2020-2021 Academic Catalog [Archived Catalog]
Courses
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| Undergraduate Prerequisites |
Course Numbering |
| A “C-” or higher is required in all prerequisite courses |
100-299 - Lower division undergraduate |
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300-499 - Upper division undergraduate |
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500-699 - Graduate |
| Search Tip |
700-799 - Doctoral |
| Use the asterisk (*) key as a wild card. |
| Example: Select “Prefix” NURS and enter 6* in the “Code or Number” field to return all Nursing courses at the 600 level. |
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EDHL 790 - Dissertation Proposal
Credits: Zero (0)
Each student will complete a proposal of the research study including the research idea, statement of the problem, its background and significance, a review of the literature, and a proposed methodology and research design to address the problem of practice in higher education leadership to be addressed in the study. The proposal must be approved by the end of the course and the student must receive a grade of P indicating approval of the proposal by the student’s faculty advisor/dissertation chair and program faculty members. Prerequisites: EDHL 750, 751, 753, 755
Prerequisite: EDHL 750, 751, 753 & 755
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EDHL 791 - Dissertation Defense
Credits: Zero (0)
Each student will prepare a formal presentation and orally defend the dissertation of practice. The EdD program is complete when the student’s dissertation chair, program faculty members, and program director give approval. Prerequisites: all required program coursework, EDHL 764 and EDHL 790.
Prerequisite: All required program coursework, EDHL 764 and EDHL 790
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EDL 601 - Knowing Yourself as Educational Leader
Credits: Three (3)
This course explores the nature of leadership, values-based leadership, the role of leader as change agent, and the ethics of leadership. A focus on the importance of creating a learning organization informs students of the importance of personal mastery, team learning, mental models, shared vision and systems thinking. Students explore their own leadership styles and are taught how to analyze their own organizations, compare them to current models of learning organizations and communities, and work with others to build collective vision.
Corequisite: EDL-605
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EDL 602 - Internship
Credits: Three (3)
The internship is a prescribed requirement to fulfill accrediting and certification standards for the State of Missouri. It places the candidate in a position to integrate issues/content/skills from all coursework into a practical experience in public schools. The candidate works closely with a certified administrator mentor at the appropriate school level. In particular, this experience ensures that the candidate will have broad opportunities to use the maximum number of leadership skills learned throughout the program. Candidates must ensure that their experiences include both elementary and secondary settings and an examination of issues of diversity and inclusion in urban, suburban and rural settings.
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EDL 603 - Staff Observation and Performance-Based Evaluation
Credits: Three (3)
Candidates will learn and apply principles of fair and equitable staff evaluation including coaching, counseling, mutual goal setting, effective communication, data gathering, conflict resolution and listening. The candidate will examine current research on what constitutes good and culturally responsive teaching, practice observing and conferencing with teachers, and create and practice trait-based interviewing that is respectful of a diverse community. Participation in mentored evaluation exercises will emphasize effective dialogue and interventions, and successful interactions.
Note: Evaluation of certified teachers and support staff will be emphasized.
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EDL 604 - Issues Seminars
Credits: Three (3)
Issues seminars are designed by the faculty and students with the express purpose of meeting defined needs, providing new information, and augmenting identified areas of further development and/or areas of deficiency based on the needs assessment of the cohort. They also can serve as continuing learning experiences for practicing administrators and program graduates in the immediate area. Candidates will examine critical moral issues of the day with a focus on equity, diversity, social, emotional, political, and other current issues in education through the lens of the knowledge gained in the previous semesters.
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EDL 605 - Improving Student Achievement
Credits: Three (3)
This course focuses on developing skills of building level leaders to champion and facilitate the work of collaborative teacher teams to ensure the success of all students in the school. Development and analysis of curriculum goals and essential outcomes, best practices in instruction, as well as the development and appropriate use of quality assessment instruments form the framework of the course. The course will also explore national trends in curriculum, instruction and assessment, identify equity gaps in achievement and access that exist for marginalized groups of students, and analyze effective intervention strategies for enhancing student learning.
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EDL 606 - Organizational Leadership in Schools
Credits: 3
This course is designed to be an overview of the theory and the practical components of leading organizations with specific emphasis on the schools and school districts in which candidates work. Candidates will examine their own leadership skills and attributes and those associated with effective leadership. Candidates will develop an understanding of the importance of mission, vision and core values, and of climate and culture within their own workplaces to understand that schools and school districts, as examples of all organizations, are living, dynamic entities and how that reality impacts leadership practice, staff recruitment and retention, student achievement, and service to the diverse communities they serve. Special attention will be placed on understanding change and leading change to ensure that the needs of all students are met equitably.
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EDL 611 - The Principalship: Elementary, Middle School and High School
Credits: Three (3)
Primary emphasis will be placed on the idea that the school exists as a true learning community whereby the principal serves as a facilitator/servant leader in creating a climate of shared vision, decision-making, and responsibility for an organization devoted to learning for all students. Specific issues related to elementary, middle, and high school levels will be explored through simulations and interactive dialog. Candidates need to integrate all aspects of the principalship so that a leader is prepared to be collaborative, reflective, inquiry- oriented, database driven, culturally responsive, student-focused and goal-directed, not only for the school, but for the community around it. The role of the principal, in light of all previous coursework, will be explored. Students will explore curriculum, instruction, organizational development, assessment, staff development, organizational staffing, and scheduling to promote diversity, vocational and special education, and other forces that influence the role of the educational leader in the school.
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EDL 612 - Understanding Groups and Organizations
Credits: Three (3)
Students are introduced to the major concepts in organizational development and organizational behavior using the school as the operant model, focusing on understanding organizations as artifacts of the larger society. The class also incorporates the study of how the interaction of individuals within an organization contributes to its overall growth and development. Students explore the fundamental concepts of human relations while developing basic skills and effective techniques in understanding and managing group dynamics. The class provides opportunities for students to engage in reflective learning activities and reading in the areas of group process, building highly effective groups, developing cooperative interdependence in groups, vision building, effective communications, listening skills, conflict management and resolution, and effective communications between school and community.
Prerequisite: EDL-601
Corequisite: EDL-613
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EDL 613 - Understanding Environments: Legal,Social, Financial and Political
Credits: 3
This course is an integrated approach to examining the external environments in which schools exist. As a systems approach to studying the schools and their environments as inseparable and interactive, the course offers prospective school leaders the basic knowledge of the legal, financial, and political realities in which their school will operate. Candidates are also encouraged to evaluate moral issues politically, socially, equitably and in the diverse arena. Emphasis in the course is upon acquiring a global knowledge of these areas and an opportunity to practice some sample applications.
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EDL 619 - Introduction to Inquiry and to the Performance Assessment
Credits: 3
This course is designed to provide candidates with the opportunity to use the action research model to evaluate the results of current educational research in their own schools and to complete the requirements of the Performance Assessment for Aspiring Building Administrators. Candidates will investigate the basic nature of educational research, along with pertinent methods of data collection, disaggregation and analysis. Candidates are encouraged to examine any issues involving achievement, including a focus on diversity, equity, and social and emotional learning. Candidates will leave the course comfortable with the reading of research and the production of an inquiry project that in addition will meet the requirements of the Performance Assessment for Aspiring Building Administrators. The major projects for this class will be to complete the first two chapters of the final Capstone Experience and Step 1 of the Performance Assessment for Aspiring Building Administrators.
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EDL 658 - Framing Issues: Using Data in Decision-Making and Curriculum Decisions
Credits: 3
Learning how to collect, interpret, and act upon data is essential for today’s administrator. This course examines the concepts of data management and comprehensive data analysis to develop a clear picture of the strengths and challenges within a given school or district. Significant attention is given to analyzing data to identify educational equity gaps and addressing these gaps using strategic planning tools as a major part of the leader’s role in developing curriculum and supporting instruction.
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EDL 696 - Independent Study
Credits: One (1) to Three (3)
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EDL 699 - Capstone and Performance Assessment Completion
Credits: 3 to 6
This course provides the opportunity for candidates to complete chapters three and four of the research project and Steps 2, 3 and 4 of the Performance Assessment for Aspiring Building Administrators started in EDL 619. Candidates will have already completed the initial research work on chapters one and two and Step 1. This project and Performance Assessment provide an opportunity to analyze and reflect on one specific current issue or problem related to the role of the principal as an instructional leader. The Capstone and Performance Assessment involve a significant amount of independent work with the input and supervision of the Capstone instructor, university advisor and on-site administrative mentor
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EDL 710 - Developing Myself as a Leader
Credits: Three (3)
This course provides the foundation from which candidates will examine their roles and responsibilities as teacher leaders in developing and implementing strategic policies, procedures, and plans to ensure that all students in their schools and districts have access to the highest quality of teaching and learning. All candidates will engage in an extensive self-examination with respect to leadership skills, styles, dispositions, and ethical decision-making to guide them in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education, with an emphasis on issues of diversity, inclusion, and social justice, will help define and support the three themes of our program:
- The nature and ethics of leadership in a democratic society;
- Leaders as agents of positive and sustainable change through democratic leadership;
- Leaders as reflective learners who appreciate the value of formal inquiry in understanding the context of schools in a democratic society.
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EDL 711 - Introduction to Action Research
Credits: Three (3)
This course is designed to be the first in a series of three courses (EDL 711, EDL 712, and EDL 724) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools. Candidates are encouraged to examine any issues involving achievement, including a focus on diversity, equity, and social and emotional learning. Using the action research model, particular emphasis will be placed upon research related to student achievement and effective practices to support student learning. Chapters 1 and 2 of the Capstone will be completed this semester.
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EDL 712 - Advanced Research For Teacher Leaders
Credits: Three (3)
Teacher leaders, both at the school and district levels, must be able to analyze complex research questions and data collections to facilitate improvements in teaching and learning for all students. As a continuation of EDL 711, Introduction to Action Research, this doctoral level research course will focus upon a rigorous, in-depth study of research design and implementation. The goal of this course will be to research and compose the Methodology (chapter three) for the final Capstone project. Candidates will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate their Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied, as well as the scope of possible conclusions from the research. The major project for this class will be to complete chapter three and prepare to write chapters four and five.
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EDL 713 - Practicum in Teacher Leadership
Credits: Three (3)
Under the direction of a mentor and the Maryville advisor, the candidate will begin an in depth and extended practical experience with the area of teacher leadership as the focus. The experience should consist of a minimum of 300 hours to be completed over the course of the EdD program. The practicum must include on-site experiences across a range of district and school level curriculum, instruction, assessment, and professional development work to develop expertise in the field of teacher leadership serving the needs of diverse communities. Examples of appropriate experiences include observations and/or leadership of the curriculum development process, observation and analysis of current pedagogical strategies, analysis of student achievement data to determine building and district level professional development needs, etc. The final product will in part be the development of a significant professional development experience to be made available free of charge, either in the candidates district or as an institute held at Maryville University, for teachers in the St. Louis Region.
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EDL 714 - Systems Thinking for Teacher Leaders
Credits: 3
This course will explore the tenants of systems thinking as the framework for developing a working knowledge of the concepts and practical tools of organizational growth and development within a school district. The focus is fostering aspiration, developing reflective conversation, and understanding complexity. Systems thinking explores the world as it is and challenges candidates to expand their capacity to create the outcomes they seek for their schools, and education in the future. This includes addressing current issues with a focus on equity, diversity, instructional strategies, and personalized learning. Candidates will be engaged in activities and learning experiences using a variety of methods, including, but not limited to small and large group dialogue, authentic problem solving experiences, and simulations designed to meet the candidates’ needs and spur professional growth. The course is designed for teacher leaders with a focus on instruction.
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EDL 715 - Adult Learning and Professional Development
Credits: Three (3)
The interactive course will explore the characteristics of adult learners and their unique needs. Current research and best practices in adult learning and coaching will inform the activities in this course. This will include instructional strategies as well as social issues that focus on equity and diversity. Candidates will focus on active learning strategies to build a climate of trust, model best practices, observe teachers, and facilitate reflective conversations within a school building and analyze district professional development policies, plans and implementation strategies.
