|
|
May 01, 2024
|
|
|
|
2016-2017 Graduate Catalog [NOTE!!!! THIS IS AN ARCHIVED CATALOG. FOR THE CURRENT CATALOG, GO TO CATALOG.NIU.EDU]
College of Education
|
|
Dean: Laurie Elish-Piper, Ph.D.
Associate Dean, Academic Affairs: Marc VanOverbeke, Ph.D.
Interim Associate Dean: Toni Tollerud, Ph.D.
Department of Counseling, Adult and Higher Education
Department of Educational Technology, Research and Assessment
Department of Kinesiology and Physical Education
Department of Leadership, Educational Psychology and Foundations
Department of Literacy and Elementary Education
Department of Special and Early Education
Admission
Specific admission requirements are described in the departmental and program sections in the following pages. To be assured of consideration for admission, a prospective student must submit an application to the Graduate School no later than June 1 for the fall semester, November 1 for the spring semester, and April 1 for the summer session. Only complete applications containing all required data (application forms, official transcripts, GRE General Test Scores, and letters of recommendation) are considered.
Applicants denied admission may request reconsideration on the basis of additional evidence and/or information not previously submitted. Such requests shall be in writing and directed to the appropriate program admissions committee. Decisions of program admissions committees may be appealed to the Admissions, Retention, and Professional Standards Committee of the department. Such appeals shall be in writing and should explain the basis for the appeal.
Retention
Students are responsible for meeting the professional standards of the College of Education and its respective departments and programs of study. The following requirements apply to all students.
Students must remain in good academic standing in the Graduate School, are required to maintain high ethical standards, and must demonstrate evidence of functional competency in fulfilling the professional roles required by the discipline.
Doctoral students must pass a candidacy examination which requires an ability to deal with more than individual course content. Satisfactory completion of comprehensive examinations requires analysis, synthesis, and integration of the content within a discipline. Doctoral students must also develop, complete, and defend an acceptable dissertation following the guidelines of the Graduate School and the program in which they are enrolled.
Consult specific program sections of this catalog for additional requirements.
State Requirements for Educator Licensure
Basic Skills Testing
Successful completion of the Illinois Licensure Testing System (ICTS) Test of Academic Proficiency is required for entry into most educator licensure programs and is listed as a prerequisite for many professional courses. The PPST and Praxis I bulletins and applications are available at the Office of Testing Services. Students who intend to enter a educator licensure program and need to take this test should register for and take the ICTS Test of Academic Proficiency as soon as possible.
Grade Minimum
All professional edcation and content-area course work that forms part of an application for licensure, endorsement, or approval must have been passed with a grade no lower than C or equivalent in order to be counted towards fulfillment of the applicable ISBE requirements. Students must see individual program advisors for list of courses.
Educator Licensure
In order to be licensed to teach or supervise in the public schools of the state of Illinois, a person must be of good character, in sound health, a citizen of the United States, and at least 19 years of age. The Illinois licensure law also requires that an individual complete an approved teacher preparation program at a recognized institution.
The dean of the College of Education, as the university’s licensure officer, is responsible for reviewing the record of each graduate of an approved teacher education program and for recommending or withholding recommendation of that individual for certification by entitlement and endorsement. Licensure is not an automatic procedure. In order to qualify for licensure, each student in an entitlement program must complete an application for licensure and provide evidence of having completed the general requirements; courses in professional education appropriate to the program being followed, including a minimum of 100 clock hours of approved pre-student-teaching clinical experience prior to student teaching; and a teacher education approved field of study: early childhood, elementary, special education, secondary (6-12), or special (K-12-art, music, physical education).
The following licensure and endorsement programs are available at the graduate level only and are approved by the Illinois State Board of Education.
- Special K-12
- Library Information Specialist
- Technology Specialist
- Reading
- School Service Personnel
- Administrative
- General Administrative
- Superintendent
- Chief School Business Official
Questions about these endorsement programs should be addressed to the appropriate department.
Also see “Educator Licensure Information.”
Student Teaching in the College of Education
Regulations Governing Student Teaching Assignments
All assignments are limited by the programs and facilities available in the cooperating schools, and the amount of credit given is determined by the type of assignment. Students must be recommended for an assignment by the chair of their department or the designated departmental representative. Graduate applicants must be approved by the department offering their graduate degree and the department in which they will be doing their student teaching.
Graduate students must have been admitted to the Graduate School, have earned a minimum of 12 semester hours at NIU, and have an overall NIU minimum 3.00 GPA.
A student must have been admitted to teacher education, have satisfactorily completed pre-student-teaching clinical experiences, and apply for a student teaching assignment in advance. A student must also have met the specific requirements in the subject matter department and maintained the required departmental GPA or better.
A student may not request a change once an assignment is confirmed by the cooperating school.
Retention
Admission to the program does not guarantee continued acceptance unless the student maintains satisfactory grades and other qualifications. In recognition of its responsibility to the schools in which its graduates teach, the university maintains a program of selective retention of candidates for the teaching profession. Thus, the university seeks to avoid recommending a candidate for a student teaching assignment or licensure unless the candidate has good character, sound mental and physical health, and academic competence in his or her overall studies, teaching field(s), and professional studies. Instructors involved in any of the professional sequence of courses may request that a student be dropped from teacher education for deficiencies in grades, attitudes, or professional skill.
Retention in a student teaching assignment depends on the student teacher’s ability to demonstrate those competencies associated with effective teaching, including factors such as organization of materials, motivational techniques, classroom management, interpersonal relationships, and professional ethics. Assessment will be made by the student teacher’s supervisors through observation and conferences with the student teacher in a clinical situation.
Licensure Programs
Certificates of Graduate Study
No active courses available.
Counseling, Adult and Higher Education
Go to information for this department.
Master’s Programs
Doctoral Programs
Licensure Programs
Certificates of Graduate Study
CAHA 500 - The Nature of Adult Education Overview of adult education with an introduction to philosophy, sociology, and history of the field. Significant trends and issues in diverse settings are examined.
Credits: 3
CAHA 501 - Adult Learning: Maturity Through Old Age Inquiry into learning theories and their relationships to mature and aging adults. Emphasis on the problems of changes in learning capacities, incentives, emotional development and their implications for adult educators.
Credits: 3
CAHA 502 - Educating Culturally Diverse Adults Analysis and critique of economic, educational, sociological, cultural, and professional issues having an impact on the education of culturally diverse adults. Focus on the development of educational programs and classes which address these issues.
Credits: 3
CAHA 530 - Instructional Theory and Practice in Teaching Adults Development of methods, techniques, and strategies for the instruction of adults.
Credits: 3
CAHA 533 - Learning How to Learn: Applied Theory for Adults Understandings and skills that enable adults to learn effectively in classrooms, small groups, and individually. Participation training and self-directed education in a laboratory setting. Implications for adult education agencies.
Credits: 3
CAHA 540 - Curriculum and Program Development in Adult Education Application of curriculum development and program planning principles to education and training programs designed specifically for the adult learner.
Credits: 3
CAHA 545 - Planning and Promoting Noncredit Adult Education Strategies for needs assessment and marketing for noncredit adult education; program models and techniques for reaching specific target audiences. Student-identified programming concerns considered through a practicum-workshop approach. May be repeated to a maximum of 3 semester hours.
Credits: 1-3
CAHA 550X - Teaching Oral Skills to Adult English Language Learners: Methods and Materials Crosslisted as LTIC 550. Examination and application of methods and materials used to teach oral communication skills (listening and speaking) to English-language learners in adult education settings.
Credits: 3
CAHA 551X - Teaching Literacy Skills to Adult English Language Learners: Methods and Materials Crosslisted as LTIC 551. Examination and application of methods and materials used to teach literacy skills (reading and writing) to English-language learners in adult education settings.
Credits: 3
CAHA 552X - Curriculum Development for Adult English Language Learners Crosslisted as LTIC 552. Examination of current practices in teaching English-language learners in adult education settings with focus on issues in program and curriculum design, including the curriculum as process, student and teacher assessment, teaching methodology, and professional development.
Credits: 3
CAHA 553X - Crosscultural Issues in the Adult ESL Classroom Crosslisted as LTIC 553. Examination of cultural differences and their influences on adults learning English language skills and acquiring general perceptions of their social environment.
Credits: 3
CAHA 555 - Seminar in the Community College Development of the community college, its present status, purposes, functions, organization, and curriculum; and emerging issues in the community college.
Credits: 3
CAHA 560 - Nontraditional Adult Higher Education Historical background, conceptual base, and literature of alternative approaches to the education of adults within higher education settings. Includes nontraditional approaches such as open learning systems, the free university, portfolio development and experiential learning, folk schools, and field studies of current nontraditional adult higher education programs, their structure and content.
Credits: 3
CAHA 562 - Helping Skills for Student Affairs Professionals Develops skills in current approaches to interviewing and counseling for student affairs professionals. Overview of the helping process will be discussed. Emphasis on the practice of listening, attending, reflecting, questioning, confrontation, observation, influencing, and sequencing skills with clients from various cultures.
Credits: 3
CAHA 565 - Continuing Education for Professional Groups Explication and critique of frameworks for understanding the goals, processes, and outcomes of continuing education. Exploration of the design and development of continuing education programs for adults in professional roles.
Credits: 3
CAHA 568 - Continuing Higher Education Analysis and critique of the current practices of continuing education in institutions of higher education with application to organization and administration, programmatic thrusts and intended audiences, financial management, marketing and promotion, delivery systems, and collaboration among higher education institutions.
Credits: 3
CAHA 570 - Organization and Administration of Adult Education Organizing, financing, staffing, promoting, and evaluating programs of adult education. Teaching resources and the role of the adult education administrator.
Credits: 3
CAHA 571 - Professional Issues in Student Affairs Assists graduate students in their transitions to student affairs professional positions. Exploration of topics in student affairs will include ethics, supervision, professional competencies and development, developing networks, and institutional differences.
Credits: 3
CAHA 575 - Policy Studies in Adult Education Critical analysis of the formation and implementation of adult education policy within educational and other social institutions. Use of a variety of theoretical perspectives to examine selected case studies from the comparative adult education literature and the students’ own work experience, as well as alternative adult education policies.
Credits: 3
CAHA 581 - Community Project Development and Adult Education Role of philosophical, theoretical, and methodological bases in people’s participation, empowerment, and transformation in community-based project development. Relationship of these bases to social change in adult education settings.
Credits: 3
CAHA 586 - Internship in Adult and Higher Education Work individually or in small groups in a practical situation under the guidance of a staff member from that setting and a university supervisor. May be repeated to a maximum of 15 semester hours, although typically only 9 semester hours may be applied to the program of study. S/U grading.
Prerequisites & Notes PRQ: Admission to the master’s program in adult and higher education and consent of department.
Credits: 3-9
CAHA 590 - Workshop in Adult and Higher Education Designed for teachers, counselors, and administrators to study contemporary issues in adult and higher education. May be repeated to a maximum of 12 semester hours when content varies. Enrollment in more than one section of this course during a semester is permitted.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
CAHA 597 - Independent Research in Adult and Higher Education Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Admission to master’s degree program and consent of faculty member who will direct research.
Credits: 1-6
CAHA 598 - Issues in Adult and Higher Education Integration and synthesis of the concepts, principles, trends, and issues in adult and higher education. Completion of a capstone writing experience for the master’s degree in adult and higher education. Not open to doctoral students in the field of adult and higher education. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: CAHA 500, CAHA 501, and completion of 24 semester hours in an approved master’s level program, and consent of department. PRQ or CRQ: An approved research course.
Credits: 3
CAHA 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 1-6
CAHA 700 - Seminar in Adult and Higher Education Advanced study and discussion of important issues relating to the field of adult and higher education. Group and individual interests contribute to the design of the course. May be repeated to a maximum of 21 semester hours when topic varies. Enrollment in more than one section of this course during a semester is permitted.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
CAHA 701 - Professional Practices in Adult and Higher Education Examines research trends within adult and higher education including the historical and systemic roots, career options and professional practices, and current initiatives and future directions.
Credits: 3
CAHA 702 - Philosophy of Postsecondary Education Brings philosophical theories and discourses to bear on moral and political questions regarding the ultimate aims of postsecondary education. Inquiry will be guided by two questions: 1) What is/should be moral and political nature of postsecondary education in today’s world? 2) How/do we promote democratic aims of postsecondary education through our work?
Credits: 3
CAHA 703 - Humor and Adult Learning Analyses of theory and practice of humor in adult continuing education. Exploration of methods and techniques for integrating humor into adult teaching and learning transactions.
Credits: 3
CAHA 710 - Evaluating Adult Education Programs Advanced study of program design and evaluation methods necessary to analyze and improve programs in adult education effectively.
Credits: 3
CAHA 716 - Adult Learning in the Workplace Research, theory, and practice. Exploration of adult learning theory as it applies to workplace learning of individuals, teams, and organizations. Global issues relating to formal, informal, and incidental learning in the workplace.
Credits: 3
CAHA 720 - Review of Research in Adult and Higher Education Comprehensive study of research literature in adult and higher education and related social science fields.
Credits: 3
CAHA 721 - Applied Research Design in Adult and Higher Education Provides the opportunity to practice and apply research design skills to an active adult and higher education research project (e.g., pilot study, dissertation). Emphasis placed on providing instruction and guidance in planning, conducting, and reporting research and providing opportunity to conceptualize, operationalize, and develop an adult and higher education research project.
Credits: 3
CAHA 722 - Adult and Higher Education in Social Context Crosslisted as EPFE 722X. Critical analysis of the relationships existing between adult and higher education and its various social contexts. Clarification of present and future purposes and practices of adult and higher education in light of trends in social science research.
Credits: 3
CAHA 733 - Theory Building for Learning How to Learn in Adult Education Analyses of theory building for learning how to learn with emphasis on understanding theories and the application of learning how to learn in varied adult education contexts.
Prerequisites & Notes PRQ: CAHA 533.
Credits: 3
CAHA 757 - Seminar in Higher Education Overview of American higher education and analysis of selected problems and issues.
Credits: 3
CAHA 759 - Critical and Feminist Pedagogies in Adult and Higher Education Analysis of critical practice in the education of adults leading to personal and social transformation from the perspective of critical and feminist/womanist pedagogical theory.
Credits: 3
CAHA 760 - International Adult Education Examination of the present status of adult continuing education in selected foreign countries. Emphasis on scope, purposes, and development of adult continuing education institutes and programs internationally.
Credits: 3
CAHA 761 - Adult Learning in Social Movements: Building Civil Society Examination of social movements, with focus on adult learning; grassroots participation in creating public policy through adult education.
Credits: 3
CAHA 770 - Leadership in Adult Education Administrative theory and research related to current practice of leadership in the field of adult education. Additional emphases include strategic planning; the development of public, institutional, or agency support; and the evolving roles of the adult education leader.
Credits: 3
CAHA 786 - Internship in Adult and Higher Education Work individually or in small groups in a practical situation under the guidance of a staff member from that setting and a university supervisor. May be repeated to a maximum of 18 semester hours, although typically only 12 semester hours may be applied to the program of study. S/U grading.
Prerequisites & Notes PRQ: Admission to the doctoral program in adult and higher education and consent of department.
Credits: 3-12
CAHA 797 - Independent Research in Adult and Higher Education Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 12 semester hours, although typically only 6 semester hours are applied to the program of study.
Credits: 1-6
CAHA 798 - Research Seminar in Adult and Higher Education Designed for the advanced doctoral student interested in planning and conducting research studies in adult and higher education. Research project may be an exploratory or pilot study related to the doctoral dissertation. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
CAHA 799 - Doctoral Research and Dissertation May be repeated, but no more than 30 semester hours may be applied toward the Ed.D. degree in adult and higher education.
Prerequisites & Notes PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Credits: 1-15
CAHC 500 - Professional Identity and Ethics in Counseling The profession of counseling occurs in a variety of settings. Focus on understanding professional counselor identity, study of current trends and practices, ethics, and survey of developmental needs and current problems of clients within a changing society in various contexts.
Credits: 3
CAHC 501 - Diagnosis of Mental Health Issues in Counseling Study of the use of diagnosis of mental health disorders in counseling, research, and the dynamics of human behavior with emphasis on the use of these data by counselors.
Credits: 3
CAHC 511 - Career Counseling Career theory and counseling techniques for those intending to be counselors in schools, agencies, colleges and universities, and organizational settings.
Credits: 3
CAHC 512 - Organization and Administration of Career Counseling Programs Development, organization, management, and evaluation of career counseling programs in educational, work, and community settings. Field visits and individualized projects.
Prerequisites & Notes PRQ: CAHC 511 or consent of department.
Credits: 3
CAHC 513 - Postsecondary and College Counseling for School Counselors Principles and practices for school counseling programming to prepare youth for college and postsecondary options.
Credits: 3
CAHC 521 - Counseling with Children Principles, assessment, and methods of counseling pertinent to working with children in schools, mental health facilities, and hospitals.
Prerequisites & Notes PRQ: CAHC 500 or consent of department.
Credits: 3
CAHC 523 - School Counseling: Programs, Issues, and Practices Effective school counseling programming to include developmental curriculum, academic program planning, motivation, retention, consultation, and referral. Current issues and practices related to the concerns of K-12 students.
Prerequisites & Notes PRQ or CRQ: CAHC 500 or consent of department.
Credits: 3
CAHC 524 - Clinical Mental Health Counseling: Programs, Issues, and Practices Principles of service delivery in clinical mental health including roles and functions of counselors, trends and problems, and specialized settings and populations.
Credits: 3
CAHC 525 - Counseling Skills and Strategies Crosslisted as AHRC 605X. Clinical preparation in counseling skill development. Overview of role of counselor and counseling process. Emphasis on practice in counseling skills and techniques.
Prerequisites & Notes PRQ: Admission to the master’s program in counseling.
Credits: 3
CAHC 530 - Counseling Theories and Practices Constructs, principles, and techniques of major counseling theories.
