Listed below are the courses offered in the College of Education.
Use the class schedule for detailed information on course availability.
Undergraduate and graduate courses
Undergraduate courses are numbered 100-599. Graduate courses are numbered 600 and
above.
Child and Family Development (CFD) courses
CFD 110 Health, Safety and Nutrition
Introduces curriculum, regulations, standards, policies, procedures and current trends related to health, safety and nutrition of children and families. Recognize and create safe environments for children, universal precautions and menu planning to meet the nutritional needs of children. Emphasis placed on integrating and maintaining optimal health, safety, and nutritional concepts in every day planning and program development for all children.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 150 Introduction to Child and Family Development
Prerequisite: permission of instructor.
The scope of this course is a study of the field of child and family development. Professional opportunities and analysis of personal proficiencies will be the focus.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring
CFD 155 Principles of Human Development
General Education Course (Focus on Social and Behavioral Sciences).
Basic principles that govern human development from the prenatal period to death; developmental tasks and interrelations of family members through the life span.
CFD 160 Principles of Development in Early Childhood
Development of the child from conception through 8 years of age including weekly laboratory experience with preschool children.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
CFD 163 Relationships in Today's Families
General Education Course (Focus on Social and Behavioral Sciences).
Personal and family living in the early stages of family life cycle. Concepts and methods used in initiating, building, maintaining and enriching relationships.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 197 Introductory Topics in Child and Family Development
Variable content course for introductory concepts in Child and Family Development. May be repeated to a maximum of six hours when topics change.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
CFD 250 Parenting in Contemporary Society
Explores parenting and child rearing in today's society.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
CFD 255 Principles of Development in Infancy
Prerequisite: CFD 160.
Child from conception through two years, including prenatal environment. Two hours laboratory experience weekly in infant-toddler child development laboratory.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Spring
CFD 256 Supervised Experience in the Infant Toddler Center
Experience in applying effective techniques that optimize infant toddler development with 2-hours per week of participation in the infant toddler laboratory.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
2
Upon demand
CFD 257 Principles of Development in Middle Childhood
Development of the child from six through twelve years in cognitive, physical, social, emotional aspects. Contact with groups of children in this age range is arranged.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
CFD 260 Observing, Assessing, and Creating Activities for Young Children
Prerequisite: CFD 160.
Experience in applying the most effective techniques for maximum growth in the physical, social, emotional and mental development of the whole child. Influences of a safe and healthful environment upon the child's development.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
2
4
Fall, Spring
CFD 300 Special Topics in Child and Family Development
Prerequisite: permission of department.
Selected topics of contemporary interest in Child and Family Development, offered when resources and demand allow. Variable content course. May be repeated to a maximum of six hours when topics change.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
CFD 301 Play as Development
A study of play and its relationship to typical and atypical development in the physical, cognitive, language, moral, social, and emotional domains. Factors that influence play such as environment, adults, children, attitudes, and beliefs are discussed. The role of play for all people throughout the lifespan is examined.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
CFD 303 Service-Learning: Child and Family Development
Prerequisite: 30 hours and concurrent enrollment in a designated service-learning offering within one of the major areas of study in Child and Family Development.
A service learning course incorporates a community service experience with classroom instruction to provide an integrative learning experience which addresses the practice of citizenship and promotes awareness of and participation in public affairs/service. Requires 40 hours of service to a community organization, agency, or public service provider. The community service placement and assignment will vary, depending on the specialization area and learning objectives. A list of approved placements will be available from the instructor and the Citizenship and Service-Learning Office. Students are required to participate in a service learning training session(s) prior to beginning their service placement. May be repeated.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Upon demand
CFD 304 Outdoor Play
Provides information on the importance of outdoor play, how to choose materials and equipment, adult roles and current research on outdoor play. Students will learn how to evaluate outdoor play environments.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
CFD 305 Multicultural Studies in Child and Family Development
A study of multicultural education for young children and their families. Emphasizes communication processes, recognizes cognitive and affective development, presents effective techniques and strategies that meet the needs of young children and families with diverse backgrounds.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
CFD 306 Death, Separation, and Loss
This course will provide a broad overview of the psychological aspects of death, separation, and loss from diverse perspectives. Topics include attitudes toward and preparation for death, children's developmentally appropriate understanding of death and loss, end-of-life decision making, the grief process, and bereavement support and interventions for children and their families. Course materials will be supplemented by students' self-reflection and writing on feelings, attitudes, and beliefs related to death, separation, and loss.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring, Summer
CFD 350 Seminar in Child and Family Development
Readings, discussion and analysis of trends and issues in child and family development.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
CFD 353 Childhood Illnesses, Injuries, Diseases and Disorders
This course provides an overview of the common childhood illnesses, injuries, diseases, and disorders for psychosocial support staff who work in the healthcare field. Students will develop the knowledge and skills necessary to work with diverse pediatric populations, including children with special needs and children who have experienced trauma. Additional pediatric topics include: cystic fibrosis, cancer, diabetes, sickle cell disease, traumatic brain injury, congenital heart deformities, psychiatric diagnoses, and gastrointestinal diseases.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Summer
CFD 354 Working with the Hospitalized Child
Prerequisite: admission into the CFD major-Child Life Option and CFD 160 and CFD 260.
This course will focus on children in the healthcare environment and will cover the six required topics set forth by the Association of Child Life Professionals (ACLP): (1) official ACLP documents; (2) scope of practice; (3) impact of illness, injury, and healthcare on patients and families; (4) family-centered care; (5) therapeutic play; and (6) psychological preparation. This course will include a weekly clinical laboratory experience under the supervision of a Certified Child Life Specialist within a child life program at a local hospital.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
3
2
Fall
CFD 360 Planning and Implementing Curriculum for Child Development Centers
Prerequisite: CFD 260.
Planning and implementing curriculum to meet the cognitive, emotional, physical, creative and social development needs for young children. Using literacy techniques learned and practiced in class and at the Child Development Center, the students will also share information within the community at libraries and in low-income child care facilities. Supporting young children, their families and teachers/caregivers in their environment is the focus of this course. This enhances our mission to encourage literacy in all parts of children's lives.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5
2
6
Spring
CFD 361 Principles of Family Development
Development trends occurring in family units from premarital interactions to death and/or divorce. Lectures and discussions will apply developmental principles to today's family life styles.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
CFD 365 Families in Later Life
Prerequisite: PSY 121; and CFD 155 or CFD 163 or 30 hours.
Examination of the structure and function of families in later life. Topics of interest include demographic trends impacting the structure of the family, marriage, sibling relations, parent-adult child relations, grandparenthood, widowhood, and retirement. The application of family theories and their relevance to later life families will be discussed. Identical with GER 366, PSY 366 and SWK 365. Can only receive credit for one of following: CFD 365, GER 366, PSY 366 or SWK 365.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
CFD 366 Preparation for the Professional Internship
Prepares the Child and Family Development student for an internship and professional practice, including discussion of professional/ethical issues and behavior, choosing professional development sites, setting goals, writing resumes, and interviewing skills and certification.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring
CFD 400 Problems in Child and Family Development
Prerequisite: 90 hours and permission.
Independent study for those who wish additional work in specific subject areas.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
CFD 454 Therapeutic Play Activities for Hospitalized Children
Prerequisite: admission into the CFD major-Child Life Option and CFD 354.
This course will focus on the therapeutic aspects and developmental outcomes of play. Students will develop the skills needed to assess, plan, implement, and evaluate developmentally appropriate and therapeutic play interventions and activities with hospitalized children. This course will include a weekly clinical laboratory experience under the supervision of a Certified Child Life Specialist within a child life program at a local hospital.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Spring
CFD 455 Infants and Toddlers: Development and Program Planning
Prerequisite: CFD 260 and 60 hours.
A study of the infant from conception through two years with a 3-hour weekly laboratory in an infant toddler center. Application of developmentally appropriate practice through laboratory participation, portfolios, and curriculum planning. A current negative TB test is required and students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
3
3
Fall, Spring, Summer
CFD 466 Internship in Programs for Children, Youth, Adults, and Families
Prerequisite: CFD 366.
Supervised active learning experiences with children, youth, or families in human service agencies; observation, discussion, and evaluation of the student's experiences. Advance registration with course instructor required. May be repeated to a maximum of 12 hours. Public Affairs Capstone Experience course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
0
12
Fall, Spring, Summer
CFD 499 Practicum in Child and Family Development
Prerequisite: permission of subject matter professor.
Off-campus, supervised experience in a cooperative program with business, government, community, or related establishments within any of the specialized areas of child and family development. In addition to the outline agency involvement, the student is (1) required to attend a beginning orientation and a follow-up seminar, and (2) complete assignments appropriate to subject matter specialization. May be repeated to a maximum of 12 hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
CFD 500 Issues in Child and Family Development
Prerequisite: permission.
Advanced inquiry into specialized areas of study in Child and Family Development. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with CFD 600. Cannot receive credit for both CFD 500 and CFD 600.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
CFD 505 Trends and Issues in Youth Development
Advanced inquiry into historical and contemporary foundations of youth development primarily from ten to eighteen years in cognitive-, physical-, social-, emotional-, moral-, spiritual-, and creative aspects. The course involves student engagement in community-based observations, interactions, and applications related to youth developmental models.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 510 Child Life Theory and Practice
Prerequisite: admission into the CFD major-Child Life Option; and CFD 354 or concurrent enrollment.
This course will cover advanced topics related to the child life profession, including: stress and coping theory, psychological preparation for medical experiences, ethical issues related to healthcare delivery, non-pharmacological pain management, interdisciplinary team communication and advocacy, supervision of students, and child life program administration. May be taught concurrently with CFD 610. Cannot receive credit for both CFD 510 and CFD 610.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 532 Family Advocacy
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. May be taught concurrently with CFD 632. Cannot receive credit for both CFD 532 and CFD 632.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 533 Principles of Family Life Education
Prerequisite: junior standing.
A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course. May be taught concurrently with CFD 633. Cannot receive credit for both CFD 533 and CFD 633.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
4
0
Fall
CFD 534 Applied Interpersonal Communication Skills
This course utilizes an interactive format to teach basic communication skills. The course will cover talking and listening skills and a process for addressing relationship issues.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
CFD 557 Growth and Development: Middle Childhood to Adolescence
Overview of current research on development, middle childhood through adolescence (8-18), including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities. May be taught concurrently with CFD 657. Cannot receive credit for both CFD 557 and CFD 657.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
CFD 560 Family Engagement
A study of family engagement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check. May be taught concurrently with CFD 660. Cannot receive credit for both CFD 560 and CFD 660.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 562 Prevention of Child Abuse and Neglect
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 incidences of child abuse and neglect. May be taught concurrently with CFD 662. Cannot receive credit for both CFD 562 and CFD 662.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 563 Administration of Programs for Children and Families
Types, purposes, and administration of programs for children, youth, and families. Development of leadership and management skills. Includes an overview of office policy and procedure, staff and volunteer management, public relations, budgeting, and quality assurance. May be taught concurrently with CFD 663. Cannot receive credit for both CFD 563 and CFD 663.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
CFD 580 Introduction to Research in Child and Family Development
Prerequisite: 60 hours.
Provides an introduction to empirical research and a variety of research approaches common to the social sciences. Relevant terms and statistical concepts will be presented. Research methods and experimental designs, including locating and analyzing research articles from the professional literature will be introduced. May be taught concurrently with CFD 680. Cannot receive credit for both CFD 580 and CFD 680.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
CFD 600 Issues in Child and Family Development
Prerequisite: permission.
Advanced inquiry into specialized areas of study in Child and Family Development. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with CFD 500. Cannot receive credit for both CFD 500 and CFD 600.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
CFD 610 Child Life Theory and Practice
Prerequisite: admission into the CFD major-Child Life Option and completion of or concurrent enrollment in CFD 354 or admission into the Child Life Studies Graduate Program.
This course will cover advanced topics related to the child life profession, including: stress and coping theory, psychological preparation for medical experiences, ethical issues related to healthcare delivery, non-pharmacological pain management, interdisciplinary team communication and advocacy, supervision of students, and child life program administration. May be taught concurrently with CFD 510. Cannot receive credit for both CFD 510 and CFD 610.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 632 Family Advocacy
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. May be taught concurrently with CFD 532. Cannot receive credit for both CFD 532 and CFD 632.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
CFD 633 Principles of Family Life Education
A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course. May be taught concurrently with CFD 533. Cannot receive credit for both CFD 533 and CFD 633.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
4
0
Upon demand
CFD 657 Growth and Development: Middle Childhood to Adolescence
Overview of current research on development, middle childhood through adolescence (8-18), including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities. May be taught concurrently with CFD 557. Cannot receive credit for both CFD 557 and CFD 657.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 660 Family Engagement
A study of family engagement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check. May be taught concurrently with CFD 560. Cannot receive credit for both CFD 560 and CFD 660.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 662 Prevention of Child Abuse and Neglect
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 incidences of child abuse and neglect. May be taught concurrently with CFD 562. Cannot receive credit for both CFD 562 and CFD 662.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 663 Administration of Programs for Children and Families
Types, purposes, and administration of programs for children, youth, and families. Development of leadership and management skills. Includes an overview of office policy and procedure, staff and volunteer management, public relations, budgeting, and quality assurance. May be taught concurrently with CFD 563. Cannot receive credit for both CFD 563 and CFD 663.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
CFD 680 Introduction to Research in Child and Family Development
Prerequisite: 60 hours with minimum cumulative GPA (MSU and combined) of 3.00 or admission into accelerated graduate program or graduate student status.
Provides an introduction to empirical research and a variety of research approaches common to the social sciences. Relevant terms and statistical concepts will be presented. Research methods and experimental designs, including locating and analyzing research articles from the professional literature will be introduced. May be taught concurrently with CFD 580. Cannot receive credit for both CFD 580 and CFD 680.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
CFD 701 Orientation to Early Childhood and Family Development
Prerequisite: admission to the Early Childhood and Family Development graduate program.
Orientation to the program and examination of seminal reading in the field.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring
CFD 702 Community Engagement
Analysis of service-learning/community engagement. The main tenets of community engagement/service-learning are analyzed, the community need, the academic enhancement, and reflection. The roles of all involved in community engagement/service-learning, the teachers, the students, and the community partners are studied. Ethical, moral, and civic implications of community engagement/service-learning are also explored.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
CFD 705 Growth and Development: Infancy through Early Childhood
Overview of current research on children's development, prenatal through age 5 years, including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 750 Advanced Human Development Studies
Analysis of theories and trends in human development.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
CFD 761 Advanced Family Studies
Provides students with an understanding of theories used in the study of families; awareness of current demographics and trends of today's families; examines characteristics of various family structures and social influences impacting family functioning.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
CFD 765 Research Methodology in Early Education, Child Development, and Family Studies
Prerequisite: ECE 725; and admission to the Early Childhood and Family Development graduate program.
Overview of research methodology in early childhood education, child development, and family studies. This course develops competencies in conducting literature reviews, comprehending research and interpreting results, conducting research investigations to advance information in a respective knowledge base, and synthesizing research and theory to apply in practice with children and families.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CFD 775 Parent and Child Relations
This course examines relevant theories and current research in parent-child relationships across the life span.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
CFD 776 Advanced Studies in Infant Development
Current research on infant development, prenatal through two years of age. The roles of families and culture in early development. Applications of research findings to practice in infant and toddler care.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
Early Childhood Education (ECE) courses
ECE 301 Emerging Literacy and Communication Arts
Prerequisite: CFD 260 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 302 and ECE 303; and permission.
This course will focus on the broad areas of emerging literacy and communication arts with particular attention to the early childhood years. The development of listening, oral language, and written comprehension skills as well as an understanding of the contribution of appropriate children's literature to literacy development will be the essential components of this course. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology. Field experiences are a part of the course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 302 Social Studies and Sociomoral Development
Prerequisite: CFD 260 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 301 and ECE 303; and permission.
This course will combine the concepts found in the sociomoral domain of Project Construct as well as concepts taught in an elementary social studies curriculum. Students will develop activities, materials, and lessons that focus on the building of relationships with adults and peers, negotiating and applying rules, demonstrating confidence and creativity. Additionally, the curriculum sequences for grades Kindergarten through third, including self, home, school community, school and family, neighborhoods, and communities will be part of this course. Field experiences are a part of the course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring
ECE 303 Mathematics and Science for Young Children
Prerequisite: CFD 260 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 301 and ECE 302; and permission.
This course will teach the student methods for the active involvement of young children in the areas of mathematics and science. Students will develop problem solving experiences and hands-on activities of these two areas. The areas of beginning mathematics concepts such as classification, seriation, and counting, as well as problem solving, applications, communication and reasoning will be part of the course. Additionally, the development of concepts in both physical, biological, and earth/space sciences and active student involvement and discovery will be included. Developmentally appropriate methodology will be presented. Field experiences are a part of the course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 304 Introduction to Early Childhood Education
Prerequisite: CFD 260 or concurrent enrollment; and declared Early Childhood Education major.
An overview of professionalism in the early childhood education field; being a reflective practitioner, integrating play and inquiry-based learning, formatting professional materials, personalizing teaching for children with exceptionalities, learning culturally sustaining pedagogy, and exploring the early childhood professional code of ethics. Initial public school field experience of 30 clock hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
ECE 315 Classroom Management and Positive Guidance in the Early Childhood Classroom
Prerequisite: admission to Early Childhood Education major.
Designed to provide the pre-service early childhood teacher with an introduction to P-3 classroom management strategies. Topics covered include best practices for classroom organization, classroom management, and positive guidance of children.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 399 Field Experiences in Early Childhood Education
Prerequisite: permission of instructor.
Student participates in field experiences in area schools or approved organizations. Designed for transfer students who have partially completed the field experiences requirement, students working on early childhood certification which requires additional field experience, or it is deemed necessary that a student needs additional experiences in the field.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-4
Upon demand
ECE 400 Special Topics in Early Childhood Education
Prerequisite: 45 hours and permission of instructor.
Independent study for those who wish additional work in specific topic areas. Variable content course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-4
Upon demand
ECE 401 Curriculum For Early Childhood Education
Prerequisite: ECE 301 and ECE 302 and ECE 303 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 402 and ECE 403.
Curriculum for early childhood education; underlying principles and applications; relationship to the skills of reading, writing, numbers, spelling, the creative arts, social studies, science. Field experiences are a part of the course. Public Affairs Capstone Experience course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 402 Assessing Young Children
Prerequisite: ECE 301 and ECE 302 and ECE 303 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 401 and ECE 403.
An overview and analysis of screening and diagnostic techniques and procedures for use by general classroom teachers in determining instructional programs for children from birth-grade three. Procedures for helping teachers develop programs for children from different cultural backgrounds and exceptional students integrated in general classrooms are included. Field experiences are a part of the course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring
ECE 403 Integrated Arts in the Early Childhood Curriculum
Prerequisite: B grade or better in ECE 301 and ECE 302 and ECE 303; and admission to the Early Childhood Education major; and concurrent enrollment in ECE 401 and ECE 402.
Methods and strategies for using the expressive arts (visual art, music, drama, and movement) in the early childhood classroom, which include children of diverse cultures and abilities. Provides culturally responsive instructional models and materials that meaningfully integrate the expressive arts as primary modes of communication and insight to enhance teaching and learning.
Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; and a C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching.
Students will observe and then teach under the supervision of cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and supervisor will be expected. Students will be involved in the development of lessons, materials, and units for infants and toddlers. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA.
Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; and a C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching.
Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for preschool and Kindergarten children. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
ECE 492 Supervised Teaching (Primary Settings)
Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; and a C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching.
Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
ECE 495 Supervised Teaching in Early Childhood Education
Prerequisite: all program courses except CFD 560, CFD 563, and ECE 575, which may be taken with or at the completion of supervised teaching; current pre-professional liability insurance; and approval for supervised teaching.
Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
ECE 496 Supervised Teaching in Early Childhood Education
Prerequisite: all program courses except CFD 560, CFD 563, and ECE 575, which may be taken with or at the completion of supervised teaching; current pre-professional liability insurance; and approval for supervised teaching.
Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
ECE 499 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and admitted to Teacher Education; and C grade or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.
This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
Fall, Spring
ECE 501 Home/School/Community Relationships with Young Children and Their Families
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. May be taught concurrently with ECE 601. Cannot receive credit for both ECE 501 and ECE 601.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ECE 575 Working with Culturally and Linguistically Diverse Children and Families in Early Childhood
Prerequisite: EDC 345.
Begins exploring the disposition toward inquiry needed for ongoing self-development, and focuses on the knowledge and skills needed to infuse culturally and linguistically responsive curriculum. Students will gain an understanding of their professional role in strengthening respectful, collaborative family/child partnerships through effective use of community and family resources. An emphasis will be on learning from families and focusing on how best to support culturally and linguistically diverse young children and their families. May be taught concurrently with ECE 675. Cannot receive credit for both ECE 575 and ECE 675.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 601 Home/School/Community Relationships with Young Children and Their Families
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. May be taught concurrently with ECE 501. Cannot receive credit for both ECE 501 and ECE 601.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ECE 675 Working with Culturally and Linguistically Diverse Children and Families in Early Childhood
Prerequisite: Prerequisite EDC 345.
