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Economics |
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ECN 5421 - Seminar in Recent History of Economic Thought.
(3-0-3) A study to acquaint students with the best minds that exerted themselves on economics as a body of scientifically developed propositions since 1900.
Prerequisites & Notes
ECN 4520 and/or permission of the instructor.
Credits: 3
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ECN 5433 - Advanced Econometrics
(3-0-3) This course is the second phase of the econometric sequence. It focuses on applying feasible and valid empirical techniques to economic problems. Students will gain hands-on experience formulating and estimating models, making forecasts and interpreting results.
Prerequisites & Notes
ECN 4973, or approval by the instructor or department chair. Course may not be repeated.
Credits: 3
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ECN 5441 - Seminar in Monetary Theory.
(3-0-3) Critical inquiry into the nature of the demand for money and the effect of monetary policy on national income and employment.
Prerequisites & Notes
ECN 4840 or equivalent.
Credits: 3
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ECN 5451 - Seminar in Public Finance.
(3-0-3) A study of the relationship between the public sector and the rest of the economy.
Prerequisites & Notes
ECN 4801 and 4802.
Credits: 3
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ECN 5461 - Seminar in International Trade
(3-0-3) A study of the classical and modern theories of international trade, trade policy, and international trading arrangements.
Prerequisites & Notes
ECN 3860 or permission of the instructor.
Credits: 3
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ECN 5462 - Seminar in International Monetary Economics
(3-0-3) International Monetary Economics has become an ever changing field with growing economic complexity and challenges. This course offers an in-depth discussion of essential topics in this field from a macroeconomic perspective. Topics explored cover, among others, the balance of payments, foreign exchange market, open-economy macroeconomics, theories of currency crisis, and optimum currency areas.
Prerequisites & Notes
ECN4801- Intermediate Macroeconomics, or ECN4802- Intermediate Microeconomics, or an Equivalent Course, or Permission of Instructor or Department Chair
Credits: 3
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ECN 5471 - Seminar in Economic Development.
(3-0-3) A study of the theories and institutions of development and underdevelopment.
Prerequisites & Notes
ECN 4570 or permission of the instructor.
Credits: 3
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ECN 5480 - Advanced Industrial Organizations
(3-0-3) The course provides a graduate level introduction to topics in Industrial Organization including concentration, size, competition; entry deterrence, antitrust; price leadership and discrimination; fair trade; unfair competition and public policy.
Prerequisites & Notes
ECN 4802, or permission of the department chairperson.
Credits: 3
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ECN 5481 - Seminar in Public Control of Industry.
(3-0-3) Selected problems of economic policy arising from the interrelations of government and business with emphasis on maintaining competitive enterprise.
Prerequisites & Notes
ECN 3880 and/or permission of the instructor.
Credits: 3
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ECN 5491 - Seminar in Labor Economics.
(3-0-3) A study of current labor problems and issues.
Prerequisites & Notes
ECN 3890 and/or permission of the instructor.
Credits: 3
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ECN 5493 - Economics of Human Resources.
(3-0-3) A study of current problems in the areas of human development and utilization.
Prerequisites & Notes
ECN 3890 and/or permission of the instructor.
Credits: 3
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ECN 5900 - Research Methods.
(3-0-3) Methodology in Economics. Research design including hypothesis
formation, errors in economic data, selection of research method, and
proposal writing. Prose in economics.
Credits: 3
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ECN 5950 - Thesis.
(Arr.-Arr.-3 to 6) (Credit/No Credit) NOTE: A maximum of nine semester hours may be earned in a combination of 5950, 5980, and 5990.
Credits: 3 to 6
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ECN 5951 - Non-credit Thesis
(0-0-0) The purpose of this course is to allow a graduate student to remain continuously enrolled and access services required to complete the thesis after completing the maximum number of hours of credit for thesis [5950], research [5900], and independent study [5990] in a thesis option.
Credits: 0
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ECN 5960 - Economics Graduate Forum.
(2-0-2) With guidance of a faculty advisor and up to three faculty members, one to three students research a current issue in economics, write a research paper, and make an oral presentation to a panel of graduate faculty.
Prerequisites & Notes
12 semester hours of graduate credit in economics.
Credits: 2
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ECN 5980 - Internship in Economics.
