Courses

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.

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.

Basic principles that govern human development from the prenatal period to death; developmental tasks and interrelations of family members through the life span.

Development of the child from conception through 8 years of age including weekly laboratory experience with preschool children.

Personal and family living in the early stages of family life cycle. Concepts and methods used in initiating, building, maintaining and enriching relationships.

Variable content course for introductory concepts in Child and Family Development. May be repeated to a maximum of six hours when topics change.

Explores parenting and child rearing in today's society.

Child from conception through two years, including prenatal environment. Two hours laboratory experience weekly in infant-toddler child development laboratory.

Experience in applying effective techniques that optimize infant toddler development with 2-hours per week of participation in the infant toddler laboratory.

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.

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.

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.

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.

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.

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.

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.

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.

Readings, discussion and analysis of trends and issues in child and family development.

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.

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.

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.

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.

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.

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.

Independent study for those who wish additional work in specific subject areas.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Orientation to the program and examination of seminal reading in the field.

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.

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.

Analysis of theories and trends in human development.

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.

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.

This course examines relevant theories and current research in parent-child relationships across the life span.

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.

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.

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.

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.

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.

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.

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.

Independent study for those who wish additional work in specific topic areas. Variable content course.

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.

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.

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.

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.

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.

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.

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.

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.

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, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

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.

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 offered concurrently with ECE 675. Cannot receive credit for both ECE 575 and ECE 675.

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.

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 offered concurrently with ECE 575. Cannot receive credit for both ECE 675 and ECE 575.

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.

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.

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.

Analysis of programs, policies and theories appropriate for young children and their families in a variety of early childhood settings.

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.

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.

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.

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.

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.

Guided development of research paper focused on field of Early Childhood and Family Development.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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 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. 1-5 D. Approved recurring course topic: B.E.A.R.S. Seminars. A series of seven (7) seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six (6) of these seminars is required for credit. Participants will receive an "I" grade for the course 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.

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.

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.

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.

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 601 and 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 502. Cannot receive credit for both EEM 602 and EEM 502.

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 603 and EEM 503.

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.

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.

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.

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 616 and EEM 516.

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 617 and EEM 517.

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 618 and EEM 518.

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 619 and EEM 519.

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. Approved recurring course topic: B.E.A.R.S. Seminars. 1(1-0) F. A series of seven (7) seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six (6) of these seminars is required for credit. Participants will receive an "I" grade for the course 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. Variable Content Course. May be taught concurrently with EEM 576. Cannot receive credit for both EEM 576 and EEM 676.

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.

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.

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.

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.

Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.

May be repeated to a maximum of six hours.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 660 and EDT 560.

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 662 and EDT 562.

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 665 and EDT 565.

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 690 and EDT 597.

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.

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.

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.

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.

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.

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.

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.

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.

This course develops a multimedia production project based on the research topic from SFR 780. This project 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.

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.

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.

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.

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 grade of "B" or better is required in this course to enroll in supervised teaching.

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.

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.

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.

Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs.

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.

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.

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.

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.

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.

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.

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, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, English language learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 600. Cannot receive credit for both ELE 500 and ELE 600. Public Affairs Capstone Experience course.

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.

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.

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.

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.

Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, English language learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 500. Cannot receive credit for both ELE 500 and ELE 600.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Development of proposal for seminar paper or thesis. Proposal must be approved prior to data collection. Human subjects review will also be completed.

Guided development of a research paper or a creative project.

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.

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.

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.

This course is designed to guide students in conducting a research paper or creative project focused on mathematics education.

Examines physical, psychological and sociological influences that impact families in various living environments.

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.

Variable content course for introductory concepts in Family and Consumer Sciences. May be repeated to a maximum of six hours when topics change.

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.

Selected topics of contemporary interest in Family and Consumer Sciences, offered when resources and demand allow. Variable content course. May be repeated to a maximum of six hours when topics change.

Textiles and apparel course for teachers of Family the Consumer Sciences. 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.

Study of mills, factories, stores, hospitals, laboratories, hospitality facilities, museums, design studios, historic sites, and/or trade markets, and not-for-profit agencies.

