(3 credits)Prerequisites: DIGM 2900 or permission of instructor. A study of the computer as a tool for acquiring, editing and compositing a wide range of source media into high resolution video programs. (Graduate students taking this course must also take DIGM 5826 Digital Video Graduate Laboratory.) (spring)
(4 credits)Prerequisites: Permission of instructor. Scripting control programs on advanced digital media platfoms to create interactive multimedia works comprising images, animation, and digital video. Students are expected to have some computer programming experience. Lecture and laboratory.
(3 credits)Prerequisites: DIGM 3120 or permission of instructor. Topics include lighting effects, shadows, optimized rendering, and techniques for specification in all modeling paradigms. (Graduate students taking this course must also take DIGM 5876 Modeling & Lighting Graduate Laboratory.)
DIGM 5886 - Technical Direction Graduate Laboratory
(1 credit) Experiments and practical exercises dealing with technical aspects of character animation, designed to reinforce and supplement concepts learned in Technical Direction for Animation. This lab is oriented specifically for the graduate student. Must be taken with DIGM 5887 Technical Direction for Animation. (spring)
(3 credits)Prerequisites: DIGM 3130 or permission of instructor. This course will explore advanced digital character animation techniques. Course topics include character setup, inverse kinematics, joints and bones systems, deformers, scripting and set driven key setup. There will be an emphasis on effective character set-up procedures and scripting workflow. (Graduate students taking this course must also take DIGM 5886 Technical Direction Graduate Laboratory.) (spring)
(1-9 credits) Individual students or groups of students define a problem and work under the direction of a faculty member. The problem must be approved by the departmental graduate committee. Significant investigation and reporting required.
(3 credits)Prerequisites: Permission of instructor. A digital art and experimental media studio and seminar course designed to support innovative research and production at the graduate level. This course will focus on investigation into new technologies in digital media, with research into current and new technological advances and on the creative application of those technologies. Students must have advanced-level technical skills in their area of interest.
(3 credits)Prerequisites:DIGM 5910 and Permission of instructor. A digital art and experimental media studio and seminar course designed to support continuing innovative research and production and/or new investigations. Students must have advanced level technical skills in their area of intended research.
(4 credits)Prerequisites: Permission of instructor. Application of skills learned in digital media concentrations to create a project for competition, service work or other significant applications. Principles governing critical analysis of production are emphasized.
(2-4 credits)Prerequisites: Dependent upon subject matter. Selected topics of current interest in Digital Media. Offered upon sufficient demand for specific subject matter. May be repeated for different topics. Consultation with instructor recommended before enrollment. (fall, spring)
(3 credits) Independent research and production of an original digital media production which is a synthesis of the knowledge and skills acquired throughout the Digital Media degree curriculum. This production is the culminating experience for the Digital Media graduate student following the non-thesis option. A comprehensive evaluation of the student’s performance shall be conducted by a committee of at least three faculty members to determine whether the student has achieved mastery of his or her discipline.
(1-3 credits) Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a thesis or culminating research project, MUST enroll for 3 credits of Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to receive credit for such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Grading of Readings and Research will be either satisfactory (S) or unsatisfactory (U), and credit will not be applied to meet program requirements.
