Curriculum and Instruction

http://cils.wvu.edu/

The Department of Curriculum & Instruction/Literacy Studies, Social & Cultural Foundations, Educational Leadership Studies offers opportunities for graduate study, teaching certification and research, leading to degrees in each related specialty area for the Master of Arts. Our programs are designed for educators and other professionals with educational leadership responsibilities. The primary purposes of the graduate programs in our department are to provide increased knowledge, skills, research, and professional competencies for licenses related to each specialty area in the department. Faculty work with national accreditation standards for each of their programs and contribute to the profession at university, state, and national levels of professional involvement. The experiences available through our graduate programs involve technology, diversity, global initiatives, culturally responsive teaching, and faculty who are leaders in research, teaching, and service in their scholarly work.

For more information, please visit our website: http://cils.wvu.edu/.

Department of Curriculum & Instruction/Literacy Studies, Social & Cultural, Educational Leadership Studies
Dale S. Niederhauser, Chair
602 Allen Hall

Admissions

Admissions Standards. An Admissions Committee composed of members from each of the four areas of emphasis screens the applications and makes admissions decisions based on the following standards, in consultation with the faculty in the areas of emphasis.

●  Applicants need to have achieved at least a 3.0 grade point average upon completion of their undergraduate degree and at least a 3.5 grade point average upon completion of any graduate degree.
●  Applicants will have a combined score of at least 1,100 on the verbal and quantitative parts of the Graduate Record Examination [or equivalent on the new GRE scale] or at least 410-416 on the Miller Analogies Test. International applicants will also have to provide TOEFL scores of at least 80 (internet version), 213 (computer-based), or 550 (paper-based). Test scores may not be older than five years.
●  Applicants will be required to submit writing samples that will be evaluated by teams of faculty members.
●  Three letters of recommendation will be required.
●   Applicants will submit a statement of purpose discussing their research goals and how they can be met through the Interdisciplinary PhD program.
●   A face-to-face, phone, or Internet interview may be included in the process at the discretion of the admissions committee.
Please click on the link below for more specific information about the Interdisciplinary Ph.D. program.
http://cehs.wvu.edu/academics/grad/doctoral/ed_interdisc 

Doctoral Admission

All applicants must comply with the requirements of West Virginia University, the College of Education and Human Services, and curriculum and instruction program area. Prospective candidates to the Curriculum & Instruction Ed.D:

  • Completion of a master’s degree from an accredited school.
  • Graduate grade point average of a 3.25 or higher.
  • Personal Vita
  • A goal statement articulating the topic(s) of research the candidate would like to pursue, how the faculty and resources in the C&I department could support those interests, and how the candidate's professional, personal, and academic experiences have shaped those interests; Three letters of references that explicitly address your potential as a C&I Doctorate student.
  • Graduate Records Examination (GRE) or Millers Analogy Test (MAT) are required for admission (score cannot be more than five years old). Please contact department for minimum score requirements and/or program changes.
  • Writing sample. The writing sample is to provide clear evidence of your academic writing ability.  
  • TOEFL (international students) - TOEFL score must be at least 550 (paper) or 213 (computer) 79-80 iBT

Applications are reviewed and admission recommendations are made by the program’s Doctoral Admissions Committee. Submission and completion of the requirements does not guarantee admission into the program. The number of students accepted into the program in each admission period is determined by available resources. For additional information or requirements, visit http://cils.wvu.edu.

Master of Arts Elementary Education with Initial Teaching Certification

This program is available to those students who hold a bachelor’s degree in non-education fields or other education fields and choose to pursue a degree and certification in teacher education. This program is also designed for career changers, individuals who choose to change careers after several years on the job.

This program requires 36 hours of education core classes, 12 hours of clinical experience, and 45 hours of content areas courses. Students must consult the Center for Advising and Records for a transcript analysis to determine the exact content requirements. 

Please note: Students must also complete required content coursework for teaching certification. Contact the Center for Advising and Records for a transcript analysis for the additional certification coursework required. 

Master of Arts Elementary Education Early Childhood Education (Pre K-4)

This program is designed for those individuals who choose to become experts in early childhood education. Students gain practical experience by working with young children throughout their educational experience. 