Credits: 3
CAHC 532 - Evidence Informed Practices in Clinical Mental Health Critical evaluation of research findings that guide contemporary mental health counseling practices. Review of research practices and principles, identification of best practices in client engagement, and treatment of mental health disorders.
Prerequisites & Notes PRQ: Core courses in master’s degree in counseling program completed or consent of department.
Credits: 3
CAHC 533X - Standardized Testing Crosslisted as ETR 533. Principles of measurement as applied to group standardized measures of achievement, special aptitude, intelligence, personality and interest for use in educational personnel work. Administering, scoring, and interpreting these measures.
Credits: 3
CAHC 534 - Evidence Informed Practices in School Counseling Designed for professional school counselors to study, develop, and implement strategic methods for the assessment and evaluation of school counseling programs. Focuses on identifying evidence informed practices, which improve student outcomes in academic, career, and personal/social/emotional development.
Credits: 3
CAHC 540 - Group Counseling Constructs, principles, dynamics, and process of group counseling. Focus on experiential activities, facilitation strategies, and here-and-now interaction in group settings.
Credits: 3
CAHC 550 - Practicum in Counseling The practice of counseling in laboratory and field settings. Cases, tapes, role playing, and analysis of counseling process and counselor responses. May be repeated up to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
CAHC 551 - Supervised Practice in Group Counseling The practical aspects of group counseling and developmental programming. Leadership and participatory experiences in the formation, maintenance, development, and closing stages of groups. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
CAHC 565 - Multicultural Counseling Exploration of the social, psychological, cultural, economic, and environmental influences that affect various client populations, including the special counseling needs of women, men, racial and ethnic minorities, and the disabled.
Credits: 3
CAHC 567 - Substance Abuse Issues in Counseling The pharmacologic and psychosocial effects of potentially addictive substances. Emphasis on psychoeducational methods, counseling skills and intervention models for addressing substance based use, abuse, and dependence.
Prerequisites & Notes PRQ: CAHC 501 or consent of department.
Credits: 3
CAHC 570 - Consultation and Management in Developmental School Counseling Programs Role of the school counselor as a consultant and manager in the design, implementation, and evaluation of a comprehensive developmental school counseling program.
Credits: 3
CAHC 575 - Assessment in Career Counseling Individual and group assessment techniques and instruments used in career counseling and development activities with individuals over the lifespan.
Prerequisites & Notes PRQ: CAHC 511 or consent of department.
Credits: 3
CAHC 586 - Internship in Counseling Work individually or in small groups in a practical situation under guidance of a staff member of that setting and a university supervisor. May be repeated to a maximum of 15 semester hours. Enrollment in more than one section of this course during a semester is permitted. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-15
CAHC 590 - Workshop in Counseling Study of contemporary issues and problems in the provision of human services. May be repeated to a maximum of 30 semester hours when subject varies, but no more than 9 semester hours may be applied toward the Ed.D. degree in counselor education. Enrollment in more than one section of this course during a semester is permitted.
Credits: 1-3
CAHC 592 - Special Topics in Counseling Topics announced. May be repeated to a maximum of 30 semester hours when subject varies, but no more than 9 semester hours may be applied toward the Ed.D. degree in counselor education.
Credits: 1-3
CAHC 593 - Crisis Intervention Role and responsibilities of counselors in crisis intervention. Assessment and case management for crisis situations.
Credits: 3
CAHC 594 - Counseling the Lesbian, Gay, Bisexual, and Transgendered Community Focus on unique challenges facing lesbian, gay, bisexual, and transgendered (LGBT) individuals as well as their families; theoretical understandings, developmental experiences, and multicultural influences; diversity within the LGBT community, societal prejudice, oppression, and other salient themes. This course is appropriate for all graduate-level students of any discipline.
Credits: 3
CAHC 595 - Women and Careers Examination of the psychological, demographic, sociocultural, and interpersonal influences on the career development of women.
Credits: 3
CAHC 596 - Religious and Spiritual Issues in Counseling Focus on competencies for appropriately responding to religious and spiritual issues during counseling sessions.
Credits: 3
CAHC 597 - Independent Research in Counseling Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 3 semester hours.
Prerequisites & Notes PRQ: Admission to master’s degree program and consent of faculty member who will direct research.
Credits: 1-3
CAHC 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 1-6
CAHC 700 - Professional Orientation to Counselor Education: Identity and Ethics Philosophical and historical roots of counselor education, systems which affect its functioning, and ethical and legal standards which guide it. Orientation to the expectations of advanced graduate study in counselor education and the responsibilities of professionals in the field.
Prerequisites & Notes PRQ: Admission to the doctoral program in counselor education or consent of department.
Credits: 3
CAHC 701 - Professional Seminar in Counselor Education and Development Strategies for implementing the core CACREP standards for counselor and counselor educator preparation within counselor training programs. Focus on preparation methods for counselors in CACREP programs, multicultural competencies applied to counselor education, and development of a philosophy of counselor education.
Credits: 3
CAHC 705X - Introduction to Medical Family Therapy and Counseling Crosslisted as FCNS 705. Introduction to a biopsychosocial/family systems approach to assessment and intervention with patients and families experiencing a physical illness, trauma, or disability. Examination of issues involved in providing mental health services in medical settings. Open only to students admitted to the Medical Family Therapy and Counseling Post-Master’s Certificate Program.
Credits: 3
CAHC 706X - Medical Family Therapy and Counseling: Families, Disability and Chronic Illness Crosslisted as FCNS 706. Exploration of the major forms of disability and chronic illness, the impact of these conditions on individuals and family members experiencing them, and resources for those who are impacted by them. Implications for medical family therapy and counseling.
Prerequisites & Notes PRQ: CAHC 705X or consent of department.
Credits: 3
CAHC 707 - Medical Family Therapy and Counseling: Families Staying Well and Coping with Illness Crosslisted as FCNS 707X. Examination of medical family therapy and counseling approaches for maintaining family wellness and facilitating family responses to illness across the developmental life cycle.
Prerequisites & Notes PRQ: CAHC 705X or consent of department.
Credits: 3
CAHC 708 - Cultural and Spiritual Dimensions of Medical Family Therapy and Counseling Practice Crosslisted as FCNS 708X. Impact of individual and family beliefs, narratives, and meanings, with particular emphasis on cultural and spiritual contexts, upon the experience of illness and medical treatment, pain, and grieving and acceptance of death. Techniques for eliciting patient and/or family beliefs pertaining to internal resources and spiritual practices and for working with family belief systems around health and illness, and for strengthening a culturally sensitive provider/patient/family relationship.
Prerequisites & Notes PRQ: CAHC 707 or consent of department. CRQ: CAHC 709.
Credits: 3
CAHC 709 - Medical Family Therapy and Counseling Practicum Crosslisted as FCNS 709X. Supervised medical family therapy and counseling practicum at Northern Illinois Proton Treatment and Research Center. Collaborate with attending physicians and on-site treatment team; provide supervised medical family therapy and counseling to individuals, couples, and families. Individual and/or group supervision of live and recorded sessions. A minimum of 100 clock hours of direct patient contact is required. S/U grading.
Prerequisites & Notes PRQ: CAHC 707 and consent of department. CRQ: CAHC 708.
Credits: 3
CAHC 710 - Theory in Career Development Thorough grounding in current career development theories.
Credits: 3
CAHC 714X - Medical Family Therapy and Counseling Internship Crosslisted as FCNS 714. Supervised participation in provision of family therapy, counseling, and psychoeducation to individuals, couples, and families in a medical setting. A minimum of 200 clock hours of direct patient contact is required. S/U grading.
Prerequisites & Notes PRQ: CAHC 709 and consent of department.
Credits: 6
CAHC 715 - Concepts in Trauma-Informed Counseling Roles and responsibilities of counselors and other helping professionals in post-trauma exposure intervention. Covers types of potentially traumatic events, effects of trauma, assessment issues and potential outcomes, and common elements in treatment interventions for trauma.
Credits: 3
CAHC 716 - Counseling for Complex Trauma Roles and responsibilities of counselors and other helping professionals in working in settings wherein clients have experienced multiple exposures to traumatic stressors throughout childhood and continuing into adulthood. Examines the neurobiological, developmental, cognitive, behavioral and relational issues that emerge from childhood/lifespan abuse. Examines how to adapt treatment for clients presenting with complex trauma exposures.
Credits: 3
CAHC 717 - Creative and Experiential Approaches in Trauma-Informed Counseling Roles and responsibilities of counselors and other helping professionals in creative arts, drama, play, and other experiential approaches in trauma-informed counseling across the life span. Use of metaphor, somatic exercises, and body-based interventions.
Credits: 3
CAHC 718 - Resiliency and Wellness in Trauma-Informed Counseling Roles and responsibilities of counselors and other helping professionals in the life span development of resistance, resiliency, and recovery skills during prevention and early intervention. How to work with settings that have repeated community traumas, e.g., crime and gun violence. Self-care of the counselor.
Credits: 3
CAHC 730 - Advanced Theories of Counseling Critical evaluation of theories of counseling. Review of research in the application of theoretical counseling constructs.
Prerequisites & Notes PRQ: Admission to the doctoral program in counselor education or consent of department.
Credits: 3
CAHC 731 - Seminar in Counseling and Psychotherapy A. Adlerian Counseling
B. Behavioral Counseling
C. Gestalt Therapy
D. Psychosynthesis
E. Rational-Emotive Psychotherapy
Advanced graduate seminars with focus on specific theories of counseling and psychotherapy. Separate sections, each focusing on a single theory. Credit is limited to a total of 3 semester hours per topic.
Prerequisites & Notes PRQ: CAHC 730 or consent of department.
Credits: 1-3
CAHC 740 - Leadership, Advocacy, and Mentoring Emphasis on the analysis and attainment of behaviors that are most facilitative of individual, relationship, and group purposes and goals.
Prerequisites & Notes PRQ: Admission to the doctoral program in counselor education, or consent of department.
Credits: 3
CAHC 750 - Advanced Practicum in Individual Counseling Supervised practice of counseling. Focus on development of skills in working with individual clients. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
CAHC 752 - Supervision in Counseling Theory and practical experience relating to supervision of counselors-in-training.
Prerequisites & Notes PRQ: CAHC 750 or consent of department.
Credits: 3
CAHC 761 - Outreach in Human Service Programs Application of outreach strategies in working with individuals and groups.
Prerequisites & Notes PRQ: Master’s degree in counseling or consent of department.
Credits: 3
CAHC 764 - Personality Testing Application of personality assessment instruments, including projective tests, in working with individuals.
Prerequisites & Notes PRQ: Master’s degree in counseling or consent of department.
Credits: 3
CAHC 765 - Multicultural Counseling and Social Justice Alternate counseling strategies for counselors in a multicultural society. Analysis of traditional and contemporary experiences of ethnocultural and other population groups with emphasis on counseling skills and techniques in working with clients of diverse backgrounds. Emphasis on strategies for seeking equity, and an end to oppression and injustice affecting clients, students, counselors, families, communities, schools, workplaces, governments, and other social and institutional systems.
Prerequisites & Notes PRQ: CAHC 530 or consent of department.
Credits: 3
CAHC 766 - Human Sexuality Counseling Alternate counseling strategies to be applied to sexual concerns and problem areas. Emphasis on counseling skills and techniques in working with persons with differing sexual values, needs, and backgrounds.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
CAHC 767 - Counseling Older Persons Gerontological counseling models and techniques.
Credits: 3
CAHC 784X - Theoretical Foundations of Family Therapy Crosslisted as FCNS 784. Examination and discussion of the historical development and theoretical foundations of family therapy, with a focus on the traditional and current models of therapy in the field.
Credits: 3
CAHC 786 - Internship in Counseling Work individually or in small groups in a practical situation under guidance of a staff member of that setting and a university supervisor. Open only to doctoral students, or by consent of department. May be repeated to a maximum of 30 semester hours. Enrollment in more than one section of this course during a semester is permitted. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-15
CAHC 790 - Research and Scholarship in Counselor Education Intended for advanced counselor education students, this course focuses on applying research methods and critiquing relevant literature for designing the doctoral dissertation proposal.
Prerequisites & Notes PRQ: Admission to the doctoral program in counselor education and ETR 520 (or equivalent); or consent of department.
Credits: 3
CAHC 797 - Independent Research in Counseling Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 12 semester hours but no more than 6 semester hours may be applied toward an Ed.D. degree in counselor education.
Prerequisites & Notes PRQ: Master’s degree in counseling or consent of department.
Credits: 1-6Page: 1
| 2
Educational Technology, Research and Assessment
Go to information for this department.
Master’s Programs
Doctoral Programs
Licensure Programs
Certificates of Graduate Study
ETR 501 - Proseminar in Educational Research and Evaluation Current issues and topics in research presentation, manuscript preparation, data presentation, and information retrieval, emphasizing technology-oriented applications. Examination of historical and future trends, ethical/legal issues in educational research and evaluation, and exploration of career options in the field. May be repeated up to 3 credit hours.
Credits: 1-3
ETR 519 - Applied Educational Research Application of context-based research methods to problems in education. Focus on research issues in educational and applied settings and the formulation of feasible applied/action research plans to inform educational decision-making.
Credits: 3
ETR 520 - Introduction to Research Methods in Education Introductory course in empirical methods of research in education; evaluating published research; planning a research study; developing skills in problem identification; identifying methods for data collection and research design; and preparing a research proposal.
Credits: 3
ETR 521 - Educational Statistics I Techniques necessary for understanding, analyzing, and interpreting data. Concepts and applications of basic descriptive methods, correlation, and simple linear regression. Introduction to probability theory and sampling. Discussion of various inferential tests of means, correlations, proportions, variances, and one-factor analysis of variance.
Credits: 3
ETR 522 - Educational Statistics II Concepts and techniques necessary for intermediate inferential methods. Analysis of variance (factorial, repeated measures, and nested designs), analysis of covariance, multiple regression, and multiple comparison procedures.
Prerequisites & Notes PRQ: ETR 521 or PSYC 604 or SOCI 575, or consent of department.
Credits: 3
ETR 524 - Assessing Students with Special needs Nondiscriminatory assessment procedures for identifying and enhancing educational outcomes for students with special needs.
Prerequisites & Notes PRQ: SESE 240 or consent of department.
Credits: 3
ETR 525 - Qualitative Research in Education Introduction to the role of qualitative research in education, with emphasis on actual, handson research. Basic principles and focus of qualitative research will be discussed. Research methods will include case studies, ethnography, and interpretive research.
Credits: 3
ETR 526 - Advanced Technologies in Qualitative Research Use of e-mail and Web-based data gathering techniques, digital video, transcription approaches, computer-based transcription analysis programs, and electronic dissemination for data collection and analysis.
Prerequisites & Notes PRQ: EPS 524 or ETR 525 or consent of department.
Credits: 3
ETR 528 - Educational Assessment Conceptual examination of theoretical foundations for assessment in education: classroom, diagnostic, placement, problem-solving. Emphasis on appraising assessment methods through reliability, validity, usability, and normative data consideration.
Credits: 3
ETR 529 - Principles of Educational Measurement Study of psychometric properties of assessments used in the field of education, with emphasis on theory and calculation of reliability and validity indices from a classical test theory perspective.
Credits: 3
ETR 530 - Test Construction and Evaluation Modern concepts of evaluation; preparation and use of teacher-made tests. Techniques of item analysis and concepts of reliability and validity. Procedures for assessing relatively intangible outcomes, through observational and judgmental techniques.
Credits: 3
ETR 531 - Program Evaluation in Education Methods of evaluating educational programs using accepted models and data-gathering procedures. The rationale for and nature of educational evaluation, planning evaluation, evaluation models, large-scale assessment programs, implementing and sampling strategies, data-gathering tools and techniques, data analysis, and reporting and interpreting evaluation results.
Prerequisites & Notes PRQ: ETR 520 or consent of department.
Credits: 3
ETR 532 - Evaluation of Teachers and Teaching Crosslisted as EPS 532X. Examination of major components of a comprehensive system for evaluating teachers and teaching and the related issues and teacher effectiveness literature.
Credits: 3
ETR 533 - Standardized Testing Crosslisted as CAHC 533X. Principles of measurement as applied to group standardized measures of achievement, special aptitude, intelligence, personality, and interest for use in educational personnel work. Administering, scoring, and interpreting these measures.
Credits: 3
ETR 534 - Dynamic Assessment for Students with High-incidence Disabilities Assessment of students with high-incidence disabilities within a problem-solving framework with attention given to the identification of students with high-incidence disabilities and recommendations for special education procedures including nondiscriminatory testing.
Prerequisites & Notes PRQ: ETR 434, or ETR 528, or ETR 529, or ETR 530, or consent of department.
Credits: 3
ETR 535 - Mixed-Methods Research Overview of mixed-methods research designs in which quantitative and qualitative procedures are combined to address research problems and answer research questions. Examination of the foundations of mixed-methods research, types of mixed-methods designs, and process of conducting mixed-methods research.
Prerequisites & Notes PRQ: ETR 520, ETR 521, and ETR 525; or consent of department.
Credits: 3
ETR 536 - Assessment Design Purpose and methods of formal and informal classroom assessment for guiding and communicating educational decisions. Techniques for designing, using, and evaluating curriculum-aligned assessments through traditional and alternative methods. Emphasis on both theory and practical applications.
Prerequisites & Notes PRQ: ETR 528 or ETR 529, or ETR 530, or consent of department.
Credits: 3
ETR 540 - Survey Research Methods Methods used in survey research. Conceptualizing the survey process; choosing an appropriate survey platform (e.g., paper, electronic); selecting and creating survey instruments; sampling techniques; analyzing, interpreting, and communicating the results of survey data.
Credits: 3
ETR 560 - Computer Data Analysis Survey of common statistical packages used for conducting quantitative data analyses. Data coding, data entry, variable transformation, use of various data analytic techniques, and interpretation of results contrasted among personal computer statistical packages such as SAS and SPSS.
Prerequisites & Notes PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
ETR 562 - Applied Categorical Data Analysis Applications of categorical and related data analysis techniques to education and social problems. Analysis of measurement issues, prediction, classification, scaling, instrument validation, and rater reliability using categorical techniques. Focus on interpretative and consequential aspects of analysis.
Prerequisites & Notes PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
ETR 572X - Assessment Methods in Higher Education Crosslisted as CAHE 572. Basic concepts and procedures in the assessment of applicants for admission and retention and use of assessment methods for counseling to support retention in institutions of higher education.
Credits: 3
ETR 586 - Internship in Research and Evaluation Work in a practical situation under guidance of staff member from that setting and a university supervisor. May be repeated to a maximum of 15 semester hours, although typically only 3 semester hours may be applied to the program of study. S/U grading.
Prerequisites & Notes PRQ: Consent of site and university supervisors.
Credits: 3-15
ETR 587 - Practicum in Educational Research and Evaluation Applications of educational research and evaluation approaches through practical in-class exercises and supervised participation in fieldbased activities. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
ETR 590 - Workshop in Research and Assessment Workshop designed for teachers, administrators, supervisors, and evaluators to study issues related to research and assessment. May be repeated to a maximum of 9 semester hours. Students may enroll in more than one section in a given term.
Credits: 1-3
ETR 592 - Special Topics in Research and Assessment Topics announced. May be repeated to a maximum of 9 semester hours when topic varies. Students may enroll in more than one section in a given term.
Credits: 1-3
ETR 597 - Independent Research in Research and Assessment Independent study under direction of faculty member. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
ETR 699A - Master’s Thesis Investigation of an issue or problem related to educational research and evaluation. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
ETR 699B - Master’s Project Applied project serving as the capstone experience of the degree. Designed to address the needs of an identified issue or problem in educational research and evaluation. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
ETR 699C - Master’s Portfolio Design of a cumulative portfolio of work in the Educational Research and Evaluation (ERE) program. Process will be mentored by an ERE faculty member. May be repeated to a maximum of 3 credit hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1
ETR 720 - Advanced Research Methods in Education Advanced course in empirical in education. Identification of methodological procedures that align with research objectives, including development of research questions/problems, sampling, instrumentation, interview and observational protocols, threats to validity, ethical considerations, and methods for collecting, analyzing, and interpreting data.
Prerequisites & Notes PRQ: ETR 519 or ETR 520; and ETR 521 and ETR 525; or consent of department.
Credits: 3
ETR 721 - Nonparametric Statistics Application, computation, and interpretations of nonparametric statistical tests and correlation measures. Comparison of these tools and techniques with their parametric counterparts.
Prerequisites & Notes PRQ: ETR 521 or PSYC 604 or SOCI 675 or consent of department.
Credits: 3
ETR 722 - Methods of Multivariate Analysis Introduction to methods appropriate for analyzing multivariate relationships. Canonical correlation, discriminant cluster, and factor analysis; multivariate analysis of variance and structural equation modeling.
Prerequisites & Notes PRQ: ETR 522 or PSYC 606 or consent of department.
Credits: 3
ETR 724 - Multilevel Modeling Analysis of nested data and growth modeling of repeated measures data using multilevel techniques. Theory, assumptions, modeling process, current trends, and use of multilevel software packages. Applications in education and social sciences emphasized.
Prerequisites & Notes PRQ: ETR 521 and ETR 522, or consent of department.
Credits: 3
ETR 725 - Bayesian Approach to Educational Statistics and Decision Making Subjective probabilistic assessments of data using Bayesian analysis and inference. Implications for research problems, designs and interpretations. Computer applications.
Prerequisites & Notes PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
ETR 733 - Organization and Administration of the School Testing Program Procedures of establishing goals for the school testing program, selecting tests appropriate to stated goals, coordinating the testing program with other members of the school’s professional staff, and using test results in curriculum analyses and in administrative decisions.
Prerequisites & Notes PRQ: ETR 530 or consent of department.
Credits: 3
ETR 734 - Construction of Scaling Instruments Techniques of scale construction for use in assessing attitudinal, interest, temperament, personality variables, and psychomotor skills; reliability and validity of each technique.
Prerequisites & Notes PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
ETR 735 - Theory of Measurement Analysis of theoretical approaches to reliability, validity, item analysis, and factor analysis. Exploration of related measurement problems.
Prerequisites & Notes PRQ: ETR 521 or PSYC 604 or SOCI 575 or consent of department.
Credits: 3
ETR 736 - Educational Assessment for the Handicapped Advanced study of symptomatology in relation to the nondiscriminatory diagnostic process, with attention to its significance for educational planning.
Prerequisites & Notes PRQ: ETR 534 or consent of department.
Credits: 3
ETR 739X - Fieldwork Methods in Educational Research Crosslisted as EPS 739. Emphasis on studying examples of educational fieldwork and actual hands-on research.
Prerequisites & Notes PRQ: ANTH 560 or ETR 525 or EPS 524 or consent of department.
Credits: 3
ETR 744 - Seminar: Research and Assessment Investigation of problems and practices in research and assessment.
Credits: 3
ETR 745X - Interpretive Methods in Educational Research Crosslisted as EPFE 745 and EPS 745X. Emphasis on structuralist, poststructuralist, and semiotic theories and techniques in education to develop systematic hands-on interpretive projects.
Prerequisites & Notes PRQ: ETR 525 or EPS 524 or consent of department.
Credits: 3
ETR 746 - Interview Methods in Educational Research Provides knowledge and skills to conduct qualitative interviews and design and implement qualitative interview studies in educational research. Provides a theoretical foundation in qualitative research and qualitative interviewing in education, along with hands-on experience conducting qualitative interviews.
Prerequisites & Notes PRQ: ETR 525 or EPS 524; or consent of department.
Credits: 3
ETR 786 - Internship in Research and Assessment Work in a practical situation under guidance of staff member from that setting and a university supervisor. May be repeated to a maximum of 15 semester hours, although typically only 3 semester hours may be applied to the program of study. S/U grading.
Prerequisites & Notes PRQ: Consent of site and university supervisors.
Credits: 3-15
ETR 790 - Workshop in Research and Assessment Designed for teachers, administrators, supervisors, and evaluators. May be repeated to a maximum of 12 semester hours. Students may enroll in more than one section in a given term.
Credits: 1-3
ETR 792 - Special Topics in Research and Assessment Topics announced. May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 1-3
ETR 797 - Independent Research in Research and Assessment Independent study under direction of faculty member. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
ETRA 502 - Technology and Assessment for Elementary Education Practice and reflection on technology and assessment issues in K-9 settings. Focus on use of technology in instruction and assessment, and the technical qualities of assessment. Limited to Master of Arts in Teaching elementary education majors.
Prerequisites & Notes PRQ: ETT 229 or pass ETT proficiency exam.
Credits: 4
ETT 501 - Proseminar in Instructional Technology Overview of history, definitions, theoretical issues, career options, professional organizations, and required competencies in the field of instructional and performance technology.
Credits: 3
ETT 504 - Organization of School Library Materials: Cataloging, Classification, and Automation Introduction to descriptive cataloging, classification, and subject analysis used in school library media centers. Includes basics of cataloging and classifying print and nonprint materials using MARC format.
Credits: 3
ETT 507 - Collection Development for School Library Media Centers Principles of building and maintaining school library media center collections; selection aids, including national and trade bibliographies; current issues in intellectual freedom, collection mapping, and collection policies and procedures.
Credits: 3
ETT 508 - Reference Theory and Practice Evaluation and use of basic reference materials and information resources in school media centers. Introduction to the theory and practice of professional reference services including the reference interview, electronic searching, and information literacy instruction.
Credits: 3
ETT 510 - Instructional Media and Technology Overview of history, definitions, theoretical issues and trends, career options, and required competencies in the field of instructional technology and their impact on the effective selection, design, utilization, and evaluation of instructional media.
Credits: 3
ETT 511 - Advanced Instructional Media Design Advanced design of mediated instruction, script writing, photography, audio and video production, and computer presentation systems.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 523 - Media for Young Adults Evaluation and selection of print and nonprint materials appropriate for middle school/junior high and high school students (ages 12-19 years) with emphasis on uses of current media to meet students’ needs, interests, and learning styles.
Credits: 3
ETT 527 - Library Materials for Children Evaluation, selection, and management of library media appropriate for children with emphasis on uses of library media to meet students’ needs, interests, and learning styles.
Credits: 3
ETT 529 - Theories of Instructional Design and Technology Emerging theories and models relating to instructional technology, human performance technology, instructional design, computer literacy, and other uses of technology as instructional media. Topics include the history and review of educational theories related to instructional design and learning in technological environments. Emerging theories will be investigated.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 530 - Instructional Technology Tools Advanced use of common as well as new and emerging instructional technology software and hardware tools. May be repeated to a maximum of 12 semester hours.
Credits: 1-3
ETT 531 - Visual Literacy Exploration of the historical background, conceptual base, and research involved in visual literacy. Review of the use and design of various instructional media communications and develop an understanding of the interpretation and creation of visual images in education.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 533 - Administration of School Library Media Centers Philosophy, functions, objectives, and current methods of developing and administering curriculum-integrated media programs in elementary and secondary schools.
Prerequisites & Notes PRQ: ETT 508; ETT 523 or ETT 527; and ETT 542; or consent of department.
Credits: 3
ETT 535 - Distance Education: Design and Delivery Evaluation and design of various types of distance delivery systems including video/ audio, telecommunications, and computer networks, with emphasis on the supportive roles of instructional media and instructional design. Theoretical and practical applications of distance delivery.
Credits: 3
ETT 536 - Web-Based Learning Theory, research, and applications of Web-based learning, researching computer-mediated communication tools, and issues surrounding management and implementation, including designing of Web-based learning environments.
Credits: 3
ETT 538 - Developing Educational Software Design and develop educational software for computers. Experience with design methodologies for educational software and authoring systems commonly used in education.
Credits: 3
ETT 539 - Courseware Systems Development Advanced design techniques for team development of educational software. A systems view of topics such as creative design, graphics and animation, data tracking and file management, and product documentation.
Prerequisites & Notes PRQ: ETT 538 or consent of department.
Credits: 3
ETT 540 - Seminar in Library/Information Studies Specific content varies. Representative topics include current trends or issues, storytelling, international and comparative librarianship, and services to specialized populations. A maximum of 6 semester hours may be applied toward the master’s degree.
Credits: 1-6
ETT 541 - Library Services for Children and Young Adults Objectives, planning, organization, and evaluation of programs and services for children and young adults in school library media centers with focus on collaboration with public libraries.
Credits: 3
ETT 542 - Information Access and Social Responsibilities for Library Information Specialists In-depth coverage of policies, procedures, and teaching of intellectual properties, intellectual freedom, and ethical issues of information access and use in K-12 education.
Credits: 3
ETT 549 - Online Searching Translation of reference questions into formal search statements; laboratory practice in online access to information; emphasis on online databases and the Internet.
Credits: 3
ETT 550 - Roles of the Instructional Technologist Various roles of instructional technologists in both school and nonschool environments; to include field trips.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 551 - Instructional Technology for the Future Planning for educational technologies and futures; educational forecasting strategies; new and potential instructional media or processes; and educational models based on low and/or high technology.
Credits: 3
ETT 552 - Instructional Technology for Diverse Cultures Development, utilization, and evaluation of instructional media for varied cultures and countries. Topics include appropriateness of standard instructional media for diverse audiences, creation of media for instructional environments with localized requirements, and evaluation of innovative teaching technologies for multiethnic and multicultural learners.
Credits: 3
ETT 553 - Professional Standards in Instructional Technology Awareness, understanding, and appreciation of issues related to instructional technology with focus on professional standards.
Credits: 3
ETT 554 - Copyright and Other Intellectual Properties for Education Professionals Exploration of intellectual properties as found in a variety of educational settings, with focus on instructional technology issues dealing with copyright, plagiarism, patents, trademarks, logos, and piracy.
Prerequisites & Notes PRQ: ETT 542 or ETT 553 or consent of department.
Credits: 3
ETT 555 - Media Design: Multimedia Design and development of advanced instructional software incorporating interactive digital video and external video interfacing.
Credits: 3
ETT 556 - Media Design: Audio Materials Designing presentations for instruction. Emphasis on audio format.
Credits: 3
ETT 558 - Instructional Video I Practical methods for the production and use of video in educational settings. Preparation and presentation of televised instructional materials.
Credits: 3
ETT 560 - Instructional Design I Systematic design of instructional materials. Students design a blueprint for an instructional module by applying an instructional design model.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 561X - Human Resource Development Crosslisted as CAHE 561. Nature and function of programs for developing human resources in business, education, industry, government, social services, and voluntary organizations.
Credits: 3
ETT 562 - Instructional Design II Development and evaluation of an instructional module using systematic development models and established principles of instructional design.
Prerequisites & Notes PRQ: ETT 560 or consent of department.
Credits: 3
ETT 564 - Training and Performance Technology Analysis of educational/training problems. By conducting an instructional needs assessment and performance audit, students plan solutions to training problems including various forms of training, job aids, and nontraining recommendations.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 565 - Advanced Instructional Design Advanced problems in the design, development, evaluation, and management of instructional programs for education and corporate environments.
Prerequisites & Notes PRQ: ETT 560 and ETT 562, or consent of department.
Credits: 3
ETT 567X - Portrayal of Teachers in Film Crosslisted as TLCI 567. Examination of the portrayal of teachers in movies with emphases on trends, related education issues and topics, and connections between practicing teachers’ professional lives and those of teacher characters.
Credits: 3
ETT 569 - Practicum: Instructional Design Instructional design methodology in an applied setting. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
ETT 570 - Instructional Technology Administration Management of instructional technology services.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 571 - Instructional Technology Program Development Theories and methods for developing and managing instructional technology programs in educational settings.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 573 - Instructional Technology Facilities Design and construction of instructional technology facilities.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 586 - Internship in Instructional Technology Work in a practical situation under guidance of a staff member from that setting and a university supervisor. May be repeated to a maximum of 12 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 6
ETT 587 - Instructional E-portfolio Design and Development Demonstrate the design and development competency in developing an instructional e-portfolio. May be repeated up to a maximum of six semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
ETT 590 - Workshop in Instructional Technology Study of current issues related to media. May be repeated to a maximum of 12 semester hours. Students may enroll in more than one section in a given term.
Credits: 1-3
ETT 592 - Special Topics in Instructional Technology Topics announced. May be repeated to a maximum of 9 semester hours when topic varies. Students may enroll in more than one section in a given term.
Credits: 1-3
ETT 597 - Independent Research in Instructional Technology Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of faculty member who will direct research.
Credits: 1-3
ETT 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 3-6
ETT 715X - Strategic Human Resource Development Crosslisted as CAHE 715. Advanced study emphasizing complex skills, concepts, and strategies relating to the adult teaching/learning component of human resource development in business, industry, government, and voluntary organizations.
Credits: 3
ETT 740 - Educational Technology Foundations Examination of the historical, theoretical, and research foundations of educational and performance technology.
Prerequisites & Notes PRQ: ETT 510 or consent of department.
Credits: 3
ETT 741 - Seminar: Instructional Technology Theory Applying concepts of educational communication, models, and theories to problem solving, attitude formation, and teaching.
Prerequisites & Notes PRQ: ETT 740 or consent of department.
Credits: 3
ETT 742 - Seminar: Instructional Technology Research Research in organization, administration, and application of instructional technology.
Prerequisites & Notes PRQ: ETT 741, and ETR 520, or consent of department.
Credits: 3
ETT 743 - Seminar: Instructional Technology Problems Problems involved in the administration of instructional technology programs and services at all levels, and in areas such as finance, management of personnel, and facilities.
Prerequisites & Notes PRQ: ETT 742 or consent of department.
Credits: 3
ETT 755 - Media Design Project Designing presentations for instruction with emphasis on individual student project. May be repeated to a maximum of 9 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
ETT 764 - Advanced Training and Performance Technology Analysis of advanced performance problems at the process and organizational level, including design, development, implementation, and evaluation of appropriate Human Performance Technology (HPT), and design of an internal organization structure to support HPT work.
Prerequisites & Notes PRQ: ETT 564 or consent of department.
Credits: 3
ETT 765X - Consultation in Human Services Crosslisted as CAHE 765. Application of consultation strategies in working with individuals and groups. Topics and problems taken from the fields of counseling, adult education, and instructional technology.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
ETT 770 - Practicum: Instructional Technology Instructional media administration techniques in an applied setting. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3Page: 1
| 2
Kinesiology and Physical Education
Go to information for this department.
Master’s Programs
Licensure Programs
Certificates of Graduate Study
KNDN 573 - Dance as Art in Education Development of aesthetic and cultural theories of dance as an art form in education. Opportunity for the practical application of the elements of dance and related art forms in education to the elementary, secondary, or higher education levels and/or to students of various intellectual and physical abilities.
Credits: 3
KNDN 574 - History of Dance: Primitive Through Renaissance Historical development of dance from primitive to the renaissance period through the world focusing on cultural and religious trends.
Credits: 3
KNDN 575 - History of Dance: 18th Century to Modern Times Historical development of dance from the 18th century to modern times, considering cultural and artistic implications.
Credits: 3
KNDN 674 - Seminar in Rhythms and Dance Rhythms and dance as a basic educational technique. Designed to assist in planning, teaching, and supervising rhythmic dance programs.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
KNPE 503 - Advanced Clinical Experience in Physical Education Application of theory courses through micro-teaching episodes in K-12 physical education contexts in a partnership school district. Cannot be counted toward the M.S.Ed. in kinesiology and physical education.
Credits: 1
KNPE 507 - History of Physical Education Historical background of physical education in relation to the cultural patterns of civilization and educational movements.
