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| Education-Human Services | |
| EDHS 2000 | Introduction to Kinesiology (3.00) |
| Offered Fall 2013 | Introduction to the discipline of kinesiology and an examination of the study of physical activity from the perspectives of professional practice, research, and experience. This course is a prerequisite for all students interested in pursuing a major in kinesiology. Course was offered Spring 2013, Fall 2012 |
| EDHS 2010 | Emergency Medical Care (3.00) |
| Offered Fall 2013 | Examines current approaches to the management of medical emergencies. Cardiopulmonary disorders, temperature-related injuries, poisoning, hemorrhaging, diabetes, emergency childbirth, epilepsy, fractures, and shock are presented. Investigates the components of a comprehensive emergency medical care system. Students are certified in CPR and First Aid. Course was offered Fall 2012 |
| EDHS 2020 | Human Movement Part I (2.00 - 4.00) |
| Offered Fall 2013 | Analysis of team sport skills and teaching techniques related to group sport activities. Covers specific sport experiences, such as basketball, field hockey, football, lacrosse, soccer, softball, rugby, and volleyball. The main focus of this course is on pedagogical issues. |
| EDHS 2030 | Human Movement Part II (2.00 - 4.00) |
| Analyzes basic sport skills, developmental progressions, and teaching strategies for individual sports, such as badminton, golf, racquetball, tennis, multi-disciplinary activities, fitness self assessment, track and field, and outdoor education. The main focus of this course is on pedagogical issues. Course was offered Fall 2012 | |
| EDHS 2240 | Substance Abuse (3.00) |
| Offered Fall 2013 | Examines substance abuse and use in contemporary society. Treats topics from a multi-disciplinary perspective and includes biological, pharmacologic, cultural, social, psychological, political, economic, and legal aspects of substance abuse. Analyzes patterns of addiction, intervention, and rehabilitation with respect to alcoholism and other drugs. Examines assessments of costs, options, and alternatives to addiction, along with educational efforts toward prevention. Class discussions are an integral part of this course. Taught at the graduate level as EDHS 5240. |
| EDHS 2890 | Personal Development (2.00) |
| Offered Fall 2013 | This course is designed for first-year students to assist them in identifying, clarifying, developing and critiquing personal needs and values. Emphasis will be placed on ramifications of personal values, especially in the areas of interpersonal relationships, academics, diversity, goal setting, lifestyle choices, career planning, healthy behaviors, responsibility and commitment in the areas of personal actions, community service and leadership. |
| EDHS 2891 | Issues Facing Adolescent Girls (3.00) |
| Offered Fall 2013 | This course provides an opportunity for students to develop their leadership skills through involvement in academic service learning. Students will explore the psychological, social, and cultural issues affecting adolescent girls and apply this understanding through service with the Young Women Leaders Program (YWLP), a mentoring program that pairs middle school girls with college women for a year. Offered on the Undergraduate and Graduate levels. Graduate level requires additional readings and assignments. |
| EDHS 2892 | Issues Facing Adolescent Girls II (1.00) |
| A continuation of EDHS 2891 Issues Facing Adolescent Girls I, this one-credit academic, service-learning class focuses on developing leadership skills through the Young Women Leaders Program (YWLP). Students attend a weekly one-hour class and two-hour mentoring group, and spend four hours a month one-on-one with their mentee. For those not able to mentor, they can meet the class requirements by being involved in the YWLP research team. Prerequisites: EDHS 2891 Issues Facing Adolescent Girls I. | |
| EDHS 3000 | Musculoskeletal Anatomy (3.00) |
| Offered Fall 2013 | A systematic approach to human anatomy with emphasis on the interdependence of structure and function in the skeletal, articular, muscular, nervous, cardiovascular and digestive systems. A laboratory experience is included. Course was offered Fall 2012 |
| EDHS 3010 | Biomechanics/Motor Control of Human Movement (3.00) |
| Studies the science of human movement in the context of muscle actions and the application of forces through levers of the musculoskeletal system. Analyzes fundamental human movement patterns, such as gait. Prerequisite: EDHS 3630. Course was offered Spring 2013 | |
| EDHS 3020 | Contemporary Health Issues (3.00) |
| Discussion of major topics in public health, including chronic diseases, such as child and adult obesity, diabetes, hypertension, cancer, cardiovascular disease, muscle and bone diseases, and mental illness. There is a strong emphasis on fitness , nutrition, and other lifestyle choices to modify disease risk. Eating disorders and athlete medical issues are also discussed. Course was offered Spring 2013 | |
| EDHS 3030 | Exercise Physiology (3.00) |
| Offered Fall 2013 | A study of the physiological adaptations to exercise. Emphasis is placed on energy metabolism, physiological responses to exercise and exercise training techniques. Prerequisite: BIOL 2010-2020, or 2060 or equivalent. Course was offered Fall 2012 |
| EDHS 3040 | Motor Development (3.00) |
| Describes and analyzes normal motor development across the lifespan, from pre-natal development through older adulthood. Emphasizes identifying and classifying motor behaviors across the lifespan, as well as understanding the interaction of environmental and biological factors that affect acquisition of these movement behaviors. Laboratory experiences are included. Prerequisite: Kinesiology students or permission of instructor. Course was offered Spring 2013 | |
| EDHS 3050 | Nutrition (3.00) |
| Studies the basic principles of nutrition, including psychosocial-cultural considerations in dietary intake. Focuses on nutrient sources and actions, digestion, special population needs, weight control, food faddism, international problems, nutrition education, and nutrition-related disorders. Taught at the graduate level as EDHS 5630; credit may not be earned for both EDHS 4630 and 5630. Prerequisite: Instructor permission. Course was offered Spring 2013 | |
| EDHS 3240 | Peer Health Education (3.00) |
| Offered Fall 2013 | Academic content and training on various health topics for college students. Prerequisite: Instructor permission. |
| EDHS 3440 | Teaching Games, Rhythms and Dance (2.00) |
| Participation in, and understanding of, performance and teaching techniques for elementary games, rhythms, outdoor education, games, tumbling, cooperative activities, and dance. The main focus of this course is on pedagogical issues. Course was offered Spring 2011 | |
| EDHS 3500 | Special Topics In Human Services (1.00 - 6.00) |
| Offered Fall 2013 | Topical offerings in the subject of human services. Course was offered Spring 2013, January 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 4000 | Kinesiology Individuals Disabilities (3.00) |
| Offered Fall 2013 | Examines the nature and causes of disabling conditions and the motor needs and tolerances associated with these conditions. Enhances experience and skill in planning, assessing, prescribing, teaching, and evaluating instruction for individuals with disabilities in both school and non-school settings Course was offered Fall 2012 |
| EDHS 4001 | Practicum in Kinesiology Disabilities Lab (1.00) |
| Offered Fall 2013 | Should be taken in conjunction with EDHS 3450/5450-Adapted Physical Education. Prospective teachers work with a variety of students with disabilities in a physical education setting. Students are assigned to, and supervised by, an adapted physical educator in one of the local schools. Course was offered Fall 2012 |
| EDHS 4100 | Elementary Pedagogy (3.00) |
| Study of elementary curriculum and instruction in physical education. Examines the principles of planning (i.e., SOLs), implementing, and evaluating sound elementary physical education programs. Includes field experience. Course was offered Fall 2012 | |
| EDHS 4110 | Secondary Pedagogy (3.00) |
| Study of secondary curriculum and instruction in physical education. Examines the principles of planning (i.e., SOLs, safety, legal issues, and child abuse), implementing, and evaluating a sound secondary physical education curriculum. Includes field experience. Course was offered Spring 2013 | |
| EDHS 4200 | Practicum in Kinesiology (3.00) |
| Offered Fall 2013 | The practicum is a clinically oriented course to enable students in kinesiology to explore their professional goals. Students contact a professional in the arena of their choice. Students work under the supervision of the professional for 120 hours during the semester, keep a journal of their learning experiences, and write a case study and an evaluation of the experience due the last day of class for the semester. Course was offered Spring 2013, Fall 2012 |
| EDHS 4300 | Psycholinguistics & Communication (3.00) |
| Offered Fall 2013 | This course focuses on the psychological processes that underlie the acquisition and the use of language. There is an emphasis on the interaction between linguistic skills and other cognitive skills. Topics include learnability, microgenesis of speech, bilingualism and variation, and a psycholinguistic approach to breakdowns (i.e., language pathology). Course was offered Spring 2013 |
| EDHS 4670 | The Art and Science of Sports Medicine (3.00) |
| A week-long conference that begins with lectures, visitations, and observations of surgery and prosected cadaver joints. Continues with presentations by nationally known physicians, athletic trainers, and physical therapists, and concludes with a written examination and submission of a literature review paper on a selected topic in sports medicine. Taught at the graduate level as EDHS 5670; credit may not be earned for both EDHS 4670 and 5670. | |
| EDHS 4810 | Problems of Personal Adjustment (3.00) |
| Examines social and emotional adjustment within the context of normal development. Encompasses problems associated with the developmental process. | |
| EDHS 4993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Independent Study Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 4995 | Directed Research (1.00 - 6.00) |
| Offered Fall 2013 | Prerequisite: Instructor permission. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 5000 | Kinesiology Individuals Disabilities (3.00) |
| Offered Fall 2013 | Examines the nature and causes of disabling conditions and the motor needs and tolerances associated with these conditions. Enhances experience and skill in planning, assessing, prescribing, teaching, and evaluating instruction for individuals with disabilities in both school and non-school settings. Course was offered Fall 2012 |
| EDHS 5010 | Phonetics (2.00) |
| Offered Fall 2013 | Studies the structure and function of speech sound production. Teaches the basic skills of phonetic transcription using the International Phonetic Alphabet, and introduces basic theoretical issues in the study of phonology. |
| EDHS 5020 | Introduction to Speech and Hearing Science (3.00) |
| Examines principal concepts and procedures for the study of physiologic, perceptual, and acoustic aspects of voice, speech, and hearing. Prerequisite: EDHS 5010 and 5050. | |
| EDHS 5021 | Contemporary Health Issues (3.00) |
| Discussion of major topics in public health, including chronic diseases, such as child and adult obesity, diabetes, hypertension, cancer, cardiovascular disease, muscle and bone diseases, and mental illness. There is a strong emphasis on fitness , nutrition, and other lifestyle choices to modify disease risk. Eating disorders and athlete medical issues are also discussed. Course was offered Spring 2013 | |
| EDHS 5030 | Assessment in Kinesiology (3.00) |
| Offered Fall 2013 | Studies assessment strategies and techniques in physical activity settings (i.e., fitness and motor skills, as well as fitness self-assessments). Emphasizes the general concepts and techniques of assessment in physical activity settings, and addresses strategies for the selection and administration of assessment tests. Course was offered Fall 2012 |
| EDHS 5040 | Motor Development (3.00) |
| Describes and analyzes normal motor development across the lifespan, from pre-natal development through older adulthood. Emphasizes identifying and classifying motor behaviors across the lifespan, as well as understanding the interaction of environmental and biological factors that affect acquisition of these movement behaviors. Laboratory experiences included. Same as EDHS 4450, but with additional scholarly and research requirements. Course was offered Spring 2013 | |
| EDHS 5041 | Nutrition (3.00) |
| Studies the basic principles of nutrition, including psychosocial-cultural considerations in dietary intake. Focuses on nutrient sources and actions, digestion, special population needs, weight control, food faddism, international problems, nutrition education, and nutrition-related disorders. Taught at the undergraduate level as EDHS 4630; credit may not be earned for both EDHS 4630 and 5630. Prerequisite: graduate student status and instructor permission. Course was offered Spring 2013 | |
| EDHS 5050 | Anatomy and Physiology of Speech and Hearing Mechanisms (2.00) |
| Examines the anatomical and physiological substrates of hearing, speech perception, language comprehension, speech production, language production, and swallowing. | |
| EDHS 5080 | Introduction to Audiology (3.00) |
| Introduces the profession of audiology. Examines common pathologies of the auditory system; the impact of hearing loss; conventional procedures used to assess hearing; and interpretation of audiological test findings. | |
| EDHS 5100 | Elementary Pedagogy (3.00) |
| Offered Fall 2013 | Study of elementary curriculum and instruction in physical education. Examines the principles of planning (i.e., SOLs), implementing, and evaluating sound elementary physical education programs. Includes field experience. |
| EDHS 5110 | Secondary Pedagogy (3.00) |
| Study of secondary curriculum and instruction in physical education. Examines the principles of planning (i.e., SOLs, safety, legal issues, and child abuse), implementing, and evaluating a sound secondary physical education curriculum. Includes field experience. | |
| EDHS 5120 | Teaching School Health (3.00) |
| Introduction to current instructional approaches appropriate to a comprehensive K-12 health education curriculum. Designed for elementary and secondary school health instructors; the course stresses specific roles for schools in preventing health problems and promoting high-level wellness among students and the community through well-planned health instruction. One of the primary topics discussed in this course is the appreciate delivery of the teaching of family life. Emphasizes organization for planning, implementation techniques, SOLs, instructional strategies, and the evaluation of instruction. Course was offered Spring 2013 | |
| EDHS 5240 | Substance Abuse in Society (3.00) |
| Offered Fall 2013 | Investigates substance abuse and use in contemporary society. Treats topics from a multi-disciplinary perspective, including biological, pharmacologic, cultural, social, psychological, political, economic, and legal aspects of substance abuse. Analyzes patterns of addiction, intervention, and rehabilitation with respect to alcoholism and other drugs. Examines assessments of the costs, options, and alternatives to addiction, along with educational efforts toward prevention. Class discussions are an integral part of this course. Credit may not be earned in both EDHS 2240 and 5240. |
| EDHS 5440 | Athletic Injuries (3.00) |
| An course in principles, procedures, and techniques in the prevention, treatment, and rehabilitation of athletic injuries. A one-credit laboratory experience is available in addition to the regular course. Coerequisite: Anatomy, instructor permission. | |
| EDHS 5441 | Athletic Injuries Lab (1.00) |
| Athletic Injuries Lab is complementary, but not required for EDHS 5440. Students who are interested in Athletic Training are encouraged to take the lab. Students will learn and demonstrate technical skills in evaluation, treatment and overall management of sports injuries. Examples of topics are crutch-fitting, gait training, taping/wrapping, musculoskeletal and concussion assessment, and rehabilitation. | |
| EDHS 5480 | Qualitative Analysis of Motor Patterns (3.00) |
| Experienced teachers analyze and enhance their qualitative assessment skills. The course identifies and works on approximately 10-15 qualitative skills chosen by the class. | |
| EDHS 5500 | Selected Topics (1.00 - 6.00) |
| Offered Fall 2013 | These are designed as pilot courses to meet new program requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. Course was offered Spring 2013, January 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDHS 5612 | Prog. Plan & Evaluation Kinesiology (3.00) |
| Introduction to Curriculum in Physical Education. Details the following processes related to teaching PE including planning, assessment, prescription, teaching and evaluation. | |
| EDHS 5620 | Emergency Medical Care (3.00) |
| Examines current approaches to the management of medical emergencies. Cardiopulmonary disorders, temperature-related injuries, poisoning, hemorrhaging, diabetes, emergency childbirth, epilepsy, fractures, and shock are presented. Investigates the components of a comprehensive emergency medical care system. Students are certified in CPR and First Aid. | |
| EDHS 5631 | History, Principles, and Philosophy of Physical Education (2.00) |
| Analyzes the heritage of physical education in terms of historical and philosophical foundations, as well as the cultural significance of sport and physical activity. Examines specific issues and principles related to physical education, such as Title IX, advocacy, and block scheduling. Course was offered Spring 2010 | |
| EDHS 5670 | The Art & Science of Sports Medicine (3.00) |
| A week-long conference that begins with lectures, visitations, and observations of surgery and prosected cadaver joints. Continues with presentations by nationally known physicians, athletic trainers, and physical therapists, and concludes with a written examination and submission of a literature review paper on a selected topic in sports medicine. Prerequisite: graduate student status. | |
| EDHS 5700 | Physical Activity & Public Health (3.00) |
| The overall goals are to expose students to a public health approach to chronic disease prevention, develop critical thinking skills by reading and interpreting epidemiological literature and produce a research-based intervention proposal using a public health approach. Students will learn about physical activity epidemiology, measurement issues, and associations between activity and health, and develop their own research-based intervention. Course was offered Spring 2013 | |
| EDHS 5800 | Pediatric Exercise Physiology (3.00) |
| The overall goals are to 1) understand the physical maturation process and how that process affects the body's response to exercise and exercise training, 2) understand children's physical activity behavior and its associations with health and disease, 3) read and critically evaluate relevant research literature, and 4) develop a research proposal to address a limitation or gap in our knowledge pertaining to youth physical activity and exercise. | |
| EDHS 5891 | Issues Facing Adolescent Girls (3.00) |
| Offered Fall 2013 | This course provides an opportunity for students to develop their leadership skills through involvement in academic service learning. Students will explore the psychological, social, and cultural issues affecting adolescent girls and apply this understanding through service with the Young Women Leaders Program (YWLP), a mentoring program that pairs middle school girls with college women for a year. Offered on the Undergraduate and Graduate levels. Graduate level requires additional readings and assignments. |
| EDHS 5980 | Practicum (1.00 - 6.00) |
| Practicum | |
| EDHS 5985 | Internship (1.00 - 6.00) |
| Internship Course was offered Summer 2012, Fall 2009 | |
| EDHS 5993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Prerequisites: Instructor Permission Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDHS 6610 | Sports, Recreation, and Camping for Children with Disabilities (3.00) |
| This course provides students with information on sport, recreation, and camping opportunities for children with disabilities. This is an experiential course with field trips to local schools and agencies, observations of local sports programs including Special Olympics, a wheelchair sports workshop, and serving as a camp counselor for 1 week at a camp for children with disabilities. | |
| EDHS 7020 | Evidence Based Practice (3.00) |
| Offered Fall 2013 | This is a course about clinical statistics, clinical research, and clinical practice. The central focus of the course is integrating clinical research, clinical expertise, and client values for informing clinical decisions. Lectures and hands-on learning experiences center on understanding and critically analyzing reports of clinical research, as well as systematic reviews, for the purpose of informing clinical practice. Course was offered Fall 2012 |
| EDHS 7040 | Cognitive Linguistic Development (3.00) |
| Offered Fall 2013 | This course critically examines the typical and atypical development of cognitive skills and abilities that are fundamental to the development of language. Lectures and learning experiences establish a theoretical basis for cognitive and language development underpinnig a rational and systematic approach to clinical diagnosis and treatment. The course is foundational for clinical practice. Course was offered Fall 2012 |
| EDHS 7060 | Disorders of Phonology and Articulation (3.00) |
| Offered Fall 2013 | A lecture-discussion and clinical study of development and disorders of phonology and articulation. Etiology, evaluation, and treatment are discussed. Prerequisite: EDHS 5010, 5050 (or concurrent enrollment), or instructor permission. |
| EDHS 7080 | Disorders of Fluency (2.00) |
| A lecture-discussion and clinical study of fluency disorders: development, theory, evaluation, and treatment. | |
| EDHS 7090 | Disorders of Voice (3.00) |
| Offered Fall 2013 | A lecture-discussion and clinical study of voice disorders, organic and functional: pathophysiology, evaluation, and treatment. This course includes a clinical laboratory experience. Prerequisite: EDHS 5050, 7190, or instructor permission. |
| EDHS 7120 | Prevention Intervention Assessment (3.00) |
| Offered Fall 2013 | A clinical-methods course focusing on clinical decisions as they relate to prevention, screening, history taking, and current models of evaluation, intervention and counseling across (a) service-delivery sites in the continuum of care and (b) clinical populations. Additional emphases include culturally diverse populations, professional ethics, and clinical writing. Course was offered Fall 2012 |
| EDHS 7140 | Autism and Related Disorders (2.00) |
| Autism is a life-long neuro-developmental disorder substantially impacting an individual's ability to communicate. This class explores the history, etiology, assessment, and intervention strategies for working with people of all ages in developing communication skills necessary for daily living. Course was offered Spring 2013 | |
| EDHS 7180 | Habilitative Audiology I (3.00) |
| Offered Fall 2013 | Emphasizes the impact of hearing loss; techniques for improving communication with individuals who have hearing loss; the latest in hearing technology; basic principles of aural (re)habilitation for individuals who are deaf, hard-of-hearing, or experience disorders of auditory processing; and the perspectives of Deaf individuals. Prerequisite: EDHS 5080 or equivalent. |
| EDHS 7190 | Neuroanatomy and Neurophysiology of Communication (2.00) |
| Introduces the neuroanatomy and neurophysiology of speech, language, reading, writing, hearing, and vestibular function. Neuropathologies affecting communicative functions are reviewed. Prerequisite: EDHS 5050 or instructor permission. Course was offered Fall 2009 | |
| EDHS 7210 | Introduction to the Profession of Counseling (3.00) |
| Offered Fall 2013 | An introduction and professional orientation to: the history of the profession of counseling; the sociocultural, economic, philosophical, theoretical, and political bases of the profession; advocacy in the counseling profession; identity of professional counselors; and a survey of career opportunities for counselors. Prerequisite: Counselor education majors or instructor permission; required of all counselor education master's degree students. |
| EDHS 7220 | Introduction to Career Interventions (3.00) |