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EDL 716 - Curriculum Design and Development
Credits: Three (3)
Teacher leaders must be well versed in the theories and contexts that govern curriculum development and implementation to ensure the highest quality curriculum to guide instruction. This course will explore the curriculum development process from an historical perspective to build a foundation for understanding how curriculum and instructional practices have evolved over time, including those factors that have served to exacerbate and sustain persistent educational equity gaps within the system. The development of a guaranteed and viable curriculum, based on the Common Core Standards, that maximizes students’ achievement of performance standards will be emphasized as instructional strategies and assumptions guiding teachers’ choices in curriculum and instruction are examined. The role of assessment as integral to determining the needs and setting priorities will also be a major component of the course. Good principles of staff development will also be explored to allow the teacher leader to build a collaborative community of professionals within his or her school to review and modify the instructional programs as needed.
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EDL 717 - Assessment Literacy and Data Analysis for Teacher Leaders
Credits: Three (3)
With accountability legislation and mandates to show consistent improvement on standardized test scores, teacher leaders must understand how to develop and implement quality balanced systems of assessment. This understanding is critical if teachers are to leverage the power of assessment not only to provide timely information regarding student achievement (i.e. assessment of learning), but also to enhance student learning (i.e. assessment for learning). Teacher leaders must also have a working knowledge of the concepts and practical tools of data analysis, the multiple measures of data and their interactions, the tools to derive data, and the knowledge of how to use that data to improve learning. Throughout the course, the candidate will concentrate on:
- Improving existing systems of assessment within his/her school/district
- Understanding the data team process and how to facilitate this process with teachers in his/her school/district
- Designing professional development opportunities to help teachers build their understanding of how to develop and use assessments
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EDL 718 - Leading Professional Development Institutes
Credits: Three (3)
In this course, candidates will reflect upon the design, development, and implementation of their professional learning experience required for the practicum project. Candidates will evaluate the contribution this has made to the solution or the completion of a real-world challenge and demonstrate how they have grown as a real world teacher leader through this process. In addition, candidates will submit their 300 hour Practicum Project Log, their reflections on this experience and their mentor’s evaluation.
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EDL 719 - Classroom Teaching and Learning Strategies
Credits: Three (3)
This course will examine current research on effective culturally responsive teaching strategies to enhance student learning, particularly in the PK-12 setting. Candidates will apply their learning from previous coursework, specifically EDL-716 (Curriculum Design and Development) and EDL-717 (Assessment Literacy and Data Analysis for Teacher Leaders) to design, implement, evaluate, and recommend an equitable pedagogical approach focusing on high impact instructional strategies appropriate for implementation within an individual classroom and across schools.
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EDL 720 - Strategies For Teacher Leadership I
Credits: Two (2)
Candidates will select modules from a variety of offerings intended to give in-depth learning and experience in areas of special interest. Experts in the topics will serve as adjunct professors for these intense exposures to specific content. Reflection and application will be the key assessment features for each module.The modules are created to build upon and enhance the strategies required for the candidate to perform the leadership position being trained for and desired. Possible module topics include, but are not limited to: cognitive coaching, adult learners, teaching how to teach, RTI, Understanding by Design, learning walks, specific content instruction, character education, assessment literacy, adaptive schools, data teams, etc.
Prerequisite: EDL-710
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EDL 721 - School Law for Teachers as Leaders
Credits: 3
The aim of our educational institutions is to provide the highest quality education in a safe and secure setting. In order to achieve this ideal environment, education leaders must be able to identify potential legal issues, design sound programs, and to make day-to-day decisions to carry out their educational mission within the confines of the law. Candidates are introduced to major topics in school law including school and state, school and students, teachers and the law, desegregation, IDEA, FERPA, and other issues that affect school operations. Candidates will review landmark and relevant court decisions and gain a broader and deeper understanding of legal processes and human rights.
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EDL 722 - School Finance for Teachers as Leaders
Credits: 3
Current teacher leaders must understand the impact that school finance has on the ability to not only provide quality PK-12 education, but also meet current state and national academic accountability standards. The current financial environment requires teacher leaders to be able to anticipate and allocate local, state, and federal revenue and to generate additional revenue from grants, foundations, and donations in order to match available resources to student learning needs. Candidates will develop a working knowledge of the basics of school budget development, accounting practices, grant writing, and financial reports.
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EDL 723 - Issues in Moral Leadership
Credits: Three (3)
Candidates will examine critical moral issues of the day with a focus on equity, diversity, social, emotional, political, and other current issues in education through the lens of the knowledge gained in the first six semesters. A variety of protocols for professional conversation and systems thinking tools will be used to stimulate in-depth dialogue and discussion regarding current issues in education. This class will be interactive with candidates leading all activities and selecting texts, current articles from newspapers, journals, and other appropriate sources to enrich the dialogue. The final individual product will be a re-examination of each candidate’s This I Believe statement.
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EDL 724 - Capstone and Culminating Experience
Credits: Three (3)
This course is the culminating experience of the Ed.D. program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidates will, through the use of the Teacher Leader Standards, illustrate with documentation and reflections on projects, class assignments, and materials generated in their daily job, the growth experienced throughout the program. The candidate will complete with the help of their advisor:
All parts of the Capstone project and have the final product approved by the Capstone instructor;
A presentation of the final Capstone to their cohort of peers;
Complete the Comprehensive Reflective Journal and all requirements of the Practicum experience;
Lead a final professional conversation and presentation, with Maryville faculty and guests, detailing their growth during the program.
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EDL 730 - Renew/Re-Examine Yourself As An Educational Leader
Credits: Three (3)
In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, and dispositions to guide the candidate in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education will help define and support the three themes of our program. Candidates will begin the key program components: the portfolio, personal leadership growth plans, internship, and capstone project.
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EDL 731 - Introduction to Research
Credits: Three (3)
This course is designed to be the first in a series of three courses (EDL-731, EDL-735, and EDL-744) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools, organizations, and universities. Using the action research model, particular emphasis will be placed upon research related to organizational, school, college, or university improvement.