Credits: 3
KNPE 509 - Philosophy of Physical Education Development of philosophical concepts paralleling educational philosophy. Current philosophical positions of physical educators with application to present day educational programs.
Credits: 3
KNPE 514 - Neuromuscular Aspects of Physical Performance Acute and chronic responses to short-term and intermittent physical activity, including prescription of resistance exercise. Focus on physiology of nervous and muscular systems.
Prerequisites & Notes PRQ: KNPE 557 or consent of department.
Credits: 3
KNPE 535 - Mechanical Analysis of Motor Skills In-depth study of mechanical principles operative in the performance of motor skills.
Prerequisites & Notes PRQ: KNPE 313 or KNPE 314, or consent of department.
Credits: 3
KNPE 540 - Planning and Use of Facilities for Physical Education Principles, terminology, standards, functional layout, design, and construction features for indoor and outdoor facilities. Maintenance, use, scheduling, and supervision of facilities in terms of functional needs.
Credits: 3
KNPE 541X - Organization and Administration of Interscholastic Athletics Crosslisted as LESM 541. Organization and administration of interscholastic athletics with special reference to national, state, and local control. Consideration of philosophies of athletics, the place of athletics in the educational curriculum, the relationship between boys’ and girls’ programs, athletic budgeting and finance, facilities and equipment, personnel administration, contest management, athletics and the law, and public relations.
Credits: 3
KNPE 544 - Field Experience in the Elementary School Practicum in supervised experiences that include observations, small group teaching, and large group teaching in the public and/or parochial schools. Cannot be counted toward the M.S.Ed. in kinesiology and physical education.
Prerequisites & Notes CRQ: KNPE 577 or consent of department.
Credits: 1
KNPE 545 - Assessment in Kinesiology and Physical Education Application of measurement and evaluation theory to measures of human performance. Development of effective assessment programs for more objective decision-making in kinesiology and physical education.
Prerequisites & Notes PRQ: KNPE 445 or KNPE 446, or consent of department.
Credits: 3
KNPE 549 - Independent Study in Kinesiology and Physical Education Individual investigation of special problems, areas, or topics in kinesiology and physical education planned in consultation with a department adviser. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department following approval of written proposal.
Credits: 1-3
KNPE 552 - Methods of Research in Kinesiology and Physical Education Introduction to methods and techniques, research design and development, resources, and the research project. Student develops a research project or thesis prospectus.
Prerequisites & Notes PRQ: Admission to master’s program in kinesiology and physical education or consent of department.
Credits: 3
KNPE 553 - Exercise Programs for Adult Special Populations Examination of characteristics, physiological responses, and exercise adaptations of adult special populations. Includes exercise testing, physical activity prescription, and clinical experiences. Emphasis on exercise limitations, responses, and adaptations which differ from the nondisabled.
Prerequisites & Notes PRQ: KNPE 557 or consent of department. CRQ: KNPE 555 for 1 semester hour.
Credits: 3
KNPE 554 - Exercise Gerontology Examination of the characteristics, physiological responses to exercise, and adaptations to exercise of older adult populations. Includes exercise testing and prescription, programmatic concerns, and exercise limitations for older adults.
Prerequisites & Notes PRQ: BIOS 357 or KNPE 557, or consent of department. CRQ: KNPE 555 for 1 semester hour.
Credits: 3
KNPE 555 - Clinical Experience in Exercise Gerontology Assessing, planning, implementing, and evaluating exercise programs for older adults. Includes practicum and directed study. May be repeated to a maximum of 3 semester hours.
Prerequisites & Notes PRQ: KNPE 557 or consent of department.
Credits: 1-3
KNPE 557 - Applied Physiology of Exercise Cardiovascular, respiratory, metabolic, and neuromuscular aspects of human function at rest, during exercise, and as a result of training. Three hours per week of lecture plus arranged laboratory experience.
Prerequisites & Notes PRQ: BIOS 311, BIOS 357, or consent of department.
Credits: 4
KNPE 558 - Stress Testing Theory, techniques, and procedures of graded exercise stress testing for diagnostic and functional assessment of individuals.
Prerequisites & Notes PRQ: KNPE 557 with a grade of C or better and consent of department.
Credits: 3
KNPE 559 - Physical Fitness Programming Development, organization, implementation, and administration of physical fitness programs. Includes field experience.
Prerequisites & Notes PRQ: KNPE 558 or consent of department.
Credits: 3
KNPE 560 - Cardiorespiratory Physiology: Responses and Adaptations to Exercise Study of cardiorespiratory physiology with specific application to exercise conditions. Emphasis on the cardiovascular, ventilatory, and respiratory adaptations associated with acute and chronic exercise.
Prerequisites & Notes PRQ: KNPE 452 or consent of department.
Credits: 3
KNPE 561 - Advanced Exercise Physiology In-depth study and hands-on skill enhancement in the application of advanced laboratory techniques for evaluating health and training benefits associated with exercise and for predicting and enhancing human performance.
Credits: 3
KNPE 564 - Exercise is Medicine In-depth study of chronic diseases and how exercise can be used as a treatment or prevention for the disease. Emphasis is on interrelationships among organ systems in deviations from homeostasis. Topics include the etiology, physical signs and symptoms, prognosis, current management of the disease, mechanisms for the benefits of exercise, and training programs individuals for the diseases.
Credits: 3
KNPE 565 - Seminar in Current Issues in Kinesiology, Physical Education, and/or Sport Study of current issues and problems in physical education and sport through examination and critical analysis of recent literature and research findings.
Credits: 3
KNPE 566 - Public Relations for Physical Education Purposes, materials, and methods relevant to keeping the public informed and interested in various aspects of physical education and related programs. Term project for a real or simulated situation required.
Credits: 3
KNPE 567A - Field Experience in Middle School Practicum in supervised experiences that include observations, small group teaching, and large group teaching in the public and/or parochial schools. Cannot be counted toward the M.S.Ed. in kinesiology and physical education.
Prerequisites & Notes CRQ: KNPE 567B or consent of department.
Credits: 1
KNPE 567B - Field Experience in High School Practicum in supervised experiences that include observations, small group teaching, and large group teaching in the public and/or parochial schools. Cannot be counted toward the M.S.Ed. in kinesiology and physical education.
Prerequisites & Notes CRQ: KNPE 577 or consent of department.
Credits: 1
KNPE 568 - Principles of Supervision of Physical Education Techniques and procedures of supervision in physical education programs, including responsibilities of those involved in clinical and preclinical experiences.
Credits: 3
KNPE 569 - Instructional Skills for Physical Education Teaching/learning process, developing/maintaining a productive learning environment, developing/analyzing content, and obtaining tools for the analysis of instruction.
Credits: 3
KNPE 570 - Field Experience in Outdoor Environments Observations, small group teaching, large group teaching, and team teaching in an outdoor education setting with students of multicultural backgrounds. Cannot be counted toward the M.S.Ed. in kinesiology and physical education. S/U grading.
Prerequisites & Notes CRQ: KNPE 567A or consent of department.
Credits: 1
KNPE 574 - Physical Education for Elementary School Teachers Bases for planning and conducting physical education experiences derived from the study of human movement and developmental needs of children. Designed for students pursuing a Master of Arts in Teaching Degree.
Credits: 1
KNPE 575 - Seminar in Movement Education Theories of movement education as the core of physical education. Designed for teachers of kindergarten through college, including classroom teachers and specialists in physical education.
Prerequisites & Notes PRQ: KNPE 342 or KNPE 343, or consent of department.
Credits: 3
KNPE 576 - Seminar in Elementary School Physical Education Present-day programs and problems related to elementary school physical education.
Credits: 3
KNPE 577 - Physical Education in the Elementary School Planning and conducting physical education experiences for children, derived from the study of human movement and developmental needs of children. Designed for graduate students seeking elementary licensure.
Credits: 3
KNPE 578 - Seminar in Motor Development Survey of research on motor behavior and development with emphases on findings pertaining to growth patterns, adaptability, and specificity. Factors influencing the development of motor abilities with implications for physical education.
Credits: 3
KNPE 582 - Psychology of Sport and Exercise Investigation of psychological theory and methods relative to involvement in sport and exercise.
Credits: 3
KNPE 583 - Psychology of Coaching Application of psychological principles of behavior to individuals and groups in competitive sports. Attention given to motivation and team compatibility.
Credits: 3
KNPE 586 - Sport in Society Sport and physical activity as a sociological phenomenon stressing the importance of various dimensions of sport and their social significance.
Credits: 3
KNPE 588 - Therapeutic Exercise Principles and application of exercises for selected skeletal and muscular dysfunction. Not available for graduate credit for NATABOC certified athletic trainers.
Prerequisites & Notes PRQ: BIOS 311 or consent of department.
Credits: 3
KNPE 589 - Inclusion Strategies for Special Populations: Theory and Practice Examination of factors, including litigation, legislation, and societal attitudes, influencing the successful inclusion in physical education and sport of children and adults with and without disabilities.
Credits: 3
KNPE 590 - Physical Education for Individuals with Physical and Sensory Disorders Study of the physical and motor characteristics resulting from chronic and/or permanent physical and sensory disabilities. Curricular and teaching strategies for physical education and sport/recreation programs.
Credits: 3
KNPE 591 - Assessment and Program Planning in Adapted Physical Education Application of psychomotor testing procedures and program planning in adapted physical education.
Credits: 3
KNPE 592 - Clinical Experience in Special Physical Education Planning, implementing, and evaluating individualized development/adapted physical activity programs for individuals and groups of individuals with disabilities and/or developmental delays in the areas of fundamental gross motor skill development, physical fitness, leisure/recreation skill, sport skill, and aquatics. Previous experience teaching children with disabilities required. May be repeated to a maximum of 3 semester hours.
Prerequisites & Notes PRQ: KNPE 589, or consent of department.
Credits: 1-2
KNPE 595 - Workshop in Kinesiology and Physical Education Content varies and may focus attention on professional issues in the discipline. May be repeated; however, credit does not count toward the M.S.Ed. in kinesiology and physical education.
Credits: 1-3
KNPE 596 - Special Topics in Kinesiology and Physical Education Topics announced. May be repeated to a maximum of 6 semester hours when subject varies.
Credits: 1-3
KNPE 597A - Internship Internship for students in the M.S.Ed. program. Supervised participation in field-based professional development activities to supplement theoretical background. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Acceptance into graduate program and consent of department.
Credits: 1-6
KNPE 597K - Internship: Adapted Physical Education Supervised practicum experience for students in the adapted physical education specialization of the M.S.Ed. program. Planning, implementing, and evaluating adapted physical education for individuals with handicapping conditions.
Prerequisites & Notes PRQ: KNPE 490 and consent of department.
Credits: 3
KNPE 598A - Elementary School Student Teaching in Physical Education Student teaching for eight weeks in elementary school physical education. Includes seminars on current issues in teaching physical education. Assignments to be arranged with the department coordinator of clinical experiences. See “Educator Licensure Requirements.” This course cannot be counted toward the M.S.Ed. in kinesiology and physical education. S/U grading.
Prerequisites & Notes PRQ: KNPE 569.
Credits: 6
KNPE 598B - Middle School Student Teaching in Physical Education Student teaching for eight weeks in middle school physical education. Includes seminars on current issues in teaching physical education. Assignments to be arranged with the department coordinator of clinical experiences. See “Teacher Certification Requirements.” This course cannot be counted toward the M.S.Ed. in kinesiology and physical education. S/U grading.
Prerequisites & Notes PRQ: KNPE 569.
Credits: 6
KNPE 598C - High School Student Teaching in Physical Education Student teaching for eight weeks in high school physical education. Includes seminars on current issues in teaching physical education. Assignments to be arranged with the department coordinator of clinical experiences. See “Educator Licensure Requirements.” This course cannot be counted toward the M.S.Ed. in kinesiology and physical education. S/U grading.
Prerequisites & Notes PRQ: KNPE 569.
Credits: 6
KNPE 620 - Seminar in Physical Education Curriculum Students recognize, study, and propose solutions to immediate issues in physical education curriculum. Areas in which such problems may exist include curriculum construction, curriculum statutes, liability possibilities, and administrative problems related to curriculum development.
Credits: 3
KNPE 635 - Biomechanics Biomechanical principles in the analysis of human motion. Use of cinematography and other techniques.
Prerequisites & Notes PRQ: KNPE 535 or consent of department.
Credits: 3
KNPE 640 - Administrative Procedures of Physical Education Administration of physical education in schools and colleges. Includes case studies and consideration of group and individual administrative problems.
Credits: 3
KNPE 645 - Application of Statistics to Research in Kinesiology and Physical Education Application of descriptive and inferential statistics to research problems in kinesiology and physical education.
Prerequisites & Notes PRQ: Admission to master’s program in physical education or consent of department.
Credits: 3
KNPE 652 - Exercise Bioenergetics Processes involved in the production and utilization of energy in the human as these relate to exercise and training. Laboratory.
Prerequisites & Notes PRQ: KNPE 557 or consent of department.
Credits: 3
KNPE 671 - Directed Research in Kinesiology and Physical Education Topic must be approved by supervisor prior to registration. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: KNPE 552 and consent of department.
Credits: 1-3
KNPE 686 - Seminar in Motor Learning Evaluation of current motor learning research in kinesiology and physical education and the development of a specific motor learning topic for discussion.
Prerequisites & Notes PRQ: KNPE 486 or consent of department.
Credits: 3
KNPE 699A - Master’s Thesis Investigation of an area or problem relating to kinesiology and physical education. Student must show ability to address successfully a genuine research question in kinesiology and physical education and to draw valid and significant conclusions from the data. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: KNPE 552 or consent of department.
Credits: 1-6
KNPE 699B - Master’s Project Investigation of an area or problem relating to kinesiology and physical education. Student must show ability to identify a unique problem or area of need in kinesiology and physical education and design a plan based on current literature, which includes goals, objectives, and evaluation criteria. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: KNPE 552 or consent of department.
Credits: 1-6
KNPE 699C - Master’s Interdisciplinary Inquiry Investigation of an area of problem relating to kinesiology and physical education. Student must show ability to identify a question or area of need in kinesiology and physical education which integrates and synthesizes appropriate interdisciplinary bodies of literature and evaluate potential solutions to the original problem. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: KNPE 552 or consent of department.
Credits: 1-6
LESM 536 - Sport Industry and Organizations Study of sport-related industries and organizations. Examination of dimensions of structure, design processes, theories, and behaviors, as each relates to the sport organizational environment. Implications of sport organizational goals, effectiveness, size, technology, communication, conflict, change, politics, and culture.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 538 - Managing the Sport Enterprise Analysis of the sport industry with emphasis on the sport manager’s role and functions. Emphasis on planning, organizing, leading, and controlling functions as they apply to the sport manager.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 539 - Sport and the Law Study of the court and legal systems as they relate to sport. Analysis of administrative, antitrust, constitutional, contract, tort, labor, and collective bargaining laws as each applies to various sport management enterprises.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 541 - Organization and Administration of Interscholastic Athletics Crosslisted as KNPE 541X. Organization and administration of interscholastic athletics with special reference to national, state, and local control. Consideration of philosophies of athletics, the place of athletics in the educational curriculum, the relationship between boys’ and girls’ programs, athletic budgeting and finance, facilities and equipment, personnel administration, contest management, athletics and the law, and public relations.
Credits: 3
LESM 542 - Sport Marketing and Promotions Comprehensive study of promotions as they relate to the sport industry. Analysis of activities designed to meet the needs and wants of sport consumers, including the promotion of sport services and products directly and indirectly to the sport consumer.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 543 - Research Seminar in Sport Management Investigation and analysis of current issues and trends in sport management. Topics may vary depending on recent literature and research findings. This is a research and writing intensive course.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 544 - Sport Finance Conceptual and theoretical aspects of financial accounting management practices associated with the organization and operation of a sport enterprise. Interaction of financial activities and management roles and functions.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 545 - Analytic Techniques and Trends in Sport A comprehensive study of the current trends present within the sporting industry. Research and analysis examining sport-focused data provides unique opportunities to test management and social theories, as well as investigate the roles that sports play in shaping the market and economy. Using various data analytic techniques, examines issues pertaining to professional and amateur sports, including league structures (e.g., revenue sharing, competitive balance, and global markets) and policy issues (e.g., athlete compensation, franchise valuation, and Title IX).
Credits: 3
LESM 550 - Sport Sponsorship and Retention Application of sponsorship acquisition methods to the sport industry. Examination of sport sponsorship retention strategies and sponsorship evaluation methods in sport.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 551 - Sport Ticket Sales Practical application of sales strategies, techniques, operations, and practices specific to the sport ticketing industry.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 552 - Advanced Sport Management Experience Enhancement of students’ practical experiences in the sport management field. Via a series of guest lecturers, individual and group assignments, and practical experiences, students will hone organizational, planning, managing, marketing, leadership, and selling skills. Serves as a capstone course for the program. Opportunities to utilize the skills developed through the program.
Prerequisites & Notes PRQ: LESM 538, LESM 542, LESM 543, and LESM 544; or consent of department.
Credits: 3
LESM 553 - Sport Leadership Study of the theories of leadership and their application to and effect on a sport organization and its member constituents.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 555 - Sport Globalization and International Governance Analysis of the impact of globalization on the sport industry. Examination of policy analysis and governance in the global sport community.
Credits: 3
LESM 560 - Sport Facilities and Event Management Comprehensive planning for developing new sport/multipurpose facilities. Design, construction, maintenance, use, scheduling, and supervision of facilities. Event and crowd management at sport and related events.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 565 - Sport Communications Application of communication theories to the sport industry. Examination of public and media relations with focus on message development, image building, and crisis management for sport organizations.
Credits: 3
LESM 585 - Practicum in Sport Management Supervised management experience for students in the specialization in sport management.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 3
LESM 586 - Internship in Sport Management Supervised full-time management experience for students in a sports management setting. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Completion of all course work and admission into the M.S. in sport management program or consent of department.
