Undergraduate Courses Offered by Reading, Foundations and Technology

Education (EDC) courses (EDC) courses

  • EDC 150 Introduction to Teaching

    Prerequisite: permission from the Director of Secondary Education (Secondary) or Coordinator, Professional Education Advisement (Middle School).

    This course reviews the process for obtaining admission to Teacher Education for transfer students, and assists students in uploading documentation and artifacts created at the students' sending academic institutions. The transfer student should have had an introduction to teaching course and have completed a 30 hour field experience (practicum) at the secondary level or middle school level in the student's major area of study. Graded Pass/Not Pass only.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    000Fall, Spring
  • 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 masters-level certification programs.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    2Fall, 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 hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, 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 hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDC 350 School and Society

    Prerequisite: admitted to Teacher Education Program or concurrent enrollment in EDC 150; PSY 385 or CFD 257 (Elementary Education program); or CFD 160 (Early Childhood Education program); or PSY 360 (Secondary, Middle School, and K-12 programs); 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 hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring

Educational Technology (EDT) courses (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 hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EDT 520 Technologies in a Contemporary School Setting

    Prerequisite: EDT 365; and concurrent enrollment in ELE 500 if Elementary Education major or MID 425 if Middle School Education major.

    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 hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, 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 hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EDT 560 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 660. Cannot receive credit for both EDT 560 and EDT 660.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EDT 562 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 662. Cannot receive credit for both EDT 562 and EDT 662.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, 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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • EDT 565 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 665. Cannot receive credit for both EDT 565 and EDT 665.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EDT 597 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 690. Cannot receive credit for both EDT 597 and EDT 690.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Upon demand

Middle School Education (MID) courses (MID) courses

  • MID 400 Philosophy, Curriculum, and Organization of Middle School Education

    Prerequisite: "C" or better in SEC 302.

    An overview of middle level education philosophy, curriculum planning and development, instruction, and organization. Emphasis is on cognitive, behavioral, and affective needs of middle level students, and on the development of interdisciplinary thematic units. Course can be taken concurrently with EDC 150.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • MID 421 Philosophy and Organization of Middle School Education

    Prerequisite: admitted to Teacher Education Program.

    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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • MID 425 Middle School Curriculum

    Prerequisite: MID 400; and admitted to Teacher Education Program.

    Foundations in the development and articulation of middle school curriculum with emphasis placed upon the implementation of developmentally and culturally responsive practices relevant to the young adolescent learner. Integrated approaches to teaching and learning designed, implemented, and evaluated as part of a teaching team to include the exploration of assessment and differentiated instruction in the middle level classroom will be examined. The course requires a 15 hour practicum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall, Spring, Summer
  • MID 439 Middle School Instructional Strategies

    Prerequisite: MID 400 and MID 425; and admitted to Teacher Education Program.

    This course will provide opportunities for supervised, direct involvement in the public school setting at the middle level. Preservice teachers will learn and implement instructional strategies used to provide effective instruction for the middle level learner. Includes 45 hours of practicum experience in which a lesson will be taught in the preservice teachers' content area and a formal observation will be conducted by university faculty/staff at local/area middle schools.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • MID 493 Supervised Teaching (Middle School)

    Prerequisite: MID 400 or MID 425; and MID 439 and RDG 318 and RDG 474; and all method courses in chosen content areas; a grade of "C" or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching; and concurrent enrollment in MID 494.

    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. 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 or in the subject matter emphasis area. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, 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. 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 or in the subject matter emphasis area. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • MID 499 Clinical Experiences in Teaching II

    Prerequisite: EDC 199; and admitted to Teacher Education Program; and grades of "C" 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 masters-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, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    4Fall, Spring

Reading (RDG) courses (RDG) courses

  • RDG 107 Critical Reading and Study Skills in Academic Texts

    Introduction to college reading designed to help students acquire and improve critical reading comprehension skills of academic texts necessary for college-level coursework. Provides intensive reading instruction in comprehension, vocabulary development, reading rate, reading efficiency techniques, and reading study strategies. Cannot be used to satisfy any General Education Program requirement or any major or minor requirement. Cannot receive credit for both RDG 107 and IDS 118.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    212Upon demand
  • RDG 300 Service Learning in Literacy

    Prerequisite: 30 hours and concurrent registration in a RDG course designated as a service learning offering and admitted to Teacher Education Program.