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EDL 732 - Skills for Data-Driven Leadership
Credits: Three (3)
This course will develop a working knowledge of the concepts and practical tools of data analysis, how to effectively derive and interpret data from multiple sources, and how to use this data to improve higher education systems and student learning. The candidate will concentrate on obtaining and interpreting relevant data to evaluate and improve higher education programs, faculty, and staff. Accreditation and accountability measures will be reviewed and analyzed. Legal issues in higher education and schooling will be explored.
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EDL 733 - Understanding Change Process
Credits: Three (3)
This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Emphasis will be given to acquiring the knowledge, dispositions, and skills to effectively lead change efforts to accomplish substantive school and university improvement. Reform models in the history, philosophy, and sociology of higher education will be explored.
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EDL 734 - Curriculum, Instruction, and Assessment
Credits: Three (3)
The course will provide students with the knowledge and understanding of curriculum design, development, and change in higher education. Co-curricular and learning-centered practices will be explored. A focus on the Scholarship of Teaching and Learning will assist students in developing a focus on teaching for understanding. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction, and assessment and to develop effective leadership skills to guide continuous improvement of student learning.
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EDL 735 - Advanced Research For Leaders
Credits: Two (2)
The goal of this course will be to research and compose the (Methodology) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied.
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EDL 736 - Research Writing
Credits: Zero (0)
This 16-week, zero-credit hour course provides candidates with a structured way to continue development of the Dissertation in Practice. Depending on their semester of study, students are responsible for the dissertation deliverables listed in the Dissertation in Practice Handbook.
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EDL 737 - Student Development, Student Service, Student Retention
Credits: Three (3)
Historical overview of student development theory, student life, research, and literature relating to contemporary college students and student services. In addition this course introduces students to relevant research, theory, and practice related to college student retention and persistence. Students explore cultural, institutional, and individual factors that may impact college student persistence and critically examine theories attempting to explain why students leave college. Effective retention practices, programs, and assessment procedures are also identified and examined.
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EDL 738 - Policy Making and Leadership in Higher Education
Credits: Three (3)
This course provides an overview of the missions, governance, and organizational structures of American higher education institutions. The unique system of governance in higher education is explored, including administrative roles, responsibilities, and leadership issues for administrators, faculty and staff. Institutional, system, state, and federal governing mechanisms as they relate to each other are also explored. At all levels, the effective higher education leader will understand the interplay of historical legacy, public policy, internal and external organizational and governing structures, and individual roles, and how to navigate these areas to effect sound decision making that supports academic integrity while addressing the needs of higher education as a business entity.
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EDL 739 - Advanced Internship
Credits: Three (3)
This experience is intended to integrate the knowledge and skills gained in coursework, from a organization-wide perspective, with the daily challenges of leadership. The internship experience, to be completed over the entire Ed.D program, involves the candidate working directly with organization administrative leaders representing the various key aspects of college and university operations and governance. The candidate is expected to work within one major area of concentration related to his/her career goals, with additional experiences occurring in 3-5 other areas of higher education.
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EDL 740 - Legal and Financial Management
Credits: Three (3)
This course focuses on the development of knowledge and skills associated with basic legal theory, financial planning, budgeting, and financial reporting necessary for the analysis of complex problems likely to occur in the administration of higher education. Topics include due process and equal protection, privacy and openness, health and safety, tenure and academic freedom, contractual obligations as well as understanding the impact of the local and global economy on various revenue sources such as state and federal budgets/educational appropriations, federal and private grants, student aid, individual capacity and philanthropy, and institutional investments.
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EDL 742 - Student Affairs Profession in Higher Education
Credits: Three (3)
This course provides an introduction to the college student affairs profession. Special attention is focused on historical and philosophical foundations, organizational structures, professional roles, functions, and services, as well as challenges, opportunities, and issues faced by professional staff. Students will be able to describe factors contributing to America’s diverse system of higher education and its impact on the design and delivery of student affairs programs and services.
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EDL 743 - Issues in Moral Leadership
Credits: Three (3)
This course addresses basic ethical principles and methods for making ethical decisions within context of administration, faculty, and student life moral problems. It provides the opportunity for students to closely explore the dynamics of oppression at the individual, institutional, and socio-cultural levels and the resulting impact on higher education. Overview of social justice issues as they affect higher education. This course examines the social and political context of U.S. education and provides an analysis of schooling, cultural politics, and global influences that inform current practices and structures of the higher education system. Central to this course is the development of a critical understanding of topics related to meritocracy, stratification, diversity, and decentralization in higher education.
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EDL 744 - Capstone and Final Internship
Credits: Three (3)
This course is the culminating experience of the Ed.D program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied the internship and portfolio requirements. The final activity will be a discussion, led by the candidate, with selected Maryville faculty and peers covering the findings of the Capstone project and a reflection of the completed internship activity.
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EDL 747 - Enrollment Management in Higher Education
Credits: Three (3)
This course provides an opportunity for students to understand enrollment management as a concept and as a process starting at the prospective student’s first contact with or exposure to the university, through the student’s graduation. The course provides an overview of how enrollment management enables a university to meet its mission; how it can helps retain students and keep them committed to their educational goals; and how organizational structure can work synergistically to enhance the enrollment management process. Students will also explore how financial aid affects enrollment management; the use of technology applications; the use of research data to drive and attain enrollment goals; basic marketing considerations; and strategic enrollment management planning.
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EDL 748 - American Community Colleges
Credits: Three (3)
This course will provide an understanding of these complex and dynamic institutions, their evolution, contributions, challenges and concerns they face, governance structure, services, curricula, leadership, and their future.
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EDL 751 - Advanced School District Finance
Credits: Three (3)
Candidates delve deeply into the major aspects of school district finance and consider the planning, preparing, implementing, and over- seeing of district budgets. Laws and regulations, both federal and Missouri, related to district finances are examined. Bond issues and tax levies are studied from the inception of a campaign to the retirement of the bonds. The objective of this course is to prepare candidates to assume the fiduciary responsibilities of a school district upon selection as superintendent.
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EDL 760 - Renew/Re-Examine Yourself As Educ Leader
Credits: Three (3)
This course provides the foundation from which candidates will examine their roles and responsibilities as administrators in developing and implementing strategic policies, procedures, and plans to ensure that all students in their schools and districts have access to the highest quality of teaching and learning. All candidates will engage in an extensive self-examination with respect to leadership skills, styles, dispositions, and ethical decision-making to guide them in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education, with an emphasis on issues of diversity, inclusion, and social justice, will help define and support the three themes of our program:
- The nature and ethics of leadership in a democratic society;
- Leaders as agents of positive and sustainable change through democratic leadership;
- Leaders as reflective learners who appreciate the value of formal inquiry in understanding the context of schools in a democratic society.
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EDL 761 - Introduction to Action Research
Credits: Three (3)
This course is designed to be the first in a series of three courses (EDL 761, EDL 765, and EDL 774) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools. Candidates are encouraged to examine any issues involving achievement, including a focus on diversity, equity, and social and emotional learning. Using the action research model, particular emphasis will be placed upon research related to student achievement and school improvement. Chapters 1 and 2 of the Capstone will be completed this semester.
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EDL 762 - Systems Thinking
Credits: Three (3)
This course will explore the tenants of systems thinking as the framework for developing a working knowledge of the concepts and practical tools of organizational growth and development within a school district. The focus is fostering aspiration, developing reflective conversation, and understanding complexity. Systems thinking explores the world as it is and challenges students to expand their capacity to create the outcomes they seek for their schools, districts, and education in the future. This includes addressing current issues with a focus on equity, diversity, school safety, and personalized learning. Students will be engaged in activities and learning experiences using a variety of methods including, but not limited to, small and large group dialogue, authentic problem solving experiences, and simulations designed to meet the students’ needs and spur professional growth.
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EDL 763 - Understanding the Change Process
Credits: Three (3)
This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Throughout this course, emphasis will be given to acquiring the knowledge, dispositions, and skills to effectively lead change efforts to accomplish substantive school improvement. Readings, interviews, simulations, and interactive dialog will focus upon contemporary change agents and processes.
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EDL 764 - Curriculum, Instruction, and Assessment
Credits: Three (3)
The course will focus on the analysis and critique of the curriculum development process, examination of research-based instructional practices, and the analysis and critique of assessment systems. Historical practices and trends in curriculum development over the past century will be explored to enhance understanding of the internal and external factors that influence curricular decisions within a school district, including those factors that have served to exacerbate and sustain persistent educational equity gaps. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction, and assessment and to develop effective leadership skills to guide continuous improvement of student learning.
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EDL 765 - Advanced Research For School Leaders
Credits: Three (3)
Leaders, both at the school and district levels, must be able to analyze complex research questions and data collections to facilitate improvements in teaching and learning for all students. As a continuation of EDL 761, Introduction to Action Research, this doctoral level research course will focus upon a rigorous, in-depth study of research design and implementation. The goal of this course will be to research and compose the methodology (chapter three) for the final Capstone project. Candidates will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate their Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied as well as the scope of possible conclusions from the research. The major project for this class will be to complete chapter three and prepare to write chapters four and five. Candidates are encouraged to examine issues involving achievement, with a focus on diversity, equity, and social and emotional learning.
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EDL 767 - The Superintendency
Credits: Three (3)
Today’s superintendent is the C.E.O. of a complex and dynamic organization. The emphasis in this course is to examine the many aspects and demands of the position. In an interactive setting, candidates will study the many components of school district administration with special emphasis on strategic thinking, continuous improvement, communication, organizational structure, equity, diversity, and Board of Education relationships and development. Through candidate led dialogue in both small and large group settings, candidates will address current issues that impact education throughout the United States and the world.
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EDL 768 - Urban Policies and Leadership
Credits: Three (3)
The responsibility of creating policy, implementing programs, and investing in people to provide high quality, sustainable, educational options regardless of class and race has been a problem throughout America’s history. This course will offer candidates the ability to learn how to appreciate the richness of defined urban communities as expressed through a diversity of race, ethnicity, language, culture, and class despite being entrenched in areas afflicted with high concentrations of poverty. Each candidate will exit this course with an enriched appreciation and understanding of the unique and difficult demands required of school leaders in an urban setting, armed with special skills tailored to the urban setting in history and culture, data-analysis and long-range planning, legal, financial, and instructional problem-solving, and large organizational leadership, and having some practical, hands on internship or action research experience in the urban setting.
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EDL 769 - Advanced Internship
Credits: Three (3)
The internship is a prescribed requirement to fulfill accrediting and certification standards for the State of Missouri. This experience is intended to integrate the issues, knowledge, and skills gained from coursework, from a district-wide perspective, with the daily challenges of leadership. The internship experience will consist of a minimum of 300 contact hours, to be completed over the entire Ed.D program. The candidate works closely with a certified administrator mentor at the appropriate district level. The candidate is expected to work directly with building and district level administrative leaders representing the various key aspects of school district operations and governance. Candidates will examine contemporary issues of diversity and inclusion in urban, suburban, and rural settings.
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EDL 770 - Advanced School Law
Credits: Three (3)
It is more important than ever before for the superintendent to understand thoroughly the laws, rights, and court decisions affecting everyone in PK-12 educational settings. Candidates will review landmark and relevant court decisions that affect all phases of school district’s operations and therefore be prepared to work with the district’s employees, students, parents, and community with a broader and deeper understanding of legal processes and human rights.
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EDL 772 - Advanced Human Resources and School District Operations
Credits: Three (3)
The most important decisions a school district makes are the ones around the recruitment, selection, and development of a diverse and effective group of employees. By way of interactive dialog and live interviews of district professionals, other central administrative functions such as facilities and maintenance, technology support, transportation, food services, and student services will be examined. This course serves as an overview of the structures, challenges, and requirements associated with the three important functions of a school district: human resources, instruction, and support services. Moreover, emphasis will be placed upon the integrations of these units into a mission-focused whole that serves to enhance student achievement.