Credits: 1-6
LESM 592 - Special Topics in Sport Management Topics announced. May be repeated to a maximum of 6 semester hours when topic varies.
Prerequisites & Notes PRQ: Admission into the M.S. in sport management program or consent of department.
Credits: 1-3
LESM 597 - Independent Study in Sport Management Individual investigation of special issues, problems, areas, and topics in sport management. May be repeated to a maximum of 3 semester hours.
Prerequisites & Notes PRQ: Admission to master’s degree program in sport management and consent of department.
Credits: 1-3
LESM 698 - Master’s Paper Investigation, integration, and application of the body of knowledge areas relative to the field of sport management.
Prerequisites & Notes PRQ: Completion of 21 semester hours in the approved degree program which must include a research methodology course.
Credits: 3
LESM 699A - Master’s Thesis Investigation of an issue or problem relating to sport management. Enrollment by arrangement with graduate adviser. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: A graduate-level research methodology course and a quantitative or qualitative analytical technique course, and admission into the M.S. in sport management program; or consent of department.
Credits: 1-6
LESM 699B - Master’s Project Applied project designed to meet the needs of an identified issue or problem in sport management. May be repeated to a maximum of 3 semester hours.
Prerequisites & Notes PRQ: A graduate-level research methodology course, and admission into the M.S. in sport management program or consent of department.
Credits: 1-3
Leadership, Educational Psychology and Foundations
Go to information for this department.
Master’s Programs
Sixth-year Degree Programs
Doctoral Programs
Licensure Programs
Certificates of Graduate Study
EPFE 500 - Social Foundations of Education Social forces influencing education; educational traditions as reflections of diverse cultures; the school and cultural change; educational issues and sources of cultural conflict in the United States.
Credits: 3
EPFE 501 - Research Methods in the Philosophical, Historical, and Social Foundations of Education Emphasis on interpretive, normative, and critical perspectives in planning, conducting, and writing research studies in education.
Credits: 3
EPFE 505 - Foundations of Language-Minority Education Examination and analyses of the historical and social contexts of language-minority education in the United States, with emphases on bilingual education and the instruction of English as a second language in elementary, middle, and high schools.
Credits: 3
EPFE 510 - Philosophical Foundations of Education Emphasis on the distinct nature of philosophic inquiry functioning within a sociocultural setting in the construction of educational theory.
Credits: 3
EPFE 511 - Philosophical Analysis of Current Educational Thought Philosophical methods used in analyzing, refining, and criticizing educational theory and ideology in a multicultural society.
Credits: 3
EPFE 515X - Social Theory Applied to Education Crosslisted as EPS 515. Investigation of social theory and brief survey of its origins in psychology, educational studies based on this approach, and relevant contributions from the social sciences.
Credits: 3
EPFE 520 - Historical Foundations of Education History of education in Western society. Major educational figures, theories, institutions, and developments emphasized and interpreted in their cultural contexts.
Credits: 3
EPFE 521 - Historical Foundations of Education in the United States History of education in the United States. Interrelation of diverse cultures and educational figures, theories, and developments.
Credits: 3
EPFE 526X - Foundations of Psychedelic Studies in Education Crosslisted as EPS 526. An exploration of psychological, social, historical, philosophical, and anthropological implications of psychedelics for educational practice and policy.
Credits: 3
EPFE 530 - Comparative/International Education Survey of purpose, methodology, and research trends in comparative/international education. Implications of comparative research for American educational practice.
Credits: 3
EPFE 540 - Education for Social Justice Crosslisted as EPS 540X. Social and psychological forces which influence human relationships and have implications in educating for social justice and the diminution of forces of aggression, fear, and violence.
Credits: 3
EPFE 555 - Sociology of Classrooms Sociological analysis of teaching and learning in America’s elementary and secondary school classrooms. Particular attention is given to processes of differentiation, stratification, socialization, social organization as well as social relationships in the classroom.
Credits: 3
EPFE 557 - Sociology of Urban Education Sociological analysis of urban schooling and reform; political, economic, and social forces influencing urban education; culture and climate of urban schools; urban community-school relationships.
Credits: 3
EPFE 586 - Internship in Educational Foundations Students learn to apply foundations principles in a practical setting. Instruction supervised by a foundations of education professor. May be repeated to a maximum of 9 semester hours.
Credits: 1-9
EPFE 590 - Workshop in Education Designed for teachers, supervisors, counselors, and administrators to study contemporary issues and problems of the public school. Content varies to provide the opportunity to study current problems. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Acceptance by the director of the workshop.
Credits: 1-3
EPFE 592 - Special Topics in Foundations of Education Study of special topics, announced in advance, in foundations of education. May be repeated to a maximum of 9 semester hours when subject varies.
Credits: 1-3
EPFE 597 - Independent Research in Foundations of Education Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Admission to master’s degree program and consent of faculty member who will direct research.
Credits: 1-3
EPFE 699A - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 1-6
EPFE 699B - Master’s Project Culminating experience. Enrollment by special arrangement with the student’s major adviser. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
EPFE 703 - Seminar: Gender Issues in Educational Thought Study of gender in educational thought with emphasis on epistemological, ethical, and critical arguments. Consideration of the respective implications of theories for gender-specific education and development.
Credits: 3
EPFE 707X - Human Development and Educational and Social Policy Crosslisted as EPS 707. Interplay among societal issues, human development research and theory, and social policy. Methods for initiating, developing, and implementing social and educational policy in a variety of institutional settings.
Credits: 3
EPFE 710 - Seminar in Philosophical Investigation Philosophic exploration of various educational doctrines and theories operating in a sociocultural context. May be repeated to a maximum of 9 semester hours.
Credits: 2-3
EPFE 712 - Ethics and Education Study of educational policy and pedagogy from the perspective of theories in ethics. Critical analysis of the relationship of education to philosophic discussions of pertinent ethical issues related to education in a multicultural society.
Credits: 3
EPFE 715 - Foundations of Educational Policy Critical analysis of the generation, implementation, and outcomes of educational economics and history used to investigate the dynamics of policy formation and the relationship between educational policy and social trends.
Credits: 3
EPFE 720 - Seminar in European Educational Thought European educational theories that have influenced Western culture. Educational ideas of selected theorists examined in their cultural contexts. Attention to current issues and problems from a critical historical perspective.
Credits: 3
EPFE 721 - Seminar in American Educational Thought Individuals, theories, and developments in American educational history examined in their historical, philosophical, social, and cultural contexts through discussion and research. Attention to how major educational theorists and intellectual movements are connected to the wider cultural environment.
Prerequisites & Notes PRQ: Admission to Ed.S. or doctoral program, or consent of department.
Credits: 3
EPFE 722X - Adult and Higher Education in Social Context Crosslisted as CAHA 722. Critical analysis of the relationships existing between adult and higher education and its various social contexts. Clarification of present and future purposes and practices of adult and higher education in light of trends in social science research.
Credits: 3
EPFE 723 - History of Higher Education Critical analysis and interpretation of historical developments in American higher education from the colonial to modern periods. Emphasis on key institutions, episodes, people, and social trends illustrating the continuities, complexities, and changes in community colleges, colleges, and universities.
Credits: 3
EPFE 725 - History of Women’s Education in the United States Survey of women’s education in the context of the main currents of United States history. Educational leaders, theories, institutions, and developments analyzed in multicultural contexts.
Credits: 3
EPFE 730 - Seminar in Comparative/International Education Selected topics focusing on theoretical frameworks, relevant research, and implications for educational policy and practice.
Credits: 3
EPFE 740 - Seminar in Professional Educational Organizations Case studies of educational organizations, their history, purposes, and functions. Appraisal of the impact of these groups on past, present, and future educational trends. May be repeated to a maximum of 3 semester hours.
Credits: 1-3
EPFE 745 - Interpretive Methods in Educational Research Crosslisted as EPS 745X and ETR 745X. Emphasis on structuralist, poststructuralist, and semiotic theories and techniques in education to develop systematic hands-on interpretive projects.
Prerequisites & Notes PRQ: ETR 525 or EPS 524 or consent of department.
Credits: 3
EPS 501 - Psychological Foundations of Education Psychology as it relates to and provides foundations for educational practice. Constructive analysis of the principal areas, theories, experimentation, and conclusions in psychology with focus on such topics as motivation, learning, thinking, problem solving, self-regulation and the social context.
Credits: 3
EPS 504 - Psychology of Education in the Elementary and Middle School Years Application of psychological principles to teaching elementary and middle school. For students pursuing a Master of Arts in Teaching degree.
Credits: 3
EPS 505 - Issues in Human Development in the Elementary Through High School Years Cognitive, socioemotional, and physical development of children and adolescents within their families, schools, and sociocultural contexts. Focus on relationships between these aspects of student development and their implications for educational approaches and teaching within a school setting. Designed for students needing K-12 educator licensure. Documented clinical experience or supervised participation in schools is required either prior to or concurrent with this course.
Credits: 3
EPS 506 - Theories and Research in Child Behavior and Development Analysis of theory and research concerning the nature of child development and the implications of such for classroom teachers and other professionals who work with childhood populations.
Credits: 3
EPS 507 - Issues in Human Development and Learning in the Middle School and High School Years Cognitive, socioemotional, and physical characteristics of youth and their implications for educational practices with respect to student learning and performance in middle school and high school. Designed for students seeking educator licensure in grades 5-12 only.
Prerequisites & Notes CRQ: Clinical experience or supervised participation in schools.
Credits: 3
EPS 508 - Theories and Research in Adolescent Behavior and Development Analysis of theory and research concerning the nature of adolescent development and the implications of such for classroom teachers and other professionals who work with adolescent populations.
Credits: 3
EPS 510 - Adult Educational Psychology Study of educational and psychological theories of adult development and aging with emphasis on the evaluation of contemporary research in adult cognitive development.
Credits: 3
EPS 511 - Moral Development and Character Education Advanced seminar focusing on critical analysis of theoretical perspectives, research, and educational practices related to moral development.
Prerequisites & Notes PRQ: EPS 506, EPS 508, or EPS 510, or consent of department.
Credits: 3
EPS 512 - Educator, Family, Community: Relations and Resources Theoretical and empirical perspectives on how relationships among teachers, families, and communities influence the learning and school adjustment of children and adolescents as well as the roles of teachers, parents, and community agencies. Models and methods for facilitating positive relationships among teachers, parents, and students. Resources for the education of children within families and communities.
Credits: 3
EPS 513 - Creativity and Learning Preservice and inservice training for elementary and secondary teachers in the nature of creativity, the creative process, the creative person, and cultivation of the creative personality. Addresses the assessment of creative processes and products. Emphasis on the creative process as it relates to education and schools.
Credits: 3
EPS 515 - Social Theory Applied to Education Crosslisted as EPFE 515X. Investigation of social theory and brief survey of its origins in psychology, educational studies based on this approach, and relevant contributions from the social sciences.
Credits: 3
EPS 518 - Motivation in the Classroom Application of current motivation theories and research for understanding and fostering student motivation to learn in the classroom.
Credits: 3
EPS 519 - The Middle School Child Examination of the match between characteristics of early adolescents (10-14 years) and characteristics of middle school programs. Biological, cultural, psychological, and social forces affecting the development of young adolescents. Focus on the role of the teacher, school, and community in helping the adolescent to deal with the impact of changes in these types of forces.
Credits: 3
EPS 523 - Application of Psychological Research to Educational Practice Interpretation and application of research concerning human development, learning, and motivation to improve practices in schools and other organized learning environments. Design and evaluation of educational practices based on psychological theory and research, analyzing and selecting developmental assessments, observing student learning and motivation during instructional activities, and communicating with practitioners about research.
Credits: 3
EPS 524 - Ethnographies in Human Development and Learning within Educational Settings Ethnographies in diverse educational settings (e.g., classroom, school, family) with emphasis on human development across the life span and cultures. Ethnographic research relevant to learning and development such as negotiating entry, collecting data through interview and participant-observation, writing field notes, developing and identifying research questions, and generating valid and critical hypotheses and conclusions.
Credits: 3
EPS 526 - Foundations of Psychedelic Studies in Education Crosslisted as EPFE 526X. An exploration of psychological, social, historical, philosophical, and anthropological implications of psychedelics for educational practice and policy.
Credits: 3
EPS 532X - Evaluation of Teachers and Teaching Crosslisted as ETR 532. Examination of major components of a comprehensive system for evaluating teachers and teaching and the related issues and teacher effectiveness literature.
Credits: 3
EPS 535 - Examining Educational Psychology Evidence for Educational Practices Examination of a number of practices in education from a psychological perspective, with focus on weighing the best available evidence. Topics may include methods of grouping students for instruction, individual differences in learning, student academic support activities, and student achievement. Evaluation of evidence in order to make informed decisions regarding effective practices in education.
Prerequisites & Notes PRQ: Graduate course work in educational psychology and research methods, or consent of department.
Credits: 3
EPS 540X - Education for Social Justice Crosslisted as EPFE 540. Social and psychological forces which influence human relationships and have implications in educating for social justice and the diminution of forces of aggression, fear, and violence.
Credits: 3
EPS 550X - Classroom Management Crosslisted as TLCI 550. Applications of motivation and management principles and procedures to maintain a positive learning environment in classrooms.
Credits: 2
EPS 553 - The Gifted Student Characteristics of the gifted. Emphasis on identification, growth and development, creativity, motivation, guidance, and evaluation of the gifted.
Credits: 3
EPS 554 - Procedures for Educating the Gifted Current practices, trends, and issues in curriculum development and instructional methods for the gifted. Procedures as they relate to cognitive functions, factors of intellect, and creative expression.
Prerequisites & Notes PRQ: EPS 553 or consent of department.
Credits: 3
EPS 587 - Practicum in Gifted Supervised field experience in special education programs in schools, institutions, and other facilities for gifted students. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Admission to Graduate School and consent of department.
Credits: 1-10
EPS 590 - Workshop in Educational Psychology Designed for teachers, supervisors, counselors, and administrators to study contemporary issues and problems of the public school. Content varies. May be repeated to a maximum of 12 semester hours.
Credits: 1-3
EPS 592 - Seminar in Educational Psychology Review and analysis of current issues and research in educational psychology. May be repeated to a maximum of 9 semester hours when subject varies.
Credits: 3
EPS 597 - Independent Research Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 18 semester hours but no more than 6 hours can be applied to a degree.
Prerequisites & Notes PRQ: Consent of faculty member who will direct research.
Credits: 1-6
EPS 614 - Instructional Psychology Crosslisted as PSYC 614X. Models and theories of instructional psychology as related to contemporary research in cognition.
Prerequisites & Notes PRQ: EPS 713, a course in cognitive psychology, or consent of department.
Credits: 3
EPS 679 - Cultural Perspectives on Human Development Crosslisted as ANTH 679X and PSYC 679X. Cultural perspectives on parenting, home-school relations, psychological development, and education. Case materials drawn from western and non-Western societies.
Credits: 3
EPS 699A - Master’s Thesis Enrollment by special arrangement with student’s major adviser. May be repeated for a maximum of 6 semester hours. S/U grading.
Credits: 1-6
EPS 699B - Master’s Project Culminating experience. Enrollment by special arrangement with student’s major adviser. May be repeated for a maximum of 6 semester hours. S/U grading.
Credits: 1-6
EPS 701 - Professional Practices in Educational Psychology Examination of the historical and systemic roots of educational psychology; relationships among educational psychology, education, and other behavior sciences; career options and professional practices; and current initiatives and future directions within the discipline.
Credits: 3
EPS 705 - Advanced Seminar in Child Development Critical analysis of child development theories with application to contemporary educational issues and problems.
Credits: 3
EPS 706 - Research on Human Development in Educational Settings Examination and analysis of recent research in human development framed in sociocultural theory and research. Focus on development of skills for conducting research in human development and learning applicable to all educational settings.
Credits: 3
EPS 707 - Human Development and Educational and Social Policy Crosslisted as EPFE 707X. Interplay among societal issues, human development research and theory, and social policy. Methods for initiating, developing, and implementing social and educational policy in a variety of institutional settings.
Credits: 3
EPS 708 - Advanced Research Seminar in Adolescent Development In-depth examination of selected research methods and topics in adolescent development. Particular focus on student research and secondary analysis of existing data sets pertaining to various dimensions of adolescent development within educational contexts. Background in adolescent development recommended.
Credits: 3
EPS 710 - Seminar in Lifespan Human Development The study of human development and learning from a lifespan perspective pertinent to cognitive, emotional, physical, and social development. Implications for educators.
Credits: 3
EPS 713 - Advanced Educational Psychology Detailed analysis of modern learning theories and practices as they relate to education. Detailed investigation of major research in educational psychology focusing on learning and cognition.
Credits: 3
EPS 715 - Education and Human Cognitive Processing Implications of human cognitive processing and memory research techniques and their application to learning situations.
Credits: 3
EPS 716 - Learning Research Practicum Extended study of learning theory and individual research focusing on specific and persistent problems of design, translation, and interpretation of learning research for educators. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: EPS 713 or consent of department.
Credits: 3
EPS 718 - Research Seminar in Motivation and Education Critical analysis of current motivation theories and research in educational settings. Emphasis on issues of research design and interpretation for educators.
Credits: 3
EPS 723 - Design of Research on Human Development and Learning in Educational Settings Development of proposals for studies of human development, learning, and motivation within educational settings. Acquisition of skills to analyze research critically, develop research questions, select appropriate designs and methods, and create or adapt instruments to assess learner development.
Prerequisites & Notes PRQ: ETR 522 and EPS 523, or consent of department.
Credits: 3
EPS 739 - Fieldwork Methods in Educational Research Crosslisted as ETR 739X. Emphasis on studying examples of educational fieldwork and actual hands-on research.
Prerequisites & Notes PRQ: ANTH 560 or ETR 525, or consent of department.
Credits: 3
EPS 745X - Interpretive Methods in Educational Research Crosslisted as EPFE 745 and ETR 745X. Emphasis on structuralist, poststructuralist, and semiotic theories and techniques in education to develop systematic hands-on interpretive projects.