    This service component for an existing course incorporates community service with classroom instruction in literacy 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. Cannot be substituted for RDG 421 or any other required practicum. May be repeated.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1Fall, Spring
  • RDG 318 Foundations of Literacy Instruction

    Prerequisite: 30 hours.

    An initial course in literacy foundations and methods from emergent literacy through middle school/junior high school. Examines various approaches of current literacy instruction and practices, including the basic components of literacy and applications to content areas. Creates a literate environment that fosters reading and writing by integrating foundational knowledge. Emphasizes contemporary classrooms, which are assumed to contain children of diverse cultures and abilities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • RDG 319 Practicum-Foundations of Literacy Instruction

    Prerequisite: admitted to Teacher Education Program and current professional liability insurance.

    Practical application of developmental, functional, and recreational literacy instructional practices from emergent literacy through middle school/junior high school by the assignment of students to practicum centers where they will be required to observe, prepare, teach, and analyze literacy lessons. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    102Upon demand
  • RDG 420 Methods of Assessing and Personalizing Reading and Writing

    Prerequisite: RDG 318; and concurrent enrollment in RDG 421.

    A practical approach to personalizing elementary literacy instruction, which includes assessing the needs and reading/writing progress of children and selecting appropriate materials and procedures for the contemporary classroom, which is assumed to contain children of diverse cultures and learning abilities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • RDG 421 Practicum-Methods of Assessing and Personalizing Reading and Writing

    Prerequisite: RDG 318; and concurrent enrollment in RDG 420.

    Practicum application of techniques in personalizing elementary literacy instruction, by the assignment of students to practicum placements where they will be required to assess the reading and writing progress of children and select appropriate materials and applicable instructional methods for the contemporary classroom, which is assumed to contain children of diverse cultures and learning abilities. Twenty clock hour practicum in school setting is required; students must have valid clearance documents on file.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    212Fall, Spring, Summer
  • RDG 422 Techniques of Teaching Literacy in the Content Fields

    Prerequisite: RDG 318 and admitted to Teacher Education Program.

    Assess literacy levels and select appropriate materials in various content fields. Techniques of teaching reading and writing in content areas, with emphasis on functional and study skills in these materials. Application will be made to the contemporary classroom, which is assumed to contain children of diverse cultures and learning abilities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • RDG 474 Reading and Writing in the Content Fields

    Prerequisite: admitted to Teacher Education Program or concurrent enrollment in EDC 150.

    Methods and strategies for using reading and writing as tools for learning in regular middle and secondary school classrooms in which there exists a wide range of literacy achievement. Includes awareness of reading and writing approaches and problems; study skills, literacy evaluation and measurement; vocabulary and comprehension development; selection of materials appropriate for each student; and community-based experiences for practical implementation.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • RDG 480 Problems in Literacy Education

    The student, in consultation with advisor or instructor, selects a topic in literacy for in-depth, independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a total of 5 hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • RDG 540 Analysis and Correction of Difficulties in Literacy

    Prerequisite: 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. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check. May be taught concurrently with RDG 640. Cannot receive credit for both RDG 540 and RDG 640.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • RDG 556 Topical Issues in Literacy

    Prerequisite: 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 656. Cannot receive credit for both RDG 656 and RDG 556 on same topic.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • RDG 560 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 strategies 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 660. Cannot receive credit for both RDG 660 and RDG 560.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • RDG 565 Cultural Diversity in Literacy and Instruction: Classrooms and Community

    Designed for preservice and practicing middle and high school teachers working on undergraduate degrees in Elementary, Middle School, or Secondary Education. 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 665. Cannot receive credit for both RDG 565 and RDG 665.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • RDG 573 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 673. Cannot receive credit for both RDG 573 and RDG 673.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • RDG 574 Analysis and Correction of Difficulties in Adolescent Literacy

    Prerequisite: 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 624. Cannot receive credit for both RDG 574 and RDG 624.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • RDG 580 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 680. Cannot receive credit for both RDG 680 and RDG 580.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • RDG 585 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 students' learning. Cannot be substituted for SPE 515, 615, 616, or any course required for a Special Education degree or certificate. May be taught concurrently with RDG 685. Cannot receive credit for both RDG 585 and RDG 685.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • RDG 599 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 600. Cannot receive credit for both RDG 600 and RDG 599.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand

Secondary Education (SEC) courses (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 hoursLecture contact hoursLab contact hoursTypically offered
    204Upon 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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SEC 302 General Methods of Instruction in the Middle and Secondary Schools

    Prerequisite: 30 hours and 2.50 combined GPA.