(Arr.-Arr.-1 to 3) (Credit/No Credit) May be repeated for a second semester. Supervised internship in a private business or a government agency.
Prerequisites & Notes
Graduate standing and approval of the chair. A maximum of nine semester hours may be earned in a combination of 5950, 5980, and 5990.
Credits: 1 to 3
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ECN 5990 - Independent Study.
(Arr.-Arr.-1 to 6) NOTE: A maximum of nine semester hours may be earned in a combination of 5950, 5980, and 5990.
Prerequisites & Notes
Pre-registration conference with the department chair.
Credits: 1 to 6
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ECN 5991 - Non-Credit Independent Study
(0-0-0) The purpose of this course is to allow a graduate student to remain continuously enrolled as an auditor and access services required to complete the degree after completing all degree requirements except for completion of examinations or other non-course capstone requirements. Candidates in thesis options use non-credit thesis (5951).
Prerequisites & Notes
Candidates must retain degree-seeking status and secure permission of the department chair or graduate coordinator.
Credits: 0
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Education |
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EDU 5000 - Seminar: Professional Practice.
(2-0-2) A seminar designed to acquaint in-service teachers with the National Board for Professional Teaching Standards and provide teachers guidance in reflecting on their own practices and preparing or gathering artifacts specific to the process of seeking a Master license.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 2
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EDU 5100 - Defining and Creating Professional Learning Communities
(3-0-3) This graduate course examines the evolution of professional learning communities (PLCs) in education as a concept and in actual practice.
Prerequisites & Notes
Graduate standing.
Credits: 3
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EDU 5200 - Research Methods II
(3-0-3) Course assists students in the development of skills and competencies necessary to critically evaluate educational research and to develop their own proposal for conducting educational research in a setting appropriate to their program. Elementary statistics and research design are emphasized.
Prerequisites & Notes
EDU 5050
Credits: 3
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EDU 5260 - Advanced Reading Development
(3-0-3) A study of current issues in reading instruction, including a contemporary view of literacy processes, goals of reading instruction, approaches to instruction, and assessment procedures.
Prerequisites & Notes
ELE 3280 and 3281; or permission of department chair.
Credits: 3
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EDU 5270 - Content Area Literacy Instruction
(3-0-3) Content Area Reading: Implementation of reading strategies, approaches to instruction, and informal assessment of struggling readers. Equivalent Course: MLE 5270
Prerequisites & Notes
ELE 3280 or permisson of department chair.
Credits: 3
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EDU 5300 - Educational Technology
(3-0-3) This course will provide theoretical and practical applications for utilizing technology within pre-K thru grade12 classroom.Concepts covered will include;21st century learning; engaging students with technology tools; communications, collaboration, and community; tools to present content and to assess learning; safe and ethical technology procedures; and copyright.
Prerequisites & Notes
Admission to program
Credits: 3
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EDU 5310 - Foundations: ESL-Bilingual Ed.
(3-0-3) This course addresses historical, political, sociocultural and educational issues, along with local, state, and federal policies that affect English language learners (ELLs). The course explores current theories of second language acquisition, bilingualism, and culture for their pedagogical implications and examines program models used in elementary, middle, and high school for their effects on academic achievement.
Prerequisites & Notes
SPE 3000 or SPE 3500 or the equivalent.
Credits: 3
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EDU 5360 - Assessment of the Bilingual Student
(3-1-3) The course focuses on the assessment of culturally and linguistically diverse students in K-12 classrooms. Theoretical and practical study of instruments and procedures used for testing bilingual students will be included. Formal and informal methods of evaluation, including issues of non-discriminatory testing, will be examined for the assessment of language skills and academic proficiency. This course also provides students with the knowledge required for the state of Illinois bilingual and ESL teaching approval/endorsement. This course will include 20 hours of clinical experience to allow students hands-on practice assessing English Language Learners.
Prerequisites & Notes
EDU 5310 – Foundations of ESL/Bilingual Education; ELE/MLE 4890 – Culturally and Linguistically Diverse Students/English Language Learners: Instructional Methods
Credits: 3
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EDU 5400A - Special Issues
(Arr.-Arr.-2) A study of special issues in education designed to help educators relate research to practice. May be repeated once for credit if a different topic is offered. Cross-listed with /CSD/EDA/ELE/MLE/SED/SPE/STG. 5400.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 2
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EDU 5520 - High Quality Instruction
(3-0-3) This course will provide a comprehensive study of research based instructional practices and explore various methods to facilitate adult learning in a school community. The following topics will be examined in the course: scientifically research based instruction across all content areas, with an emphasis on Literacy and Numeracy; Response to Intervention (RtI) including an analysis of the three tiers of intervention; types of assessment; analyzing data to drive instructional decision making; adult learning theory; various leadership roles in a school; and professional development models.
Prerequisites & Notes
EDL 5600 Introduction to Organization and Administration
Credits: 3
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EDU 5680 - Educational Assessment.
(3-0-3) An advanced course in psychoeducational assessment. Administration and interpretation of formal and informal, individual and group assessment measures will be studied.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 3
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EDU 5800 - NBPTS/Professional Portfolio Development Seminar I.
(2-0-2) (Credit/No Credit) This course is the first in a two-course sequence designed to guide educators as they prepare a portfolio specific to the National Board for Professional Teaching Standards. The course requires teachers to reflect on their own practices and organize artifacts specific to the process of seeking NBPTS Certification.
Prerequisites & Notes
Satisfactory completion of EDU 5000.
Credits: 2
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EDU 5801 - NBPTS/Professional Portfolio Development II.
(2-0-2) (Credit/No Credit) This course is the second in a two-course sequence designed to guide educators as they prepare a portfolio specific to the National Board for Professional Teaching Standards. This course assists students as they work through the process of completing the NBPTS portfolio.
Prerequisites & Notes
Satisfactory completion of EDU 5000.
Credits: 2
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EDU 59001 - Applied/Action Research in Education
(Arr.- Arr.-1) This course provides the fundamental framework for analyzing research and for conduction of action research projects. Students will create and implement an action research project. They will create a written paper and a presentation concerning their projects. Use of technology tools is required. Diversity issues will be addressed. May be repeated nce for credit, with a maximum of three semester hours from any combination of the Applied/Action Research of Education courses.
Prerequisites & Notes
EDU 5200 Intro to Research, may be waived by the department chair or the graduate coordinator.
Credits: 1
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EDU 59002 - Applied/Action Research in Education
(Arr.- Arr.-2) This course provides the fundamental framework for analyzing research and for conduction of action research projects. Students will create and implement an action research project. They will create a written paper and a presentation concerning their projects. Use of technology tools is required. Diversity issues will be addressed. May be repeated once for credit, with a maximum of three semester hours from any combination of the Applied/Action Research of Education courses.
Prerequisites & Notes
EDU 5200 Intro to Research, may be waived by the department chair or the graduate coordinator.
Credits: 2
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EDU 59003 - Applied/Action Research in Education
(Arr.- Arr.-3) This course provides the fundamental framework for analyzing research and for conduction of action research projects. Students will create and implement an action research project. They will create a written paper and a presentation concerning their projects. Use of technology tools is required. Diversity issues will be addressed. May be repeated once for credit, with a maximum of three semester hours from any combination of the Applied/Action Research of Education courses.
Prerequisites & Notes
EDU 5200 Intro to Research, may be waived by the department chair or the graduate coordinator.
Credits: 3
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Educational Administration |
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EDL 5400A - Special Issues
(Arr.-Arr.-2) A study of special issues in education designed to help educators relate research to practice. May be repeated once for credit if a different topic is offered. Cross-listed with /CSD/EDU/ELE/MLE/SED/SPE/STG. 5400.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 2
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EDL 5400B - Special Issues
(Arr.-Arr.-3) A study of special issues in education designed to help educators relate research to practice. May be repeated once for credit if a different topic is offered. Cross-listed with /CSD/EDU/ELE/MLE/SED/SPE/STG. 5400.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 3
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EDL 5410 - School Law.
(3-0-3) This course includes an analysis of selected general legal authorities and principles that effect PK‐12 school leaders educational institutions. In addition, the course will require students to consider legal and ethical consequences of decision‐making in safeguarding the values of democracy, equity, diversity and social justice. Key content areas will include but not be limited to the various sources of legal authority, the court system, the legislative process, governance of schools, rules and regulations, school policies, religion, student and parent rights and responsibilities, teacher rights and responsibilities, technology issues, curricula decisions, student discipline, bullying, sexual harassment, tort liability, qualified immunity, gender equity, civil rights, residency, and search and seizure.
