College of Applied Human Sciences

CAHS 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of biology. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

ACE 508. The Profession of Sport Coaching. 3 Hours.

An interaction-based course pertaining to professional coaching, coaching theory, and the engagement in problem solving and critical thinking in the profession of sport coaching.

ACE 510. Training Theories for Coaches. 3 Hours.

This course is designed to promote critical thinking, problem solving and use of current training theories for best practice in coaching across all levels to develop and nurture talent.

ACE 518. Psychology of Coaching. 3 Hours.

In-depth understanding of the psychology of coaching athletes and application of this knowledge into coaching practices for optimal athlete development and performance. Contemporary issues also covered.

ACE 522. Motor Behavior for Sport Coaches. 3 Hours.

Designed to increase coaches' understanding of how athletes learn motor skills. Theories of motor learning, techniques to provide effective instruction, practice design, stages of learning, assessment, and coaching strategies to structure training and practice to optimize skill acquisition and performance.

ACE 524. Data Analytics in Sport Development & Performance. 3 Hours.

This graduate-level course explores data analytics theories and practices in sport. The modern sport team coach utilizes analytics that support individual and team development and performance across contexts.

ACE 525. Talent Development and Identification in Sport. 3 Hours.

This course explores both talent identification and talent development theories and practices in sport that support individual development and sport performance across contexts.

ACE 530. Coaching Education Administration. 3 Hours.

An administrative focus on leadership, finance, fundraising, planning, facility development, personnel supervision, public relations, rules and regulations, purchase and care of equipment and the conducting of athletic events.

ACE 539. Create Healthy Competitive Environments. 3 Hours.

Course explores topics related to techniques of training, ergogenic aids, performance enhancement, and the coach roles and responsibilities in designing, creating and maintaining a safe and healthy environment.

ACE 541. Positive Youth Development in Sport. 3 Hours.

PR: ACE 508. Review literature and outreach programs in positive youth development. Emphasis on development of psychosocial assets in youth such as life skills and character.

ACE 568. Sport Movement Analysis. 3 Hours.

This course applies the laws of physics to sport activities with the objective of finding the most efficient use of the human body to achieve the highest levels of performance.

ACE 569. Strength and Conditioning Methods for Coaches. 3 Hours.

Present basic exercise performance methodologies to assist in coaching athletes. Types of training include speed drills, agility drills, conditioning workouts, flexibility exercises, balance-improvement drills, and proper training- environment safety techniques.

ACE 573. Advanced Strength and Conditioning Coaching Techniques. 3 Hours.

Present various exercises in hands-on setting to utilize in training. Proficiency is taught in Olympic movements, free weights, machine weights, and plyometrics. Speed and agility track exercises will be included.

ACE 580. Evaluation in Coaching. 1 Hour.

Key principles of research methods, evaluation, and planning to identify and organize instruments for data analysis and formulation of a Program Evaluation Strategy. Knowledge and skills needed to initiate a well-designed evaluation of their team, program, and self (as a coach). Course is online.

ACE 582. Program Evaluation for Coaches. 1 Hour.

PR: ACE 580. Integration of a Program Evaluation Strategy (PES) utilizing program materials and concepts in an applied professional setting. The PES will be implemented and evaluated over two full semesters. Students must have a position coaching in an applied sport setting. Course is online. (1 credit; repeated twice).

ACE 584. Evaluation Based Planning for Coaches. 1 Hour.

PR: ACE 582 with a minimum grade of B-. This course enhances coaches’ understanding of their own coaching through reflection. Insights, limitations, and future coaching strategies to overcome limitations in students’ coaching practices are presented as a way of reflecting to facilitate coach development.

ACE 585. Applied Professional Development. 3 Hours.

This is a graduate level course designed to enhance coaches’ understanding of their own coaching through reflection.

ACE 587. Strength and Conditioning Program Design Coach. 3 Hours.

Students in this course will learn to design programs in athletic resistance training, plyometrics, conditioning, and agility, and students will learn to handle detraining, sports specificity, and periodization for offseason and competition programs.

ACE 591. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation in advanced topics that are not covered in regularly scheduled courses.

ACE 592. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

ACE 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

ACE 594. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

ACE 595. Independent Study. 1-9 Hours.

Faculty-supervised study of topics not available through regular course offerings.

ACE 602. Action-based Research for Coaching. 3 Hours.

Examination of action based research as applied to sport studies. Emphasis placed on learning the skills of disciplined inquiry to inform and change ones practices in the future.

ACE 645. Contemporary Issues in Sport. 3 Hours.

Contemporary issues in sport; to make you a more successful coach, expose you to situations in today's coaching profession, and prepare you to plan for situations that may arise.

ACE 671. Women in Sport. 3 Hours.

ACE Graduate: Study the history of women in sport, and investigate issues that are directly related to women in sport as participants, coaches, administration, parents and fans.

ACE 682. Program Evaluation for Coaches. 1 Hour.

PR: ACE 680. Integration of a Program Evaluation Strategy (PES) utilizing program materials and concepts in an applied professional setting. The PES will be implemented and evaluated over two full semesters. Students must have a position coaching in an applied sport setting. Course is online. (1 credit; repeated twice).

ACE 685. Coaching Internship. 1-6 Hours.

Students will complete a contract detailing terms of the learning experience. The levels of coaching include but are not limited to elementary schools, little league, secondary schools, and collegiate levels.

ACE 688. Coaching Techniques. 1-6 Hours.

Students will complete a contract detailing terms of coaching technique topics relevant to their individual coaching experience.

ACE 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

ACE 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

ACE 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

ACE 694. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

ACE 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

ACE 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

ACE 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

ACE 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision as needed during the writing of student reports, theses, or dissertations. (Grading is Normal).

ACE 699. Graduate Colloquium. 1-6 Hours.

PR: Consent. For graduate student not seeking coursework credit but who wish to meet residency requirements, use the University's facilities, and participate in its academic and cultural programs. Note: Graduate students who are not actively involved in coursework or research are entitled, through enrollment in their department's Graduate Colloquium to consult with graduate faculty, participate in both formal and informal academic activities sponsored by their program, and retain all of the rights and privileges of duly enrolled students. Grading is Normal; colloquium credit may not be counted against credit requirements for masters programs. Registration for one credit of 699/799 graduate colloquium satisfies the University requirement of registration in the semester in which graduation occurs.

ACE 900. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g. education, community health, geology.) The continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

ACE 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g. education, community health, geology.) These tuition-waived, continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

ATTR 595. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

ATTR 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

ATTR 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

ATTR 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

ATTR 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

ATTR 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

C&I 501. Essential Topics for Teaching. 3 Hours.

This course provides an initial exposure for undergraduate and graduate students to themes in education to foster appreciation of the classroom experience by empowering teachers to be classroom leaders.

C&I 525. Middle School Number/Algebra Teaching 2. 1 Hour.

PR or CONC: MATH 525. Continuation of C&I 524. Issues involved with sets of numbers as examples of algebraic systems, properties of groups, rings, and fields. Properties of polynomials and polynomial rings. Mathematical modeling with finite differences and least squares.

C&I 526. Classroom Discourse & Inquiry. 3 Hours.

Analysis of recent trends and innovations in pedagogy and classroom-based inquiry. Readings and discussions will lead to the development of an instructional unit for secondary English and social studies classrooms. Students will analyze their teaching and student work in field placement.

C&I 528. Middle School Function/Change Teaching 1. 1 Hour.

PR or CONC: MATH 528. Teaching and Learning function concept operations on functions, limits, continuity, Intermediate Value Theorem, families of curves, optimization and area. Classroom applications, current research in learning. Applications in model curricula.

C&I 529. Middle School Functions/Change Teaching 2. 1 Hour.

PR or CONC: MATH 529. Continuation of C&I 528. Teaching and learning function concept, operations on functions, limits, continuity, Intermediate Value Theorem, families of curves, optimization, and area. Classroom applications, current research in learning. Applications in model curricula.

C&I 530. Mathematics in the Elementary School. 3 Hours.

PR: Consent. Addresses current issues and trends in elementary mathematics education. Designed for the practicing elementary teacher.

C&I 533. Corrective Techniques in Mathematics Education. 3 Hours.

PR: Consent. Materials and methods used in diagnosis and remediation of learning difficulties in mathematics.

C&I 581. Independent Research in Curriculum Studies. 1-6 Hours.

Faculty-supervised study of topics not available through regular course offerings.

C&I 584. Student Teaching: Elementary K-6. 6 Hours.

PR: C&I 588 with a minimum grade of B- and PR or CONC: C&I 594 and students must also meet all West Virginia Department of Education Policy requirements for student teaching, including but not limited to securing the Student Teaching Permit. The West Virginia Department of Education and West Virginia University require that all students seeking initial certification in teacher education, both elementary and secondary, complete supervised experience in a classroom setting. This course will provide practical experience to prepare future educators for their chosen profession.

C&I 585. Student Teaching: Secondary Education. 6 Hours.

PR: C&I 588 with a minimum grade of B- and PR or CONC: C&I 594 and students must also meet all West Virginia Department of Education Policy requirements for student teaching, including but not limited to securing the Student Teaching Permit. The West Virginia Department of Education and West Virginia University require that all students seeking initial certification in teacher education, both elementary and secondary, complete supervised experience in a classroom setting. This course will provide practical experience to prepare future educators for their chosen profession.

C&I 586. Field Experience 1. 1 Hour.

The WV Department of Education requires 125 hours of observation prior to student teaching. In this first semester field placement, you will have a 62.5-hour placement in either an elementary, middle or high school, depending on certification area. Each candidate will complete several assignments that help to focus observation time and provide a useful context for learning in the field.

C&I 587. Advanced Clinical Experience. 1-6 Hours.

PR: Consent. Clinical experience in teaching-learning situations at any level.

C&I 588. Field Experience 2. 1 Hour.

PR: C&I 586. The WV Department of Education requires 125 hours of observation prior to student teaching. In this second semester field placement, you will have a 62.5-hour placement in either an elementary, middle or high school, depending on certification area. Each candidate will complete several assignments that help to focus observation time and provide a useful context for learning in the field.

C&I 589. Technology Integration Through Capstone Experience. 3 Hours.

PR: C&I 588. This course is the culminating experience in the MA in Elementary and Secondary Education certification programs. The first half of the class will focus students to prepare and submit the edTPA (Teacher Performance Assessment). The second half of the course will focus on the National Technology Plan (NTP) and make connections between the plan and the technology learning standards.

C&I 591. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

C&I 592. Directed Study. 1-6 Hours.

Directed Study, reading, and/or research.

C&I 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

C&I 594. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

C&I 600. United States Education for International Students. 3 Hours.

PR: International students with graduate status and developing oral and written English skills. To assist international students in understanding the U.S. system of education. Included: dominant U.S. values related to education, structure of U.S. education at all levels, models and strategies, field trips, and international comparisons.

C&I 601. The Elementary-School Curriculum. 3 Hours.

PR: 20 hours of undergraduate credit in elementary education, or consent. Analysis of curriculum designs in elementary education with emphasis on methods and techniques of development.

C&I 602. Curriculum and Teaching Principles. 3 Hours.

This course will give the student a basic foundation in the principles, development, and design of curriculum and teaching models.

C&I 603. Counselors & Classrooms. 3 Hours.

Bridging theory and practice, this course helps P-12 school counselors create effective learning environments for all students specifically during their classroom-based lessons.

C&I 604. School Curriculum. 3 Hours.

PR: Teaching experience or consent. Emphasizes socioeconomic and cultural influences on curriculum; principles of curriculum development; curriculum building in various teaching fields; and techniques of experimentation and evaluation.

C&I 605. Twenty-First Century Teaching and Learning. 3 Hours.

Interdisciplinary content if a 3 credit hour course. This course examines new and emerging technologies as they relate to classroom integration and pedagogy.

C&I 606. Curriculum for Middle Childhood. 3 Hours.

Survey course which includes: historical, social, and cultural influences on the curriculum; the learner characteristics; curriculum and instructional organization and their relationship to facilities available; and evaluation and implementation of middle childhood curriculum.

C&I 608. Introduction to Alternative Learning Environments. 3 Hours.

This course will provide opportunities for educators to explore and analyze the trends and issues in alternative learning environments in public education.

C&I 609. Experiences in Alternative Learning Environments. 6 Hours.

PR: C&I 608 and SCFD 620 and consent. This course helps teachers to learn and practice skills that are needed to be an effective teacher in an alternative teaching environment. (Alternate years.).

C&I 612. Early Childhood Curriculum. 3 Hours.

PR: C&I 410 and C&I 411 or consent. Curriculum development for early childhood education Pre-K to 4th grade, including social, creative, cognitive, physical, and academic goals. Societal, historical, and theoretical influences on early childhood curriculum are examined.

C&I 614. Early Childhood Instruction. 3 Hours.

PR: C&I 410 and C&I 411 or consent. Design of instruction for continuous improvement toward mastery of curriculum goals for early childhood education Pre-K to 4th grade.

C&I 615. Issues in Holocaust Education. 3 Hours.

Course examines important issues related to the Holocaust, and their implications for inclusion in curriculum. It examines instructional procedures helpful to youth in trying to comprehend the Holocaust's meaning for living in the 21st century.

C&I 616. Early Childhood Program Development and Evaluation. 3 Hours.

PR: C&I 410 and C&I 411 or consent. Development, administration, and evaluation of facilities, programs, and support systems for early childhood education Pre-K to 4th grade. Includes a focus on family connections and support systems related to early childhood classrooms.

C&I 617. Language Arts in Early Childhood. 3 Hours.

Designing instruction for an integrated development of writing, reading, speaking and listening with an emphasis on literacy acquisition in early childhood education pre-K to 4th grade.

C&I 618. Storytelling in Early Childhood. 3 Hours.

This course will assist students in telling, reading, and creating stories for children. Techniques, methods, and research effective in the art of storytelling will be examined and applied as they relate to total child development.