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.

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.

Recommended Prerequisite: ECO 155. Family as a consumer unit, its financial well-being and interrelationship with the market and the economy.

Independent study for those who wish additional work in specific subject areas.

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.

Readings, discussion and analysis of trends and developments in home management and family economics.

Student observes then teaches family and consumer sciences 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.

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.

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, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

Off-campus, supervised experience in a cooperative program with business, government, community, or related establishments within any of the specialized areas of family and consumer sciences. 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.

Advanced inquiry into specialized areas of study in Family and Consumer Sciences 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.

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.

Methods of organizing student groups in Family and Consumer Sciences 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.

An overview of the philosophy and history of family and consumer sciences 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 family and consumer sciences 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.

Investigation of the organization and administration of family and consumer sciences 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.

Advanced inquiry into specialized areas of study in Family and Consumer Sciences 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.

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.

Methods of organizing student groups in Family and Consumer Sciences 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.

An overview of the philosophy and history of family and consumer sciences 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 family and consumer sciences discipline and practice implementation of such lessons. Completion of checkpoint II for the Professional Portfolio is a component of this course. A grade of "C" 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.

Investigation of the organization and administration of family and consumer sciences 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.

Experiences in creating an environment that will encourage Family and Consumer Sciences student teachers to realize their potentials and gain competence in teaching.

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.

Analysis of programs, methods, materials, and activities appropriate for Family and Consumer Sciences 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.

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, ACTE.

Work in CAD, EDI, Child Life, mental health, hospitality, clinical hospitals, schools, manufacturing, retailing, and/or other settings. Ninety clock hours required.

The assumption of responsibilities at an approved practicum site under the direction of a professor and practicum site supervisor.

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.

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.

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.

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.

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.

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.

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, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

Materials, methods, and procedures for designing developmentally appropriate learning experiences for early adolescents; current trends and issues in the field.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 maximum of five hours.

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.

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 maximum of five hours when topics change. A maximum of three hours may be used toward degree. May be taught concurrently with RDG 656. Cannot receive credit for both RDG 556 and RDG 656 on same topic.

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 560 and RDG 660.

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.

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.

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.

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 580 and RDG 680.

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.

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 maximum of three hours. May be taught concurrently with RDG 600. Cannot receive credit for both RDG 599 and RDG 600.

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 maximum of three hours. May be taught concurrently with RDG 599. Cannot receive credit for both RDG 599 and RDG 600.

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.

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.

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.

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.

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.

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 540 and RDG 640.

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 maximum of five hours when topics change. A maximum of three 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.

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.

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 565 and RDG 665.

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 573 and RDG 673.

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 580 and RDG 680.

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.

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.

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.

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.)

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.

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.

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.

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.

Supervised individual practice diagnosing literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

Supervised individual practice with remedial procedures for literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

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 maximum of three hours.

An in-depth study of a topic in literacy, leading to the guided development and completion of an extensive research paper.

Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

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.

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.

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.

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.

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.

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.

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.

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, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

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.

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.

Methods, techniques, assessment, and current issues and trends in CTE.

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.

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.

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.

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.

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.

Foundation course in the development and organization of the secondary school curriculum.

For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.

For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.

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.

For experienced teachers of business education in grades 9-12; research and recent developments in teaching business education.

For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.

Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.

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.

A semester-based supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor.

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.

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.

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

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.

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Training in various procedures for individualizing instruction at all grade levels.

Acquaints teachers and administrators with problems and procedures involved in the organizations and supervision of student activities.

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.

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.

Traditional, humanistic, and behavioristic approaches to advanced curriculum development in the school.

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.

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.

Comparative analysis of major ideas and institutions of selected international systems of education. Comparisons between international systems of education and systems dominant in America.

Survey of research methods used in education; research design and evaluation; problems of interpretation and application; development of a formal research proposal.

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.

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.

For public school teachers cooperating in college student-teaching programs; organizing and directing work of the student teacher.

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.

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.

Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.

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.

Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.