Prerequisites & Notes
EDL 5600 Introduction to Organization and Administration
Credits: 3
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EDL 5420 - Managing Educational Resources
(3-0-3) The course focuses on the identification, analysis and management of all resources essential to the successful operation of a school. Special attention is given to the understanding and responsibility of superintendents of schools, school principals, board members, students, teachers, and other staff members in promoting and nurturing quality relationships between the school and community. The course includes an investigative inquiry into how the efficient, effective and equitable utilization of all available resources critically impacts the establishment of educational programs focused on maximizing learning for all students. The course examines the Illinois fiscal operating systems to assist students in gaining an understanding of federal, state and local revenue sources, the requirement of accountability for these sources and the proper allocation of all resources to maximize the establishment of efficient, effective and equitable educational programming for all students. Students will be introduced to techniques for encouraging citizen involvement in schools, effective communication between the school and community, the use of media in promoting good school-community relations, community study and analysis, tax referenda and bond issue campaigns, and evaluations of school-community relations programs.
Prerequisites & Notes
EDL 5600 Introduction to Organization and Administration
Credits: 3
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EDL 5490A - Educational Administration Issues
(Arr.-Arr.-1 to 3) Provides students with opportunities for investigation and analysis of educational administration problems of a significant nature. May be repeated once for credit.
Credits: 1 to 3
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EDL 5490B - Educational Administration Issues
(Arr.-Arr.-1 to 3) Provides students with opportunities for investigation and analysis of educational administration problems of a significant nature. May be repeated once for credit.
Credits: 1 to 3
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EDL 5490D - Educational Administration Issues
(Arr.-Arr.-1 to 3) Provides students with opportunities for investigation and analysis of educational administration problems of a significant nature. May be repeated once for credit.
Credits: 1 to 3
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EDL 5600 - Introduction to Organization and Administration.
(3-0-3) In this course, prospective school leaders are provided a brief review of the history of American education before focusing on the current issues facing schools. Students are also introduced to schools as organizations; to the nature of administrative work; leadership, the change process, and the impact of school culture; and the importance of clear mission and vision statements to the development of the school.
Prerequisites & Notes
None
Credits: 3
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EDL 5630 - Principalship
(3-0-3) The major purpose of this course is to develop and nurture those educational leadership skills that are germane to being a successful principal at any level. The major thrusts of the course are to provide students with a conceptual base from which they can exert educational leadership, develop those technical skills necessary to function effectively as a principal, and identify and foster human skills associated with successful principals. Emphasis is also placed on relating skills acquired in this course to other courses required for the principal endorsement
Prerequisites & Notes
Admission to the Principal Endorsement Program
Credits: 3
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EDL 5700 - Enhancing Effective Practice
(3-0-3) This course examines the context and complexities of instructional practice. Areas of focus include: the identification, articulation and development of effective curricular and instructional practices; the roles and responsibilities of the supervisor, mentor and instructional coach; and the implementation of professional learning communities, programs and processes that enhance learning for all students.
Prerequisites & Notes
EDL 5600 Introduction to Organization and Administration
Credits: 3
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EDL 5870 - Personnel Administration.
(3-0-3) In this course, prospective administrators are introduced to the management of personnel processes within the school community. The course identifies critical concepts from organizational and social theory that are
essential to the effective, efficient and equitable management of school personnel. The course will cover all aspects of the personnel function including: planning, recruitment, selection, placement, evaluation, staff development, personnel management modules , collective bargaining, discipline and dismissal of personnel and
the related state, federal laws and regulations.
Prerequisites & Notes
EDL 5600 Introduction to Organization and Administration (3 hrs.)
Credits: 3
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EDL 5890 - Practicum in School Leadership.
(4-0-4) This course provides students with clinical experiences in educational administration and organization under the direct supervision of a practicing administrator and a university professor.