C&I 623. Contemporary Issues in English Education. 3 Hours.

PR: Graduate standing. Provides the student with a knowledge of several contemporary issues in English teaching which have immediate and long-range ramifications for secondary-school English instruction. (1 hr. lec., 2 hr. sem.).

C&I 625. Leadership Field Experiences and Clinical Practice. 3 Hours.

Students engage in a sequence of field experiences and clinical practice. Activities emphasize school-based leadership focused experiences. Participants interview educational stakeholders and develop a data focused understanding of school improvement foci and efforts. Participants also develop, implement, and report on an inquiry project focused on the planning, enactment, and analytical reflection of an implemented professional development experience.

C&I 630. Problem Solving in Math. 3 Hours.

PR: C&I 602 and EDP 600. A capstone course designed to further develop student's conceptual understanding of mathematics.

C&I 631. Mathematics in the Elementary School. 3 Hours.

PR: Consent. Addresses current issues and trends in elementary mathematics education. Designed for the practicing elementary teacher.

C&I 632. Research in Math Curriculum and Technology. 3 Hours.

This graduate level course is designed to focus on research and trends associated with applications of technology and curriculum in mathematics settings. Class topics will span curriculum, technology, and assessment in math education.

C&I 633. Mathematics in the Junior High School and Middle School. 3 Hours.

A methods course designed to teach selected topics including lesson planning, developing appropriate teaching/learning methods, and evaluations from middle school mathematics.

C&I 634. Mathematics in the Secondary School. 3 Hours.

Designed to provide teacher candidates knowledge and skills for effective mathematics instruction in middle/high school classrooms, this course prepares teachers to enact “ambitious and equitable” visions of mathematics teaching and learning—providing students with access to rigorous and relevant mathematics, with opportunities to participate in academic work in the classroom, and with opportunities to be seen and positioned as mathematical thinkers.

C&I 635. Selecting, Designing, and Using Mathematical Tasks in K-6. 2 Hours.

PR: Consent. This is the first of four mathematics pedagogy courses in the elementary mathematics specialist endorsement program. Topics include identifying the cognitive demand of tasks, identifying influences of cognitive demand on student learning, instructional moves that maintain cognitive demand of tasks, and strategies for adapting tasks to increase cognitive demand. Tasks examined will cover a range of K-6 mathematics.

C&I 636. Learning Trajectories in Elementary Mathematics. 2 Hours.

PR: C&I 635. This is the second of four mathematics pedagogy courses designed for students pursuing the elementary mathematics specialist endorsement. This course examines research-based descriptions of learning trajectories for how children's thinking and understanding develop for specific mathematical content. Learning trajectories studied include those for quantity, counting, computation, and shape. Students will examine effective use of learning trajectories in instruction.

C&I 637. Classroom Practices for Effective Learning Environments in Elementary Mathematics. 2 Hours.

PR: C&I 636. This is the third of four mathematics pedagogy courses designed for students pursuing the elementary mathematics specialist endorsement. Students will examine strategies for developing a classroom environment that supports all students in learning mathematics. Emphasis will be placed on understanding teaching practices and pedagogical strategies identified in mathematics education research literature as being effective in supporting student learning.

C&I 638. Planning, Implementing, and Assessing Mathematics Instruction. 2 Hours.

PR: C&I 637. This is the fourth of four mathematics pedagogy courses designed for students pursuing the elementary mathematics specialist endorsement. This course provides opportunities for students to plan, implement, assess, and reflect upon their own mathematics instruction, drawing upon knowledge, skills, and practices developed in the prerequisite courses of the elementary mathematics specialist endorsement sequence.

C&I 639. Science Research and Technology Ethics. 3 Hours.

PR: Graduate Standing. Students learn basic concepts of responsible research conduct, public communication and teaching research ethics by way of on-line discussions, and peer-review of case-solutions/reasoning and application projects.

C&I 640. Science in the Elementary School. 3 Hours.

PR: 20 hours of undergraduate credit in elementary education or consent. Analysis of methods, curriculum patterns, and trends in elementary school science. Understanding and development of scientific attitudes appropriate at the elementary-school level.

C&I 643. Brain-Based Teaching and Learning. 3 Hours.

This course provides an integrative, interactive, and collaborative introduction to the emerging interdisciplinary field of brain-based teaching and learning. Through synchronous and asynchronous classroom discussions and applied exercises, students will draw on knowledge from neuroscience, cognitive psychology, biology, and education to explore the theoretical foundations, methods, and applications of teaching and learning from a brain-based perspective.

C&I 644. Science in the Secondary School. 3 Hours.

Through a dynamic process of investigation and collaboration, students will learn about planning for instruction, implementing lesson plans, and assessing student learning in the context of their content areas of Biology, Chemistry, General Science, and Physics.

C&I 645. Global Climate Change. 3 Hours.

A graduate-level web-based course that presents the scientific evidence related to global climate change and the implications for science, technology and society.

C&I 646. Science: Native American Views. 3 Hours.

This course examines the science and non-scientific views in areas of health and healing, environment, and technological applications in traditional Native American and Western cultures.

C&I 647. Science and Mathematics Applications for Nutrition and Energy Content. 3 Hours.

This course is designed for teachers (4-12) of science or math. The course integrates nutrition and physical activity content applicable to students' lives.

C&I 648. Science/Technology: Society Perspectives. 3 Hours.

Course provides students with an understanding of the characteristic relationships between science, technology, and society. Course examines impacts of these relationships on social and natural communities.

C&I 649. History/Philosophy of Science. 3 Hours.

Examines the nature of science and how social forces have interacted with the process of science to promote the dynamic development of the current body of scientific knowledge.

C&I 650. Social Studies in the Elementary School. 3 Hours.

This course comprehensively considers objectives, content, and methods, including unit procedures; materials including objects, models, exhibits, and museum items, as well as textbooks, collateral reading, maps, and graphs; and means of evaluating social growth and development related to teaching social studies at the elementary school level.

C&I 654. Social Studies in the Secondary School. 3 Hours.

Nature and function of social studies in the secondary school; utilization of community, state, national, and world resources in teaching; selection of content for teaching purposes; curriculum construction with emphasis on resource and teaching units.

C&I 656. Challenges in Teaching History. 3 Hours.

This course will provide an initial exposure for pre-service social studies teachers to address the challenge of teaching controversial public issues of recent history.

C&I 657. Principles of Economic Education. 3 Hours.

Workshop for principals, teachers, and supervisors with emphasis on the economic structure of our society and methods of integrating economics into the school program. (Sponsored jointly by College of Human Resources and Education and College of Business and Economics.).

C&I 660. Games, Learning, & Design. 3 Hours.

Play, gaming, and design are explored as they relate to constructionist views of learning, common in makerspaces, formal and informal learning environments, and project-based learning environments. Students will engage in an iterative design process as part of a team, while considering the pedagogical implications of integrating play and design into K-12 learning environments.

C&I 661. Computational Literacy and Coding for Learning. 3 Hours.

Students will engage in research- and project-based learning activities as well as online discussions to learn about computer science in ways that supports meaningful learning in both formal (K-12 classrooms, professional development) and informal (DIY communities, afterschool, camp, Makerspaces) learning environments.

C&I 662. Principles and Practices for Connected Learning. 3 Hours.

This course is designed as a collaborative exploration of the changing nature of teaching and learning in the digital and connected world. Students will consider how to transform existing classrooms and curriculum to support Connected Learning.

C&I 663. Media Literacy and Digital Citizenship. 3 Hours.

Design K-12 curriculum materials to support media literacy and digital citizenship.

C&I 670. Practitioner Inquiry. 3 Hours.

PR: Departmental approval. Engaging in inquiry enables students to explore the underlying assumptions, biases, values, and ideologies inherent in their curricula and pedagogies and the policies and practices of their contexts. In this course, students design and conduct studies and cultivate the tools and habits of mind necessary for transforming the ways we do school and improving the life chances of all students.

C&I 671. Assessing the Impact of Computer-Based Learning. 3 Hours.

Survey of the current findings in computer-based learning; couples statistical features and design scenarios.

C&I 672. Professional Learning Communities: Creating Spaces for Collaboration, Coaching, and Praxis. 3 Hours.

PR: C&I 670. This course introduces students to strategies for developing and engaging in professional learning communities and learning to teach through studying teaching. Students explore the philosophical/research-based foundations and practices of student-centered coaching; engage in analyzing children’s thinking and work/performances, explore connections between their current practice and student thinking/performance; and plan for and engage in a coaching cycle that addresses student needs.

C&I 673. Teacher Leadership: Transforming Identities, Contexts, and Practices. 3 Hours.

PR: C&I 670 and C&I 672. This course focuses on understanding the current scholarship of the leadership roles teacher leaders pursue (e.g., teacher as exemplary practitioner, curriculum decision-maker, researcher, change agent, facilitator of job-embedded professional development) as they facilitate teacher learning and school renewal. Students also identify and create possible action plans for the reform and transformation of the sacred stories of their place(s).

C&I 677. Children's Television: Problems and Potentials. 4 Hours.

PR: Consent. Provides parents and teachers with strategies for monitoring, evaluating, and directing television viewing habits of youth; pertinent research studies, school and community action programs, and home and school education programs are discussed and practiced.

C&I 681. Independent Research in Curriculum and Instruction. 1-6 Hours.

Faculty supervised study of topics not available through regular course offerings.

C&I 685. Supervision of Student Teachers. 3 Hours.

PR: Consent. For persons working or intending to work with education students in field experiences. Course focuses on the development and application of supervisory skills in effective guidance of student teachers and education students.

C&I 686. Teaching Strategies for Middle Childhood. 3 Hours.

Surveys instructional strategies appropriate for facilitating preadolescent learning. Includes the role of the teacher and how the teacher uses resources within and outside the classroom as they relate to instruction of the learner, age 10-14 years.

C&I 687. Advanced Teaching Strategies. 3 Hours.

PR: Graduate standing. Deals with methods as one critical variable in teaching. Examines ways and means to describe, plan the use of, implement, and evaluate teaching methods. Analysis and implementation of teaching methods and component skills of teaching.

C&I 688. Classroom Organization and Management. 3 Hours.

Discusses research identifying components of classroom organization and environment which influence learning; reviews teacher behaviors and learning activities which research indicates lead to more effective teaching. Stresses implementation strategies relevant to classroom settings.

C&I 689. Cultural Diversity in the Classroom. 3 Hours.

PR: Graduate standing or consent. Provides opportunities for educators to increase awareness of their own ethnic backgrounds, foster understandings of the inter-active effects of gender, race, ethnicity and socio-economic status, and develop appropriate teaching materials and methods.

C&I 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

C&I 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

C&I 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

C&I 694. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

C&I 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

C&I 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

C&I 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

C&I 701. Curriculum Development. 3 Hours.

PR: Consent. The study of the concepts underlying school curriculum.

C&I 707. Theories, Models and Research of Teaching. 3 Hours.

PR: SCFD 620 or consent. The theories behind selected models of teaching as well as research in teaching and best practices.

C&I 708. Contemporary Determinants of Curriculum. 3 Hours.

PR: C&I 701 and SCFD 640 or consent. Contemporary determinants of curriculum development.

C&I 709. Curriculum Theories. 3 Hours.

PR: C&I 708 or consent. Theories underlying curriculum from the past to the present and projected to the future.

C&I 710. Advanced Supervision. 3 Hours.

PR: Consent. Exploring theories, research, and practices of pre-service and in-service instructional supervision in the classrooms of novice and mature teachers. (Also listed as EDLS 701).

C&I 738. Survey of Major Issues in Mathematics Education. 3 Hours.

PR: Consent. Individual and group research on selected topics in mathematics education.

C&I 757. Social Studies Curriculum Development, K-12. 3 Hours.

PR: C&I 601 or C&I 604 and C&I 650 or C&I 654. Stresses the application of principles and procedures pertinent to the development of social studies programs in elementary and secondary schools. Strong emphasis will be placed on the analysis of current social studies curriculum materials.

C&I 786. Curriculum Evaluation. 3 Hours.

This course enables students to develop skills and strategies necessary for curriculum evaluation and improvement of programs. Included will be a historical review of evaluation and analysis of approaches to curriculum evaluation.

C&I 787. Professional Development for Teaching Effectiveness. 3 Hours.

PR: Advanced graduate standing or consent. Explores professional learning tools that lead to effective teaching; investigates the conditions that facilitate professional learning and effective teaching by examining the teacher, learner, content and environment; examines how educators study and resolve problems.

C&I 788. Higher Education Curriculum. 3 Hours.

Analysis and evaluation of post-secondary curriculum with emphasis on organizing, translating, and applying findings. Topics include curriculum shaping forces; institutional patterns; policy, components and change; and principles and techniques of development, experimentation, and evaluation.

C&I 789. Teaching in Higher Education. 3 Hours.

PR: Graduate standing. A general methods course involving instructional concepts and strategies for present/prospective faculty in higher education. Comprehensive consideration of objectives, planning criteria and methods, teaching strategies, and evaluation in meeting the needs of adult learners.

C&I 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of curriculum and instruction. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

C&I 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

C&I 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

C&I 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

C&I 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

C&I 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

C&I 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

C&I 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology). These tuition-waived continuing education courses are graded on a pass or fail grading scale and do not apply as graduate credit toward a degree program.

C&I 931. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology). These tuition-waived continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

C&I 932. Profession Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g. education, community health, geology). These tuition-waived continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

CDFS 541. Cognitive Development of the Child. 3 Hours.

Piaget's basic theory, including his view of perceptual, symbolic, motor and logico-mathematical development, across the life span.

CDFS 591. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

CDFS 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

CDFS 595. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

CDFS 640. Survey of Family Studies. 3 Hours.

Comprehensive overview of theoretical and empirical literature of the family.

CDFS 645. Socio-Emotional Development of Children. 3 Hours.

A study and examination of contemporary theory and research into various facets of the socialization process in infancy and childhood.