    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. A grade of C or better is required in this course in order to enroll in supervised teaching. Required first transition checkpoint will occur in this course. This course is a combination of previously offered SEC 300/301 and students cannot receive credit for both SEC 300/301 and SEC 302. Students must have either earned a composite score or superscore of 20 or better on the ACT or have passed all sections of the Missouri State Board of Education entry examination to proceed beyond this point in the Professional Education Program. Cannot be taken Pass/Not Pass.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • SEC 493 Supervised Teaching (Secondary)

    Prerequisite: completion of all method courses in chosen content area; a grade of "C" or better in all professional education courses; 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. 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 hoursLecture contact hoursLab contact hoursTypically offered
    5-6Fall, Spring
  • SEC 494 Supervised Teaching (Secondary)

    Prerequisite: concurrent enrollment in SEC 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 hoursLecture contact hoursLab contact hoursTypically offered
    5-6Fall, Spring
  • SEC 495 Theory into Practice: Applications Workshop

    Prerequisite: completion of all method courses in chosen content area; a grade of C or better in all professional education courses; approval for student teaching; and concurrent enrollment in SEC 493 or other supervised teaching course.

    Students enroll in workshops, offered during the student 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 hoursLecture contact hoursLab contact hoursTypically offered
    1-3Fall, Spring
  • SEC 499 Clinical Experiences in Teaching II

    Prerequisite: EDC 199; and admitted to Teacher Education Program; and grades of "C" 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 masters-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, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    4Fall, Spring
  • SEC 522 Philosophy of Vocational Education

    Philosophical foundations of vocational education; philosophies of vocational education in contemporary school. Identical with AGV 522. May be repeated to a total of 3 hours. May be taught concurrently with SEC 622. Cannot receive credit for both SEC 622 and SEC 522.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SEC 526 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 526. May be repeated to a total of 2 hours. May be taught concurrently with SEC 626. Cannot receive credit for both SEC 626 and SEC 526.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-2Upon demand
  • SEC 527 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 527 and AGE 508. Cannot receive credit for SEC 527 and AGV 527 and AGE 508. May be taught concurrently with SEC 627. Cannot receive credit for both SEC 627 and SEC 527.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • 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 total of 3 hours. May be taught concurrently with SEC 628. Cannot receive credit for both SEC 628 and SEC 528.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand

Secondary Education, Foundations and Educational Research (SFR) courses (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 hoursLecture contact hoursLab contact hoursTypically offered
    330Upon 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 hoursLecture contact hoursLab contact hoursTypically offered
    204Fall, Spring
  • SFR 351 Philosophical Problems of Education

    Prerequisite: admitted to Teacher Education Program.

    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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 353 History of Educational Thought

    Prerequisite: admitted to Teacher Education Program.

    The history of major educational ideas and their relationships to contemporary educational theories and practices.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 354 Social and Philosophical Foundations of American Education

    Prerequisite: admitted to Teacher Education Program.

    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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 396 Student Assessment and Evaluation

    Prerequisite: admitted to Teacher Education Program.

    Planning, constructing, using, and analyzing a variety of assessment practices to enable preservice teachers to make reflective decisions in the classroom.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon 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 3 hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SFR 442 Techniques of Classroom Management

    Prerequisite: admitted to Teacher Education Program.

    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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 444 Approaches to Individualizing Education

    Prerequisite: admitted to Teacher Education Program.

    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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 482 Teacher Relationships with the School of Society

    Prerequisite: admitted to Teacher Education Program.

    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 hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 486 Management and Assessment in the Middle and Secondary Classroom

    Prerequisite: admission to Teacher Education Program 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 hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • SFR 521 Techniques for Teaching Adults

    Prerequisite: admitted to Teacher Education Program.

    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 621 and SFR 521.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 547 Guidance and Interpersonal Relationships in the Classroom

    Prerequisite: admitted to Teacher Education Program.

    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 647 and SFR 547.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon 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 676 and SFR 576.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • SFR 581 Law and the Classroom Teacher

    Prerequisite: 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 681. Cannot receive credit for both SFR 681 and SFR 581.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 583 Contemporary Issues in Education

    Prerequisite: 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 682. Cannot receive credit for both SFR 682 and SFR 583.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 595 Applications of Educational Measurement

    Prerequisite: 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 695. Cannot receive credit for both SFR 695 and SFR 595.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand