomes as incentives for improved performance, build school and individual capacity, and deliver sanctions for persistent success and failure.
  

  • ED 788 - Special Topics

    3 Credit(s)

    Topics that have special appeal to instructors and students because of their timely quality and the particular qualifications of the instructor are periodically offered. Newly developed doctoral level courses may be offered in this category prior to their formal approval and assignment of course numbers.
  

  • ED 792 - Improving the Teaching and Learning Environment

    3 Credit(s)

    Students study academic theories, studies, and models that promote school and teacher improvement. Four major themes are explored: commitment to education, school reform, creating change, and personal and organizational excellence. Through lecture, discussion, video, and experiential learning, students develop a knowledge base about effective schools and teaching that enhances their skills as educational leaders.
  

  • ED 793 - Teaching and Learning in Higher Education

    3 Credit(s)

    Students will study academic theories, research, and models that promote teaching and learning effectiveness in higher education classrooms. This course serves as a foundation for understanding the various dimensions of learning in a college setting, and as a practical perspective on learning theories, teaching methods, evaluation, and curriculum planning. In addition, the value of teaching, the role of the professorate, academic ethics, and the reflective practice in teaching will also be covered.
  

  • ED 801 - Internship in School Superintendency I

    3 Credit(s)

    A Leadership Constituent Council of the NCACTE provide the core concepts for this experience. Monitoring evaluation of the student’s accomplishments and achievements in the practicum is done jointly by the university supervisor and school district-based personnel.
  

  • ED 802 - Internship in School Superintendency II

    3 Credit(s)

    A Leadership Constituent Council of the NCACTE provide the core concepts for this experience. Monitoring evaluation of the student’s accomplishments and achievements in the practicum is done jointly by the university supervisor and school district-based personnel.
  

  • ED 803 - Standards-Based Assessment

    3 Credit(s)

    In this course, students examine the various models currently being used in statewide and local assessments. This includes a critical review of assessment policy and procedures, as well as score interpretation and the data dissemination approaches now being employed. Measurement theory and statistical analysis are applied in these critical reviews. Classic topics covered include those of fairness vs. predictive bias, reliability, standard error, and validity. Finally, the course addresses the special problems of alternative and authentic assessment in this context. A case study approach is also used as one technique in this analytical effort.
    Prerequisite(s): ED 503  and ED 510 .
  

  • ED 810 - Practicum in School Administration I

    3 Credit(s)

    These courses are required of all candidates for principal certification. They are designed to provide field experience as required for certification. The student and supervisor, in consultation with the appropriate school or school district administrator, design an individualized action plan that provides the student with the opportunity to gain the experience, knowledge, and skill competencies required. Monitoring evaluation of the student’s accomplishments and achievements in the practicum is done jointly by the university supervisor and school district–based personnel.
  

  • ED 811 - Practicum in School Administration II

    3 Credit(s)

    These courses are required of all candidates for principal certification. They are designed to provide field experience as required for certification. The student and supervisor, in consultation with the appropriate school or school district administrator, design an individualized action plan that provides the student with the opportunity to gain the experience, knowledge, and skill competencies required. Monitoring evaluation of the student’s accomplishments and achievements in the practicum is done jointly by the university supervisor and school district–based personnel.
  

  • ED 820 - Policy and Public Relations in K–12 Education

    3 Credit(s)

    Policy theory is examined in the special context of its application to educational institutions. Various models of policy are analyzed with an eye to their being effective, efficient, and moral. To be investigated are methods for judging the persuasiveness and utility of policy proposals. Cross-cultural and historical issues will be considered.
  

  • ED 822 - Personnel Management in Higher Education

    3 Credit(s)

    This course provides an overview of the concepts in personnel management in general and specifically how they fit into the organizational framework of institutions of higher education. Both the formal and informal function of managing personnel are examined. Current topics in the field are investigated, such as leadership styles, interpersonal communication, staff development and training, diversity in the workforce, conflict management, and ethical issues. Students have opportunities to explore their own management styles, as well as the organizational culture of their institutions.
  

  • ED 827 - History and Philosophy of Reading Research

    3 Credit(s)

    This course will examine, compare, and critique topics, methodologies, and conclusions from representative studies in the field of reading since the beginning of reading research in the late 1800’s. Trends will be noted and likely future topics, trends, and methodologies will be discussed.
    Prerequisite(s): ED 510 , ED 521 , and ED 522 .
  

  • ED 830 - The Brain and Its Development

    3 Credit(s)

    This course is an introduction to the functional anatomy of the human brain and the development of the brain over the lifespan. It is intended to deliver a sufficient understanding of the terminology and concepts so that current research relevant to education can be read with understanding. The course will also present information on pseudo-research in this area of study.
  

  • ED 831 - Writing, Theories, and Practice

    3 Credit(s)

    The current state standards require proficient writing across disciplines. To address this challenge, this course will provide students with an in-depth knowledge about writing, its development, and effective instruction for all students.  This course brings together comprehensive, up-to-date reviews of research on major writing theories, developmental issues, instructional approaches, and research methods.  This course will cover a diverse and brad array of perspectives and topics from social, cognitive, linguistic, New Literacy technological, and neuroscience perspectives.  
  

  • ED 840 - Practicum in Advanced Clinical Experience in Clinical Diagnosis

    3 Credit(s)

    This course is designed for those doctoral reading students pursuing an advanced clinical experience in reading diagnosis. Students are supervised at various educational settings. Conferences are held with the practicum supervisor at regular intervals to discuss the different projects and field assignments and how the assignments fulfill standards in the field. Students are expected to complete case studies and observe clinical situations. They are also expected to translate current issues of diagnostic practice into effective solutions in the field.
  

  • ED 841 - Practicum in Advanced Clinical Experience in Reading and Language Arts Supervision

    3 Credit(s)

    This course is designed for those doctoral students who are in the reading leadership track. Students are supervised at various educational settings. Conferences are held with the supervisor at regular intervals to discuss the different projects and field assignments and indicate how their projects fulfill standards in the field. Students are expected to translate current issues of reading leadership in education into practical and effective solutions in the field.
  

  • ED 850 - Advanced Quantitative Research Methods I

    3 Credit(s)

    This course begins with the fundamental steps in the educational research process, including developing research questions and conducting literature review. It also provides an overview of basic research concepts, including sample and sampling approaches, validity and reliability of measurement results, and types of quantitative research designs. ED 850 mainly focuses on non-experimental designs and survey research, as well as commonly used statistical methods for studies that utilize these designs. The course provides opportunities for students to learn statistical software such as SPSS.
    Prerequisite(s): ED 703   
  

  • ED 851 - Advanced Quantitative Methods II

    3 Credit(s)

    This course is the continuation of ED 850 . The class begins with a discussion of legal matters and ethics in research. The focus of the course is research methods and statistics that are used for group comparisons. Experimental studies along with causal-comparative studies are the research designs to be investigated. Statistics covered in this course are mainly parametric inferential statistics used for analysis of group comparison studies. This course also covers internal/external validity of research findings and control techniques of extraneous variables. The course provides opportunities for students to learn statistical software such as SPSS.
    Prerequisite(s): 850
  

  • ED 855 - Current Issues in Pupil Services

    3 Credit(s)

    The purpose of this course is to provide students with basic information, traditional theories, and controversial issues in the field of pupil personnel as related to educational leadership. Students will study the changing societal conditions requiring these pupil services and the reasons for their integration. Using research findings in conjunction with contemporary issues and cases, students will further develop problem solving and decision-making skills required for leadership in the field of pupil services. Each student will design a pupil services division or department for his or her district with a philosophical preamble, supporting research, school board policy statement, mission statement, identified functions, necessary job descriptions, an organizational chart, and other elements of the student’s choosing.
    Requisite(s): ED 547  and ED 548 .
  

  • ED 890 - Resource Development and Finance in Higher Education

    3 Credit(s)

    This course explores issues of resource development and funding for higher education organizations and programs. The course focuses on roles played by various public and private funding entities, as well as traditional tuition support models. Students examine the link between intuitional mission and revenue-driven initiatives and programs.
  

  • ED 891 - Higher Education Finance

    3 Credit(s)

    Reviews budgeting models appropriate to diverse programs in higher education today. This exploration focuses upon accounting methods and corresponding financial management strategies, which reflect methods of capital formation, risk management, resource allocation, revenue sources and capital structures, fiscal planning, and the impact of governmental fiscal policies.
  

  • ED 892 - Technology in Higher Education

    3 Credit(s)

    In this course, students will explore the impact of technology on higher education, including use of computers and other technology in the educational process; technological development in educational media, library, and other services; policy considerations and issues related to the deployment of enterprise software on college/university campuses. Current problems, anticipated trends, and specific issues will be addressed from the perspective of the various stakeholders within the educational system: faculty, students, administrators, and public and governmental agencies.
  

  • ED 893 - Scholar Practitioner Leadership Project

    3 Credit(s)

    This course is for students in the higher education doctoral program and is designed to provide experience in a higher education setting. The faculty member and the volunteer supervisor design an individualized experience that provides each student with an opportunity to gain experience, knowledge, and skills that are not easily conveyed in the classroom. Course requirements include regular meetings with the course instructor and a final paper summarizing the experience.
  

  • ED 895 - Independent Study in Education

    1-6 Credit(s)

    Designed to meet the needs and interests of doctoral degree students who wish to pursue the study of topics beyond the range of the doctoral curriculum. Each student enrolled in an independent study must work under the guidance and supervision of a member of the faculty of the education department. Prior approval from the associate dean of the Center for Education is necessary before a student may enroll in this course.
  