CDFS 647. Comparative Study of Family. 3 Hours.

Family diversity and multiculturalism in an ever-changing U.S. society is examined using the comparative method for analysis.

CDFS 648. Theories of Child and Adolescent Development. 3 Hours.

Examination and comparison of theoretical perspectives of child and adolescent development including traditional and newly emerging theories.

CDFS 649. Socialization Processes. 3 Hours.

Examination of the contexts that affect infant, child, and adolescent development, including family, peers, schools, neighborhood, media, and large societal influences.

CDFS 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of child development and family studies. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

CDFS 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

CDFS 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

CDFS 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

CDFS 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

CDFS 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology). These tuition-waived continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

COUN 501. Counseling Theory and Techniques 1. 3 Hours.

PR: Consent. Development and application of basic counseling skills including interviewing, clinical observations, and a general orientation to counseling theory and settings. Evaluation will be based on strengths and deficits in intra- and interpersonal skills and on demonstration of counseling skills in checkout situations. In-setting laboratory experience required.

COUN 505. Theory and Practice of Human Appraisal. 3 Hours.

An overview of standardized evaluation methods commonly utilized in educational and rehabilitation settings. Experience is provided in selection, administration, ethical standards, and interpretation of selected instruments.

COUN 512. Research & Evaluation in Counseling. 3 Hours.

PR: Admission to the Counseling Program. This course is designed to fulfill the CACREP education and training standards related to research and program evaluation. Basic concepts, strategies, methodologies, designs, and procedures of research in counseling will be addressed. Emphases are on integrating research designs, measurements, and statistics for initiating research projects, collecting and analyzing data, and interpreting and reporting findings.

COUN 536. Theories of Human Development. 3 Hours.

Theory and research on emotional, social, and intellectual development over the life span. Emphasis on application of developmental theories within educational and therapeutic settings.

COUN 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

COUN 606. Counseling Theory and Techniques 2. 3 Hours.

PR: COUN 501 and consent. A study of counseling approaches commonly used in public schools, colleges, and rehabilitation agencies. Application of theory emphasized.

COUN 608. School Counseling Services. 3 Hours.

PR: Consent. Applications of counseling theories and techniques appropriate to the school counseling setting will be explored. Students will develop needs assessments, review legal and ethical issues related to schools, and develop a professional school counseling portfolio.

COUN 609. Group Counseling Theory and Techniques. 3 Hours.

PR:COUN 606 and consent. Theories of group counseling and demonstrations of specific group techniques. Ethical standards. Evaluation will be based on expertise in group facilitation.

COUN 610. School Counseling Services 1. 3 Hours.

PR: Consent. Applications of counseling theories and techniques appropriate to the school counseling setting will be explored. Students will develop needs assessments, review legal and ethical issues related to schools, and develop a professional school counseling portfolio.

COUN 611. School Counseling Services 2. 3 Hours.

PR: COUN 610 with a minimum grade of B-. School-based field experience for school counseling majors. Skills covered include confidence in working with administrators, consultation with teachers, partnering with community and parents, sequencing class activities, budgeting, assessing needs and conducting program evaluation. This course offers students an overview of school operations as they relate to school counseling including an opportunity to observe the school setting.

COUN 620. Lifespan Career Counseling. 3 Hours.

PR: COUN 505. Principles and methods involved in career counseling with diverse populations. Emphasis on theories of career development and life-style planning, career choices, and lifelong work adjustment.

COUN 622. Introduction to Clinical Mental Health. 3 Hours.

PR or CONC: COUN 501 or consent. Role and function of the clinical mental health counselor; DSM categories and ethical standards, cognitive skills and practical experience necessary to understand client populations served by community agencies.

COUN 630. Children/Adolescents/Parents. 3 Hours.

PR: COUN 501. Practical application of the principles of counseling children, adolescents, and parents.

COUN 634. Cultural Issues. 3 Hours.

PR: Program major or consent. The impact of cultural differences on the counseling process including gender, race, ethnicity, socioeconomic status, and counseling styles will be discussed. Racial identity development models will be discussed. Group and experiential activities are required.

COUN 640. Addictions Counseling. 3 Hours.

PR: COUN 501 and PR or CONC: COUN 606 or Consent. Specific techniques and models that apply to counseling the addicted client will be explored. Chemical addictions, food addictions, relationship addictions, sexual addictions, and ethics will be addressed. Demonstration of counseling clients with various addictions is required.

COUN 645. Couples and Family Counseling. 3 Hours.

PR: COUN 501, COUN 606 or Consent. Techniques and methods of couples and family counseling. Emphasis on ethics, diversity, theory and practice of couples and family counseling. Demonstration of counseling skills for couples and families is required.

COUN 660. Field Experience in School Counseling. 3 Hours.

PR: COUN 606 and COUN 630 and COUN 632 and PR or CONC: COUN 685 and consent and course enrollment in the Alternate School Counseling Program. Classroom-based field experience for school counseling majors enrolled in alternative certification programs. A review of classroom curriculum for elementary and secondary grades. Course will be graded on a satisfactory/unsatisfactory basis.

COUN 663. Counseling with Sexual Orientation. 1 Hour.

PR: Graduate standing. An overview of psychological, sociological and political aspects of sexual orientation as they impact counseling. Particular attention will be given to awareness and sensitivity toward gay and lesbian clients and effective intervention and education. Course will be graded on a satisfactory/unsatisfactory basis.

COUN 664. Ethical Issues in Counseling. 3 Hours.

PR: COUN 501 and COUN 606. Surveys the legal and ethical issues and professional ethics codes in the counseling profession. Ethical principles applied to schools, agencies, and private practice. Meets ethics content requirement for the LPC.

COUN 665. Diagnosis and Treatment Planning. 3 Hours.

PR: COUN 536 and COUN 606. Framework for exploring the range of personality and behavioral disorders as described in the DSM. Focus on: descriptive criteria, etiology, assessment, diagnosis, multicultural considerations, psychotropic treatments of, and understanding of the major diagnostic categories.

COUN 668. Crisis Trauma Grief Counseling. 3 Hours.

PR: COUN 501. Application of theories and techniques related to crisis, trauma, suicide, childhood trauma, disaster mental health issues, and all aspects of grief counseling will be explored.

COUN 684. Supervision Models/Counseling. 3 Hours.

PR: COUN 606. The current models of supervision that are commonly utilized by supervisors in the field and the techniques associated with the different models will be investigated.

COUN 685. Practicum. 1-12 Hours.

PR: Preregistration; liability insurance; cleared for internship at close of semester, or a M.A. degree, and consent of department practicum evaluation committee. An intensive supervised practical experience in public schools or agencies, in counseling with individual critique and appropriate small-group experiences. Demonstration of high professional standards, counseling skills, and personal characteristics appropriate to the counseling relationship are essential. (Due to the limited number of summer sites, there can be no guarantee of summer practicum placement.)(Practicum is a prerequisite for internship placement. Internship is a one-semester, minimum four-day per week field experience following practicum. This two-semester sequence replaces the previous one-semester practicum.).

COUN 686. Counseling Internship. 1-12 Hours.

PR: Preregistration, completion of COUN 685 Practicum and consent of department field work coordinator. A full-time supervised field experience. Demonstration of counseling program management skills and ethical conduct is required- ACA Ethical Behavior Standards will be used to determine appropriate professional conduct.

COUN 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching.

COUN 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

COUN 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

COUN 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

COUN 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

COUN 900. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) The continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

COUN 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) These tuition-waived continuing education courses are graded on a satisfactory or unsatisfactory grading scale and do not apply as graduate credit toward a degree program.

CPSY 701. Advanced Counseling Psychology Interventions. 3 Hours.

PR: Advanced standing and COUN 501 and COUN 606 and COUN 685 or equiv and Consent. Comprehensive development of counseling psychology techniques related to generic and specific theoretical models. In-setting laboratory experience and demonstration of therapy techniques required.

CPSY 709. Advanced Group Counseling / Therapeutic Interventions. 3 Hours.

PR: COUN 609 or equiv and consent. An overview of the formation, leadership techniques, research and ethical issues associated with group counseling and psycho-therapy in general and for specific populations. (Lec.).

CPSY 710. Cognitive-Affective Behavior. 3 Hours.

Review of contemporary theories of learning, memory, motivation, and emotion. Critical review of research and counseling practice. Increased understanding of self-behaviors.

CPSY 734. Multicultural Psychology. 3 Hours.

PR: CPSY advanced standing and CPSY 701. Interactive effects of cultural factors (race, ethnicity, gender, sexual orientation, social status, religious affiliation) as they relate to counseling psychology practice, competencies and roles. (Alternate years.).

CPSY 735. Social Psychology. 3 Hours.

Classic and contemporary readings/research in social psychology emphasizing the interface of social and counseling psychology and integrating social psychology and counseling psychology practice. Uses a student-centered model with emphasis on student-led discussion and demonstrations.

CPSY 738. Life Span Psychology. 3 Hours.

PR: CPSY 763. Overview of developmental psychology focusing on the physical, cognitive, emotional and social domains applied to the professional practice of psychology across the lifespan.

CPSY 740. Assessment of Psychopathology. 3 Hours.

PR: CPSY 701 and CPSY 769. Assessment and diagnosis of psychopathology, integration of case data, treatment planning from a developmental, multicultural perspective with emphasis on ethical and socially responsible interventions and collaboration of counseling psychology with other health care providers.

CPSY 745. History and Systems of Psychology. 3 Hours.

PR: CPSY 701 and CPSY 760. History of modern psychological thought and methodology including the social, political, philosophical, and cultural factors influencing the major schools and systems of psychology, particularly in relationship to counseling psychology.

CPSY 750. Physiological Psychology. 3 Hours.

PR: CPSY 701 and CPSY 760. Survey of neuroanatomical, neuroendocrinological mechanisms underlying psychological and behavioral processes. Motor, sensory, perceptual, behavioral, cognitive, and affective functional systems will be studied. Relevance to normal and pathological development will be reviewed.

CPSY 755. Applied Psychopharmacology. 3 Hours.

PR: CPSY 701 and CPSY 750 and CPSY 760. Review of contemporary theory and practice of psychopharmacology, diagnoses and syndromes warranting medication drug selection, putative mechanisms of action, dosage, side-effects, toxicity, contra-indications, and use of multiple medications. Critical research reviews and outcome comparisons with psychological treatment.

CPSY 760. Introduction to Counseling Psychology. 3 Hours.

PR: Consent. Overview of history, current status, and future trends associated with counseling psychology as a specialty area. Includes an introduction to counseling psychology research topics and practices.

CPSY 763. Advanced Theories of Counseling Psychology. 3 Hours.

PR: COUN 606 and COUN 685, or equivalent, admission to post-master's graduate study; and consent. A comprehensive study of the theoretical issues in contemporary counseling.

CPSY 764. Intellectual Assessment. 4 Hours.

PR: Advanced standing, COUN 505 and pre-registration with instructor. Administering, scoring, and interpreting individual intelligence tests.

CPSY 766. Vocational Theory and Assessment. 3 Hours.

PR: COUN 620 or equivalent, advanced standing, or Consent. Advanced study of theory development and research in vocational psychology and counseling; emphasis on counseling psychology, women's issues, and cross-cultural counseling.

CPSY 769. Personality Testing and Interpretation. 3 Hours.

PR: COUN 505 and Consent. Advanced study in the application of personality assessment procedures and consideration of alternative methods for measuring human behavior.

CPSY 770. Doctoral Practicum in Counseling Psychology. 1-9 Hours.

PR: CPSY 701 and CPSY 769 and CPSY 780 or equivalent and completed doctoral practicum application (due by March 1 of semester year preceding initial semester), and consent. Intensive clinical experience in which students, under supervision, see clients for individual and group counseling and psychotherapy. Offered at a variety of approved field-based sites. (Practicum).

CPSY 772. Internship. 1-12 Hours.

PR: Written approval from the Department Internship Committee, satisfactory completion of written doctoral comprehensive exams and approval of research prospectus. Full-time supervised practice in an approved counseling psychology internship training program; minimum duration one academic year.

CPSY 780. Professional and Ethical Issues in Counseling Psychology. 3 Hours.

PR: Advanced standing and consent. Overview of current ethical, legal, and professional issues in counseling psychology. Readings, discussion, and a written literature review of a topic related to the practice of counseling psychology.

CPSY 781. Research Practicum. 1 Hour.

Ninety clock-hours of documented hands-on research activity. Activity must be supervised by faculty, or in conjunction with faculty supervision.

CPSY 782. Research Methods and Design. 3 Hours.

An overview of research methods and design, statistical procedures and potential violations of ethical principles in the conduct of research in Counseling Psychology.

CPSY 783. Consultation and Supervision. 3 Hours.

PR: CPSY 701 and CPSY 780; one semester of CPSY 770 or equivalent, consent. Assumptions and techniques of consultation/ supervision include demonstrations of the models and relevant critical analysis.

CPSY 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of counseling psychology. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

CPSY 791. Advanced Study. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

CPSY 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

CPSY 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

CPSY 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

CPSY 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

CPSY 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

EDLS 601. Dynamics of Educational Organizations. 3 Hours.

A foundation course which introduces students to school cultures, systems theory, hierarchy of school organizations, impact of global issues and forces, strategic planning, and the expanding role of technology as a learning and management tool.

EDLS 602. Human Resources Dynamics. 3 Hours.

An overview of personnel functions with a focus on recruitment, selection, orientation, evaluation, and development; interpersonal skills; motivational theories; and the utilization of technology in the personnel process.

EDLS 603. Principles of Educational Leadership. 3 Hours.

An exploration of the role of leadership in modern education. Topics and simulations include group processes, verbal and non-verbal communication, leadership styles, team building, interpersonal relations, conflict management, and ethical practices.

EDLS 610. School Business Administration. 3 Hours.

Efficient and effective operational procedures at the school and district level relating to the fiscal, spatial, physical conditions, safety and security, and information management systems are explored, including the use of technology.

