May 18, 2024  
2020-2021 Graduate Catalog 
    
2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions


 

Early Childhood Education

  
  
  
  
  
  • 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.


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  • ECED 5586 - Residency II: Supervised Field Experience

    (6 credits)
    Prerequisites: ECED 5617 , ECED 5627 , ECED 5637 .

    Corequisites: ECED 5585 .

    Residency II: Supervised Field Experience, is required of all teacher candidates. This is a supervised 15-week teaching experience in approved Early Childhood Pre-K and primary grade programs. It is a 6 credit hour course and is full time for the semester. Candidates are placed in on-campus and area public schools for the directed teaching experience and are required to observe the same schedule as that prescribed for regular public school teachers by local boards of education. Activities include actual teaching, observations of other teachers, preparation, planning, and other professional activities related to each school’s specific program. A corresponding seminar (ECED 5585 ) is held to coordinate and enhance the teacher candidates’ experience and performance.

    When Offered: Spring only.


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  • 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.


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  • ECED 5990 - Readings and Research

    (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).


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  • 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.

    When Offered: Fall.


    View the Spring 2024 Schedule of Classes

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  • ECED 6200 - Implications and Current Trends in Typical and Atypical Development of Young Children

    (3 credits)
    Introduces research, theory, and practice related to the growth and development of young children, including typical and atypical development. 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, is emphasized.

    When Offered: Fall.


    View the Spring 2024 Schedule of Classes

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  • ECED 6400 - Seminar in Professional Development and Leadership

    (3 credits)
    Research and discuss 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.

    When Offered: Spring.


    View the Spring 2024 Schedule of Classes

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  • 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.

    When Offered: Spring.


    View the Spring 2024 Schedule of Classes

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  • ECED 6610 - The Teaching and Learning Environment: Impact on Children, Families, and Teachers

    (3 credits)
    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.

    When Offered: Summer.


    View the Spring 2024 Schedule of Classes

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  • ECED 6620 - Leadership Roles, Administration, and Supervision in Early Childhood Education

    (3 credits)
    Analyzes the meaning and development of leadership, assessment of leadership skills, and early childhood leadership roles. The science of leadership is 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 are explored.

    When Offered: Fall.


    View the Spring 2024 Schedule of Classes

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  • ECED 6640 - Critical Analysis of Brain Research and Creativity Theory

    (3 credits)
    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.).

    When Offered: Summer.


    View the Spring 2024 Schedule of Classes

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  • ECED 7001 - Apprenticeship in University Teaching

    (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.


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  • ECED 7003 - Apprenticeship in Early Intervention

    (3 credits)
    Provides hands-on experience with a service coordinator or early interventionist in a setting that serves children birth to age three with developmental disabilities and their families. The experience includes assisting with family programming, on-going assessment, and Individual Family Service Plan (IFSP) development, and providing home-based developmentally appropriate individual activities for the child. The Early Intervention apprenticeship requires at least 150 hours of field experience. 


    View the Spring 2024 Schedule of Classes

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  • ECED 7004 - Apprenticeship in Early Childhood Leadership

    (3 credits)
    Engages in 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. The Early Childhood Leadership apprenticeship requires a minimum of 150 hours of field experience.


    View the Spring 2024 Schedule of Classes

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    View the Fall 2024 Schedule of Classes


  
  
  
  • ECED 7814 - Analysis and Interpretation of Research Designs

    (3 credits)
    Prerequisites: ELPA 7810 ECED 7811 , and ECED 7812 .   

    Explores the philosophy, logic, methods, research designs, and data analysis approaches of applied research in child development and learning. Students examine work with 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.


    View the Spring 2024 Schedule of Classes

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    View the Fall 2024 Schedule of Classes


  
  
  
  • ECED 7990 - Readings and Research

    (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).


    View the Spring 2024 Schedule of Classes

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    View the Fall 2024 Schedule of Classes



Economics

  
  
  
  
  
  
  
  • ECON 5527 - International Economics

    (3 credits)
    Prerequisites: ECON 2210 and ECON 2220.

    Presents economic specialization and international trade and investment. It includes the growth of the global economy and economic integration, the gains and losses to consumers and producers, government policies that  promote and/or restrict international business activities, the role and operation of the international financial system and the rise of multinational companies and global markets.

    Dual Listed With: ECON 4527.


    View the Spring 2024 Schedule of Classes

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Educational Foundations

  
  
  
  
  
  • EDFN 5025 - Designing Effective and Sustainable Learning Environments

    (3 credits)
    Introduces the learner to the application of the design, development, implementation, and evaluation of the instructional design process to solve instructional problems. Course materials highlight online best practices as well as the selection and presentation of appropriate online content.  Primary materials include Dick and Carey’s The Systematic Design of Instruction, the ADDIE framework, Neilson’s Heuristic Usability Principles, and Universal Design for Learning concepts.   


