Graduate Courses Offered by Reading, Foundations and Technology
Education (EDC) courses
EDC 700 Teaching and Learning I: Current Issues and Trends in EducationPrerequisite: 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.
EDC 701 Teaching and Learning II: Diversity, Curriculum and ResearchPrerequisite: 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.
EDC 702 Teaching and Learning III: Management and Assessment of LearningPrerequisite: 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.
EDC 703 Teaching and Learning IV: Curriculum DevelopmentPrerequisite: 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.
EDC 704 Teaching and Learning V: Research SeminarPrerequisite: 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.
EDC 786 Research Seminar in EducationPrerequisite: 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.
EDC 800 Teacher Leadership I: Contemporary Educational ProblemsPrerequisite: bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This blended (online and face-to-face) 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.
EDC 801 Teacher Leadership II: Diversity and Curricular DesignPrerequisite: EDC 800; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This blended (online and face-to-face) 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
EDC 802 Teacher Leadership III: Building Classroom Climate and Effective Student AssessmentsPrerequisite: EDC 800 and EDC 801; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This blended (online and face-to-face) 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.
EDC 803 Teacher Leadership IV: Curriculum TheoryPrerequisite: 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 blended (online and face-to-face) 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.
Educational Technology (EDT) courses
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 630 and EDT 530.
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 640 and EDT 563.
EDT 660 Digital-Age Learning Environments
This online course covers uses of instructional systems design model to guide the student in systematically developing e-learning instruction. The theory and practice of e-learning environments to maximize learning for all including usability and accessibility concerns are examined. Practical and theoretical means for ascertaining the needs of learners, implementations of specific technologies to meet those needs, and assessment of the effectiveness of the e-learning environment in meeting learners' needs are presented. 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 660 and EDT 560.
EDT 661 Online Teaching and Pedagogy
This course provides students interested in online teaching with best practices in distance learning, pedagogical principles associated with the online learning environment, and technology tools to support online teaching and learning.
EDT 662 Educational Applications of Computers for Teaching
Using microcomputers in educational settings. Includes the investigation of software in desktop publishing, record management and multimedia applications. Special emphasis will be given to selection of appropriate programs for specific classroom utilization as well as computer interfaced peripheral devices. May be taught concurrently with EDT 562. Cannot receive credit for both EDT 662 and EDT 562.
EDT 665 Selection and Utilization of Educational Technology
Targets principles of attention, perception, and retention regarding selection and implementation of instructional strategies. Students apply instructional design principles and learning theories to develop professional products; develop and implement evaluation strategies for hypermedia materials; combine electronic and non-electronic media; use telecommunications tools for production purposes; and integrate a variety of instructional technology tools. May be taught concurrently with EDT 565. Cannot receive credit for both EDT 665 and EDT 565.
EDT 690 Topical Issues in Educational Technology
A variable credit course with 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. May be repeated up to a maximum of 6 hours. May be taught concurrently with EDT 597. Cannot receive credit for both EDT 690 and EDT 597.
EDT 696 Continuing Education in Educational Technology
Special topics related to Educational Technology for continuing professional development. A variable credit course with amount of credit based on the extent of work required. May be repeated to a maximum of 6 hours.
EDT 763 Administration of Educational Technology
Emphasis is placed on 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 a building, district, institutional or organizational level.
EDT 764 Instructional Design
Emphasis on the analysis and development of instruction for large group, small group, and individual student instruction. The utilization of systems approaches and packaged instructional forms will be stressed. The course will integrate systems approaches with learning theory involving educational technology.
EDT 765 Educational Media Production
Principles and techniques of designing and producing advanced forms of media software materials in video, audio, and photography formats with emphasis on multi-media that includes computer generated graphics interfaced with video and audio editing as well as more basic production techniques.
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.
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.
EDT 777 Problems in Educational Technology
Research in or in-depth examination of issues and problems in the field of Educational Technology. May be repeated up to a maximum of 3 hours when topic varies.
EDT 797 Educational Technology Special Research ProjectPrerequisite: SFR 780.
An extensive multimedia production project which results in a functional product with extensive written documentation to support its use as a research or instructional tool which could provide results for extended research and publication.
EDT 798 Research Seminar in Educational TechnologyPrerequisite: SFR 780.
An extensive research paper focused on the field of instructional Design and Technology.
EDT 799 Educational Technology ThesisPrerequisite: SFR 780.