(3 credits) The theoretical basis of human behavior will be examined with an emphasis on child development. Content will focus on the cognitive, social/emotional, and physical domains of development. Historical, philosophical, and societal factors that affect the development of children, birth to eight years of age will be investigated. (fall)
ECED 5257 - Mentoring in Early Childhood Education
(3 credits) This course is designed to facilitate the development of early childhood professionals in effective methods and principles of mentoring adults who have varying levels of training. Emphasis will be placed on the role of the mentor as a facilitator for adult learning. As leaders, mentors will implement changes that lead to improved quality in programs and classrooms that serve young children, birth through eight. (spring)
ECED 5325 - Constructivist Programs for Young Children
(3 credits)Prerequisites: completion of two or more of the following courses: ECED 5210, ECED 5330, ECED 5344, ECED 5332. This course provides an in-depth exploration of constructivist practice as defined by the National Association for Young Children which endorses developmental emphasis on learning through emotional, cognitive, social, and physical stages based on normal age stages, individual variation, and cultural influences. Various curriculum models will be studied. The Project Approach will be used as the framework for a field experience in an early childhood setting. Core principles of constructivist practice will be analyzed and used for assessing classrooms in the local area. (spring)
ECED 5330 - History and Philosophy of Early Childhood Education
(3 credits) The history of early childhood education is examined using a holistic perspective that encompasses a global, contextually based approach. Theoretical and philosophical frameworks are analyzed as a basis for evaluating programs for young children (birth to age eight). (fall)
(3 credits) Infant growth and development are explored using a variety of approaches that include and reflect differing theoretical views. Past and current research studies are used to understand factors that impact environments, relationships, and programs for infants. Field experiences are required. (fall)
ECED 5332 - Designing Early Childhood Environments
(3 credits) Research studies provide the rationale for planning, designing, and creating appropriate environments for young children (birth to age eight). Factors are considered that influence space and materials for infants, toddlers, pre schoolers, and primary age children. Selected early childhood facilities, classrooms, and playgrounds will be evaluated during the course. (summer)
ECED 5333 - Learning Processes of Infants and Young Children
(3 credits) Processes of thinking and learning used by infants and young children to understand their world will be examined using a variety of theoretical approaches supported by research studies. A global perspective will be used to contextualize learning that occurs in classrooms for infants, toddlers, preschoolers, and primary age children (birth to age eight). (summer)
(3 credits) A variety of approaches will be used to understand how children develop socially and emotionally. Special emphasis will be placed on interpersonal relationships that occur within the context of group settings for young children (birth to age eight). (spring)
ECED 5335 - Assessing and Evaluating Young Children
(3 credits) Major issues in assessing and evaluating young children (birth to age eight) are examined from a theoretical and research-based perspective. A selection of age appropriate assessment procedures will reflect an understanding of the child within the context of the family and community. Includes instruction and guided practice in the administration of formal, informal and criterion based tests. (fall)
(3 credits) Strategies for promoting the emergent creative dispositions of young children (birth to age eight) are explored. Areas of focus include art, music, movement, play, dramatics, and problem-solving. The importance of understanding and encouraging the young child’s capacity for creative expression is emphasized. (spring)
(3 credits) Research based models that enhance interpersonal relationships among adults who care for young children and their families and communities will be examined. Specific examples of best practices will include home visitation, conferences, advisory boards, family centers, and parents as teachers. (fall)
(3 credits) Presentation and analysis of important research studies related to the development of young children. Recent research studies will be examined covering a range of current topics and issues. Criteria for evaluating and interpreting current research will be developed. An individual research project will be designed. (spring)
ECED 5347 - Technology and Media in Inclusive Early Childhood Education
(3 credits) This course provides a comprehensive overview of media and technology use in inclusive early childhood classrooms. This course is based on the theories of Piaget, Vygotsky, and Papert, which support experiential, hands-on learning in the context of social interactions. Theories, research studies, and application of new technology and media will be considered. The appropriateness of technology use, along with application of new technology and media for children ages birth through eight years will be reviewed. (fall, spring, summer)
(3 credits) Play is examined from an interdisciplinary perspective that examines theories of play, creativity, play therapy, and cognition. The role of the adult, peer interaction, and play assessment are included. Applications in the field through assigned projects with young children are required. (summer)
ECED 5356 - Language and Literacy Development of Young Children
(3 credits) Theories of acquisition, research, and programs of language enrichment relating to years zero-eight will be studied. Study in language delay, enhancement, individualization, and resource management will also be included. (fall)
ECED 5357 - Management and Administration of Early Childhood Programs
(3 credits) Operational planning and administration for supervisors, administrators, and directors of programs for young children in public and private schools. Emphasis is placed on the director’s role in staff recruitment, hiring, development, and evaluation. Leadership and management techniques are also studied and analyzed. (spring)
ECED 5427 - Pre-Residency: The First 6-weeks of School
(1 credit hour) Focus is on classroom management and the first six weeks of the school year. Offers 50 hours of supervised field experiences in early childhood settings during the first six weeks of the school year, including a variety of classroom management and instructional strategies.