Begins exploring the disposition toward inquiry needed for ongoing self-development, and focuses on the knowledge and skills needed to infuse culturally and linguistically responsive curriculum. Students will gain an understanding of their professional role in strengthening respectful, collaborative family/child partnerships through effective use of community and family resources. An emphasis will be on learning from families and focusing on how best to support culturally and linguistically diverse young children and their families. May be taught concurrently with ECE 575. Cannot receive credit for both ECE 575 and ECE 675.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 705 Field Experiences in Early Childhood Education
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 to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
ECE 724 Foundations of Early Childhood Education
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, service delivery systems, and family involvement issues.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ECE 725 Inquiry in Early Childhood and Family Development
Inquiry in early childhood and family development. Introduction to the techniques used by education and social scientists to answer empirical questions. Includes in-depth analysis of current program-relevant theoretical and empirical studies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
ECE 726 Programming and Policy Issues for Early Childhood Settings
Analysis of programs, policies and theories appropriate for young children and their families in a variety of early childhood settings.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
ECE 727 Children and Families in a Diverse Society
Examination of diverse cultures in American society. An analysis of racism, sexism, and other diversity issues within the school and community. Discussion of child development within different cultures and identifying changing family and community structures.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ECE 728 The Educational Role of Play
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 of play will be explored.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ECE 729 Literacy in Early Childhood
Develops awareness of and support for children's literacy knowledge as it grown and changes in the years from birth through 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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ECE 730 Family Literacy
Introduction to the philosophy and theory behind family literacy, as well as discussion on the development and implementation of a family literacy program. The four-component model of adult education, early childhood education, parent and child together (PACT), and parenting will be covered, both in theory and practical application. Explores the rationale for and characteristics of comprehensive family literacy, focusing upon the families being served, services being provided, outcomes being achieved, and the role and responsibilities of individuals, organizations, and communities involved.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ECE 731 Advanced Curriculum Development for Early Childhood Programs
Analysis of programs, methods, materials, and activities appropriate for early childhood education programs. Emphasis will be on developing and/or selecting strategies for a variety of programs such as day care centers, public school kindergartens and primary grades, Head Start programs, private preschools, etc.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 762 Seminar in Early Childhood and Family Development
Prerequisite: ECE 771.
Guided development of research paper focused on field of Early Childhood and Family Development.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ECE 771 Proposal Development
Prerequisite: ECE 725 and SFR780.
Development of proposal for seminar paper. Proposal must be approved prior to data collection. Human subjects review will also be completed via a lab section with research advisor.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
3
1
Fall, Spring
Early Childhood and Elementary Education (EEM) courses
EEM 305 Field Experiences in Education
Prerequisite: admitted to Teacher Education.
Student attends scheduled discussion sessions on campus and participates in field experiences at Greenwood Laboratory School and/or area schools. Designed for transfer students who have partially completed the field experiences requirement and students working on a certification which requires a second field experience. 1(0-2) or
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Fall, Spring
EEM 399 Problems in Education
Prerequisite: admitted to Teacher Education and permission of department head.
Independent research conducted on topics relevant to the field of education. The student and instructor mutually agree upon the direction and extent of the project. Credited only on the BSEd degrees. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Fall, Spring
EEM 501 Introduction to Technology-Based Inquiry Instruction
Prerequisite: admitted to Teacher Education.
Introduction to eMINTS philosophy and instructional model for teachers, emphasis on constructivist-based pedagogies, questioning strategies and critical thinking; use of educational software, internet resources and classroom website design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 601. Cannot receive credit for both EEM 501 and EEM 601.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
EEM 502 Applications of Technology-Based Inquiry Instruction
Prerequisite: admitted to Teacher Education; and C grade or better in EEM 501.
Application of eMINTS philosophy, instructional model and teaching strategies; emphasis on cooperative learning, instructional use of interactive whiteboards, information literacy and modes of classroom communication, digital file management, Webquest development and multimedia project design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 602. Cannot receive credit for both EEM 502 and EEM 602.
Prerequisite: admitted to Teacher Education; and EEM 501 and EEM 502 with grades of C or better.
Third course in eMINTS 3-course sequence. Emphasis on building a learning community, classroom management, instructional planning and implementation in a technology enriched classroom, interdisciplinary teaching methods, technology-assisted assessment, collaborative reflection to improve student performance. Eight clock hours field experience embedded. May be taught concurrently with EEM 603. Cannot receive credit for both EEM 503 and EEM 603.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
EEM 516 Nature Unfolds
Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.
Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in primary grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 616. Cannot receive credit for both EEM 516 and EEM 616.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
EEM 517 Nature Unleased
Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.
Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in intermediate grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 617. Cannot receive credit for both EEM 517 and EEM 617.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
EEM 518 Project Wet, WILD, and Learning Tree
Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.
Students will develop skills and knowledge of conservation education using the Project Wet, WILD, and Learning Tree curriculums, which requires handling specific materials, using technology in science learning, and learning from investigations. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 618. Cannot receive credit for both EEM 518 and EEM 618.
Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.
Students will develop foundational field biology skills related to Missouri's aquatic ecosystems in order to teach in a structured educational mode, via an outdoor setting. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 619. Cannot receive credit for both EEM 519 and EEM 619.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
EEM 576 Topical Issues in Education
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. Approved recurring course topic: B.E.A.R.S. Seminars. A series of seven 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 of these seminars is required for credit. Participants will receive an "I" grade for the course due 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. 1(1-0) F. A maximum of three hours may be used on a degree program. Variable content course. May be taught concurrently with EEM 676. Cannot receive credit for both EEM 576 and EEM 676.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
EEM 596 Orientation for Intensive Language and Cultural Experience for Educators
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 class are required. May be taught concurrently with EEM 606. Cannot receive credit for both EEM 596 and EEM 606.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Spring
EEM 597 Intensive Language and Cultural Experience for Educators
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 conducted an introspective case study, keep a journal, and create a portfolio. May be taught concurrently with EEM 607. Cannot receive credit for both EEM 597 and EEM 607.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
3
2
Summer
EEM 598 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators
Prerequisite: EEM 596 and 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. May be taught concurrently with EEM 608. Cannot receive credit for both EEM 598 and EEM 608.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall
EEM 601 Introduction to Technology-Based Inquiry Instruction
Introduction to eMINTS philosophy and instructional model for teachers, emphasis on constructivist-based pedagogies, questioning strategies and critical thinking; use of educational software, internet resources and classroom website design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 501. Cannot receive credit for both EEM 501 and EEM 601.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
EEM 602 Applications of Technology-Based Inquiry Instruction
Prerequisite: C grade or better in EEM 601.
Application of eMINTS philosophy, instructional model and teaching strategies; emphasis on cooperative learning, instructional use of interactive whiteboards, information literacy and modes of classroom communication, digital file management, Webquest development and multimedia project design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 502. Cannot receive credit for both EEM 502 and EEM 602.
Prerequisite: EEM 601 and EEM 602 with grades of C or better.
Third course in eMINTS 3-course sequence. Emphasis on building a learning community, classroom management, instructional planning and implementation in a technology enriched classroom, interdisciplinary teaching methods, technology-assisted assessment, collaborative reflection to improve student performance. Eight clock hours field experience embedded. May be taught concurrently with EEM 503. Cannot receive credit for both EEM 503 and EEM 603.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
EEM 606 Orientation for Intensive Language and Cultural Experience for Educators
Prerequisite: permission.
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 class are required. May be taught concurrently with EEM 596. Cannot receive credit for both EEM 596 and EEM 606.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Spring
EEM 607 Intensive Language and Cultural Experience for Educators
Prerequisite: EEM 606 and permission.
Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conducted an introspective case study, keep a journal, and create a portfolio. May be taught concurrently with EEM 597. Cannot receive credit for both EEM 597 and EEM 607.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
3
2
Summer
EEM 608 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators
Prerequisite: EEM 606 and EEM 607 and permission.
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. May be taught concurrently with EEM 598. Cannot receive credit for both EEM 598 and EEM 608.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall
EEM 616 Nature Unfolds
Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in primary grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 516. Cannot receive credit for both EEM 516 and EEM 616.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
EEM 617 Nature Unleashed
Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in intermediate grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 517. Cannot receive credit for both EEM 517 and EEM 617.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
EEM 618 Project Wet, WILD, and Learning Tree
Students will develop skills and knowledge of conservation education using the Projects Wet, WILD, and Learning Tree curriculums, which requires handling specific materials, using technology in science learning, and learning from investigations. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 518. Cannot receive credit for both EEM 518 and EEM 618.
Students will develop foundational field biology skills related to Missouri's aquatic ecosystems in order to teach in a structured educational mode, via an outdoor setting. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 519. Cannot receive credit for both EEM 519 and EEM 619.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
EEM 676 Topical Issues in Education
Prerequisite: permission.
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. Approved recurring course topic: B.E.A.R.S. Seminars. A series of seven 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 of these seminars is required for credit. Participants will receive an "I" grade for the course due 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.1(1-0) F. Variable content course. A maximum of three hours may be used on a degree program. May be taught concurrently with EEM 576. Cannot receive credit for both EEM 576 and EEM 676.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
EEM 720 Introduction to Learner Development and Differences in Gifted and Talented Education
An introduction to gifted education and the models of giftedness, strategies of identification, and facilitation of assessment for placement of children in gifted programs. Examination of resources available to classroom teachers and exploration of the challenges and rewards involved in working with gifted students. Historical and legal aspects of the evolution of gifted education will be explored.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EEM 721 Curriculum Planning, Instruction and Assessment in Gifted and Talented Education I
This course explores curriculum planning, instructional delivery and assessments for gifted and talented students. Understanding and selecting content that promotes higher order cognition and the processes involved in creating contexts for discovery-based learning is examined.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EEM 722 Curriculum Planning, Instruction and Assessment in Gifted and Talented Education II
This course expands the exploration of curriculum planning, instructional delivery, and assessments for gifted and talented students with special emphasis on social-emotional aspects of gifted students.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
EEM 723 Learning Environments and Collaborations in Gifted and Talented Education
This course explores the creation of learning environments conducive to higher-order thought processes, exploration and discovery. Professional collaborative processes; techniques and means of communicating/collaborating with families, content experts/professionals, and other educators in the field of Gifted and Talented education will be examined and practiced.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EEM 796 Problems in Education
Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
EEM 799 Thesis
Prerequisite: ELE 711 and SFR 780 and permission.
May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
Education (EDC) courses
EDC 150 Transitional Pathway: Education
Prerequisite: permission from the Director of Secondary Education or the Professional Education Advisement Center.
This course lays the foundation for a successful transition for Teacher Education transfer students. Topics covered include an introduction to the Missouri State Campus and resources, foundational skill development (i.e., navigating web services, library services, other technology-related services, etc.), academic advising, support groups, and counseling services. In addition, this course will cover professional dispositions, the admittance to teacher education process, and a general overview of education as a profession. The student will complete a practicum in a major content area only if requirements were not previously met in a field experience transfer course. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
0
0
0
Fall, Spring, Summer
EDC 199 Clinical Experiences in Teaching
Prerequisite: approved application to earn academic credit for two (2) years experience as a Teacher's Aide/Assistant, as permitted by DESE Rule 5 CSR 80-805.040; previous or concurrent enrollment in professional education coursework; and permission of instructor.
Conducted teaching activities by students during aiding/assisting experiences, under the direction of the cooperating teacher and permission of a designated school principal, are verified as comparable to and demonstrating similar competencies of those expected by conventional student teachers. Students also participate in professional development activities, determined to be appropriate by the instructor. This course is credited only on BSEd or appropriate master's-level certification programs.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
Fall, Spring
EDC 249 Schooling in America
Prerequisite: 12 hours.
General Education Course (Focus on Public Issues).
Examines the nature and history of schooling in America, the broad social purposes and goals of education, and the crucial role the institution of schooling has and does play in the United States and Missouri with regard to shifting public policy as well as state and federal laws and mandates. Explores social, legal, and political issues as they play out in schools with regard to diversity, racism, sexism, and the effects of social class.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDC 345 Introduction to Multicultural Education and Diversity
Prerequisite: EDC 150 or SEC 302 or CFD 260 or ELE 302 or SPE 310 or KIN 200 or MUS 200 or concurrent enrollment.
An introduction to cultural issues, diversity, and related perspectives in education. Examination of individual differences in ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area in the context of education and society. Development of skills, knowledge, and dispositions related to teaching and learning in varied settings with diverse learners required of all educators to be effective in a global society.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDC 350 School and Society
Prerequisite: admitted to Teacher Education or concurrent enrollment in EDC 150; and PSY 385 or CFD 257 (Elementary Education major) or CFD 160 (Early Childhood Education major) or PSY 360 (Secondary, Middle School, and K-12 majors) or concurrent enrollment.
This course examines the nature and history of schooling in America and the teaching profession, the purposes and goals of education, and educational philosophy. It also explores social, legal, and political issues connected with teaching and learning, diversity, racism, sexism, and the effects of social class on educational success.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EDC 700 Teaching and Learning I: Current Issues and Trends in Education
Prerequisite: bachelor's degree and certification as a classroom teacher.
This course examines educational issues, questions, concerns, and trends teachers face in their schools and daily practices. The impact of national and state policy-making, directions suggested by emerging educational research, and current educational reform efforts will receive particular attention.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5
3
4
Fall
EDC 701 Teaching and Learning II: Diversity, Curriculum and Research
Prerequisite: EDC 700; bachelor's degree and certification as a classroom teacher.
This course engages students with research projects and curriculum ideas designed to strengthen and deepen student learning, with a special emphasis on questions of student diversity. The course helps students to formulate questions and use appropriate research principles to collect, analyze, interpret, and report data in order to evaluate the effectiveness of classroom instruction and educational policies. Students examine different curriculum models and theories and devise instructional practices to meet the needs of all learners.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5
3
4
Spring
EDC 702 Teaching and Learning III: Management and Assessment of Learning
Prerequisite: EDC 700 and EDC 701; bachelor's degree and certification as a classroom teacher.
This course examines the reasons for, benefits of, and limitations of the increasing call for effective and comprehensive assessment practices and helps teachers plan for, construct, use, and analyze a variety of assessment practices. This course also examines various models of and approaches to classroom management and discipline and the relation of management practices to effective learning.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5
3
4
Fall
EDC 703 Teaching and Learning IV: Curriculum Development
Prerequisite: EDC 700 and EDC 701 and EDC 702; bachelor's degree and certification as a classroom teacher.
This course engages students in a careful examination of the curriculum they teach, from district curriculum goals, national curriculum standards, and course- or grade-level goals. The course encourages reflection about instructional practices in light of curriculum goals.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
EDC 704 Teaching and Learning V: Research Seminar
Prerequisite: EDC 700 and EDC 701 and EDC 702; bachelor's degree and certification as a classroom teacher.
An in-depth study related to a research topic identified earlier in the program or curricular project begun as part of a learning team, leading to the guided development and completion of an extensive research paper.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EDC 786 Research Seminar in Education
Prerequisite: SFR 780.
An in-depth study of chosen topic in K-12 education leading to the guided development and completion of an extensive research paper or major creative work.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Fall, Spring
EDC 800 Teacher Leadership I: Contemporary Educational Problems
Prerequisite: bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course examines current educational problems at the macro-social level and how current trends in education ease or exacerbate those problems. These problems include, but are not limited to, the achievement gap, charter schools, socio-economics, homelessness, school funding, race/gender, community-school relationships, the social impact of technology, public school funding, the state of democracy, and so forth.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5
3
4
Fall
EDC 801 Teacher Leadership II: Diversity and Curricular Design
Prerequisite: EDC 800; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course examines diversity and our shrinking global relationships through the lens of various theoretical perspectives (feminist, critical race theory, queer theory, etc.) as the means to critique current curriculum models and construct more culturally response curriculum for 21st century students. Participants will lead in the creation of curriculum that is responsive to their particular students, has a global perspective, and is mindful of ability differences
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5
3
4
Fall
EDC 802 Teacher Leadership III: Building Classroom Climate and Effective Student Assessments
Prerequisite: EDC 800 and EDC 801; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course examines various philosophical bases for creating successful classroom communities and reasonable strategies for assessment student growth. This course also examines the myriad ways that classroom community understandings impact why and how students might be assessed.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5
3
4
Fall
EDC 803 Teacher Leadership IV: Curriculum Theory
Prerequisite: EDC 800 and EDC 801 and EDC 802; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course engages students in a critical examination of curriculum theory as the basis for making curricular decisions. The course encourages reflection about curriculum goals in light of contemporary and historically understood curriculum theory.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
Educational Technology (EDT) courses
EDT 365 Educational Applications of Technology and Media
Prerequisite: CFD 260 or ELE 302 or SEC 302 or SPE 310, or concurrent enrollment for teacher education majors.
Principles and techniques for selection and utilization of computer and video as well as other basic forms of media and technology. The class combines research, instructional design, equipment operation and materials production in lecture and laboratory settings to prepare teachers to be reflective decision makers on proper methods of using technology in teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EDT 520 Technologies in a Contemporary School Setting
Prerequisite: EDT 365; and concurrent enrollment in ELE 500 or MID 425 or SEC 439.
Principles and techniques for integrating current and emerging instructional technology in school settings. Emphasis on building technical competence through inquiry-based methods of exploration and implementation of multi-media and other technologies relevant to today's classroom.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring
EDT 530 Technology Systems Management and Maintenance
This course will include an introduction to computer and peripheral hardware, microcomputer operating systems and education-related software packages, and the management of computers in a classroom or school setting. The management and maintenance of a system of computers is useful in many educational, instructional, communication and media production settings. Educational technology students should be prepared to troubleshoot and resolve basic technology problems that occur in an educational setting. Therefore, a variety of education-specific topics will be presented in this course. May be taught concurrently with EDT 630. Cannot receive credit for both EDT 530 and EDT 630.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
EDT 545 Building Blocks for Coding in an Educational Setting
This course explores systematic approaches that can be used in the classroom to help students develop computational thinking skills through computer coding. To understand how computer coding can support learning, help develop problem solving skills, be an outlet for expression and creativity, and be used to increase motivation and persistence, current research will be explored. This "learn by doing course" will introduce content and pedagogical knowledge related to coding. Students will discover resources and lessons on how to introduce computer coding in the classroom and ways to integrate digital skills to facilitate learning. May be taught concurrently with EDT 645. Cannot receive credit for both EDT 545 and EDT 645.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDT 560 Digital-Age Learning Environments
This course covers the use of educational technology tools to guide the student in systematically developing e-learning instruction. These tools are taught and utilized as individual assignments to maximize learning in e-learning environments and include the topics of usability and accessibility. Students are expected to apply previously learned skills and knowledge including the principles and techniques for integrating current and emerging instructional technology to plan, create, and manage an e-learning project in a real-world context. May be taught concurrently with EDT 660. Cannot receive credit for both EDT 560 and EDT 660.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EDT 562 Educational Applications of Computers for Teaching
Using computers in educational settings, this course includes the investigation of software applications for classroom teaching. Emphasis is placed on the selection of numerous educational technology tools for classroom utilization to enhance student learning. May be taught concurrently with EDT 662. Cannot receive credit for both EDT 562 and EDT 662.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDT 563 Technology Administration and Management
Provides technology specialists, technology coordinators, library media specialists, school administrators and educators with a working knowledge of the administrative processes and concerns of operating an educational technology support facility. The primary focus will be toward leadership, strategic planning, and change management and writing technology plans. The content of this course is primarily structured for educational institutions but could be utilized for instructional and training systems in many types of industrial, religious, medical and corporate organizations that teach and train. May be taught concurrently with EDT 640. Cannot receive credit for both EDT 563 and EDT 640.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
EDT 565 Selection and Utilization of Educational Technology
This course involves the principles and techniques of selecting and utilizing computer technology as well as other basic forms of auditory, visual and tactile instructional media and technologies. These technologies are used in a variety of educational, instructional, informational, and communications settings. Educational research, instructional design skills, equipment operation, and materials production as they relate to teaching strategies are all a part of this course. May be taught concurrently with EDT 665. Cannot receive credit for both EDT 565 and EDT 665.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
EDT 597 Topical Issues in Educational Technology
This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to the field of Educational Technology which may broaden the scope of the Program of Study are covered. May be repeated to a maximum of six hours. May be taught concurrently with EDT 690. Cannot receive credit for both EDT 597 and EDT 690.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
EDT 630 Technology Systems Management and Maintenance
This course will include an introduction to computer and peripheral hardware, microcomputer operating systems and education-related software packages, and the management of computers in a classroom or school setting. The management and maintenance of a system of computers is useful in many educational, instructional, communication and media production settings. Educational technology students should be prepared to troubleshoot and resolve basic technology problems that occur in an educational setting. Therefore, a variety of education-specific topics will be presented in this course. May be taught concurrently with EDT 530. Cannot receive credit for both EDT 530 and EDT 630.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
EDT 640 Technology Administration and Management
This course is designed to provide technology specialists, technology coordinators, library media specialists, school administrators and educators with a working knowledge of the administrative processes and concerns of operating an educational technology support facility. The primary focus will be toward leadership, strategic planning, and change management and writing technology plans. The content of this course is primarily structured for educational institutions but could be utilized for instructional and training systems in many types of industrial, religious, medical and corporate organizations that teach and train. May be taught concurrently with EDT 563. Cannot receive credit for both EDT 563 and EDT 640.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
EDT 645 Building Blocks for Coding in an Educational Setting
This course explores systematic approaches that can be used in the classroom to help students develop computational thinking skills through computer coding. To understand how computer coding can support learning, help develop problem solving skills, be an outlet for expression and creativity, and be used to increase motivation and persistence, current research will be explored. This "learn by doing course" will introduce content and pedagogical knowledge related to coding. Students will discover resources and lessons on how to introduce computer coding in the classroom and ways to integrate digital skills to facilitate learning. May be taught concurrently with EDT 545. Cannot receive credit for both EDT 545 and EDT 645.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDT 660 Digital-Age Learning Environments
This course covers the use of educational technology tools to guide the student in systematically developing e-learning instruction. These tools are taught and utilized as individual assignments to maximize learning in e-learning environments and include the topics of usability and accessibility. Students are expected to apply previously learned skills and knowledge including the principles and techniques for integrating current and emerging instructional technology to plan, create, and manage an e-learning project in a real-world context. May be taught concurrently with EDT 560. Cannot receive credit for both EDT 560 and EDT 660.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
EDT 662 Educational Applications of Computers for Teaching
Using computers in educational settings, this course includes the investigation of software applications for classroom teaching. Emphasis is placed on the selection of numerous educational technology tools for classroom utilization to enhance student learning. May be taught concurrently with EDT 562. Cannot receive credit for both EDT 562 and EDT 662.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDT 665 Selection and Utilization of Educational Technology
This course involves the principles and techniques of selecting and utilizing computer technology as well as other basic forms of auditory, visual and tactile instructional media and technologies. These technologies are used in a variety of educational, instructional, informational, and communications settings. Educational research, instructional design skills, equipment operation, and materials production as they relate to teaching strategies are all a part of this course. May be taught concurrently with EDT 565. Cannot receive credit for both EDT 565 and EDT 665.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
EDT 690 Topical Issues in Educational Technology
This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to the field of Educational Technology which may broaden the scope of the Program of Study are covered. May be repeated to a maximum of six hours. May be taught concurrently with EDT 597. Cannot receive credit for both EDT 597 and EDT 690.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
EDT 696 Continuing Education in Educational Technology
This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to Educational Technology for continuing professional development are covered. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
EDT 761 Online Teaching and Pedagogy
This course provides students interested in online teaching with best practices in distance learning and pedagogical principles associated with the online learning environment. This course engages students in an overview of the theoretical frameworks, along with emerging trends in distance learning. Students will review the instructional design process for online environments. A survey of the relevant research in online education including case studies is evaluated.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
EDT 763 Administration of Educational Technology
This course covers management skills including budgeting, facility design, policies and procedures; selection and utilization, evaluation, assessment and other topics related to coordinating an educational technology program at the building, district, institutional or organizational level.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
EDT 764 Instructional Design
This course covers the analysis and development of instruction for large group, small group, and individual student instruction. The process of planning, development, implementation, and evaluation is emphasized. The course integrates instructional design models with learning theories to create instruction for use in educational and other professional settings.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
EDT 765 Educational Media Production
This course covers principles and techniques of designing and producing advanced forms of media materials in video and other visual formats. There is an emphasis on multimedia that includes computer-generated graphics along with video and audio editing as well as additional production techniques.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Summer
EDT 766 Trends and Practices in Educational Technology
This course explores instructional technology trends and practices being implemented in a variety of learning environments. Participants in this course will experience the practical side of designing a technology-rich curriculum and developing activities with multimedia tools. Additionally, the philosophical side of technology use affecting society and education will also be examined.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDT 767 Educational Technology Practicum
This is a field-experience based course that requires the student to spend a minimum of 20 clock hours in a working environment where educational media technology services and programs are used or developed. The practicum may include: school media services: university programs, development centers in industry, government or medical programs, educational TV studios, computer facilities or other media production venues.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Upon demand
EDT 770 Fundamentals of Computer Networking, Cloud Based Technology, and Internet Safety
This introductory graduate course will provide a foundational understanding of networking, cloud based storage, and internet safety. Learners in this course will gain an understanding of office and business networking, using the cloud for storage and safety, and types of internet attacks that they may face. Students will learn how to evaluate the needs of their organization and come to terms with the vulnerabilities or breaches they could face when implementing new technologies and explore ways to protect their organizations online.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDT 777 Problems in Educational Technology
This is a variable credit course with the amount of credit based on the extent of the work required. An in-depth examination of issues and problems in the field of Educational Technology is researched. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
EDT 797 Research Methods for Educational Technology
This course is a comprehensive introduction to the process of research, including the diverse research methods and designs, and the evaluation of research findings in the field of educational technology with a strong applied focus.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EDT 798 Research Seminar in Educational Technology
Prerequisite: SFR 780.