Prerequisites & Notes PRQ: ETR 525 or EPS 524 or consent of department.
Credits: 3
EPS 770X - Writing for Publication in Educational Psychology and Special Education Crosslisted as SESE 770. Planning, producing, and submitting manuscripts for publication. Includes analysis of professional journals and articles published in them with different types of publications addressed and analyzed, including review, research, and theoretical position papers.
Credits: 3
EPS 771X - Writing Grant Proposals in Education Crosslisted as SESE 771. Reviewing and writing competitive grant proposals. Identifying funding sources (federal, state, private) that match one’s interests and expertise. Analysis of components of different types of grants, including research, demonstration, special project, technology, and personnel preparation grants.
Credits: 3
EPS 786 - Internship Work individually or in small groups in a practical situation under the guidance of a staff member of that setting and a university supervisor. Open only to doctoral students, or by consent of department. May be repeated to a maximum of 12 semester hours. S/U grading.
Credits: 1-12
EPS 792 - Advanced Research Seminar in Educational Psychology Students design and conduct a study dealing with a problem in educational psychology. It may be a pilot study related to the doctoral dissertation. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Master’s degree.
Credits: 3
EPS 797 - Independent Research Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 18 semester hours but no more than 6 hours can be applied to a degree.
Credits: 1-6
EPS 799 - Doctoral Research and Dissertation Students are required to register for a minimum of 3 semester hours per term unless an exception is granted by the department. May be repeated for additional credit to a maximum of 24 semester hours. S/U grading.
Prerequisites & Notes PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Credits: 1-15
LEBM 501 - School Business Management Summary of task areas such as management of auxiliary enterprises including accounting and financial control, maintenance of buildings and grounds, personnel and office management, transportation, insurance, investments, administration of supplies and equipment, and administrative relationships.
Credits: 3
LEBM 511 - Practicum in School Business Management Designed to provide maximum experience with practitioners in the field. All phases of business management and opportunity for field experiences. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: LEBM 501, LEBM 521, and LEEA 520, or consent of department.
Credits: 1-6
LEBM 521 - Accounting, Statement Analysis, and Budgeting Principles of school fund accounting including a study of budgeting, payroll administration, bonded indebtedness, accounting for receipts and expenditures, extracurricular funds and analysis of statements, and auxiliary enterprises such as cafeteria and store.
Prerequisites & Notes PRQ: LEBM 501 or consent of department.
Credits: 3
LEBM 525 - Legal Aspects of School Business Management Major legal issues and problems impacting day-to-day business and financial operations at the school district level. Includes clinical experiences. Designed for master’s degree students.
Prerequisites & Notes PRQ: LEBM 501 and LEBM 521, or consent of department.
Credits: 3
LEBM 530 - Management of Business Support Services Principles and procedures of purchasing, property accounting, risk management, food service programs, transportation, and school store operation.
Prerequisites & Notes PRQ: LEEA 500, LEEA 520, LEBM 501, and LEBM 521, or consent of department.
Credits: 3
LEBM 536 - Role of the School Business Administrator in Collective Bargaining Focus on role of the school business administrator in defining financial parameters for bargaining, measuring short- and long-term financial impact of proposals, and administering approved contracts.
Prerequisites & Notes PRQ: LEBM 501 and LEBM 521, or consent of department.
Credits: 3
LEBM 540 - Personnel and Facilities Management Problems and issues associated with managing personnel and operating and maintaining school sites and facilities. All aspects of the business office, noncertified staff, and legal and insurance problems.
Prerequisites & Notes PRQ: LEEA 500 and LEBM 501, or consent of department.
Credits: 3
LEBM 550 - Financial Planning and School Budgeting Techniques and methods of estimating local, state, and federal revenues; alternative methods of school budget planning and control; and cost analysis.
Prerequisites & Notes PRQ: LEEA 520, LEBM 501, and LEBM 521, or consent of department.
Credits: 3
LEBM 586 - Internship in School Business Management Work individually or in small groups in a practical situation under guidance of a staff member of that setting and a university supervisor. Minimum of 6 semester hours required for chief school business official endorsement. May be repeated to a maximum of 12 semester hours, although typically only 6 semester hours may be applied to the program of study. LEBM is ordinarily to be taken 2 semester hours per term for three consecutive terms for a total of 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: LEBM 501 and LEBM 521, or consent of department.
Credits: 1-12
LEBM 590 - Workshop in School Business Management Designed for teachers, supervisors, counselors, and administrators to study contemporary issues and problems of the public school. Content varies. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
LEBM 592 - Special Topics in School Business Management Topics announced. May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 1-3
LEBM 597 - Independent Research in School Business Management Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
LEBM 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 3-6
LEBM 710 - Seminar in School Business Management Problems involved in the business administration of schools. Concentrated study and research concerned with all phases of school business management, such as accounting and finance, cafeteria management, purchasing, transportation, building planning and construction.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
LEBM 721 - Advanced School Fund Accounting and Budgeting Application of data processing systems to school fund accounting, payroll, inventories, curriculum, personnel, registration procedures, budget, textbook accounting, and other business office functions.
Prerequisites & Notes PRQ: LEEA 520, LEBM 501, and LEBM 521, or consent of department.
Credits: 3
LEBM 786 - Internship in School Business Management Work individually or in small groups in a practical situation under guidance of a staff member of that setting and a university supervisor. May be repeated to a maximum of 12 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3-12
LEBM 797 - Independent Research in School Business Management Independent research at post-master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
LEEA 500 - Educational Organization and Administration: Principles, Concepts, and Structure Development of an awareness and understanding of the social, political, and behavioral bases for educational administration.
Prerequisites & Notes PRQ: Admission to M.S.Ed. educational administration program or school business management program, or consent of department.
Credits: 3
LEEA 501 - School Organization and Administration: Programs and Practices Examination of administrative practices in the areas of educational programs, staff and pupil personnel functions, physical plant, finance and business management, and school-community relations.
Credits: 3Page: 1
| 2
| 3
Literacy and Elementary Education
Go to information for this department.
Master’s Programs
Doctoral Programs
Certificates of Graduate Study
LTCY 536 - Literacy Research Detailed study of selected research in school-based literacy programs with emphasis on principles, trends, methods, and materials. Focus on curriculum patterns and innovations.
Prerequisites & Notes PRQ: ETR 520 or consent of department.
Credits: 3
LTCY 586 - Internship in Literacy Education Work individually or in small groups in a practical situation under guidance of staff member of that setting and a university supervisor. May be repeated to a maximum of 12 semester hours, although typically only 3 semester hours may be applied to the program of study. S/U grading.
Credits: 1-12
LTCY 587 - Teaching Practicum For those actively engaged in teaching who are interested in improving their teaching skills. Clinical work with guidance of experienced professionals and consultants in teacher education. Experiences arranged to meet the needs, concerns and interests of each individual. May be repeated to a maximum of 6 semester hours. Does not fulfill the student teaching requirement.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
LTCY 590 - Workshop in Literacy Education Workshop designed for teachers, supervisors, counselors, and administrators to study contemporary issues and problems of literacy education. May be repeated when subject varies; however, no more than 6 semester hours may be applied toward the M.S.Ed. degree in literacy education.
Prerequisites & Notes PRQ: Acceptance by the director of the workshop.
Credits: 1-3
LTCY 592 - Special Topics in Literacy Education Topics announced. May be repeated when subject varies; however, no more than 6 semester hours may be applied toward the M.S.Ed. degree in literacy education.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
LTCY 597 - Independent Research in Literacy Education Research at the master’s level under faculty supervision. May be repeated when subject varies; however, no more than 6 semester hours may be applied toward the M.S.Ed. degree in literacy education.
Prerequisites & Notes PRQ: Acceptance by the faculty member who will direct the research.
Credits: 1-3
LTCY 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree in literacy education. Student enrolls with faculty member directing the thesis. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 3-6
LTCY 786 - Internship in Literacy Education Work individually or in small groups in a practical situation under guidance of a staff member of that setting and a university supervisor. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Admission to doctoral program or consent of department.
Credits: 1-12
LTCY 797 - Independent Research in Literacy Education Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 6 semester hours.
Credits: 1-3
LTCY 799 - Doctoral Research and Dissertation Student must accumulate a minimum of 15 semester hours prior to graduation. May be repeated to a maximum of 30 semester hours.
Prerequisites & Notes PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Credits: 1-15
LTIC 501 - Multicultural Education: Methods and Materials Crosslisted as TLRN 501X. Designed to aid students to identify content materials and devise methods for implementing multicultural education. Emphasis on the relationships among culture, classroom procedure, and educational policy.
Credits: 3
LTIC 515 - Bilingualism and Reading Theoretical bases, approaches, materials, and activities facilitating assessment and development of second-language reading for elementary and secondary bilingual students.
Credits: 3
LTIC 520 - Methods and Materials for Teaching English as a Second Language in Content Areas Examination and application of instructional approaches and materials for teaching English as a second language in elementary and middle school settings. Focus on collaborative teaching across content areas, such as mathematics, science, language arts, and social studies.
Credits: 3
LTIC 535 - Teaching Language-Minority Students in Bilingual Programs: Methods and Materials Examination and application of instructional approaches and materials in bilingual programs in elementary, middle, and high schools.
Credits: 3
LTIC 545 - Applied Linguistics for Teachers in Multilingual Classrooms Classroom-oriented applications of linguistic principles for effective instruction in multicultural, multilingual classrooms.
Credits: 3
LTIC 547 - Assessment of Language-Minority Students Examination and application of instruments and techniques for assessing oral and written language of language-minority children in schools; identifying language needs and differentiating them from developmental needs.
Prerequisites & Notes PRQ: LTIC 545 or consent of department.
Credits: 3
LTIC 550 - Teaching Oral Skills to Adult English Language Learners: Methods and Materials Crosslisted as CAHA 550X. Examination and application of methods and materials used to teach oral communication skills (listening and speaking) to English-language learners in adult education settings.
Credits: 3
LTIC 551 - Teaching Literacy Skills to Adult English Language Learners: Methods and Materials Crosslisted as CAHA 551X. Examination and application of methods and materials used to teach literacy skills (reading and writing) to English-language learners in adult education settings.
Credits: 3
LTIC 552 - Curriculum Development for Adult English Language Learners Crosslisted as CAHA 552X. Examination of current practices in teaching English language learners in adult education settings with focus on issues in program and curriculum design, including the curriculum as process, student and teacher assessment, teaching methodology, and professional development.
Credits: 3
LTIC 553 - Crosscultural Issues in the Adult ESL Classroom Crosslisted as CAHA 553X. Examination of cultural differences and their influences on adults learning English language skills and acquiring general perceptions of their social environment.
Credits: 3
LTIC 555 - Methods and Materials for English Learners with Disabilities Crosslisted as SESE 555X. Issues of learning English as a new language for students with special needs. Addresses theoretical bases, instructional strategies, materials, and activities facilitating individualized education plans and interventions for English Learners with disabilities, particularly those with learning disabilities.
Credits: 3
LTIC 589 - Practicum in Multilingual/Multicultural Education Crosslisted as TLCI 589X. Selected field experiences and instructional design projects in multilingual/multicultural education for those who are interested in improving professional skills for serving diverse populations of learners. May be repeated to a maximum of 6 semester hours. Does not satisfy student teaching requirement.
Credits: 1-6
LTIC 598 - Issues in Teaching English Language Learners Integration and synthesis of the concepts, principles, trends, and issues in literacy education for English language learners. Open only to master’s students in literacy education who are focusing on English language learners.
Prerequisites & Notes PRQ: Completion of 24 semester hours in an approved master’s level program, or consent of department.
Credits: 3
LTIC 700 - Seminar in Educating English Language Learners Study of research on and theory of educating English language learners across the life span. May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 3
LTIC 701 - Supervision of Programs for English Language Learners Procedures for developing a Bilingual/English as a Second Language (ESL) K-12 curriculum and examination of the knowledge base required of educators to understand and improve instruction for Bilingual/English Language Learners (ELLs) in the schools.
Prerequisites & Notes PRQ: The candidate should hold the ISBE teaching approval or endorsement for English as a Second Language or bilingual education, or consent of department.
Credits: 3
LTIC 720 - Review of Research in Teaching English Language Learners Comprehensive study of research literature in teaching English language learners across the life span. Designed for advanced graduate students preparing literature reviews for the thesis or dissertation.
Credits: 3
LTLA 520X - Language Arts in Early Childhood Education Crosslisted with SEEC 520. Focus on language arts and associated experiences as an integral part of the young child’s growth and development.
Credits: 3
LTLA 530 - Contemporary Language Arts Introduction to contemporary applied language arts programs. Emphasis on methods, materials, and instructional procedures for elementary school children.
Credits: 3
LTLA 537 - Acquisition of Spoken and Written Language Study of language development in young children (ages 0-8). Includes indepth treatment of theories in developmental psycholinguistics. Emphases on parallels between oral development and literacy acquisition and on consequent preschool and elementary school teaching strategies.
Credits: 3
LTLA 538 - Evaluating Children’s Literature Children’s books considered in relation to literary merit and their potential for meeting developmental and ethnic needs of children. Attention given to classroom application.
Credits: 3
LTLA 539 - Children’s Literature in a Multicultural Society A historical and current perspective of multicultural influences in children’s literature. Implications for classroom programs are considered.
Credits: 3
LTLA 540 - Teaching Language Arts in the Elementary School Emphasis on principles of instruction and curriculum development in the language arts.
Credits: 3
LTLA 541 - Teaching Young Adult Literature Survey of young adult literature considered in relation to classroom applications and issues relevant to the developmental and diverse needs of middle and high school students.
Credits: 3
LTLA 542 - Design and Production of Picture Books for Children and Young Adults Close investigation of the picture book including basic reading and language arts methodologies and the creation of an original picture book. Skills for elementary and middle school classroom teachers to use in making aesthetic connections to reading and in creating specific instructional materials for children with special needs.
Credits: 3
LTLA 543 - Writing in the Elementary School Methods of developing writing skills of elementary students based on current theory and research.
Credits: 3
LTLA 544 - Exploring Children’s Literature An introduction to children’s literature with attention to literary merit, potential to meet the academic, cultural, emotional, and social needs of all children, and to prepare children as citizens of a diverse, democratic society. Attention given to classroom application. Designed for Master of Arts in Teaching candidates.
Credits: 1
LTLA 550 - Teaching Language Arts in the Middle School Practical applications and experiences for development of language arts teaching techniques and strategies. Evaluation of theoretical bases, approaches, activities, and materials facilitating development and assessment of language arts at the middle-school level.
Credits: 3
LTLA 733 - Children’s Literature Research in Elementary Education Examination of selected research in children’s literature and implications for instruction and curricular needs.
Prerequisites & Notes PRQ: Recommended introductory children’s literature course and consent of department.
Credits: 3
LTLA 760 - Advanced Seminar in Language Arts Identification and analysis of problems and current issues in language arts education.
Credits: 3
LTRE 500 - Improvement of Reading in the Elementary School Advanced course in the teaching of developmental reading at the elementary level. Criteria for a desirable reading program and a consideration of innovative procedures in relation to the findings of research.
Credits: 3
LTRE 501 - Practicum in Teaching Developmental Reading: Elementary Level Practical applications and experiences in developing diagnostic teaching techniques and strategies to improve the reading skills and meet the needs of individual pupils.
Credits: 3
LTRE 505 - Teaching Reading in the Middle School Theories and models. Practical applications and experiences for the development of teaching techniques and strategies to improve academic and recreational reading. Study strategies for middle school students. Evaluation of current approaches, programs, and young adolescent literature for teaching reading in the middle school.
Credits: 3
LTRE 510 - Improvement of Reading in the Secondary School Extension of reading skills and interests for all learners in the junior and senior high school. Role of reading in the instructional process.
Credits: 3
LTRE 511 - Teaching Reading in the Content Areas Adaptation of materials, reading skills, and study strategies to the content areas. Role of reading personnel as learning facilitators within the school setting.
Credits: 3
LTRE 512 - Disciplinary Reading Instruction at the Postsecondary Level Emphasis on the history, current scholarship, and best practices for disciplinary reading instruction at the postsecondary level.
Credits: 3
LTRE 516 - Emerging Literacy Development Emphasis on children’s developing literacy. Assessment techniques and organizational approaches to literacy instruction across the preschool and primary years.
Credits: 3
LTRE 518 - Curriculum and Program-level Design in Postsecondary Reading Emphasis on research, policy, and best practices related to curriculum and program-level design and implementation for postsecondary reading.
Credits: 3
LTRE 519 - Teaching Postsecondary Reading Emphasis on historical, theoretical, and pedagogical models relevant to methods of teaching postsecondary reading.
Credits: 3
LTRE 520 - Diagnosis and Treatment of Reading Difficulties Causes of reading difficulties, their diagnosis and correction in grades K-12. Current evaluative instruments.
Prerequisites & Notes PRQ: LTRE 500, LTRE 505, LTRE 510, or LTRE 511; or consent of department.
Credits: 3
LTRE 521 - Postsecondary Reading Assessment Emphasis on the history, theory, research, policy, and practice related to reading assessment at the postsecondary level. Survey of various placement, diagnostic, informal, affective and non-cognitive, and exit-level measures.
Credits: 3
LTRE 525 - Reading Interests of Adults Exploration of reading interest of adults, including demographic aspects; popular nonfiction and fiction (bestsellers, genre fiction) books and periodicals; media tie-ins; reading promotion and readers advisory services in libraries.
Credits: 3
LTRE 530 - Practicum in Diagnosis of Reading Difficulties Case study techniques in the diagnosis of reading problems. Administration of various formal and informal tests and the interpretation of the test results. Making case studies, followed by the preparation of case reports. Written permission of department required.
Prerequisites & Notes PRQ: LTRE 520, or consent of department.