| Survey of concepts, issues, trends, and tools related to career development and effective career counseling. Introduces the study and application of career development theory; the use of educational, social, and occupational information and materials in counseling; career assessment; informational media; career decision-making; and the implementation of developmentally and culturally appropriate career counseling strategies. Prerequisite: Counselor education majors or instructor permission. | |
| EDHS 7230 | Theories and Techniques of Counseling (3.00) |
| Offered Fall 2013 | Analysis of theoretical approaches to counseling and representative techniques for each. Particular attention will focus on values and multicultural issues and their impact on the counselor, client, and process of counseling. Prerequisite: Counselor education majors or instructor permission. |
| EDHS 7240 | Group Counseling Procedures (3.00) |
| Students learn concepts of group development, group dynamics, and specific skills and techniques or working with groups. Includes participation in relevant class activities. Prerequisite: EDHS 7210, 7230, 7290, or instructor permission. | |
| EDHS 7250 | Using Tests in Counseling (1.00) |
| Study of the role of standardized test data in counseling. Prerequisite: Counselor education majors; EDLF 7180, EDHS 7230, and instructor permission. Course was offered Fall 2010 | |
| EDHS 7270 | Research in Counseling (3.00) |
| Offered Fall 2013 | Examines the role of research in the counseling profession, emphasizing the activities of the counselor as both a consumer and a producer of research. Prerequisite: Counselor education majors or instructor permission. |
| EDHS 7290 | Essential Counseling Skills (3.00) |
| Offered Fall 2013 | This initial course in counseling is required for all master's level students in the counselor Education program. The primary focus is on fundamental attitudes, knowledge, and skills necessary for developing effective helping relationships. A key feature of this course is the opportunity to practice essential counseling skills and experience the counseling process in a safe, controlled environment. This course also encourages self awareness and self exploration so that students can gain an understanding of how their own personal experiences, preferences, feelings, values, and world views impact their practice as a counselor. Prerequisite/Corequisite: EDHS 7210, 7230 or instructor permission. Course was offered Fall 2012, Summer 2012, Fall 2011, Summer 2011, Fall 2010, Summer 2010, Fall 2009 |
| EDHS 7300 | Multicultural Counseling (3.00) |
| Exploration of the personal, social, political, affective, and behavioral considerations of diversity. Multicultural competencies (awareness, knowledge, and skills) in counseling are emphasized as well as their relationship to advocacy and social justice. The course focuses on: developing awareness of one's own cultural socialization and inherent biases; development of accurate knowledge of various cultural groups within our society; and development of skills necessary to provide culturally relevant counseling services. Experiential learning is incorporated throughout the course. Prerequisite: EDHS 7210, 7230, 7290, or instructor permission. | |
| EDHS 7330 | Ethical-Legal Aspects of Counseling (1.00 - 3.00) |
| There are two sections of EDHS 7330. Counselor Education students take Section one during their first year and Section two the summer between their first and second years. Section 01 is the prequel for section 02. In EDHS 7330-1 students focus on mandatory ethical behaviors, black letter code 1, and legal requirements for practicum and intern counselors. The stress will be on fundamentals. This course is one credit. EDHS-2 focuses on aspirational ethics, spirit of the ethical code and law. In EDHS 7330-2 students focus on reasons, philosophy, more complex ethical and legal cases, and enforcing ethical and legal standards for professional counselors. This course encourages consideration of some of the moral-ethical dilemmas faced by counselors and other helpers. Actual cases are used in focusing on ethical responsibilities and decision-making. Prerequisite: Counselor education majors or instructor permission. | |
| EDHS 7400 | Experimental Design in Athletic Training (3.00) |
| This course provides an introduction to the principles of designing, executing, and interpreting clinical and translational research in the disciplines of athletic training and sports medicine. This class is specifically for students enrolled in the accredited post-professional masters program in athletic training within the Kinesiology Program. | |
| EDHS 7410 | Pathophysiology and Rehabilitation of Athletic Injuries (3.00) |
| Offered Fall 2013 | Presents an overview of pathophysiology of athletic injuries designed to enhance the athletic trainer's ability to plan and implement a comprehensive rehabilitation program. Focus on sequential events of tissue healing with respect to exercise progression. Students will also practice advanced manual therapy such as joint mobilization, myofascial release, neural tensioning, muscle energy techniques and strain-counter-strain. Prerequisite: ATC or eligible. |
| EDHS 7420 | Advanced Exercise Physiology (3.00) |
| Offered Fall 2013 | Emphasizing current research findings, this class focuses on energy metabolism, physiological responses to exercise, and exercise training techniques. Prerequisite: Human physiology; introduction to exercise physiology or equivalent. |
| EDHS 7430 | Exercise Physiology Laboratory (3.00) |
| A presentation, through lectures and laboratory experiences, of laboratory procedures and biomedical instrumentation pertinent to exercise physiology laboratories and applied physiology research. Students are involved in a review of current research in each area of laboratory experimentation and participate as both subjects and investigators. Prerequisite: EDHS 7420. | |
| EDHS 7431 | Exercise Principles for Health, Fitness, and Chronic Diseases (3.00) |
| Offered Fall 2013 | The application of clinical exercise physiology priniciples for public health, fitness, and disease management. Students learn the prinicples of exercise evaluation, prescription, and leadership for health, fitness, and disease rehabilitation, and apply these skills in a practical setting under the direction of professional staff. |
| EDHS 7432 | Clinical Exericse Testing, Evaluation, and Prescription (3.00) |
| Principles of clinical exercise testing, including conducting and interpreting exercise tests for adults with and without chronic diseases. In the practical setting, under supervision of professional staff, students prescribe exercise and counsel adults based on test results and other medical history. Pre-Requisites: EDHS 7431 Adult Fitness and Health 1 | |
| EDHS 7433 | Lifestyle Intervention and Comprehensive Care in Cardiopulmonary Rehab (3.00) |
| Offered Fall 2013 | Students enrolled in this course are expected to function as clinicians with minimal supervision. They may serve as a student clinical exercise physiologist in a clinic, hospital, or outpatient rehab setting. Their role will include exercise monitoring and prescription, as well as comprehensive lifestyle management of patients with cardiac or pulmonary disease. |
| EDHS 7434 | Prinicples and Practice of Cardiopulmonary Rehabilitation (3.00) |
| Advanced study in topics related to the prevention, treatment, and rehabilitation of cardiopulmonary diseases. Students gain practical experience providing exercise evaluation, prescription, and leadership of Phase1-4 cardiopulmonary patients. Students assist clinicians in the comprehsnive lifestyle management of patients. | |
| EDHS 7450 | Evidence-Based Sports Medicine (3.00) |
| Offered Fall 2013 | This course introduces students to the principles of evidence-based medicine, clinical epidemiology, and the interpretation of clinical research that assesses prevention, diagnostic, and treatment strategies in sports medicine. The course is targeted at students who are already professionally credentialed as athletic trainers, physical therapists, or other health care providers. Course was offered Fall 2012 |
| EDHS 7600 | Kinesiology Developmental Disabilities (3.00) |
| Offered Fall 2013 | Studies the physical and motor attributes of children with developmental, learning, and emotional disabilities. Examines abnormal and delayed patterns of motor development through an assessment, diagnosis, and prescriptive format. Emphasizes identifying functional goals for these individuals and programmatic techniques for attaining these goals. |
| EDHS 7610 | Kinesiology for Children with Severe Disabilities (2.00) |
| Examines issues related to educating children with severe disabilities. Includes review of unique planning and assessment procedures as well as unique programs and sports opportunities for children with severe disabilities. | |
| EDHS 7620 | Personality (3.00) |
| Examines classical and modern theories of the origin and development of personality and human motivation. Prerequisite: EDLF 7150, 7160, or 7200. | |
| EDHS 7630 | Seminar: Issues in Professional Psychology (3.00) |
| Reviews the historical antecedents of contemporary practice. Centers on ethics, regulation of the profession, legislative and legal issues relative to practice, interdisciplinary issues, public policy, future decisions and professional identity. | |
| EDHS 7640 | Cognitive Assessment (3.00) |
| Offered Fall 2013 | Introduces the administration, scoring, and interpretation of diverse psychological tests. Includes tests of intelligence, perceptual motor functioning, and various specific abilities. Prerequisite: Instructor permission. |
| EDHS 7641 | Modalities in Athletic Training (3.00) |
| Advanced study of the theoretical foundations and principles of the therapeutic modalities used in the physical medicine environment. Includes theory and clinical techniques used to enhance the treatment and rehabilitation of athletic injuries. Prerequisite: Master's and Doctoral Level Kinesiology students | |
| EDHS 7680 | Psychopathology (3.00) |
| Offered Fall 2013 | Analyzes the etiology, development, and manifestations of various forms of emotional and social maladjustment in children, adolescents, and adults. Emphasizes developing the conceptual understanding necessary for differential diagnosis, symptom assessment, and use of the DSM system. Stresses the importance of cultural, social, and developmental factors. Prerequisite: EDHS 7620 and instructor permission. |
| EDHS 7690 | Principles of Stress and Stress Management (3.00) |
| Examines the integration of stress theory, assessment, and management within the counseling and helping professions. Explores the impact of stress on mental and physical health and the acquisition of coping skills. | |
| EDHS 7700 | Health and Physical Education Teaching Seminar (3.00) |
| Analyzes current issues, such as safety, liability, and child abuse, related to teaching health and physical education (K-12). Prerequisite: Advisor permission; corequisite: EDHS 7710-7720. | |
| EDHS 7710 | Teaching Associateship: Elementary Physical Education (6.00) |
| Student teaching experience for pre-service teachers that includes writing lesson plans and reflective teaching logs. Supervised by clinical instructors from elementary schools, in cooperation with University supervisors. Prerequisite: Advisor permission. | |
| EDHS 7720 | Teaching Associateship: Secondary Health and Physical Education (3.00 - 6.00) |
| Student teaching experience for pre-service teachers that includes writing lesson plans and reflective teaching logs. Supervised by clinical instructors from secondary schools, in cooperation with University supervisors. Prerequisite: Instructor permission. | |
| EDHS 7750 | Sports Medicine Instrumentation (3.00) |
| This course accompanies Clinical Biomechanics and is intended for doctoral students embarking on careers as clinical researchers. The course is designed to provide foundation knowledge regarding digital signal acquisition, processing, analysis and interpretation. Focus will be on practical application of these concepts while collecting data on human movement and function. | |
| EDHS 7780 | Anatomical Bases of Sports Medicine (3.00) |
| Course includes dissection of the human cadaver and emphasizes the musculoskeletal, articular, nervous, and vascular systems. Dissection experiences are supplemented with classroom lectures. The role of anatomical structures as they relate to athletic injury mechanism, evaluation, and rehabilitation is emphasized. Prerequisite: Instructor permission. | |
| EDHS 7880 | Health and Physical Education Field Project (1.00 - 6.00) |
| Field based action research project designed to explore a contemporary educational problem. | |
| EDHS 7993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Permits students to work on individual study topics, under close faculty guidance, when particular needs cannot be met by registration in regularly scheduled courses. May be repeated for credit; however, only six credits of EDHS 7993 may be included in an M.Ed. degree program. The independent study topic must be listed on the student's degree application. Section 1: Letter Grading Section 2: S/U Grading Prerequisite: Approval of advisor and instructor, and an approved plan of study. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 8020 | Disorders of Communication: Augmentative and Alternate Systems (3.00) |
| Offered Fall 2013 | A lecture-demonstration course that introduces the techniques and materials essential to developing augmentative communication programs for children, adolescents, and adults who are non-vocal or severely physically handicapped. Prerequisite: Instructor permission. |
| EDHS 8030 | Neurogenic Communication Disorders (3.00) |
| Review of contemporary issues in the practice of speech-language pathology for patients with dysarthria or apraxia of speech: includes semiology, etiology, pathophysiology and nosology. Introduces clinical practice, including evaluation, treatment and counseling. Prerequisite/corequisite: EDHS 5020, 5050, 7060, 7190 or instructor permission. | |
| EDHS 8090 | Disorders of Language I (3.00) |
| Offered Fall 2013 | Coverage includes language differences, language delays, language deviancies, and specific language impairment with topics ranging from language sampling to linguistic analysis, to intervention and counseling. Topical coverage also include linguistic diversity, bilingualism, early intervention, literacy acquisition, dyslexia and hyperlexia. Prerequisite: Language development course or instructor permission. |
| EDHS 8100 | Disorders of Language II (3.00) |
| Coverage includes semiology and clinical intervention for persons presenting with developmental aphasia, Down syndrome, Asperger syndrome, autism, pragmatic-semantic language disorder, sensory integration and motor disorder. Clinical interventions center on behavioral and family-centered approaches. Prerequisite: Language development course, EDHS 8090, or instructor permission. | |
| EDHS 8110 | Disorders of Language: Aphasia (3.00) |
| Reviews contemporary issues in clinical aphasiaology, including epidemiology, etiology, pathophysiology, semiology, and nosology. Introduces clinical practice, including evaluation, treatment, and counseling. Prerequisite: EDHS 7190 or instructor permission. Course was offered Spring 2010 | |
| EDHS 8120 | Disorders of Communication Based in Cognitive Dysfunction II (2.00) |
| Reviews contemporary issues in the practice of speech-language pathology for persons presenting with right cerebral hemisphere pathology, traumatic brain injury, dementia including epidemiology, etiology, pathophysiology, semiology, or nosology. Introduces clinical practice including evaluation, treatment, and counseling. Prerequisite: EDHS 7190 or instructor permission. | |
| EDHS 8130 | Dysphagia (3.00) |
| A lecture-discussion and clinical study of problems of swallowing. Reviews contemporary issues in the practice of speech-language pathology for patients presenting with dysphagia, including semiology, etiology, pathophysiology, and nosology. An introduction to clinical practice, including evaluation, treatment, and counseling. Prerequisite: EDHS 7190 or instructor permission. | |
| EDHS 8150 | Clinical Seminars (1.00 - 6.00) |
| Section 1: Clinical Education Seminar in Speech Pathology I: A clinical seminar accompanying clinical practice. The seminar focuses on professional issues and the diagnosis and rehabilitation of children and adults with communication disorders. Practicum assignments are individually structured to provide clinical and field work experience with a variety of ages, patients, and rehabilitation settings, or in a particular aspect of professional specialization. Close individual supervision is maintained by clinical instructors, and each case is discussed in weekly conference. Section 2: Clinical Education Seminar in Speech Pathology II: A clinical seminar accompanying clinical practice in medical settings. The seminar focuses on professional issues and the diagnosis and rehabilitation of children and adults with communication disorders. Practicum assignments are individually structured to provide clinical and field work experience with a variety of ages, patients, and rehabilitation settings, or in a particular aspect of professional specialization. Close individual supervision is maintained by clinical instructors, and each case is discussed in a weekly conference. Section 3: Clinical Practice in Speech and Language Pathology: Clinical practice focusing on the diagnosis and rehabilitation of children and adults with communication disorders. Practicum assignments are individually structured to provide clinical and field work experience with a variety of ages, patients, and rehabilitation settings, or in a particular aspect of professional specialization. Close individual supervision is maintained by clinical instructors, and each case is discussed in a weekly conference. Prerequisite: Instructor permission. Course was offered Spring 2013, Summer 2012, Spring 2012, Summer 2011, Spring 2011, Summer 2010, Spring 2010, Fall 2009 | |
| EDHS 8170 | Clinical Externship (1.00 - 6.00) |
| Offered Fall 2013 | Clinical practice in the identification, diagnosis, and treatment of children and adults with communicative disorders. Programs are individually structured to provide experience with a variety of clinical populations, age groups, and specializations. The sites are off-grounds, and usually within a two hour driving distance of the University. Prerequisite: Instructor permission. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDHS 8220 | Consultation (3.00) |
| An examination of the models and process of consultation. Designed to expand the student's interpersonal skill repertoire. Emphasizes the practice of consultation appropriate to various work settings. Prerequisite: EDHS 7230, 7290, or instructor permission. Course was offered Spring 2012, Summer 2010 | |
| EDHS 8240 | Substance Abuse Counseling (3.00) |
| Introduction to substance abuse counseling. Provides an understanding of the disease concept and other views of addiction, different methods of treating substance abuse, the process of recovery, the Twelve Step model, the role of the family in addiction, and counseling issues such as confronting denial, intervention, family counseling, relapse, and the role of the counselor in treatment. Emphasis is placed on developing skills through role play, case study, and interactions with substance abuse counselors and clients. Prerequisite: EDHS 7210, 7230, Counselor Education major, or instructor permission. | |
| EDHS 8250 | Advanced Career Development and Career Counseling (3.00) |
| Advanced study of career development theories and research, and the application of theoretical propositions to career counseling. Emphasizes the integration of career development concepts into the counseling process. Prerequisite: EDHS 7220 and 7230. | |
| EDHS 8290 | Counselor Education Master's Practicum (3.00) |
| For students enrolled in the School Counseling program. A minimum of 100 on-site hours is required. A description of the setting, specifying the school level in which practicum occurred most be included on the student's application for graduation. Students are required to participate in on-grounds supervision. Prerequisite: EDHS 7210, 7230, 7290, 7310 or 8310 or instructor permission. Subject to availability of suitable practicum placement. | |
| EDHS 8300 | Assessment in Counseling (3.00) |
| Studies assessment devices and techniques used by counselors. Also provides practice in the interpretation of test data with emphasis on communication principles. Prerequisite: EDLF 7180, EDHS 7250. | |
| EDHS 8310 | Introduction to School Counseling (3.00) |
| Offered Fall 2013 | Explores the planning and initiation of counseling programs in schools with an emphasis on understanding the role and function of counselors in schools, the planning, implementing, and managing of school counseling programs, the components of school counseling programs, legal and ethical issues in school counseling, and effective evaluation and accountability. Prerequisite: Counselor education majors or instructor permission. |
| EDHS 8340 | Counseling Children and Adolescents (3.00) |
| Explores concerns and problems that children and adolescents present to counselors. Focuses on applying developmental theories and examines resources and helping strategies appropriate for counseling children and adolescents. Prerequisite: EDHS 7210, 7230, EDLF 7160, or instructor permission. | |
| EDHS 8380 | Topical Issues in Counselor Education (1.00 - 3.00) |
| Deals with a variety of professional issues in counseling, guidance, and personnel services. Topics are announced prior to registration and can be developed around the interests of prospective students. Must be prearranged. Prerequisite: Instructor permission. | |
| EDHS 8390 | Internship in Professional School Counseling (1.00 - 6.00) |
| Offered Fall 2013 | This is the required internship course for K-12 professional school counseling students. The internship is a two-semester, 600-hour placement in a public school. Students also attend on-grounds supervision. Internship may be repeated for credit. Intent to register must be filed preceding registration. A description of a student's internship school level must be included on the degree application. Prerequisite: EDHS 8290 and instructor permission. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 8400 | Clinical Biomechanics (3.00) |
| Offered Fall 2013 | This course will provide a foundation for basic principles of sports medicine biomechanics including forces that act on the body and how they relate to risk for and recovery from injury. This course is intended to provide a foundation of knowledge for health care professionals embarking on a career in clinical sports medicine, athletic training, education and/or research. Course was offered Fall 2012 |
| EDHS 8401 | Clinical Biomechanics Lab (2.00) |
| Offered Fall 2013 | Lab for Clinical Biomechanics class Course was offered Fall 2012 |
| EDHS 8410 | Orthopedic Bases of Sports Medicine (3.00) |
| Presents a comprehensive review of regional pathophysiology of sports injury and rehabilitation. Focus on treatment of injuries with a surgical and medical management perpsective. Rehabilitation for both operative and non-operative conditions are discussed in a problem-solving format. Prerequisite: EDHS 7410, instructor permission. | |
| EDHS 8420 | Metabolic Adaptations to Exercise (3.00) |
| Analyzes metabolic adaptations to acute bouts of exercise and chronic exercise training. Includes energy sources for human movement; substrate utilization, muscle plasticity, functional significance of the metabolic adaptations to chronic exercise training; muscle fatigue and damage. Prerequisite: EDHS 7420 or instructor permission. | |
| EDHS 8430 | Exercise Intervention in Disease (3.00) |
| Offered Fall 2013 | Examines the impact of exercise on the disease process, focusing primarily on cardiovascular disease and diabetes. Examines hypotheses concerning causes of diseases, risk factors, and modification of risk factors through exercise and diet intervention. Prerequisite: EDHS 7420 or instructor permission. |
| EDHS 8460 | Adapted Physical Education: Physically and Sensory Impaired (3.00) |
| Studies the physical and motor attributes of individuals with physical, sensory, and health disabilities. Addresses programming and instructional implications in physical education for these populations in regard to their ecological, psychological, social, and learning characteristics. Emphasizes developing and achieving functional physical education goals through planning, assessing, prescribing, teaching, and evaluating instruction. | |
| EDHS 8500 | Selected Topics (1.00 - 3.00) |
| Offered Fall 2013 | Additional sections on special topics may be offered subject to sufficient student interest. Section 1: Adapted Physical Education; Section 2: Athletic Training; Section 3: Biomechanics; Section 4: Exercise Physiology; Section 5: Health Promotion; Section 6: Motor Development; Section 7: Sports Medicine; Section 8: Strength Training; Section 9: Pedagogy Prerequisite: Instructor and advisor permission. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 8610 | Marital and Couple's Therapy (3.00) |