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EDL 773 - Issues in Moral Leadership
Credits: Three (3)
This course is designed to cover any gaps in the candidates academic or professional preparation, probe more deeply into areas of special or timely interest, and provide the opportunity to pursue and discuss topics deemed worthy by the cohort. Candidates will examine critical moral issues of the day with a focus on equity, diversity, social, emotional, political, and other current issues in education through the lens of the knowledge gained in the first six semesters. As the themes of the program commit each candidate to moral leadership, candidates will revisit the nature and practice of moral leadership as it plays out in the daily business of leading schools and school districts. Candidates will prepare for the Professional Conversation and Presentation where they will share their action research, personal leadership growth plans, and their portfolios with a committee of faculty, mentors, and peers.
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EDL 774 - Capstone and Final Internship
Credits: Three (3)
This course is the culminating experience of the Ed.D program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, through the use of the Missouri Superintendent Standards, illustrate with documentation and reflections on projects, class assignments, and materials generated in their daily work; the growth experienced throughout the program. The candidate will complete with the help of their advisor:
All parts of the Capstone project and have the final product approved by the Capstone instructor;
A presentation of the final Capstone to their cohort of peers;
Complete the Comprehensive Reflective Journal and all requirements of the Internship experience;
Lead a final professional conversation and presentation, with Maryville faculty and guests, detailing their growth during the program
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EDUC 100 - Introduction to Schooling
Credits: Three (3)
This course is required for all freshman education students and strongly recommended as an elective for other education majors.
The purpose of this course is to introduce the prospective teacher, and others who may be interested, to the teaching profession through visits and direct observations of a variety of classroom settings. Students will look at the role of teaching in a diverse democratic society as well as define, observe, and reflect upon the moral and ethical stewardship role of the teacher.
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EDUC 200 - Practicum in School and Society
Credits: 2
Students obtain field experiences (observation, tutoring, large and small group instruction) in school settings representative of the diversity of the St. Louis metropolitan area. Students also engage in an in-depth and comprehensive study of the St. Louis community.
Note: This course is required of all students entering teacher education.
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EDUC 201 - School and Society
Credits: 3
Students engage in an exploration of the state of American education today as it reflects the diversity and complexity of the U.S. democratic society. The focus is on how external realities including political and economic decisions in local communities influence schools, curricula, and the work of classrooms. Units on school law and professional ethics are included in the course.
The course emphasizes developing understanding of cultural, ethnic, social, socio-economic, and gender diversities and the ethical responsibility teachers have to meet the needs of all learners. The importance of culturally competent teaching is also addressed.
Consultation and collaboration with practicing teachers and classmates will be a prominent feature of the course as candidates complete a comprehensive Street Project. While completing the Street Project candidates collaboratively explore the cultural, ethnic, and socio-economic diversities throughout the St Louis region. In light of these experiences, candidates reflect on how their personal histories have shaped their assumptions and beliefs, and how their vision of teaching fits within a culturally-competent model.
Corequisite: EDUC-200 and EDUC-309
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EDUC 203 - Infant/Toddler Practicum
Credits: One (1)
This course will provide the student with applied experience in implementing programs for children from birth through age 3. Federal, state and local legislation, regulations, and professional standards of appropriate programming for infants and toddlers will be discussed. Students will actively plan and implement learning experiences, emphasizing working with diverse families as they and their children begin the education process.
Prerequisite: EDUC-200
Corequisite: EDUC-323
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EDUC 204 - Intro to Early Childhood Education
Credits: Three (3)
This class provides the student with the opportunity to explore early childhood education’s place in American society. The historical, philosophical, and social foundations of early childhood education are explored. Students investigate the types of early childhood programs and how they are organized and operated. Governmental and professional standards are discussed.
Prerequisite: EDUC-200
Corequisite: EDUC-203
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EDUC 220 - Economic Geography
Credits: Three (3)
This course is intended for pre-service elementary school teachers. Students will be presented with the basic concepts of both economics and geography, as recommended by the National Council on Economic Education and The National Geography Standards Project, and will become familiar with the special relationship between these two disciplines. Students will increase their economic/geographic knowledge/skills, adding breadth and depth to their personal mental maps. They will practice inquiry-learning and problem solving strategies using a variety of graphic representations, resources, and technologies so that they will be able to plan/teach effective, engaging economic-geography lessons.
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EDUC 225 - Math Methods I: Elementary
Credits: 3
Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary education majors, initial instruction in lesson planning, differentiation of instruction, and classroom management will be included. Strategies for using data to drive instructional decisions will be introduced. Specific attention will be given to strategies for meeting the needs of English language learners.
Corequisite: EDUC 200, EDUC 201, EDUC 309
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EDUC 230 - Practicum in Math Methods II: Elementary
Credits: 2
This experience in schools offers the prospective elementary teacher the opportunity to analyze and apply best practices in concept-based mathematics instruction, use of assessment, student data and data-based decision-making as well as strategies for differentiation and English Language learners. Other field-based assignments may be expected when appropriate.
Prerequisite: EDUC 200, EDUC 201
Corequisite: EDUC 231 Fundamentals of Secondary Schools
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EDUC 231 - Math Methods II - Elementary
Credits: 3
Following the recommendations of the National Council of Teachers of Mathematics, this methods course emphasizes the math strands of data analysis, geometry and measurement, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary education majors, more advanced and in-depth work in lesson planning, differentiation of instruction, classroom management, and working with English language learners will be emphasized. More in-depth work with analyzing assessment data to inform instruction will also be included in the course.
Prerequisite: EDUC 225
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EDUC 236 - Math Methods I
Credits: Three (3)
Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for early childhood and elementary education majors, initial instruction in lesson planning, differentiation, and classroom management will be addressed. Specific attention will be given to strategies for meeting the needs of English language learners. Attention will also be given to the development of skills teachers need to analyze assessment data to inform instruction.
Corequisite: EDUC-200, EDUC-201, and EDUC-309
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EDUC 239 - Fundamentals of Secondary Teaching
Credits: Three (3)
The course offers an introduction to lesson planning, assessment, pedagogy, and curricular standards needed to teach secondary students. It builds the capacity for becoming a secondary teacher through the exploration of curriculum and pedagogical practices that foster teaching for conceptual understanding, inquiry skills, 21st Century skills of communication, collaboration, critical thinking, and creativity.