Secondary Education Master's Degree Programs with Teaching Certification

The purpose of the secondary education program is to provide rigorous experiences that prepare individuals to be highly qualified and effective teachers.  Students pursuing a master of arts in secondary education with initial certification may choose one of eight content specialization areas (English, German, French, Spanish, math, science, or social studies). Teacher certification requirements are based on the West Virginia Department of Education’s Policy 5100, Approval of Educational Personnel Preparation Programs and Policy 5202, Licensure of Professional/ Paraprofessional Personnel.

MASTERS-ONLY PROGRAMS

Master of Arts - Advance online Elementary Education Program

Designed for individuals who hold a teaching license in elementary education. This program provides increased knowledge, skill, and competence for teachers working with children in elementary school settings. The program consists of 36 credit hours and is offered online through the Electronic Campus of the Southern Regional Education Board (SREC). All students pay in-state tuition rates for courses offered through the Electronic Campus regardless of residency. 

Students will complete thirty-six hours of online coursework that is designed to broaden their professional knowledge and teaching skills. 

Masters of Arts - Advanced online Secondary Education with SCIENCE emphasis

Designed for individuals who hold a teaching license in secondary education with a science specialization. This program provides increased knowledge, skill, and competence for teachers working with children in secondary science. The program consists of 36 credit hours and is offered online through the Electronic Campus of the Southern Regional Education Board (SREC). All students pay in-state tuition rates for courses offered through the Electronic Campus regardless of residency. 

Students will complete thirty-six hours of online coursework that is designed to broaden their professional knowledge and teaching skills. 

Masters of Arts - Advanced online Secondary Education with SOCIAL STUDIES emphasis

Designed for individuals who hold a teaching license in secondary education with a specialization in social studies. This program provides increased knowledge, skill, and competence for teachers working with children in secondary social studies. The program consists of 36 credit hours and is offered online through the Electronic Campus of the Southern Regional Education Board (SREC).  All students pay in-state tuition rates for courses offered through the Electronic Campus regardless of residency 

Master of Arts Elementary Education (Thesis Option - 30 Credit Hours)

The thesis option is available to those who choose to advance their career through the intensive study of their area of interest while creating an individualized research agenda. Students interested in pursuing this option should contact the chair of the department for program options.

Requirements:   All applicants must comply with the general requirements of the University and the College of Education and Human Services. 

Master of Arts Secondary Education (Thesis Option - 30 Credit Hours)

The thesis option is available to those who choose to advance their career through the intensive study of their area of interest while creating an individualized research agenda. Students interested in pursuing this option should contact the chair of the department for program options.

Requirements:   All applicants must comply with the general requirements of the University and the College of Education and Human Services.

Doctor of Education (Ed.D.)

The curriculum and instruction area of emphasis for the doctoral degree is designed to prepare candidates to teach at college or university levels, work with school districts or other agencies in curriculum areas, or to hold leadership positions in organizations that emphasize teaching and learning. Program flexibility allows candidates to design programs that meet their career goals. All programs are approved by an advisor and Faculty Committee.

The program requires a minimum of seventy-two hours beyond the baccalaureate degree, including forty-two hours beyond a master’s degree; thirty-three of the forty-two hours must be taken at WVU. In addition to the major area coursework in curriculum and instruction, students must:

  • Have coursework in an area of specialization
  • Must complete a core of foundations and research courses
  • Successfully complete a comprehensive examination
  • Seek approval of a dissertation topic
  • Successfully defend dissertation research

Candidacy

Students are accepted for study toward the Ed.D. with an emphasis in curriculum and instruction upon admission into the program. To advance to candidacy for the doctorate, the student must:

  • Complete prerequisite doctoral program coursework with at least a 3.25 grade point average
  • Pass a written comprehensive and oral examination
  • Have a research prospectus approved by the Dissertation Committee

For additional information concerning admission criteria, program requirements, deadlines, and timelines, please direct inquiries to:

The Chairperson of Curriculum and Instruction/Literacy Studies
College of Education and Human Services
602 Allen Hall
P.O. Box 6122
Morgantown, WV 26506-6122

Interdisciplinary Ph.D. program

Description

The Ph.D. program is intended to enhance the ability of the College to meet the needs of those candidates who seek an explicitly scholarly career path. This program strengthens the research and teaching capacity of the College and the capacity of the College to serve the needs of the state that can only be addressed by its flagship university. The research and scholarly experiences that are more typical of a Ph.D. program add to the capacity and the marketability of graduates who plan to engage in a lifelong research agenda in higher education or in educational research or policy centers. Students in the program will acquire knowledge in and across various contexts and disciplines. These contexts include: education in rural contexts, families, human development, impact of poverty on education, Appalachia as a social-cultural context, diversity, marginalization, and challenge of assumptions about equity in education. Students chose one of the following areas of emphasis: Educational Leadership and Policy, Learning, Instructional Design, and Technology, Curriculum, Literacy, and Cultural Studies, and Human Development & Family Studies.
 