| Analyzes basic principles and techniques of marital and couple's therapy. Emphasizes the practical, covering theory as it relates to the interactional dynamics and behavior of the therapy. Experiential techniques (i.e., role playing, video tape, and live supervision) are an integral part of the course. Some therapy experience is desirable, although not required. | |
| EDHS 8640 | Principles of Psychotherapy Advanced (3.00) |
| Offered Fall 2013 | In-depth examination of cognitive-behavioral and psychodynamic individual psychotherapy. The theoretical base and accompanying empirical literature of varying approaches are discussed with special emphasis on application of principles. Experimental techniques (e.g., role playing and observation of video tapes) are included. Continuation of EDHS 8630. Prerequisite: Instructor permission. |
| EDHS 8660 | Personality Assessment I (3.00) |
| Offered Fall 2013 | First of a two-semester sequence in personality assessment. Trains the clinical/school psychology graduate student in basic methods of clinical assessment using a battery of psychological tests, including both projective and non-projective instruments. There are two components to the first semester course: critical examination of theory and research on psychological testing; and a supervised practicum in clinical assessment. Clinical assessments of children and adults are covered. Prerequisite: EDHS 7640 and instructor permission. |
| EDHS 8670 | Personality Assessment II (3.00) |
| Second of a two-semester sequence in personality assessment. During this semester, students examine theory, practice, and research on the application of a variety of personality assessment techniques and instruments to specific diagnostic questions (e.g., assessment of psychotic, affective, neurotic, and borderline disorders); and continue learning to conduct personality assessments through a supervised practicum. Clinical assessments of children and adults are covered. Prerequisite: EDHS 8660 and instructor permission. | |
| EDHS 8690 | School/Clinical Psychology Practicum (1.00 - 6.00) |
| Offered Fall 2013 | Supervised field experience in activities central to the role of the school/child psychologist. Prerequisite: EDHS 7640. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 8691 | Clinical Practicum: Communicatrion Disorders (3.00) |
| Offered Fall 2013 | Clinical Practicum for Graduate Communication Disorders students Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 8700 | Clinical Psychology Practicum (1.00 - 6.00) |
| Offered Fall 2013 | Supervised placement in a setting designed to provide students with clinical experiences dealing with children, adults, and families. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDHS 8710 | Psychosocial Consultation (1.00) |
| Seminar and practicum experience designed specifically for advanced doctoral students. Focuses on the theoretical and research issues that relate to the practice of consultation and supervision. In addition to the readings and class discussions, students engage in both consultation and supervisory activities. Students are challenged to draw upon their prior knowledge of psychological assessment, problem solving, methods of intervention, and psychological theory. Facilitates the integration of prior learning into practice. Prerequisite: EDHS 7680 and instructor permission. Course was offered Summer 2012 | |
| EDHS 8720 | Group Therapy Interventions (3.00 - 6.00) |
| Designed to broaden and strengthen the group therapeutic skills and experience of doctoral students. Entails the observation of various group procedures and participation in an ongoing group experience. Prerequisite: Instructor permission. | |
| EDHS 8730 | Family Therapy: Theory and Techniques (3.00) |
| Examines major schools in the field of family therapy with a focus on learning how to conceptualize a case from these different perspectives. Special emphasis is on the application and evaluation of various intervention models to family problems commonly presented in therapy. Observation of actual cases is a required part of the course. Prerequisite: EDHS 8640, 8650 or equivalent, and instructor permission. | |
| EDHS 8740 | Advanced Family Therapy (3.00) |
| Advanced seminar in family therapy is designed to give students an in-depth exposure to methods of family intervention. Includes both didactic and case format. Prerequisite: EDHS 8730 and instructor permission. | |
| EDHS 8750 | Psychological Intervention and Consultation in Schools (3.00) |
| Advanced study of the role and function of the psychologist in school settings. Topics include psychoeducational assessment and remediation procedures; varieties and techniques of appropriate psychological interventions in schools; models of, and national trends in, school psychology service delivery. Prerequisite: Instructor permission. | |
| EDHS 8980 | Practicum (1.00 - 6.00) |
| Offered Fall 2013 | Supervised field experiences under the direction of professional staff. Student should obtain approval from their advisor before registering for this practicum. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDHS 8998 | Masters Research Internship (1.00 - 12.00) |
| Offered Fall 2013 | Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 8999 | Masters Thesis (1.00 - 6.00) |
| Offered Fall 2013 | Masters Thesis Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 9090 | Doctoral Seminar: Communication Disorders (1.00) |
| Variable topics. Prerequisite: Instructor permission. | |
| EDHS 9210 | Advanced Group Counseling Theories and Practicum (1.00 - 3.00) |
| Advanced graduate seminar and practicum in group counseling theories and technique. Different theoretical approaches to group counseling along with accompanying techniques are studied in section 1; section 2 is a practicum in advanced group counseling and is subject to availability of suitable practicum placement. Section 2 may be repeated for credit. Section 1: Group Theories (2 credits) Section 2: Practicum (1 to 3 credits) Prerequisite: Counselor Education doctoral status, EDHS 7240 and 7290, or instructor permission. | |
| EDHS 9220 | Advanced Individual Counseling Strategies and Practicum (1.00 - 3.00) |
| A group seminar designed to enhance students' individual intake, assessment, counseling and treatment planning skills. Subject to availability of suitable practicum placement. May be repeated for credit. Prerequisite: EDHS 7290 and instructor permission. | |
| EDHS 9290 | Counselor Supervision Theories and Practicum (1.00 - 3.00) |
| Study of counselor supervision combined with a required experience as a supervisor-trainee. Section 1: Counselor Supervision Theories: Different theoretical approaches to counselor supervision along with accompanying techniques and practical application. (3 credits) Section 2: Counselor Supervision Practicum: May be repeated for credit. (1-3 credits) Prerequisite: Counselor education doctoral student or instructor permission. Course was offered Spring 2010, Fall 2009 | |
| EDHS 9310 | Doctoral Seminar: Counselor Education (3.00) |
| Specialized study of the profession's present status, emphasizing research in the field and possible future directions. Prerequisite: advanced standing and instructor permission. | |
| EDHS 9320 | Doctoral Seminar: Counselor Education (3.00) |
| This course is designed for advanced graduate students admitted to the counselor education program, or, with instructor approval, another doctoral program in the Curry School of Education. The course pvodies an extensive study of contemporary issues and trends in student research. The purpose is to provide students with an opportunity to examine the state of research in counseling or in their field, and based on this, to identify the subject of and prepare for the start of their doctoral dissertation study by designing a study and preparing a proposal. Prerequisite: Counselor Education doctoral student or instructor permission. Course was offered Fall 2009 | |
| EDHS 9390 | Counselor Education Doctoral Internship: Teaching (3.00 - 6.00) |
| An individually supervised doctoral-level teaching internship for doctoral students in Counselor Education. Prerequisite: instructor permission; subject to availability of suitable internship placement. | |
| EDHS 9490 | Pedagogy in Counselor Education (3.00) |
| This course is designed to provide students with a foundation ofor their teaching internship in Counselor Education. This course includes both didactic and experiential components and focuses on the examination of theoretical orientation and practical skills necessary to function effectively as a Counselor Educator. | |
| EDHS 9500 | Advanced Doctoral Seminar (1.00 - 6.00) |
| Special topics and research analysis for doctoral students. Prerequisite: Instructor permission. Course was offered Spring 2010 | |
| EDHS 9740 | Internship in College Teaching or Supervision (1.00 - 6.00) |
| Offered Fall 2013 | Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 9750 | Seminar: Topics in Clinical Psychology (1.00 - 3.00) |
| Offered Fall 2013 | Doctoral seminar covering selected topics in personality theory and clinical psychology. May be repeated for credit. |
| EDHS 9760 | Seminar: Topical Issues in School Clinical Psychology (1.00 - 3.00) |
| Deals with a variety of professional issues in school and child clinical psychology. Topics can be developed around the interests of prospective students. Must be prearranged. Course topics will be announced prior to registration and have included social and affective process in development and neuropsychology. May be repeated for credit. Prerequisite: Instructor permission. | |
| EDHS 9761 | Child Therapy (3.00) |
| This course is intended to provide knowledge of basic theory and research concerning child therapy. Students will become well versed in empirically based treatments for child and adolescent mental health. We will address the limitations of existing research on treatment efficacy and effectiveness. Students will become familiar with a range of therapeutic approaches, including play therapy and cognitive behavioral therapy. | |
| EDHS 9762 | Social & Affective Processes in the Development of Children (3.00) |
| Provides knowledge of basic theory & research concerning social & affective processes in the development of children, with particular attention to different risk conditions in infancy & childhood, their antecedents & sequelae. Primary focus is the understanding of the role of social contexts (culture, community) & parent-child and family relationships in development. Also examines ways that biological, social & psychological processes interact. Course was offered Fall 2009 | |
| EDHS 9763 | Theories of Behavior and Cognition (3.00) |
| The course considers prominent theories concerning human learning and cognition. Current research concerning cognitive and affective aspects of behavior will be examined in relation to basic theoretical models and, where appropriate, linkages to current practice will be made. Course was offered Fall 2010 | |
| EDHS 9991 | Ed.D. Research (1.00 - 12.00) |
| Students conduct systematic inquiry to address an important problem in education, through the application of discipline knowledge and research skills, with the goal of improving practice. | |
| EDHS 9993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Independent Study Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDHS 9995 | Independent Research (1.00 - 12.00) |
| Offered Fall 2013 | Independent Research Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDHS 9998 | Doctoral Research Apprenticeship (1.00 - 12.00) |
| Offered Fall 2013 | Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisite: Advisor permission required. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDHS 9999 | Doctoral Dissertation (1.00 - 12.00) |
| Offered Fall 2013 | Continuous enrollment is required from the start of the dissertation through the proposal and final examination. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| Education-Curriculum, Instruction, & Special Ed | |
| EDIS 2010 | Teaching as a Profession (3.00) |
| Offered Fall 2013 | Designed as a pre-requisite course for applying to the Five-Year (BA/MT) Teacher Education Program. In this survey of American education, students examine education history, philosophy in action in schools,student diversity, curriculum, effective teaching, school organization & governance, education finance,education law, sociopolitical dimensions of education, & the role of the teacher as a professional. Co-requisite EDIS 2880. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 2011 | Foundations for Teaching Young Children With and Without Disabilities (3.00) |
| Offered Fall 2013 | This course provides an overview of early childhood special education and early childhood education for children birth through age five and their families. The course covers topics such as historical perspectives, current trends, and recommended practices for working with this age group. |
| EDIS 2012 | Foundations of Early Childhood Education (3.00) |
| Offered Fall 2013 | This course provides an overview of early childhood special education and early childhood education for children birth through age five and their families. The course covers topics such as historical perspectives, current trends, and recommended practices for working with this age group. Course was offered Fall 2012 |
| EDIS 2880 | Field Experience (1.00) |
| Offered Fall 2013 | This initial lab experience is a co-requisite class with EDIS 2010 and is a mandatory pre-requisite to applying to the 5-year (BA/MT) Teacher Education Program. Experiences are provided for students to observe children in either a community or school context and to develop an understanding of essential evidence-based practices for effective teaching. Corequisite: EDIS 2010. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 2890 | Strategies for Academic Achievement (3.00) |
| Offered Fall 2013 | Instruction in multiple strategies for analyzing, planning, and completing academic tasks. Guidance in appropriate application and adaptation of general procedures of study to requirements and materials of specific courses. Focus on continual implementation, refinement, and evaluation of strategies to ensure that study habits are effective and efficient. Prerequisite: Instructor permission. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 2910 | Beyond the Second Year: Academic Realities and Skills (3.00) |
| A three-credit course that will assist upper level students attain their academic goals at the University of Virginia. The class will address strategies for dealing with lenghty and complex readings, the analytical and evaluative skills of scholarship, methods of time mangement in academic pursuits and stress management. | |
| EDIS 3020 | The Exceptional Learner (3.00) |
| An intensive introduction to the study of exceptional children and adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted, autism, traumatic brain injury, ADD, and ADHD. Information on medical conditions which influence learning and development is also provided. Credit is not given for both EDIS 3020 and 5000. Prerequisite: Instructor permission. Course was offered Spring 2013, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 | |
| EDIS 3070 | Digital Multimedia Development (3.00) |
| Designed for the novice-level student who is interested in developing and publishing computer-based multimedia. This intensive, project-based class covers tools for website and podcast creation and working with digital images, audio, animation, and video. Students will be required to demonstrate competency with each individual tool, and will create a final project for the class which incorporates several tools. Course was offered Summer 2012 | |
| EDIS 3450 | Teaching with Technology (2.00) |
| Offered Fall 2013 | This course provides an introduction to effective, standards-based methods of integrating technology into the classroom, focusing on approaches specific to each content area. Prerequisite: Admission to Teacher Education Program. |
| EDIS 3451 | Teaching with Technology for Practicing Teachers (1.00) |
| This class is designed for teachers needing to meet the VA technology competency. The class will focus on the essential technologies needed for effective instuction including such things as data mamgement, spreadsheets, webquest, digital story telling, digital instruction, & virtual schooling. Students will be expected to apply technology applications to enhance student achievement. | |
| EDIS 3500 | Special Topics in Curriculum and Instruction (1.00 - 6.00) |
| Offered Fall 2013 | Topical offerings in the subject of curriculum and instruction. |
| EDIS 3881 | Field Experience: Elementary Education (1.00) |
| Offered Fall 2013 | Field-based practice experiences tutoring children. The Elementary Education section is aligned with specific program/endorsement area, and meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010 |
| EDIS 3882 | Field Experience: Secondary Education (1.00) |
| Offered Fall 2013 | Field-based practice experiences tutoring children. The secondary section is aligned with specific program/endorsement area, and meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 3887 | Field Experience: Special Education (1.00) |
| Field-based practice experiences tutoring children. The Special Education section is aligned with specific program/endorsement area, and meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. | |
| EDIS 3888 | Field Experience: Early Childhood Special Education (1.00) |
| Offered Fall 2013 | Field-based practice experiences tutoring children. The Early Childhood Special Ed. section is aligned with specific program/endorsement area, and meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 4881 | Field Experience: Elementary (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 4882 | Field Experience: English Education (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 4883 | Field Experience: Foreign Language Education (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 4884 | Field Experience:Mathematics Education (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 4885 | Field Experience:Science Education (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 4886 | Field Experience:Social Studies Education (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 4887 | Field Experience: Special Education (1.00) |
| Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. | |
| EDIS 4888 | Field Experience: Early Childhood Special Education (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 4889 | Field Experience: Health & Physical Education (1.00) |
| Offered Fall 2013 | Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 4993 | Independent Study (1.00 - 6.00) |
| Independent study. Course was offered Fall 2010, Spring 2010 | |
| EDIS 4995 | Independent Research (1.00 - 6.00) |
| Independent Research | |
| EDIS 5000 | The Exceptional Learner (3.00) |
| Offered Fall 2013 | An intensive introduction to the study of exceptional children and adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted, autism, traumatic brain injury, ADD, and ADHD. Information on medical conditions which influence learning and development is also provided. Credit is not given for both EDIS 3020 and 5000. Prerequisite: Instructor permission. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5010 | Curriculum and Instruction for Elementary and Special Education (3.00) |
| Offered Fall 2013 | Study of the development of curriculum and instructional design with a focus on developing teaching techniques to increase student performance. Emphasis is also given to understanding classroom routines and management to support safe learning environments. Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 3881 or 3882. |
| EDIS 5020 | Instruction and Assessment (3.00) |
| Offered Fall 2013 | Focus is on curriculum, instructional strategies, and assessment of learning outcomes within the framework of the Virginia SOLs. Attention is given to analysis of student work samples and assessments for instructional decision-making. Separate sections apply specific content and assessment techniques appropriate to needs of the program area (elementary, secondary) in accordance with the Virginia-approved program guidelines. Prerequisite: Admission to Teacher Education Program Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5021 | Assessment and Instruction: Birth to Age Five (3.00) |
| Offered Fall 2013 | This course covers the selection, administration, and interpretation of formal and informal assessments for children birth to 5 to document development, diagnose learning needs, and plan and modify curriculum and instruction. It also discusses instructional programming and service delivery. Restricted to ECSE students. |
| EDIS 5022 | Early Childhood Assessment & Instruction (3.00) |
| Offered Fall 2013 | This course covers the selection, administration, and interpretation of formal and informal assessments for children birth to 5 to document development, diagnose learning needs, and plan and modify curriculum and instruction. It also discusses instructional programming and service delivery. Restricted to ECSE students. Course was offered Fall 2012 |
| EDIS 5030 | Secondary Curriculum and Management (3.00) |
| This class focuses on instruction, classroom management, behavioral management, and personalized curriculum techniques for establishing positive learning environments in secondary classrooms. Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 5020. Course was offered Spring 2013, Summer 2012, Spring 2012, Summer 2011, Spring 2011, Summer 2010, Spring 2010 | |
| EDIS 5040 | Psychoeducational Assessment (3.00) |
| Offered Fall 2013 | Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5041 | Behavior & Classroom Management (3.00) |
| Offered Fall 2013 | Examination of principles and applications of behavior analysis in education settings. Students learn fundamental concepts of human behavior as well as procedures for managing classroom behavior and routines for establishing positive learning environments. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5045 | Introductory Strategies for Gifted Education (3.00) |
| Offered Fall 2013 | On-line presentation of the fundamental background knowledge necessary for making decisions about the identification and education of gifted students. Topics include definitions of giftedness, characteristics, identification, service delivery models, curricular considerations, social and emotional needs of gifted students, and consideration of special populations of gifted students (e.g., students of color, students of poverty). Course was offered Spring 2013, Fall 2012 |
| EDIS 5046 | Developing and Implementing Curriculum for the Gifted (3.00) |
| Offered Fall 2013 | In this on-line course students will study basic guidelines for creating appropriate curriculum for the gifted through exploration of the major curriculum models in the field (e.g., Multiple Menu Model, Integrated Curriculum, CLEAR curriculum , Depth and Complexity, Differentiation, Parallel Curriculum). Students will be guided in the creation of units of instruction based on these models that can be applied to classrooms. Course was offered Spring 2013 |
| EDIS 5047 | Introduction to Models & Strategies for Teaching the Gifted (3.00) |
| Offered Fall 2013 | An on-line course focusing on the general models for delivering instruction to gifted students (e.g., Schoolwide Enrichment Model, Autonomous Learner Model, Purdue Three-Stage Model) as well as adapting instructional strategies for teaching gifted students (e.g., Socratic Method, curriculum compacting, problem-based learning, complex instruction, creative problem solving, questioning strategies). Course was offered Spring 2013 |
| EDIS 5048 | Differentiation of Curriculum and Instruction: Emphasis on Gifted (3.00) |
| Offered Fall 2013 | Using basic models of differentiation of curriculum students in this on-line course will learn to differentiate according to student readiness with an emphasis on creating lessons for gifted learners. Strategies for pre-assessment that tie data to the creation of teaching activities will be the basis for greater depth and complexity, more sophisticated thinking and products representing those of professionals. Course was offered Fall 2012 |
| EDIS 5050 | Teaching Science in Secondary Schools I (3.00) |
| Offered Fall 2013 | The first course in the "Teaching Science Sequence" addresses scientific literacy as a rationale and framework for secondary science instruction. Specific topics in science subject matter are developed along with teaching techniques, procedures and on-going professional development. |
| EDIS 5051 | Teaching Science in Secondary Schools II (3.00) |