ECED 5440 - Curriculum Standards and Lesson Planning for PreK-3
(3 credits) The course focuses on curriculum standards, assessment methods, and lesson planning for PreK-3 with special emphasis on social studies, literacy, science, math, technology, and subject integration. Course requires field placement. (fall, spring)
ECED 5450 - Constructivist Inquiry Approach to Science and Math for PreK-3
(3 credits)Prerequisites: Admission to Teacher Education. In this course teacher candidates prepare to facilitate problem-solving and critical thinking through the selection of appropriate curricular materials and assessments within the context of PreK-3 science and math classrooms. (fall, spring)
ECED 5460 - Standards-Based Literacy Instruction in PreK-3
(2 credit hours) The course provides foundational knowledge in standards-driven literacy approaches and basic literacy assessment for the PreK-3 classroom. Teacher candidates learn to implement best-practices in teaching literacy in the PreK-3 grade classroom.
(3 credits) Theoretical models of home-school relations will be examined as they have evolved through the 20th/21st century. Strategies for initiating and maintaining effective homeschool-community collaboration will be identified with special emphasis on benefits to parents, children, community, and school personnel. (fall, spring, summer)
ECED 5570 - Practicum in Early Childhood Education
(3 credits) A supervised experience in an early childhood program is matched to the needs of the student. Options for the practicum include program director, supervisor, curriculum development, teacher trainer, or other early childhood professional roles. This experience requires 130 hours in an approved PreK-K and/or 1-3 grade sites. This field experience is also designed to meet the requirements for adding an ECE endorsement to an existing teaching license. (fall, spring, summer)
ECED 5580 - Residency II: Clinical Experience in PreK-3
(9 credits) Required of all graduate teaching candidates, the course is a supervised 15-week teaching experience in approved Early Childhood Pre-K and primary grade programs. Activities include teaching, observing, preparing and planning. Seminar participation is required. (fall, spring)
ECED 5600 - Social Development from a Constructivist Perspective
(3 credits) This course encompasses the study of social development of children from birth to eight years of age. Emphasis is given to the social moral development from a constructivist perspective that includes classroom community and families. Additionally, examination of social development from the child¿s perspective is analyzed.
ECED 5610 - Family Community Relations from an Emergent Inquiry Perspective
(3 credits) A theoretical and practical study of the parent-child relationship from the prenatal period through adolescence, with particular emphasis on Reggio-inspired practices. Also, techniques and strategies for involving parents in their children’s educational process are discussed and explored.
(3 credit hours) Develops skills in literacy instruction and assessment in early childhood classrooms, including appropriate early reading and writing strategies. Graduate students complete 45 hours of clinical residency in PreK-3 classrooms.
ECED 5620 - History and Philosophyfrom an Emergent Inquiry Perspective
(3 credits) The history of early childhood education is examined from the perspective of Reggio influences. Theoretical and philosophical frameworks are analyzed as a basis for evaluating and developing early childhood programs, teacher preparation / professional development opportunities that are Reggio-inspired.
ECED 5627 - Residency I: Writing Process, Assessment, and Strategies for PreK-3
(3 credit hours) Prepares the teacher candidate to apply current research and best practices in planning instruction of the writing process in PreK-3. Graduate students complete 45 hours of clinical residency in PreK-3 classrooms.
ECED 5637 - Residency I: Instructional Strategies for Math and Differentiated Instruction PreK-3
(3 credit hours) Course requires admission to Early Childhood Teacher Education. Prepares teacher candidates for differentiation of instruction and for teaching mathematics in the PreK-3 classroom using current methodology and materials. Graduate students complete 45 hours of clinical residency in PreK-3 classrooms.