Independent research and study connected with preparation of a thesis in the field of Educational Technology. The paper will consist of original or creative research accountable to committee review and defense. May be repeated for a maximum of 6 hours credit.
Middle School (MID) courses
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.
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.
Reading (RDG) courses
RDG 600 Literacy Projects
This course is designed to provide students an opportunity to informally assess and tutor adults or children exhibiting literacy difficulties. Students are expected to have an increased awareness and understanding pertaining to literacy and to recognize the importance of improving the educational process of adults and children. Number of class hours determined by semester hours of credit. Cannot be substituted for any required reading/literacy course. May be repeated to a total of 3 hours. May be taught concurrently with RDG 599. Cannot receive credit for both RDG 599 and RDG 600.
RDG 624 Analysis and Correction of Difficulties in Adolescent LiteracyPrerequisite: RDG 474 or concurrent enrollment, or equivalent.
Techniques of analysis and correction of difficulties in literacy for middle school and secondary teachers whose students struggle with literacy skills, such as reading and writing in content areas. Trends in dealing with diagnostic procedures, instructional techniques, special materials, evaluative devices, instructional interventions for students with reading deficits, and community-based experiences for practical implementation. Students concentrate study within their discipline and level of certification. May be taught concurrently with RDG 574. Cannot receive credit for both RDG 574 and RDG 624.
RDG 631 Introduction to Dyslexia: Literacy Development, Language, and the BrainPrerequisite: admission to the graduate certificate in Dyslexia program.
This course will begin with an overview of dyslexia. Historical issues, relevant laws and policies, as well as current legislation will be discussed. Students will learn common characteristics and possible identifiers of children with dyslexia and related language difficulties. Common misconceptions and myths related to dyslexia will also be addressed. Foundations of literacy development and an in-depth study of language processing, including orthographic, phonological, semantic, syntactic, and discourse, will be included. This course also addresses the neurobiological aspect of dyslexia, including the role of attention, executive functioning, memory, and processing speed in reading and writing development.
RDG 632 Assessment Procedures for Students with DyslexiaPrerequisite: permission from graduate Literacy Program Coordinator.
This course focuses on assessment procedures and techniques for working with exceptional children, with a strong emphasis on determining whether or not children display characteristics of dyslexia. The course will address differences among screening, diagnostic, outcome, and progress-monitoring assessments, and when it would be most appropriate to use each type of assessment. Students enrolled in the course will also learn how to use assessment results to plan interventions and guide instruction for children with dyslexia or other learning difficulties.
RDG 633 Interventions for Students with DyslexiaPrerequisite: permission from graduate Literacy Program Coordinator.
This course provides students with information on research-based strategies and interventions for use with children identified as dyslexic. Students will learn effective ways to support children who experience difficulties in various aspects of literacy development. The course focuses on explicit instruction and interventions using a multisensory approach. Students will learn how to provide instruction in all areas of literacy, including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, and writing.
RDG 634 Dyslexia Practicum: Assessments and InterventionsPrerequisite: permission from graduate Literacy Program Coordinator.
This practicum course allows students to work in a one-on-one setting with a child identified as dyslexic or one displaying characteristics of dyslexia. The course allows students to integrate theoretical and practical knowledge gained from previous courses to administer assessments and plan appropriate interventions. Students will submit assessment results, lesson plans, progress monitoring data, in addition to videoed lessons.
RDG 640 Analysis and Correction of Difficulties in LiteracyPrerequisite: RDG 318 or both RDG 420 and RDG 421, or equivalent.
Techniques of analysis and correction of difficulties in literacy for elementary, secondary, special education and reading/literacy teachers. Trends in dealing with diagnostic procedures, instructional techniques, special materials, and assessment. Students concentrate study within their level of training. May be taught concurrently with RDG 540. Cannot receive credit for both RDG 640 and RDG 540.
RDG 656 Topical Issues in LiteracyPrerequisite: permission may be required (see class schedule).
To develop understanding and skills in relevant areas of literacy education. Credit hours may vary depending on topic. Variable content course. May be repeated to a total of 5 hours when topics change. A maximum of 3 hours may be used toward degree. May be taught concurrently with RDG 556. Cannot receive credit for both RDG 556 and RDG 656 on same topic.