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EDUC 240 - Practicum in Fundamentals of Secondary Schools
Credits: 2
This practicum experience coincides with EDUC 241 Fundamentals of Secondary Schools. Teacher candidates are assigned to a practicum placement in a middle or highschool for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the EDUC 241 professor to apply learning from that class to the real-world classroom setting.
Corequisite: EDUC 241
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EDUC 241 - Fundamentals of Secondary Schools
Credits: 3
This course provides the prospective middle and high school teacher with an understanding of the philosophy and organization of secondary schools, current practices of planning for curriculum and instruction, use of assessment, student data, and data-based decision-making as well as strategies for differentiation and English Language learners. Special attention is given to implementing strategies to enhance content literacy, which are honed in the co-requisite practicum for this course. Focus is also given to fostering critical thinking and problem-solving in secondary school settings across multiple disciplines.
Prerequisite: EDUC 200, EDUC 201
Corequisite: EDUC 240
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EDUC 250 - Introduction to Prevention and Management of Injuries
Credits: Three (3)
This introductory course focuses on the management of acute athletic injuries with a special emphasis on the preventative aspects of athletic injuries. A component of the course will be designed around the American Heart Association modules providing the students with the knowledge and skills necessary to manage emergency situations including becoming CPR certified. Additional information regarding legal and organizational issues will also be addressed.
Prerequisite: It is recommended that students have prior knowledge in physiology and anatomy, or consent of the instructor.
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EDUC 296 - Independent Study
Credits: One (1) to Four (4)
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EDUC 297 - Special Studies
Credits: One (1) to Four (4)
These courses are offered periodically, based on student interest and needs. The courses focus on skill development on topics of special interest to education scholars and future practitioners.
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EDUC 300 - Practicum in Education
Credits: Two (2) to Four (4)
Teacher education candidates (k-12 arts, those exploring secondary teaching, or others) engage in supervised tutorial or group experiences with children or young adults. These experiences are designed to meet the needs of the program emphasis of the candidate.
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EDUC 301 - Practicum in Peer Tutoring
Credits: Two (2) to Four (4)
This course provides individualized teaching opportunities to assist students and enhance learning in specific subject areas. Tutors are recommended by faculty and work under supervision with guidelines to communicate basic learning concepts through explanations and examples. The tutor will help strengthen skills necessary to support understanding of theories, ideas, and concepts being taught in a course.
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EDUC 302 - Practicum in Peer Mentoring II
Credits: One (1) to Three (3)
This course provides comprehensive information in a systematic format by providing the student the opportunity to mentor a University Experience class with a faculty member. The course provides an understanding of freshman college-age students, group process, presentations, communication, and learning skills.
Note: Students apply this training in the University Experience class.
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EDUC 303 - Middle Level Practicum in Science
Credits: Two (2)
In conjunction with the special methods class in science, students participate in a practicum in a middle level setting that allows them to plan, implement, and evaluate instruction consistent with what is being learned in the methods class.
Prerequisite: EDUC-200
Corequisite: EDUC-338
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EDUC 304 - Middle Level Practicum Social Studies
Credits: Two (2)
In conjunction with the special methods class in social studies, students participate in a practicum in a middle level setting that allows them to plan, implement, and evaluate instruction consistent with what is being learned in the methods class.
Prerequisite: EDUC-200
Corequisite: EDUC-339
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EDUC 305 - Middle Level Practicum Mathematics
Credits: Two (2)
In conjunction with the special methods class in mathematics, students participate in a practicum in a middle level setting that allows them to plan, implement, and evaluate instruction consistent with what is being learned in the methods class.
Prerequisite: EDUC-200
Corequisite: EDUC-336
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EDUC 306 - Middle Level Practicum Eng/Lang Arts
Credits: Two (2)
In conjunction with the special methods class in English/language arts, students participate in a practicum in a middle level setting that allows them to plan, implement, and evaluate instruction consistent with what is being learned in the methods class.
Prerequisite: EDUC-200
Corequisite: EDUC-374
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EDUC 309 - Child Development and Learning
Credits: Three (3)
This course focuses on developmental theories, types of research used in developmental studies, observation and analysis of behavior, the different aspects of development (e.g.: cognitive, physical, moral, and social), and application of the content to the real world. Additionally, while much of the material will be academic in nature, students will be encouraged to utilize the content to examine personal perspectives, the perspectives of others in the class, and societal perspectives as a means to integrate theory with real life. This course taken at the graduate level requires additional readings and assignments.
Cross-listed: EDUC 509
Corequisite: EDUC-200 and EDUC-201
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EDUC 310 - Adolescent Development and Learning
Credits: Three (3)
This course explores adolescent development and how adolescents relate to instruction. Theory analysis, class presentations and a case study will challengestudents to develop their own understanding of how dimensions of developmental growth affect classroom learning. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment.
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EDUC 313 - Adolescent Development and Learning
Credits: 3
This course explores the development of adolescents as they progress through the middle and high school years. Theory analysis, class presentations, and a case study will challenge students to develop their own understanding of how dimensions of developmental growth affect classroom learning at these critical stages. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching, and assessment.
Specific attention will be given to expanding teacher candidates’ understanding of their essential role in meeting the developing intellectual, social-emotional, and physical needs of culturally diverse students as they proceed from early adolescence through young adulthood. The course offers many opportunities for pre-service middle and high teacher candidates to examine their personal belief systems and educational philosophy as they relate to the education of adolescents.
Specific attention will also be given to characteristics of the young adolescent and how middle school philosophy and organization has developed to specifically address the needs of these students in this phase of their development.
This course taken at the graduate level requires additional readings and assignments.
Cross-listed: EDUC 513
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EDUC 315 - Educational Developmental Psychology: Learning and Management
Credits: 3
This course explores the development of adolescents as they progress through the middle and high school years. Theory analysis, class presentations and a case study will challenge students to develop their own understanding of how dimensions of developmental growth affect classroom learning at these critical stages. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment.