Credits: 4
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EDL 5891 - Practicum in School Leadership
(Arr-Arr-2) Throughout the Educational Leadership program, students have participated in planned field experience activities embedded in their coursework. Practicum (internship) provides the student with extended time to synthesize and apply the knowledge as well as practice and develop the skills identified in ISLLC Standards 1-6. The Practicum provides for additional standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel. The practicum requires students to work directly with their mentor (building principal) observing, participating in, and taking the lead in specific leadership tasks. *EDL 5891, 5892 and 5893 comprise a year-long practicum opportunity. Student assignments and experiences may vary slightly depending on the host schools’ mission, calendar and expectations
Prerequisites & Notes
Admission to the Principal Endorsement Program, Completion of EDL 5630-The Principalship with a grade of A or B, Required to pass the Illinois Principal Content Test
Credits: 2
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EDL 5892 - Practicum in School Leadership
(Arr-Arr-2) Throughout the Educational Leadership program, students have participated in planned field experience activities embedded in their coursework. Practicum (internship) provides the student with extended time to synthesize and apply the knowledge as well as practice and develop the skills identified in ISLLC Standards 1-6. The Practicum provides for additional standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel. The practicum requires students to work directly with their mentor (building principal) observing, participating in, and taking the lead in specific leadership tasks. *EDL 5891, 5892 and 5893 comprise a year-long practicum opportunity. Student assignments and experiences may vary slightly depending on the host schools’ mission, calendar and expectations.
Prerequisites & Notes
Admission to the Principal Endorsement Program, Completion of EDL 5630-The Principalship with a grade of A or B, Required to pass the Illinois Principal Content Test
Credits: 2
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EDL 5893 - Practicum in School Leadership
(Arr-Arr-2) Throughout the Educational Leadership program, students have participated in planned field experience activities embedded in their coursework. Practicum (internship) provides the student with extended time to synthesize and apply the knowledge as well as practice and develop the skills identified in ISLLC Standards 1-6. The Practicum provides for additional standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel. The practicum requires students to work directly with their mentor (building principal) observing, participating in, and taking the lead in specific leadership tasks. *EDL 5891, 5892 and 5893 comprise a year-long practicum opportunity. Student assignments and experiences may vary slightly depending on the host schools’ mission, calendar and expectations.
Prerequisites & Notes
Admission to the Principal Endorsement Program, Completion of EDL 5630-The Principalship with a grade of A or B, Required to pass the Illinois Principal Content Test
Credits: 2
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EDL 5900 - Introduction to Research in Education.
(3-0-3) This course is an introduction to the use of research as a school leader in current PK-12 educational settings. As such, the course will focus on understanding basic principles of scientific inquiry to conduct, review and analyze research methods as a part of a systemic school improvement process. Topics covered will include the creation of research questions/hypotheses, operational definitions of research constructs, sampling methods,
experimental and quasi-experimental designs, internal and external validity, basic psychometric and statistical methods, quantitative and qualitative inquiry, data analysis and Action Research methods. In addition, students will write an Action Research proposal in the students’ area of PK-12 education interest.
Prerequisites & Notes
None
Credits: 3
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EDL 5960 - Management and Analysis of Data
(4-0-4) Focus on the development of skills which will enable school administrators to utilize data management functions logically and systematically, to provide effective services, and to make effective decisions. Hands-on microcomputer applications are provided as is a basic introduction to software and hardware analysis and utilization. No prior microcomputer skills are necessary for the course.
Credits: 4
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EDL 5991 - Non-Credit Independent Study
(0-0-0) The purpose of this course is to allow a graduate student to remain continuously enrolled as an auditor and access services required to complete the degree after completing all degree requirements except for completion of examinations or other non-course capstone requirements. Candidates in thesis options use non-credit thesis (5951).
Prerequisites & Notes
Candidates must retain degree-seeking status and secure permission of the department chair or graduate coordinator.
Credits: 0
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EDL 6200 - Evaluating Student Achievement.
(4-0-4) The major purpose of “Evaluating Student Achievement” is to develop knowledge and skills in educational leaders which will enhance their effectiveness in working with various aspects of evaluating student achievement. A major thrust of the course is to provide students with a conceptual framework for developing and managing the evaluation of student achievement. An emphasis is placed on students developing skills needed for effective educational leadership in the realm of improving student achievement.
Credits: 4
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EDL 6600 - Organizational Development in Educational Administration.
(3-1-4) This course stresses educational leaders’ competencies in possessing the knowledge, skills, and abilities to maximize their human potential and effectiveness.
Prerequisites & Notes
This course stresses educational leaders’ competencies in possessing the knowledge, skills, and abilities to maximize their human potential and effectiveness.
Credits: 4
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EDL 6650 - The Superintendent of Schools.