EDLS 611. Principles of Supervision. 3 Hours.

Students develop instructional leadership skills in working with teachers to understand and improve classroom instruction. Topics include: developing a learning culture, supervisory theories and models, and integration of technology and best instructional practices.

EDLS 612. School: Policies, Politics and Laws. 3 Hours.

An overview of statutes, common law and court decisions. Topics include the politics of education, due process, policy development, the role of federal, state, and local government in public education, and the issues of diversity and equity in a school setting.

EDLS 613. Research-Evaluation-Assessment. 3 Hours.

PR: Consent. Research, evaluation, and assessment procedures related to administrative decision making and problem solving to increase the general effectiveness of educational institutions.

EDLS 614. Community and Media Relations. 3 Hours.

This course will explore community attitudes, cultures, and communication strategies. It will provide students with resources to understand, evaluate and improve internal and external school-community relations.

EDLS 620. Site-Based Leadership. 3 Hours.

PR: Consent. An overview course that focuses on the principal's active role of applying theory to practice with a special emphasis on emerging trends and issues, goal setting, testing, curricular alignment with goals, facilities management, and the change process.

EDLS 625. Topics in Supervision. 3 Hours.

Special knowledge and skills for supervisors K-12 including media, computers, reading, multicultural education, testing, and special education.

EDLS 691. Advanced Topics. 1-6 Hours.

Investigation of advanced topics not covered in regularly scheduled courses.

EDLS 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

EDLS 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

EDLS 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

EDLS 702. Superintendency: Role and Responsibilities. 3 Hours.

PR: M.A. in education leadership or equivalent or consent. This course is designed to examine the concepts of effective school district leadership. Students will examine the roles, relationship behaviors, and competencies which characterize an effective educational organization.

EDLS 703. Economics and Education Funding. 3 Hours.

PR: M.A. in education leadership or equivalent or consent. This course will focus on the macro and micro economics concepts and their application to financing education and its infra- structure. The content will incorporate forces of economic change, development of new societal and educational infra- structures, and implications for social spending.

EDLS 704. Education Facilities: Planning and Evaluation. 3 Hours.

PR: M.A. in education leadership or equivalent or consent. The planning, evaluation, and management of current and future school facilities.

EDLS 705. Public Education:Ethics/Laws/Policies. 3 Hours.

PR: M.A. in education leadership or equivalent or consent. This course will focus on ethics, educational responsibility, and the legal concepts relating to human resources management and student rights. The content is designed to develop an understanding of the judicial process and its effect on public school law and to understand the legal parameters within which the educational CEO operates.

EDLS 706. Learning Organizations: Culture, Technology and Change. 3 Hours.

PR: M.A. in education leadership or equivalent or consent. This course will focus on the concepts of results-based strategic planning, critical inquiry, and new assessment paradigms. The content will emphasize beginning where we are, authentic assessment of learning and horizontal assessment of processes, and broadening the base of responsibility for processes and results (outcomes). New knowledge about and use of information systems, integrating technology and high performance learning expectations.

EDLS 707. Politics and Education. 3 Hours.

PR: M.A. in education administration or equivalent or consent. The purpose of this course is to raise the student's awareness and comprehension of the role political processes play in shaping the fundamental governance and organizational structures of American education. A special emphasis will be placed on the role of the state and national government.

EDLS 708. Changing Organizations. 3 Hours.

PR: M.A. in educational leadership or equivalent or consent. Interdisciplinary study of the major concepts of educational administration theory and its application to educational settings. Topics include organizational change, understanding of organizational dynamics and relationships, motivation, empowerment, and responding to human resource needs.

EDLS 761. Prospectus Development in Higher Education. 3 Hours.

Students review an array of instruments designed to assess college students' perceptions, satisfaction, and learning. They will also critique these instruments to determine their quality.

EDLS 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of education leader- ship studies. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

EDLS 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

EDLS 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

EDLS 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

EDLS 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

EDLS 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

EDLS 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

EDLS 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) These tuition-waived, continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

EDP 600. Educational Psychology. 3 Hours.

Designed for beginning graduate students. Psychological principles of learning and development as they relate to processes of instruction.

EDP 612. Introduction to Research. 3 Hours.

Basic concepts, strategies, methodologies, designs, and procedures of research in education. Major emphasis on integrating research designs, measurements, and statistics for initiating research projects, collecting and analyzing data, and interpreting and reporting findings.

EDP 613. Statistical Methods 1. 3 Hours.

Basic concepts of statistical models, distributions, probability, random variables, tests of hypotheses, confidence intervals, regressions, correlation, transformation, F and chi-square distributions, and analysis of variance and sample size.

EDP 614. Statistical Methods 2. 3 Hours.

PR: EDP 613. Statistical methods for education research (Part 2). Covers analysis of variance models and extensions, including two-way, repeated measures, and mixed ANOVA and analysis of covariance, as well as correlation and multiple regression, foundations of mediation and moderation, and logistic regression. Major focus on applied practice, interpretation, and reporting. Emphasizes conceptual and procedural understanding.

EDP 617. Program Evaluation. 3 Hours.

PR: EDP 613 and SCFD 615. An awareness of the purposes, ethics, issues of design, methods, and models of program evaluation.

EDP 618. Mixing Research Methodologies. 3 Hours.

PR: EDP 612. Focus on choices available for and processes involved in mixing qualitative and quantitative research and evaluation methodologies.

EDP 619. Survey Research Methods. 3 Hours.

PR: EDP 613. Addresses how to design, implement, and analyze surveys for the purposes of social sciences research.

EDP 640. Instructional Design. 3 Hours.

Introduction to the major components of the instructional design process, from needs analysis through evaluation and implementation. Students will demonstrate the elements of the process with a design plan for an instructional project.

EDP 680. Capstone Seminar in Program Evaluation. 3 Hours.

PR: EDP 617. Emphasis on initiating and completing a program evaluation at the local, region or state level under guidance of instructor. Application of evaluative concepts, methods and theories as they relate to practice in different professions. Exposure to differing evaluation literature focused on theory and practice.

EDP 690. Teaching Practicum. 1-6 Hours.

PR: Consent. Supervised practice in college teaching of educational psychology. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

EDP 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

EDP 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

EDP 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

EDP 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

EDP 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

EDP 700. Psychological Foundations of Learning. 3 Hours.

Psychological foundations of major learning theories and their implications for instructional procedures.

EDP 710. Thesis/Dissertation Bootcamp. 3 Hours.

PR: EDP 613 and SCFD 615. Identification of research problems in education, consideration of alternative designs and methods of investigation, and development of a thesis, dissertation, or other research proposal at the advanced graduate level.

EDP 711. Multivariate Methods 1. 3 Hours.

PR: EDP 614. General and generalized linear models; repeated measures analysis of variance for one- and two-way designs, split-plot/mixed analysis of variance, and profile analysis; multivariate analysis of variance, multivariate analysis of co-variance, and discriminant function analysis for one-way and two-way designs.

EDP 730. Cognition and Learning. 3 Hours.

Theories of knowledge representation including information processing models, learning strategies across content areas and transfer of learning strategies; additional focus on problem-solving, expertise, strategic reading, and strategy instruction.

EDP 790. Teaching Practicum. 1-3 Hours.

Supervised practice in college teaching of education psychology. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

EDP 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

EDP 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

EDP 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

EDP 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

EDP 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

EDP 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

EDP 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) These tuition-waived, continuing education courses are graded on a Satisfactory or Unsatisfactory grading scale and do not apply as graduate credit toward a degree program.

EDUC 600. Teacher as Researcher. 3 Hours.

PR: Consent, EDUC 612. Preparation for action research; documentation of observations of researchable topics in school settings and completion of an extended classroom-based study.

EDUC 601. Context of Education. 3 Hours.

PR: Grade of C or better in EDUC 612. Critical, analytical, and reflective thinking on schooling through the integration of social, cultural, historical, philosophical, and political perspectives; examination of the contexts of students' own educational practice.

EDUC 602. Professional Identity: Teacher as Leader. 3 Hours.

PR: Grade of C or better in EDUC 612. Preparation for professional development as educational leaders. Examination, synthesis, and application of literature on teacher development, autonomy and school reform.

EDUC 612. Professional Internship/Technology Applications. 1-12 Hours.

PR: EDUC 411 and (EDUC 401 or SPED 203). Full-time professional internship in public school teaching including the integration of instructional technologies in teaching: satisfactory completion is required for recommendation for professional licensure and graduation with an educational degree.

EDUC 672. Instructional Design and Technology: Professional Internship. 4-6 Hours.

PR: EDUC 674. This course provides students a supervised learning experience central to applied roles in instructional design and technology. Experience will focus on: communication technology, education and corporate training, distance education, and multimedia design/production.

EDUC 674. Instructional Design and Technology Research and Development Seminar 1. 2 Hours.

PR: EDUC 605. The purpose of this seminar is to prepare effective instructional design consultants capable of identifying instructional problems, determining alternative solutions, and implementing appropriate changes within organizational systems.

EDUC 675. Instructional Design Technology Research and Design Seminar 2. 2 Hours.

PR: EDUC 394. This course provides participants with practice writing, presenting, and critiquing research. learn and practice professional skills including creating portfolios, constructing vitas or resumes, and interviewing.

EDUC 687. Instructional Practicum/Technology Application. 3 Hours.

PR: EDUC 612 and EDUC 600. Teaching and mentoring in public schools and university settings; collaborative design of individualized practicum contracts on topics of mutual interest and need including the exploration of instructional technologies.

EDUC 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

EDUC 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

EDUC 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

EDUC 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

EDUC 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

EDUC 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of education. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

EDUC 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

EDUC 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

EDUC 797. Research. 1-9 Hours.

PR: Consent. Research Research activities leading to thesis, problem report, research paper, or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

EDUC 930. Professional Development. 1-6 Hours.

Professional development course providing skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology). These tuition-waived, continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

HDFS 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

HDFS 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of (Subject matter determined by department/devision/college/school offering the course). NOTE: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. I also a mechanism for students not on assistantships to gain teaching experiences.

HDFS 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

HDFS 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

HDFS 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading will be S/U).

HIED 648. History of American Higher Education. 3 Hours.

The administrative development of American higher education from 1636 to the present, including internal trends and external forces.

HIED 649. Contemporary Issues in Higher Education. 3 Hours.

The purpose of this course is to explore critical, contemporary challenges facing American higher education. The course explores issues of access, accountability, academic freedom, financial aid, state and federal government policy, changing legal structures, teaching and learning in a digital age, student issues, diversity, and the influence of business models and values on institutional strategy and practice.

HIED 650. Higher Education Administration. 3 Hours.

Key concepts of organization and administration within higher education institutions, concentrating primarily on the non-academic components of the institutions, from the president to first-level supervisor.

HIED 651. College Student Development. 3 Hours.

Review of research and literature on college student development from beginning freshmen through graduate school. Emphasis on different student subgroups.

HIED 652. Assessment in Higher Education. 3 Hours.

Critical analysis of contemporary assessment issues; develop sophisticated plans to evaluate the quality of student learning and growth in academic programs and student affairs.

HIED 653. College Students and Courts. 3 Hours.

PR: Consent. A study of the major areas of higher education law from the perspective of the college student. A case study approach.

HIED 654. College Student Affairs. 3 Hours.

PR: Consent. A study of the organization, administrative functioning components, issues, and models of college student services using a historical and topical approach.

HIED 655. Institutional Advancement. 3 Hours.

PR: Consent. Studies in fund raising, alumni relations, and foundation management.

HIED 656. Higher Education Budget and Planning. 3 Hours.

Covers knowledge of such areas as budgeting systems, budget preparation and administration, resource reduction and reallocation, and grants/contracts preparation and administration.

HIED 657. Community College Leadership. 3 Hours.

An analysis of the historical/philosophical development of community colleges in the US. A specific focus on developing a critical understanding of the administrative and leadership issues.

HIED 658. Colleges and Communities. 3 Hours.

This course provides an introduction to engagement approaches in higher education institutions, including the contexts for outreach-engagement, engaged scholarship and service learning, and the special cases of public and land-grant institutions. Students will engage in service learning as part of the course.

HIED 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

HIED 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

HIED 710. Leadership and Organizations. 3 Hours.

This course provides an overview of the major theories that inform our understanding of higher education organizations and forms of leadership within those organizational contexts.

HIED 750. Diversity Issues in Higher Education. 3 Hours.

Diversity Issues in Higher Education is designed to facilitate understanding and appreciation for diversity within a higher education setting through the recognition of individual differences and their influence on the college experience by students, faculty, and administrators.

HIED 751. Academic Affairs Roles. 3 Hours.

PR: Consent. Management, leadership, and administrative roles of academic affairs offices in colleges and universities including academic personnel, program definition, research and teaching issues, and other functions of academic oversight.

HIED 752. Governance of Higher Education. 3 Hours.

PR: Consent. Formulation and implementation of state master plans and the roles of state governing bodies in public and private institutions.

HIED 753. Adult and Continuing Education. 3 Hours.

Principles, concepts, and processes involved in programming for adults in a community setting. Nature of adult learning, subject matter, and learning environment.

HIED 754. Women and Gender Issues in HIED. 3 Hours.

In this course students will utilize feminist and gender theories to explore historical and contemporary women’s and gendered issues and experiences in higher education, with a focus on students, faculty, and leaders.

HIED 755. Higher Education Law. 3 Hours.

Critical legal issues of higher education, public and private, using a case study approach.

HIED 756. Higher Education Finance. 3 Hours.

Financial concerns in higher education with emphasis on taxation and legislative actions, sources of income, budgeting, and cost analysis.

HIED 757. Education Policy and Politics. 3 Hours.

The purpose of this course is to explore federal and state-level policy processes in American education, with focus on testing and evaluation at the K-12 level, students' entry into and success in higher education, and funding of both K-12 school districts and higher education institutions.