Specific attention will be given to expanding teacher candidates’ understanding of their essential role in meeting the developing intellectual, social-emotional and physical needs of culturally diverse students as they proceed from early adolescence through young adulthood. The course offers many opportunities for pre-service middle and high teacher candidates to examine their personal belief systems and educational philosophy as they relate to the education of adolescents.
Specific attention will also be given to characteristics of the young adolescent and how middle school philosophy and organization has developed to specifically address the needs of these students in this phase of their development.
This course taken at the graduate level requires additional readings and assignments.
Cross-listed: EDUC 515
Prerequisite: EDUC 200
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EDUC 320 - Practicum in Literacy Across the Academic Disciplines
Credits: 2
This practicum experience coincides with EDUC-321 Literacy Across the Academic Disciplines. Teacher candidates are assigned to a practicum placement in middle or high school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the EDUC-321 professor to apply learning from that class to the real-world classroom setting.
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EDUC 321 - Literacy Across Academic Disciplines
Credits: 3
Students will learn strategies for helping K-12 students become independent readers and writers. This course emphasizes the application of vocabulary, comprehension, and writing strategies in various content areas (e.g. mathematics, social studies, science, art, and English). There also is emphasis on applying these strategies to thematic units incorporating technology. This course taken at the graduate level requires additional readings and assignments.
Cross-listed: EDUC-521
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EDUC 322 - Literacy for the SLP
Credits: 3
This course explores young children’s literacy development, investigating how children learn to read and write. Literacy is examined as a multidimensional complex activity with social, linguistic, and psychological aspects. Students learn how young children acquire language including acquisition of non-standard English and English as a second language and the relationship of language with literacy development. Intervention strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness are studied. Students will also gain a general overview of the writing process. This course promotes a balanced approach to literacy instruction and intervention. Participants will learn how language and literacy are intertwined and the role of the speech-language pathologist in assessing and treating patients with literacy disorders and the professional role they play within the school setting.
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EDUC 323 - Early Childhood Development
Credits: Three (3)
Students will focus on the typical developmental milestones of young children, including how and why children behave and their level of functioning. The acquisition of language as a developmental process and implications for teachers of young children will be emphasized throughout the course. Observations, skill development and application of information from previous coursework also will be a part of this course.
Cross-listed: EDUC 523
Prerequisite: EDUC-200
Corequisite: EDUC-203
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EDUC 326 - Special Studies
Credits: One (1) to Three (3)
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EDUC 328 - Literacy Development
Credits: Three (3)
Literacy Development, EDUC 328, will explore young children’s literacy development, investigating how children learn to read and write. The course also explores how young children acquire language. This course focuses upon the literacy development of and instructional strategies for supporting preschool through third grade children. Another focus in this course is organizing and managing a literacy environment that meets the needs of struggling readers with various abilities and experiential backgrounds.
Prerequisite: EDUC-380
Corequisite: EDUC-384
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EDUC 330 - Practicum in Reading Methods I: Elementary
Credits: 2
This practicum experience coincides with Reading Methods I and is generally taken during the fall semester of the junior year. Teacher candidates are assigned to a practicum placement in an elementary school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the Reading Methods I professor to apply learning from that class to the real-world classroom setting.
Corequisite: EDUC 331/531 Reading Methods I
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EDUC 331 - Reading Methods I
Credits: Three (3)
This course involves students in a study of the contemporary concepts of teaching reading at the elementary level. Students discuss and examine concepts such as literacy research, current trends in reading instruction, and strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness. Specific attention will be given to assessing student progress and using data to differentiate instruction to meet the needs of all learners. Effective practices for working with English language learners will be introduced. This course promotes a balanced approach to literacy.
Cross-listed: EDUC 531
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EDUC 333 - Integrating the Arts
Credits: Three (3)
This course is designed to provide methods for the early childhood and elementary teachers to integrate the Arts (visual, movement, drama, music, and physical activities) into the regular classroom disciplines. The use of technology tools to design lessons that enhance student learning is an integral part of the course. A considerable amount of time will be spent using the Maker Space to develop activities designed to engage students in creative and innovative learning experiences. This course taken at the graduate level requires additional readings and assignments.
Cross-listed: EDUC 533
Prerequisite: EDUC-200
Corequisite: EDUC-385
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EDUC 335 - Health of the Child
Credits: Three (3)
This course explores data and best practice recommendations for teaching health in schools. Students complete health-related observations of classroom and school, and a comprehensive school/community health survey. Emergency procedures as well as ethical decisions teachers face are addressed. Significant attention is given to effective classroom management techniques to create a classroom environment conducive to learning. This course taken at the graduate level requires additional readings and assignments.
Cross-listed: EDUC-535
Prerequisite: EDUC-200
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EDUC 336 - Math Methods II
Credits: Three (3)
Following the recommendations of the National Council of Teachers of Mathematics, this methods course emphasizes the math strands of data analysis, geometry and measurement, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary and middle school education majors, continued instruction in lesson planning, differentiation, classroom management, and portfolio work will be included.
Prerequisite: EDUC-236
Corequisite: EEDUC-305 or EDUC-341
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EDUC 338 - Teaching Science: Elem
Credits: Three (3)
This course uses experiential methods, readings, and class discussions to introduce students to best practices for teaching science to children. Students keep a science journal, conduct an open-inquiry, and master 5Es and learning-cycle lesson models and questioning strategies that support the learning of science concepts through scientific inquiry. The course emphasizes student thinking, inductive lesson design, and student work analysis for quality science instruction in elementary classrooms. Specific attention will be given to strategies for meeting the needs of English language learners.
Prerequisite: EDUC-200
Corequisite: EDUC-303 or EDUC-371
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EDUC 340 - Practicum in Reading/Writing Middle School
Credits: Two (2)
This experience in the schools requires that prospective middle level candidates develop key beginning skills in the teaching/learning processes with special emphasis given to the role of reading and writing as learning tools. Students will prepare, teach, and reflect upon lessons in their content areas which incorporate these tools for learning.
Prerequisite: EDUC-200
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