(4-0-4) Leadership roles of the superintendent of schools and other central office administrators in relation to board members, principals, teachers, parents, citizens, and representatives of state and national government organizations. Attention to the work of central office administrators in personnel including collective bargaining, finance, public relations, curriculum, and building and grounds.
Credits: 4
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EDL 6700 - Planning and Evaluation of Instructional Programs.
(3-0-3) Techniques for curriculum planning that can be utilized by teachers and administrators. Methods are outlined for evaluating the effectiveness of courses and educational programs.
Credits: 3
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EDL 6800 - Current Issues in Educational Administration.
(3-1-4) This course focuses on developing knowledge, skills, and abilities for school leaders in the context of providing leadership for common and on-going issue and policy areas.
Credits: 4
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EDL 6810 - Seminar: School Operations and the Law.
(2-0-2) An advanced course designed for the practicing school administrator. Emphasis on the law as related to elections and referendums, finance, collective bargaining, special education, staff termination, transportation, and school board practices. Special topic areas will be developed based upon individual needs and interests.
Credits: 2
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EDL 6850 - School Plant Planning.
(2-0-2) Emphasizes the planning procedures and criteria, data needs, health and safety concerns, internal and external environments, the up-grading of existing facilities, and flexibility of building use for educational programming. Planning, development, utilization, maintenance, and evaluation of educational facilities are highlighted by consultants, field trips, and class projects designed to emphasize practical applications.
Credits: 2
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EDL 6860 - School Finance.
(3-0-3) Primary focus on the financing of Illinois public schools and the theoretical background of public school finance so that students can apply those theories to various school finance models. Budget analysis, state aid mechanisms, taxing, auditing processes, and finance law are emphasized. Practicing school business administrators and public officials provide current information regarding application of content.
Credits: 3
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EDL 6870 - Professional Negotiation - Collective Bargaining in Education.
(3-0-3) Assists students in developing the skills necessary to assume administrative leadership in preparation and planning for collective bargaining with school district employee groups. Presentations of current issues in educational collective bargaining and roles of personnel in the bargaining process. Students have opportunities to engage in simulated bargaining sessions.
Credits: 3
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EDL 6910A - Field Experience in Administration.
(2-0-2) (Credit/No Credit) The field experience is planned by the supervising professor.
Prerequisites & Notes
EDL 6700.
Credits: 2
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EDL 6910B - Field Experience in Administration
(2-0-2) (Credit/No Credit) The field experience is planned by the supervising professor.
Prerequisites & Notes
EDL 6700
Credits: 2
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EDL 6920 - Field Experience in Administration.
(4-0-4) (Credit/No Credit) The field experience is planned by the supervising professor.
Prerequisites & Notes
EDA 6700.
Credits: 4
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Educational Foundations |
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EDF 4750 - Introduction to Adult Education.
(3-0-3) Adult education today, its career opportunities, and its historical and theoretical foundations.
Credits: 3
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EDF 5310 - Foundations: ESL-Bilingual Ed.
(3-0-3) This course addresses historical, political, sociocultural and educational issues, along with local, state, and federal policies that affect English language learners (ELLs). The course explores current theories of second language acquisition, bilingualism, and culture for their pedagogical implications and examines program models used in elementary, middle, and high school for their effects on academic achievement.
Prerequisites & Notes
SPE 3000 or SPE 3500 or the equivalent.
Credits: 3
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EDF 5320 - Cross-Cultural Education
(3-1-3) This course is designed to address the need for educators to better understand and work effectively with the changing global populations in public schools. The course will analyze the nature of “culture” and how people of various traditions perceive and interact with others differently. Emphasis will be placed on how this information relates to school practices, policies, and climate as well as to teaching and assessment of students. 10 hours of field experience will be required.
Credits: 3
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EDF 5500 - Theory Into Practice: Curriculum Development.
(3-0-3) Basic determinants of curriculum; social, philosophical factors influencing curriculum design and development, including current trends, issues and practices.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 3
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EDF 5510 - Theory Into Practice: Social Foundations for Educational Practice.
(3-0-3) The school in society; effects of cultural patterns, social classes, diverse community organizations and current social problems on creating effective educational environments.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 3
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EDF 5530 - Theory Into Practice: Philosophy for Educational Practice.
(2-0-2) Develops critical, reflective, interpretive skills and dispositions of educators through study of major philosophies of education.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 2
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EDF 5535 - Philosophy of Education: Clinical.
(2-0-2) Development of philosophical skills in education, including self and interpersonal analyses of basic orientations, drawing educational implications, consistency, dealing with alternative orientations, and focusing philosophical literature upon educational problems. If 5535 is taken for Basic Education Component Credit, 5530 may not be taken for the same purpose.
Credits: 2
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EDF 5540 - Theory Into Practice: History for Educational Practice.
(2-0-2) This course provides broad coverage of persons and events which have collectively resulted in the creation of an American. Educational System.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 2
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EDF 5550 - Comparative and International Education.
(3-0-3) A study of national systems of education, international issues in education, and comparative and international perspectives on education in the U.S. Credit applicable to the requirements for the M.S. in Education degree.
Credits: 3
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EDF 5560 - Philosophy and History of Education
(3-0-3) This graduate seminar examines and explores the nature and role of public schooling in the United States. Philosophy and history are lenses through which students are led to inspect and reflect on the developing relationship of schooling to other social institutions, different groups of people, and the general process of social change. We also consider philosophical and historical roots of persistent problems in American schooling.
Prerequisites & Notes
None
Credits: 3
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EDF 5590 - Educational Response to Third Age Learning
(3-0-3) Examination of adult education with a focus on the third age student (age 55 and older). Discussion of andragological perspective of educational practice and organizations providing adult education services.
Prerequisites & Notes
Graduate status
Credits: 3
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EDF 5730 - History and Philosophy of Higher Education.
(3-0-3) This course is designed to acquaint students with the evolution of higher education primarily in the United States. Special attention will be given to forces that have shaped its development including the history of critical philosophical debates and issues about the nature and role of higher education.
Prerequisites & Notes
None
Credits: 3
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EDF 5990 - Independent Study.
(Arr.-Arr.-1 to 6) Intended to permit a student to pursue more intensely various aspects of his/her special interest.
Prerequisites & Notes
Permission of the department chair.
Credits: 1 to 6
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EDF 59901 - Independent Study
(Arr.-Arr.-1) Intended to permit a student to pursue more intensely various aspects of his/her special interest. May be repeated once, for no more than six semester hours of Independent Study credit.
Prerequisites & Notes
Permission of the department chair.
Credits: 1
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EDF 59902 - Independent Study
(Arr.-Arr.-2) Intended to permit a student to pursue more intensely various aspects of his/her special interest. May be repeated once, for no more than six semester hours of Independent Study credit.
Prerequisites & Notes
Permission of the department chair.
Credits: 2
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EDF 59903 - Independent Study
(Arr.-Arr.-3) Intended to permit a student to pursue more intensely various aspects of his/her special interest. May be repeated once, for no more than six semester hours of Independent Study credit.
Prerequisites & Notes
Permission of the department chair.
Credits: 3
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EDU 5050 - Research I Intro to Research
(3-0-3) A seminar designed to expose graduate students to various elements of research in education, to become good consumers of research, to acquaint them with diverse methodologies, and provide guidance in reflecting on their own practices.
Prerequisites & Notes
None
Credits: 3
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EDU 5350 - Foundations of Reading: Linguistics and Literacy
(3-0-3) Students will investigate language as a system, including phonology, morphology, semantics, syntax, discourse, and pragmatics as it relates to learning languages and connections to reading. Focus on both first and second language acquisition/development in the literacy domains will include instruction on accessing the curriculum for all learners.
Prerequisites & Notes
None
Credits: 3
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Educational Psychology |
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EDP 4790 - Studies in Education.
(2-0-2) Problems in education, student activities, curriculum, guidance, and evaluation. Each student is assigned an individual problem.
Credits: 2
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EDP 4800 - Studies in Education.
(1-0-1) Problems in education, student activities, curriculum, guidance, and evaluation. Each student is assigned an individual problem.
Credits: 1
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EDP 5300 - Psychological Foundations for Educational Practice
(3-0-3) This course is designed to increase the effectiveness of classroom teachers by enhancing their understanding of themselves and their students. A goal of the course is to make the organization of teaching, learning, and performance compatible with the psychological structures in which students are most productive, engaged, and likely to learn.
Prerequisites & Notes
None
Credits: 3
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Elementary Education |
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ELE 4770 - Teaching Science and Social Science in the Primary Grades (K-3)
(3-0-3) This course introduces teacher candidates to content area instruction in the primary grades. Coursework includes research-based teaching methods coupled with effective instructional theory and developmental considerations in designing curriculum for teaching young children. Teacher candidates will develop lesson plans and an integrated thematic unit of study with a focus on science and social studies instruction.
Prerequisites & Notes
ELE 3250 and ELE 3281 or permission of department chair. University Teacher Education and department requirements for enrollment must be met. Co-requisites: ELE 4100
Credits: 3
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ELE 4775 - Language and Language Arts in Early Childhood.
(3-0-3) Normal language development in the young child. Techniques for specific language art skills in pre-school and primary teaching. Assessment of pupil growth and achievement in language.
Prerequisites & Notes
ELE 3225 or permission of department chair. University Teacher Education and department requirements for enrollment must be met. Co-requisite: ELE 3250 and ELE 3281
Credits: 3
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ELE 4850 - Exploring English Language Learners through Study Abroad
(1-0-1) This course is for students registered for the study abroad or study away programs coordinated by the Early Childhood, Elementary and Middle Level education department. These study abroad/study away programs are in settings with high levels of language diversity and will provide a background regarding the programs designed to meet the needs of the growing population of English Language Learners.
Prerequisites & Notes
None
Credits: 1
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ELE 4880 - Diagnostic-Prescriptive Reading Instruction.
(3-0-3) Diagnostic procedures and materials in reading for teachers in self-contained and departmentalized classrooms from kindergarten through junior high school. Field-based activities.
Prerequisites & Notes
ELE 3281 for Early Childhood Option; ELE 3280 for General and Middle School options; or permission of the department chair. Concurrent enrollment in ELE 4100 or MLE 4100. University Teacher Education requirements for enrollment must be met, including an expectation of second semester Junior standing.
Credits: 3
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ELE 4890 - Culturally and Linguistically Diverse Students/English Language Learners: Instructional Methods
(3-0-3) This course is designed to provide teacher candidates with the knowledge, skills and dispositions to effectively organize and implement instructional methods for students that are culturally and linguistically diverse (CLD) and/or English Language Learners (ELL). Teacher candidates will research and reflect on various methods and strategies to design instruction to meet the needs of students who are considered CLD/ELL and who may have varying levels of language proficiency.
Prerequisites & Notes
Early Childhood Major: ELE 3250; Elementary Education: ELE 3100; or permission of the Department Chair.
University Teacher Education requirements apply and department requirements for enrollment must be met. Cross listed with MLE 4890
Credits: 3
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ELE 5250 - Research in Education
(3-0-3) Provides experiences in defining problems and in using research techniques in writing, interpreting, and evaluating research in elementary education.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 3
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ELE 5400A - Special Issues
(Arr.-Arr.-2) A study of special issues in education designed to help educators relate research to practice. May be repeated once for credit if a different topic is offered. Cross-listed with CSD/EDA/EDU/MLE/SED/SPE/STG. 5400.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 2
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ELE 5400B - Special Issues
(Arr.-Arr.-3) A study of special issues in education designed to help educators relate research to practice. May be repeated once for credit if a different topic is offered. Cross-listed with CSD/EDA/EDU/MLE/SED/SPE/STG. 5400.
Prerequisites & Notes
Admission to the Graduate School.
Credits: 3
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ELE 5500 - Creativity, Play, and the Brain of the Young Child
(3-0-3) This course explores the brain development in the young child along with the roles of play and creativity.
Prerequisites & Notes
Admission to the graduate school and completion of Phase l of the
Elementary Masters program or permission of the department chair.
Credits: 3
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ELE 5570 - Early Childhood Education.
(3-0-3) Consideration given to each segment of the learning continuum (ages 3 1/2 to 8) including curriculum design, articulation, evaluation, and administration.
Prerequisites & Notes
Eight semester hours in education and psychology.
Credits: 3
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ELE 5580 - Child Study for the Elementary School Teacher.
(3-0-3) Factors influencing behavior of the elementary school child. Techniques to secure and use data to improve classroom teaching.
Prerequisites & Notes
ELE 2320 or equivalent. Eight semester hours in education and psychology.
Credits: 3
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