| The second course in the "Teaching Science Sequence" addreses scientific inquiry, teaching process skills, safety, assessment, and evaluation. Prerequisites: EDIS 5050 and instructor permission | |
| EDIS 5052 | Models of Science Instruction Lab (1.00) |
| This lab course introduces students to several models of effective science instruction and provides opportunities for practice of the models in peer instruction lessons. P) Prerequisites: Concurrent enrollment in EDIS 5051 and Instructor Permission | |
| EDIS 5055 | Models of Instruction (3.00) |
| Offered Fall 2013 | Focuses on instructional design and delivery. A range of instructional models are introduced with an emphasis on cognition, information processing, and cooperative learning. Student practice planning and implementing instruction. |
| EDIS 5058 | Positioning, Handling, and Self-Care Skills (3.00) |
| Offered Fall 2013 | Designed for special educators, related service personnel, and other professionals who teach young children with disabilities or school-aged students with severe disabilities. Includes interdisciplinary instructors with training in special education, occupational, physical, and speech therapies, and nursing. Content addresses high & low muscle tone and related movement disabilities, mobility, carrying and positioning of students, use of equipment, instruction of self-care, and collaborative teaming. Students are involved in supervised use of lifting, positioning, and other therapeutic methods. Prerequisite: EDIS 5000; corequisite: EDIS 7150. |
| EDIS 5060 | Math Instruction for Special and Elementary Education (3.00) |
| Offered Fall 2013 | Designed to teach special education preservice teachers the Virginia Mathematics Standards of Learning (SOL) content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry: Probability and Statistics; and Patterns, Functions, and Algebra. This course also focuses on the mathematical adaptations through Problem Solving, Reasoning and Proof, Mathematical Communication, Mathematical Connections, and Representation. Elementary and secondary mathematics topics will be covered in this course. Restricted to Special Education. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5070 | Intermediate Teaching with Technology (3.00) |
| This course is a more rigorous, graduate version of the introductory course taught concurrently with sections of EDLF 3450. Students in the teacher education program who have advanced expertise with instructional technologies can apply to enroll in EDLF 5050 in place of EDLF 3450. Prerequisite: Admission to Teacher Education Program. | |
| EDIS 5100 | Characteristics of Emotional and Behavioral Disorders (1.00) |
| Offered Fall 2013 | This course presents the characteristics of children and adolescents with emotional and behavior disorders within the context of special education services. On completion of this course, students will have (1) knowledge of the origins and characteristics of the primary behavioral disorders, (2) procedures for identification and assessment, and (3) approaches of programming and instruction for ED/BD, autism and other related disabilities. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5110 | Characteristics of Learning Disabilities (1.00) |
| Offered Fall 2013 | Studies the meaning and concepts associated with the field of learning disabilities and the diverse characteristics of individuals with these disabilities. Includes the nature, causes, assessment, and treatment of learning disabilities and related disabilities such as ADHD, ADD, brain injury and others. Prerequisite/corequisite: EDIS 3020 or 5000. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5111 | Characteristics of Attention Deficit Hyperactivity Disorder (1.00) |
| This course presents the characteristics of children and adolescents with attention deficit hyperactivity disorder (ADHD) within the context of special education services and comorbidity with other disabilities. Includes the nature, causes, assessment, and treatment of ADHD under the special education label of Other Health Impaired (OHI). Course was offered Summer 2011 | |
| EDIS 5120 | Characteristics of Intellectual Disabilities (1.00) |
| Offered Fall 2013 | Designed to explore basic concepts/issues pertaining to persons with significant limitations in intelligence and adaptive behavior. While the course primarily explores the educational implications of having intellectual disabilities/mental retardation, the psychological, historical, and medical implications are also touched upon. Prerequisite: EDIS 3020 or 5000. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5130 | Characteristics of People with Severe Disabilities (3.00) |
| This course is designed to explore basic concepts and issues that pertain to persons with severe disabilities including those with intellectual disabilities, autism, and multiple disabilities who exhibit extensive or pervasive support needs. While the course primarily explores the educational implications of having intellectual disabilities, the psychological, historical, medical, and sociological implications of this disability are also touched upon. Prerequisite: EDIS 3020 or 5000. | |
| EDIS 5131 | Curriculum and Assessment in Severe Disabilities (3.00) |
| This course develops knowledge and skills related to best practices in curriculum and assessment for those preparing to teach individuals with severe disabilities. Students plan, develop and implement assessment and curriculum activities. Field-based activities allow students to directly apply their learning. | |
| EDIS 5132 | Teaching Strategies for Severe Disabilities (3.00) |
| This course reviews the principles of instruction and learning and gives practice using effective strategies for teaching students with severe disabilities. Topics include writing goals and objectives, documenting progress, planning instruction, prompting and reinforcement methods, teaching in special and inclusive settings and in the community, adapting the general education curriculum, and working with paraprofessional support staff. | |
| EDIS 5140 | Methods of Instruction and Collaboration in Special Education (3.00) |
| Offered Fall 2013 | Presents cognitive and behavioral instructional approaches for teaching children with special needs in a variety of service delivery options. Emphasis is given to collaborating and adapting instruction, assessment, and materials within inclusion and special education placements to support student achievement of the Virginia Standards of Learning. Co-requisite EDIS 4880 Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5141 | IEP & Transition Planning (1.00) |
| Offered Fall 2013 | This class will focus on the development of legally appropriate IEPs and their application to instructional planning. The course will also address transition planning and the strategies for assisting students in sped to move across the grades & from school to post-secondary placements. This on-line class will include readings, cases, hands-on activities, & video analysis. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010 |
| EDIS 5150 | Collaborative Teamwork (3.00) |
| Teaches strategies for building collaborative interdisciplinary teams in school and community settings for general and special educators as well as those in other disciplines. Content addresses team organization, stages of team development and building, teamwork skills, involving families, planning for inclusion, positive behavior support, transition, and team evaluation. Prerequisite/corequisite: EDIS 3020 or 5000. | |
| EDIS 5170 | Social Issues: Schools, Classrooms, and Families (3.00) |
| This course is designed to help preservice teachers develop a personal framework for teaching and identify practices that will be used in the classroom. Strategies addressed include classroom management and community building practices, strategies for working with families, transition practices, and practices related to multi-cultural education. | |
| EDIS 5171 | Social Issues Affecting Early Child, Children & Family (3.00) |
| This course is designed to help preservice teachers develop a personal framework for teaching and identify practices that will be used in the classroom. Strategies addressed include classroom management and community building practices, strategies for working with families, transition practices, and practices related to multi-cultural education. | |
| EDIS 5210 | Introduction to Language Development (3.00) |
| An overview of the language acquisition and development process. This course surveys current and historical perspectives on language acquisition and development and explores those factors influencing language acquisition and development. This class is a VA-DOE approved course for use by those seeking endorsement as English as a Second Language (ESOL) teachers. Course was offered Spring 2013, Summer 2012, Spring 2012, Summer 2011, Spring 2011, Summer 2010, Spring 2010 | |
| EDIS 5221 | Reading Development (3.00) |
| Offered Fall 2013 | This is the first class in the reading methods sequence for preservice teachers. This course addresses the theoretical foundations of understanding how children learn to read as well as the problems that some children encounter when learning to read. The course also addresses basic components of effective reading programs and instruction. Specific course sections align with program and endorsement needs for elementary education or special education. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5222 | Reading Development for Special Populations (3.00) |
| Offered Fall 2013 | Participants will develop an understanding of the reading process and reading disabilities. Emphasis will be on the use of effective practices for primary, secondary, and tertiary instruction for children in the primary grades or older children with beginning reading skills. This course will include an examination of current reading theory and research and its implications for assessment, instruction, and intervention. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5230 | Reading Diagnosis and Remediation for Reading Instruction (3.00) |
| Offered Fall 2013 | This course focuses on the diagnosis of reading difficulties and the array of continuous assessments that a teacher may employ to appropriately develop remediation strategies. Emphasis is placed on using assessment to guide instruction and remediation. Remediation strategies and effective reading programs are also introduced. This course is the second course in the reading sequence, and follows Reading Development for Special Populations. A tutoring lab, EDIS 5231, is taken concurrently. Prerequisite: EDIS 5221; corequisite: EDIS 5231. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5231 | Reading Diagnosis and Remediation for Special Education Teachers Lab (1.00) |
| This is the lab experience for EDIS 5230 and must be taken concurrently. co-requisite: EDIS 5230 | |
| EDIS 5260 | Reading in the Primary Grades (3.00) |
| Participants will develop an understanding of the reading process and reading disabilities. Emphasis will be on the use of effective practices in the prevention and remediation of reading disabilities. This course will include an examination of current reading theory and research and its implications for assessment, instruction, and intervention for students in grades PreK-3. | |
| EDIS 5300 | Language Skills Block I (3.00) |
| Offered Fall 2013 | The Language (and literacy) Skills Block has been designed as a year-long course to prepare pre-service teachers for teaching reading, language arts, and children's literature in grades PreK through 6. This course focues on the primary grade child, with attention to the English Language Learner, and prepares students to assess children's abilities in phonological awareness, decoding, and comprehension in order to create differentiated language and literacy instruction. Students conduct assessments and practice instruction in field placements . Prerequisite: Admission to the Teacher Elementary Education Program. |
| EDIS 5310 | Language Skills Block II (3.00) |
| This course is the second half of the year-long Language and Literacy Block, which prepares pre-service teachers for teaching reading, language arts, and children's literature in grades PreK- 6. For spring semester, we focus on the upper elementary school child and on "reading to learn." The emphasis is on using a range of assessments to differentiate instruction for children of varying literacy levels and on organizing instruction for a diverse classroom. Students conduct assessments and practice instruction in field placements. Pre-requisite: EDIS 5300 | |
| EDIS 5320 | Mathematics in the Elementary School (3.00) |
| Offered Fall 2013 | Designed to teach elementary preservice teachers the Virginia Mathematics Standards of Learning content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; Patterns, Functions, and Algebra. This course also focuses on the processes for planning, instructing, and assessing mathematics understanding -- Problem solving, reasoning, and proof, mathematical communication, mathematical connections, and respresentation. Restricted to elementary education, ECDR. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010 |
| EDIS 5330 | Science in the Elementary School (3.00) |
| Offered Fall 2013 | Designed to teach elementary pre-service teachers fundamental science concepts in such areas related to scientific investigation as: reasoning and logic; force, motion, and energy; matter; life processes; living systems; interrelations in earth/space systems; earth patterns, cycles and change; and appropriate resources for teaching the Virginia Science Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction , and assessment of science curriculum. |
| EDIS 5340 | Teaching Social Studies in the Elementary School (3.00) |
| Offered Fall 2013 | Designed to teach elementary pre-service teachers fundamental social studies concepts of United States history, Virginia Studies, civics, geography, and economics appropriate for meeting the Virginia Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction, and assessment of social studies curriculum. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5400 | Teaching English in Secondary Schools I (3.00) |
| Offered Fall 2013 | Students build knowledge of effective English instruction in the areas of reading, writing, oral discourse, language, and literature. Emphasis is on individualized instruction, developmentally appropriate learning objectives, authentic assessments, reflective writing processes, and integration of both media and technology. Students create lessons that include a variety of teaching methodologies. Prerequisite: instructor permission. |
| EDIS 5401 | Teaching English in Secondary Schools II (3.00) |
| Translate theory & research into practice: design instructional units using a variety of best practices. Emphasis on individualized projects, developmentally appropriate learning objectives, authentic assessments, plus cooperative learning, creativity, reflection, media & technology integration. Critique & reinvent school textbooks for effective instruction; incorporate standards while delivering imaginative, relative learning. Prerequisites: EDIS 5410, 5420 & 5430. Course was offered Spring 2013, Spring 2012 | |
| EDIS 5410 | Young Adult Literature (3.00) |
| Offered Fall 2013 | As an interpretive community, students read the latest and greatest young adult literature, practice reading as writers, learn to motivate reluctant readers by applying strategic reading techniques and critical frameworks, as well as develop individualized multi-genre and multicultural reading programs. Prerequisite: Instructor permission. |
| EDIS 5420 | Language, Literacy, and Culture (3.00) |
| Students focus on the relationships among culture, literacy, and the teaching of language. They explore concepts of "text", consider first and second language learning differences, pursue team research projects related to current issues, and design effective strategies for practicing critical literacy that focus on the power of words, syntax, and semantics in dynamic language learning. Prerequisite: Instructor Permission. | |
| EDIS 5421 | Language, Literacy, and Culture Lab (1.00) |
| This lab supports the EDIS 5420 team research projects, which are web-based, incorporate current technology, are presented online, and, with permission of the researchers, made available on a public site. Students learn how to do collaborative research and use research archives to build on and expand the existing research territory. Prerequisites: Instructor Permission and concurrent enrollment in EDIS 5420 | |
| EDIS 5430 | Teaching Writing in the Secondary School (3.00) |
| Students study, practice, and evaluate theories and methods of writing and teaching writing. They prepare a personal writing project, criticize a writing program, or create a writing program for students. | |
| EDIS 5435 | Writing Across the Curriculum (3.00) |
| Offered Fall 2013 | Designed to be a collaborative effort to explore writing as a process to discover how writing across the curriculum can enhance each discipline within our schools. Writing to learn using quick write strategies, learning logs, as well as, using technology will be considered. Focuses on ways to design and implement writing strategies across the curriculum within the framework of a writing workshop. Course was offered Spring 2013 |
| EDIS 5440 | Applied Teaching with Technology (3.00) |
| Offered Fall 2013 | This course provides a semester-long internship with a teacher in a K-12 classroom coordinated with accompanying coursework in EDIS 5440. It provides an applied experience in developing a technology project in a classroom setting and addressing curricular standards through effective integration of educational technologies |
| EDIS 5450 | Teaching Mathematics in Secondary Schools I (3.00) |
| Offered Fall 2013 | Students analyze mathematical behavior and problem solving, examine the latest thinking regarding school mathematics, explore the uses of technology to enhance mathematics learning and teaching, and plan and teach mini-lessons demonstrating instructional competence. Emphasizes the understanding and application of Mathematics. Prerequisite: Instructor permission. |
| EDIS 5451 | Teaching Mathematics in Secondary School II (3.00) |
| This course is a continuation of EDIS 5450, with a greater emphasis on instructional strategies and use of technology. | |
| EDIS 5470 | ESL Assessment and Curriculum Design (3.00) |
| The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work. | |
| EDIS 5480 | Second Language Acquisition and Modern Language Teaching Methods: PreK-12 (3.00) |
| Offered Fall 2013 | Considers theory and research in second language acquisition; classroom instructional procedures that follow the National Standards, which incorporate interpersonal, interpretive, and presentational modes and foster successful communication in foreign languages; and selection of appropriate materials, realia, visuals, and media for instructional purposes. Prerequisite: Instructor permission. Course was offered Fall 2012, Summer 2012, Fall 2011, Summer 2011, Fall 2010, Summer 2010, Fall 2009 |
| EDIS 5490 | Planning Foreign Language Instruction (3.00) |
| Considers specific objectives; setting long and short-term goals, planning and outcomes, assessment and testing, grading, record keeping, and communication with parents. Prerequisite: EDIS 5480. | |
| EDIS 5500 | Selected Topics (1.00 - 6.00) |
| Offered Fall 2013 | These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5600 | Teaching Social Studies in the Secondary School I (3.00) |
| Offered Fall 2013 | A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. This first course in the social studies methods sequence examines the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning, engaging approaches for the teaching of history, assessment in the social studies and multiculturalism. Approaches to the infusion of technology into the social studies curriculum are also explored. Prerequisite: Instructor permission. |
| EDIS 5601 | Teaching Social Studies in the Secondary School II (3.00) |
| A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. Emphasis is placed on the relationship between educational theory and practical teaching techniques for the seccondary social studies classroom. This second course in the social studies methods sequence examines the following areas of socal studies education: assessment and grading; teaching government and civics; psychology; sociology; and economics. Prerequisite: EDIS 5600. | |
| EDIS 5620 | Video Communications (3.00) |
| Introductory experience in producing digital visual narratives and television programs. Emphasizes the design and production of studio (multicam) and field (sinclecam) projects along with viewing and critiquing classic examples of video and film. Participants gain experience with conceptualizing, planning (storyboarding), producing, and editing digital video for research and teaching in education and the arts. Course was offered Spring 2013, Spring 2012 | |
| EDIS 5631 | Instructional Photography (3.00) |
| Basic course in photographic art, science and craft. Explores photography as a craft and the ways in which it is used for recording and expressing ideas in research, instruction, and creative expression. Emphasizes the basic competencies required to visualize images and carry out the process of exposing and developing film and printing pictures. Topics include seeing photographically, visual narrative/visual anthropology, darkroom design, chemistry and processes, camera operations, film, exposure and filtration; image control with the view camera; studio lighting; copy techniques and photographic aesthetics. Course was offered Fall 2010 | |
| EDIS 5632 | Advanced Photography (3.00) |
| A continuation of CISE 5631: Lectures and lab/demonstrations cover advanced skills, knowledge, applications, topical assignments, and reviews and critiques. These are followed by presentations and discussions of the applications of photography to specific areas of research, teaching, and expression.). Prerequisites: EDIS 5631 or Equivalent Experience. Course was offered Spring 2011 | |
| EDIS 5640 | Physical Geography (3.00) |
| Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity. | |
| EDIS 5650 | Cultural Geography (3.00) |
| Offered Fall 2013 | Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world. |
| EDIS 5700 | Positive Behavior Support (3.00) |
| Offered Fall 2013 | This course is designed specifically for teachers and other professionals working with individuals who have moderate to severe disabilities or with young children who have disabilities. The primary focus is upon the concepts and skills needed a) to design, implement, and evaluate behavior support programs which derive from functional behavioral assessment, b) to use effective teaching strategies to build relevant replacement skills and facilitate skill generalization and maintenance, d) to apply functional communication training, e) to incorporate prevention strategies, f) to improve the aspects of the student's environment that relate to the problem behavior, and g) to incorporate, as appropriate, safety plans. Prerequisite: EDIS 5000 and 7150. |
| EDIS 5710 | Content Area Reading (3.00) |
| Offered Fall 2013 | This course focuses on strategies to improve comprehension of a range of materials associated with various disciplines. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5720 | Word Study Workshop (1.00) |
| Written as an overview of a word-study approach to phonics in the classroom, this course will introduce the stages that children negotiate as they become readers and connect instruction in spelling/word study to reading at each level. The workshop is not intended to be as in-depth a treatment of developmental word knowledge as the three-hour graduate course. | |
| EDIS 5721 | Comprehension Strategies (1.00) |
| This one-credit course covers practical strategies for reading, writing, discussion, studying, and vocabulary in all content areas. The emphasis will be on learning a range of content and comprehension strategies that lead to greater engagement by student learners and more effective instruction by teachers. This course can be tailored to a specific group of teachers such as K-3 or for grades 4 and up. | |
| EDIS 5722 | Small Group Differentiated Reading Instruction (1.00) |
| This one hour graduate course is designed for educators who want to learn more about differentiating small group reading instruction. Based on assessment data, participants will learn how to design instruction & use flexible grouping. Differentiating instruction for reading groups ad individuals students will be addressed. Designing & critiquing lesson plans is a required component of this course. This course can be tailored to a specific group o | |
| EDIS 5723 | Word Study for the Struggling Reader (1.00) |