Credits: 3
LTRE 531 - Practicum in Problems of Teaching Reading Clinical experience in applying procedures with severely disabled readers at the elementary and/or secondary level.
Prerequisites & Notes PRQ: Consent of department. Recommended: LTRE 530.
Credits: 3
LTRE 540 - Practicum in Corrective Reading in the Elementary School Diagnostic techniques and corrective procedures suitable for testing and teaching the less severe reading disability cases among elementary school children. Supervised laboratory practice with children in a school setting required.
Prerequisites & Notes PRQ: Consent of department. Recommended: LTRE 530.
Credits: 3
LTRE 550 - Practicum in Corrective Reading in the Secondary School Diagnostic techniques and corrective procedures suitable for testing and teaching the less severe reading disability cases among secondary school students. Supervised laboratory practice with students in a school setting required.
Prerequisites & Notes PRQ: Consent of department. Recommended: LTRE 530.
Credits: 3
LTRE 591 - Reading Institute Basic reading problems and issues at all levels of reading instruction. May be repeated when subject varies; however, no more than 6 semester hours may be applied toward the M.S.Ed. degree in literacy education.
Credits: 1-3
LTRE 701 - Supervisory Problems in Reading Procedures for developing a K-12 curriculum in reading and the supervisory responsibilities of administrators and reading consultants in improving reading instruction in the schools.
Prerequisites & Notes PRQ: Consent of department. Recommended: 12 graduate-level hours in reading.
Credits: 3
LTRE 711 - Seminar in Research Studies in the Field of Reading Designed for advanced student interested in the study of research reports in education, psychology, linguistics, and other disciplines which have a bearing on the problems of teaching reading.
Prerequisites & Notes Recommended: ETR 520 and ETR 521; 12 graduate-level hours in reading.
Credits: 3
LTRE 712 - Correlates of Effective Reading The bases of methods in the teaching of reading and the reading process: word perception, reading readiness, personality and motivation variables, and other correlates.
Prerequisites & Notes Recommended: 12 graduate-level hours in reading.
Credits: 3
LTRE 713 - Seminar in Comparative Reading Comparison of reading methods and related variables in different national and cultural groups.
Credits: 3
LTRE 714 - Seminar in Reading Identification and analysis of issues and problems in reading at all levels. May be repeated to a maximum of 9 semester hours.
Credits: 1-3
LTRE 718 - Adult Reading Instruction Emphasis on the teaching of reading to adults; strategies applicable to meet the needs of the adult learner; functional alternatives for instruction; preparation of volunteers and the role of the reading teacher with adults.
Credits: 3
LTRE 719 - Principles and Methods of Teaching Postsecondary Reading Emphasis on research, theoretical foundations, and philosophical models relevant to postsecondary reading instruction methods.
Credits: 3
TLEE 501 - Improvement of Instruction in Elementary Education Investigation and analysis of common problems in teaching. Emphasis on the principles which apply at all levels of instruction.
Credits: 3
TLEE 502X - Methods of Instruction in the Mathematics Curriculum for Elementary School Crosslisted as MATH 502. Methods, techniques, materials, curricular issues, learning theories, and research utilized in the teaching of elementary school mathematics. Attention given to the teaching of exceptional students and planning for multicultural learning situations. Intended for students in education. Accepted for credit as an elementary mathematics methods course, but not as an upper-division mathematical content course. Not open for credit toward the major or minor in mathematical sciences.
Credits: 3
TLEE 503 - Individualizing Learning in the Elementary School Philosophy, models, and procedures for diagnosing and individualizing learning in the elementary school.
Credits: 3
TLEE 504 - Teaching Strategies for Experiential Learning Existing and emerging theory and practice relating to experiential education. Focus on direct, active involvement of learners in developing their educational environment and outcomes.
Credits: 3
TLEE 511 - Using Human Resources for Elementary School Programs Role of the elementary school teacher in developing and managing programs which involve parents and others in the community.
Credits: 3
TLEE 530 - Teaching Social Studies in the Elementary School Examination and evaluation of issues in the teaching of social studies with emphasis on principles of instruction and curriculum development in the social studies.
Credits: 3
TLEE 532 - Teaching Science in the Elementary School Identification and analysis of problems and issues in society, science, and education that have an influence on curriculum and instruction in the elementary school science program.
Credits: 3
TLEE 533 - Developing an Elementary School Science Program Development of a conceptual framework and procedure for initiating and maintaining the currency of an elementary school science program; consideration of approaches from the perspective of the child, the teacher, the community, and the subject area.
Credits: 3
TLEE 534 - Implementing an Elementary School Science Program Designed to aid classroom teachers, unit leaders, department chairs, district supervisors and other leadership personnel in implementing, managing, and revising an elementary school science program. Emphasis on converting philosophical structures into an operational program.
Credits: 3
TLEE 535 - Global Perspectives in Citizenship Education Implications of emerging global trends and problems for social education in the elementary and middle school. Creation of interdisciplinary activities and units to develop the global perspective.
Credits: 3
TLEE 541 - Inquiry Strategies in Elementary School Social Studies Programs Adaptation to the learning styles of children of basic inquiry strategies drawn from theoretical models in the social sciences. Emphasis on the use of these strategies as methodology in the improvement of social studies learning.
Credits: 3
TLEE 542 - Related Arts for the Teachers of Children Designed for students interested in aesthetic education for children; examination of trends, issues and aesthetic experience in the planning of learning in the fine and applied arts. May be repeated for a maximum of 6 semester hours.
Credits: 3
TLEE 560 - Seminar in Elementary Education Current concerns and trends in elementary education. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: At least 24 semester hours of course work in the elementary education master’s degree program.
Credits: 3
TLEE 561 - Seminar in Elementary School Internship Orientation to the teaching profession, including school and community environment, professionalism, and effect of teaching on student learning.
Prerequisites & Notes PRQ: TLEE 587.
Credits: 1
TLEE 586 - Internship May be repeated to a maximum of 9 semester hours. S/U grading.
Credits: 3-9
TLEE 587 - Teaching Practicum in Education Designed for actively engaged teachers interested in improving teaching skills. Clinical work with guidance of experienced professionals and consultants in teacher education. Experiences arranged to meet needs, concerns, and interests of each individual. May be repeated to a maximum of 6 semester hours. Does not fulfill the student teaching requirement. S/U grading.
Prerequisites & Notes PRQ: TLEE 560 and consent of department.
Credits: 1-6
TLEE 590 - Workshop in Teacher Education Designed to study contemporary issues and problems. Content varies. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
TLEE 597 - Independent Research Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Credits: 1-3
TLEE 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 1-6
TLEE 702 - Analysis of Instruction in Elementary Education Use of theory in the analysis and interpretation of teaching-learning situations, as observed or recorded from preschool and elementary classrooms. Attention given to the identification and use of goals in education and the application of knowledge in the areas of learning, human growth, group behavior, and curriculum.
Credits: 3
TLEE 709 - Seminar in Science, Social Studies, and Environmental Education Integration Analysis of existing and emerging theory and practice related to the integration of science, social studies, and environmental education.
Credits: 3
TLEE 732 - Domain of Science Education Study of selected major dimensions of science education. Consideration of major problems and issues pertinent to each dimension and their association with school science programs.
Prerequisites & Notes PRQ: Advanced graduate standing or consent of department.
Credits: 3
TLEE 746 - Perspectives in Social Studies Curriculum Analysis of existing and historical models of social studies curriculum. Emphasis on converting philosophical goals and structures into an operational program by developing a conceptual framework for social studies curriculum.
Credits: 3
TLEE 747 - Seminar in Social Studies Education Research Analysis of research studies in social studies education. A review of historical trends and contemporary research in social studies education.
Credits: 3
TLEE 760 - Advanced Seminar in Elementary Education A. Science
B. Social Studies
C. General Identification and analysis of problems and current issues in elementary education.
May be repeated to a maximum of 9 semester hours.
Credits: 3
TLEE 775 - Studying Teacher Education Survey of selected undergraduate programs of preparation which have been designed to educate teachers for the public schools. Intensive analysis of the program at NIU involving supervised laboratory experiences. Internship concurrent with this course recommended.
Credits: 3
TLEE 786 - Internship Work individually or in small groups in a practical situation under guidance of a staff member of that setting and a university supervisor. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Admission to doctoral program, or consent of department.
Credits: 1-12
TLEE 797 - Independent Research Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 6 semester hours.
Credits: 1-3
TLEE 799 - Doctoral Research and Dissertation Prerequisites & Notes PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Credits: 1-15
Special and Early Education
Go to information for this department.
Master’s Programs
Special Education Certificates of Graduate Study
SEEC 500 - Analysis of Instruction in Early Childhood Education Study of learning continuity in early years with an emphasis on best practices in programs for children under six. Includes 10 hours of clinical practice.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 501 - Improvement of Instruction in Early Childhood Education Investigation and analysis of common problems in teaching and supervision of early childhood programs.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 504 - Developmentally Appropriate Practice in the Primary Classroom Existing and emerging theory and practice with focus on direct, active involvement of each child in developing the educational environment, outcomes, and formative assessment. Examination of procedures for planning, organizing, implementing, and assessing learning, curriculum, and materials for children in developmentally appropriate primary grade classrooms. Includes six hours of clinical practice.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 510 - Preschool Movement in the United States Study of the development of the American preschool movement.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 511 - Comparative/International Early Childhood Education Cross-cultural, multidisciplinary approach to the study of both formal and informal education of young children. Emphasis on content and context of learning in early childhood across cultures.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 520 - Language Arts in Early Childhood Education Crosslisted with LTLA 520X. Focus on language arts and associated experiences as an integral part of the young child’s growth and development continuity of language development in family, community, and school. Includes ten hours of clinical practice.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 521 - Educational Diagnosis and Assessment of Young Children with Special Needs Special diagnostic procedures appropriate for young children with special needs. Emphasis on screening and assessment of special conditions with respect to developmentally appropriate curriculum and on providing recommendations for procedures. Includes 10 hours of clinical practice.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 522 - Curriculum and Instructional Strategies for the Young Child with Special Needs Resource systems and materials available for the education of the young child with special needs. Focus on developmentally appropriate curricula for children with special needs.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 523 - Infants and Preschoolers with Severe Disabilities Review of the characteristics, identification, educational intervention systems, and adaptive and cognitive behavior of infants and preschoolers with severe disabilities.
Prerequisites & Notes PRQ: FCNS 539 or consent of department.
Credits: 3
SEEC 526 - Curricular Strategies for the Education of Infants with Severe Disabilities Curricular models for instructional intervention for infants with developmental delays during their first two years of life.
Prerequisites & Notes PRQ: SEEC 523 or consent of department.
Credits: 3
SEEC 531 - Social Learning in Early Childhood Education Principles and procedures in the development of social emotional experiences, with focus on social learning for the young child and emphasis on child growth and development, democratic values and processes, geographical and historical concepts, and common life problems. Candidates seeking a teaching credential are required to register concurrently for SEEC 582.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 532 - Young Children’s Exploration of the Physical World The application of theories, best practice and learning standards in mathematics and science in early childhood classrooms (birth to grade 2). Developmental progressions through levels of thinking in mathematics and science and effective instructional strategies to help each child move along the developmental paths. Candidates seeking a teaching credential are required to register concurrently for SEEC 583.
Credits: 3
SEEC 535 - Family and School Partnerships for Academic Success Emphasis on continuous family-school teamwork efforts. Attention given to family background and social context. Effective parent-school programs/models and current research underscoring the dynamic interaction between families and schools on the academic success of prekindergarten through grade 8 students. Includes four hours of clinical practice.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 560 - Seminar: New Developments in Early Childhood Education Philosophy and psychology of early childhood education as related to factors in the contemporary scene.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 582 - Preprimary Clinical Experience Pre-student teaching practicum for graduate students seeking an early childhood educator license. Students are required to participate in a minimum of 30 clock hours per credit hour. May be repeated for a maximum of four semester hours of credit. Field placements arranged by the department. S/U grading.
Prerequisites & Notes CRQ: SEEC 531 or consent of department.
Credits: 1
SEEC 583 - Primary Clinical Experience Pre-student teaching practicum for graduate students seeking an early childhood educator license. Participation and observation in grade one, two, or three for a minimum of 30 clock hours per credit hour. May be repeated for a maximum of four semester hours. Field placements made by the department. S/U grading.
Prerequisites & Notes CRQ: SEEC 532 or consent of department.
Credits: 2
SEEC 585A - Preprimary Student Teaching Student teaching for one-half semester or one entire semester in early childhood programs for children 3 years through kindergarten. Application of theories of learning and development in the classroom using varied methodologies. Field placements arranged by the department. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3-12
SEEC 585B - Primary Student Teaching Student teaching for one-half semester or one entire semester in grade one or two. Application of theories of learning and development in the classroom using varied methodologies. Field placements arranged by the department. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3-12
SEEC 586 - Internship Internship in agencies and programs serving children from birth to age eight and their families. Students are required to participate in a minimum of 30 clock hours per credit hour. May be repeated to a maximum of 9 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-9
SEEC 587 - Teaching Practicum in Early Childhood Education Designed for actively engaged teachers interested in improving teaching skills. Clinical work with guidance of experienced professionals and consultants in teacher education. Experiences arranged to meet needs, concerns, and interests of each individual. May be repeated to a maximum of 6 semester hours. Does not fulfill student teaching requirement.
Prerequisites & Notes PRQ: SEEC 560 and consent of department.
Credits: 1-6
SEEC 590 - Workshop in Early Childhood Education Designed to study contemporary issues and problems. Content varies. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
SEEC 597 - Independent Research Independent research at the master’s degree level under faculty supervision. Each lettered topic may be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
SEEC 598 - Master’s Project Culminating experience. Enrollment by special arrangement with student’s adviser.
Prerequisites & Notes PRQ: Successful completion of all education foundation courses and early childhood core courses and consent of department.
Credits: 3
SEEC 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 1-6
SEEC 760 - Seminar in Early Childhood Education Identification and analysis of problems and issues in early childhood education. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SEEC 786 - Internship Work individually or in small groups in a practical situation under guidance of a staff member of that setting and a university supervisor. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Admission to doctoral program, or consent of department.
Credits: 1-12
SEEC 797 - Independent Research Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
SESE 512 - Methods for Teaching Students with Learning Disabilities Curriculum, instructional methods, and materials appropriate for teaching students with learning disabilities from a language arts perspective.
Prerequisites & Notes PRQ: ETR 524 and SESE 540, or consent of department.
Credits: 3
SESE 513 - Methods for Teaching Elementary Students with High-Incidence Disabilities Instructional theories, curricula, methods, and materials as they relate to teaching elementary-aged students with high-incidence disabilities. Emphasis on instructional procedures, adaptations, and progress-monitoring systems.
Prerequisites & Notes PRQ: ETR 524 and SESE 540, or consent of department.
Credits: 3
SESE 514 - Methods for Teaching Secondary Students with High-Incidence Disabilities Instructional theories, curricula, methods, and materials as they relate to teaching secondary-aged students with high-incidence disabilities. Emphasis on instructional procedures and adaptations.
Prerequisites & Notes PRQ: ETR 434 or ETR 524 or ETR 534; and SESE 540; or consent of department.
Credits: 3
SESE 520 - Disability in Film and Television Study of the representation and portrayal of various disabilities in motion pictures and television. Special emphasis is placed on evaluating stereotypes that are perpetuated on screen and creating plans to increase public awareness of trends and issues that affect individuals with disabilities.
Credits: 3
SESE 521 - Technology for Students with Disabilities Application of microcomputers and related technology to persons with learning, behavior, sensory, motor, and communication disorders. Software evaluation and adaptation, alternative input and output modes, development of supportive resources, and integration of microcomputing into the Individualized Education Program.
Credits: 3
SESE 523 - Observation and Assessment in Early Childhood Special Education Recommended practices and strategies for conducting formal and informal assessment of young children including physical, communication, early academic and academic, adaptive, and social-emotional development as well as assessment of center/classroom-based settings and natural environments. Includes data analysis and data-based decision making.
Credits: 3
SESE 524 - Methods and Strategies for Promoting Development and Teaching Infants, Toddlers, and Young Children with Disabilities and Special Needs Methods, strategies, and recommended practices and evidence-based curricula for promoting development and teaching infants, toddlers, and young children with disabilities and special needs in classroom and natural settings.
Credits: 3
SESE 526 - Working with and Supporting Families of Young Children with Disabilities and Special Needs Strategies to promote positive and productive family/ professional relationships and family-centered practices for working with and supporting families of young children with disabilities and special needs (birth to eight years).
Credits: 3
SESE 527 - Issues and Recommended Practices in Early Childhood Special Education Trends, issues, concerns, and recommended practices in the field of early intervention/early childhood special education (birth to eight years of age). In-depth analysis of current issues related to children with disabilities and special needs, and children at risk and their families, service providers, and other early childhood professionals.
Prerequisites & Notes PRQ: SESE 523 and SESE 524 and SESE 526; or consent of department.
Credits: 3
SESE 540 - Foundations of Special Education Overview of characteristics and abilities of diverse and exceptional learners including contemporary philosophy regarding the nature of differences; evidence-based instruction to promote inclusion of learners with diverse needs in multicultural settings; behavioral objectives, instructional plans, and individualized education programs; adapting materials for diverse needs in general education and targeted intervention settings; and fair and appropriate evaluation.
Credits: 3
SESE 547 - Issues and Trends in Special Education Analysis of current issues and trends affecting the field of special education. Culminating seminar for master’s program.
Prerequisites & Notes PRQ: Minimum of 27 graduate program semester hours or consent of department.
Credits: 3
SESE 549 - Evaluation and Instruction of Individuals with Multiple Disabilities Strategies for creating and evaluating meaningful educational experiences for individuals with significant learning challenges. Implications of physical, health, and/or multiple disabilities for participation in major life activities. Curriculum modifications in academic and nonacademic areas.
Prerequisites & Notes PRQ: SESE 592 or consent of department.