HIED 759. Assessment Research in Higher Education. 3 Hours.

Students review an array of instruments designed to assess college students' perceptions, satisfaction, and learning. They will also critique these instruments to determine their quality.

HIED 760. Curriculum Development and Reform in Higher Education. 3 Hours.

Analyze curriculum development and implementation issues. Critique different curriculum designs in general education and major academic programs also.

HIED 762. College Student Research in Higher Education. 3 Hours.

Students will critique research articles pertaining to college student development and conduct research investigating a subpopulation's development.

HIED 763. International Higher Education. 3 Hours.

The purpose of the course is to expand understanding of higher education systems worldwide. Students will compare regional and nation-state systems in Europe, Asia, Africa, and the Americas. Countries / regions to be studied may include the Arab World, Brazil, Canada, China, France, Germany, Israel, Japan, Mexico, Nigeria, Russia, South Africa, Spain, and the United Kingdom.

HIED 785. Higher Education Internship. 3 Hours.

PR: Final year of study for master's students. The internship course is designed to prepare students for entry into the workforce, fostering the transfer of academic knowledge to practice. Course activities consist of field site placement, monthly group discussions, reflection journaling, and portfolio development and presentation. This course is taken during the last year of study.

HIED 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of HIED. Note: This course is intended to insure that graduate assistants are adequately prepaired and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience.

HIED 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

HIED 795. Independent Study. 1-6 Hours.

Faculty supervised study of topics not available through regular course offerings.

HIED 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis(698), problem report (698), research paper or equivalent scholarly project (698), or dissertation (798).

IDT 600. Instructional Design and Technology Theories and Models. 3 Hours.

Introduces students to the knowledge base of instructional design and technology.

IDT 610. Distance Education. 3 Hours.

This course addresses the nature of technical communication systems in distance education, their configuration and behavior, and the organizational factors associated with their development, acquisition, use, evaluation, and maintenance.

IDT 620. Social Network Media. 3 Hours.

This course will address the fundamental mechanics of using computers to access information networks for application in elementary, secondary, and higher education classroom instruction, as well as other education/business teaching/learning environment.

IDT 630. Instructional Delivery System. 3 Hours.

Emphasis on the four elements of content development: presenting, engagement, integration and assessment using open source systems.

IDT 640. Visual Literacy. 3 Hours.

Introduce students to knowledge of how humans use visual and nonverbal communication, and how visuals can be used in educational settings.

IDT 650. Multimedia Learning. 3 Hours.

Understand the use and design of multimedia materials in educational settings.

IDT 655. Technology for Teachers. 3 Hours.

The course provides students with experiences to consider and make informed decisions regarding various emerging technologies for instructional purposes. As an in-service teacher, a preservice teacher, or a current or future technology integration specialist, students will have the opportunity to explore and discuss various emerging educational technologies, and design and reflect on learning activities incorporating such technologies.

IDT 660. Instructional Design and Technology Authoring Systems. 3 Hours.

Design and development of online instruction through the use of current authoring systems.

IDT 665. Game & Simulation Design for Instruction. 3 Hours.

This is a hands-on course about designing digital games for instruction. In this course the student will learn the theories and the instructional design strategies appropriate for making and using digital games in the classroom. The student will learn how to develop rules that constrain, create a playable learning environment, and how to situate the game in an instructional context.

IDT 670. Digital Tools and Web. 3 Hours.

Review, use and discussion of existing emerging web-based tools, and incorporate these tools in their instructional development.

IDT 675. Online Teaching and Learning. 3 Hours.

PR: Graduate standing. This course provides an overview of major teaching models and factors to be considered in creating and teaching an online course, and guides the learner through the process of actually developing a specific online course in a learning management system.

IDT 680. Computational Thinking. 3 Hours.

The main objective of the course is to provide students with an understanding of how to promote computational thinking as a learning approach. As an instructional designer, an education researcher, or a teacher in this course, students will have the opportunity to comprehend theoretical underpinnings and practice applications of computational thinking in education.

IDT 685. Practicum. 1-12 Hours.

IDT 691. Advanced Topics. 1-6 Hours.

PR: Consent Investigation of advanced topics not covered in regularly scheduled courses.

IDT 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

IDT 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

IDT 715. School Networks. 3 Hours.

Hands-on exploratory course in the design, development and deployment of a school network. Explore the issues of design, policy, and security by building and deploying your internet server.

IDT 720. Instructional Systems Design. 3 Hours.

The systems approach is used to design instruction, applying the principles of instructional design.

IDT 735. Technology Integration. 3 Hours.

Apply the latest theories of learning and instructional design to a range of learning contexts, including public school, higher education and corporate/institutional needs, and develop technology- based instructional products.

IDT 740. Design Studio. 3 Hours.

Apply principles of instructional design, knowledge of learning theories, and experience with technological tools to the design of instructional products and curriculum for actual clients.

IDT 750. Prototype Studio. 3 Hours.

(May be repeated for a maximum of 6 hours.) Implement and revise design of online educational materials developed in IDT 740.

IDT 790. Teaching Practicum. 1-3 Hours.

Supervised practice in college teaching of technology education. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

IDT 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

IDT 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

IDT 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

IDT 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

IDT 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

IDT 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project or a dissertation. (Grading may be S/U.).

IDT 900. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) The continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

IDT 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) These tuition waived continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

IDT 931. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) These tuition waived continuing education courses are graded on a Pass/Fail grading scale and do not apply as graduate credit toward a degree program.

LE 603. Children Literature. 3 Hours.

This course provides information about different genres, topics, and aspects of children's literature in the elementary classroom.

LE 620. Specialized Literacy Professionals. 3 Hours.

This course investigates the history of the role of the reading specialist, adult learning theory, coaching. collaboration, professional standards, and contemporary research on specialized literacy professionals.

LE 621. Knowledge of Literacy Instruction. 3 Hours.

This course targets the following aspects of the reading process: phonemic awareness, word study (phonics and vocabulary), fluency, and comprehension and develops content, pedagogical and curricular knowledge along developmental continuums of learning.

LE 622. Disciplinary Literacy. 3 Hours.

The course targets comprehension, vocabulary and writing instruction and examines ways in which they may be developed in the K-12 disciplines including science, social studies, math, and English language arts.

LE 623. Early Literacy Instruction. 3 Hours.

This course focuses on young learner's oral language, reading and writing development and instructional approaches for fostering growth at home and in preschool and kindergarten classrooms.

LE 624. Foundations of Literacy. 3 Hours.

This course explores the relationship between theoretical, conceptual, historical, contemporary and evidence-based foundations of literacy and language (reading, writing, and oral language).

LE 627. Motivation and Engagement in Literacy Learning. 3 Hours.

Reading, writing, and technology are examined through theoretical constructs of learner motivation and engagement in this course.

LE 640. Literacy Intervention 1. 3 Hours.

PR: LE 621 or RDNG 621. This course emphasizes a learner-centered approach to literacy instruction. It focuses on how to effectively plan for developmentally appropriate differentiated literacy instruction for all students and specifically addresses student learning needs when reading difficulties arise. Candidates provide individualized instruction to a diverse learner who struggles and have opportunities to provide peer feedback in this course.

LE 682. Literacy Assessments. 3 Hours.

This course focuses on foundational knowledge, purposes, terminology, and analysis procedures associated with formal and informal literacy assessments.

LE 689. Literacy Intervention 2. 3 Hours.

PR: LE 640 and consent. This practical experience provides literacy education candidates’ opportunities to apply learner-centered concepts to small group teaching contexts. Candidates plan for and provide developmentally appropriate literacy instruction with small groups of diverse students and provide instructional feedback to peers.

LE 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

LE 726. Literacy Leadership. 3 Hours.

PR: LE 620 and consent. This course analyzes the foundations of literacy leadership, school culture, professional development, policy, advocacy, and coaching. In this course, candidates will be provided with an opportunity to complete an inquiry project in a school setting designed to evaluate the school’s literacy program. Candidates will create and implement a professional learning plan for a school-wide literacy program.

PET 515. Research Methodology in Physical Education. 3 Hours.

Application of historical, descriptive, and experimental research strategies and designs to physical education.

PET 565. Models-based Physical Education. 3 Hours.

This course aims to explore the foundations and application of models-based curricula in physical education. Students will delve into the core principles of models-based practice, serving as the groundwork for the in-depth exploration of diverse curriculum models. These models are designed to improve student learning and performance, enhance instructional effectiveness, foster professional community building, and promote professional development and advocacy.

PET 573. Instructional Technology in Physical Education. 3 Hours.

This course aims to explore cutting-edge instructional technologies and develop strategies for their seamless integration into physical education instruction. Students will engage with a range of instructional technologies designed to elevate student learning and performance, improve instructional effectiveness, foster professional community building, and promote professional development and advocacy within the field.

PET 574. Models-based Physical Education-Advanced Laboratory. 1-3 Hours.

This course delves into the intricacies of models-based practice within physical education curriculum development. Students will explore the art of applying curriculum planning, design, and evaluation principles to create effective physical education curricula. The course focuses on elucidating the advantages of Models-Based Practice within the physical education context.

PET 575. Principles of Effective Teaching in Physical Education-Advanced Laboratory. 1-3 Hours.

This course offers students hands-on teaching experiences in children and youth physical activity programs. Students apply research-based teaching principles, including effective instructional system elements and diverse instructional methods. The focus is on analyzing teaching practices, reflecting on experiences, and assessing progress toward expertise in physical education instruction.

PET 576. Adapted Physical Education-Advanced Laboratory. 1-3 Hours.

This course immerses students in teaching physical activity to children, focusing on inclusive practices for learners with disabilities. Students practice assessing progress, adapting lesson plans, managing diverse classes, and improving teaching.

PET 577. School Physical Activity Programs-Advanced Laboratory. 1-3 Hours.

This course guides students through developing, implementing, and evaluating comprehensive school physical activity programs (CSPAP) using a participatory approach. Students engage in all recommended steps of the CSPAP planning process using an actual K-12 setting. A range of facilitators and barriers to effective physical education promotion in school-based settings are also be addressed.

PET 580. School Physical Activity Programs. 3 Hours.

This course focuses on the literature on children's physical activity, health-related fitness, and school-based interventions through a multi-level approach. It offers an in-depth study of comprehensive school physical activity programs, focusing on key components such as quality physical education, before and after-school activities, during school initiatives, family and community engagement, as well as staff involvement.

PET 581. Adapted Physical Education. 3 Hours.

This course is designed to explore the motor developmental patterns of diverse special population groups, with a particular focus on the interactive role of physical education in the developmental process. Emphasizing current research in developmental areas, students will gain a comprehensive understanding of how physical education contributes to the development of individuals with unique needs.

PET 583. Principles of Effective Teaching. 3 Hours.

Research based principles of effective teaching as they relate to physical education. Students will examine and evaluate their own teaching practices through a series of reflective assignments.

PET 585. Physical Education Supervision and Advocacy-Advanced Laboratory. 1-3 Hours.

This course focuses on effective programmatic supervision and advocacy practices for leaders in school physical activity and physical education. Topics of discussion include the relevant literature covering leadership, program evaluation, capacity building, and advocacy. Students will apply these concepts to develop professional leadership and advocacy plans for their specific physical education programs.

PET 587. Student Teaching: K-5 Physical Education. 5 Hours.

PR or CONC: PET 588 and PET 589. A final, school-based practice teaching experience in elementary schools.

PET 588. Student Teaching: 6-12 Physical Education. 5 Hours.

PR or CONC: PET 587 and PET 589. A final, school-based practice teaching experience in secondary schools.

PET 589. Student Teaching Seminar. 2 Hours.

PR or CONC: PET 587 and PET 588. Discussions to enhance communication concerning the program's student teaching and stimulate critical thinking about the student teaching experience. (Seminar.).

PET 600. Workshop in Physical Education. 1-15 Hours.

Professional development experience for the physical education teacher.

PET 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of physical education teaching. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading may be P/F.).

PET 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

PET 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

PET 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

PET 694. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

PET 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

PET 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

PET 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper, or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

PET 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

PET 699. Graduate Colloquium. 1-6 Hours.

PR: Consent. For graduate students not seeking coursework credit but who wish to meet residency requirements, use the University's facilities, and participate in its academic and cultural programs. Note: Graduate students who are not actively involved in coursework or research are entitled, through enrollment in their department's 699/799 Graduate Colloquium to consult with graduate faculty, participate in both formal and informal academic activities sponsored by their program, and retain all of the rights and privileges of duly enrolled students. Grading is P/F; colloquium credit may not be counted against requirements for masters programs. Registration for one credit of 699/799 graduate colloquium satisfies the University requirement of registration in the semester in which graduation occurs.

PET 735. Critical Thinking in Sport & Physical Education Research. 3 Hours.

PR: Admission to a School of Sport Science Doctoral Degree (Ed/D/PhD), program and/or course instructor approval. The objective for this course is to use a critical thinking framework to examine the research literature that underlies the knowledge base in physical education teaching and teacher education and coaching and coaching education for students in a doctoral level program in physical education and sport coaching studies.

PET 741. Action Research in Kinesiology. 3 Hours.

In this graduate seminar, students learn about action research design and its use to inform program development and professional practice in kinesiology-related settings. Action research is a systematic process by which the researcher employs a range of investigative, evaluative, and analytical methods to address problems of professional practice using an iterative or cyclical approach.

PET 745. Higher Education Curriculum in Kinesiology. 3 Hours.

Examination of higher education curricula in physical education teacher education, coaching education, and related fields with an emphasis on current curricular issues.

PET 753. Policy and Advocacy in Kinesiology. 3 Hours.

Current landscape of policy and advocacy in kinesiology and the theoretical and conceptual frameworks underlying it. Students critically analyze existing policies and utilize research evidence to support advocacy efforts.

PET 755. Physical Activity in Schools. 3 Hours.

This course provides student in-depth knowledge of the key guidelines, intervention strategies, and program evaluation methods associated with children's physical activity in schools.