Courses

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 524. Middle School Number/Algebra Teaching 1. 1 Hour.

PR or CONC: MATH 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. Applications in model curricula.

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 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-Early Childhood. 2-12 Hours.

PR: For elementary and early childhood undergraduates who meet eligibility requirements and other guidelines. (Applicable to preschool, nursery, day care, child care, kindergarten, primary grade, or elementary school.).

C&I 585. Student Teaching: Secondary Education. 2-12 Hours.

PR: Students enrolled in secondary education undergraduate programs who meet eligibility requirements and other guidelines.

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

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

C&I 588. Profesional Field Experience. 2 Hours.

Students are placed in classroom settings where they are required to observe classroom teachers and engage in instructional and non-instructional programming.

C&I 591A-L. Advanced Topics. 1-6 Hours.

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

C&I 592A-Z. Directed Study. 1-6 Hours.

Directed Study, reading, and or research.

C&I 593A-Z. Special Topics. 1-6 Hours.

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

C&I 594A-J. Seminar. 1-6 Hours.

C&I 594J. Seminar. 1-6Hr. 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 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 624. Advanced Methods in English Education. 3 Hours.

PR: C&I 602 and EDP 600 and Graduate standing. (For classroom teachers of English.) Analysis of recent trends and innovations in methodology. Readings and discussions will lead to the development of instructional strategies and units for secondary English classrooms. (1 hr. lec., 1 hr. lab., 1 hr. sem.).

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.

PR: C&I 602 and EDP 600 and Consent. Patterns of mathematics curriculum in the secondary school; practices in teaching mathematics; preparation, selection and use of instructional materials. Designed for the practicing secondary mathematics teacher.

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.

PR: C&I 602 and EDP 600 or appropriate professional experience. Nature and function of science in secondary schools supported by current research and development; includes analysis of structure and practice of science curriculum and instruction issues.

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.

PR: C&I 602 and EDP 600 or consent. Comprehensive consideration of objectives, content, methods, including unit procedures; materials including objects, models, exhibits, and museum items, as well as textbooks, collateral reading, maps, and graphs; means of evaluating social growth and development.

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

PR: C&I 602 and EDP 600 or consent. 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. Classroom Simulation Techniques. 3 Hours.

To provide experience in the use of learning games and simulations as an instructional technique and simulated activities and games to be used in a variety of learning environments. (Alternate years.).

C&I 661. Computers in the Content Areas. 3 Hours.

Development of extensive curriculum units on the use of computers and other technologies in teaching and learning. Students will inform one another of various uses of computers in learning.

C&I 662. Hypermedia in Learning. 3 Hours.

Survey of theory, research, and application of hypermedia and the authoring language - Authorware.

C&I 663. Software Development. 3 Hours.

Principles and models of software design and the authoring language-HyperCard.

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 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 680. Technology Integration Through Capstone Experience. 3 Hours.

Capstone for elementary and secondary education programs.

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 691A-Z. Advanced Topics. 1-6 Hours.

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

C&I 692A-Z. Directed Study. 1-6 Hours.

Directed study, reading, and or research.

C&I 693A-Z. Special Topics. 1-6 Hours.

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

C&I 694A-Z. Seminar. 1-6 Hours.

Seminars arranged for advanced graduate students.

C&I 695. Independent Study. 1-6 Hours.

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

C&I 696. Graduate Seminar. 1 Hour.

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. 1-15 Hours.

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

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 719. Behavior Modification in Early Childhood Education. 3 Hours.

Application of behavior modification principles to classroom management in early childhood education Pre-K to 4th grade.

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 791A-Z. Advanced Topics. 1-6 Hours.

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

C&I 792A-J. Directed Study. 1-6 Hours.

Directed study, reading, and/or research.

C&I 793A-Z. Special Topics. 1-6 Hours.

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

C&I 794A-Z. Seminar. 1-6 Hours.

C&I 794Z. Seminar. 1-6Hr. Seminars arranged for advanced graduate students.

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 Hour.

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. 1-15 Hours.

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

C&I 798. 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 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.

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.