  • ED 901 - Dissertation Seminar

    3 Credit(s)

    Students meet on a regular basis with their faculty advisors to develop appropriate research strategies, review ongoing research ideas, and develop a formal proposal for the doctoral dissertation. Students enroll in this course after they complete all required coursework.
    Prerequisite(s): ED 850   and ED 714  
  

  • ED 902 - Dissertation Seminar

    3 Credit(s)

    Students meet on a regular basis with their faculty advisors to develop appropriate research strategies, review ongoing research ideas, and develop a formal proposal for the doctoral dissertation. Students enroll in this course for two consecutive academic semesters after they complete all course work and pass the comprehensive examination.
  

  • ED 903 - Dissertation Seminar

    3 Credit(s)

    Students who have not successfully defended the dissertation proposal at the end of ED 902  will maintain continuous enrollment in ED 903 until their dissertation proposal has been accepted following a formal defense.
  

  • ED 999 - DOCTORAL DISSERTATION

    3 Credit(s)

    Students are continuously enrolled in dissertation credits for a minimum of 6 semester hours. During this time, they complete their dissertations.
  

  • ED 5100 - Introduction to Teaching

    1 Credit(s)

    In this course, students explore the role of the classroom teacher as a facilitator of learning and as a member of the educational community. This course provides an overview of the field of education from a practical perspective. The course introduces the professional responsibilities common to teachers of all grade levels, such as writing lesson plans, planning units of instruction, managing classroom behavior, integrating technology into the classroom, and working with students from diverse ethnic and socio-cultural backgrounds. This course is required for all graduate students who are planning to enter the field of education and do not have an undergraduate background in education. The course should be taken during the students’ first semester.
    Fieldwork Component: This course contains a fieldwork component in a classroom setting.
    Prerequisite(s): All students must have required clearances before the semester begins. Please contact the Office of Field Experience for more information.
  

  • ED 5150 - Early Childhood Development: Prenatal, Birth, Pre-K–4

    3 Credit(s)

    In this course, students use typical developmental milestones in an effort to understand and evaluate atypical development. Students become acquainted with the prenatal and early developmental genetic and environmental influences that contribute to atypical developmental outcomes, the methods of assessment and instruction used by early intervention providers, and the legal and practical practices associated with these methods. The course focuses on how candidates use their understanding and knowledge about the complex characteristics of children’s families and communities to create and sustain respectful, reciprocal relationships that support and engage families, and to involve families in their children’s development and learning. An understanding of family values, community supports, evidence-based practice, and functional behavioral assessments are used to show how educators must include a view of the whole child when designing appropriate and effective instruction. This course contains a field experience component in the community. (Adapted from the Pennsylvania Dept. of Education’s Pre-K–4 Program Specific Guidelines, 2008.)
  

  • ED 5200 - Foundations of Early Childhood

    3 Credit(s)

    This course provides early childhood educators an opportunity to explore historical data and emerging research on how children grow, develop, and learn from birth through grade four. Programs and curriculum models in early childhood education are analyzed and evaluated. The focus is on the development of the social child and the implications of this development for learning. Academic achievement is founded on emotional and social skills, and learning is a process that requires self-regulation, self-awareness, confidence, motivation, and problem-solving skills. Teacher candidates learn to integrate the development of social and personal skills, including getting along with others (parents, teachers, and peers), following directions, identifying and regulating one’s emotions and behavior, thinking of appropriate solutions to conflicts, persisting on task, engaging in social conversation and cooperative play, correctly interpreting others’ behaviors and emotions, and feeling good about self and others. The course centers on motor development, health, safety, and nutrition of the young child. The course also focuses on classroom organization and the establishment of an environment conducive to learning. The course celebrates diversity, motivating candidates to learn and foster partnerships with parents, schools, and community. This course is designed to prepare teachers to teach health, safety, nutrition, and physical education activities in the curriculum. This course includes a community outreach project field placement component for which students will plan, present, and evaluate developmentally appropriate lessons for young children. (Adapted from the Pennsylvania Dept. of Education’s Pre-K–4 Program Specific Guidelines, 2008.)
  

  • ED 5300 - Early Literacy Foundation and Assessment

    3 Credit(s)

    The core curriculum for reading education should equip teachers to produce readers who are successful in the classroom and on standardized tests and use reading effectively to negotiate the world. This course enables new teachers to understand and use effective instructional strategies. Coursework, field experiences, skills in assessment, and skills in developing intervention strategies are organized coherently to address the development of strong reading skills and habits. The course and related experiences also include direct and specific linkages to content in mathematics, the sciences, and social science so that candidates acquire and demonstrate knowledge and skills for nonfiction literacy instruction, assessment, and interventions. (Adapted from the Pennsylvania Dept. of Education’s Pre-K–4 Program Specific Guidelines, 2008.)
 

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