ECED 5640 - Designing Physical Environments from an Emergent Inquiry Perspective
(3 credits) This course provides a perspective and rationale for planning an early learning environment from a Reggio-inspired perspective. It will include appropriate design of space and selection of materials for infants, toddlers, and preschool and primary-aged children. Evaluation of selected early childhood facilities, classrooms, and playgrounds will be required.
ECED 5650 - Language and Literacy from an Emergent Inquiry Perspective
(3 credits) This course presents a perspective on the power of re-representation as a tool for communication through many emerging languages that include: drawing, writing, constructing with multimedia and communicating. Theories of language acquisition and language enrichment are explored within the context of the emergent curriculum practices. Documentation of language learning is investigated for its many potentials in relation to literacy development: assessing learning for planning curriculum, reflecting on practice for professional development, as well as sharing learning with children and their families.
(1-3 credit hours) The Independent Study option is designed for individual students who wish to pursue topics not covered elsewhere in the curriculum. Students work independently under the supervision of a faculty member who creates the course of study in consultation with the department chair.
(1-6 credit hours)Prerequisites: Dependent on subject matter. Selected topics of current interest in early childhood education. Offered upon sufficient demand for specific subject matter. May be repeated for different topics. Consultation with the instructor is recommended before enrollment.
(1-3 credit hours) Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).
ECED 6100 - Historical and Theoretical Basis for Early Childhood Education
(3 credits) This course is an in-depth investigation and critical analysis of early childhood education from early historical time to the 21st century. Focus is on changing perceptions and expectations of family and young children, establishing the relationship between past perceptions, current practices, and the rebirth of persistent ideas. This course will include the study of theorists and educators who have influenced the field and shaped both past and current practices. (fall)
ECED 6200 - Implications and Current Trends in Typical and Atypical Development of Young Children
(3 credits)Prerequisites:ECED 5210 and SPED 5500 or equivalent. Research and in-depth discussion of theory and practice related to the growth and development of young children, including typical and atypical development. Emphasis will be on methods of studying behavior, implications of research for early childhood programs, blended practices, and current trends in serving children with diverse needs, ranging from children at-risk for school failure to children who demonstrate high levels of cognitive development. (fall)
ECED 6300 - Social and Cultural Diversity in Children and their Families
(3 credits) Study of the research and theories relating to social and cultural diversity in children and their families as well as practical applications for early childhood professionals working with diverse populations. This course will include self-reflection and personal analysis of bias and stereotypes and the dynamics of prejudice, discrimination, and oppression. (fall)
ECED 6400 - Seminar in Professional Development and Leadership
(3 credits)Prerequisites: Completion of nine (9) semester hours of doctoral work in Early Childhood Education. Research and in-depth discussion of theory and practice related to obtaining extramural funding, conducting scholarly research, and publication of research- and practice-related articles in peer-reviewed journals will be studied. Emphasis will be on methods of researching and investigating potential sources of extramural funding through grant initiatives and private corporations, writing for and submitting to peer-reviewed journals, and developing skills in working as a collaborative team in the grant writing process. (spring)
ECED 6600 - Processes of Language and Literacy Learning
(3 credits) This course will focus on theory and research related to early communication through language and literacy, as a social, cultural, and political practice. Included is the study of social and educational policy issues and policy-making actions taken on behalf of literacy learning. Emphasis is on intersection of class, race/ethnicity, gender, and sexuality, as critical axes for understanding culturally-specific language and literacy practices, and as a basis for examining language development and literacy instruction rooted in the experiences of children. (spring)
ECED 6610 - The Teaching and Learning Environment: Impact on Children, Families, and Teachers
(3 credits)Prerequisites:ECED 5210 or equivalent. This course will examine the environment and associated elements of design, arrangement, and layout, which influence young children, teachers, and their families. Current research on environments will be reviewed and applied to early childhood settings. Environmental scales, observations, facility plans, and emotional climate will be studied and used to gain advanced techniques for evaluating and enhancing environments for young children. (summer)
ECED 6620 - Leadership Roles, Administration, and Supervision in Early Childhood Education