This course utilizes the Research Proposal created in SFR 780 focused on the field of Educational Technology. Data is collected and analyzed, then research is completed.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EDT 799 Educational Technology Thesis
Prerequisite: SFR 780.
This course utilizes the Thesis Template for the preparation of a thesis in the field of Educational Technology. The thesis will consist of original or creative research accountable to the Thesis Committee review and defense. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3-6
Upon demand
Elementary Education (ELE) courses
ELE 300 Service-Learning in Elementary Education
Prerequisite: EDC 150 and completion of 30 hours; and concurrent registration in an ELE course designated as a service-learning offering.
This service component for an existing course incorporates community service with classroom instruction in Elementary Education to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of an participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the specific course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Upon demand
ELE 302 Introduction to Elementary Education and Clinical/Field Experience
An overview of elementary school organization, management techniques, and personalized teaching styles for use with children including those from various cultural backgrounds and exceptional children who are mainstreamed in regular classrooms. Students will participate in a 30 clock hour field experience at Greenwood Laboratory School and/or area elementary schools. A B grade or better is required in this course to enroll in supervised teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
ELE 400 Elementary Integrated Methods and Practicum
Prerequisite: concurrent enrollment in KIN 400 required when enrolling in ELE 400 for 2 hours; and SPE 310; and concurrent enrollment in ELE 429 and/or ELE 434 and/or ELE 438; and admitted to Teacher Education.
Comprehensive practicum application of techniques and materials for promoting learning in the arts and physical education with language arts, mathematics, science, social studies, in area school classrooms where students will plan, teach, and assess integrated learning opportunities in the elementary core and integrated arts curriculum.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2-3
Upon demand
ELE 410 Teaching and Learning in the Elementary Classroom
Prerequisite: admitted to Teacher Education.
This course introduces approaches to instruction and assessment and supporting learning and motivation theories; physical, social, emotional, and cognitive characteristics of children; methods of designing instruction to meet diverse learner needs; and educator's professional code of ethical conduct. Required first portfolio checkpoint will occur in this course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 425 Methods of Teaching Communication Arts in Elementary Schools
Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in ENG 105 or ENG 110; and 3 hours from the General Education Focus on Written Communication and Integrative and Applied Learning; and admitted to Teacher Education.
Emphasis on instruction and assessment in the teaching of basic English Language Arts skills (writing, speaking and listening) and individualized instruction in English Language Arts for elementary and middle school programs.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 429 Methods of Teaching of Mathematics in Elementary Schools
Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in MTH 320; and C grade or better in MTH 360 or concurrent enrollment; and admitted to Teacher Education.
This course is designed to provide the necessary background and experience for candidates who plan to teach at the elementary or middle school level. The emphasis of this course will enable teacher candidates to learn about current trends and issues, as well as, challenge the candidates' beliefs about teaching mathematics. Issues pertaining to lesson planning and implementation, assessment, integration of appropriate mathematical resources including technology, and fostering the belief that all students learn and more importantly understand mathematics will also be emphasized.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 434 Methods of Teaching Science in Elementary Schools
Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in 8 hours of science (one biology and one physical science); and admitted to Teacher Education.
Recommended Prerequisite: concurrent enrollment in GRY 240. Current issues and approaches in teaching elementary school science to children, including exceptional children who are mainstreamed in regular classrooms.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 438 Methods of Teaching Social Studies in Elementary Schools
Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in HST 121 or HST 122 and in PLS 101; and admitted to Teacher Education.
Emphasis upon teaching social studies, skills generalizations, attitudes, and values and the development and use of appropriate learning materials and evaluation instruments for elementary and middle school programs.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 440 Classroom Management and Assessment in the Elementary Classroom
Prerequisite: concurrent enrollment in ELE 429 and/or ELE 434 and/or ELE 438; and admitted to Teacher Education.
Planning, constructing, using, and analyzing a variety of assessment practices to support reflective decision making in the elementary classroom. Theoretical foundations of current approaches and application of best practices in classroom management including management of time, space, transactions and activities effectively with an emphasis on approaches to prevent and/or manage disruptive behavior. A 30 hour field experience in area school classrooms is required as a part of this course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
1
2
Upon demand
ELE 458 Theory Into Practice
Prerequisite: concurrent enrollment in ELE 495.
Experiences to integrate knowledge of methodology in practical teaching situations. Individual experiences designed to supplement previous coursework will be provided. Professional development plans, placement activities and sources of professional assistance will be examined.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring
ELE 495 Supervised Teaching (Elementary)
Prerequisite: B grade or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching; and concurrent enrollment in ELE 496.
Student observes then teaches under the direction of the cooperating teacher and university supervisor. Students participate in extra-curricular activities and attend both individual and group conferences. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
ELE 496 Supervised Teaching (Elementary)
Prerequisite: concurrent enrollment in ELE 495.
Student observes then teaches under the direction of the cooperating teacher and university supervisor. Student participates in school-related activities and attends both individual and group conferences. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5-6
Fall, Spring
ELE 499 Clinical Experiences in Teaching II
Prerequisite: B grade or better in EDC 199; and admitted to Teacher Education; and B grade or better in all professional education courses; and B grade or better in ELE 429 or ELE 603, and ELE 434 or ELE 604, and ELE 438 or ELE 602, and ELE 500 or ELE 600, and ELE 510 or ELE 605, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in MTH 320 and MTH 360 and HST 121 or HST 122 and PLS 101 and GRY 100 and GRY 240 and 8 hours of science (one biology and one physical science); and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.
This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
Fall, Spring
ELE 500 Current Issues and Applications in Elementary Education
Prerequisite: B grade or better in ELE 425 and ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 510.
Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, multilingual learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 600. Cannot receive credit for both ELE 500 and ELE 600. Public Affairs Capstone Experience course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3-5
Fall, Spring
ELE 501 Home/School/Community Relationships with Elementary Children and their Families
Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 500.
This course is designed to enhance the teacher candidate's collaboration skills and understanding of the relationships between school, colleagues, community, child and family. Emphasis is placed on diverse family dynamics within a pluralistic society including the role family functioning has on the child's total educational experience and children as individual learners.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring
ELE 502 Integrated Arts in Elementary Education Curriculum
Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 500.
Methods and strategies for using the arts as tools for learning in the contemporary regular elementary school classroom which includes children of diverse cultures and abilities. Provides culturally responsive instructional models and materials that meaningfully integrate visual and theatre arts and music as primary modes of communication and insight to enhance teaching and learning.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring
ELE 510 The Reflective Practitioner
Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 500.
Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Requires an intensive field experience in area elementary school. May be taught concurrently with ELE 605. Cannot receive credit for both ELE 605 and ELE 510. Public Affairs Capstone Experience course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 530 Teaching English Language Learners in the Elementary Classroom
Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421.
Focuses on state and federal mandates for educating English language learners in U.S. public schools. Introduces the fundamentals of second language acquisition and instructed academic language learning. Emphasis on current, standards-based approaches to teaching English language learners in the regular elementary classroom through differentiation and sheltered instruction of grade-level content.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring
ELE 600 Current Issues and Applications in Elementary Education
Prerequisite: B grade or better in ELE 429 or ELE 603, and ELE 434 or ELE 604, and ELE 438 or ELE 602, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and concurrent enrollment in ELE 605.
Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, multilingual learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 500. Cannot receive credit for both ELE 500 and ELE 600.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3-5
Fall, Spring
ELE 601 Communication Arts Instruction in the Elementary School
Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office.
Study of the development of language and communication abilities, procedures and instruments for assessing language development, and techniques and materials for promoting development in communication skills for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning. Course limited to certification students only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 602 Social Studies Instruction in the Elementary School
Prerequisite: B grade or better in ELE 410, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in HST 121 or 122, and PLS 101 and GRY 100; and admission to graduate Elementary Education program.
Current issues and approaches in teaching elementary school social studies to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 603 Mathematics Instruction in Elementary Schools
Prerequisite: B grade or better in ELE 410, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in MTH 320 and MTH 360; and admission to graduate Elementary Education program.
Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 604 Science Instruction in the Elementary School
Prerequisite: B grade or better in ELE 410, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in 8 hours of science (one biology and one physical science); and admission to graduate Elementary Education program.
Current issues and approaches in teaching elementary school science to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 605 The Reflective Practitioner
Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and concurrent enrollment in ELE 600.
Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Requires an intensive field experience in area elementary school. May be taught concurrently with ELE 510. Cannot receive credit for both ELE 510 and ELE 605.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
ELE 710 Elementary School Curriculum
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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
ELE 711 Contemporary Issues in Elementary Curriculum
Contemporary issues confronting the modern elementary school; current problems, innovations and proposed changes which affect the total elementary school program. Trends and issues that are developing at the national level.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring, Summer
ELE 713 Advanced Theory and Practice in the Teaching of Communication Arts
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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
ELE 714 Advanced Theory and Practice in the Teaching of Social Studies
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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
ELE 715 Advanced Theory and Practice in the Teaching of Mathematics
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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
ELE 716 Advanced Theory and Practice in the Teaching of Science
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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
ELE 717 Advanced Theory and Practice in the Teaching of Economic Education
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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
ELE 720 Advanced Theory and Practice in Student Assessment and Evaluation
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. Application of knowledge learned throughout course will help students make judicious and reflective decisions while teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
ELE 721 Standards-Based Integrated Curriculum, Learning, and Teaching
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.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
ELE 722 Differentiated Instruction for Early Childhood, Elementary, and Middle School
Materials, methods, and procedures for effective differentiation of instruction and evaluation of students. Planning, selection, construction, use and analysis of a variety of differentiate instructional practices across grade levels and disciplines, paying close attention to elementary and middle school learners. Application of knowledge learned throughout course will help students made judicious and reflective decisions while teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
ELE 725 The Emerging Master Teacher
Prerequisite: minimum GPA of 3.00 in the last 60 hours.
This course is designed to engage students in collective and individual inquiry regarding the "problem space" of teaching and learning. It explores current and historical trends/theories that have shaped teaching practices, curriculum design, and assessments of learning.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
ELE 730 Internship in Number and Operations
Prerequisite: admission to the Elementary Mathematics Specialist program; and two years of elementary or middle school teaching; and concurrent enrollment in MTH 750.
A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachers and parents) on concepts related to numbers and operations in base ten appropriate in K-5 students.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
2
Upon demand
ELE 732 Internship in Rational Numbers and Proportional Thinking
Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching; and concurrently enrollment in MTH 752.
A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachings and parents) on rational number and proportional thinking concepts.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
2
Upon demand
ELE 734 Internship in Algebraic Reasoning
Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching; and concurrently enrollment in MTH 754.
A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teacher and parents) on concepts related to algebraic reasoning appropriate in K-5 students.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
2
Upon demand
ELE 736 Foundations of Mathematical Leadership I for Elementary Mathematics Specialists
Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching.
This introductory course provides opportunities for participants to develop knowledge and understanding of leadership principles and the process of continuous improvement as it relates to the roles and responsibilities of elementary mathematics specialists.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
ELE 737 Foundations of Mathematical Leadership II for Elementary Mathematics Specialists
Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching.
This second leadership course in the Elementary Mathematics Specialists program focuses on research and practice related to teamwork, interaction, communication, conflict resolution, and leadership in K-5 schools. Candidates will also examine effective strategies for influencing and facilitating school/district improvement (e.g., mentoring and observing colleagues, conducting professional development, and making data-informed decisions to improve student learning) collaborating with colleagues and administration. Candidates will focus on mentoring and observing colleagues, conducting professional development, and making data-informed decisions to improve student learning school- and district-wide.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
ELE 738 Internship in Geometry and Measurement
Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching; and concurrent enrollment in MTH 760.
A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachers and parents) on geometry and measurement concepts.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
2
Upon demand
ELE 770 Action Research Proposal Development
Prerequisite: ELE 711; and admitted to the Elementary Education MSED program.
This course integrates key theories, concepts, and principles from previous courses to implement action research in an education environment. This course introduces students to the action research process through critically reading and analyzing research. Students will identify an actual educational problem present in their school or community and engage in the action research cycle with the goal of addressing the identified problem. Students will recognize the value of identifying educational challenges and engage in the praxis of addressing those challenges through the action research process in the school setting. Students will give special attention to issues of equity, access, and cultural diversity when considering research questions, problems of practice, and the conduct of research in the school setting. Action research proposal must be approved by IRB prior to data collection in ELE 772.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
ELE 771 Proposal Development
Prerequisite: currently enrollment in SFR 780.
Development of proposal for seminar paper or thesis. Proposal must be approved prior to data collection. Human subjects review will also be completed.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring, Summer
ELE 772 Research Seminar in Elementary Education
Prerequisite: ELE 711 and SFR 780.
Guided development of a research paper or a creative project.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
1
4
Fall, Spring
ELE 775 Research Study in Elementary Education
Prerequisite: SFR 780; and ELE 711 in which a project has been identified for completion in ELE 772.
Guided development of a research paper or creative project. Individual work with faculty member on developing the proposal for a research study or continued work on a study beyond the duration of ELE 772. Variable content course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Fall, Spring
ELE 803 Curriculum and Assessment in Mathematics Education
Prerequisite: Master's degree in Education, Mathematics Education or related field; ELE 737; and may be taken concurrently with ELE 804.
This course is designed to deepen students understanding of current mathematics curriculum, curriculum alignment with current standards and textbooks, and assessment tools for meeting the diverse needs of students. Students will also learn to develop and provide professional development in various areas of mathematics teaching and how to communicate assessment results to teachers, parents and other constituents.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall (odd-numbered years)
ELE 804 Mathematical Leadership III for Mathematics Specialists
Prerequisite: Master's degree in Education, Mathematics Education or related field; ELE 737; and ELE 803 or concurrent enrollment.
This course focuses on research and practice related to teamwork, coaching, communication, conflict resolution, and more intensive leadership training. It examines effective strategies for influencing and facilitating school/district improvement and includes an embedded practicum.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall (odd-numbered years), Spring (even-numbered years)
ELE 805 Seminar in Mathematics Education
Prerequisite: ELE 803 and ELE 804.
This course is designed to guide students in conducting a research paper or creative project focused on mathematics education.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall (odd-numbered years), Spring (even-numbered years)
Family and Consumer Sciences (FCS) courses
FCS 110 Housing, Environments, and Design
Examines physical, psychological and sociological influences that impact families in various living environments.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
FCS 120 Family Health and Nutrition
Current trends in family health care and home nursing care; practice in the laboratory. Basic concepts of human nutrition which includes carbohydrates, lipids, proteins, vitamins, minerals, absorption, digestion, and energy utilization as they relate to health and food consumption at different states in the life cycle.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
FCS 197 Introductory Topics in Family and Consumer Sciences
Variable content course for introductory concepts in Career and Technical Education. May be repeated to a maximum of six hours when topics change.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
FCS 299 Work Experience
Prerequisite: permission of subject matter faculty member or coordinator.
Students will secure positions in their area of specialization in order to gain work experience. This practicum is usually scheduled between their freshman and sophomore years. Working in a coordinated program the student will be evaluated by both the company supervisor and the practicum coordinator. Besides work experience, the student can be expected to gain in career direction as well as in the application of the principles and practices of their respective specialization. 200 minimum work hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Fall, Spring
FCS 300 Special Topics in Family and Consumer Sciences
Selected topics of contemporary interest in Career and Technical Education, offered when resources and demand allow. Variable content course. May be repeated to a maximum of six hours when topics change.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
FCS 301 Textiles, Apparel, and Fashion
Textiles and apparel course for teachers of Career and Technical Education. Study of textiles used in apparel, selection and care of apparel, apparel construction techniques, and cultural, aesthetic, historical, legal and environmental aspects of textiles, apparel and fashion.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
1
4
Spring
FCS 302 Family and Consumer Sciences Study Tour
Study of mills, factories, stores, hospitals, laboratories, hospitality facilities, museums, design studios, historic sites, and/or trade markets, and not-for-profit agencies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-4
Upon demand
FCS 303 Service-Learning in Family and Consumer Sciences
Prerequisite: 30 hours and concurrent registration in a designated service-learning offering within one of the major areas of study in Career and Technical Education.
A service learning course incorporates a community service experience with classroom instruction to provide an integrative learning experience which addresses the practice of citizenship and promotes an awareness of and participation in public affairs/service. Requires 40 hours of service to a community organization, agency, or public service provider. The community service placement and assignment will vary, depending on the specialization area and learning objectives. A list of approved placements will be available from the instructor and the Citizenship and Service-Learning Office. Students are required to participate in a service-learning training session(s) prior to beginning their service placement. May be repeated.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
FCS 335 Presentation Techniques
Prerequisite: COM 115 and 60 hours.
Planning and presenting techniques for teaching in the classroom, business, industry, or extension settings. A focus on professional presentation strategies incorporating the use of multimedia technology.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
FCS 373 Family Economics
Recommended Prerequisite: ECO 155. Family as a consumer unit, its financial well-being and interrelationship with the market and the economy.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
FCS 400 Problems in Family and Consumer Sciences
Independent study for those who wish additional work in specific subject areas.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
FCS 472 Resource Management Theory and Practicum
Prerequisite: CFD 163 and FCS 373.
Study of family and individual resource management concepts and application of resource management principles and techniques with emphasis on group dynamics and problem solving. Public Affairs Capstone Experience course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall
FCS 477 Seminar in Home Management and Family Economics
Prerequisite: senior standing and major in Family and Consumer Science BSEd program.
Readings, discussion and analysis of trends and developments in home management and family economics.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
2
Spring
FCS 493 Supervised Teaching (Family and Consumer Sciences)
Prerequisite: completion of all methods courses in Career and Technical Education; and C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching; and concurrent enrollment in FCS 494.