| This course aims to convey an understanding of struggling adolescent readers and their unique word study needs. A student's spelling will be seen as a "window" for understanding development in word knowledge. Teachers will learn how to assess struggling adolescent learners' spelling, design instruction, and evaluate appropriate materials. Course was offered Spring 2013 | |
| EDIS 5724 | Literacy Coaching (1.00) |
| This one-credit-hour course will meet for 15 contact hours. The purpose of this course is to assist reading specialists develop and refine coaching skills that will enable them to be reading leaders at the school and/or district level. Participants will examine the role of the literacy coach, and work on skills that enable reading coaches to be effective literacy leaders. | |
| EDIS 5725 | Preschool Children's Literature (1.00) |
| This course focuses on the study of various genres of literature appropriate for preschool and primary grade children. The course emphasizes criteria for selecting and interpreting quality material for children who are at different developmental levels. In addition, it explores the many ways that quality children's preschool literature can be used in the classroom. | |
| EDIS 5726 | Oral Language Development (1.00) |
| This one-credit graduate level course designed for prekindergarten teachers will focus on the role of oral language acquisition and development in emergent literacy, as well as theories that describe various aspects of language acquisition and the stages of oral language development. Strategies for fostering oral language in the classroom and methods of evaluating oral language will be explored. | |
| EDIS 5730 | Diagnosis and Remediation I: Grades PreK-2 (3.00) |
| Offered Fall 2013 | This course is an introduction to both formative and diagnostic literacy assessments used in the preschool through primary grades (emergent and beginning stage readers). Clinical and classroom diagnostic methods along with related instructional implications are explored. This course is taken in conjunction with EDIS 5740 and involves multiple practicum assignments at are to be completed outside of class. Co-requisite: EDIS 5740 |
| EDIS 5740 | Diagnosis and Remediation II: Grades 3-12 (3.00) |
| This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement. Corequisite: EDIS 5730 | |
| EDIS 5750 | Early Reading Development (3.00) |
| Offered Fall 2013 | This course is designed for primary educators who want to learn more about the components of a balanced literacy program for early readers. Participants will learn how to administer and interpret early literacy assessments (PALS, TOPPA, ERSI, and Running Records). Instructional topics include how to incorporate phonological awareness, phonics, leveled text, and guided reading lessons into a balanced language arts program. |
| EDIS 5760 | Adolescent Literacy (3.00) |
| Offered Fall 2013 | Characteristics of Adolescent learners and instruction that meets their needs will be explored in this course. Topics include: assessment, matching texts to readers, strategy instruction for comprehension and vocabulary. Integrated into the course is the use of technology and how to address the needs of ELL students and striving readers. Course was offered Spring 2013 |
| EDIS 5860 | Museums and Education (3.00) |
| Introduces the history and development of museums and their educational work in America. Themes include an overview of museum history; exemplary museum interpretation and educational programs; instructional designs for teaching with objects and collections; and strategies for working with school groups and other audiences. Course was offered Summer 2011, Spring 2011 | |
| EDIS 5871 | Seminar: Teaching Associateship - Elementary Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 5872 | Seminar: Teaching Associateship - English Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. |
| EDIS 5873 | Seminar: Teaching Associateship - Foreign Language (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 5874 | Seminar: Teaching Associateship - Mathematics Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 5875 | Seminar: Teaching Associateship - Science Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 5876 | Seminar: Teaching Associateship - Social Studies Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. |
| EDIS 5877 | Seminar: Teaching Associateship - Special Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 5878 | Seminar: Teaching Associateship - Early Childhood Special Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Fall 2009 |
| EDIS 5879 | Seminar: Teaching Associateship - Health & Physical Education (3.00) |
| Offered Fall 2013 | Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program. |
| EDIS 5880 | Teaching Associateship: Severe Disabilities (1.00 - 6.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas & meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Ed. Prerequisites: Admission to Teacher Ed Program, Permission of Advisor and Director of Teacher Education. |
| EDIS 5881 | Teaching Associateship: Elementary (3.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program; permission of advisor and the Director of Teacher Education |
| EDIS 5882 | Teaching Associateship: English Education (6.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. |
| EDIS 5883 | Teaching Associateship: Foreign Language (6.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. |
| EDIS 5884 | Teaching Associateship: Mathematics (6.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5885 | Teaching Associateship: Science Education (6.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5886 | Teaching Associateship: Social Studies (6.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. |
| EDIS 5887 | Teaching Associateship: Special Education (3.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 5888 | Teaching Associateship: Early Childhood Special Ed. (6.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Fall 2009 |
| EDIS 5889 | Teaching Associateship: Health and Physical Education (6.00 - 12.00) |
| Offered Fall 2013 | A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education. |
| EDIS 5890 | Workshop (1.00 - 3.00) |
| Special topics, offered as needed. | |
| EDIS 5900 | Writing Institute: Central VA Writing Project (6.00) |
| This Invitational Institute is sponsored by the Central Virginia Writing Project and the National Writing Project. Prek-12 teachers who have taught for at least 3 years, and who teach in all subject areas, attend this 4-week, all-day Institute where they study themselves as writers and the teaching of writing. An emphasis on teachers as researchers prevails, and the participants engage in continuation experiences during the ensuing school years. | |
| EDIS 5910 | Teaching Young Writers 6-12 (1.00 - 6.00) |
| This course runs in conjunction with the UVA Writers Workshop program. It involves reading relevant texts, attending workshops, assisting in labs, and teaching electives, as well as interacting with young writers and their original texts and discussing readings with other course participants. Instructor permission is required and experience in teaching writing to adolescents is recommended. Submit sample writing and sample lesson plan. Course was offered Summer 2012, Summer 2010 | |
| EDIS 5920 | Advanced Writing Institute: Central VA Writing Project (3.00) |
| This Invitational Advanced Institute is sponsored by the Central Virginia Writing Project and the National Writing Project. Teachers who have attended the CVWP Summer Writing Institute attend this 2-week, all-day Advanced Institute where they study the data they are collecting as teacher researchers, prepare presentations, create documents for publication, and plan for the continuation of their teacher research during the ensuing years. Prerequisites: EDIS 5900 Writing Institute. | |
| EDIS 5980 | Internship (1.00 - 6.00) |
| A special assignment, agreed to by the student and his or her assigned advisor, providing a unique experience in an educational setting that is consistent with the students' professional objectives and program focus. Conducted under the guidance of an experienced teacher and/or University faculty. Section 1: Elementary Education Section 2: Early Childhood Education Prerequisite: Instructor permission. | |
| EDIS 5985 | Internship (1.00 - 6.00) |
| A special assignment, agreed to by an advisor, that provides a unique experience in an educational setting consistent with the students' professional objectives and program focus. | |
| EDIS 5993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Independent Study Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 5995 | Independent Research (1.00 - 6.00) |
| Independent Research | |
| EDIS 7000 | Introduction to Instructional Design (3.00) |
| Offered Fall 2013 | Students learn a systemic approach to Instructional Design (ID), conducting a needs assessment to inform the iterative instructional design/development of EDIS 8010. Every year, a different Emerging Technology is the focus of this work (Digital Engineering in Primary Grades, Educational Game-Based Learning, etc.). Learning theories are actively explored & applied. Case studies offer exposure to a range of professional practice issues, & settings. |
| EDIS 7010 | Computer Courseware Tools (3.00) |
| Offered Fall 2013 | This course provides an introduction to technologies commonly employed for instructional development. Courseware Tools is the first half of a two-course sequence. Topics in the first semester include digital media, print and web design / development, web scripting, and related instructional issues such as usability principles and interface design. In the second semester, use of these tools to develop projects is addressed in Courseware Design. Prerequisite: Instructor permission. |
| EDIS 7020 | Computer Courseware Design (3.00) |
| This course is the second half of a two-course sequence. It provides an introduction to tools and technologies employed for instructional development. Courseware Design builds upon and extends these topics, including use of these tools to develop instructional projects. This sequence supports and complements other instructional technology courses such as Introduction to Instructional Design. | |
| EDIS 7040 | Seminar in Instructional Technology (3.00) |
| There are four background segments of this course: history, current issues, specializations and competencies, and international perspectives. These four units have been designed to provide all IT majors with the requisite professional understanding of their discipline's heritage. Also included are units that guide the participants through the application of specific media to the instruction process. These include research on media, selection, utilization and evaluation, and the relevant characteristics of the media. Course was offered Fall 2010 | |
| EDIS 7050 | Problems and Issues in Science Education (3.00) |
| Studies major curriculum and instructional problems and issues in science education from both historical and present day perspectives. Prerequisite: Instructor permission. | |
| EDIS 7070 | Digital Multimedia Development (3.00) |
| Designed for the novice-level student who is interested in developing and publishing computer-based multimedia. This intensive, project-based class covers tools for website and podcast creation and working with digital images, audio, animation, and video. Students will be required to demonstrate competency with each individual tool, and will create a final project for the class which incorporates several tools. Course was offered Summer 2012, Summer 2011 | |
| EDIS 7080 | Advanced Techniques of Teaching the Exceptional Individual (3.00) |
| Offered Fall 2013 | Analyzes instructional approaches, strategies, and materials for advanced-level consultant and resource teachers in special education. Emphasizes the development of interactive skills among professionals in order to facilitate collaboration with general education. Prerequisite: instructor permission. |
| EDIS 7091 | Proseminar: Reading (1.00) |
| To be taken concurrently with EDIS 7850 Seminar (Reading), this one-credit pro-seminar is designed to prepare new doctoral students in reading and related literacy studies to be successful doctoral students. The hoops and hurdles of doctoral studies are demystified and faculty involved in current literacy research share their research agendas. Doctoral students at the end of their program are invited to share their experience and current research efforts. Corequisite: Concurrent enrollment in EDIS 7850. | |
| EDIS 7100 | Contemporary Educational Issues (3.00) |
| The purpose of this course is to identify, explore, and discuss some of education's defining issues. The course examines the foundation and history of American education and explores a variety of current educational and policy issues tha tdirectly impact k-12 classroom teachers. Prerequisite: Admission to the Master of Teaching Program. | |
| EDIS 7110 | Vocal and Non-Vocal Communication (3.00) |
| Designed for teachers, therapists, and other professionals who implement communication programs for persons with moderate to severe disabilities or for preschoolers with disabilities. Current research and teaching practices are addressed, focusing on appropriate assessment strategies and tools; non-symbolic communication; augmentative and alternative communication systems; naturalistic teaching approaches; and collaborative teaming between teachers, parents, and speech, occupational, and physical therapists. Prerequisite: EDIS 5000; corequisite: EDIS 7150. | |
| EDIS 7130 | Transition Planning for Secondary Students (3.00) |
| EDIS 7130 is offered twice a year with an emphasis on different groups of students. Emphasizes the areas of assessment and instruction related specifically to students with disabilities: functional academics; vocational skills, models of employment, and employment; independent living and use of the community; and post-secondary training in education. Emphasis on students with moderate and severe disabilities. Prerequisite: EDIS 5000 (for fall) or EDIS 5000 and 5130 (for summer). | |
| EDIS 7150 | Positive Behavior Support (3.00) |
| This course is designed specifically for teachers and other professionals working with individuals who have moderate to severe disabilities or with young children who have disabilities. The primary focus is upon the concepts and skills needed a) to design, implement, and evaluate behavior support programs which derive from functional assessment, b) to use effective teaching strategies to build relevant replacement skills and facilitate skill generalization and maintenance, d) to apply functional communication training, e) to incorporate prevention strategies, f) to improve the aspects of the student's environment that relate to the problem behavior, and g) to incorporate, as appropriate, individually designed crisis intervention procedures. Prerequisite: EDIS 5000. | |
| EDIS 7210 | Advanced Language Development (3.00) |
| Focuses on language acquisition and development. Emphasizes the development of syntax, semantics, pragmatics, and phonology. Factors influencing language acquisition and development, such as the role of primary caretaker, the active participation of the child, social-economic conditions, and sensitivity to non-verbal cues are explored. Reading and research in language development highlight current issues in language requisition. Prerequisite: EDIS 5210 or equivalent. | |
| EDIS 7220 | Intro to the Gifted (3.00) |
| Offered Fall 2013 | Examines cognitive and social and emotional characteristics of the gifted; identification; programming options; special populations; instructional strategies; and special issues in working with the gifted. Course was offered Fall 2012 |
| EDIS 7230 | Curriculum for the Gifted and Talented (3.00) |
| Offered Fall 2013 | Reviews current theory and practice in planning and executing curriculum and instruction for the gifted and talented. Stresses design of instruction as a response to the specific cognitive and affective needs of gifted learners and in-depth investigation of quality curriculum based on contemporary models, and modifications of quality curriculum for a range of higher ability and high potential learners. Provides opportunity for both assessment and development of curriculum for the gifted. Course was offered Fall 2012 |
| EDIS 7240 | Social and Emotional Development of Gifted Students (3.00) |
| Designed for teachers, administrators, parents, and others who work with high ability learners. Investigates similarities and differences between the development of gifted learners and other students, exploring the implications of these comparisons and focusing on strategies to assist gifted learners in school and home environments. | |
| EDIS 7250 | Models and Strategies for Teaching the Gifted (3.00) |
| Examines programming and curricular models for teaching gifted and talented learners, as well as a variety of instructional strategies commonly used with gifted and talented learners. Develops modes of assessing the effectiveness of models and strategies for use with gifted and talented learners. Course was offered Spring 2013, Spring 2012 | |
| EDIS 7260 | Mentorship in Gifted Education (3.00) |
| Provides a context for the interrelationship between theory, research and practice in gifted education and related fields. Emphasis will be placed on the application of research methods for extending the scientific base of knowledge and for incorporating the use of evidence based practices. Learning methods include formal class meetings, readings, seminar-style discussions, critiques of published studies, literature searches & data analysis. Prerequisites: Open to all Ph.D. students in the Curry School. Course was offered Spring 2013, Spring 2012 | |
| EDIS 7300 | Language Arts: Elementary School (3.00) |
| Designed for the graduate student whose primary interest is in methods and materials in the teaching of language arts in the elementary classroom. Emphasizes instructional strategies, activities, materials, and techniques to stimulate the acquisitions of oral, aural, and written language skills. | |
| EDIS 7310 | Children's Literature (3.00) |
| This course focuses on the many genres of children's literature created for the PreK-6th grade child and the place of literature in the language arts program. Students learn to assess literacy quality; they also learn a range of instructional techniques designed to support a literature curriculum. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Summer 2011, Spring 2011, Spring 2010 | |
| EDIS 7320 | Integrated Science in the Elementary School (3.00) |
| Emphasizes understanding basic principles, processes, and conceptual schemes of the integrated life and physical sciences from the perspective of curricular requirements and societal expectations for elementary science teaching. In reviewing the history of science education, curriculum improvement studies, and current trends in science teaching, students examine instructional options for K-8 science teaching. Provides experience translating science content into activity/inquiry based, hands-on science lessons compatible with applicable curriculum standards and instructional objectives. Methods of interdisciplinary instruction involve mathematics, art, music, writing, reading, social studies, environmental education, and health and physical education. | |
| EDIS 7330 | Social Studies in Elementary Schools (3.00) |
| Studies curriculum materials, teaching methods, and problems in social studies education for elementary school children. | |
| EDIS 7400 | Problems & Issues in Language, Literacy, & Cultural Studies (3.00) |
| Students investigate and critique major issues in current literacy curricula and instructional practices in secondary English classrooms. They evaluate their own teaching experiences, identify research interests, and conduct in-depth inquiry into them with the purpose of posing solutions to the most pressing problems in literacy education. Course was offered Fall 2010 | |
| EDIS 7450 | Problems and Issues in Mathematics Education (3.00) |
| Studies major curriculum and instructional problems and issues in mathematics education from historical and present-day perspectives. Prerequisite: instructor permission. | |
| EDIS 7600 | Problems and Issues in Social Studies Education (3.00) |
| Discussion of the major curriculum and instructional problems and issues in social studies education. Prerequisite: Instructor permission. | |
| EDIS 7608 | Aesthetics and Education (3.00) |
| An interdisciplinary endeavor that considers aesthetics as more than a specialized philosophical study of fine arts, and education as wider than the school or college. Study includes historical and theoretical understandings, cultural and public dimensions of aesthetics and education, psychological considerations, and the discipline of various art forms. Course was offered Summer 2012 | |
| EDIS 7700 | Foundations of Reading Instruction (3.00) |
| Offered Fall 2013 | The theoretical foundations of reading development are the focus of this survey course. Topics covered include: children's basic language development as a precursor to reading and as a medium for instruction, and how stage theories of reading development can inform instruction across a spectrum of readers from emergent to advanced. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 7710 | Reading in the Content Areas (3.00) |
| Offered Fall 2013 | Familiarizes teachers with literacy instruction linked to content subjects, with an emphasis on how teachers in the upper elem., middle, & secondary grades can facilitate comprehension of nonfiction sources. Topics include practical assessments, evidence-based instruction in technical vocabulary & comprehension, affective and multicultural issues, writing in content areas, & technology. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 7720 | Word Study: Language Structures, and Phonics (3.00) |
| Offered Fall 2013 | Focuses on the theory and research underlying the acquisition of orthographic knowledge. Explores the increasingly inextricable relationship between orthography and phonology, and the language structures inherent in morphological aspects of English spelling. Building on the history of English spelling, the course touches on cross-linguistic issues related to different orthographies Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 7730 | Practicum in Reading Diagnosis (3.00) |
| Introduction to basic and advanced testing procedures used to diagnose reading difficulties of elementary and secondary students and adults. Examines clinical and classroom diagnostic methods, explores theoretical foundations for these practices, and discusses practical applications to the classroom. Corequisite: EDIS 7740. | |
| EDIS 7740 | Practicum in Remedial Reading (3.00) |
| Acquaints students with a variety of techniques to support and instruct remedial readers. These techniques address reading, writing, comprehension, and word study across the developmental stages. As a practicum, this class entails teaching either in the McGuffey Reading Clinic under close supervision. Emphasizes appropriate and practical techniques that will meet the needs of specific individuals with specific reading problems. Corequisite: EDIS 7730 | |
| EDIS 7750 | Effective Reading Programs (3.00) |
| Examines the organization and supervision of effective reading programs in the nested contexts of the classroom, the school, the school district, and beyond. The issue of organizational plans are discussed in relation to students' needs in literacy acquisition. Participants critically examine 'in place' reading programs and design their own plan for a reading program. Prerequisite: EDIS 7700. | |
| EDIS 7751 | Literacy Leadership and Coaching (3.00) |
| Literacy Leadership and Coaching is the capstone course for the Reading Masters program. The course has two primary goals: 1) Examine the leadership role of the literacy specialist/coach and 2) Learn how to evaluate the reading program (school level/district level) and implement change. Both of these goals will be met by examining central issues related to literacy instruction, assessment, and leadership. Course was offered Spring 2013, Spring 2012 | |
| EDIS 7800 | Fundamentals of Curriculum (3.00) |
| Offered Fall 2013 | Introduces basic concepts and issues related to curriculum design, development, change, and evaluation. |
| EDIS 7810 | Assessment of Curriculum: K-12 (3.00) |
| Studies the implications for curriculum and data collection techniques of K-12 schools. Specific attention is given to objectives, sequence, standards, and developments in each subject area. | |
| EDIS 7820 | Curriculum Evaluation (3.00) |
| Introduces issues, concepts, trends, and major orientations to early childhood and elementary curricula. Examples of currently used curriculum materials are also presented. | |
| EDIS 7830 | Trends and Issues in Teaching and Learning (3.00) |
| This seminar focuses on current issues in K-12 classrooms. Students will examine topics such as the changing teaching profession, bilingual education, the proper role of technology in education, high-stakes testing, and more. | |