RDG 660 Diversity Issues in Literacy and Content Area Instruction
Designed for preservice and practicing elementary, middle, and high school teachers working on undergraduate degrees in Elementary Education or Secondary Education; as well as graduate degrees in Literacy, Elementary Education, MAT, or other MS or MSED graduate degrees. Students will expand their knowledge of racial, cultural, ethnic, linguistics, and socio-economics diversity; and learn strategics to implement diversity issues into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of diversity through a wide variety of course readings, multicultural literature, videos, guest speakers, multicultural interview, and community field trips. May be taught concurrently with RDG 560. Cannot receive credit for both RDG 560 and RDG 660.
RDG 665 Cultural Diversity in Literacy and Instruction: Classrooms and Community
Designed for preservice and practicing middle and high school teachers working on graduate degrees in Literacy, Educational Technology, Master of Arts in Teaching, Master of Arts in Teaching and Learning, Elementary Education, or other MS, MA or MSEd graduate degrees. Students will expand their knowledge of ethnicity, race, socio-economics status, gender, exceptionalities, language, religion, sexual orientation, and geographic areas in the context of classrooms, schools, and community; and learn strategies to implement diversity into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of domestic and global diversity through a wide variety of course readings, culturally diverse literature, instructional videos, documentaries, webcasts, and intercultural interviews. May be taught concurrently with RDG 565. Cannot receive credit for both RDG 665 and RDG 565.
RDG 673 Psychology of Global Literacies
The study of the mindset and behaviors involved in the acquisition and application of literacy from multicultural and global perspectives. Students will investigate and analyze the connections between language, literacy, and culture in schools and communities within a global setting. Students will examine the purpose and function of literacy while reading multicultural and international fiction and nonfiction literature. May be taught concurrently with RDG 573. Cannot receive credit for both RDG 673 and RDG 573.
RDG 680 Successful Classroom Communities to Enhance Student Learning
Integration of areas supporting student learning including productive interactions with families. Concentrated modules on literacy learning of regular education students, struggling readers, and exceptional students. Basic principles in effective communication with parents and other professionals to reinforce appropriate classroom learning. Cannot be substituted for any course required for Special Education degrees or certificates. May be taught concurrently with RDG 580. Cannot receive credit for both RDG 680 and RDG 580.
RDG 685 Techniques of Responsive Support in the Literacy Classroom
Techniques to support positive, active learning through appropriate response to intervention plans within the literacy classroom. Study of alternative and appropriate behaviors to meet students' needs in acceptable ways through modeling, guided practice, and cueing within a supportive environment, which includes teachers, parents, and other stakeholders in student's learning. Cannot be substituted for SPE 515, 615, 616, or any course required for a SPE degree or certificate. May be taught concurrently with RDG 585. Cannot receive credit for both RDG 585 and 685.
RDG 700 Relationship of Language to Literacy and Intellectual Development
Utilizing elements of language and intellectual development which provide the basis for the development of appropriate literacy skills. Helping teachers gain skill in using teaching strategies which help children develop language and intellectual competencies.
RDG 710 Content Area Literacy
Teaching subject matter in content areas in ways for utilizing and further developing fundamental literacy; effective reading and writing skills, vocabulary development in specific areas, study skills, utilization of cognitive processes.
RDG 720 Use of Multi-Media Resources in Literacy
Criteria, methods and tools for selection and effective utilization of both print and nonprint material, enhancing and encouraging competency in literacy; production of materials utilizing various media. Students concentrate study within their level of training (elementary or secondary.)
RDG 730 Assessment and Instruction of Less Skilled Readers and WritersPrerequisite: RDG 318; or both RDG 420 and RDG 421, or equivalent.
Supervised small group practice in a clinical setting assessing and instructing students who are experiencing difficulty learning to read and write. Planned with and directed by a graduate faculty member. Less intensive and more generalized clinical experience for those not intending to pursue Special Reading Teacher certification. Cannot be substituted for any course required for special reading certification (RDG 540/640, 780, 781, or 782). Students in Literacy program must enroll for 6 hours, others may enroll for 3 hours.
RDG 740 Issues and Trends in Literacy Education
Provides intensive study of significant issues and trends in literacy education. Emphasis on locating and analyzing current issues and trends and encouraging teachers and administrators to apply the information to research-based best practices in the classroom.
RDG 770 Curriculum Design in Literacy
This course examines the theories and research on literacy from comprehension to implications for instructional practice. Candidates will gain knowledge and share with classmates influences on the teaching of literacy, which may include practices from historical to contemporary times. Research and read literature to prepare for establishing a total school literacy curriculum.
RDG 780 Assessment Procedures for the Literacy SpecialistPrerequisite: RDG 640.