(3 credits)Prerequisites:ECED 6100 and ECED 6300. Analysis of the meaning and development of leadership, assessment of leadership skills, and early childhood leadership roles will be studied in this course. The science of leadership will be explored through empirically based analysis of: strategic thinking; consensus building; creating change; and influencing better outcomes for children, families, and the profession. Focus on advocacy, collaboration with schools, mentorship, and building of relationships at the local, state, and national levels will be explored. (fall)
ECED 6630 - Paradigms of Inquiry-Based Constructivism
(3 credits)Prerequisites:ECED 6100 and ECED 6200. This course explores the application of constructivism in teacher development, the early childhood classroom, and research related to inquiry, with specific focus on early childhood education. The focus of this class will include critical thinking, research skills, as students gain skills and methods of interpreting scholarly literature. (spring)
ECED 6640 - Critical Analysis of Brain Research and Creativity Theory
(3 credits)Prerequisites:ECED 5210 or equivalent. This course examines the tenets of brain research and creativity theories within the context of their applications to the field of early childhood research and practice. Focus will include strategies for pedagogy based on physiological foundations “brain-based” teaching and learning, applying creativity, as well as investigating the roles of “brain-based” learning strategies and creativity within a variety of professions related to early childhood education. These settings include the early childhood classroom, teacher education, and teaching and learning in related professional venues (museums, education magazines, educational departments of organizations, etc.). (summer)
(3 credits)Prerequisites:ELPA 7810, ELPA 7811, ELPA 7812, and ECED 7814. This required Research apprenticeship of at least 150 hours of field experience offers a collaborative apprenticeship for early childhood students to learn the skills necessary to plan, implement, and conduct research. The research apprenticeship provides opportunities for application of the research process in collaboration with a faculty member who will provide guidance. (fall, spring, summer) Notes: (Faculty member oversees apprenticeship.)
(3 credits)Prerequisites: Completion of nine to twelve (9-12) semester hours of doctoral work in Early Childhood Education. The University Teaching Apprenticeship of at least 150 hours of field experience includes a mentored experience for the student in teaching a university-level course in early childhood education. Extensive work in the university classroom and reflection under the direction of a practicing faculty member from the department is required. (fall, spring, summer)
ECED 7002 - Apprenticeship in Development of Teachers
(3 credits)Prerequisites:ECED 6100. The Development of Teachers apprenticeship of at least 150 hours of field experience requires the doctoral student to participate in the development, implementation, and evaluation of training for early childhood teachers who are currently working in the field. The training will be specifically designed for teachers working with children from birth to age eight and developed in collaboration with a mentor who has experience in effectively working with adult learners. (fall, spring, summer)
(3 credits)Prerequisites:ECED 6200. The Early Intervention apprenticeship of at least 150 hours of field experience requires the doctoral student to work hands-on with a service coordinator or early interventionist in a setting that serves children birth to age three with developmental disabilities and their families. The student will assist with family programming, helping with on-going assessment and Individual Family Service Plan (IFSP) development, and provide home-based developmentally appropriate individual activities for the child. (fall, spring; summer)
ECED 7004 - Apprenticeship in Early Childhood Leadership
(3 credits)Prerequisites:ECED 6620. The Early Childhood Leadership apprenticeship of at least 150 hours of field experience requires the doctoral student to experience an early childhood leadership role with a principal of a Pre-K-3 or Pre-K-5 school, a museum director, a director of an NAEYC-accredited early childhood center, a Pre-K coordinator, a leader in a professional early childhood organization, or a leader in a community-based organization that provides services or advocacy for young children birth to 8 years of age. (fall, spring, summer)
ECED 7814 - Analysis and Interpretation of Research Designs
(3 credits)Prerequisites:ELPA 7810, ELPA 7811, and ELPA 7812. This course explores the philosophy, logic, methods, research designs, and data analysis approaches of applied research in child development and learning. The course will discuss the scientific logic (e.g., inductive and deductive logic, the role of theory in research) of research methods and designs, including a discussion of how to develop research questions and hypotheses with particular emphasis on those questions dealing with applied research in child development and learning in both typical and atypical populations. (spring)
ECED 7950 - Advanced Research in Early Childhood Education and Seminar
(3 credits)Prerequisites:ELPA 7810, ELPA 7811, and ELPA 7812. This is a research-oriented course that focuses on early childhood education. The course is a study of early research and the application of research to early childhood theory and practice. During this course, students will write a research proposal that is preprospectus related to their dissertation topic. The seminar aspect of this course will involve the student’s attendance at prospectus and/or dissertation presentations of doctoral students. (fall beginning 2010)
(1-3 credits) Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).