| EDIS 7850 | Seminar (3.00) |
| Course sections of this doctoral level seminar are aligned with special topics related to individual program areas. Students are advised to contact the program coordinator or their advisor for additional information on course content and scheduling. | |
| EDIS 7851 | Theoretical Models of Reading Seminar (3.00) |
| Offered Fall 2013 | Students learn about key theoetical orientations regarding various aspects of reading, such as comprehension, word recognition, affect, and others. Prerequisite: Admission to doctoral program or instructor consent. |
| EDIS 7852 | Seminar: Reading Research (3.00) |
| Offered Fall 2013 | Students learn about major approaches to research and study exemplars of each. Students will learn to evaluate research reports on the basis of accepted standards for each approach. Prerequisite: Admission to doctoral program or instructor consent. |
| EDIS 7883 | Reading Disabilities (3.00) |
| Focuses on current research on reading disabilities. Explores how theories of speech affect research in reading and writing and the history of resarch on Dyslexia and its subtypes. Implications for identification and intervention are discussed in light of the most recent research on response to intervention. Prerequisite: Background in reading, communication disorders, or special education. Course was offered Spring 2013, Spring 2011 | |
| EDIS 7886 | Comprehension of Text (3.00) |
| Explores what it means to comprehend a text and how the ability develops in children and adolescents. Examines comprehension theories from the perspectives of psychology, education, linguistics, and literacy theory. Participants also study the research on teaching reading comprehension to determine if schools can improve how students think and learn with texts. | |
| EDIS 7887 | Models of Reading (3.00) |
| Basic seminar in models and processes of reading. The wides possible range of reading models are considered, from those that emphasize processes of word recognition to those that encompass reader-response theory and postmodern perspectives. Each model is evaluated in turn, with the goal of synthesizing multiple perspectives in a final paper that reconciles conflicting views and focuses on instructional implications. | |
| EDIS 7991 | Field Project (3.00) |
| A field-based, action research project, designed to explore a contemporary educational problem. Course was offered Spring 2013, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 | |
| EDIS 7993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 8010 | Advanced Instructional Design (3.00) |
| Students employ an iterative instructional design/development process, focusing on a specific Emerging Technology, & building on needs assessment conducted in EDIS 7000. Students draw from learning theory to construct guidelines to guide their instructional designs. The selected technology is employed as an instructional medium. Instructional cases emphasize practice issues specific to the design/development process, across a range of venues. | |
| EDIS 8020 | Readings and Research in Education of Exceptional Children (3.00) |
| Individual reading or research program for students majoring in the education of exceptional children. Areas of emphasis: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; and special education administration and supervision. Prerequisite: Instructor permission. | |
| EDIS 8030 | Advanced Seminar in Instructional Technology (3.00) |
| Offered Fall 2013 | As a prelude to dissertation research, each student conducts a pilot research study on instructional technology (IT). Students assemble research materials, arrange study participants, conduct the study, analyze the data, and write the research report. A weekly panel of research readings allow for consideration of the questions of most interest to the field of IT, and study of research designs and reporting techniques. Students also critique and assist in the research of their colleagues. Prerequisite: EDLF 7300 |
| EDIS 8040 | Problems in Special Education (3.00) |
| Analyzes contemporary research on exceptional children. Areas of emphasis: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; and special education administration and supervision. No more than three credits may be taken in each subsection. | |
| EDIS 8050 | Research and Reading in Science Education I (3.00) |
| Designed to provide students with the knowledge and skills necessary to critically analyze research reports in science education, focusing on studies related to teaching and learning. This course is only offered every other year. Prerequisite: Permission of Instructor. | |
| EDIS 8051 | Research and Reading in Science Education II (3.00) |
| In this course, students use the critical review developed in EDIS 8050 to inform the development of a conceptually sound investigation with the potential to form the basis of a dissertation. This course is only offered every other year. Prerequisite: Permission of Instructor. | |
| EDIS 8090 | Seminar: Integrative Literature Reviews (3.00) |
| Presents methods for systematically integrating research literature, including searching extant studies, categorizing studies on the basis of their relevant characteristics, analyzing the resulting data, and preparing reports of reviews. Includes methods for both narrative reviews and meta-analyses. | |
| EDIS 8140 | Evaluation of Programs for the Gifted (3.00) |
| Focus on designs for evaluating programs for the gifted, unique issues in the evaluation design, instrument selection, and construction. Application of the design to real evaluation projects. Prerequisite: EDLF 7220 or instructor permission Course was offered Fall 2012 | |
| EDIS 8170 | Advanced Seminar on Creativity (3.00) |
| Study of the theory of and emperical research in the field of creativity. Includes the history and philosophy of creativity; brain research; environmental effects; intelligence; motivation; the assessment of, and empirical research on, creativity; and applications of creativity research to education and other settings. Prerequisite: EDLF 7220 or instructor permission | |
| EDIS 8180 | Advanced Seminar on Curriculum for the Gifted (3.00) |
| Designed for those participants with a strong background in the study of curriculum development for gifted learners. Provides an opportunity for advanced study, research, and application of principles and issues central to appropriate instruction of gifted learners. Students examine current thinking about teaching and learning, current contexts of education, and applications and impacts of those elements on instructing gifted learners. Prerequisite: EDLF 7220 or instructor permission | |
| EDIS 8190 | Advanced Seminar Research on the Gifted (3.00) |
| Explores specific research issues (definition of population, instrument ceilings, control group issues) using current empirical studies. Students are required to develop a proposal for a research study or work on an on-going research project in the field of gifted education. Considers both quantitative and qualitative approaches. Prerequisite: EDLF 7220 or instructor permission Course was offered Spring 2013 | |
| EDIS 8200 | Issues in Gifted Education (3.00) |
| This seminar focuses on critical analysis of existing research in the field of gifted education with an eye toward developing research proposals to further the field. Students will be expected to actively participate in the three components-analyzing research literature; participating in mentored experiences with faculty in the program area; and contributing to the advanced seminar activities on targeted issues within the field. Course was offered Spring 2012 | |
| EDIS 8210 | Advanced Seminar on Special Populations of Gifted Students (3.00) |
| Focuses on groups of gifted students who have been underserved or who have unique characteristics and needs. Addresses identification, programming and curriculum development, and instruction. Groups studied include cultural and ethnic minorities, economically disadvantaged, handicapped, underachievers, and women. Prerequisite: EDLF 7220 or instructor permission | |
| EDIS 8400 | Research Studies in English and Literacy Education (3.00) |
| Students learn to analyze significant research studies in the field, present critiques of selected studies, and develop a literature review of research that lays the groundwork for a dissertation study. Prerequisite: EDIS 7400. | |
| EDIS 8460 | Advanced Aesthetics and Education (3.00) |
| Advanced seminar on aesthetics and education, focusing on the evolution of aesthetic ideas, their relationship to education, aesthetic experiences and the human mind, the use of aesthetics in the public domain, and aesthetics and educational strategies for improving the quality of experiences in American education. | |
| EDIS 8470 | Folklore and Education (3.00) |
| Introduction to the field of folklore and folklife studies. This field provides a powerful framework for understanding educational patterns, problems, and issues in traditional and modern societies. The course blends the substance and methodology of the discipline with the pragmatic needs of the educator in the school. | |
| EDIS 8500 | Special Topics (1.00 - 6.00) |
| Offered Fall 2013 | Special Topics Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 8800 | Principles of Curriculum Design (3.00) |
| Laboratory course for students beginning to work on the development of curriculum and instructional programs. Application of curriculum design and evaluation principles to the development of a particular curriculum identified by the student. Prerequisite: EDIS 7800. Course was offered Spring 2012, Spring 2010 | |
| EDIS 8820 | Curriculum: Advanced Seminar (3.00) |
| Offered Fall 2013 | Study of the most significant recent developments in curricular concepts and patterns directed toward a deeper understanding of the theoretic base underlying them. Course was offered Spring 2013, Spring 2011 |
| EDIS 8821 | Proseminar for CISE 1st yr Doctoral Students (1.00) |
| This seminar is designed for all doctoral students in the Department of Curriculum, Instruction, and Special Education.. Taken in doctoral students' first semester of study, the focus is on introducing CISE faculty to CISE students and vice versa. It also focuses on the basics of academic scholarship, with special emphasis on scholarly writing. Prerequisites: Restricted to CISE Doctoral Students. | |
| EDIS 8822 | Doctoral Seminar: Research Grant Writing (3.00) |
| The purpose of this seminar is to help doctoral students gain skills in research grant writing and reviewing. Students learn the basics of preparing grant proposals in accordance with the guidelines used by federal agencies, such as the U. S. Department of Education (USDOE) Institute of Education Sciences and the National Institutes of Mental Health. Course was offered Spring 2010 | |
| EDIS 8850 | Doctoral Level Methods in Special Education (3.00) |
| This course gives an overview of methods for iinstructioning children with special needs in the public schools. Designed specifically for those doctoral students seeking licensure in school psychology, the course uses cases and video to address methods from a problem-solving format. Course was offered Summer 2012, Spring 2010 | |
| EDIS 8851 | Advanced Studies in Special Education Research and Issues (3.00) |
| Offered Fall 2013 | Advanced graduate students examine professional literature bearing on the nature, causes, asessment, and treatment of individuals with disabilities, particularly the literature related to special education and the issues that arise from differing perspectives on these topics. Topics (a: characteristics and issues; b: assessment and intervention) alternate annually; students may repeat the course one time. |
| EDIS 8852 | Conceptualizing Educational Research (3.00) |
| This seminar provides a forum for exchanging ideas about conducting educational research and evaluation. Students write and presnet research proposals. | |
| EDIS 8853 | Seminar: Research Grant Writing (3.00) |
| This doctoral level seminar is designed to help students learn how to write proposals for research funding. The major course assignment is writing a mock research proposal using either the guidelines of the DoED's Institute of Education Sciences, the National Science Foundation, or the National Institutes of Health. | |
| EDIS 8854 | Policy Issues in Teaching and Teacher Education (3.00 - 6.00) |
| This seminar engages graduate students in an intensive exploration of (1) the context for teaching and teacher education policy, (2) the diverse roles of various stakeholder groups and agencies, (3) the specific dimensions of policy on teaching and teacher education, and (4) current issues in teaching and teacher education policy. Specific sections may focus on particular topics in teacher education. | |
| EDIS 8980 | Practicum (1.00 - 6.00) |
| Supervised experiences under the direction of Clinical Instructors and University Supervisors. . Experiences are designed to prepare students to manage and instruct individual children/adolescents and groups of children/adolescents representative of their respective area of emphasis. The experiences addressed are: Section 1: Early Childhood Developmental Risk; Section 2: Severe Disabilities; Section 3: Behavioral Disorders; Section 4: Learning Disabilities; Section 5: Mental Retardation | |
| EDIS 8981 | Practicum: Special Education (1.00 - 6.00) |
| Offered Fall 2013 | Practicum: Special Education |
| EDIS 8982 | Practicum: Curriculum & Instruction (1.00 - 12.00) |
| Offered Fall 2013 | Practicum: Curriculum & Instruction Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Summer 2010, Fall 2009 |
| EDIS 8983 | Practicum: Special Education - Intellectual Developmental Disabilities (1.00 - 6.00) |
| Practicum: Special Education - Intellectual Developmental Disabilities | |
| EDIS 8984 | Practicum: Reading Diagnostic Clinic (1.00 - 6.00) |
| Offered Fall 2013 | Practicum: Reading Diagnostic Clinic Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 8985 | Practicum: Reading -Tutoring Clinic (1.00 - 6.00) |
| Offered Fall 2013 | Practicum: Reading -Tutoring Clinic Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 8986 | Practicum Adapted Special Education: Severe Disabilitites (1.00 - 6.00) |
| Offered Fall 2013 | This practicum provides teaching experiences with school-aged individuals with severe disabilities; students work with licensed teachers (clinical instructors) and receive supervision from a university supervisor. Students attend a practicum seminar that meets several times a semester. Students enroll for variable credits (1 to 6) that is coordinated with assignments and weekly time in classroom; performance is graded. Prerequisites: Must be a graduate student in Special Education. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 8987 | Masters Internship: Gifted (1.00 - 12.00) |
| Masters Internship: Gifted Course was offered Spring 2013, Spring 2012 | |
| EDIS 8998 | Masters Research Internship (1.00 - 12.00) |
| Offered Fall 2013 | Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Spring 2010 |
| EDIS 8999 | Masters Thesis (1.00 - 6.00) |
| For master's research, taken under the supervision of a thesis director. Course was offered Spring 2013, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 | |
| EDIS 9040 | Seminar in English & Literacy Education (3.00) |
| In a highly individualized venue, students develop the components of a dissertation proposal; a study rationale, literature review, and methodology for rigorous inquiry that will contriube to research, theory, and practice in English and literacy education. In this context, students also prepare themselves for comprehension exams. Prerequisite: EDIS 8400. | |
| EDIS 9250 | Readings and Research in Elementary Education (K-8) (3.00) |
| Applies empirical, theoretical, and practical knowledge to classroom teaching problems. | |
| EDIS 9400 | Seminar in English Education (3.00) |
| Students develop a comprehensive and annotated bibliography of research, along with a rationale and procedures for carrying out a study that will contribute to research, theory, and practice in English education. | |
| EDIS 9450 | Readings and Research in Mathematics Education (3.00) |
| Students analyze research on a particular topic in the teaching or learning of mathematics and complete a project synthesizing, applying, or extending the research results. Course was offered Spring 2011 | |
| EDIS 9650 | Readings and Research in Social Studies Education (3.00) |
| Explores and analyzes significant studies in social studies education. Consideration is also given to implications for needed research in this area. | |
| EDIS 9700 | Reading Research Seminar (3.00) |
| Reading Research Seminar | |
| EDIS 9740 | Internship in College Teaching or Supervision (1.00 - 6.00) |
| Offered Fall 2013 | Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 9991 | Ed.D. Research (1.00 - 12.00) |
| Offered Fall 2013 | Students conduct systematic inquiry to address an important problem in education, through the application of discipline knowledge and research skills, with the goal of improving practice. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010 |
| EDIS 9993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDIS 9995 | Independent Research (1.00 - 6.00) |
| Offered Fall 2013 | Permits students to work jointly with faculty or other students in cooperatively designing and executing research projects. The nature and scope of such projects are advanced beyond the master's level, and a plan of research should be signed and filed in the student's permanent file. Prerequisite: Advisor permission. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 9998 | Doctoral Research Apprenticeship (1.00 - 12.00) |
| Offered Fall 2013 | Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDIS 9999 | Doctoral Dissertation (1.00 - 12.00) |
| Offered Fall 2013 | Doctoral Dissertation Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| Education-Leadership, Foundations, and Policy | |
| EDLF 1010 | Dialogs on Diversity (LINC) (3.00) |
| The first-year initiative Learning and Interacting in our Community (LINC) is designed to provide students with an opportunity to begin development of the skills needed to live and learn in a diverse community. Such learning depends on individual, personal reflection, and yet it cannot be accomplished alone. Through intense and extended interaction with each student in the class, students work to develop a better understanding of him or herself and a commitment to making the world a better place for all. Topics to be examined include race, gender, sexual oriention, class and religion particularly as they relate to pop culture, the media and the University community. Course was offered Spring 2010 | |
| EDLF 1020 | LINC Facilitators (6.00) |
| This course consists of students who have taken EDLF 1010 and wish to continue their study of multiculturalism and diversity. The course delves deeper into theoretical studies of systemic oppression in addition to training students to become facilitators of discussions around these issues. As facilitators, students take on a leadership role in awareness exercises in EDLF 1010, read and comment on students' weekly reflections and papers, and facilitate small group discussions. Course was offered Spring 2010 | |
| EDLF 3050 | Introduction to Social Entrepreneurship (3.00) |
| Offered Fall 2013 | Social entrepreneurship is an approach to creating system-level change through the application of entrepreneurial thinking to social ventures, non-profit organizations, government institutions, and NGOs to create economic, environmental, and social value for multiple stakeholders. In this course you will be introduced to a range of entrepreneurial approaches aimed at solving social problems from the non-profit to the for-profit. Course was offered Fall 2012 |
| EDLF 3150 | Introduction to Child Growth and Development (3.00) |
| Offered Fall 2013 | This survey course introduces several prominent theories of child development and explores the related empirical research. Emphasis is placed on applying developmental principles to parenting and professional practice. Major topics include: The historical basis of child study, the life cycle, maturational milestones, cognitive, emotional, and moral development, and biological foundations. Course was offered Spring 2013, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 3160 | Introduction to Educational Psychology (3.00) |
| Offered Fall 2013 | Organized around two major concepts of learning: motivation and instruction. Teaches students to alter conditions of motivation and instruction in order to maximize the effectiveness of educational programs. Topics include motivation theory, learning theory, evaluation, self-management, and instructional strategies. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 3440 | Psychology of Sport and Physical Activity (3.00) |
| This course will focus on the social and psychological factors related to participation in sport and physical activity over the life span. Personal factors that influence sport & exercise behavior (e.g., personality, self-perceptions, age, gender, race), situational factors (e.g., observational learning, motivational climate, socioeconomic level), and psychological methods for enhancing sport and exercise behavior will be reviewed. | |
| EDLF 3500 | Special Topics in Educ Leadership (1.00 - 6.00) |
| Offered Fall 2013 | Topical offerings in educational leadership. |
| EDLF 4160 | Life Span Development (3.00) |
| Offered Fall 2013 | This course will focus on biological, psychological and social development from birth through older adulthood. Topics will be presented via discussion of underlying theory, research, and application, with attention to how gender, race, SES, and cohort impact development. Concepts of consistency and change will be stressed. Throughout, students will be encouraged to examine and even question their own beliefs about what it means to "grow up". |
| EDLF 4605 | Anthropology of Education (3.00) |
| Offered Fall 2013 | This course will examine the relationship between culture and education and the ways in which the study and understanding of education can be enhanced by attention to culture. Using cases drawn from studies of learning and schooling in cultures around the world as well as among minority cultures and societies in the United States , students will be challenged to begin to see education through cultural comparative frames of reference. Course was offered Fall 2012 |
| EDLF 4606 | Comparative Education (3.00) |
| We will focus on the sociocultural context of education, addressing values, iedology, practices & policies as they are found across a diverse selection of nations & societies. What can we learn from comparisons? What theories currently shape international educational developments? With knowledge of how other countries approach educational issues, it is hoped that students can broaden their understanding of their own educational practices. Course was offered Spring 2013 | |
| EDLF 4890 | Workshop in Instructional Technology (1.00 - 4.00) |
| Topical workshops designed for K-12 teachers to gain experience in instructional technology applications for use in classrooms and schools. | |
| EDLF 4993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Independent Study Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 4995 | Independent Research (1.00 - 6.00) |
| Independent Research | |
| EDLF 5000 | Multicultural Education (3.00) |
| Offered Fall 2013 | Prepares students to deal with the increasingly multicultural educational milieu. Emphasizes the process of understanding one's own bias and prejudices and how they effect the school and classroom learning environment. Included are readings, class discussions, field projects, journal writing, and other methods of directed self explorations. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 5001 | Multicultural Facilitation (1.00 - 6.00) |
| The purpose of this class is to develop leadership skills in a multicultural context. Students will have the opportunity to lead small group discussions, make large group presentations, & are required to do 12 hrs. of community service. In addition to leadership skills the course will provide students with a theoretical & practical approach to dealing with diversity. Particular emphasis is placed on both personal responsibility & social justice | |
| EDLF 5010 | Child Learning and Development (3.00) |
| Offered Fall 2013 | This course examines children's learning and development in the elementary school grades. The course, designed for students who plan to become teachers, focuses on cognitive development (e.g., the role of the brain in learning, misconceptions, transfer) and social development (e.g., relationships, moral development). Three themes emerge: individual variability and diversity, development, and translation from research to practice. |