PET 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of physical education. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading may be S/U.).

PET 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

PET 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

PET 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

PET 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

PET 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

PET 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading will be S/U.).

PET 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology). The tuition-waived continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

RDNG 640. Instructing Students Who Have Reading Difficulties. 3 Hours.

PR: RDNG 621 and (RDNG 624 or RDNG 622). A methods course that emphasizes ways to intervene when students face reading difficulties. Course focuses on methods that can be used by classroom teachers, reading specialists, and other special teachers of reading and language arts.

RDNG 689. Intervention for Struggling Readers. 3 Hours.

PR: RDNG 640. This practical experience is designed to give literacy education candidates opportunities to apply the theoretical concepts from previous coursework to practical teaching contexts. The practicum is defined as fieldwork experience that combines whole group class meetings, individual intervention sessions with a K-12 student, peer-coaching sessions, and individual supervision sessions.

RDNG 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

RDNG 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

RDNG 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

RDNG 694. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

RDNG 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

RDNG 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

RDNG 725. Survey of Reading Research. 3 Hours.

A research course in which each student will complete an individual problem in an area of special interest.

RDNG 726. Literacy Leadership. 3 Hours.

PR: 18 hours of M.A. requirements. Roles, responsibilities, and practices of reading specialists, administrators, and classroom teachers in organizing literacy programs from early childhood through college.

RDNG 780. Seminar. 1-6 Hours.

PR: Consent. The interrelationships among the language arts: mental, physical, and psychological deterrents to language arts; and similar topics.

RDNG 785. Practicum. 1-12 Hours.

PR: Consent. Practical application of reading theory to organizing and conducting developmental and remedial reading programs.

RDNG 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of reading. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

RDNG 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

RDNG 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

RDNG 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

RDNG 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

RDNG 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

RDNG 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

RDNG 900. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) The continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

RDNG 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) These tuition waived continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

REHB 600. Introduction to Rehabilitation Services. 3 Hours.

PR: Consent. Introduction to comprehensive rehabilitation, its history and development as a philosophy process, and professional area. Professional and ethical issues in rehabilitation counseling. Other services involved in various rehabilitation settings.

REHB 610. Medical Aspects of Rehabilitation. 3 Hours.

PR: Consent. An overview of medical aspects and implications of disability for the handicapped person in the rehabilitation process. Studies of the more common severe disabilities and their remediation also will be included.

REHB 612. Disability Across the Lifespan. 3 Hours.

A study of the psychological adjustment of disability across the lifespan, using a model of understanding stages of human development including cultural, interpersonal, and interpersonal factors. Includes information on appropriate interventions.

REHB 620. Career Development and Job Placement. 3 Hours.

PR: Consent and graduate standing in social sciences or education. Principles and methods involved in the vocational counseling and placement of disabled persons. The use of occupational and educational information. Theories of career development, occupational analysis, and job placement in rehabilitation.

REHB 621. Vocational Evaluation Systems and Techniques. 3 Hours.

PR: REHB 600. An introduction to vocational evaluation. Formal and informal vocational evaluation systems and procedures will be explored with the goal of preliminary development of individualized evaluation plans.

REHB 622. Advanced Vocational Evaluation Techniques. 3 Hours.

PR: REHB 621. Advanced vocational evaluation systems including empirically based and informal systems will be studied. Emphasis will be on administration, scoring and interpretation, particularly as it relates to handicapped populations with specific evaluation problems.

REHB 623. Seminar in Vocational Evaluation Services. 3 Hours.

PR: REHB 621 and consent. Supervisory and professional issues in vocational evaluation services with an emphasis on standards, methods, procedures and resources for developing and maintaining vocational evaluation services.

REHB 624. Rehabilitation Client Services. 3 Hours.

PR: REHB 620. The planning and management of client services focusing on serving the public and private sectors. The Human Service and Rehabilitation Service Systems will be explored considering both career and independent living issues.

REHB 672. Counseling Practicum. 1-4 Hours.

PR: Graduate standing, liability insurance, and consent. Supervised experience in the application of counseling techniques in the rehabilitation process. Demonstration of high professional standards, counseling skills, and personal characteristics appropriate to the counseling relationship are essential.

REHB 675. Clinical Practice. 1-15 Hours.

PR: Consent. Clinical practice (internship) in selected agencies, rehabilitation centers, clinics, or hospitals conducting an organized program of services for the physically, mentally, emotionally, or socially handicapped. Practice will be under direct supervision of faculty and agency personnel.

REHB 680. Seminar. 1-6 Hours.

Seminars arranged for advanced graduate students.

REHB 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of human resources and education. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

REHB 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

REHB 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

REHB 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

REHB 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

REHB 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

REHB 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

REHB 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

REHB 699. Graduate Colloquium. 1-6 Hours.

PR: Consent. For graduate students not seeking course work credit but who wish to meet residency requirements, use the University's facilities, and participate in its academic and cultural programs. Note: Graduate students who are not actively involved in coursework or research are entitled, through enrollment in their department's 699/799 Graduate colloquium to consult with graduate faculty, participate in both formal and informal academic activities sponsored by their program, and retain all of the rights and privileges of duly enrolled students. Grading is S/U; colloquium credit may not be counted against credit requirements for masters programs. Registration for one credit of 699/799 graduate colloquium satisfies the University requirement of registration in the semester in which graduation occurs.

SCFD 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SCFD 600. Sociology of Education. 3 Hours.

Education as a social institution; cultural and class influences on education; social roles and career patterns in the school system; the school and problems of the community. (Also listed as SOCA 332.).

SCFD 605. Educational Research Literacy. 3 Hours.

This course provides a foundation for graduate students to introduce them to an array of research questions about and research approaches in education, to induct them into ways of framing and pursuing educational research questions, and to orient them to analytically reading and synthesizing published educational research for a variety of methods and theoretical traditions.

SCFD 615. Qualitative Research Methods. 3 Hours.

An introduction to the nature of qualitative research and to techniques of interviewing, observation, and the analysis of documents and other cultural artifacts. Includes guided experience in designing and implementing a qualitative research study.

SCFD 620. Philosophy of Education. 3 Hours.

Examines different systems of educational philosophies focusing on aims, values, and criteria of education. Stresses the application of philosophic thinking to educational language, issues, methods, and subject matter.

SCFD 640. History of American Education. 3 Hours.

Major forces affecting U.S. educational developments at all school levels are examined in political, social, economic, and cultural context. Major historical periods include colonial, early national, pre/post civil war, and late nineteenth to mid-twentieth century.

SCFD 650. Comparative Education. 3 Hours.

PR:Graduate standing. Compares educational systems in selected foreign countries with the United States. Examines formal and informal educational influences in historical and contemporary contexts and in socioeconomic, political, and philosophical perspectives.

SCFD 685. Practicum. 1-12 Hours.

PR: Consent.

SCFD 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SCFD 694. Seminar. 1-6 Hours.

Selected topics in historical, sociological, and philosophical foundations of education. (Titles to be announced each semester.).

SCFD 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

SCFD 700. John Dewey Studies. 3 Hours.

This seminar focuses on the work of John Dewey. Students examine secondary and primary works. The course traces the influence of Dewey's life and thought from 1859 to present.

SCFD 715. Advanced Qualitative Research. 3 Hours.

PR: SCFD 615. Advanced exploration of methodological issues related to qualitative research, including basic interpretive, case study, grounded theory, phenomenological, and mixed-methods dissertations and research projects. The course also provides a service course for doctoral students in other colleges.

SCFD 781. Nature of Inquiry 1. 1 Hour.

PR: HR&E Interdisciplinary PhD students or consent. First course in a sequence focusing on epistemological, ontological, cultural, and political contexts of educational inquiry. (Grading S/U.).

SCFD 782. Nature of Inquiry 2. 1 Hour.

PR: SCFD 781 or consent. Second course in a sequence focusing on epistemological, ontological, cultural, and political contexts of educational inquiry. (Grading S/U.).

SCFD 783. Nature of Inquiry 3. 1 Hour.

PR: SCFD 782 or consent. Third course in a sequence focusing on epistemological, ontological, cultural, and political contexts of educational inquiry. (Grading S/U.).

SCFD 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of SCFD. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

SCFD 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

SCFD 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

SCFD 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SCFD 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

SCFD 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

SCFD 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

SEP 615. Research Methodology in Physical Education. 3 Hours.

PR: Graduate standing or consent. Application of historical, descriptive, and experimental research strategies and designs to physical education. (Also listed as PET 615.).

SEP 620. Individual Interaction in Sport and Physical Activity. 3 Hours.

PR: SEP 615. Designed to acquaint the student with the reciprocal relationships between sport and physical activity and the societies and culture from which sport emerges.

SEP 640. Sport and Performance Psychology. 3 Hours.

Sport psychological theory, research, and practice related to specific populations in sport and other performance settings. Emphasis on examining and critiquing selected areas of research in sport psychology and applying this knowledge in a given discipline.

SEP 647. Supervision Sport Psychology. 1-6 Hours.

Supervision of graduate-level applied sport psychology consultation.

SEP 686. Internship in Sport and Exercise Psychology. 1-6 Hours.

PR: Graduate student status in SEP PhD Program. Sport behavior supervised experiencing various aspects of sport psychology teaching, research, and/or practice at on-campus or off-campus sites.

SEP 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of sport studies. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading will be P/F.).

SEP 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

SEP 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

SEP 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SEP 694. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

SEP 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

SEP 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

SEP 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

SEP 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

SEP 699. Graduate Colloquium. 1-6 Hours.

PR: Consent. For graduate students nor seeking coursework credit but who wish to meet residency requirements, use the University's facilities, and participate in its academic and cultural programs. Note: Graduate students who are not actively involved in coursework or research are entitled, through enrollment in their department's 699/799 Graduate Colloquium to consult with graduate faculty, participate in both formal and informal academic activities sponsored by their program, and retain all of the rights and privileges of duly enrolled students. Grading is P/F; colloquium credit may not be counted against credit requirements for masters programs. Registration for one credit of 699/799 graduate colloquium satisfies the University requirement of registration in the semester in which graduation occurs.

SEP 719. Social and Psychological Foundations of Performance. 3 Hours.

PR: SEP 640. An examination of how and why behavior and performance are affected by psychological factors and interactions with others in performance settings. An emphasis is placed upon individual and group performance within sport and other evaluative settings.

SEP 720. Psychological Sport Performance Enhancement. 3 Hours.

An in-depth examination of commonly used interventions designed to maximize the performance of individual athletes and teams.

SEP 721. Counseling College Student-Athletes. 3 Hours.

An exploration of psycho-social aspects of college student- athletes' life experiences and common counseling concerns to include individual and systems intervention used to assist this at-risk group.

SEP 722. Exercise and Health Psychology. 3 Hours.

Major theories and techniques of health behavior change and health behavior assessment especially with respect to exercise.

SEP 723. Psychological Aspects of Sport Injury. 3 Hours.

Explores the psychosocial antecedents to athletic injury and factors related to the psychological experience and treatment of the injured athlete.

SEP 726. Advanced Measurement and Research in Physical Education. 3 Hours.

PR: SS 615. Extension and application of basic concepts of measurement and statistical evaluation to physical education.

SEP 727. Ethical/Legal Issues in sport Psychology. 3 Hours.

Graduate-level seminar on ethical and legal aspects of research, teaching and practice in sport and exercise psychology.

SEP 765. Dissertation and Thesis Seminar. 3 Hours.

Critical development and analysis of the graduate student's dissertation or research proposal.

SEP 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of sport studies. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

SEP 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

SEP 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

SEP 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SEP 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

SEP 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

SEP 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

SM 502. Revenue Generation and Financial Sustainability in Sport. 3 Hours.

This course covers the various sources of revenue for sport organizations, including ticket sales, donations, sponsorships, media rights, and licensing. The course includes contemporary topics such as name, image and likeness and athlete branding. This course also integrates practical skillsets related to development, including interpersonal skills such as: professionalism, active listening, networking and alumni relations.

SM 503. Data-Based Decision-Making in Sport Organizations. 3 Hours.

Provides a comprehensive overview of the value of data in sport organizations. This class demonstrates how data can be used in sport organizations to inform operational decision-making. Students will learn the value of data planning, collection, analysis, visual and/or graphic representation, and business presentation skills including compelling story telling with data.

SM 504. Human Resource Development and Managing Change in Sport Organizations. 3 Hours.

This class focuses on the application of innovation, management, and organizational change. Students will develop skill sets to build innovative management proficiencies that provide a sustainable competitive advantage in sport organizations.

SM 505. Critical Thinking and Ethics in Sport. 3 Hours.

This course incorporates case studies in which students will wrestle with compliance, governance, and ethics at a deeper, applied level. Practical skill sets learned will include critical thinking, collaboration, persuasion, and diplomacy. This course is meant to prepare future leaders in the sport industry to think and behave critically and ethically.

SM 516. Applied Research in Sport Management. 3 Hours.

PR: Graduate standing or consent. This course is for students enrolled in the master’s degree in Sport Management with an area of emphasis of “Comprehensive Sport Industry Management.” Students introduced to the fundamentals of research methods and design with an emphasis in the managerial aspects of sport. This course focuses on the importance of research as a tool to inform decision-making in sport.

SM 527. Navigating Legal Issues in Sport Management. 3 Hours.

The NCAA, its rules, and its regulations: In-depth study of professional sport leagues, their constitution, by-laws, regulations, collective bargaining agreements, standard player contracts; legal issues involving sport agents.

SM 535. Management of Human Resources in Sport Organizations. 3 Hours.

PR: Consent. This course takes a broad look at the way sport organizations are managed. Most of the course content is drawn from the literature and resources on both organizational theory and organizational behavior as this course aims to provide students with a solid theoretical background on how sport organizations work.

SM 540. Sport Policy and Governance. 3 Hours.