(3 credits)Prerequisites: MATH 1530 or equivalent. This accelerated course is designed for students entering the M. B. A. or M. Acc. program without recent academic credits in statistics. The course covers basic descriptive statistics and provides a comprehensive introduction to inferential statistics, including estimation and hypothesis testing.
(3 credits)Prerequisites: ECON 2220 or prior approval needed. An overview of the economics of the health care industry; topics include the production and pricing of health, the demand and supply of medical care and health insurance, the markets for physician and hospital services, health manpower, medical education, and the role of government and legislation in health care.
(3 credits)Prerequisites: ECON 2210 and 2220. Theoretical and real world operations of labor markets. Labor relations systems in the United States, Europe, and Japan including the role of labor unions. Major issues in labor relations such as labor law reform, wage inequality, and employment discrimination.
(3 credits)Prerequisites: ECON 2210 or ECON 1050. The economic functions of government in a market-oriented economy; how governments allocate expenditures according to the preferences of individuals that comprise society; and how governments raise money to finance their expenditures.
ECON 5457 - Industrial Organization and Regulation
(3 credits)Prerequisites: ECON 2210 and 2220. An overview of the structure and performance of the U. S. economy. Review and evaluation of public policies adopted to improve economic performance, such as antitrust and public utility regulation. Current issues include competitiveness, deregulation, hightechnology, and foreign competition.
(3 credits)Prerequisites: ECON 2210 and 2220. Economic specialization and international trade and investment. The growth of the global economy and economic integration. The gains and losses to consumers and producers. Government policies to promote and/or restrict international business activities. Role and operation of the international financial system. The rise of multinational companies and global markets.
(1-3 credits) A course designed for graduate students who, under the direction of an economics faculty member, wish to engage in independent research or an intensive study of subjects not covered in other available courses. Prior departmental and college approval is needed.
(1 credit, may be repeated for a total of 3 credits) This course is required of all M. Ed. candidates in the College of Education. Current topics pertaining to the profession of education will be presented by local, state, regional, and national authorities. Issues that directly impact education such as political, economic, legal, sociological, health, and psychological will be discussed. (fall, spring)
EDFN 5050 - Social and Political Influences on Schools
(3 credits) Students will analyze the social and political contexts surrounding schools with emphasis on increasing diversity and multiculturalism within schools. The impact of local, regional, national, and global contexts will be studied. Particular emphasis will be given to the philosophical and cultural influences that shape thinking about schooling and how these influences impact on informal and formal leadership roles in the school.
EDFN 5104 - Philosophy and Psychological Theories of Learning
(3 credits) The course critically analyzes historical events which led the American educational system into a Standards Based instructional model and link knowledge of the brain to the design of work that meets the needs of students, extending the learning environment to anywhere, anyplace, and anytime. Students research leaders who have directly impacted the American educational system and recognize the role of the teacher leader at the local, district, state, and national level.
(3 credits)Corequisites:EDFN 5104. The course uses the most current scientific learning about how the brain acquires, stores, utilizes information, and how to use information about how the brain works. Students link knowledge of the brain to the design of work that meets the needs of P-12 students, creating a learning environment that engages all learners. Beginning Spring 2014.
(3 credits) This course will provide study of major theories of learning and principles of teaching. Significant emphasis is placed on the application of these theories to classroom practice, with attention given to teaching-learning strategies in specific content areas. Educators are provided with the opportunities to develop and reflect upon their own theories of teaching and learning in their classrooms.