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  • EDFN 5040 - Current Trends and Emerging Issues in Instructional Design and Training

    (3 credits)
    Survey of the current trends and issues in the field of instructional design and training. Materials include scholarly publications and case studies that expose ethical considerations, accessibility legislation, and significant shifts in design and evaluation models. Students use current course evaluation methodologies to create a course/training-specific improvement plan and implementation strategy.


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  • 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.


    View the Spring 2024 Schedule of Classes

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  • 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.


    View the Spring 2024 Schedule of Classes

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  • 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.


    View the Spring 2024 Schedule of Classes

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    View the Fall 2024 Schedule of Classes


  
  
  • 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.


    View the Spring 2024 Schedule of Classes

    View the Summer 2024 Schedule of Classes

    View the Fall 2024 Schedule of Classes


  
  
  

Educational Leadership and Policy Analysis

  
  
  • 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.


    View the Spring 2024 Schedule of Classes

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    View the Fall 2024 Schedule of Classes


  
  • 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.


    View the Spring 2024 Schedule of Classes

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    View the Fall 2024 Schedule of Classes


  
  
  
  
  
  • ELPA 5560 - Small Group Leadership

    (3 credits)
    This course examines how group behavior affects organizational effectiveness, decision making, conflict resolution, and strategies for efficient group and task management. Through activities in this course, students will explore their leadership skills specifically related to groups and group social process. Emphasis will be placed on such topics as group decision-making, participation in groups, power and authority, and a variety of communication styles.


    View the Spring 2024 Schedule of Classes

    View the Summer 2024 Schedule of Classes

    View the Fall 2024 Schedule of Classes


  
  
  
  
  
  
  
  
  
  • ELPA 6106 - 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.


    View the Spring 2024 Schedule of Classes

    View the Summer 2024 Schedule of Classes

    View the Fall 2024 Schedule of Classes


  
  • ELPA 6108 - 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.


    View the Spring 2024 Schedule of Classes

    View the Summer 2024 Schedule of Classes

    View the Fall 2024 Schedule of Classes


  
  
  
  
  
  • ELPA 6450 - Leadership Studies

    (3 credits)
    The purpose of this seminar is to develop a more in-depth understanding of theory and research related to the study of leadership. Although there will be a brief review of traditional theories from traditional approaches (trait, behavioral, etc.) through contemporary approaches (situational, transformational, symbolic, etc.), the focus of this class is on “cuttingedge” ideas. Students are strongly encouraged to explore nontraditional approaches to thinking about how leadership can be conceptualized, explored, and understood, as well as how to relate their ideas to current models. Emphasis will be given to student-initiated exploration of themes which underlie leadership.


    View the Spring 2024 Schedule of Classes

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  • ELPA 6452 - Effective Organizational Cultures

    (3 credits)
    Prerequisites: ELPA 6450  or permission of instructor.

    Students will study the elements that contribute to the development of effective organizations. The course will focus on the critical importance of leadership in creating organizational cultures and will stress the importance of developing a shared vision within the organization. Students will learn strategies for developing organizational cultures that promote reflection, action, and the continuous improvement of performance.


    View the Spring 2024 Schedule of Classes

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  • ELPA 6453 - Ethics for Educational Leaders

    (3 credits)
    The purpose of this seminar is to develop a more in-depth understanding of ethical theories and ideas relevant to the educational leader. The course provides an opportunity for self-examination of personal views, beliefs and values and the impact of those thoughts on personal leadership development. The course provides a historical perspective to the development of ethical thought, the evolution of ethical thinking through the centuries, and consideration of current ethical decision-making and dilemmas for leaders. The course qualifies as a guided elective in Educational Leadership for doctoral students in all concentrations except the administrative endorsement.

    When Offered: Fall.


    View the Spring 2024 Schedule of Classes

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  • ELPA 6555 - Reflective Practice I

    (3 credits)
    Corequisites:  .

    This course involves fieldwork under the guidance of a mentor who has achieved certification from the National Board for Professional Teaching Standards. The mentor and student will collaboratively plan and implement a plan of professional development that will lead to the development of the NBPTS portfolio. Much of the collaborative work will occur in the school of the student, although periodic seminars will be held. A secondary focus of the course will be on the mentoring process and the essential elements in an effective mentor/student relationship.


    View the Spring 2024 Schedule of Classes

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  • ELPA 6556 - Reflective Practice II

    (3 credits)
    Prerequisites: CUAI 5215  and ELPA 6555 .

    Corequisites: CUAI 5216 .

    This course is a continuation of ELPA 6555 , involves work under the guidance of a mentor who has achieved certification from the National Board for Professional Teaching Standards. The mentor and student will continue to implement a plan of professional development that will lead to the development of the NBPTS portfolio. Much of the collaborative work will occur in the school of the student, although periodic seminars will be held. Students will present their portfolios to their colleagues and complete practice assessments that parallel the National Board Certification Process. Additional emphasis will be given to the role of mentoring in fostering school-based professional development.


    View the Spring 2024 Schedule of Classes

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