Credits: 3
SESE 550 - Counseling in Vision Rehabilitation Therapy Foundations of personal-social counseling and vocational guidance with emphasis on problems created by blindness and adjustment issues related to visual loss.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 552 - Assistive Technology/Multiple Disabilities Evaluating abilities in relation to environmental demands and determining adaptations, adaptive equipment, and/or assistive devices that can be used to ensure student participation. Students demonstrate proficiency in programming augmentative communication devices and using other assistive technology devices.
Prerequisites & Notes PRQ: SESE 561.
Credits: 3
SESE 553 - Transition Planning Using Technology Curriculum, instructional methods, and materials appropriate for promoting self-determination and self-advocacy among individuals with disabilities. Focus on using technology for assessing preferences, setting goals, and developing action plans for IEP and/or transition meetings. Includes field-based activities.
Credits: 2-3
SESE 554 - Applied Behavior Analysis and Positive Behavior Support in School and Community Settings Discussion of the concepts and principles of behavior analysis and the application of research-based practices in applied behavior analysis and positive behavior support. Designed to enable educators to design effective classroom environments, conduct functional assessment, develop positive behavior intervention plans, and implement group and individualized behavior programs to promote appropriate academic and social behavior and to prevent and decrease challenging behavior in classroom settings.
Credits: 3
SESE 555X - Methods and Materials for English Learners with Disabilities Crosslisted with LTIC 555. Issues of learning English as a new language for students with special needs. Addresses theoretical bases, instructional strategies, materials, and activities facilitating individualized education plans and interventions for English Learners with disabilities, particularly those with learning disabilities.
Credits: 3
SESE 556 - Methods for Inclusion and Collaboration in the General Education Classroom Presents knowledge and skills to make adaptations for learners with exceptionalities in the general education classroom. Provides an overview of relevant laws and legal issues, evidence-based methods, assistive technologies, collaboration skills, ways of differentiating lessons, and information about disabilities and exceptionalities. Does not count toward degree program in special education.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 557 - Methods for Including Middle and Secondary Students with Exceptionalities in the General Education Classroom Designed to provide preservice and inservice middle and secondary educators knowledge and skills to make adaptations for learners with exceptionalities in the general education classroom. Provides an overview of relevant laws and legal issues, evidence-based methods, assistive technologies, collaboration skills, ways of differentiating lessons, and information about disabilities and exceptionalities. Does not count toward degree program in special education.
Prerequisites & Notes PRQ: TLEE 282 or consent of department.
Credits: 3
SESE 559 - Planning for the Transition from School to Employment, Career and Postsecondary Education for Students with Disabilities Strategies for effectively planning the transition from school to employment, career, postsecondary education and community for students with disabilities in secondary school settings. Emphasis on student-centered planning, career and transition assessment involving students, families, school and community supports. Includes field-based assignments.
Prerequisites & Notes PRQ: ETR 434 or ETR 524, and SESE 540; or consent of department.
Credits: 3
SESE 560 - Functional Analysis for Special Educators Principles and methods of behavior analysis applied to the learning and behavior management of students exhibiting problems in learning and behavior. Emphasis on functional analysis in the classroom, home, and community.
Prerequisites & Notes PRQ: SESE 540 or SESE 592; and SESE 454 or SESE 554; or consent of department.
Credits: 3
SESE 561 - Methods for Teaching Individuals with Developmental Disabilities Role of personnel, methods for teaching and assessing independent functioning skills, and curriculum modifications in inclusive environments for individuals with developmental disabilities.
Prerequisites & Notes PRQ: SESE 540; and ETR 434 or ETR 524 or ETR 534; or consent of department.
Credits: 3
SESE 562 - Curricular and Instructional Design and Adaptation for Inclusive Settings Models and strategies for developing and modifying materials and instruction for students with disabilities in general education classrooms.
Prerequisites & Notes PRQ: SESE 592 or consent of department.
Credits: 3
SESE 563 - Methods for Teaching Students with Emotional Disturbance Programs, methods, and materials in the education of students with emotional disturbance. Current issues and literature dealing with teaching students with emotional disturbance.
Prerequisites & Notes PRQ: ETR 434 or or ETR 524 or ETR 534; and SESE 540, and SESE 560; or consent of department.
Credits: 3
SESE 564 - Advanced Program Planning and Evaluation for Persons with Dual Sensory and Physical Disabilities In-depth curriculum planning based on theory and research for persons with dual sensory and physical disabilities. Planning and evaluation of hypothetical programs and participation in evaluation of operational programs in school districts required.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 565 - Collaboration and Consultation Skills for School Professionals Developing, implementing, and evaluating indirect service delivery systems for learners with special needs. Emphasis on interaction skills for use by professionals in schools and processes of collaboration and consultation.
Prerequisites & Notes PRQ: Minimum of 27 graduate program semester hours or consent of deparment.
Credits: 3
SESE 578 - Issues and Trends in Teaching Students with Emotional and Behavioral Disorders Focus on programs, projects, systems of support, classroom and school-based strategies, and assessment.
Prerequisites & Notes PRQ: SESE 563 or consent of department.
Credits: 3
SESE 585 - Initial Field Experience in Special Education: Learning Behavior Specalist I Supervised observation of students with disabilities in a variety of educational settings. May be repeated to a maximum of 3 semester hours. S/U grading.
Prerequisites & Notes PRQ: SESE 540 or consent of department.
Credits: 1-3
SESE 587A - Practicum in Learning Behavior Specialist I Supervised field experience in special education programs in schools, institutions, and other facilities for elementary and secondary students with disabilities. May be repeated to a maximum of 12 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-10
SESE 587E - Elementary or Secondary Practicum in Behavior Disorders Supervised field experience in special education programs in schools, institutions, and other facilities for elementary and secondary students with behavior disorders. May be repeated for experience at both elementary and secondary levels to a maximum of 12 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-10
SESE 587N - Practicum in Early Childhood Special Education (1-10). Supervised field experience in special education programs in schools, homes, institutions, and other facilities for infants, toddlers, and preschoolers with disabilities. May be repeated to a maximum of 12 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-10
SESE 587W - Practicum with Students with Multiple Disabilities Supervised field experience in special education programs in schools and other facilities with programs for students with multiple disabilities. May be repeated to a maximum of 12 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-10
SESE 590 - Workshop in Teacher Education Designed to study contemporary issues and problems. Content varies. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
SESE 591 - Institute in Special Education Series of lectures, consultations, and discussion sessions on a relatively limited area of research or education. May be repeated to a maximum of 9 semester hours. S/U grading.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-3
SESE 592 - Seminar in Special Education Review and analysis of current research in special education in terms of the special interests of the student. May be repeated to a maximum of 9 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 593 - Collaboration in Advanced Special Education Practices Focus on collaboration among school personnel, community and university resources, and parents to develop and implement interventions for current and emerging issues in special education. Field experience required.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 594 - Graduate Capstone Seminar in Special Education Investigation of specific areas of special education including current issues and research. Completion of professional portfolio as documentation that all required standards have been met. Designed to be taken during the same semester as student teaching.
Prerequisites & Notes CRQ: Enrollment in student teaching or minimum of 27 graduate program hours.
Credits: 1
SESE 597 - Independent Research Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Credits: 1-3
SESE 600 - Introduction to Instructional Planning, Teacher Performance Assessment, and Assistive Technology Introduction to instructional planning, teacher performance assessment (edTPA), and assistive technology (AT). Development and delivery of lesson plans created for diverse learners with an emphasis on evaluation and reflection of instructional practices and student learning. Activities include an overview of AT, basics of video and audio editing, design, implementation, and evaluation of lesson plans using digital technology.
Prerequisites & Notes PRQ: SESE 540 and 6 semester hours completed in program; or consent of department.
Credits: 2
SESE 601 - Methods for Teaching Students with Mild Disabilities Organization, design, implementation, and adaptation of elementary school reading, writing, and math curricula for students with mild disabilities. Emphasis on explicit systematic instructional approaches such as Direct Instruction and Cognitive Strategy Instruction, as well as data-driven decision making in lesson planning. Includes field-based activities and experience.
Prerequisites & Notes PRQ: SESE 540; or consent of department. CRQ: ETR 524.
Credits: 4
SESE 602 - Methods for Teaching Middle and Secondary Students with Mild Disabilities Curricula, methods, and materials for teaching middle and secondary students with mild disabilities. Emphasis on instructional procedures, learning and study strategies, curriculum supports, and informal assessments. Includes field-based activities and experience.
Prerequisites & Notes PRQ: ETR 434 or ETR 534 or ETR 524; and SESE 540; or consent of department.
Credits: 3
SESE 603 - Functional Analysis for Special Educators Principles and methods of behavior analysis applied to the learning and behavior management of students exhibiting challenges in learning and behavior. Emphasis on functional behavior assessment and the development of function-based interventions in the classroom, home, and community settings. Includes field-based activities and experience.
Prerequisites & Notes PRQ: SESE 540; and SESE 417 or SESE 554; or consent of department.
Credits: 3
SESE 604 - Assistive Technology and Methods for Teaching Individuals with Autism and Developmental Disabilities Methods for assessing and teaching academic and functional skills, identifying and using assistive technology supports, and modifying curriculum in inclusive and community-based environments for individuals with autism and developmental disabilities. Includes field-based activities and experience
Prerequisites & Notes PRQ: SESE 540; and ETR 434 or ETR 534; or consent of department.
Credits: 4
SESE 605 - Consultation, Collaboration, and Communication Skills for Special Educators Strategies for effectively consulting, collaborating, and communicating with general education teachers, administrators, paraprofessionals, families, teams, and community personnel. Emphasis on effective interpersonal skills, conflict resolution, problem solving, facilitating meetings, and co-teaching. Includes field-based assignments.
Prerequisites & Notes PRQ: SESE 540 and minimum of 20 graduate program semester hours; or consent of department.
Credits: 3
SESE 606 - Methods for Teaching Students with Emotional/Behavioral Disorders Characteristics of and effective instructional practices for students with emotional/behavioral disorders. Focus on programs, methods, and materials in the organization of the school and classroom environment to facilitate management of academic and social behavior. Reviews theory, eligibility issues, assessment, and instructional methods for educating children with emotional and behavioral disorders. Provides specific techniques to teach social skills in the classroom setting and promote and support social competency in students in grades K-12. Includes field-based activities and experience.
Prerequisites & Notes PRQ: SESE 603; or consent of department.
Credits: 3
SESE 607 - Special Education Capstone/Pre-Student Teaching Seminar Preparation for student teaching, the Teacher Performance Assessment, and applying for special education positions. S/U grading.
Prerequisites & Notes PRQ: SESE 540 and 30 hours in program; or consent of department.
Credits: 1
SESE 608 - Field Experience in Special Education: Learning Behavior Specialist I Supervised field experience in inclusive or special education settings. Candidates complete a minimum of 100 hours observing and working with groups of students with disabilities in a variety of educational settings. May be repeated for up to 6 semester hours. S/U grading.
Prerequisites & Notes PRQ: Minimum of 20 graduate program semester hours or consent of department.
Credits: 2-6
SESE 609 - Elementary Practicum: Learning Behavior Specialist I Provides supervised student teaching of children and adolescents with disabilities and special needs in diverse cultural and educational settings. All teacher candidates must satisfy the regulations governing student teaching. Candidates will complete a minimum of 3 semester hours at the elementary level. May be repeated up to 6 hours. S/U grading.
Prerequisites & Notes PRQ: Completion of all professional education and related course work, or consent of the department.
Credits: 3-6
SESE 610 - Secondary Practicum: Learning Behavior Specialist I Provides supervised student teaching of children and adolescents with disabilities and special needs in diverse cultural and educational settings. All teacher candidates must satisfy the regulations governing student teaching. Candidates will complete a minimum of 3 semester hours at the secondary level. May be repeated up to 6 hours. S/U grading.
Prerequisites & Notes PRQ: Completion of all professional education and related course work, or consent of the department.
Credits: 3-6
SESE 699 - Master’s Thesis Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department. Recommended: ETR 520.
Credits: 1-6
SESE 709 - Advanced Applied Behavior Analysis and Research-based Interventions for Individuals with Autism Spectrum Disorder Advanced principles and methods of behavior analysis with an emphasis on research-based interventions for individuals with autism spectrum disorder.
Prerequisites & Notes PRQ: SESE 560 or SESE 603; or consent of department.
Credits: 3
SESE 710 - Behavioral Applications and Consultation in School and Community Settings Advanced principles and methods of behavior analysis with an emphasis on effective implementation of behavioral interventions in applied settings. In addition, focus on effective behavioral consultation and supervision of behavior change agents.
Prerequisites & Notes PRQ: SESE 560 and SESE 603 and SESE 709; or consent of department.
Credits: 3
SESE 711 - Ethics and Professional Behavior for Behavioral Consultation in Special Education An in depth analysis of the ethical responsibilities required of applied behavior analysts or behavioral consultants in special education, school or community settings. Informed consent, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed. Legal issues addressed by direct service providers will be addressed. Ethical decision-making processes within the context of group functions will be emphasized.
Prerequisites & Notes PRQ: SESE 560 or SESE 603; or consent of department.
Credits: 3
SESE 742 - Educational Aspects of Intellectual Disabilities Study of the educationally significant characteristics of individuals with intellectual disabilities with emphasis on research.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 743 - Psychological and Sociological Aspects of Intellectual Disabilities Study of psychological and sociological challenges and characteristics of individuals with intellectual disabilities, including a review of research.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 747 - Advanced Seminar in Special Education Analysis of concepts and research related to educating individuals with disabilities.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 750 - Perspectives in Learning Disabilities Examination of the development of the field of learning disabilities. Influence of past etiological theories, diagnostic practices, classification schemes, and treatment approaches on current practices. Service delivery approaches for youth and adults with mild, moderate, and severe learning disabilities.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 752 - Perspectives in Behavior Disorders Examination of the development of the field of behavior disorders. Influence of etiological theories, diagnostic practices, classification schemes, and treatment approaches on current practices. Service delivery approaches for youth and adults with identified mild, moderate, and severe behavior disorders.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 754 - Readings in Visual Impairments Directed readings in the area of visual impairments including, but not limited to, issues related to persons with visual impairments, the teaching of students with visual impairments, rehabilitation for adults who are blind or visually impaired, orientation and mobility, historical background, and current issues in the field.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 760 - Director of Special Education Theoretical background and practical application of knowledge and skills for leadership in the role of director of special education. Emphasis on instructional programming integrated with vision and mission building in a collaborative school culture.
Prerequisites & Notes PRQ: SESE 592.
Credits: 3
SESE 762 - Advanced Instructional Systems for Students with Disabilities Study of theories, principles, and practices in the education of children and youth with disabilities with emphasis on current research on effective schools.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 765 - Seminar: Professional Collaboration in Schools Intensive study of current trends affecting the growth of collaboration in school settings. Analysis of school change processes related to the delivery of special services. Current initiatives in schools and their treatment of special education.
Prerequisites & Notes PRQ: SESE 565 or consent of department.
Credits: 3
SESE 770 - Writing for Publication in Educational Psychology and Special Education Crosslisted as EPS 770X. Planning, producing, and submitting manuscripts for publication. Includes analysis of professional journals and articles published in them with different types of publications addressed and analyzed, including review, research, and theoretical position papers.
Credits: 3
SESE 771 - Writing Grant Proposals in Education Crosslisted as EPS 771X. Reviewing and writing competitive grant proposals. Identifying funding sources (federal, state, private) that match one’s interests and expertise. Analysis of components of different types of grants, including research, demonstration, special project, technology, and personnel preparation grants.
Credits: 3
SESE 780 - Field Observation of Special Education Programs Observation and evaluation of administrative programs in special education in federal, state, and selected local programs. May be repeated to a maximum of 8 semester hours.
Prerequisites & Notes PRQ: LEEA 500 and LEEA 577, or consent of department.
Credits: 1-8
SESE 786 - Internship in Special Education Assignment as an intern in assessment, programming, and/or administration experiences. Participation in on-going programs in residential or public schools for learners with disabilities; work as a student/staff member according to the assignment that has been undertaken. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-12
SESE 787 - Laboratory Practicum in Preparing Special Educators for Higher Education Strategies for providing instruction and experiences for preservice and inservice special education teachers. Includes program and course development, field-based programs, seminars, workshops, institutes, practicum experiences, team teaching, specialized minicourses, programmed and computer-directed instruction, and other delivery systems. Use of media and strategy evaluation. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 1-6
SESE 791 - Seminar: Group Research Methodologies in Special Education Concepts in the philosophy and methodology of scientific research to prepare students to evaluate critically ideas and practices in special education. Emphasis on understanding and employing group research designs.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 792 - Seminar: Single-Case Research Methodologies and Evidence-Based Practices in Special Education In-depth analysis of critical issues and research supported practices in the field of special education. Consideration of major concepts underlying single-case research regarding individuals with disabilities analyzing the design, variables, and parameters most critical in study of children and youth with special needs. May be repeated up to 6 credit hours.
Prerequisites & Notes PRQ: SESE 603 or consent of department.
Credits: 3
SESE 796 - Laboratory Field Studies in Special Education Theoretical constructs, design, and procedures for laboratory research and field-based evaluation in special education. Participation in research projects required. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3
SESE 797 - Independent Research Independent research at the post-master’s degree levels under faculty supervision. May be repeated to a maximum of 6 semester hours.
Credits: 1-3
SESE 799 - Doctoral Research and Dissertation Students must accumulate 15 semester hours prior to graduation. May be repeated.
Prerequisites & Notes PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Credits: 1-15
SEVI 500 - Education of Students with Visual Impairments Introduction to educational programs, services, and resources for children and adolescents with visual impairments. Exploration of historical background and sociological and psychological aspects of blindness, and of legislation, literature, and philosophy related to blindness.
Prerequisites & Notes PRQ: Consent of department.
Credits: 3Page: 1
| 2
|
|
|