Student observes then teaches career and technical education classes under the direction of the cooperating teacher and the university supervisor. Student participates in school-related activities appropriate to the assignment and attends all required meetings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
FCS 494 Supervised Teaching (Family and Consumer Sciences)
Prerequisite: concurrent enrollment in FCS 493.
Student observes then teaches under the direction of the cooperating teacher and the university supervisor. Student participates in school-related activities appropriate to the assignment and attends all required meetings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
FCS 498 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and admitted to Teacher Education; and C grade or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.
This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
Fall, Spring
FCS 499 Internship in Family and Consumer Sciences
Prerequisite: EDC 199; and admitted to Teacher Education; and C grade or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.
This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, FCS 498, ECE 499, ELE 499, ENG 434, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
Fall, Spring
FCS 500 Issues in Family and Consumer Sciences
Prerequisite: senior standing.
Advanced inquiry into specialized areas of study in Career and Technical Education such as: Blended Families, Historic Building Preservation, Textile Conservation, Preservation Techniques, Advanced Culinary Techniques, and International Trends in Hospitality. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with FCS 600. Cannot receive credit for both FCS 500 and FCS 600.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
FCS 502 Study Tour
Prerequisite: junior or senior standing.
Study of and/or visits to mills, factories, stores, museums, hospitals, laboratories, design studios and/or trade markets. May be taught concurrently with FCS 602. Cannot receive credit for both FCS 502 and FCS 602.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
FCS 507 Student Organizations in Family and Consumer Sciences
Prerequisite: FCS 335; and concurrent enrollment in FCS 512.
Methods of organizing student groups in Career and Technical Education programs, techniques of working with students in individual and group projects; leadership training. May be taught concurrently with FCS 607. Cannot receive credit for both FCS 507 and FCS 607.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall
FCS 512 Teaching Family and Consumer Sciences
Prerequisite: FCS 335 and EDC 350; and concurrent enrollment in FCS 507; and admitted to Teacher Education.
An overview of the philosophy and history of Career and Technical Education; includes curriculum building with emphasis on critical thinking and reflective decision-making, problem-based learning, and the development of authentic assessments. Includes the planning of lessons, units, and development of teaching materials in the career and technical education discipline and practice implementation of such lessons. Completion of checkpoint II for the Professional Portfolio is a component of this course. Credited only on BSEd Family and Consumer Sciences major. Cannot be taken Pass/Not Pass. May be taught concurrently with FCS 612. Cannot receive credit for both FCS 512 and FCS 612.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall
FCS 515 Organization of Family and Consumer Sciences Programs
Prerequisite: FCS 507 and FCS 512; and admitted to Teacher Education.
Investigation of the organization and administration of Career and Technical Education programs; identification of types of programs; program planning, program evaluation and career counseling with emphasis on critical thinking and reflective decision-making. Credited only on BSEd Family and Consumer Sciences major. Cannot not be taken Pass/Not Pass. May be taught concurrently with FCS 615. Cannot receive credit for both FCS 515 and FCS 615.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Spring
FCS 600 Issues in Family and Consumer Sciences
Advanced inquiry into specialized areas of study in Career and Technical Education such as: Blended Families, Historic Building Preservation, Textile Conservation, Preservation Techniques, Advanced Culinary Techniques, and International Trends in Hospitality. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with FCS 500. Cannot receive credit for both FCS 500 and FCS 600.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
FCS 602 Study Tour
Study of and/or visits to mills, factories, stores, museums, hospitals, laboratories, design studios and/or trade markets. May be taught concurrently with FCS 502. Cannot receive credit for both FCS 502 and FCS 602.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
FCS 607 Student Organizations in Family and Consumer Sciences
Prerequisite: concurrent enrollment in FCS 612.
Methods of organizing student groups in Career and Technical Education programs, techniques of working with students in individual and group projects; leadership training. May be taught concurrently with FCS 507. Cannot receive credit for both FCS 507 and FCS 607.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall
FCS 612 Teaching Family and Consumer Sciences
Prerequisite: concurrent enrollment in FCS 607.
An overview of the philosophy and history of career and technical education; includes curriculum building with emphasis on critical thinking and reflective decision-making, problem-based learning, and the development of authentic assessments. Includes the planning of lessons, units, and development of teaching materials in the career and technical education discipline and practice implementation of such lessons. Completion of checkpoint II for the Professional Portfolio is a component of this course. A C grade or better is required in this course. May be taught concurrently with FCS 512. May be receive credit for both FCS 512 and FCS 612.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall
FCS 615 Organization of Family and Consumer Sciences Programs
Prerequisite: FCS 607 and FCS 612.
Investigation of the organization and administration of Career and Technical Education programs; identification of types of programs; program planning, program evaluation and career counseling with emphasis on critical thinking and reflective decision-making. May be taught concurrently with FCS 515. Cannot receive credit for both FCS 515 and FCS 615.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Spring
FCS 701 Supervision of Student Teachers in Family and Consumer Sciences
Prerequisite: teaching experience in Career and Technical Education; and permission.
Experiences in creating an environment that will encourage career and technical education student teachers to realize their potentials and gain competence in teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
FCS 715 Child and Family Development Instruction in the Middle and High School
Current issues and approaches in teaching child and family development at the middle and high school levels. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
FCS 720 Advanced Curriculum Development for Family and Consumer Sciences Programs
Analysis of programs, methods, materials, and activities appropriate for Career and Technical Education programs. Emphasis will be on developing and/or selecting strategies for a variety of programs such as middle school, high school, ProStart, HTMP, Early Childhood.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
FCS 725 Career and Technical Education Leadership
Advanced inquiry into career and technical education as a teacher leader. Emphasis will be on developing and/or selecting strategies for a variety of programs such as FCCLA, SkillsUSA, AFCS.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
FCS 795 Advanced Technical Practice
Prerequisite: permission.
Work in CAD, EDI, Child Life, mental health, hospitality, clinical hospitals, schools, manufacturing, retailing, and/or other settings. Ninety clock hours required.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
Upon demand
FCS 796 Practicum
Prerequisite: permission.
The assumption of responsibilities at an approved practicum site under the direction of a professor and practicum site supervisor.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
0
8
Upon demand
Middle School Education (MID) courses
MID 400 Philosophy, Curriculum, and Organization of Middle School Education
Prerequisite: B grade or better in SEC 302 or PEU 015.
This course provides an overview of middle level education philosophy, curriculum planning and development and organization. Emphasis is on cognitive, behavioral, and affective needs of middle level students, interdisciplinary teaching, team teaching, and intervention strategies. Course can be taken concurrently with EDC 150.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
MID 421 Philosophy and Organization of Middle School Education
Prerequisite: admitted to Teacher Education.
An overview of the philosophy, organization and curriculum of the middle school with emphasis upon teaching methods appropriate for use with students in late childhood and early adolescence. Strategies for advisory, study skills, and transition programs.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
MID 425 Middle School Curriculum and Instruction
Prerequisite: B grade or better in MID 400; and admission to Teacher Education.
This course will apply principles and components of middle school curriculum to the development of lesson plans. Emphasis will be on developmentally and culturally responsive strategies, including differentiation, and formative and summative assessments. The course requires a 15 hour practicum.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring, Summer
MID 439 Middle School Instructional Strategies and Field Experience
Prerequisite: B grade or better in MID 425; and admission to Teacher Education.
This course will provide pre-service teachers with a review of best practices in instructional strategies and classroom management techniques to facilitate practicum and student-teaching experiences. The course requires a 45-hour practicum in an area middle school in which a lesson will be taught in the preservice teachers' content area and a formal observation will be conducted by university faculty/staff.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
MID 493 Supervised Teaching (Middle School)
Prerequisite: B grade or better in of all professional education courses; and approval for supervised teaching; and concurrent enrollment in MID 494.
The student observes and then teaches under the direction of the cooperating teacher and university supervisor. Student participates in exploratory activities and attends individual and group conferences, and team meetings. Students must obtain professional liability insurance and attempt to pass the Missouri Content Area Assessment before being placed as a supervised teacher. Public Affairs Capstone Experience course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
MID 494 Supervised Teaching (Middle School)
Prerequisite: concurrent enrollment in MID 493.
Student observes then teaches under the direction of the cooperating teacher and university supervisor. Student participates in extra-curricular, co-curricular, and exploratory activities and attends both individual and group conferences. Public Affairs Capstone Experience course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
Fall, Spring
MID 499 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and admitted to Teacher Education; and C grade or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.
This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
Fall, Spring
MID 725 Advanced Theory and Practice in the Teaching of Early Adolescents
Materials, methods, and procedures for designing developmentally appropriate learning experiences for early adolescents; current trends and issues in the field.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
MID 810 Foundations of Middle Level Education
An examination of educational programs most appropriate for students in late childhood and early adolescence with emphasis upon the philosophy, curriculum, instruction, and middle grades education.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
Reading (RDG) courses
Secondary Education (SEC) courses
SEC 300 Clinical and Field Experiences in Secondary Education
Prerequisite: SFR 250; and earned a composition score or superscore of 20 or better on the ACT or attempted Missouri State Board of Education entry examination; and concurrent enrollment in SEC 301.
Students enrolled attend a weekly clinical and/or discussion session on campus and participate in field experiences at the Greenwood Laboratory School and/or area secondary schools. Cannot be taken Pass/Not Pass.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Upon demand
SEC 301 Introduction to Teaching in the Secondary School
Prerequisite: SFR 250; and earned a composition score or superscore of 20 or better on the ACT or attempted Missouri State Board of Education entry examination; and concurrent enrollment in SEC 300.
Principles and objectives of secondary education; methods of meeting the diverse educational needs of today's secondary students; techniques of teaching; unit construction and daily planning. Required first portfolio checkpoint will occur in this course. Cannot be taken Pass/Not Pass.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SEC 302 General Methods of Instruction in the Middle and Secondary Schools
Prerequisite: 30 hours.
Principles and objectives of secondary education; methods of meeting the diverse educational needs of today's middle and secondary students; techniques of teaching; unit construction and daily planning. Students participate in a 30 hour field experience at the Greenwood Laboratory School and/or area middle or secondary schools. Cannot be taken Pass/Not Pass.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
SEC 439 Instructional Strategies in Career and Technical Education
Prerequisite: SEC 526 and SEC 527; and admitted to Teacher Education or instructor approval.
This course will provide opportunities for supervised, direct involvement in the public school setting at the secondary level. Preservice teachers will learn and implement instructional strategies including facilitation of student learning and managing the learning environment in order to provide effective instruction for CTE. This course includes 45 hours of practicum experience. A lesson will be taught, and a formal observation will be conducted by university faculty/staff at local/area secondary schools.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
SEC 493 Supervised Teaching (Secondary)
Prerequisite: completion of all method courses in chosen content area; and a B grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching; and concurrent enrollment in SEC 494.
Student observes, then teaches under the direction of the cooperating teacher and the university supervisor. Student participates in school-related activities appropriate to the assignment and attends all required meetings.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5-6
Fall, Spring
SEC 494 Supervised Teaching (Secondary)
Prerequisite: concurrent enrollment in SEC 493; and a B grade or better in all professional education courses.
Student observes, then teaches under the direction of the cooperating teacher and the university supervisor. Student participates in school-related activities appropriate to the assignment and attends all required meetings.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
5-6
Fall, Spring
SEC 495 Theory into Practice: Applications Workshop
Prerequisite: completion of all method courses in chosen content area; and a C grade or better in all professional education courses; approval for supervised teaching; and concurrent enrollment in SEC 493 or other supervised teaching course.
Students enroll in workshops, offered during the supervised teaching semester, that help student teachers with particularly important and difficult tasks involving such things as how to work with diverse student populations, how to apply effective reading strategies, and how to manage students in the classroom. Additional aspects of teaching unique to particular subject matter areas will also be explored.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Fall, Spring
SEC 499 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and admitted to Teacher Education; and C grade or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.
This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
Fall, Spring
SEC 522 Philosophy of Vocational Business Education
Philosophical foundations of vocational education; philosophies of Vocational Business Education in a contemporary school setting; including assessing specific program needs as determined from occupational surveys and other demographic data, and evaluating the overall effectiveness of the program on manpower needs in a given labor market area.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SEC 526 Curriculum in Career and Technical Education
Investigation of various types of CTE curriculum including fundamental concepts in CTE for implementing effective programs. May be taught concurrently with SEC 626. Cannot receive credit for both SEC 526 and SEC 626.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SEC 527 Teaching and Learning in Career and Technical Education
Methods, techniques, assessment, and current issues and trends in CTE.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SEC 528 Measurement and Evaluation of Vocational Education Programs
Assessing specific program needs as determined from occupational surveys and other demographic data; follow-up techniques to evaluate the overall effectiveness of the program on manpower needs in a given labor market area. Identical with AGV 528. May be repeated to a maximum of three hours. May be taught concurrently with SEC 628. Cannot receive credit for both SEC 528 and SEC 628.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SEC 622 Philosophy of Vocational Education
Philosophical foundations of vocational education; philosophies of vocational education in contemporary school. Identical with AGV 622. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SEC 626 Curriculum in Career and Technical Education
Investigation of various types of CTE curriculum including fundamental concepts of CTE for implementing effective programs. May be taught concurrently with SEC 526. Cannot receive credit for both SEC 526 and SEC 626.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SEC 627 Teaching Adults in Vocational Education
Rise of the adult education movement; learning abilities, educational interests and vocational needs of adults; problems and procedures in organizing and operating adult education programs; relationship of adult education to public school education. Identical with AGV 627 and AGE 608. Cannot receive credit for SEC 627 and AGV 627 and AGE 608.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SEC 628 Measurement and Evaluation of Vocational Education Programs
Assessing specific program needs as determined from occupational surveys and other demographic data; follow-up techniques to evaluate the overall effectiveness of the program on manpower needs in a given labor market area. Identical with AGV 628. May be repeated to a maximum of three hours. May be taught concurrently with SEC 528. Cannot receive credit for both SEC 528 and SEC 628.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SEC 701 Secondary School Curriculum
Foundation course in the development and organization of the secondary school curriculum.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SEC 703 Seminar in Current Trends in Teaching English
Prerequisite: ENG 405.
For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SEC 704 Seminar in Current Trends in Teaching Social Studies
Prerequisite: HST 418.
For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SEC 705 Curriculum Construction in Business Education
Objectives and interrelationships of business education courses and programs. Development of curricular materials and evaluative devices. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SEC 706 Seminar in Current Trends in Teaching Business Education
For experienced teachers of business education in grades 9-12; research and recent developments in teaching business education.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SEC 707 Seminar in Current Trends in Teaching Mathematics
Prerequisite: MTH 409.
For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall
SEC 708 Seminar in Current Trends in the Teaching of Biology
Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SEC 783 Internship in Teaching I
Prerequisite: SFR 751 or MID 725; complete appropriate background check and obtain current professional liability insurance.
A site-based clinical experience. Students will observe the operations of a school, serve as teacher aides and administrative aides in the school; and work closely with school and community service organizations. Students will also complete an on-going seminar through online or literature based delivery systems. Students will implement an initial Teacher Work Sample in a classroom under the supervision of a cooperating teacher.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
1
4
Fall
SEC 784 Internship in Teaching II
Prerequisite: SEC 783; acceptance into the Master of Arts in Teaching program; and a passing score on the Missouri Content Assessment(s) (MoCA).
A semester-based supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6-12
Spring
SEC 785 Internship in Teaching III
Prerequisite: SEC 783 and SEC 784.
Students will complete a professional preparation portfolio. The professional portfolio will be evaluated by instructors in order to determine how well the candidate demonstrated understanding of DESE content standards and MoSPE standards.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Upon demand
Secondary Education, Foundations and Education Research (SFR) courses
SFR 250 Foundations of American Education
Prerequisite: 30 hours.
This course introduces education majors to the departments. Knowledge Base with its emphasis on teachers as reflective decision-makers. It examines both the nature and history of the teaching profession, K-12 school orientation, and educational theories. It also explores sociocultural, political, and legal issues in American education.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SFR 305 Field Experiences in Education
Student attends scheduled discussion sessions on campus and participates in field experiences at Greenwood Laboratory School and/or area schools. Designed for transfer students who have partially completed the field experiences requirement and students working on a certification which requires a second field experience. 1(0-2) or
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Fall, Spring
SFR 351 Philosophical Problems of Education
Prerequisite: admitted to Teacher Education.
Introduction to educational problems involving language, logic, ethics, theory of knowledge, and theory of action, as they apply to school problems of pedagogy, curriculum, and policy. Contemporary and historical treatments of the problems.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 353 History of Educational Thought
Prerequisite: admitted to Teacher Education.
The history of major educational ideas and their relationships to contemporary educational theories and practices.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 354 Social and Philosophical Foundations of American Education
Prerequisite: admitted to Teacher Education.
The roles and functions of the school in the social and philosophical context of American culture. Attention to cultural diversity and its effects upon the school and the learner.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 396 Student Assessment and Evaluation
Prerequisite: admitted to Teacher Education.
Planning, constructing, using, and analyzing a variety of assessment practices to enable preservice teachers to make reflective decisions in the classroom.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 399 Problems in Education
Independent research conducted on topics relevant to the field of education. The student and instructor mutually agree upon the direction and extent of the project. Credited only on the BSEd degree. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SFR 442 Techniques of Classroom Management
Prerequisite: admitted to Teacher Education.
Emphasis on prevention of behavior problems. The study of theoretical approaches to handling disruptive behavior in the classroom. Application of theory to simulated classroom situations. Includes assistance in teaching students with handicaps and/or from different cultural backgrounds.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 444 Approaches to Individualizing Education
Prerequisite: admitted to Teacher Education.
Analyzing the academic interest, levels, and learning styles of the student. Methods of developing individual programs, self-instructional packages, and learning aids. Introduction to prepared materials and other technology to enable the teacher to individualize instruction.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 482 Teacher Relationships with the School of Society
Prerequisite: admitted to Teacher Education.
Professional responsibilities and roles of the teacher in relationships with students, staff, and community; job procurement and interview skills, teaching as a career and profession.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 486 Management and Assessment in the Middle and Secondary Classroom
Prerequisite: admission to Teacher Education or concurrent enrollment in EDC 150; and PSY 360 or equivalent competencies.
Planning, constructing, using, and analyzing a variety of assessment practices and understanding uses of standardized testing in education. Covers adolescent social behavior, management theory and strategies that promote effective learning and development while minimizing disruptive behavior. Application of theory to classroom practice and everyday situations. Identical with PSY 486. Cannot receive credit for both SFR 486 and PSY 486.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SFR 521 Techniques for Teaching Adults
Prerequisite: admitted to Teacher Education.
A survey of the principles, objectives and trends in instructional techniques for adult education. May be taught concurrently with SFR 621. Cannot receive credit for both SFR 521 and SFR 621.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SFR 547 Guidance and Interpersonal Relationships in the Classroom
Prerequisite: admitted to Teacher Education.
Appropriate classroom communication and interpersonal skills. Emphasis on the relationship between self concept development and achievement in a diverse student population. May be taught concurrently with SFR 647. Cannot receive credit for both SFR 547 and SFR 647.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 576 Topical Issues in Education
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. A maximum of 3 hours may be used on a degree program. Variable Content Course. May be taught concurrently with SFR 676. Cannot receive credit for both SFR 576 and SFR 676.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
SFR 581 Law and the Classroom Teacher
Prerequisite: admitted to Teacher Education.
Rights and responsibilities of classroom teachers as determined by the legal structure created by state and federal constitutions, legislative actions, and judicial decisions. Implications of legal foundations for teachers relative to ethics, relationships with students, colleagues, minority groups, professional organizations, and others. May be taught concurrently with SFR 681. Cannot receive credit for both SFR 581 and SFR 681.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 583 Contemporary Issues in Education
Prerequisite: admitted to Teacher Education.
In-depth analysis of selected issues currently generating great interest and controversy in American education. Attention to the effects of the issues on the teaching profession, curriculum, instruction, and school personnel. May be taught concurrently with SFR 682. Cannot receive credit for both SFR 583 and SFR 682.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 595 Applications of Educational Measurement
Prerequisite: admitted to Teacher Education.
Using the results of testing in schools. The role, advantages, and limitations of evaluative instruments and techniques in educational decision making. May be taught concurrently with SFR 695. Cannot receive credit for both SFR 595 and SFR 695.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 621 Techniques for Teaching Adults
A survey of the principles, objectives and trends in instructional techniques for adult education. May be taught concurrently with SFR 521. Cannot receive credit for both SFR 521 and SFR 621.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SFR 647 Guidance and Interpersonal Relationships in the Classroom
Appropriate classroom communication and interpersonal skills. Emphasis on the relationship between self concept development and achievement in a diverse student population. May be taught concurrently with SFR 547. Cannot receive credit for both SFR 547 and SFR 647.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 676 Topical Issues in Education
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. A maximum of 3 hours may be used on a degree program. Variable Content Course. May be taught concurrently with SFR 576. Cannot receive credit for both SFR 576 and SFR 676.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
SFR 681 Law and the Classroom Teacher
Prerequisite: Teacher Certification students must be admitted to Teacher Education.
Rights and responsibilities of classroom teachers as determined by the legal structure created by state and federal constitutions, legislative actions, and judicial decisions. Implications of legal foundations for teachers relative to ethics, relationships with students, colleagues, minority groups, professional organizations, and others. May be taught concurrently with SFR 581. Cannot receive credit for both SFR 581 and SFR 681.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 682 Contemporary Issues in Education
Prerequisite: Teacher Certification students must be admitted to Teacher Education.
In-depth analysis of selected issues currently generating great interest and controversy in American education. Attention to the effects of the issues on the teaching profession, curriculum, instruction, and school personnel. May be taught concurrently with SFR 583. Cannot receive credit for both SFR 583 and SFR 682.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 695 Applications of Educational Measurement
Prerequisite: Teacher Certification students must be admitted to Teacher Education.
Using the results of testing in schools. The role, advantages, and limitations of evaluative instruments and techniques in educational decision making. May be taught concurrently with SFR 595. Cannot receive credit for both SFR 595 and SFR 695.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 698 College Teaching Practicum
Prerequisite: permission of the coordinator of the College Teaching Graduate Certificate.
This is a field experience-based course that requires the student to spend a minimum of 20 clock hours in a college teaching environment where students observe, teach, and/or participate in professional activities in college teaching under the direction of a cooperating supervisor/faculty. Students will demonstrate effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
1
Fall, Spring, Summer
SFR 709 Individualizing Instruction
Training in various procedures for individualizing instruction at all grade levels.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SFR 711 Principles and Organization of Student Activities
Acquaints teachers and administrators with problems and procedures involved in the organizations and supervision of student activities.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 723 Organization and Administration of Adult Education
Theory and practice relating to the organization, administration, and supervision of adult education. Emphasis will be placed upon adult education programs in the public school and the junior-community college.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SFR 724 Organization and Administration of Vocational Education
Problems, procedures and local, state and federal relationships in organization and administration of vocational education in the contemporary school. Identical with AGV 724. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SFR 730 Curriculum Construction in the School
Traditional, humanistic, and behavioristic approaches to advanced curriculum development in the school.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 750 Philosophies of Education
This course provides students with fundamental knowledge in such areas as the philosophy and history of education, education law and policy derived from educational philosophies, the political nature of educational policy, and broader philosophical and sociocultural issues impacting school and its relationship to society.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Summer
SFR 751 Introduction to Teaching and Learning
The purpose of this course is to develop deep understandings and skills pertaining to teaching and the procedures, methods, curriculum design, classroom management, and foundations - those fundamental pedagogical skills - required to be a practicing teacher. Candidates will be introduced to the electronic portfolio. Electronic portfolio checkpoint one will occur in this course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Summer
SFR 753 Comparative Educational Systems
Comparative analysis of major ideas and institutions of selected international systems of education. Comparisons between international systems of education and systems dominant in America.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 780 Educational Research Methodology
Survey of research methods used in education; research design and evaluation; problems of interpretation and application; development of a formal research proposal.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SFR 781 Applied Educational Research
Introduction to research methodologies utilized in educational research to include an exploration of qualitative, quantitative, and mixed methods research. Students will learn to examine, evaluate, synthesize, and apply research in their professional work. This course focuses on research to inform and improve upon an educator's pedagogical skills, the work of the school, and to meet the needs of students and community.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SFR 791 Educational Workshop
Workshop to upgrade understandings and skills, concerned with the improvement of secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of nine hours. Thirty clock hours equal one credit hour.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-9
Upon demand
SFR 792 Supervision of Student Teachers
Prerequisite: valid elementary or secondary teaching certificate.
For public school teachers cooperating in college student-teaching programs; organizing and directing work of the student teacher.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SFR 793 Qualitative Research Methods
This course is focused on qualitative methods in the social sciences and specifically in educational research, including educational action research. Depending on prior research work, students will plan, implement, or further a qualitative or action research study. Students will learn firsthand about collecting and analyzing qualitative data, developing theories, and writing up the results. Students will also explore the role of educational action research in professional development, in improving classroom practices, and in developing school policy.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SFR 794 Research Practicum
Prerequisite: SFR 780.
Conducting research projects with schools and other educational agencies. Students will be engaged in articulating research problems, reviewing literature, collecting and analyzing data, and presenting results.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SFR 796 Problems in Education
Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SFR 797 Advanced Studies in Teaching and Learning
Prerequisite: admitted to the Master of Arts in Teaching program.
The purpose of this course is to develop deep understandings and skills regarding secondary teaching, procedures, methods, curriculum, supervision, administration and foundations. Candidates will be introduced to the electronic portfolio. Portfolio checkpoint one will occur in this course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
9
Upon demand
SFR 799 Thesis
Prerequisite: SFR 780.
Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
SFR 858 Current Issues Affecting Education
This multi-disciplinary mini-course is composed of selected topics of current interest to all school personnel. Opportunities are provided for object examination of highly volatile controversies surrounding education. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SFR 890 Field Research and Evaluation
Specifically designed to give each student the prerequisite skills and competencies necessary for completion of field study research project(s) as well as preparation for conducting on-the-job institutional research.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
Special Education (SPE) courses
SPE 300 Service-Learning in Special Education
Prerequisite: 30 hours and concurrent registration in SPE 310 or SPE 340 or SPE 715.
This service component for an existing course incorporates community service with classroom instruction in Special Education to provide an integrated learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
SPE 301 Conceptually Accurate Signed English I
Gain beginner level skill in sign language and fingerspelling through Manually Coded English. Development of a general knowledge base including the history of sign language and the spectrum of sign options available. May be taught concurrently with SPE 630. Cannot receive credit for both SPE 301 and SPE 630.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SPE 302 Conceptually Accurate Signed English II
Prerequisite: SPE 301.
Emphasis on the expansion of Manually Coded English sign language skills through the use of conversation and the increased development of vocabulary. May be taught concurrently with SPE 631. Cannot receive credit for both SPE 302 and SPE 631.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SPE 306 Integrating the Arts for Students with Disabilities
Prerequisite: SPE 310 and SPE 320 and SPE 345 and SPE 346; concurrent enrollment with SPE 519 or SPE 521 or SPE 619 or SPE 621 required.
Focuses on integration of five primary art forms (i.e., literature, music, drama, movement, and art) into the content area curriculum. Emphasis will be upon the five primary art forms, how they relate to and enhance one another, and how they facilitate children's learning within the core subject areas. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology and appropriate modifications/ accommodations useful in making the arts accessible to students with disabilities. A series of five workshops will explore the theory, methodology, and activities for integrating the arts into the daily routine of the classroom. Field experiences are a part of the course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring
SPE 310 Introduction to Special Education
Prerequisite: 30 hours.
Focuses on the special education process as mandated by state and federal guidelines. Legislation, litigation, and service options pertaining to diverse populations will be stressed including those with disabilities, culturally diverse, and gifted. Emphasis will be placed on current issues in the field of special education. Special Education majors will complete required first Transition Point in this course, including posting of initial Teacher Education Contract and Contact Information.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SPE 311 Introduction to American Sign Language (ASL)
A beginning level course in American Sign Language. Students will gain information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 636. Cannot receive credit for both SPE 311 and SPE 636.
An advanced beginning level course in American Sign Language. Students will gain more complex introductory information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 637. Cannot receive credit for both SPE 312 and SPE 637.
An intermediate level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 638. Cannot receive credit for both SPE 313 and SPE 638.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 314 American Sign Language (ASL) IV
Prerequisite: SPE 313.
An advanced level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 639. Cannot receive credit for both SPE 314 and SPE 639.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 320 Introduction to Teaching Cross Categorical Special Education
Prerequisite: SPE 310; and admission to Teacher Education.
Focuses on students served in cross categorical special education settings as well as low incidence populations. Emphasis will be placed on theoretical perspectives, etiology, characteristics, and historical aspects pertaining to individuals with mental retardation/intellectual disabilities, developmental disabilities, behavior disorders/emotional disturbance, and learning disabilities. Introduction to lesson planning and development of individual education plans will be included.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 322 Introduction to Teaching Cross-Categorical Special Education-Practicum
Prerequisite: admission to Teacher Education; cleared background check; and concurrent enrollment in SPE 320.
This practicum will provide students with opportunities to complete an introductory field experience involving K-12 cross-categorical special education services for children and youth with mild/moderate disabilities (i.e., learning disabilities, intellectual disabilities; developmental disabilities, emotional/behavioral disorders, and physical and other health impairments. Students are required to complete a minimum of 15 hours on-site in a cross-categorical special education setting.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
2
Fall, Spring
SPE 340 Educational Alternative for Exceptional Students
Prerequisite: 30 hours.
Provides an overview of characteristics and identification criteria for individuals with disabilities and gifted. Legislation and process pertaining to special education will be addressed along with a focus on teaching individuals with diversity in the elementary, middle, and secondary educational setting. Cannot be substituted for SPE 310 core requirement in the Special Education major or minor.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall, Spring
SPE 345 Educational Evaluation of Exceptional Students
Prerequisite: SPE 310; and concurrent enrollment in SPE 346; and admitted to Teacher Education.
Focuses on mastery of psychometric principles as well as diagnostic and prescriptive teaching from performance based data. Federal and state process guidelines pertaining to multidisciplinary evaluation will be addressed. Emphasis will be placed on assessment of diverse individuals including those with disabilities, cultural, ethnic, and language differences. Content will address norm-referenced and curriculum-based assessment procedures, including curriculum-based measurement.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
4
0
Fall, Spring
SPE 346 Educational Evaluation of Exceptional Students Lab
Prerequisite: SPE 310; and concurrent enrollment in SPE 345; and admitted to Teacher Education.
Students will apply course content presented in SPE 345 through field based and lab activities including administration and scoring of standardized assessment instruments, development of alternative assessments, data analysis, and report writing. Lab experiences will be designed to meet specific competencies in either Early Childhood Special Education or Special Education K-12.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Fall, Spring
SPE 450 Methods of Teaching Mathematics to Exceptional Individuals
Prerequisite: SPE 345 and SPE 346 and MTH 320 and admitted to Teacher Education.
The focus of the course will include accommodating individual differences and diversifying instruction in the area of mathematics. Students will develop performance based assessment procedures, conduct error analyses, and apply mathematics skills in program planning for the diverse learner. Cannot receive credit for both SPE 450 and SPE 717.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 460 Curriculum Materials for Exceptional Students
Prerequisite: SPE 310 and admitted to Teacher Education.
This course examines curriculum materials for use with exceptional students in various remedial areas. Students will develop skills to analyze, select, utilize, and evaluate instructional guides and materials.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
1
2
Spring
SPE 480 Problems in Special Education
Prerequisite: permission of instructor.
The student in consultation with the advisor or teacher selects a topic in special education for in-depth study and/or special investigation. Variable content course. Number of class hours determined by semester hours of credit. May be repeated to a maximum of five hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
SPE 491 Practicum-Teaching Individuals with Behavior Disorders/Emotional Disturbance
Prerequisite: concurrent enrollment in SPE 581 or SPE 661; and admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with behavior disorders/emotional disturbance. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Spring
SPE 492 Practicum-Teaching Individuals with Learning Disabilities
Prerequisite: concurrent enrollment in SPE 582 or SPE 662; and admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with learning disabilities. Students will be involved in individual small group instruction, develop and implement instructional lessons, and meet with the university supervisor and other practicum students to reflect on experiences.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Fall
SPE 493 Practicum-Teaching Individuals with Mental Retardation/Developmental Disabilities
Prerequisite: concurrent enrollment in SPE 583 or SPE 663; and admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with mental retardation and developmental disabilities. Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Spring, Summer
SPE 495 Supervised Teaching-Special Education
Prerequisite: SPE 497; and SPE 517 or SPE 617; and SPE 519 or SPE 619; and SPE 521 or SPE 621; and SPE 450; and B grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching.
Student observes, teaches and participates in professional activities under the direction of the cooperating teacher and the University supervisor. In order to receive a grade in this course, the student's competency-based assessment projects must be submitted and approved. Public Affairs Capstone Experience course.
Prerequisite: SPE 497 or SPE 520 and SPE 522; and concurrent enrollment in SPE 495 or SPE 499.
Student observes, teaches, and participates in professional activities under the direction of the cooperating teacher and university supervisor or university instructor. Students administer all aspects of the instructional process, incorporating data-based decision making through conducting curriculum-based assessments as pre-/post-testing or on-going progress monitoring to support instruction of classroom content. Students will submit sample assessments, lesson objectives, lesson and unit plans, and summaries of impact of instruction upon learners in course projects. In order to receive a grade in this course, the student's student teaching performance-based assessments must be submitted and must meet instructor approval for certification submission.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
Fall, Spring
SPE 497 Practicum: K-12 Cross-Categorical Special Education
Prerequisite: admission to Teacher Education; and SPE 517 or SPE 617; and SPE 519 or SPE 619; and SPE 521 or SPE 621; and the following courses taken prior or concurrent: SPE 516 or SPE 618, and SPE 550 or SPE 650; and SPE 560 or SPE 660; and cleared background check.
Students will apply skills from introductory and specialized courses in cross-categorical special education settings with students diagnosed with mild/moderate disabilities such as learning disabilities, behavioral disorders, developmental disabilities (e.g., intellectual disabilities, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. Competencies in development of lesson plans, development of Individual Education Programs (IEPs), development of transition plans, and development of parent/family communication procedures will be emphasized. Minimum of 120 field experience hours will be required.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
0
8
Fall, Spring
SPE 499 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and SPE 497 or SPE 520 and SPE 522; and concurrent enrollment in SPE 496; and C grade or better in all professional education courses; and completion of Transition Points 1 and 2; and current pre-professional liability insurance; and program approval.
This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of educator preparation requirements. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
Fall, Spring
SPE 502 Early Intervention for Young Children with Autism
Prerequisite: permission of department head.
This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 602. Cannot receive credit for both SPE 502 and SPE 602.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
SPE 504 In-District Autism Consultant Training
Prerequisite: current Missouri teaching certification.
Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 604. Cannot receive credit for both SPE 504 and SPE 604.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
SPE 505 Braille Reading and Writing I
Prerequisite: permission of instructor.
This online course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 605. Cannot receive credit for both SPE 505 and SPE 605.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 506 Principles of Orientation and Mobility
Prerequisite: permission of instructor.
This course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 606. Cannot receive credit for both SPE 506 and SPE 606.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Spring
SPE 507 Services and Diversity in Blindness and Low Vision and Additional Disabilities
Prerequisite: permission of instructor.
An introduction to educational programs and services, and diversity issues for persons with blindness or low vision, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, rehabilitation professionals, counselors, social workers, psychologists, etc. with a foundation in the issues of diversity for persons with blindness or low vision, historical perspectives, developmental characteristics, resources, and legislation related to blindness and low vision and multiple disabilities. An emphasis will be placed on the implications of blindness or low vision, deaf-blindness and multiple disabilities on the development of the individual and on resources that enhance functioning. May be taught concurrently with SPE 607. Cannot receive credit for both SPE 507 and SPE 607.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Summer
SPE 508 Low Vision, Anatomy and Physiology of the Eye
Prerequisite: permission of instructor.
This course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 608. Cannot receive credit for both SPE 508 and SPE 608.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 510 Physical and Health Needs of Students with Disabilities
Prerequisite: SPE 345 and SPE 346; and admitted to Teacher Education.
Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 613. Cannot receive credit for both SPE 510 and SPE 613.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 515 Foundations of Applied Behavior Analysis and Interventions for Teachers in Applied Settings
Prerequisite: admission to the Teacher Education.
Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 616. Cannot receive credit for both SPE 515 and SPE 616.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 516 Application of Applied Behavior Analysis and Interventions in Applied Settings
Prerequisite: SPE 515.
This course focuses on the application of principles of Applied Behavior Analysis within school-based settings. Students will complete functional assessments with children with ASD and develop and implement function- and reinforcement-based interventions. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 618. Cannot receive credit for both SPE 516 and SPE 618.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
SPE 517 Direct Instruction in Reading and Language Arts
Prerequisite: SPE 310 or SPE 340; and SPE 345 and SPE 346.
Empirically based instructional practices with emphasis on systematic development of reading and written language skills to support learners with special needs will be applied in a school setting. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 617. Cannot receive credit for both SPE 517 and SPE 617.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 519 Methods I: Cognitive and Behavioral Teaching Approaches for Exceptional Learners
Prerequisite: SPE 310 and SPE 320 and SPE 345 and SPE 346 and SPE 515 or concurrent enrollment in SPE 515; and admitted to Teacher Education.
Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. This course will incorporate elements of career/vocational education and transition, plus accommodations and best practices for content-area instruction provided to diverse learners in the general education program. May be taught concurrently with SPE 619. Cannot receive credit for both SPE 519 and SPE 619.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 520 Practicum-Teaching Individuals with Learning and Behavioral Disorders
Prerequisite: concurrent enrollment in SPE 519 and admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 620. Cannot receive credit for both SPE 520 and SPE 620.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Upon demand
SPE 521 Methods II: Functional Living Skills and Health Issues
Prerequisite: SPE 320 and SPE 322 and SPE 345 and SPE 346; and SPE 515 or SPE 616 or concurrent enrollment in SPE 515 or SPE 616; and admitted to Teacher Education.
Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., intellectual disabilities, autism, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 621. Cannot receive credit for both SPE 521 and SPE 621.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 522 Practicum-Instruction of Students with Developmental Disabilities and Other Health Impairments
Prerequisite: concurrent enrollment in SPE 521 and admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 622. Cannot receive credit for both SPE 522 and SPE 622.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Upon demand
SPE 523 Curriculum and Methods in Early Childhood Special Education
Prerequisite: SPE 310; and admission to Teacher Education.
Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. May be taught concurrently with SPE 623. Cannot receive credit for both SPE 523 and SPE 623.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 525 Introduction to Teaching and Assessing Students with Autism Spectrum Disorders
Prerequisite: admitted to Teacher Education; SPE 345 and SPE 346.
This course will support individuals across various disciplines who wish to gain knowledge of identification and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and programming issues for this population of individuals. This course will also emphasize school based interventions that are validated by research. May be taught concurrently with SPE 625. Cannot receive credit for both SPE 525 and SPE 625.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 526 Applied Behavioral Analysis for Developmental Disabilities and Autism Spectrum Disorders
Prerequisite: SPE 515; and SPE 516 or PSY 508.
This course focuses on the application of principles of Applied Behavior Analysis within applied settings. Students will complete functional assessments, including functional analysis, with children with ASD and develop and implement function- and reinforcement-based interventions, with a focus on the variations of differential reinforcement. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 626. Cannot receive credit for both SPE 526 and SPE 626.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Upon demand
SPE 527 Seminar in Developmental and Sensory Disabilities
Prerequisite: SPE 507 or SPE 525 or equivalent.
This course is designed to provide practitioners with the knowledge and skills to implement research based practices for individuals with developmental disabilities including autism spectrum disorders (ASD). The course will also address issues specific to sensory integration, visual impairments, and significant cognitive delays. Students will examine in depth, approaches and models validated to support present level of performance needs for individuals with a variety of developmental and sensory requirements. Students will complete lecture hours where theoretical perspectives and the detailed components of various treatments are examined. In a corresponding field component, students will implement an applied project that will address the sensory, communication, learning, and social needs of a client who has been identified with multiple developmental delays. Measurement of outcomes specific to treatment plans will be a significant component of the applied activities.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Upon demand
SPE 540 International Experiences in K-12 Special Education - Education Abroad
Prerequisite: SPE 310 or SPE 340, or concurrent enrollment.
This course involves a field-based Education Abroad experience involving an investigation of special education practices in other cultures while living and studying in an international location. The course will involve a study of basic language and cultural norms of the international location prior to travel to the site. Students will gain a greater understanding of the language, culture, K-12 regular education, and K-12 special education practices in the international site, as compared to required K-12 special education practices in the United States. May be taught concurrently with SPE 640. Cannot receive credit for both SPE 540 and SPE 640. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
SPE 550 Career/Vocational Education and Transition
Prerequisite: admitted to Teacher Education.
Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 650. Cannot receive credit for both SPE 550 and SPE 650.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 556 Topical Issues in Special Education
Prerequisite: permission of instructor.
To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Variable content course. Number of class hours determined by semester hours of credit. May be repeated to a maximum of five hours when topics change. May be taught concurrently with SPE 656. Cannot receive credit for both SPE 556 and SPE 656.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
SPE 560 Working with Families of Exceptional Individuals
Recommended Prerequisite: SPE 310. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 660. Cannot receive credit for both SPE 560 and SPE 660.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 579 Application of Technology in Special Education
Prerequisite: admission to Teacher Education; and SPE 320.
This course is designed to provide pre-service special education teachers with an introduction to the use of computer technology and a variety of assistive and augmentative technology in the instruction of children and adults with learning, behavior, sensory, motor and communication disabilities. Students will incorporate effective practices for the use of assistive and augmentative technology in assessment, selection of devices, and evaluation of assistive technologies for individuals with disabilities. Students acquire competencies related to the use of assistive devices and emerging technologies through online and field based demonstrations the implementation of effective practices in schools and other agencies which serve individuals with disabilities.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 581 Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance
Prerequisite: concurrent enrollment in SPE 491 and admitted to Teacher Education.
This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 661. Cannot receive credit for both SPE 581 and SPE 661.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SPE 582 Methods of Teaching Individuals with Learning Disabilities
Prerequisite: SPE 345 and SPE 346 and concurrent enrollment in SPE 492 and admitted to Teacher Education.
Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 662. Cannot receive credit for both SPE 582 and SPE 662.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 583 Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities
Prerequisite: SPE 345 and SPE 346 and concurrent enrollment in SPE 493 and admitted to Teacher Education.
The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 663. Cannot receive credit for both SPE 583 and SPE 663.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring, Summer
SPE 584 Language Development of Exceptional Students
Prerequisite: SPE 345 and SPE 346 and admitted to Teacher Education.
Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 664. Cannot receive credit for both SPE 584 and SPE 664.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SPE 587 Introduction to the Education of Students with Behavior Disorders
Prerequisite: SPE 310 and admitted to Teacher Education.
Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 667. Cannot receive credit for both SPE 587 and SPE 667.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 590 Approaches in Mainstreaming Exceptional Students
Prerequisite: SPE 310 or SPE 340 and admitted to Teacher Education.
Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 670. Cannot receive credit for both SPE 590 and SPE 670.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 591 Clinical Practicum in Special Education
Prerequisite: permission of instructor.
This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 671. Cannot receive credit for both SPE 591 and SPE 671.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SPE 602 Early Intervention for Young Children with Autism
Prerequisite: permission of instructor.
This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 502. Cannot receive credit for both SPE 502 and SPE 602.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
SPE 604 In-District Autism Consultant Training
Prerequisite: current Missouri teaching certification or permission of department head.
Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 504. Cannot receive credit for both SPE 504 and SPE 604.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
SPE 605 Braille Reading and Writing I
Prerequisite: permission of instructor.
This course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 505. Cannot receive credit for both SPE 505 and SPE 605.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 606 Principles of Orientation and Mobility
Prerequisite: permission of instructor.
This course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 506. Cannot receive credit for both SPE 506 and SPE 606.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Spring
SPE 607 Services and Diversity in Blindness and Low Vision and Additional Disabilities
Prerequisite: permission of instructor.
An introduction to educational programs and services, and diversity issues for persons with blindness or low vision, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, rehabilitation professionals, counselors, social workers, psychologists, etc. with a foundation in the issues of diversity for persons with blindness and low vision, historical perspectives, developmental characteristics, resources, and legislation related to severe and multiple disabilities. An emphasis will be placed on the implications of blindness or low vision, deaf-blindness and multiple disabilities on the development of the individual and on resources that enhance functioning. May be taught concurrently with SPE 507. Cannot receive credit for both SPE 507 and SPE 607.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Summer
SPE 608 Low Vision, Anatomy and Physiology of the Eye
Prerequisite: permission of instructor.
This course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 508. Cannot receive credit for both SPE 508 and SPE 608.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 613 Physical and Health Needs of Students with Disabilities
Prerequisite: SPE 715.
Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 510. Cannot receive credit for both SPE 510 and SPE 613.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 616 Foundations of Applied Behavior Analysis and Interventions for Teachers in Applied Settings
Prerequisite: admission to the Special Education program or Early Childhood Special Education program.
Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 515. Cannot receive credit for both SPE 515 and SPE 616.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 617 Direct Instruction in Reading and Language Arts
Prerequisite: SPE 310 or SPE 715; and SPE 345 or SPE 782; and SPE 346 or SPE 792.
Empirically based instructional practices with emphasis on systematic development of reading and written language skills to support learners with special needs will be applied in a school setting. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 517. Cannot receive credit for both SPE 517 and SPE 617.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 618 Application of Applied Behavior Analysis and Interventions in Applied Settings
Prerequisite: SPE 515 or SPE 616.
This course focuses on the application of principles of Applied Behavior Analysis within school-based settings. Students will complete functional assessments with children with ASD and develop and implement function- and reinforcement-based interventions. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 516. Cannot receive credit for both SPE 516 and SPE 618.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
SPE 619 Methods I: Cognitive and Behavioral Teaching Approaches for Exceptional Learners
Prerequisite: SPE 310 and SPE 320 or SPE 715; and SPE 345 or SPE 782; and SPE 346 or SPE 792; and SPE 515 or SPE 616 or concurrent enrollment; and admitted to MSED program in Special Education.
Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. This course will incorporate elements of career/vocational education and transition, plus accommodations and best practices for content-area instruction provided to diverse learners in the general education program. May be taught concurrently with SPE 519. Cannot receive credit for both SPE 519 and SPE 619.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 620 Practicum-Teaching Individuals with Learning and Behavioral Disorders
Prerequisite: concurrent enrollment in SPE 619; and Teacher Certification students must be admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 520. Cannot receive credit for both SPE 520 and SPE 620.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Upon demand
SPE 621 Methods II: Functional Living Skills and Health Issues
Prerequisite: SPE 320 and SPE 322 or SPE 715; SPE 345 or SPE 782; and SPE 346 or SPE 792; and SPE 515 or SPE 616 or concurrent enrollment in SPE 515 or SPE 616; and admitted to MSED Special Education program.
Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., intellectual disabilities, autism, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 521. Cannot receive credit for both SPE 521 and SPE 621.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 622 Practicum-Instruction of Students with Developmental Disabilities and Other Health Impairments
Prerequisite: concurrent enrollment in SPE 621 and Teacher Certification students must be admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 522. Cannot receive credit for both SPE 522 and SPE 622.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Upon demand
SPE 623 Curriculum and Methods in Early Childhood Special Education
Prerequisite: SPE 310 or SPE 715; and admission to MSEd in Special Education or Elementary Education or Early Childhood Special Education, or MS in Early Childhood and Family Development, or permission of department head.
Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. May be taught concurrently with SPE 523. Cannot receive credit for both SPE 523 and SPE 623.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 625 Introduction to Teaching and Assessing Students with Autism Spectrum Disorders
Prerequisite: permission of instructor.
This course will support individuals across various disciplines who wish to gain knowledge of identification and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and programming issues for this population of individuals. This course will also emphasize school based interventions that are validated by research. May be taught concurrently with SPE 525. Cannot receive credit for both SPE 525 and SPE 625.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 626 Applied Behavioral Analysis for Developmental Disabilities and Autism Spectrum Disorders
Prerequisite: SPE 515 or SPE 616; and SPE 516 or SPE 618.
This course focuses on the application of principles of Applied Behavior Analysis within applied settings. Students will complete functional assessments, including functional analysis, with children with ASD and develop and implement function- and reinforcement-based interventions, with a focus on the variations of differential reinforcement. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 526. Cannot receive credit for both SPE 526 and SPE 626.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall, Spring
SPE 627 Research-Based Strategies for Individuals with ASD
Prerequisite: SPE 618 or SPE 625 or equivalent.
This course is designed to provide students with an overview of current research-based practices for individuals with ASD, including functional communication training, discrete trial training, pivotal response training, visual strategies, social-communication programming, and naturalistic and structured teaching methodologies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Upon demand
SPE 630 Conceptually Accurate Signed English I
Gain beginner level skill in sign language and finger-spelling through Manually coded English. Develop a general knowledge base including the history of sign language and the spectrum of sign options available. Students will be required to complete a project in an area related to their professional course of study. May be taught concurrently with SPE 301. Cannot receive credit for both SPE 301 and SPE 630.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 631 Conceptually Accurate Signed English II
Prerequisite: SPE 301 or SPE 630.
Emphasis on the expansion of Manually Coded English sign language skills through the use of conversation and the increased development of vocabulary. Students will be required to complete a project in an area related to their professional course of study. May be taught concurrently with SPE 302. Cannot receive credit for both SPE 302 and SPE 631.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SPE 636 Introduction to American Sign Language (ASL)
A beginning level course in American Sign Language. Students will gain information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 311. Cannot receive credit for both SPE 311 and SPE 636.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SPE 637 Introduction to American Sign Language (ASL) II
Prerequisite: SPE 636.
An advanced beginning level course in American Sign Language. Students will gain more complex introductory information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 312. Cannot receive credit for both SPE 312 and SPE 637.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 638 Introduction to American Sign Language (ASL) III
Prerequisite: SPE 637.
An intermediate level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 313. Cannot receive for both SPE 313 and SPE 638.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 639 Introduction to American Sign Language (ASL) IV
Prerequisite: SPE 638.
An advanced level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 314. Cannot receive credit for both SPE 314 and SPE 639.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 640 International Experiences in K-12 Special Education - Education Abroad
Prerequisite: SPE 310 or SPE 340 or SPE 715, or concurrent enrollment.
This course involves a field-based Education Abroad experience involving an investigation of special education practices in other cultures while living and studying in an international location. The course will involve a study of basic language and cultural norms of the international location prior to travel to the site. Students will gain a greater understanding of the language, culture, K-12 regular education, and K-12 special education practices in the international site, as compared to required K-12 special education practices in the United States. May be taught concurrently with SPE 540. Cannot receive credit for both SPE 540 and SPE 640. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
SPE 650 Career/Vocational Education and Transition
Prerequisite: Teacher Certification students must be admitted to Teacher Education.
Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 550. Cannot receive credit for both SPE 550 and SPE 650.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 656 Topical Issues in Special Education
Prerequisite: permission of instructor.
To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Variable content course. Number of class hours determined by semester hours of credit. May be repeated to a maximum of five hours when topics change. May be taught concurrently with SPE 556. Cannot receive credit for both SPE 556 and SPE 656.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
SPE 660 Working with Families of Exceptional Individuals
Recommended Prerequisite: SPE 715. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 560. Cannot receive credit for both SPE 560 and SPE 660.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 661 Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance
Prerequisite: concurrent enrollment in SPE 491; and Teacher Certification students must be admitted to Teacher Education.
This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 581. Cannot receive credit for both SPE 581 and SPE 661.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SPE 662 Methods of Teaching Individuals with Learning Disabilities
Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 492; and Teacher Certification students must be admitted to Teacher Education.
Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 582. Cannot receive credit for both SPE 582 and SPE 662.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 663 Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities
Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 493; and Teacher Certification students must be admitted to Teacher Education.
The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 583. Cannot receive credit for both SPE 583 and SPE 663.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring, Summer
SPE 664 Language Development of Exceptional Students
Prerequisite: SPE 345 or SPE 782; and SPE 346 or SPE 792; and admitted to MSED program in Special Education.
Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 584. Cannot receive credit for both SPE 584 and SPE 664.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
SPE 667 Introduction to the Education of Students with Behavior Disorders
Prerequisite: SPE 310 and Teacher Education students must be admitted to Teacher Education.
Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 587. Cannot receive credit for both SPE 587 and SPE 667.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 670 Approaches in Mainstreaming Exceptional Students
Prerequisite: SPE 310 or SPE 340 and Teacher Certification students must be admitted to Teacher Education.
Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 590. Cannot receive credit for both SPE 590 and SPE 670.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 671 Clinical Practicum in Special Education
Prerequisite: permission of instructor.
This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 591. Cannot receive credit for both SPE 591 and SPE 671.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SPE 709 Methods of Teaching Students with Visual Impairments and Multiple Disabilities
Prerequisite: permission of instructor.
This course is one of six courses offered to provide prospective teachers of children and youth with visual impairments (including those with multiple disabilities) competency-based training for work with this population in K-12 schools. Provides students with the pedagogical preparation to effectively teach Braille reading and writing, organize activities to promote literacy development, utilize assistive technology (including voice output and other computer based applications), teach compensatory skills and strategies for mathematics, development of listening skills, as well as other instructional adaptations for the curricular areas of language arts, science, and social studies. In addition, the course focuses on the teaching of social skills needed for success in education and employment. Participants will demonstrate the ability to assess, adapt, evaluate and teach academic subjects and specialized curricula for students with visual impairments, including those with multiple disabilities. Note: midterm and final examinations will be proctored.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SPE 710 Problems in Special Education
Major issues in the field of special education designed to meet individual student needs. May be repeated to a maximum of three hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
SPE 711 Braille Reading and Writing II
Prerequisite: SPE 505 or SPE 605.
This advanced course in Braille reading and writing will focus on competencies in reading and writing literary Braille and the Nemeth Codes for science and mathematics. Participants will also demonstrate the ability to teach basic assistive devices, and to provide instruction in tactile graphics. An introduction to the transcription in Braille code for music and foreign languages will also be presented. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Note: midterm and final examinations will be proctored.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SPE 712 Instructional Techniques and Strategies of Orientation and Mobility
Prerequisite: SPE 506 or SPE 606; and SPE 508 or SPE 608.
Provides participants with the techniques and strategies used by individuals who are blind or visually impaired for independent orientation and mobility. Participants will apply the strategies of orientation and mobility techniques while using blindfolds and low vision simulators. The application of skills will be completed in indoor environments as well as residential, business, rural, and commercial areas.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
6
6
0
Summer
SPE 714 Professional Issues and Assessment in Orientation and Mobility with Diverse Populations
Prerequisite: SPE 505 or SPE 605; and SPE 506 or SPE 606; and SPE 508 or SPE 608; and SPE 712.
This course will provide participants with the overall philosophy of orientation and mobility including: the Code of Ethics and Certification standards. Current literature and issues pertinent to the profession of orientation and mobility will be discussed. This will include issues impacting programming with students with multiple disabilities, the development and administration of an effective orientation and mobility instructional program, assessment procedures, and research approaches. Note: midterm and final examinations will be proctored.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Fall
SPE 715 Foundations in Special Education
Focuses on legislation and litigation in the area of Education and Special Education and will include an overview of categorical disabilities including identification, etiology, and prevalence. The integration of individuals with disabilities across educational and community settings will be stressed along with an overview of programming validated to support specialized populations including those with disabilities and cultural and linguistic differences. In addition, the course will focus on strategies to support individuals identified as gifted as well as individuals identified at risk for school failure.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SPE 717 Methods of Teaching Mathematics to Exceptional Individuals
Prerequisite: SPE 310 or SPE 715; and SPE 345 or SPE 782; and SPE 346 or SPE 792; and admission to graduate program in Special Education.
The focus of the course will include accommodating individual differences and diversifying instruction in the area of mathematics. Students will develop performance based assessment procedures, conduct error analyses, and apply mathematics skills in program planning for the diverse learner. Cannot receive credit for both SPE 450 and SPE 717.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 730 Health, Functional, and Psychosocial Aspects of Disability
Prerequisite: permission of instructor.
This course presents an interdisciplinary approach to the study of disability in education and rehabilitation. It includes information on disabilities such as traumatic brain injury, orthopedic, neuromuscular, sensory, learning, cardiovascular, psychiatric, and other selected disabilities and health conditions, including multiple disabilities. Emphasis is placed upon the characteristics of disabilities and resulting functional effects on persons with additional emphasis on the effects of multiple disabilities. This course also provides an understanding of the psychosocial and environmental factors that impact the integration into society by individuals with disabilities. It examines the philosophy of rehabilitation, major classifications and paradigms, common stereotypes, personal and societal attitudes and measurement, theories of adjustment, psychosocial losses, issues relating to sexuality, personal adjustment training, the role of the family, and the use of effective interaction skills.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Spring
SPE 733 Methods of Teaching Independent Living Skills to Persons with Blindness or Low Vision
Prerequisite: permission of instructor.
Introduction to methodologies, concepts, and techniques to teach persons with blindness or low vision the skills and knowledge needed to function independently in diverse settings. This course provides learners with instruction and laboratory practice in methodologies for teaching skills for independent living, including areas within the expanded core curriculum. Topics include: concept and motor development, spatial organization and orientation, personal management, home management, medical management, communication, and recreation and leisure.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Summer
SPE 740 Verbal Behavior
Prerequisite: SPE 515 or SPE 616; and SPE 516 or SPE 618; and SPE 625; and SPE 627; or permission of instructor.
This course focuses on Skinner's analysis of language, specifically the major verbal operants (mands, tacts, and intraverbals). Students will learn contemporary methods of assessing and teaching verbal behavior utilizing Skinner's analysis.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 750 Practicum in Blindness and Low Vision
Prerequisite: SPE 605 and SPE 606 and SPE 607 and SPE 608 and SPE 709 and SPE 711; and permission of instructor.
This course serves as a supervised internship for working with children with blindness or low vision, including those with multiple disabilities and/or linguistic or cultural differences, under a Cooperating Teacher of Children with Visual Impairments and University Supervisor. Students observe, teach, and participate in professional activities in teaching children with blindness or low vision. Students work with individuals or groups during which they are provided the opportunity to apply principles and methods of teaching children with blindness or low vision, including those with additional disabilities. Students also acquire behavior management, instructional planning, and evaluation strategies. Variable credit hour course. Number of contact hours determined by semester hours of credit. May be repeated to a maximum of eight hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-8
Upon demand
SPE 757 Language Development: Deaf and Hard of Hearing I
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theories and research into language development in individuals with hearing compared to individuals who are deaf or hard of hearing are explored with implications for assessment and intervention. Differences related to language development are discussed for application and planning instruction. Teaching and facilitating language using instructional practices and techniques in content areas are presented for reflection, discussion, and activities.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 758 Early Intervention Assessment: Deaf and Hard of Hearing
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Methods and techniques for working with families as well as in the educational environment of infants and children who are deaf or hard-of-hearing from birth through the beginning elementary school years. Emphasis on methods and procedures of formal and informal assessment.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Summer
SPE 759 Early Intervention: Deaf and Hard of Hearing
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Methods and techniques for working with families who have infants, toddlers and/or young children who are deaf or hard of hearing from birth to the beginning elementary school years in both natural and educational environments. Emphasis on methods and procedures for intervention, interpretation of assessment data and prescriptive instruction.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Summer
SPE 760 Internship-Orientation and Mobility
Prerequisite: SPE 606 and SPE 608 and SPE 712 and SPE 714 or concurrent enrollment in SPE 714; and admitted to the Special Education/Orientation and Mobility program; and permission of instructor.
This course requires a supervised internship experience in an organization or school that serves individuals with blindness or low vision, during which the opportunity is provided for practical application of principles and methods of instruction in orientation and mobility; including techniques of safe, and independent travel. Completion of 350 hours of supervised fieldwork by a certified orientation and mobility specialist (COMS).
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
0
6
Fall, Spring
SPE 761 Language Development: Deaf and Hard of Hearing II
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Methods, strategies, and techniques of language development that may be applied in assessing and instructing students with hearing losses.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Summer
SPE 762 Speech Development: Deaf and Hard of Hearing I
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theories of speech development as they apply to persons who are deaf or hard of hearing. Phonetics including transcription. Anatomy and physiology of the speech mechanisms. Techniques for analyzing speech will be stressed.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SPE 763 Auditory Development: Deaf and Hard of Hearing
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Development of listening skills across settings by maximizing use of residual hearing and hearing technologies, notably cochlear implants. Auditory re/habilitation assessment, intervention, and principles as it relates to individuals who are deaf or hard of hearing and their families with emphasis on a developmental model for the acquisition of speech and language. Challenges with classroom acoustics and ways to optimize the classroom listening environment.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SPE 764 Instructional Strategies: Deaf and Hard of Hearing
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Development of instructional strategies for teaching students who are deaf or hard of hearing with an emphasis on differentiated instruction. Focus on upper elementary through the secondary school levels, including career education.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 765 Reading: Deaf and Hard of Hearing
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theories of reading with an emphasis on adaptations for assessment and intervention for students who are deaf or hard of hearing. Introduction to available resources.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 766 Counseling: Deaf and Hard of Hearing
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theoretical bases of counseling and the role of the educator in the counseling process. Emphasis on the counseling process as it affects the educational, personal, social, and familial adjustment of individuals who are deaf or hard of hearing.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Summer
SPE 776 Cognitive Behavioral Strategies for Children and Adolescents with Autism
Prerequisite: SPE 515 or SPE 616; SPE 525 or SPE 625, or permission of instructor.
This course will focus on cognitive and behavioral research-based practices for children and adolescents with Autism Spectrum Disorders. Specific focus will be on the social learning deficits in Autism and how the executive functioning and theory of mind are impacted.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 777 Advanced Readings in Autism and Behavior Analysis
Prerequisite: permission of instructor.
Students will critically evaluate peer-reviewed behavior-analytic research and develop modifications of procedures reported in research for use in their desired or current area of practice, specifically related to autism spectrum disorders. Empirical research on advanced topics in behavior analysis will be identified, and students will critique experimental methodology and evaluate the extent to which methods and results answer experimental questions. Students will also learn to locate high-quality research on topics related to their area of practice. Class discussions will require a high degree of student participation and the course will be writing intensive.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 779 Application of Technology in Special Education
Prerequisite: admission to the graduate program in Special Education or Early Childhood Special Education.
This course is designed to provide teachers with an in depth treatment of the research, theory, and application of computers and related technologies in the instruction of children and adults with learning, behavior, sensory, motor and communication disabilities. Students will incorporate the principles of reflective practice as it pertains to the assessment, selection of devices, and evaluation of assistive technologies for individuals with disabilities. The General Learning Outcomes 5, 9, and 10 presented in the Conceptual Framework of the Educator Preparation Provider (EPP) are the over arching tenets which guided the development and ongoing revisions to this course. Students acquire competencies related to the use of assistive devices and emerging technologies through participation in a 60 hour comprehensive field based experience in conjunction with schools and other agencies which serve individuals with disabilities.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Summer
SPE 780 Impact of Contemporary Issues and Diversity in Special Education
Prerequisite: permission of instructor.
Analysis of trends, issues, and research in the field of special education will be reviewed and discussed. A comprehensive overview of local, state, and federal legislation and the impact on our public school special educational programs for children with disabilities will be discussed and analyzed. A focus on diversity aspects involved in contemporary issues in special education and disability services will be addressed across all topics. Historical and current litigation involving children with disabilities will be reviewed and discussed.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
SPE 781 Educational Consultation
Prerequisite: admission to the graduate program in Special Education.
Seeks to develop students' skills in collaboration consultation. Emphasis will be placed on the development of innovative service delivery options, personnel training, and development of communication skills. Students will apply theory to practice in a field experience.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Fall
SPE 782 Advanced Diagnosis and Remediation of Students with Mild to Moderate Disabilities
Prerequisite: SPE 310 or SPE 340 or SPE 715; and admission to the graduate program in Special Education or Early Childhood Special Education.
Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in clinical field experiences involving standardized and performance evaluation typically administered to identify students with special needs, analysis and synthesis of assessment data in clinical staffings, analysis of data for on-going progress monitoring, and development of individualized educational programs.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
2
4
Fall, Spring
SPE 783 Advanced Assessment to Support Individuals with Developmental and Sensory Disabilities
Prerequisite: permission of instructor.
Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in field experiences involving norm referenced and curriculum based evaluation of individuals with various sensory and developmental disabilities. Analysis and synthesis of assessment data in clinical staffings and development of individual educational plans will be required. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
1
4
Upon demand
SPE 784 Advanced Procedures in Teaching Students with Mild to Moderate Disabilities
Prerequisite: SPE 780 and SPE 782 and SPE 792; and SPE 616 or PSY 614.
Recommended Prerequisite: SPE 517 or SPE 617. The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula appropriate to the needs of individuals with mild to moderate disabilities. Emphasis will be placed on the philosophical basis of curricula as well as principles of curricula design. Students will apply knowledge and skills in 60 hours of required field experiences.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Spring
SPE 785 Advanced Procedures in Development Disabilities
Prerequisite: admission to the graduate program in Special Education; and SPE 783.
The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula and methods appropriate to the needs of individuals with mental retardation and other developmental disabilities. Emphasis will be placed on the empirical basis of the procedures and on life referenced programming. Students will apply knowledge and skills in field based activities supervised by the instructor.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Upon demand
SPE 787 Advanced Behavioral Analysis and Intervention
Prerequisite: admission to the graduate program in Special Education or permission of instructor; and SFR 780 and SPE 616 and SPE 780 and SPE 782 and SPE 792.
Study of human behavior. The goal of applied behavior analysis is to seek understanding and improvement of human behavior. The goals of this course is to prepare graduate students to be contributing professionals in the area of applied behavior analysis; specifically, to become reflective behaviorists. Students will learn to identify, measure, and record the occurrence and nonoccurrence of behavior. Students will be expected to implement applied behavioral strategies and learn how to evaluate the success of single-case designs as part of a minimum 60 hour field experience.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 788 Research Seminar in Special Education
Prerequisite: admission to the graduate program in Special Education or permission of instructor; and SFR 780; and SPE 619 and SPE 621 or SPE 709; and SPE 780 and SPE 782 or SPE 783.
An in-depth study of a chosen topic in special education leading to the guided development and completion of an extensive research paper or major creative work as directed by the instructor.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
SPE 789 Supervised Teaching-The Exceptional Child
Prerequisite: permission of instructor.
Student observes, teaches, and/or participates in supervised teaching activities in Special Education under the direction of a cooperating supervisor and University supervisor. Students will work with individuals or groups demonstrating effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation. Students must complete required special education program assessments and Missouri Department of Elementary and Secondary Education assessment as identified by the instructor.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
0
6
Upon demand
SPE 790 Educational Workshop
Workshop to upgrade understandings and skills concerned with the improvement of elementary or secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of five hours. 30 clock hours equal one semester hour.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-5
Upon demand
SPE 791 Clinical Practicum for Individuals with Autism and Challenging Behavior
Prerequisite: SPE 525 or SPE 625; and SPE 516 or SPE 618; or permission of instructor.
This course will involve supervised clinical settings with individuals with Autism and challenging behaviors. Students will conduct a variety of assessments, including functional behavioral assessments, curriculum-based measurements, and social skills profiles. Students will also develop and/or implement research-based strategies with individuals with Autism. Finally, students will participate in a multidisciplinary assessment model to include families and professionals from a variety of disciplines. Students will be required to prepare written reports of professional quality with results of assessments and research-based recommendations.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
SPE 792 Advanced Diagnosis and Remediation of Students with Disabilities Lab
Prerequisite: admission to the graduate program in Special Education or Early Childhood Special Education; and concurrent enrollment with SPE 782 or SPE 783.
Students will conduct standardized and informal assessments in the field as part of a 60 hour practicum/lab experience and develop a comprehensive case history. Emphasis will be placed on development of validated educational programs.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
0
4
Spring
SPE 794 Research Methodology and Statistics in Educational Studies
Prerequisite: admission to Special Education graduate program.
The purpose of this course will be to provide students with a strong foundation in educational research methodologies appropriate to low-incidence and small-n populations, while also developing understanding and knowledge of larger population studies. This course is designed to provide an introduction to traditional methodologies with an emphasis on four that have been identified as having clear implications for improvement in the field of special education, including: (a) experimental group, (b) correlational, (c) single subject, and (d) qualitative designs. Students will be introduced to relevant statistical procedures that are applicable to each of the four research methodologies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
SPE 796 Supervised Teaching
Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
The assumption of teaching responsibilities at an approved practicum site under the direction of a University CED certified supervisor and practicum site instructor. Students enrolled in this course may be required to have a physical examination, including a TB test before placement in the practicum setting.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
8
Upon demand
SPE 799 Thesis
Prerequisite: admission to the graduate program in Special Education or Applied Behavior Analysis; and SFR 780 and SPE 780 and SPE 787 and SPE 789; and SPE 782 or SPE 783; and SPE 784 or SPE 785.
Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
SPE 850 Introduction to Statistics
Prerequisite: admission to Special Education graduate program.
Statistical techniques used in educational research and assessment. Course will provide an overview of scaling techniques, sampling, descriptive techniques, inferential techniques (to include t and x2), reliability and validity.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SPE 886 School Psychological Examiner Practicum
Prerequisite: SPE 782 and SPE 787 and SPE 792 and PSY 720, or departmental permission.
Supervised practicum in the administration and interpretation of individual achievement tests, individual intelligence tests, formal and informal diagnostic procedures and diagnostic interviewing techniques in educational or clinical settings. Focus of the course will be on the formation of eligibility determinations using traditional and contemporary models of diagnostic decision-making, including Multi-Tiered Systems of Support and/or Response-to-Intervention, and on the development of instructional plans or IEPs from diagnostic data attained. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
Courses only offered at the graduate level
Child Life Studies (CLS) courses
CLS 700 Independent Study in Child Life
Advanced inquiry into specialized areas of study in child life or continued child life research. Variable content course. May be repeated to a maximum of six hours when topics change.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Fall, Spring
CLS 701 Introduction to Child Life Studies
This course is designed to be a formal introduction into the Child Life Studies graduate program and the field of child life. It will include discussion of professional/ethical practices and behavior, mentorship for clinical training components, and setting of goals to meet academic and career objectives.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring
CLS 705 Aspects of Childhood Illness and Disease
Childhood disease processes and pathophysiology, symptoms, diagnostic tests, and treatment of diseases will be discussed. Information on now disease affects a child and family's behavioral, social and emotional development and coping strategies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CLS 710 Childhood Death and Bereavement
Various theories and practice specific interventions that assist children/youth or family members when they encounter issues of death, loss, and/or grief. Examination of those issues affecting the student personally or professionally. Development of epistemology regarding death, loss, and grief.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CLS 715 Play and Therapeutic Intervention
Developmental aspects of play and therapy related to developmental stages of children and family in the context of health-care setting. Apply play therapy techniques in dealing with childhood problems such as molestation, physical abuse, depression, trauma, and family conflict.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CLS 720 Trends and Issues in Child Life
Topics of interest from the profession of Child Life will be discussed through readings, case studies, and review of research. The application of theory and research to current practices in Child Life will be discussed. Potential research topics will be investigated and the thesis literature review will begin. Should be taken prior to SFR 780.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CLS 730 Cultivating a Trauma-Informed Lens
This course seeks to engage students in cultivating a trauma-informed lens in order to best serve diverse groups of children and families. It provides a neurobiological foundation to understanding trauma-informed care, explores Adverse Childhood Experiences, systematic applications of trauma-informed care in the contexts of education, healthcare, and community, theoretical applications, protective factors, resilience, and strength-based assessments and interventions, and best trauma-supportive practices.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CLS 790 Practicum in Child Life
Prerequisite: permission of Child Life Studies Program Director.
Students carry out play activities; supervise activities that foster creativity, divert child/youth from stress and worry and normalize their environment; and provide opportunities for children/youth to socialize and engage in developmentally appropriate activities. Practicum must be supervised by a certified Child Life Specialist.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
CLS 791 Practicum in Child Life
Prerequisite: permission of the Child Life Studies Graduate Director.
Students carry out play activities; supervise activities that foster creativity, divert child/youth from stress and worry and normalize their environment; and provide opportunities for children/youth to socialize and engage in developmentally appropriate activities. Practicum must be supervised by a certified Child Life Specialist. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Fall, Spring, Summer
CLS 794 Evidence-Based Practice Proposal
This course is designed for students to prepare their proposal for their evidence-based practice (EBP) statements. Information and guidance for creating evidence-based practice questions and evidence-based practice processes will be overviewed.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring
CLS 795 Child Life Internship
Prerequisite: permission of Child Life Studies Program Director.
Student will work with children/teens and families in a hospital and/or related clinical setting under the supervision of a Certified Child Life Specialist. Special attention will be given to legal, ethical, moral, educational, cultural, spiritual, and gender issues as they relate to working with children, youth, teens and their families.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-9
Fall, Spring, Summer
CLS 796 Child Life Internship
Prerequisite: permission of the Child Life Studies Graduate Director.
Student will work with children/teens and families in a hospital and/or related clinical setting under the supervision of a certified Child Life Specialist. In combination with CLS 795, the student will accumulate 600 hours to meet the eligibility requirement to sit for the Child Life Professional Certification Exam. Special attention will be given to legal, ethical, moral, educational, cultural, spiritual, and gender issues as they relate to working with children, youth, teens and their families. May not be repeated.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Fall, Spring, Summer
CLS 797 Evidence-Based Practice Research
This course is designed for students to complete their evidence-based practice research project/statement.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
CLS 798 Proposal Development for Child Life Thesis
Prerequisite: SFR 780.
Students will prepare a proposal for their thesis paper. Information and guidance completing Human Subjects Review will be provided.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring, Summer
CLS 799 Thesis Research in Child Life
Prerequisite: CLS 798 and SFR 780.
Guided development of original research and reporting in a five chapter format.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
Fall, Spring, Summer
Counseling (COU) courses
COU 700 Problems in Counseling
Prerequisite: admission to Counseling Program or permission.
Individual investigation into a problem or problems of concern to the student and deemed of significance by the instructor. Written report required. May be repeated to a maximum of nine hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Fall, Spring
COU 701 Assessment and Testing for Counselors
Prerequisite: admission to Counseling Program or permission.
A comprehensive study of instruments for measuring psychological traits, including group devices suitable for use in elementary and secondary schools, as well as individual instruments for use in both school and community agency settings. Basic statistical concepts and common terminology related to measurement are taught as a functional part of the course.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 702 School Counseling Foundations and Ethics
Prerequisite: admission to Counseling Program or permission.
Philosophy, organization, and practices of a counseling program in the elementary and secondary school. The school counselor's role as counselor, consultant, and coordinator, professional identity, and legal issues are included. Includes a significant focus on ethical standards and issues.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 703 Professional Orientation and Ethical Practice in School and Mental Health Counseling
Prerequisite: admission to Counseling Program or permission.
An introduction and overview of the history, philosophy, and function of the counselor in elementary schools, secondary schools, clinical mental health settings, and other community agency settings. Includes an examination of service population characteristics and treatment needs, intervention modalities and approaches, professional identity, and related topics with a significant focus on ethical standards and issues. School counselors' various roles as counselor, consultant, and coordinator, professional identity, and legal issues are also included.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 704 Introduction to School Counseling
Prerequisite: admission to Counseling Program or permission.
An introduction and overview of the foundational aspects of school counseling with a focus on the development, implementation, and evaluation of a comprehensive school counseling program in elementary and secondary schools (K-12). Includes an exploration of the leadership role of school counselors within the school setting at the elementary and secondary level (K-12).
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
COU 705 Orientation to Personal and Professional Development in Mental Health and School Counseling
Prerequisite: admission to Counseling Program or permission.
This course is an experience in personal and group encountering and sensitivity. Its purpose is to assist students in discovering a more complete awareness, understanding, and acceptance of themselves and others as human beings. Primary emphasis will be upon students exploring self, values, needs, and personal characteristics. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
COU 706 Introduction to TeleMental Health in Counseling
This course is designed to increase knowledge and skills of counselors regarding the ethics, research, and practice associated with telemental health. Students will learn presentation skills, HIPAA compliance, best practices, crisis planning, use of technology, orienting clients, settings, and care coordination.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
COU 707 Human Growth and Development
Prerequisite: admission to Counseling Program or permission.
Study of child, adolescent and adult psychological development theories, normal adjustment processes, personality structure, and abnormal behavior.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 708 Play Therapy and Child Counseling Techniques
Prerequisite: admission to a Counseling program or certificate; and COU 702 or COU 703; and COU 705; and COU 710 and COU 711 or concurrently enrollment in COU 710 and COU 711; or departmental permission.
A consideration of counseling with elementary school-aged children. Emphasis is placed upon play therapy and the counseling process as it affects the educational, personal, familial, and social adjustment of children.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 709 Introduction to Mental Health Counseling
Prerequisite: admission to Counseling Program or permission.
This is an introductory survey course which introduces counseling students to the fundamentals of mental health counseling. Topics covered include the organization of mental health structures in the public domain, including funding mechanisms, licensing issues and processes, pertinent professional organizations, and emerging trends and opportunities in the counseling field.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring, Summer
COU 710 Counseling and Helping Relationships
Prerequisite: admission to Counseling program or Student Affairs in Higher Education program; and concurrent enrollment in COU 711.
Two training components are integrated to provide an intensive pre-practicum experience. The didactic component introduces basic skills of effective interpersonal communication and counseling. Participation in corequisite laboratory (COU 711) provides supervised practice in the practical application of those skills in simulated counseling interviews.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
COU 711 Counseling and Helping Relationships Lab
Prerequisite: admission to Counseling program or Student Affairs in Higher Education program.
First enrollment must be concurrent with COU 710. Designed to accompany COU 710, this lab provides an opportunity for graduate students in counseling to practice basic counseling skills in role-played sessions with live observation, video-taped review and supervisory feedback. May be repeated to a maximum of three hours. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
0
3
Upon demand
COU 714 Social-Cultural Diversity in Counseling
Prerequisite: admission to Counseling program or permission of instructor.
An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 716 Adolescent and Young Adult Counseling in School and Mental Health Settings
Prerequisite: admission to Counseling program.
An introduction to adolescent and young adult counseling theory designed to help students better prepare to work with adolescents and young adults in culturally diverse school and mental health counseling settings. Emphasis is placed on relevant developmental models and the ways in which life experiences that occur during adolescence can impact early adulthood.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Fall, Spring, Summer
COU 720 Substance Use and Addiction Issues in Counseling
Prerequisite: admission to Counseling program; and COU 708 or COU 751; and COU 710 and COU 711; or permission of the instructor.
This course provides an overview of the biological, psychological, social and spiritual dimensions of substance use and dependency. Addictive behaviors are presented as part of the continuum of mental and emotional behavior, and the course will include co-occurring diagnoses and their associated interventions for counseling professionals. This includes diagnosis, treatment planning and implications for diverse populations. An integrated combination of lecture, case study, and field activities will be used.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 724 Assessment and Diagnosis
Prerequisite: admission to Counseling program; and COU 710 and COU 711.
Study of and practice in conducting clinical interviews, appraising and assessing level of functioning and mental status, and developing diagnoses of psychoemotional disorders. Includes assessment of learning and functioning of children. An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 733 Couple and Family Counseling
Prerequisite: admission to Counseling program; and COU 710 and COU 711.
An introduction to the major theories of couple and family counseling and their associated interventions. An integrated combination of lecture, discussion, demonstration and role-lay lab sessions will be used.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
2
2
Upon demand
COU 751 Theories and Techniques of Counseling
Prerequisite: admission to Counseling program or departmental permission.
Examination of various theoretical approaches to counseling; significance of theories in counseling practice. Overview of interventions and techniques associated with each theory. Students make an intensive investigation of a problem to be selected in counseling theory and methods. Report of the investigation required.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 752 Career Development
Prerequisite: admission to Counseling program.
A consideration of the various theories of career development and their implications in counseling for vocational career development and their implications in counseling for vocational adjustment. A study of the work ethic, the labor force, and the concept of career education. Designed to give students competence in collecting and using occupational and educational information in counseling related to career development and in developing career education programs.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring
COU 753 Analysis of Childhood Learning and Adjustment
Prerequisite: admission to Counseling program; and SPE 310 or SPE 340 or SPE 715; and COU 701.
Acquaints student with various assessment and diagnostic procedures in evaluation of learning and adjustment problems.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 754 Counseling for Post-Secondary and Career Readiness K-12
Prerequisite: admission to Counseling program.
This course is designed to prepare school counselors to engage a diverse K-12 student population in early career awareness, planning, assessment, and making informed post-secondary choices crossing the spectrum of K-12, using the ASCA National Model and Missouri Comprehensive Counseling Program as a framework. Career development theories will be explored to encourage developmentally and culturally relevant application to K-12 student populations and includes a focus on work-life adjustment into advanced adult ages, including ethical implications.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Summer
COU 756 Group Counseling and Group Work
Prerequisite: admission to Counseling program.
Acquaints counselors with group counseling theories and techniques. Includes an experiential group component.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 757 Group Counseling Through Play
Prerequisite: COU 708; and admission to Counseling program or permission of instructor.
Introduction to group therapy methods and techniques appropriate to an elementary school or mental health setting. Emphasis is placed upon foundational group therapy skills in general for all ages, and on play therapy modalities in particular, that are appropriate for elementary-age children. Groups in an elementary setting, utilizing Missouri Comprehensive Guidance and play therapy and applications to diverse populations, will be included.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 765 Research and Program Evaluation Seminar in Counseling
Prerequisite: admission to Counseling program; and SFR 780 or COU 794.
The study, analysis, and discussion of special topics, including evaluation of counseling interventions, quantitative, qualitative, and mixed methods research, and practices in program evaluation and culminating in a substantial written report. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
COU 766 Psychopharmacology for Counselors
Prerequisite: admission to Counseling Program or permission.
Seminar course designed to teach current and future counselors the fundamentals of psychopharmacological agents used in mental health. Students will learn the fundamentals of neuroanatomy and neurophysiology, and relevant aspects of neurochemistry. Once this foundation is formed, students will learn about the types of psychotropic medications commonly used for major mental health conditions, the nature of their actions, indications and contra-indications for use, common dosing guidelines, and side-effects and other related risks.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 768 Crisis Counseling and Disaster Mental Health Response
Prerequisite: admission to Counseling Program or permission.
An introduction to Crisis and Disaster, to the major theories and practices of crisis Intervention and Disaster Mental Health and the associated interventions throughout the Response and Recovery phases. An integrated combination of lecture, discussion, demonstration and role-play will be used.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
COU 777 Counseling Practicum
Prerequisite: admission to Counseling program or certificate program; and B grade or better in COU 710 and COU 714 and COU 751; and COU 711; and departmental approval for practicum.
Supervised counseling experience involving work with clients from the community addressing a wide range of developmental, wellness, and health related presenting issues; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
0
9
Fall, Spring, Summer
COU 778 Mental Health Practicum
Prerequisite: admission to Counseling program or certificate program; and P grade in COU 777.
Supervised clinical mental health counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
Fall, Spring, Summer
COU 779 School Counseling Practicum
Prerequisite: admission to Counseling program or certificate program; and P grade in COU 777.
Supervised clinical mental health counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
Fall, Spring, Summer
COU 780 Secondary School Counseling Practicum
Prerequisite: admission to Counseling program; and B grade or better in COU 710 and COU 714 and COU 751; and COU 711; and department approval for practicum.
Supervised counseling with secondary school aged students and their families; observation, discussion, and evaluation of the counseling process. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
0
6
Fall, Spring
COU 781 Secondary School Counseling Internship
Prerequisite: admission to Counseling program; and COU 777 or COU 780 or COU 782 or COU 784; and either COU 778 or COU 779; and either ELE 302 or SEC 302; and department permission.
Supervised experience in secondary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
1
10
Upon demand
COU 782 Elementary School Counseling Practicum
Prerequisite: admission to Counseling program; and B grade or better in COU 708 and COU 710 and COU 714; and COU 711; and department approval for practicum.
Supervised counseling with elementary school-aged children and their parents; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
0
6
Spring
COU 783 Elementary School Counseling Internship
Prerequisite: admission to Counseling program; and COU 777 or COU 780 or COU 782 or COU 784; and either COU 778 or COU 779; and either ELE 302 or SEC 302; and department permission.
Supervised experience in elementary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual onsite supervision, and small-group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
1
10
Upon demand
COU 784 Mental Health Counseling Practicum
Prerequisite: admission to Counseling program; and B grade or better in COU 710 and COU 714 and COU 751; and COU 711; and department approval for practicum.
Supervised counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
0
6
Upon demand
COU 785 Mental Health Counseling Internship
Prerequisite: admission to Counseling program; and COU 777; and department permission.
Supervised experiences (individual, family, group) in counseling at an approved community agency site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 787 Advanced Play Therapy Practicum
Prerequisite: admission to Counseling program; and COU 702 or COU 703; and COU 705 and COU 708 and COU 710 and COU 711 and COU 782; or permission of instructor.
This course is designed to provide an advanced counseling experience with elementary-aged children from the community. It serves as an integrative component to extend and amplify play therapy counseling skills, theory, and techniques learned in previous practica. Emphasis is placed on scheduling clients, completing case notes, advocating for clients, weekly supervisor and evaluation of counseling sessions.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
COU 788 Introduction to Supervision, Consultation and Leadership
Prerequisite: COU 710 and COU 711; and COU 780 or COU 782 or COU 784; and admission to Counseling EdS program or departmental permission.
This course is designed to address fundamental theoretical and applied aspects of clinical supervision, consultation, and leadership. Supervision addresses the theory and practice of clinical supervision in counseling and psychotherapy and provides a supervised, practical experience of doing counseling supervision in an applied setting. Consultation focuses on providing consultation services in schools and other systems. Since counselors and psychotherapists are often called upon within schools and agencies to provide leadership, the leadership component of this course surveys the literature on leadership styles, roles, and emerging trends.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
COU 789 Advanced Level: Play Therapy Supervisor
Prerequisite: admission to Counseling program; and COU 702 or COU 703; and COU 705 and COU 708 and COU 710 and COU 711 and COU 782; or permission of instructor.
This is a course with a practicum component on-site at the Center City Counseling Clinic. The purpose of the course is to provide supervisor training in the theory and practice of supervision with master's level play therapy students to include three core knowledge areas: supervision models, theories and techniques of clinical supervision of play therapy; legal and ethical issues related to supervision; and clinical issues related to supervision.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
COU 790 Counseling Workshop
Improves skills and knowledge of counselors in specific areas. Each workshop considers a single topic in depth. 30 hours of participation equal one semester hour.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Fall, Spring
COU 791 K-12 School Counseling Internship
Prerequisite: admission to Counseling program; and COU 777; and either ELE 302 or SEC 302; and department permission.
Supervised experience in school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. Graded Pass/Not Pass only.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3-6
Fall, Spring
COU 794 Introduction to Research and Program Evaluation in Counseling
Prerequisite: admission to Counseling program.
Introduction to research methods in counseling, including quantitative and qualitative methods, action research, needs assessments, and program evaluation approaches, particularly in service-delivery and educational settings. An emphasis is placed on developing an understanding of foundational research methods that will allow students to be effective critical consumers of research in counseling, identify evidence-based practices, and prepare them to design and implement sound program evaluations.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
2
2
0
Upon demand
COU 795 Topics in Counseling
Individual or group class designated to address specialized topics of interest to graduate students in counseling. May be repeated to a maximum of nine hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
COU 799 Thesis
Prerequisite: admission to Counseling Program or permission.
Independent research and study connected with preparation of thesis.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Fall, Spring
Educational Administration (EAD) courses
EAD 751 Foundations of Educational Leadership
An introductory course designed for the student considering a career in educational leadership. Explores the history, basic theories, and major areas of responsibility in school leadership. EAD 751 is the first course to be taken in an administration degree program.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 759 Leadership Capstone
Prerequisite: EAD 788 or SFR 780.
The culminating course in the Educational Administration master's degree programs. The course results in the completion of the student's research major project; preparation and presentation of the student's graduation portfolio; and completion of departmental assessments.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 768 K-12 Principalship
This course is an examination of the leadership responsibilities of the K-12 school principal for certification K-8 and 7-12. Instructional leadership, decision-making, problem solving, effective schools correlates, data analysis, accountability, the change process, school culture, diversity, and school improvement concepts will be emphasized.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EAD 769 Curriculum Leadership for K-12 Principals
This course is designed for future K-12 principals for the study of K-12 education program development, administration and supervision in accordance with the goals and outcomes as outlined by the Professional Standards for Educational Leaders (PSEL), the Leadership Developmental System (LDS), the Missouri Leader Standards as well as the EAD Knowledge Base. The course provides a broad overview of the essential elements of K-12 educational programs including curriculum, instruction, materials, and program evaluation recommended by the various learned societies for educational administration.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall, Spring, Summer
EAD 780 Administration of Instructional Programs
An analysis of instructional programs and the role of the school administrator in developing learner-centered school cultures and supporting research-based instruction.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 781 Organizational Management
Emphasis is on basic administrative skills including fiscal management and building utilization as well as the skills and processes needed to collaboratively develop and maintain strategic plans.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 784 Multicultural Issues Involving Human Relations and Collaborative Processes
Designed to develop skills in effective interpersonal skills, written and oral communication within a diverse cultural community.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 785 Legal and Ethical Contexts of Schooling
Explores the statutory and regulatory requirements as well as the ethical implications of policy initiatives inherent in the effective operation of a school.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 786 School Supervision and Performance Enhancement
Administrative functions related to human resource management and development as well as enhancing the performance of the instructional personnel. (i.e. recruitment, selection, retention, training, supervision, evaluation of staff.)
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 787 Administration of Special Programs
Designed to provide skills to establish, administer, and supervise special education services and other student programs. Programs in the area of special education, guidance, vocational education, early childhood as well as current state and federal programs affecting education are emphasized.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 788 Action Research in Educational Leadership
Introduction to the research designs and analysis techniques of action research. Student will engage in activities designed to examine current best practices in the school setting through a methodical, research-based orientation with the ultimate goal of assessing the effect of innovative practices on a variety of school variables.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 790 K-12 Principal Internship Onsite-Part 1
Course is designed to allow students an opportunity to apply knowledge and understanding gained from program coursework to the field. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. During the internship, students are required to document internship hours 300 (150 hours/semester) to meet DESE requirements for certification. Part 1 of the internship has a minimum of 150 hours of leadership/activity experience. May be repeated to a maximum of five hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
EAD 791 K-12 Principal Internship Onsite-Part 2
Prerequisite: EAD 790.
Course is designed to allow students an opportunity to continue to apply knowledge and understanding gained from program coursework to the field. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. By the end of Part 1 and Part 2 internship experiences, students must have documented 300 hours total (150 hours/semester) to meet DESE requirements for certification. May be repeated to a maximum of five hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
EAD 792 K-12 Principal Internship-Related Agencies
Course requires students to study and interact with community/regional and state agencies that relate to the school administrator or supervisor (i.e. juvenile court, law enforcement, community support services). Students may accumulate hours during this internship to count toward their total hours for EAD 790 K-12 Principal Internship Onsite-Part 1 and EAD 791 K-12 Principal Internship Onsite-Part 2. May be repeated to a maximum of five hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
EAD 793 K-12 Principal Internship-Part 3
Prerequisite: master's degree in Educational Administration without K-12 building level certification (as required by DESE).
This internship course is designed for those students who have earned a master's degree in Educational Administration but do not have K-12 building level certification. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. During the internship, students are required to participate in and document 50 additional internship hours in either an elementary or secondary school (depending on the area needed for certification) in order to meet DESE requirements for K-12 certification. May be repeated to a maximum of five hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
EAD 799 Thesis
Prerequisite: EAD 788 and SFR 780.
Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-6
Upon demand
EAD 841 Advanced Issues in School Improvement
Designed as an advanced level course for the study of barriers to learning, strategies to reduce or eliminate those barriers, stakeholder involvement, advanced strategic planning techniques and program development, in accordance with the goals and outcomes of the I.S.L.L.C. standards and the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other I.S.L.L.C. member states. The course provides an opportunity for students to identify significant barriers to learning within an educational setting, analyze the conditions of the educational setting and take specifics steps to eliminate the barriers and support student success.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 842 Modern Trends in Educational Administration
Designed as an advanced level course for the study of the larger contexts of education. Students will study state, multi-state and national trends/issues, analyze their effect upon local school programming and student learning, identify appropriate outside agencies for initiating collaborative relationships as well as identify adaptive leadership behaviors to respond to various trends/issues. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states. These goals and outcomes are based upon ISLLC standards as well as the EAD Knowledge Base.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 843 School and Community Partnerships
Designed as an advanced level course for the study of establishing, nurturing and sustaining effective school-community partnership programs. Students will be exposed to content and will generate material that demonstrates the ability to develop partnerships with business, higher education and other community groups which supplements the learning environment and supports the overall mission of the school as outlined by goals and objectives of the ISLLC standards as well as the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states. The course provides a broad overview of the essential elements of educational partnership programs while working with social agencies and elementary grant writing.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 844 Leadership in Professional Development
Designed as an advanced level course for the study of enhancing professional performance through effective staff development and performance enhancement efforts. Students will demonstrate the ability to collaborate professionally with staff to enhance performance and promote successful teaching and learning in accordance with the goals and outcomes as outlined by ISLLC standards as well as the EAD Knowledge BASE. The course provides a broad overview of advanced elements of supervision including national teaching standards, adult learning theory, effective staff development and use of data to inform professional development efforts. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 850 Politics of Education
Overview of the origins and the nature and impact of political forces surrounding and influencing schools. Students will study the increasingly complex political web of American education as well as research the continuing debate dealing with local control versus the expanding role of state and federal government. This course will help the student in educational administration analyze the various core constituencies of school politics, analyze the issues/demands made in the school community, and study the intervening variables associated with school issues as well as the decisions which must be made by school policy makers.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 858 School Personnel
This course will provide knowledge related to areas of personnel process such as: human resource planning, recruitment, selection, placement, induction, staff development, appraisal, compensation, negotiation, employment conditions, employee data, support staff, empowerment of staff, policies and procedures, and career paths.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 860 Field Study
Prerequisite: EAD 895.
This course involves the completion of field projects conducted in cooperation with a public school district or appropriate agency. Requires a formal investigation and survey of a recognized problem within a selected institution. The nature of the investigation may also be in-depth, independent research relevant to current practice in any facet of the educational process. The subject for investigation is selected by the student with approval of the advisory committee. An oral review of the project will be presented to a selected faculty committee. May be repeated to a maximum of six hours. A maximum of three hours may be counted toward degree.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-4
Upon demand
EAD 861 Human Relations
Designed to upgrade educational leaders in human relations skills. Major focus will be on effective group processing and dynamics, understanding learning styles and cultural diversity issues, and facilitating skills for school improvement.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 862 The Superintendency
Analysis and discussion relating to current problems of school management involving decision making, data processing, operations, research, work and wages, unions and management, and purchasing.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 863 Curriculum Design and Evaluation
A course designed to investigate and analyze current and innovative instructional programs. Special emphasis is given to national reports on educational practices and the development of a model school of the future.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 864 Diversity and Community Relations
An examination of the various strategies involved in establishing effective internal and external communications. The responsibilities of boards of education, administrative officials, staff personnel, students, and the community will be emphasized.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 865 School Law
Constitutional statutory and case law that relates to all staff personnel, students, school district and other allied governmental units is investigated, analyzed and discussed. Special emphasis is given to the study of contracts, dismissals, tenure, retirement, pupil injuries, liability of school personnel, school district and board member's legal rights and responsibilities.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 866 Public School Finance
A study of school budgeting procedures, revenue and expenditure accounting, problems related to local, state and federal financing of public school operations. The Missouri Uniform Accounting System for Public Schools is utilized in the development of a major school finance project.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 867 School Plant Planning and Maintenance
Designed to familiarize students with the development of master plans and educational specifications for a school facility. Attention is given to site and building evaluations, barrier-free facilities, bond issues, remodeling, energy conservation, contractor and architectural responsibilities, and equipping and maintaining school plants.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EAD 870 Specialized Topics in Educational Leadership
Designed to upgrade the school administrator or leader's knowledge and skills in specialized areas of current interest and need. Variable content course. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Upon demand
EAD 882 Superintendency Internship-Part 1
Problem-based field experiences at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community. Students spend specified periods of time working with experienced administrative personnel.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Upon demand
EAD 883 Superintendency Internship-Part 2
Problem-based field experience at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Upon demand
EAD 884 Special Education Director Administration Internship-Part I
Designed as a certification course for the recommendation as a Special Education Director in accordance with the goals and outcomes as outlined by ISLLC, MoSPE, as well as the EAD Knowledge Base. The course provides the broad overview of the essential elements of an internship experience in the position of a Special Education Director including the daily operation, assessment, and evaluation of student achievement/placement in appropriate educational settings.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
EAD 885 Special Education Director Administration Internship-Part II
This is the second part of the Special Education Director of Administration internship which has been designed as a certification course for the recommendation as a Special Education Director in accordance with the goals and outcomes as outlined by ISLLC, MoSPE, as well as the EAD Knowledge Base. The course continues the broad overview of the essential elements of an internship experience in the position of a Special Education Director including the daily operation, assessment, and evaluation of student achievement/placement in appropriate educational settings.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
EAD 886 Superintendency Internship-Part 3
Prerequisite: EAD 882 and EAD 883.
In this course, students continue problem-based field experiences at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community. Students spend specified periods of time working with experienced administrative personnel. May be repeated to a maximum of five hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
Fall, Spring
EAD 895 Research in Administrative Practice
The study of research in the field of educational administration. This course integrates research skills and professional administrative practices. Students interpret, evaluate and apply research skills enabling them to design a Field Study proposal which is required for the Specialist degree in Educational Administration.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
Education Leadership (EDD) courses
EDD 901 Leadership Theory and Practice
Prerequisite: admission to the Doctorate in Educational Leadership program.
Advanced study of leadership theories, concepts, and inquiry as applies to educational organizations. The course will explore leadership theories, power and authority in organizations, leader effectiveness, and organizational reform. Emphasis will be placed on understanding leadership in organizations through application and extension of leadership theories in practice.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
4
4
0
Upon demand
EDD 902 Quantitative Methods in Educational Research I
Prerequisite: admission to the Doctorate in Educational Leadership program.
This course focuses on types of regression analysis and includes the following topics: simple linear regression, multiple regression, and semi-partial correlation, regression with categorical variables, categorical and continuous variables within the same model, Multilevel analysis (Hierarchical linear modeling), and structural equations. The emphasis in this course is on conceptual and practical understanding, rather than on computation. Goals are for the students to: (a) understand the basic assumptions and models underlying regression analysis, (b) use a statistical analysis package to conduct regression analysis, (c) read and interpret the output from a statistical analysis package, and (d) use this output to write a results sections.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EDD 903 Leadership Inquiry II
Prerequisite: admission to the Doctorate in Educational Leadership program.
This course is part of the statewide collaborative doctoral program. This course will emphasize a wide range of instructional methodologies, cooperative activities, problem-based learning and practical application. The students will be able to design, conduct, and report research to address problems of practice using appropriate research methodologies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
EDD 904 Content and Context of Learning
Prerequisite: admission to the Doctorate in Educational Leadership program.
Students will develop the knowledge and skills for examining, designing, and implementing school and classroom conditions that support quality learning experiences for all students and personnel. This course theme is about learning, and those issues that enhance and detract from quality learning for all. Throughout the course, participants and instructors will model optimum learning conditions and strategies. Students will be asked to demonstrate a thorough understanding of those conditions and competencies through study, critique, development and implementation of authentic learning experiences for their colleagues. Resources to support the learning experiences will include audio-visual materials, readings, internet, and simulations. Authentic assessment will be used to determine each student's level of competence in the course content.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EDD 905 Leadership Inquiry III
Prerequisite: admission to the Doctorate in Educational Leadership program.
This one hour doctoral level seminar will focus on the development of literature reviews to address problems of practice.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
EDD 906 Educational Leadership Inquiry IV
Prerequisite: admission to the Doctorate in Educational Leadership program.
The purpose of this advanced seminar is to deepen understanding of research by requiring students to make decisions about certain aspects of their dissertation research, following the dissertation-in-practice format. Specifically, the course will clarify the problem of practice, purpose of the study, research questions, framework, and study design. This course is also designed to provide scaffolding for the written comprehensive examination.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1
1
0
Upon demand
EDD 907 Program Planning and Evaluation
Prerequisite: admission to the Doctorate in Educational Leadership program.
Explores the theory and practice of evaluation of educational programs including evaluation models, research methods and design strategies to measure program outcomes, especially student and school performance. In addition, skills in program planning will be developed.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
EDD 908 Qualitative Tools for Applied Research in Educational Leadership
Prerequisite: admission to the Doctorate in Educational Leadership program.
This course focuses on qualitative research theory, design and analysis. Students will learn how educational leaders can use qualitative research design to critically examine research questions in their practice. They will also learn to analyze educational issues and execute processes to effectively explore those issues using qualitative methods.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Upon demand
Student Affairs in Higher Education (SAE) courses
SAE 721 Introduction to Student Affairs
An introductory course designed for the student pursuing a career in Student Affairs. This course explores the origin, history, philosophy, theory, and practice related to the Student Affairs profession.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SAE 723 Student Development Theory
Prerequisite: admission to the Student Affairs in Higher Education program.
Introduces the student to student development theories. A basic understanding allows the student to note application of these theories to practice. This will result in Student Affairs professional who can design approaches that work most effectively with students.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SAE 726 Higher Education in the United States
Prerequisite: admission to the Student Affairs in Higher Education program.
The historical development of American higher education will be presented. Political, social, economic, and intellectual issues will be examined from its inception to the present day for contemporary application. A focus will be on the matrix of trend, topics, and eras. An emphasis is placed on higher education in the post World War II era creating a solid background of higher education in the last 50 years.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SAE 727 Inclusive Campus Environment
This introductory course will examine the issues, concepts, and problems that contribute to the discourse on creating and sustaining inclusive campus environments at institutions of higher education (IHEs), especially at traditional majority white institutions (TWIs). Definitely, there is not a universal pathway toward creating and sustaining inclusive campus environments. The institution's mission, culture, and traditions play a major role in shaping the context of inclusive campus environments.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SAE 728 Individual and Group Support Skills
Prerequisite: admission to the Student Affairs in Higher Education Program.
The individual purpose of this course is to help emerging Student Affairs professionals strengthen and expand their capacity to help individual undergraduates and small groups of undergraduates remove barriers which impact student success as measured in degree attainment within institutions of higher education (IHEs). Emerging professionals with sound personal foundations and boundary spanning skills are able to partner with individuals and small groups of students who may be different. The differences may include many dimensions of diversity, including factors such as race ethnicity, gender, differential ability, and sexual orientation. Student Affairs professionals will demonstrate competence in using helping skills (listening, paraphrasing, group facilitation, and problem solving) to work with individuals and small groups in the university environment. Thus, the class will provide students through lecture and experimental learning the opportunities to acquire and practice helping skills in a safe environment. The anticipated outcome of the class is that students will acquire an advanced capability in helping students and small groups remove barriers to their academic success/degree attainment. Thus, the class seeks to align the curricular and application practices with ACPA/NASPA Personal Foundation, Helping, and Equity, Diversity and Inclusion Competencies.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SAE 729 Foundations of Research
Prerequisite: admission to the Student Affairs in Higher Education program.
Students will acquire and use research methods skills. These skills will be put to use in preparing a research proposal, reviewing empirically-based journal articles, formulating hypotheses, designing observational studies, and analyzing and interpreting data.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SAE 732 Leadership and Administration in Higher Education
Prerequisite: admission to Student Affairs in Higher Education program.
Students will be provided with the opportunity to develop a firm working concept of leadership theories and principles. Upon completion of the course, students should be able to identify and discuss the role of leadership in student affairs, and be able to apply those leadership principles to activities in their job.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SAE 735 Governance and Finance in Higher Education
Prerequisite: admission to the Student Affairs in Higher Education program.
Exposure of the student to theoretical and applied concepts of governance and finance structures in higher education. Emphasis will be on organizational structures, financial operations, terminology, successful administrative/management practices, and models prevalent in higher educational settings.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SAE 738 Legal and Ethical Issues in Student Affairs
Prerequisite: admission to the Student Affairs in Higher Education program.
Introduction to the basic and current legal and ethical concepts that face American colleges and universities today. Topics to be discussed include the basis from which higher education law is formed; current case, state, and regulatory laws; personnel issues; and risk management and liability issues for higher education.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Fall
SAE 747 Supervised Practice
Prerequisite: admission to the Student Affairs in Higher Education program.
Students will earn academic credit for completion of two practica working in Student Affairs departments. Knowledge accumulated in coursework will be applied to the work setting. Experiences are cooperatively planned and guided by university personnel. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SAE 748 Special Projects: Reflective Moments in Higher Education and Student Affairs
Prerequisite: admission to the Student Affairs in Higher Education program or the Perspectives about the American Higher Education System graduate certificate.
The primary objective of this course is to provide students who are full-time employees at either MSU or area institutions an alternative to the traditional 6-hour supervised practice requirement that most cohort students complete through SAE 747, Supervised Practice. Similar to SAE 747, Supervised Practice, students will complete two sections of the course (6 hours) distributed over two semesters. Under the direction of the instructor, students will complete an extensive seminar/degree paper that enhances the student's graduate program portfolio requirement. May be repeated to a maximum of six hours.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring, Summer
SAE 749 Student Outcomes
Prerequisite: admission to the Student Affairs in Higher Education program.
Fostering undergraduates' success inside and outside of the classroom is a byproduct of academic and student affairs collaboration. The aim of the course is to help new professionals understand the outcomes of student success.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SAE 755 Topical Seminar
Prerequisite: permission of SAE Program Director.
This seminar seeks to provide students a curricular structure to assimilate emerging professional development practices in higher education and student affairs. Course will not count toward SAE degree requirements.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
1-3
Summer
SAE 766 Research Methods and Data Analysis
Prerequisite: admission to the Student Affairs in Higher Education program.
This course provides a review of the most commonly utilized research designs and methods and approaches to data analysis and reporting in Student Affairs. Students will learn how to utilize research studies in the academic and professional literature and how to prepare research proposals and conduct research within a college or university setting. Students completing the course should have an understanding of the factors which influence research quality, including reliability, validity and the use and misuse of statistics.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Summer
SAE 767 Assessment and Evaluation
Prerequisite: admission to the Student Affairs in Higher Education program.
This course provides a "hands-on" approach to assessment and evaluation of individual and program outcomes in Student Affairs, focusing on how to measure change in student knowledge, skills and behaviors and the effectiveness of programs in producing outcomes. The course will also address the relationship of assessment and evaluation to: strategic, division and program planning; benchmarking and program review; and the preparation of grant proposals.
Credit hours
Lecture contact hours
Lab contact hours
Typically offered
3
3
0
Spring
SAE 771 Capstone Seminar
Prerequisite: admission to Student Affairs in Higher Education program.
This professional seminar is designed to promote the integration of the core curriculum and practitioner experiences of the master's program in student affairs administration, and to prepare students for the transition to a professional Student Affairs position following completion of the degree.