Designed especially for the special reading teacher or literacy coach who needs an advanced course for special reading teacher certification. Psycho-educational testing techniques, multisensory teaching techniques, report writing, resource personnel, and clinic operations will form the basis for this course.
RDG 781 Assessment of Literacy ProblemsPrerequisite: RDG 780; and concurrent enrollment in RDG 782.
Supervised individual practice diagnosing literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.
RDG 782 Remediation of Literacy ProblemsPrerequisite: RDG 780; and concurrent enrollment in RDG 781.
Supervised individual practice with remedial procedures for literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.
RDG 791 Problems in Literacy Education
In consultation with the advisor, major issues in the field of literacy education are selected for investigation through independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a total of 3 hours.
RDG 795 Research Seminar in LiteracyPrerequisite: SFR 780.
An in-depth study of a topic in literacy, leading to the guided development and completion of an extensive research paper.
RDG 799 ThesisPrerequisite: SFR 780.
Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours.
Secondary Education (SEC) courses
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 total of 3 hours. May be taught concurrently with SEC 522. Cannot receive credit for both SEC 522 and SEC 622.
SEC 626 Coordination of Cooperative Education
Problems and procedures in organizing and operating part-time cooperative and evening occupation programs. Restricted to those who can qualify as coordinators. Identical with AGV 626. May be repeated to a total of 2 hours. May be taught concurrently with SEC 526. Cannot receive credit for both SEC 526 and SEC 626.
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. May be taught concurrently with SEC 527. Cannot receive credit for both SEC 527 and SEC 627.
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 total of 3 hours. May be taught concurrently with SEC 528. Cannot receive credit for both SEC 528 and SEC 628.
SEC 701 Secondary School Curriculum
Foundation course in the development and organization of the secondary school curriculum.
SEC 703 Seminar in Current Trends in Teaching EnglishPrerequisite: ENG 405.
For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.
SEC 704 Seminar in Current Trends in Teaching Social StudiesPrerequisite: HST 418.
For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.
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 total of 3 hours.
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.
SEC 707 Seminar in Current Trends in Teaching MathematicsPrerequisite: MTH 409.
For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.
SEC 708 Seminar in Current Trends in the Teaching of BiologyPrerequisite: SCI 414.
Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.
SEC 783 Internship in Teaching IPrerequisite: SFR 797; 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.
SEC 784 Internship in Teaching IIPrerequisite: SEC 783; and acceptance into the Master of Arts in Teaching degree program.
The candidate must have successfully completed the Missouri Educator Gateway Assessments (MEGA) as established by the Missouri Board of Education, obtained current pre-professional liability insurance, completed the appropriate background check and be approved for supervised teaching. A semester-based supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor. Students also attend an ongoing seminar and design and implement a Teacher Work Sample required for graduation. The candidate's professional portfolio should be completed during this course.
SEC 785 Internship in Teaching IIIPrerequisite: 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.
Secondary Education, Foundations, And Educational Research (SFR) courses
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.
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.
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.
SFR 681 Law and the Classroom TeacherPrerequisite: Teacher Certification students must be admitted to Teacher Education Program.
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.
SFR 682 Contemporary Issues in EducationPrerequisite: Teacher Certification students must be admitted to Teacher Education Program.
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.
SFR 695 Applications of Educational MeasurementPrerequisite: Teacher Certification students must be admitted to Teacher Education Program.
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.
SFR 698 College Teaching PracticumPrerequisite: 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.
SFR 709 Individualizing Instruction
Training in various procedures for individualizing instruction at all grade levels.
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.
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.
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 3 credit hours.
SFR 730 Curriculum Construction in the School
Traditional, humanistic, and behavioristic approaches to advanced curriculum development in the school.
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.
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.
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.
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.
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.
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 9 hours. Thirty clock hours equal one credit hour.
SFR 792 Supervision of Student TeachersPrerequisite: valid elementary or secondary teaching certificate.
For public school teachers cooperating in college student-teaching programs; organizing and directing work of the student teacher.
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.
SFR 794 Research PracticumPrerequisite: 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.
SFR 796 Problems in Education
Specific problems in education related to needs and interests of the student. May be repeated to a total of 3 hours.
SFR 797 Advanced Studies in Teaching and LearningPrerequisite: 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.
SFR 799 ThesisPrerequisite: SFR 780.
May be repeated to a maximum of 6 hours credit.
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 for a total of 6 hours credit.
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.