Child & Family Development Courses

CFD 500 Issues in Child and Family Development. 1-3 D.
Prerequisite: senior or graduate standing or permission. Advanced inquiry into specialized areas of study in Child and Family Development.  May be repeated to a total of 6 hours when topics change. Variable content course.
CFD 532 Family Advocacy. 3(3-0) D.
A study of the advocacy process in both the public and private sectors for directing change to benefit families and children. The course involves field trips to locations where decisions are being made that impact families and children.
CFD 533 Principles of Family Life Education. 4(4-0) D.
Prerequisite: Junior/Senior standing. A study of the philosophical and methodological considerations in facilitating family life education programs. Field Experiences are part of this course.
CFD 560 Family Involvement in Early Childhood Programs. 3(2-2) F.S.
Prerequisite: CFD 260 or permission of department. A study of family involvement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with parents in a variety of community settings.  Family Care Safety Registry required.
CFD 562 Prevention of Child Abuse and Neglect. 3(3-0) F.
The primary and secondary prevention of physical, emotional, and sexual abuse and neglect of children. Designed for professionals who work with children and families, and are required by law to report suspected incidence of child abuse and neglect.
CFD 563 Administration of Programs for Children and Families. 3(2-2) S.
Prerequisite: CFD 360 or permission. Types, purposes and administration of programs for children, youth, and families.
CFD 650 Seminar in Child and Family Development. 3(3-0) S.
Prerequisite: graduate standing. Analysis of theories and trends in child and family development. 

Early Childhood Education Courses 

ECE 501 Home/School/Community Relationships with Young Children and Their Families. 3(3-0). D.
Prerequisite: admission to the Teacher Education Program. This course offers a transdisciplinary approach designed to enhance the student's understanding of the transactional relationship between the school, child and family. Particular emphasis is placed on family development and dynamics within a pluralistic society including the role that family functioning has on the child's total educational experience. Field experiences are part of course. All the following courses require admission to the graduate program and/or permission from a graduate faculty advisor.
ECE 605 Field Experiences in Early Childhood Education. 1-3 D.
Students participate in Field Experiences in area schools and other educational settings. This course will provide field experiences with three different age groups (birth-3; 3-5; 5-8). Course is designated for graduate students needing field experiences to meet certification requirements in Early Childhood Education. Students will attend weekly scheduled class discussion sessions on campus in addition to the required field work of 15 clock hours for every credit hour. May be repeated for a maximum of three hours of credit.
ECE 624 Foundations of Early Childhood Education. 2(2-0) D.
Course will focus on the historical, psychological, philosophical and social foundations of early childhood education. Theories and research are integrated with practical knowledge. Students will examine philosophy, curriculum, methodology, serves delivery systems and family involvement issues.
ECE 625 Trends and Issues in Early Childhood Education. 3(3-0) F.
A study of current trends, issues, and theories related to early childhood education. Emphasis will be given to major developmental theories and research findings related to the education of young children. Included will be the application of theory and research to current practices in Early Childhood Education.
ECE 626 Advanced Curriculum Development for Early Childhood Education Programs. 3(3-0) S.
Analysis of programs, methods, materials and activities appropriate for Early Childhood Education programs. Emphasis will be on developing and/or selecting teaching strategies for a variety of programs such as daycare centers, public school kindergartens and primary grades, Head Start, private preschool, etc.
ECE 627 Children and Families in a Diverse Society. 3(3-0) F.
Examination of diverse cultures in American society. An analysis of racism, sexism, and other diversity issues within the school community. Discussion of child development within different cultures and identifying changing family and community structures.
ECE 628 The Educational of Role Play. 3(3-0) D.
A study of the social, emotional, cognitive, and language development of young children through play. Attention is given to the use of play in the organization and development of the early childhood classroom and curriculum. Current models of early childhood curriculum and their relationship to support play will be explored.
ECE 629 Literacy in Early Childhood. 3(3-0) D.
Develops awareness of and support for children’s literacy knowledge as it grows and changes in the years from birth though early elementary school. This course emphasizes the supportive nature of the adult’s role in young children’s literacy learning. Descriptions of relevant, meaningful literacy events and suggestions for classroom or home support will be presented. Current research that has a bearing on methodology will be explored.
ECE 671 Proposal Development/Early Childhood and Family Development Seminar. 1(1-0) F,S.
Development of proposal for seminar paper. Proposal must be approved prior to data collection. Human subjects review will also be completed.
ECE 672 Seminar in Early Childhood and Family Development. 3(3-0) F,S.
Prerequisite: all required core classes in Masters Degree in Early Childhood and Family Development, and permission of advisor. Guided development of research paper focused on field of Early Childhood and Family Development.

Early Childhood, Elementary, and Middle School Courses 

EEM 576 (EAS 576) Topical Issues in Education. 1-5 D.
Prerequisite: permission may be required (see schedule). To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. Variable content course. A maximum of 3 hours may be used on a degree program.
B.E.A.R.S. Seminars. 1(1-0) F.
A series of seven (7) seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six (6) of these seminars is required for credit. Participants will receive an “I” grade for the course do to the course extending through the spring semester. Grades will be changed at the end of the spring semester as requirements are met. This course is available to both beginning and veteran educators and satisfies the initial certification requirement of attending a beginning teacher assistance program with a college or university. Variable content course.
EEM 596 Orientation for Intensive Language and Cultural Experience for Educators. 1(1-0) S.
Prerequisite: previous foreign language experience, participation in Hispanic Educational Access Initiative, and permission of instructor; students selected by application and interview process. Prepare for international travel and exposure to the people, cultures and primary language of the host country. Students develop an introspective case study proposal to be carried out during and/or after the experience abroad. Field trips outside of class are required.
EEM 597 Intensive Language and Cultural Experience for Educators. 4(3-2) Su
Prerequisite: EEM 596 and permission of instructor. Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conduct an introspective case study, keep a journal, and create a portfolio.
EEM 598 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators. 1(1-0) F.
Prerequisite: EEM 596, EEM 597 and permission of instructor. Post-travel seminar deconstructs experience abroad. Students discuss strategies used as a learner and analyze effective teaching techniques. Participants compare cultural and language differences that teachers need to consider in teaching students in a new language. Introspective case study research and portfolios will be shared. All the following courses require admission to the graduate program and/or permission from a graduate faculty advisor.
EEM 696 (EAS 696) Problems in Education. 1-3 D.
Specific problems in education related to needs and interests of the student. May be repeated to a total of 3 hours.
EEM 699 (EAS 699) Thesis. 1-6.
Prerequisite: SFR 690. May be repeated to a maximum of 6 hours of credit.

Elementary Education Courses 

ELE 500 Current Issues and Applications in Elementary Education. 4-5 F,S.Prerequisite: ELE 425, ELE 429, ELE 434 and ELE 438.  Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, English language learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required.
ELE 510 The Reflective Practitioner. 2(2-0) F,S.
Prerequisite: ELE 425, ELE 429, ELE 434 and ELE 438. This course will introduce students to action research as reflection on their own teaching and learning, and their students’ learning and achievement. Must be taken concurrently with ELE 500. Requires an intensive field experience in area elementary school.  All the following courses require admission to the graduate program and/or permission from a graduate faculty advisor.
ELE 610 Elementary School Curriculum. 3(3-0) F.
The purpose of this course is to analyze the philosophical and theoretical frameworks that guide elementary curriculum for the assumptions that each makes with regard to teaching and learning. Students will be introduced to the development of curriculum and curriculum materials for use in elementary educational settings. Students will examine the social, political and institutional contexts in which curriculum is developed and used, curriculum development methods and process, and various methods for the implementation, evaluation and distribution of curriculum materials.
ELE 611 Contemporary Issues in Elementary Curriculum. 3(3-0) S, Su.
Contemporary issues confronting the modern elementary school. Current problems, innovations, and proposed changes that affect the total elementary school program. Trends and issues that are developing at the national level.
ELE 613 Advanced Theory and Practice in te Teaching of Communication Arts. 3(3-0) F.
Materials, methods, and procedures for effective classroom presentation of communication arts. Selection, organization, and development of content materials; current issues and trends in the field.
ELE 614 Advanced Theory and Practice in the Teaching of Social Studies. 3(3-0) S.
Materials, methods, and procedures for effective classroom presentation of social studies. Selection, organization, and development of content materials; current issues and trends in the field.
ELE 615 Advanced Theory and Practice in the Teaching of Mathematics. 3(3-0) S.
Materials, methods, and procedures for effective classroom presentation of elementary mathematics. Selection, organization, and development of content materials; current trends and issues in the field.
ELE 616 Advanced Theory and Practice in the Teaching of Science. 3(3-0) F.
Materials, methods and procedures for effective classroom presentation of elementary science. Emphasis is placed on teaching science as inquiry and experimentation. Selection, organization and development of content materials; current trends and issues in science education.
ELE 617 Advanced Theory and Practice in the Teaching of Economic Education. 3(3-0) F.
Materials, methods, and procedures for effective classroom presentation of economic education. Selection, organization, and development of curriculum materials, current issues and trends in the field of economics. Presents students with a framework for proper scope and sequencing of economics concepts to develop an awareness of appropriate benchmarks for economic education instruction.
ELE 620 Advanced Theory and Practice in Student Assessment and Evaluation. 3(3-0) S.
Materials, methods, and procedures for effective assessment and evaluation of students. Planning, selection, construction, use, and analysis of a variety of assessment practices including formal and informal approaches. Applications of knowledge learned throughout the course will help students make judicious and reflective decisions while teaching.
ELE 621 Standards-Based Integrated Curriculum, Learning, and Teaching. 3(3-0) F.
Analysis and application of current theories and research on integrated curriculum and learning, performance assessment, and standards-based education. Develop classroom, school-wide and/or district-wide curricula based on state standards. Focus is on deciding what is essential to teach and on improving learners’ math and literacy skills across the curriculum.
ELE 622 Differentiated Instruction for Early Childhood, Elementary, and Middle School. 3(3-0) S.
Materials, methods, and procedures for effective differentiation of instruction and evaluation of students.  Planning selection, construction, use and analysis of a variety of differentiated instructional practices across grade levels and disciplines, paying close attention to elementary and middle school learners. Application of knowledge learned throughout the course will help students make judicious and reflective decisions while teaching.
ELE 672 Seminar in Elementary Education. 3(1-4) F, S.
Prerequisites: SFR 690 and ELE 611. Guided development of a research paper or a creative project.