(3 credits)Corequisites: Enrollment in CUAI 5580. The course is designed for the Master of Arts in teaching program taught in conjunction with student teaching. Contemporary issues and problems confronted by public school teachers are analyzed by the students. Current innovations are studied as they develop. (fall, spring)
(1 credit)Prerequisites: Admission to teacher education or permission of the M. A. T. program coordinators. Corequisites: Enrollment in EDFN 5411. This is the initial course for students entering the M. A. T. program and focuses on teaching as a career, including the roles and responsibilities of a teacher, teacher professionalism and teacher leadership.
(3 credits)Prerequisites: Admission to teacher education or permission of the M. A. T. program coordinators. Corequisites: Enrollment in EDFN 5405. Students in this class will observe, identify, analyze, and reflect on classroom practice in a variety of settings. Field experience in area schools is required.
EDFN 5420 - Foundations in Education: Building a Community of Learners
(4 credits) This is a graduate-level course that focuses on introducing the learner to the foundations of education, and the place of curriculum and instruction within these foundations. It focuses on the current context of education as well as develops an historical perspective. Contexts of education will include teachers, students, families, and community. Characteristics of successful teachers, their students, and the context within which education takes place are discussed. This course is required of all MAT candidates and must be taken in their first semester in the program; it includes 30 hours of field experience in areas of the students choosing - either K-6 (for those pursuing elementary licensure), 4-8 (for those pursuing middle school licensure), or 7-12 (for those pursuing secondary licensure). This class also includes an overview of the MAT program and initial advisement for beginning students. (fall, spring)
(3 credits) This course includes the study of research as an approach to problem solving, methods of conducting qualitative and quantitative research, research designs, statistics used in experimental and descriptive research, principles of research interpretation, and the effective communication of research results. The course includes the preparation of a research prospectus or action research plan. (fall, spring)
EDFN 6104 - Philosophy and Psychological Theories of Learning
(3 credits) The course critically analyzes historical events which led the American educational system into a Standards Based instructional model and link knowledge of the brain to the design of work that meets the needs of students, extending the learning environment to any where, any place, and any time. Students research leaders who have directly impacted the American educational system and recognize the role of the teacher leader at the local, district, state, and national level.
(3 credits)Corequisites:EDFN 6104. The course uses the most current scientific learning about how the brain acquires, stores, utilizes information, and how to use information about how the brain works. Students link knowledge of the brain to the design of work that meets the needs of P-12 students, creating a learning environment that engages all learners. Beginning Spring 2014.
(6 credits) A course integrating the various competencies of interpersonal relations into the school leader’s repertoire. Student’s skills in collecting and managing the flow of information, motivating others, becoming sensitive to human needs and concerns, and communicating effectively in both oral and written modalities will be refined within the context of course activities.
ELPA 5106 - Instructional Leadership through Coaching and Mentoring
(3 credits) This course is designed to introduce to the student basic strengths, rigor, benefits, ideologies, and assets involved in developing, adapting, and enforcing a system/school mentoring program as well as curriculum coaching endeavors. Students will learn skills and techniques necessary for service as a coach or a mentor in their grade levels, departments, and schools. Further, candidates will exhibit leadership skills and traits as they develop and facilitate learning communities in their schools.
ELPA 5108 - Leadership for Differentiating Classrooms
(3 credits) The course critically analyzes the current best research - based practices in pedagogy and assessment for learning and their subsequent implications on differentiated instruction practices in a classroom. In addition to constructing knowledge about the content, processes, and product of differentiated instruction, the student will integrate the concepts in instructional practices. Further students will explore how school leaders can facilitate the change process in their schools as they learn how to develop personalized instruction for diverse learners.
ELPA 5200 - Emerging Perspectives Influencing the School
(6 credits)Prerequisites:ELPA 5100 or ELPA 6100. Course will critically analyze philosophical and cultural issues reflective of the local, regional, national, and global social contexts of which the schools are a part. Students will learn legal and regulatory applications of school leadership. Budget planning, development, and implementation will be examined as a logical outgrowth of environmental context influencing schools.