This course examines the issues and the stakeholders in the governance of sport and sport organizations at the local, national, and international levels. This course provides an in-depth study of the history, development, and organizational structures of the organizations that govern amateur and professional sports.

SM 545. Current Issues & Applications in Sport Management. 3 Hours.

The course specifically focuses on current issues in sport management where an emphasis will be put on applied management skills, decision making, communication, and career development. Students will also apply knowledge of the fundamentals of research methods and design as they read and analyze case studies in sport management.

SM 546. Sport Consumer Behavior and Marketing. 3 Hours.

This course aims to facilitate an understanding of marketing by bringing theories and concepts to bear upon issues in sport marketing. Students will be asked to analyze how sport is marketed from a systems perspective. This class will teach students how to incorporate the perspectives and models relevant to marketing sport organizations and how external companies market through sport entities.

SM 570. Financial Decision-Making in Sport. 3 Hours.

PR: Graduate standing or consent. Examines the financial tools used by sports managers. It explores traditional and innovative methods of revenue acquisition and financial management, the financial business structure of sports organizations, and the financial planning and forecasting processes that make organizations effective. Other aspects of finance are discussed as they relate to sports organizations with a special focus on strategy.

SM 571. Interscholastic Sport Organization and Administration. 3 Hours.

This class is designed to provide current or future interscholastic athletic administrators with fundamental theoretical and practical knowledge to be successful in interscholastic athletics. Topics of administrative principles, managerial responsibilities, and current and potential issues in interscholastic athletics will be covered.

SM 575. Sport Development and Fundraising. 3 Hours.

Blend of fundraising theory and practice. Covers the administrative aspects of conceptualizing, developing, and implementing athletic program fundraising through the actual operation of an assortment of straightforward and complex fundraisers. Numerous practical applications provided to stimulate student learning through the delineation of ‘real world’ athletic program fundraising activities.

SM 578. Leadership in Interscholastic Athletic Administration. 3 Hours.

This course examines contemporary and productive leadership and management principles and concepts used throughout the sport industry, but specifically focused on their use within Interscholastic Athletic Administration. This course also fulfills a requirement to enable students to gain certification as an Interscholastic Athletic Administrator and covers LTCs 504 and 506, which are required for the certification.

SM 580. Social and Ethical Responsibility in Sport. 3 Hours.

This course is designed to foster critical thinking, writing, and discussion about the sociological, cultural and ethical dimensions of sport and their impact upon modern society. Social theories and ethical concepts covered and its application to key social issues that affects the development of sport. Students examine specific cases from a sociological and ethical angle.

SM 586. Sport Facility Operations. 3 Hours.

In-depth study of sport facilities, including planning, design, liability and facility management concepts and evaluation. To fulfill course and module learning outcomes, you will actively participate in learning modules. Each module will contain readings, commentary, and media - each of which will contribute to advancing your knowledge.

SM 590. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of sport management. Note: This course in intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience.

SM 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SM 621. Sport Publicity/Public Relations. 3 Hours.

The course provides an in-depth understanding of effective public relations and publicity in the sport organizational context. In particular, the course focuses on the communication modalities for sport information through public mediums.

SM 630. Sport Sponsorship and Sales Management. 3 Hours.

The project-based course develops an in-depth understanding of sport sponsorship and sales management processes including strategic communication, direct and indirect selling protocols, and brand development.

SM 660. NCAA Compliance and Current Issues. 3 Hours.

PR: Graduate standing. An in-depth analysis of compliance issues impacting collegiate administrators and the NCAA.

SM 685. Internship in Sport Management. 1-6 Hours.

Supervised professional fieldwork providing students with the opportunity for practical application of classroom theory in a professional work environment. Acquire experience in the Sport Management Industry or a related field including areas such as program planning, leadership, supervision, resource/facility management, public relations, entertainment, sales, fund-raising, development, marketing, and evaluation.

SM 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of sport studies. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading will be P/F.).

SM 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

SM 692. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

SM 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SM 694. Seminar. 1-6 Hours.

Special seminars arranged for advanced graduate students.

SM 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

SM 696. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

SM 697. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

SM 698. Thesis or Dissertation. 1-6 Hours.

PR: Consent. This is an optional course for programs that wish to provide formal supervision during the writing of student reports (698), or dissertations (798). Grading is normal.

SM 699. Graduate Colloquium. 1-6 Hours.

PR: Consent. For graduate students not seeking coursework credit but who wish to meet residency requirements, use the University's facilities, and participate in its academic and cultural programs. Note: Graduate students who are not actively involved in coursework or research are entitled through enrollment in their department's 699/799 Graduate Colloquium to consult with graduate faculty, participate in both formal and informal academic activities sponsored by their program, and retain all of the rights and privileges of duly enrolled students. Grading is P/F; colloquium credit may not be counted against credit requirements for masters programs. Registration for one credit of 699/799 graduate colloquium satisfies the University requirement of registration in the semester in which graduation occurs.

SM 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of sport studies. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be P/F.).

SM 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

SM 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

SM 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SM 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

SM 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Each graduate student will present at least one seminar to the assembled faculty and graduate student body of his or her program.

SM 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

SPED 500. Legal/Educational Foundations: Special Education. 3 Hours.

Comprehensive overview of legal requirements and educational practices related to exceptionalities which require special education.

SPED 501. Academic Interventions for Special Needs. 3 Hours.

Curriculum development and instructional programming across academic content areas for students with mild/moderate disabilities.

SPED 513. Internship: Multicategorical Special Education K-6. 3 Hours.

PR: Consent. Internship or advanced student teaching for certification or additional endorsement to work with students with mild/moderate disabilities in grades K-6.

SPED 514. Internship: Multicategorical Special Education 5-Adult. 3 Hours.

PR: Consent. Internship or advanced student teaching for certification or additional endorsement to work with students with mild/moderate disabilities in grades 5-12.

SPED 561. Individualizing Academic Instruction for Special Needs. 3 Hours.

Planning, implementing and evaluating modifications to core academic curriculum in reading/literacy, mathematics, science and social studies; developing unit plans and lesson plans using Differentiated Instruction and Universal Design for Learning; designing individualized learning activities and instructional materials to teach academic content.

SPED 562. Designing Supportive Learning Environments for Special Needs. 3 Hours.

Designing and arranging learning environments that support diverse learners and promote inclusion of students with disabilities; using classroom settings, schedules, activities, and expectations to create a positive classroom climate and promote engagement in learning by students with and without special needs; using positive behavior supports to manage individual and group behaviors in the classroom.

SPED 563. Co-Planning/Co-Teaching for Inclusion for Special Needs. 3 Hours.

Developing successful working relationships with teacher colleagues, implementing models of professional collaboration and consultation in school settings; implementing models of co-teaching in classroom environments; coordinating planning and teaching activities for co-taught lessons; applying conflict management and problem resolution strategies to facilitate collaboration in inclusive schools.

SPED 564. Initial Professional Practice for Special Needs. 1 Hour.

Mentored initial classroom practice in applying evidence-based practices for students with disabilities related to individualized instruction, classroom and behavior management, and collaboration and consultation; guided self-assessment of and reflection on entry-level performance related to state teaching standards to inform professional development.

SPED 565. Promoting Academic Learning and Achievement for Special Needs. 3 Hours.

Designing, planning and implementing evidence-based practices and specialized instructional strategies for students with disabilities; conducting curriculum-based assessments to monitor student progress and evaluate achievement of learning outcomes in the core academic curriculum in reading/literacy, mathematics, science and social studies.

SPED 566. Individualizing Behavior Interventions for Special Needs. 3 Hours.

Developing and conducting functional behavior assessments to target inappropriate behaviors exhibited by students with disabilities; designing and implementing individualized Behavior Intervention Plans to promote student engagement and manage inappropriate behaviors in the classroom; collecting and interpreting data to assess effectiveness of Behavior Intervention Plans.

SPED 567. Collaborating for Effective Educational Programs for Special Needs. 3 Hours.

Legal and education foundations of special education services, including eligibility, placement, individual education programs, and collaborative programs; strategies for developing partnerships with families and collaborating with professionals from education and related services disciplines; team-based strategies for developing individualized education programs planning for transition into adulthood.

SPED 568. Advanced Professional Practice for Special Needs. 2 Hours.

Mentored advanced classroom practice in applying evidence-based practices for students with disabilities related to individualized instruction, classroom and behavior management, and collaboration and consultation; formal professional assessment of end-of-year performance related to state teaching standards to inform planning for future professional development.

SPED 591. Advanced Topics. 1-6 Hours.

PR:Consent. Investigation in advanced topics that are not covered in regularly scheduled courses.

SPED 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SPED 600. Instructional/Assistive Technology. 3 Hours.

Characteristics and functions of instructional and assistive technologies; selection,design and implementation of devices for mobility, manipulation, environmental control communication, and learning; and legal mandates, ethical issues and policy initiatives in technology adoption and utilization.

SPED 602. School-Based Assessment for Special Needs. 3 Hours.

Development of expertise in various forms of cognitive and effective assessment techniques, understanding psychoeducational needs of exceptional learners, and designing appropriate educational prescriptions from assessment protocols.

SPED 603. Classroom/Behavior Management for Special Needs. 3 Hours.

Theory and classroom application of procedures to implement behavior changes in children with mild/moderate disabilities and/or problems; effective group and individual behavior management.

SPED 604. Characteristics/Educational Adaptations: Developmental Disabilities. 3 Hours.

Characteristics and educational implications of physical, neurological, and sensory impairments; management strategies, adaptive equipment and assistive technology; and functional skills training programs for infants, toddlers and preschoolers with special needs and persons with severe disabilities.

SPED 605. Family/Professional Collaboration: Developmental Disabilities. 3 Hours.

Strategies and interpersonal skills for needs assessment, conferencing and training; parental involvement; interdisciplinary teaming interagency collaboration in educational programs for infants, toddlers, and preschoolers with special needs and persons with severe disabilities.

SPED 606. Communication and Literacy Intervention: Developmental Disabilities. 3 Hours.

Design and implementation of assessment, instruction and augmentative communication devices to promote learning of communication, oral language and early literacy skills by infants, toddlers and preschoolers with special needs and persons with severe disabilities.

SPED 607. Formal and Informal Assessment: Developmental Disabilities. 3 Hours.

Principles and practices of assessment, legal and ethical issues in assessment, and using assessment results to plan individualized educational programs for infants, toddlers, and preschoolers with special needs and persons with severe disabilities.

SPED 609. Technology Applications for Special Needs. 3 Hours.

Implementing computer-assisted and online instruction in the special education programs; technology tools for student learning and collaboration as well as teacher design and management of instruction.

SPED 610. Typical/Atypical Development: Early Intervention. 3 Hours.

Characteristics of atypically developing children from birth through age six; causes and correlates of developmental delays and disabilities and at risk conditions during the prenatal, perinatal and postnatal periods; and strategies for promoting child development in early intervention programs.

SPED 611. Early Learning Curriculum: Early Intervention. 3 Hours.

Design and evaluation of developmental and pre-academic curricula based on early learning standards and individualized family service or education plans for infants, toddlers, and preschoolers with special needs.

SPED 612. Responsive Intervention: Early Intervention. 3 Hours.

Design, delivery and evaluation of individualized instruction for infants, toddlers, and preschoolers with special needs using relationships and routines-based interventions to promote early development, parent-child interactions, and acquisition of pre-academic skills.

SPED 613. Inclusive Practices in Early Childhood Education Settings. 3 Hours.

Inclusive practices in early childhood education programs for children with developmental disabilities, delays and at risk conditions from three to eight years of age; pre-academic and social skills development with attention to designing curricula, individualized education programs, and evidence-based practices to foster pre-academic and social skills of individual learners with special needs in inclusive settings.

SPED 616. Behavior Guidance/Support: Early Intervention. 3 Hours.

Development guidance and positive behavior support for infants, toddlers and preschoolers with special needs in home-and center-based programs to foster emotion development social skills and appropriate behavior.

SPED 617. Birth to Three Services for Children and Families. 3 Hours.

Overview of services for infants and toddlers with disabilities or at risk and families, including assessment; natural environment; role and importance of family; routines-based intervention model; importance of quality interactions among caregivers and children; collaboration among family members, caregivers, and early intervention providers; and transition process.

SPED 619. Culminating Practicum: Early Childhood Special Education. 6 Hours.

PR: Consent. Internship or advanced student teaching in this area of specialization. Early intervention/early childhood special education.

SPED 620. Standards-Based Curriculum: Severe Disabilities. 3 Hours.

Design and evaluation of academic and functional curricula based on state content standards and individualized education and habilitation plans for children and adults with severe disabilities.

SPED 622. Instructional Programming: Severe Disabilities. 3 Hours.

Design, delivery and evaluation of individualized instruction for children and adults with severe disabilities to promote access to the general education curriculum and develop academic, social and functional skills in inclusive school and community environments.

SPED 625. Secondary/Adult Programs: Severe Disabilities. 3 Hours.

Education and habilitation in secondary and post-secondary programs for children and adults with severe disabilities in functional academics, vocational training, independent living, productive employment, community participation, recreation/leisure skills, and sexuality and aging.

SPED 626. Positive Behavior Support:Severe Disabilities. 3 Hours.

Strategies for functional analysis, prevention, intervention, and crisis management of self-injury, stereotypes, self-stimulation, noncompliance, and aggression; legal and ethical issues in management of problem behavior.

SPED 629. Culminating Practicum: Severe/Multiple Disabilities. 6 Hours.

PR: Consent. Internship or advanced student teaching in this area of specialization. Severe/Multiple Disabilities.

SPED 630. Intro Low Vision/Blindness. 3 Hours.

Vision impairments and their impact on development and learning; psychosocial aspects of vision loss for individual and family; functional vision assessment; legal and educational foundations of programs for individuals with low vision/blindness.

SPED 631. Introduction to Braille. 3 Hours.

Fundamentals of Braille code, employing Braille code for reading and writing, implements for production of Braille code, and uses of Braille code by individuals with low vision/blindness.