| EDLF 5011 | Adolescent Learning and Development (3.00) |
| Offered Fall 2013 | This course examines adolescent learning and development and is designed for students who plan to teach in secondary schools. Adolescent cognitive, physical, and social development is considered from a multi-level (e.g., school, family, community) perspective. In identifying links between these domains and learning, three themes emerge: individual variability and diversity, developmental trends, and translating educational research to practice. |
| EDLF 5270 | Adult Development and Aging (3.00) |
| This course will focus on key issues in adult psychological and physical development. We will explore development from a biopsychosocial perspective, examining topics such as health, cognitive function, personality, interpersonal relationships, and work. This will be a theory-to-practice class, with an emphasis on current theories of optimal or successful aging. In particular, we will focus on how adults respond and adapt to changes in their health, their environment, and their sense of self. Contexts for development will include education, health care, the family, and the community, with attention to individual differences (gender, race, ethnicity). | |
| EDLF 5470 | Motivation in Achievement Contexts (3.00) |
| Offered Fall 2013 | This course will focus on key issues in motivation across multiple domains such as school, sport, and work. Theories and supporting research will be reviewed, and practical applications to real-world contexts stressed. Topics will include psychological needs, cognitions, emotions, and individual differences (e.g., age, race, gender), and how these issues impact theory development and the practical application of theoretical constructs. |
| EDLF 5490 | Interventions in Physical Activity (3.00) |
| Students will learn psychological skills, methods, and self-regulatory strategies, and how helping professionals (e.g., coaches, therapists, teachers, fitness specialists) can use these skills and methods to positively affect physical activity participation, performance, motivation, and enjoyment. Theories, research, and application will be stressed, with attention to how individual differences (age, gender, race, ethnicity) impact performance. | |
| EDLF 5500 | Selected Topics (3.00) |
| Offered Fall 2013 | Pilot courses to meet new program requirements and changing needs in the field. Used also to offer experimental courses, and courses under development, these courses are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, January 2010, Fall 2009 |
| EDLF 5610 | Production of Instructional Materials (3.00) |
| Provides teachers with the skills and competencies needed to design and produce appropriate instructional media. Key topics include media production planning; selecting appropriate media formats; illustrating concepts, processes, and techniques; lettering for captions and text; mounting and preserving materials; audio design; supporting print materials; and media format translation. Prerequisite: Instructor permission. | |
| EDLF 5710 | Ethnography and Education (3.00) |
| Offered Fall 2013 | Seminar in the conceptual and methodological issues involved in the use of ethnographic methods in research in education. The course examines the roots of ethnographic inquiry in anthropology and considers notions of culture and cultural understanding and the politics/ethics of writing and representation in the education context. Course was offered Fall 2009 |
| EDLF 5711 | Globalization, Childhood, and Culture (3.00) |
| Cultural contexts are powerful influences on child development and learning and have long been recognized as shaping the very notion of what a child is across time and place. This course considers contemporary sociological and anthropological efforts to rethink notions of child development, learning, parenting, risk, etc. to recognize both the impact of cultural differences and to recognize the cultural agency of children. Globalization has become a major influence on children and childhood as well and the course will also examine this phenomenon in the light of issues concerning culture and children's welfare. The course is designed to stimulate students' critical thinking about culture and its role in raising and educating children. Course was offered Spring 2013, Fall 2011 | |
| EDLF 5980 | Practicum (1.00 - 6.00) |
| Practicum | |
| EDLF 5985 | Internship (1.00 - 6.00) |
| Internship | |
| EDLF 5993 | Independent Study (1.00 - 6.00) |
| Offered Fall 2013 | Prerequisite: Instructor permission. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 6170 | Fall Symposium - Getting Started with Differentiation (3.00) |
| This course is designed to help teachers and administrators develop a beginning understanding of principles and strategies for differentiating curricula and classrooms. Course participants will explore the components of effective differentiation to improve classroom practices and instruction. Course was offered Fall 2011 | |
| EDLF 6180 | Best Practices Institute: Differentiated Instruction & Reading and Literacy (3.00) |
| This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of reading, writing, and other literacy applications. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment within the literacy content areas. Course was offered Spring 2013, Spring 2012 | |
| EDLF 6181 | Best Practices Institute: Differentiated Instruction & Math, Science, Tech (3.00) |
| This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of math, science, and technology. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment within the science, technology, engineering, and math (STEM) content areas. | |
| EDLF 6182 | Best Practices Inst: Differentiated Instruction & Understanding by Design (3.00) |
| This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of Understanding by Design. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment within the Understanding by Design framework. | |
| EDLF 6183 | Best Practices Institute: Differentiated Instruction & Leadership (3.00) |
| This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of leadership. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment and the leadership structures necessary for effectively implementing those practices. | |
| EDLF 6190 | Differentiation of Instruction: Exploratory (3.00) |
| This course is designed to help teachers synthesize their understanding of principles and strategies for differentiating content, process, and products of mixed ability classrooms in order to address the varied readiness, interest, and learning profile needs of a variety of learners. Teachers will explore the intersection of effective instruction and differentiated instruction. | |
| EDLF 6200 | Differentiation of Instruction: Continuing (3.00) |
| This course is designed to help teachers synthesize their understanding of principles and strategies for differentiating content, process, and products of mixed ability classrooms in order to address the varied readiness, interest, and learning profile needs of a variety of learners. Teachers will explore the intersection of effective instruction and differentiated instruction. | |
| EDLF 7050 | Institutional Frameworks of Education Policy (3.00) |
| We all have those epiphanies when we look at the people making public policy and say, 'Why don't they do this?' This course is about why that brilliant idea so often doesn't get on the agenda, doesn't get done, gets done but doesn't work, or gets done but doesn't work as intended. This course examines the institutional constraints and incentives that shape public policy, with particular attention to the forces that shape education policy. | |
| EDLF 7060 | Theoretical Perspectives on Education Policy (3.00) |
| This course will examine the underpinnings of educational policy from theoretical perspectives rooted in the social science disciplines in an intensive graduate-level seminar intended both for disciplinary students and for students pursuing specialized work in education. Our goal in the course is to examine, from a variety of normative and disciplinary perspectives, the core issues that underlie contemporary debates over public policy and especially those underlying debate over education policy. | |
| EDLF 7080 | Education Policy: Professional Seminar (3.00) |
| The purpose of this seminar is to assist students in developing to develop an understanding of policy and policy studies through common, shared readings of important texts, acquaintance with other important texts in policy studies and through individual student readings and reports. The goals of the seminar will be accomplished through participation in discussions with the professor, guest lecturers, and student guests and through the preparation of a Policy Brief. | |
| EDLF 7085 | Equity & Access: A Policy Perspective (3.00) |
| Offered Fall 2013 | This class will examine actual and proposed public policy initiatives that are designed to move our educational system toward true equity and access for all children. |
| EDLF 7140 | Schools as Professional Learning Communities (3.00) |
| Few would argue that the pace of change is accelerating in our schools with an emphasis on accountability and school improvement as realities that educators face on a daily basis. As school leaders struggle to re-invent their schools, it has become increasingly clear to many leading educational researchers that a powerful means of school renewal is through a culture and orientation towards professional learning. In this course, students investigate the construct of schools as high performing learning communities for both students and teachers. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. | |
| EDLF 7150 | Educational Psychology (3.00) |
| Offered Fall 2013 | Overview of the contributions of psychology to the teaching-learning process. Topics include learning theory, individual differences, motivation, human development and personality, teaching methodology, and measurement and evaluation. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 7160 | Life Span Development (3.00) |
| Offered Fall 2013 | This course will focus on biological, psychological and social development from birth through older adulthood. Topics will be presented via discussion of underlying theory, research, and application, with attention to how gender, race, SES, and cohort impact development. Concepts of consistency and change will be stressed. Throughout, students will be encouraged to examine and even question their own beliefs about what it means to "grow up". Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 7170 | Concepts of Learning (3.00) |
| In this course, prominent classical & contemporary theories of learning are introduced and evaluated. Special consideration is given to the influence of media on learning, individual differences among learners, and applications of learning theory to personal life experience. A variety of viewpoints will be surveyed, but emphasis will be placed on identifying the powerful coping mechanisms that contribute to successful adaptation throughout the life-span. Course was offered Spring 2011, Spring 2010 | |
| EDLF 7180 | Tests and Measurements (3.00) |
| Offered Fall 2013 | Proposed: This introductory course concentrates on the evaluation and interpretation of assessment tools. Topics include reliability and validity; social and ethical considerations of testing; summarizing and interpreting measurements; and the use of standardized tests, rating scales, and observational scales.
|
| EDLF 7200 | Child Development (3.00) |
| Offered Fall 2013 | An introductory graduate course in which prominent theories of child and adolescent development are introduced, supporting research considered, and applications for teaching, counseling, and parenting explored. Major topics include: child development as a field of study, research strategies and ethics in the study of children, the human genome, biologically influenced development, constructing knowledge, cognitive development, socio-cultural influences, development of moral autonomy, and the life cycle. Course was offered Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 7210 | Adolescent Development (3.00) |
| Intermediate-level course designed to explore classical and contemporary concepts of adolescence. Attention will be paid to all aspects of development physical, social, emotional, and cognitive. Emphasis will be placed on the interrelationships among these domains and the treatment of adolescent problems. | |
| EDLF 7280 | Creativity and Problem Solving (3.00) |
| Explores theories of creativity through study of creative people, the creative process, creative products, and creative "press" or those environmental conditions that support and facilitate creative production. Focuses on assessment of creativity, research related to creativity and its applications to education, environments conducive to the development of creativity, and heuristics designed to encourage creativity. | |
| EDLF 7290 | Seminar in Educational Psychology (1.00 - 3.00) |
| This course explores educational psychology as a profession and provides a forum for discussing current problems in the field of Educational psychology and the local program. This seminar is appropriate only for Educational Psychology majors in the Learning and Development specialty. Restricted to Master's Degree Students Course was offered Spring 2010 | |
| EDLF 7300 | Foundations of Educational Research (3.00) |
| Offered Fall 2013 | An orientation to designs and procedures utilized in educational research, emphasizing basic principles for conducting, interpreting, and criticizing published articles representative of educational problems and issues. |
| EDLF 7310 | Educational Statistics: Stat I (3.00) |
| Offered Fall 2013 | Analysis of descriptive to inferential techniques. Specific procedures include the logic of hypotheses testing, t tests, chi square, correlation, and simple linear regression. Emphasis is on the theoretical basis and applied usage of these procedures as a necessary foundation for more advanced study. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 7330 | Single-Subject Research (3.00) |
| Offered Fall 2013 | Detailed examination of the design and interpretation of single-subject research. Foci for the course include rationale for single-subject research; methods for planning, implementing, and evaluating studies; and issues in the use of these methods. |
| EDLF 7340 | Information Management (3.00) |
| Analysis of the use of integrated software: word processing, spreadsheet, database management, graphics and telecommunications. Educational applications focus on program planning, monitoring student progress, fiscal analysis, budgeting, and inventory control. Emphasizes standard and customized reporting. | |
| EDLF 7390 | Differentiating Instruction (3.00) |
| Offered Fall 2013 | Examines principles and practices necessary for addressing the learning needs of academically diverse student populations at all levels of schooling. Includes role of curriculum, on-going assessment, learning environment, and instructional strategies for addressing student readiness, interest, and learning profile. |
| EDLF 7401 | Seminar: Educational Studies (3.00) |
| Topical seminar. Focus changes from offering to offering. | |
| EDLF 7402 | Program Evaluation (3.00) |
| Offered Fall 2013 | An overview of current program evaluation approaches, this class is designed to provide an overview of the theories behind and approaches to evaluation as well as to begin to train students in evaluation design and methods. Theoretical, methodological, and empirical readings emphasize the terminology of educational evaluation and the variety of theoretical and design approaches to evaluation. Consideration is also given to the application of evaluation approaches and designs to non-educational settings. |
| EDLF 7403 | Survey Design & Instrument Construction (3.00) |
| Offered Fall 2013 | This course provides students with practical experience in survey research. Topics focus on survey design, administration, analysis, and reporting. Specific topics include item writing guidelines, cognitive interviews and pilot testing, survey implementation and planning, sampling methods, data analysis, and presentation of survey results. Particular attention is given to strategies for ensuring reliable survey responses and valid inferences. |
| EDLF 7404 | Qualitative Analysis (3.00) |
| Offered Fall 2013 | This class serves as an introduction to the central concepts of qualitative methods in research and evaluation. Primary emphasis is on the development of skills required to conduct qualitative research, with a focus on research design, specific methods of inquiry, and approaches to analysis. The philosophy and epistemology of qualitative approaches are also discussed. Empirical readings provide examples of qualitative research within education and related fields. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 7405 | Seminar in Program Evaluation (3.00) |
| A topical seminar. Topics change from offering to offering. | |
| EDLF 7500 | Special Topics (3.00) |
| Pilot courses to meet new program requirements and changing needs in the field. Used also to offer experimental courses, and courses under development, these courses are announced and offered on a semester-to-semester basis. | |
| EDLF 7601 | Social Foundations of Education (3.00) |
| Offered Fall 2013 | Introduction to the scope and nature of education in American society as reflected in the historical, sociological, and philosophical forces affecting the school and other social institutions. Primary emphasis is on contemporary educational problems. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 7602 | History of American Education (3.00) |
| Offered Fall 2013 | The development of education in the United States since colonial times, emphasizing the social-historical forces and ideological concepts that determined the direction and nature of education in the United States to the present. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 7603 | Philosophy of Education (3.00) |
| Offered Fall 2013 | Inquiry into the applicability to present problems of selected philosophical themes and approaches. Issues include conceptions of pupils, theories of learning and teaching, educational equity and justice, indoctrination, and the adequacy of educational research itself. |
| EDLF 7604 | Sociology of Education (3.00) |
| Studies the sociological theory and research that applies to a systematic analysis of education as its functions in modern society. Selected social and educational problems are discussed to interpret the sociological nature of the educational process and the role of the school as a complex social organization. Research of educational outcomes and consequences is considered. The effects of school on social stratification are also considered. | |
| EDLF 7605 | Anthropology of Education (3.00) |
| Offered Fall 2013 | Anthropology's unique contribution to the study of human life centers around the concept of culture and the methodology of ethnography. In the course of the semester, we will examine the relationship between culture and education and the ways in which the study and understanding of education can be enhanced by attention to culture. Using cases drawn from studies of learning and schooling in cultures around the world as well as among minority cultures and societies in the United States , students will be challenged to begin to see education through cultural comparative frames of reference. |
| EDLF 7606 | Comparative Education (3.00) |
| Offered Fall 2013 | Both similarities and differences in educational practices, problems, and cultures abound in the world today. We will focus throughout the course on the sociocultural context of education, addressing values, ideology, practices and policies as they are found across a diverse selection of nations and societies. What can we learn from comparisons? What theories currently shape international educational developments? By gaining knowledge about how other countries approach key issues in education, it is hoped that students can broaden their understanding of their own educational practices, beliefs, and policies, and work toward more effective educational practice in an increasingly global educational arena. |
| EDLF 7607 | Asian Education (3.00 - 6.00) |
| Explores the cultural, philosophical, social, and political foundations of education in China, Korea, and Japan, with particular emphasis on how contemporary development and issues in education change require close attention to sociocultural and international contexts. Course was offered Summer 2012 | |
| EDLF 7609 | Futurism and Education (3.00) |
| An interdisciplinary approach focusing on the theoretical contests of the future; the science and practice of futurism; the human condition; trends and projections of the future; ethical considerations; teaching strategies; and educational policy for the future. | |
| EDLF 7614 | Islamic Education (3.00) |
| Examines the history of Islamic education, the concepts & enduring values underlying it, the philosophies that marked its intellectual growth, the development of institutions & their socio-political context. Most important to the goals of the course is to trace continuity & change over time, with emphasis on modern issues related to religious & secular education, mass education as a national project, & its intersection with religious education. Course was offered Fall 2012 | |
| EDLF 7615 | School, Society & Morality (3.00) |
| Offered Fall 2013 | This course examines the topics of character development, values education, more reasoning, ethics and the role of school in the formation of citizens for participation in a democratic society. Philosophical, religious, comparative, historical, sociological and other perspectives will be explored with respect to the attitudes toward and approaches to moral education. Course was offered Fall 2012 |
| EDLF 7618 | Education Choice: Independent Schools (3.00) |
| This course will increase students' understanding of the social foundations of nonpublic k-12 educaton in the U.S. Students will learn how to apply different educational theories to the private school setting & use qualitative research methods to investigate specific private school issues. This course is based upon a scaffolding of both knowledge & skills & is appropriate for students with no direct experience with the private education arena. Course was offered Fall 2012 | |
| EDLF 7620 | Globalization in Education: Theory & Practice (3.00) |
| This course examines developments reflecting critical influences and ideas shaping particular manifestations of globalization and their impacts on education in both industrialized and developing countries. | |
| EDLF 7622 | Ethics, Protocols & Practices of International Research (3.00) |
| This course examines the ethics and protocols of conducting international research, particularly in developing countries. | |
| EDLF 7701 | Seminar: Social Foundations of Education (3.00) |
| Offered Fall 2013 | Seminar: Social Foundations of Education |
| EDLF 7702 | Women and Education (3.00) |
| Examines the role of women in education from historical, sociological, philosophical, and psychological perspectives. Focuses on issues related to girls and women in current educational settings. | |
| EDLF 7804 | Public School Administration (3.00) |
| Offered Fall 2013 | Introduction to school administration, including the organization and structure of the school system; legal basis for school administration; authority, responsibility, and control of different levels of government for education; the administration and supervision of the instructional program; and the application of theories of leadership and organization to enduring problems of schooling. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. Course was offered Spring 2013, Fall 2012, Fall 2011, Summer 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 7805 | Human Resource Management (3.00) |
| Offered Fall 2013 | In this course, the management of human resources in public schools and school divisions is examined with particular attention to reflective practice, ethical considerations, interpersonal skills, and the building and maintenance of relationships. Theory and practice relative to the staffing of schools for effective realization of educational goals and objectives will be explored. Current challenges and other contextual factors influencing the administration of personnel in public schools will be studied and students will be encouraged to apply the concepts to a critical analysis of their own settings. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. Course was offered Spring 2013, Spring 2012, Fall 2011, Spring 2011, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 7806 | School and Community Relations (3.00) |
| The purpose of this course is facilitate the understanding and application of the philosophy, principles, techniques, and practices involved in a desirable school and community relations program. Special attention is given to the role of school administrators in coordinating building-level communication and outreach networks. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. | |
| EDLF 7807 | The School Principalship (3.00) |
| This course is one of several courses required for endorsement for principals in Virginia. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. Course was offered Spring 2013, Fall 2012, Summer 2012, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 | |
| EDLF 7808 | School Finance (3.00) |
| Offered Fall 2013 | This course represents the analysis of the problems and principles involved in finance in an individual school with special emphasis on budgeting procedures and accounting systems. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Summer 2010, Fall 2009 |
| EDLF 7810 | School Law (3.00) |
| Offered Fall 2013 | The purpose of this course is to explore legal issues relevant to education. Basic legal principles and guidelines for assisting administrators in fulfilling their many duties in schools are developed. The tensions and legal controversies that contribute to and in many ways shape the teaching and learning environments of public education in the United States are explored and discussed. Legal opinions and the analysis of selected cases provide the content for the course. The material is intended to assist school personnel in understanding the current application of the law and to encourage further and continuous study of the law. Knowledge and understanding of educational law allows educators to avoid harmful litigation and to interpret legal mandates and statutes in such a way that educational opportunities for all students are enhanced. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. |
| EDLF 7811 | Introduction to Supervision of Instruction (3.00) |
| Offered Fall 2013 | This course provides students with a conceptual and philosophical framework for supervision of instruction. It entails an analysis of basic concepts involved in modern educational supervision and provides the aspiring or practicing administrator with the tools required to link evaluation and development with best educational practice. Additionally, students will develop a personal vision of supervision related to teacher performance, professional and state standards, teacher and student interventions, and accountability outcomes such as student achievement. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor. Course was offered Fall 2012, Spring 2012, Fall 2011, Summer 2011, Fall 2010, Summer 2010, Fall 2009 |
| EDLF 7812 | Leadership for Low-Performing Schools (3.00) |
| Offered Fall 2013 | The futures of millions of young Americans depend on the efforts of teachers and principals to turn around chronically low-performing schools. This course investigates the various causes of school failure and current approaches to addressing these causes. The course culminates in the development of a School Improvement Plan for an actual low-performing school. The course is required for those seeking a principal's credential. Course was offered Fall 2012 |
| EDLF 7813 | Leadership for Technology (3.00) |
| Offered Fall 2013 | The course examines how, as a team, school leaders analyze the relationship of the integration of technologies to teachers' beliefs and practices and to local school culture, structures, and policies; evaluate the factors critical for successful implementation of educational technology; identify and deconstruct the distributed leadership of educational technology in a school setting; and plan comprehensively for technology leadership. Course was offered Spring 2013 |
| EDLF 7820 | Evaluation and Development of Educational Staff (3.00) |
| Evaluation and development of educational personnel is a major responsibility of school administration. Provides students with a conceptual framework for staff development and evaluation, and facilitates and enhances skill in data collection, analysis of teacher performance, and plans of assistance development. Includes legal and policy issues related to recruitment, selection, and staff development. Course was offered Spring 2012 | |
| EDLF 7856 | Topical Seminar (1.00 - 3.00) |
| Seminar on topics or issues. | |
| EDLF 7878 | Education Finance, Policy and Practice (3.00) |
| Introduces the problems and principles involved in financing public schools, including the economics of education; the characteristics of selected taxes for school purposes; the role of federal, state, and local governments in financing education; finance litigation; and the concepts of equality of educational opportunity, liberty, and efficiency as a basis for resource allocation policies in education. | |
| EDLF 7993 | Independent Study: Leadership and Policy Studies (1.00 - 6.00) |
| Under close guidance of an individual faculty member, students work on areas of particular interest that cannot be met in regularly scheduled courses. Enrollment in this course is limited to three credits in a master's degree program. | |
| EDLF 8000 | Seminar in Instructional Computing (3.00) |
| This seminar offers advanced study of special topics and issues related to use of computers in education with an emphasis on recent developments in the field. Course was offered Spring 2013 | |
| EDLF 8150 | Advanced Tests and Measurements (3.00) |
| A comprehensive analysis of traditional, latent-trait, criterion-referenced, and psychophysiological tests. This course builds upon EDLF 7180 and 7190, and is assigned for students who need to further their study of measurement theory and practice. Prerequisite: EDLF 7180 and 7190. | |
| EDLF 8160 | Advanced Child Development (3.00) |
| A doctoral seminar in which prominent theories and key empirical studies in child development are introduced, discussed, and critically evaluated. Emphasis is placed on the study of developmental processes rather than static changes or normative milestones. The course is built around selected empirical, methodological, and theoretical readings. Development of cognition, temperament, and moral autonomy are emphasized. | |
| EDLF 8260 | Social Development in Context (3.00) |
| This is a doctoral seminar on theory and research on children and adolescents in context. The course focuses on families, child care, peer relationships, schools and classrooms as contexts that foster (or hinder) youth development. | |
| EDLF 8300 | Experimental Design: Stat II (3.00) |
| Offered Fall 2013 | This course is designed to provide students with both a theoretical and applied understanding of experimental/randomized control designs and analysis of variance (ANOVA). Emphasis on the applied use of these principles will be facilitated through SPSS. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 8310 | Correlation and Regression Analysis: Stat III (3.00) |
| Offered Fall 2013 | Considers basic correlation and regression analysis, including regression theory, dummy coding, and basic multivariate techniques. Prerequisite: EDLF 7310 and 8300, or instructor permission. Course was offered Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 8320 | Non-Parametric Statistics (3.00) |
| Considers a wide-range of non-parametric statistical techniques and covers typical procedures, such as one sample, two sample, k-sample, and correlation. Prerequisite: EDLF 7310. | |
| EDLF 8330 | Bayesian Statistics (3.00) |
| Analysis of basic theory, rationale, and application of Bayesian statistics and techniques. Topics include Bayes' theorem, conditional probabilities, posterior densities, and Bayesian inference for the binomial and normal models. Emphasizes case studies and computer-assisted data analysis. Prerequisite: EDLF 7310 and 8300, or instructor permission. | |
| EDLF 8340 | Measurement Theory I (3.00) |
| Additional topics include test equating, dimensionality assessment, and connections to other latent variable models. Application of these methods to educational and psychological testing and the use of statistical software is emphasized. Prerequisite: EDLF 7310, 8300, 8310, or instructor permission. Course was offered Spring 2012, Spring 2011 | |
| EDLF 8350 | Multivariate Statistics (3.00) |
| Presents the theory and rationale of selected multivariate statistical techniques. Topics include multivariate analysis of variance canonical correlation, discriminant analysis, exploratory factor analysis, and confirmatory factor analysis. Emphasizes computer-assisted analysis and the application of appropriate statistical methods to research data. Prerequisite: EDLF 8300 and 8310, or instructor permission. | |
| EDLF 8360 | Seminar in Advanced Statistics (3.00) |
| Offered Fall 2013 | Brings about a synthesis and mastery of research and analytic techniques previously introduced in the research course sequence and utilizes current literature in psychometrical, biometrical, and statistical journals. Prerequisite: Advanced research majors; mathematics background recommended. Course was offered Spring 2012, Spring 2010 |
| EDLF 8361 | Structural Equation Modeling (3.00) |
| The major topics include exploratory/confirmatory factor analysis models, a variety of structural equation models, growth curve models, and multi-sample modeling analysis. The major focus of the course is both on the conceptual understanding of latent variable modeling and on practical application of these models in research and measurement. Students will work with data sets and computer programs to gain practical research experience. | |
| EDLF 8370 | Advanced Seminar in Educational Research and Measurement (3.00) |
| Addresses current measurement issues as presented in measurement journals, national or regional conferences, or legislative policy. Objectives are to bring about a synthesis and mastery of measurement theory previously presented and to understand and critique the most recent measurement developments. Prerequisite: EDLF 8340 or instructor permission | |
| EDLF 8400 | Program Evaluation Design (3.00) |
| Offered Fall 2013 | Explores problems of designing, conducting, and reporting evaluation research studies. Time is spent examining philosophies of science that underlie evaluation studies; conceptualizing a total evaluation study; planning for the use of time and resources in conducting an evaluation study; assembling the evidence for or against a particular proposition; analyzing costs; and learning how to avoid common pitfalls in working with clients and program participants to design and conduct an evaluation study. |
| EDLF 8410 | Advanced Seminar In Program Evaluation (3.00) |
| A topical seminar that focuses on advanced topics in program evaluation. Topics change from offering to offering. | |
| EDLF 8430 | Evaluation of Teaching (3.00) |
| Evaluating teaching in worthwhile ways involves understanding the needs and abilities of teachers, tasks teachers must accomplish, the environmental effects on teachers, and behaviors demonstrated in teaching. This course examines the independent and interactive effects of these four factors. Emphasizes formative evaluation (i.e., helping teachers improve via in-class observation and feedback) and the translation of research results into practice. Requirements include various combinations of project work, writing, and tests. | |
| EDLF 8440 | Advanced Qualitative Analysis (3.00) |
| Advanced course in methods and practices of qualitative research. Students determine their own philosophy of inquiry and become increasingly proficient in the application of qualitative methods. Assumes an introductory course in qualitative methods. Focuses on research design and proposal development, data collection and analysis techniques, and presentation of findings. The course is field-based and guides students through the complete qualitative research cycle. | |
| EDLF 8450 | Qualitative Data Analysis with Computers (3.00) |
| Offered Fall 2013 | An advanced course in qualitative research methods that emphasizes the application of qualitative analysis using a qualitative data analysis software package as a tool. Readings focus on various approaches to qualitative analysis and the issues surrounding software use in relation to these approaches. A general knowledge of qualitative research design and methods and comfort with computers is assumed. Part of each class serves a workshop to learn a qualitative data analysis program and, therefore, the class is most useful for students who have data to analyze. EDLF 7404 (Introduction to Qual) or equivalent cours is required: EDLF 8440 (Advanced Qual) is recommended |
| EDLF 8481 | Advanced Seminar in Foundations of Education (3.00 - 6.00) |
| Prerequisite: Instructor permission. | |
| EDLF 8500 | Special Topics (1.00 - 6.00) |
| Special topics in education leadership, foundations and policy. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Spring 2010 | |
| EDLF 8647 | Student Affairs in Colleges and Universities (3.00) |
| This course is a survey of current theory and practice in student affairs programming, organizations, and administration in institutions of higher education. It emphasizes philosophy, services provided, and trends and issues within the profession, including research and literature analysis. | |
| EDLF 8648 | College Student Development (3.00) |
| This course promotes an understanding of contemporary, traditional-aged college students from sociological, psychological, and historical perspectives. Topics include the social and cultural context of entering college students, student development theory, student outcomes assessment, student attrition, and the dynamics of student change. | |
| EDLF 8649 | Introduction to Higher Education (3.00) |
| This course introduces students to the range of topics, theoretical frameworks, and research strategies appropriate to the study of higher education. | |
| EDLF 8650 | Educational Policy Formulation and Implementation I (3.00) |
| Analyzes current theories of political allocation and processes of public policy formulation in relation to selected current issues in education. Students acquire knowledge and skills required to interpret and conduct research studies related to educational policy. | |
| EDLF 8651 | History of Higher Education (3.00) |
| This course emphasizes the historical development of American higher education, the growth of colleges and universities, and the major philosophical and sociological forces that have shaped their development. | |
| EDLF 8652 | College Student Experience (3.00) |
| This course examines trends and changes in the characteristics of college students and institutions they attend, as well as the larger social context in which they operate. It will explore emerging theories and methodologies that address student experience and research related to how college affects students. | |
| EDLF 8653 | Curriculum in Higher Education (3.00) |
| This course examines curricular structures and processes in postsecondary institutions. It includes historical, political, and theoretical perspectives on the curriculum, as well as state and national policies shaping curricular design in higher education. | |
| EDLF 8654 | Organization and Governance in Higher Education (3.00) |
| Offered Fall 2013 | This course addresses the organization of and governance and decision-making in postsecondary institutions. Through the application of theoretical frameworks based in a variety of social theories, it focuses on the impact of politics, culture, and policy on the organization and governance of higher education. |
| EDLF 8655 | Politics of Difference (3.00) |
| Offered Fall 2013 | This course explores the dynamics of race/ethnicity, class, gender, and sexuality in higher education policy, theory, and practice. Using a variety of theoretical frames and emerging research, the course will examine group differences in experience and perspective within American higher education. |
| EDLF 8657 | Economics and Finance of Higher Education (3.00) |
| This course examines contemporary policies and practices in the financing of American higher education. The interpretation and uses of financial data, sources and methods of securing funds, budget processes, and policies and issues regarding the financing of higher education are some of the topics covered. | |
| EDLF 8658 | Management Planning in Higher Education (3.00) |
| This course addresses information-gathering, analysis, decision-making, and long-range planning in institutions of higher education. | |
| EDLF 8659 | Legal Aspects of College Administration (3.00) |
| This course examines the broad legal framework of higher education, including constitutional and contractual rights to due process, equal protection, and free speech; other legal and policy issues regarding tenure, promotion, intellectual property, and the constitutive role of the state in higher education; and tort liability and the impact of federal statutes such as the ADA, Title IX, FERPA, and the DMCA on the administration of colleges and universities. | |
| EDLF 8661 | The Adult Learner (3.00) |
| Study of adults as learners, the implications of their characteristics for adult learning, and the practice of adult education. Attention is given to current issues facing adult education. | |
| EDLF 8662 | Politics and Education (3.00) |
| Applies political and social theories to politics, policy and power in K-16 education. Concepts: role of the State, pluralism, rational choice, mobilization of bias, public goods, interest groups and social movements. Key issues: access and success, equity, school choice, stratification, governance, and reform. Goal is to enable students to conduct research using political theory and policy frameworks in educational settings. | |
| EDLF 8663 | The American Professoriate (3.00) |
| This course provides students with an understanding of the role and circumstances of American faculty members and the issues and policy forces that affect the professoriate. It explores aspects of the professoriate and institutional policies and external factors that shape the viability and vitality of the profession. | |
| EDLF 8664 | The Community College (3.00) |
| In this course students study the institutional character of the community college, including a review of its history, purposes, clientele, organization, financing, programs, societal functions, and current issues. Course was offered Spring 2012 | |
| EDLF 8665 | Contemporary Issues: Entrepeneurship in Higher Education (3.00) |
| Public as well as private and for-profit colleges and universities face increasing competition for students, faculty, and leaders and need to maximize revenue through private gifts and corporate as well as public support. These demands require them to behave entrepreneurially and to reconsider the essential purposes of the university. This course will explore the origins and purposes of the new entrepreneurialism in the U.S. higher education system and internationally, considering examples from areas such as institutional development, links to corporations, and connections to local and state economic development. | |
| EDLF 8680 | Economics and Education Policy (3.00) |
| This course is designed for those without training in economics who want a better understanding of how economic concepts and methods are used in analyzing education policy issues. It examines market concepts and forms of government involvement in the market and uses economic research in education. Students develop the skills of economic analysis by applying them to current issues in public education. Course was offered Fall 2009 | |
| EDLF 8690 | Educational Policy Formulation and Implementation II (3.00) |
| Provides in-depth analysis of processes of policy development at federal, state, and local levels; processes of policy implementation; and critical issues in the analysis of implementation strategies and policy effects. | |
| EDLF 8801 | Moral and Ethical Dimensions of Leadership (3.00) |
| Explores the moral and ethical dimensions of leadership within the context of education. Assumes that educational administration is fundamentally an ethical undertaking, or, as Christopher Hodgkinson claims, 'philosophy in action.' Readings, activities, and discussions are all designed to assist practicing and aspiring administrators, as well as other educators, in the explication and resolution of ethical dilemmas. Considers different moral positions and encourages students to examine both personal values and professional ethics. Course was offered Spring 2010 | |
| EDLF 8802 | Organizational Theory (3.00) |
| Examines organizational and administrative theory and its uses in the management and functioning of school systems. Attention is given to the requisites for adequate theory and to methodological considerations in the study of organizations and administrative processes. | |
| EDLF 8803 | Organizational Change (3.00) |
| Examines the relationships between the intrapersonal, interpersonal, organizational, political, and professional contexts of change. Topics include the nature of instructional change, case studies of successful and unsuccessful organizational change, planning for instructional improvement, and implementing and evaluating change. | |
| EDLF 8980 | Practicum (1.00 - 6.00) |
| Practicum | |
| EDLF 8981 | Practicum in Educational Administration (3.00 - 6.00) |
| Practicum in Educational Administration Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 | |
| EDLF 8984 | Master's Internship: Social Foundations (2.00) |
| Two year educational experience (2 credits per semester for each of four semesters) Prerequisites: Instructor Permission. Course was offered Spring 2010 | |
| EDLF 8985 | Master's Internship: SAPHE (1.00 - 12.00) |
| Offered Fall 2013 | Students in the Students Affairs Practice in Higher Education (SAPHE) program are required to serve about 20 hours a week during the fall and spring semesters in an internship related to their studies. In this weekly seminar, they discuss and analyze their internship experience. |
| EDLF 8986 | Masters Internship: Administration and Supervision (1.00 - 12.00) |
| Masters Internship: Administration and Supervision Course was offered Fall 2009 | |
| EDLF 8988 | Administrative Internship (3.00) |
| Offered Fall 2013 | Administrative Internship Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 8991 | Masters Capstone Project SAPHE (3.00) |
| Final course in SAPHE sequence where tsudents complete capstone project and cover topics related to professional development. | |
| EDLF 8998 | Masters Research Internship (1.00 - 12.00) |
| Offered Fall 2013 | Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 |
| EDLF 8999 | Masters Thesis (1.00 - 6.00) |
| For master's research, taken under the supervision of a thesis director. | |
| EDLF 9000 | Advanced Seminar: Administration and Supervision (3.00) |
| Required for all doctoral degree candidates; deals with dissertation proposal development for students in educational administration. Course was offered Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009 | |
| EDLF 9740 | Internship in College Teaching or Supervision (1.00 - 6.00) |
| Offered Fall 2013 | Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member. |
| EDLF 9800 | Higher Education Seminar: Current Literature (3.00) |
| May be repeated for credit. | |
| EDLF 9810 | Research Seminar in Higher Education (3.00) |
| This is a seminar for advanced doctoral students, in which they develop research topics and strategies and write the qualifying paper. | |
| EDLF 9820 | EDLF Dissertation Seminar (3.00 - 6.00) |
| This seminar is designed as workshop to assist students in the dissertation process. Instructor/students will work collaboratively to design/conduct research and foster students' dissertation progress. Students are expected to work closely with their dissertation advisors and other committee members throughout the dissertation process. Feedback from the instructor will in no way supersede the judgment of the dissertation advisor or committee. Course was offered Spring 2011, Fall 2010 | |
| EDLF 9991 | Ed.D. Research (1.00 - 12.00) |
| Offered Fall 2013 | Students conduct systematic inquiry to address an important problem in education, through the application of discipline knowledge and research skills, with the goal of improving practice. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010 |
| EDLF 9993 | Independent Study (1.00 - 12.00) |
| Offered Fall 2013 | Under close faculty guidance, students work on an area of interest not covered by the curriculum. A plan of study must be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 9995 | Independent Research (1.00 - 12.00) |
| Offered Fall 2013 | Independent Research Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 9998 | Doctoral Research Apprenticeship (1.00 - 12.00) |
| Offered Fall 2013 | Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required. Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |
| EDLF 9999 | Doctoral Dissertation (1.00 - 12.00) |
| Offered Fall 2013 | Doctoral Dissertation Course was offered Spring 2013, Fall 2012, Summer 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009 |