SPED 632. Braille Reading and Literacy Development. 3 Hours.

PR: SPED 631. Assessment of literacy skills; teaching of reading and writing, using print enhancements, assistive technologies and Braille; teaching Braille readiness and Braille reading and writing skills; development of literacy in individuals with low vision/blindness.

SPED 633. Nemeth Code and Mathematics Development. 3 Hours.

PR: SPED 631. Assessment of mathematics skills; teaching of computation and problem solving using print enhancements, assistive technologies and Nemeth code; teaching Nemeth code for mathematics and other areas; development of numeracy in individuals with low vision/blindness.

SPED 635. Teaching Students With Low Vision/Blindness. 3 Hours.

Classroom and itinerant teaching models; design and delivery of instruction in academic and functional skills and selection of methods, materials and environments to promote learning by individuals with low vision/blindness.

SPED 636. Teaching Students With Vision/Multiple Impairments. 3 Hours.

Service delivery models; design and delivery of instruction in academic and functional skills and selection of methods, materials and environments to promote learning by individuals with multiple impairments (vision impairments plus other impairments).

SPED 637. Basic Orientation and Mobility Skills. 3 Hours.

Environmental cues, environmental arrangement, travel skills and mobility aids as well as strategies for teaching individuals with low vision/blindness orientation and mobility skills for safety and independence.

SPED 639. Culminating Practicum: Low Vision/Blindness. 6 Hours.

PR: Consent. Internship or advanced student teaching in this area of specialization: low vision/blindness.

SPED 650. Learning Characteristics:Autism. 3 Hours.

Characteristics and educational implications of autism spectrum disorders, assessment of individual learning and behavior, and panning, implementing and collaborating in the design of programs and services for children and adults.

SPED 652. Educational Interventions: Autism. 3 Hours.

Design, delivery and evaluation of instruction for individuals with autism spectrum disorders, use of assistive technology and augmentative communication and implementation of functional behavior assessment and positive behavior support for children and adults.

SPED 653. Professional Ethics for Behavior Analysts. 3 Hours.

This course will provide for prospective behavior analysts a range of ethical principles and practices appropriate to governing self-guided professional activities, as well as those conducted for and with external agencies, service recipients, and their caregivers and families.

SPED 654. Foundations and Philosophies of Applied Behavior Analysis. 3 Hours.

The purpose of this course is to provide a philosophical and procedural foundation in the science and technology of behavior analysis. Course concepts will connect basic findings from behavioral research to fundamental treatment concepts and applications for professionals.

SPED 655. Naturalistic and Functional Analyses of Behavior. 3 Hours.

The purpose of this course will be instruction in the use of functional behavior assessment and functional analysis procedures, as well as the proper use of these procedures within the steps of creating and implementing effective, evidence-based programs of behavior change. Emphasis will be placed on connecting assessment results to the interventions most likely to produce desired, sustainable change.

SPED 656. Methods in Behavioral Intervention and Treatment. 3 Hours.

The purpose of this course will be to instruct students in the use of specific techniques for (a) applying the principles of operant conditioning, (b) adapting techniques for individual needs and preferences, (c) modifying behavior in applied settings, and (d) evaluating and adjusting intervention components for maximal effectiveness.

SPED 657. Systems for Behavior Change/Team Building/Case Management. 3 Hours.

This course will integrate the thoughtful use of behavior change systems (e.g., those that plan for sustainability and generalization) with procedures for training agency staff, families, and education professionals in the implementation of behavior support plans. Special emphasis will be placed on effectively and efficiently assessing procedural integrity, social validity, and the level of intrusiveness of behavioral treatments.

SPED 659. Culminating Practicum: Autism Spectrum Disorders. 6 Hours.

PR: Consent. Internship or advanced student teaching in this area of specialization: Autism spectrum disorders.

SPED 661. Transition Planning and Programs for Students with Disabilities. 3 Hours.

Laws, policies, and evidence-based practices related to transition for students with disabilities, including assessment, transition planning, and instructional methods to facilitate successful postsecondary enrollment, employment, daily living, social relationships, and community involvement.

SPED 662. Differentiating Instruction for English Language Learners with Disabilities. 3 Hours.

Overview of second language learning; characteristics and needs of individuals with disabilities when English is a second language; and evidence-based strategies for using universal design and differentiated instruction to plan, implement and evaluate instruction for K-12 students who have disabilities and are English Language Learners.

SPED 663. Collaborative-Consultative Inclusion Strategies. 3 Hours.

Strategies for building and maintaining effective collaborative teams for the inclusive environment. Communication, decision making, group dynamics, and conflict resolution will be discussed.

SPED 665. Mathematics for Special Needs. 3 Hours.

Comprehensive approach to mathematics instruction for students with mild/moderate disabilities, curriculum design and modifications, curriculum-based assessment of individual needs and learning outcomes, and research-based strategies to address special needs in mathematics.

SPED 666. Reading for Special Needs. 3 Hours.

Comprehensive approach to reading instruction for students with mild/moderate disabilities, curriculum design and modifications, curriculum-based assessment of individual needs and learning outcomes, and research-based strategies to address special needs in reading.

SPED 667. Elementary Content Methods. 3 Hours.

Elementary programs for students with mild/moderate disabilities, planning and delivering research-based intervention in reading, mathematics and written expression to address content standards and learning needs, and academic study survival skills.

SPED 668. Secondary Content Methods. 3 Hours.

Secondary and post-secondary programs for students with mild/moderate disabilities, planning and delivering research-based intervention in core content areas to address content standards and learning needs and development and implementation of transition plans.

SPED 669. Culminating Practicum: Multicategorical Special Education. 6 Hours.

PR: Consent. Internship or advanced student teaching in this area of specialization: multicategorical special education.

SPED 670. Gifted Learners: Identification and Development. 3 Hours.

Introductory course concerning characteristics of gifted and talented children and implications these factors have for education. Definition, characteristics, history and philosophy of special programs, identification procedures, and development of program prototypes across grade levels.

SPED 671. Gifted and High Ability Learners in Inclusive Classrooms. 3 Hours.

Characteristics of gifted and high academic ability students that create opportunities and challenges for learning in general education classrooms; differentiated instructional strategies to tailor academic curriculum content to individual needs; design of project-based learning for individual and group instruction; collaboration strategies to coordinate work of gifted education specialists and general education teachers at the elementary and secondary levels.

SPED 672. Teaching Strategies: Gifted Education. 3 Hours.

Development of qualitatively different educational experiences for gifted students. Models of differentiation in contents, process, and product in academic areas.

SPED 674. Support for Special Populations in Gifted Education. 3 Hours.

Emotional and social needs of students who are gifted and talented, strategies for designing instructional programs to foster emotional maturity and social relationships, and considerations for working with special populations of gifted and talented individuals.

SPED 675. Research to Practice. 3 Hours.

Identification of special education issues and action research strategies for investigating issues in educational practice.

SPED 676. Critical Thinking/Creativity in Gifted Education. 3 Hours.

Definition and rationale for promoting critical thinking and creativity skills in students who are gifted and talented; design of instructional activities to teach reasoning, problem solving, decision making, brainstorming, and creative problem solving.

SPED 679. Culminating Practicum: Gifted Education. 6 Hours.

PR: Consent. Internship or advanced student teaching in this area of specialization: gifted education.

SPED 680. Culminating Project. 6 Hours.

PR: Consent and completion of all required courses. Planning for and completion of an individualized project in applied research or curriculum development or program design to document integration of knowledge and skills across courses as the final requirement for completion of the Master's degree in special education. (6 hr. lec.).

SPED 690. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in the college teaching of special education. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It also provides a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

SPED 691. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

SPED 693. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SPED 695. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

SPED 697. Research. 1-15 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or equivalent scholarly project, or a dissertation. (Grading may be S/U.).

SPED 713. Designing Single Case Research. 3 Hours.

Measurement and design tactics for research with one or a small number of participants allowing the researcher to identify effective practices for individual students or clients.

SPED 767. Professional Product Preparation. 1 Hour.

Supervised experiences in planning and developing responses, preparing documentation, and responding to faculty feedback in the preparation of professional products for committee review.

SPED 768. Prospectus Development. 1-6 Hours.

Supervised experiences in planning the dissertation research project, developing the chapters for the prospectus, and preparing the proposal document for review by committee members.

SPED 769. Faculty Career Development. 1 Hour.

Supervised experiences in searching for available positions, preparing and submitting application materials, participating in campus interviews, and planning a successful future career.

SPED 770. Policy Analysis and Development. 3 Hours.

Advanced foundations of special education and disability services; historical trends and philosophical perspectives; policy review, analysis, research, and formulation; and advocacy roles and activities related to policy development.

SPED 771. Personnel Preparation Strategies. 3 Hours.

Design, delivery and evaluation of preparation programs in special education and disability services; observation, supervision and evaluation of student teaching and practicum experiences; issues and trends in special education personnel preparation.

SPED 772. Professional Writing and Grant Writing. 3 Hours.

Writing for professional publication in special education and disability services; review and editing of the written works of others; grant writing and review for private foundations or state and federal agencies.

SPED 773. Professional Development Models. 3 Hours.

Design, implement, and evaluate professional development for practitioners in special education and disability services, including induction and mentoring programs, peer and consultant coaching, in-service training for individuals and groups, and communities practice.

SPED 774. Analysis and Design of Research. 3 Hours.

Research literature in special education and disability services; integrative reviews and research critiques; formulation of research questions; translation of questions into appropriate research designs for participants with exceptionalities; preparation of research proposals.

SPED 775. Program Administration and Supervision. 3 Hours.

Planning/implementing service delivery for eligibility, placement, program planning, and assessment; developing/ managing budgets with multiple funding sources; staffing practices for hiring and monitoring personnel; communication and interaction skills for collaborative activities.

SPED 776. Leadership for System Change. 3 Hours.

Theories of leadership; current and evolving legislative mandates and service paradigms in special education and disability services; planning, implementing and evaluating systems change; collaborative, team building and conflict resolution during innovation.

SPED 779. Contemporary Issues and Trends. 3 Hours.

Analysis, discussion and research review of contemporary issues and trends in special education and disability services; selecting and defending a position on a variety of legal, ethical, social and programmatic issues.

SPED 781. Orientation to Doctoral Study. 1 Hour.

Introduction to doctoral study in special education; University, college, department and program option requirements; leadership roles/responsibilities for teacher education faculty or special education administrators/ supervisors; planning for committee selection and program of study preparation.

SPED 782. Professional Practice in Systems Advocacy. 1 Hour.

Supervised experience in advocating for change in current emerging areas of state and federal policy as it applies to special education or disability services.

SPED 783. Professional Practice in College Instruction. 1 Hour.

(May be repeated for a maximum of 3 hours.) Supervised experience in design, delivery, and evaluation of a college or university course in special education or disability services.

SPED 784. Professional Practice in Clinical Supervision. 1 Hour.

Supervised experiences in observing, supervising and evaluating student or practicing educator performance in a practicum setting in special education or disability services.

SPED 785. Professional Practice in Empirical Research. 1 Hour.

(May be repeated for a maximum of 3 hours.) Supervised experience in designing, conducting and reporting research using quantitative and/or qualitative methods in special education or disability services.

SPED 786. Professional Practice in Service Activities. 1 Hour.

Supervised experiences in planning, implementing and evaluating service activities at local, state and/or national levels in special education or disability services.

SPED 787. Professional Practice in Program Administration. 1 Hour.

Supervised experiences in operation and management of programs and services related to special education in school systems and/or disability services in community agencies.

SPED 788. Professional Practice in Personnel Support. 1 Hour.

Supervised experiences in instructional supervision and personnel evaluation in programs related to special education in school systems and/or disability services in community agencies.

SPED 789. Professional Practice in Evaluation Practices. 1 Hour.

Supervised experiences in needs assessment and program evaluations related to special education in school systems and/or disability services in community agencies.

SPED 790. Teaching Practicum. 1-3 Hours.

PR: Consent. Supervised practice in college teaching of special education. Note: This course is intended to insure that graduate assistants are adequately prepared and supervised when they are given college teaching responsibility. It will also present a mechanism for students not on assistantships to gain teaching experience. (Grading will be S/U.).

SPED 791. Advanced Topics. 1-6 Hours.

PR: Consent. Investigation of advanced topics not covered in regularly scheduled courses.

SPED 792. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

SPED 793. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.

SPED 795. Independent Study. 1-9 Hours.

Faculty supervised study of topics not available through regular course offerings.

SPED 796. Graduate Seminar. 1-3 Hours.

PR: Consent. Designed to permit graduate students an opportunity to present research to the assembled faculty and graduate student body. (Graded as S/U.).

SPED 797. Research. 1-9 Hours.

PR: Consent. Research activities leading to thesis, problem report, research paper or the equivalent scholarly project, or a dissertation (Grading may be S/U.).

SPED 799. Graduate Colloquium. 1-6 Hours.

PR: Consent. For graduate students not seeking coursework credit but who wish to meet residency requirements, use the University's facilities, and participate in its academic and cultural programs. Note: Graduate students who are not actively involved in coursework or research are entitled, through enrollment in their department's 699/799 Graduate Colloquium to consult with graduate faculty, participate in both formal and informal academic activities sponsored by their program, and retain all of the rights and privileges of duly enrolled students. Grading is S/U; colloquium credit may not be counted against credit requirements for masters programs. Registration for one credit of 699/799 graduate colloquium satisfies the University requirement of registration in the semester in which graduation occurs.

SPED 900. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g. education, community health, geology.) The continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

SPED 930. Professional Development. 1-6 Hours.

Professional development courses provide skill renewal or enhancement in a professional field or content area (e.g., education, community health, geology.) These tuition waived continuing education courses are graded on a pass/fail grading scale and do not apply as graduate credit toward a degree program.

UTCH 593. Special Topics. 1-6 Hours.

A study of contemporary topics selected from recent developments in the field.