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EDL 610 - UNDERSTAND PEOPLE: HUMAN RELATIONS
Credits: Three
Corequisite: EDL 601
Students are provided with fundamental concepts, basic skill
development and effective techniques in understanding and managing
group dynamics. The course also assists future educational leaders
in working with individuals in three roles: collegial, supervisory
and subordinate. Students study group process, building highly
effective groups, developing cooperative interdependence in groups,
vision building, effective communication and listening skills,
inter-ethnic communication, conflict management, conflict
resolution, and the psychology of self-adapting organizations.
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EDL 611 - THE PRINCIPALSHIP
Credits: Three
Corequisite: EDL 603
Students need to integrate all aspects of the principalship so that
a leader is prepared to be collaborative, reflective, inquiry-
oriented, database driven, 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, law, finance, staff development,
organizational staffing and scheduling, legal aspects, 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 & ORGANIZATIONS
Credits: Three
Corequisite: EDL 613
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.
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EDL 613 - ENVIRONMENTS: LEGAL, FINANCIAL, SOCIAL & POLITICAL
Credits: Three
Prerequisite: EDL 601
Corequisite: EDL 612
This course is an integrated approach to examining the external
environment in which schools exist. As a systems approach to
studying the schools and their environments as inseparable and
interactive, the interconnectedness of schools; financial,
political, legal, and social influences; understanding that all
influence each part.
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EDL 619 - USING INQUIRY
Credits: Three
Prerequisite: EDL 601
Corequisite: EDL 658
This course integrates introductory concepts in the principles of
inquiry including qualitative and quantitative methods, problem
identification and framing, fundamentals of research methodology,
measures of difference and correlation, basics of survey research
and using these techniques in making organizational decisions.
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EDL 630 - Personal and Group Teacher Leadership
Credits: four
This course allows the candidate to investigate in depth his/her own leadership style, strengths, and areas for future growth. Candidates review current literature about the nature of effective leadership, engage in readings and personal inventories to identify personal strengths and styles, reflect upon the learning and personal experience to determine areas for future growth, and create a Personal Leadership Growth Plan. Candidates learn how to use strengths assessments and systems thinking in working with individuals, groups and teams of teachers.
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EDL 631 - Building Teams for Student Achievement
Credits: four
Analysis and critique of the processes for identifying and measuring learning outcomes, developing the capacity of teachers to make decisions about appropriate instructional practices, and helping teachers enhance their instructional repertoire are all part of the responsibilities of teacher leadership. Assessing the needs of each individual (student, staff and leaders) assists the candidate in determining how to establish school priorities and goals. Knowledge of national trends in each area, as well as good principles of staff development will allow the teacher leader to build the collective capacity of the faculty to review and modify the instructional programs as needed.
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EDL 632 - Leading Change through Coaching and Mentoring
Credits: four
This course empowers the candidate to understand, promote, support, and assess the change process. Candidates review the literature on the change process, the psychology of change, and learn about best practices in coaching and mentoring techniques. Schools and organizations that have successfully adopted change are studied. Candidates learn about building and leading teams to develop support for change initiatives as part of systems thinking.
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EDL 658 - USING DATA IN DECISION MAKING
Credits: Three
Prerequisite: EDL 601
Corequisite: EDL 619
Learning how to collect, interpret and act upon data are essential
for todays administrator. This course examines the concepts of data
management and data analysis. Case-based study of the formulation
of action plans and decision making and policy formulation using
data are emphasized, attending to the leaders role in developing
curriculum and supporting instruction.
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EDL 696 - INDEPENDENT STUDY
Credits: Variable between 1 and 3
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EDL 699 - CAPSTONE-EDL
Credits: Variable between 3 and 6
Prerequisite: EDL 601, EDL 619
Cross-listed: See EDUC 699
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EDL 730 - RENEW/RE-EXAMINE YOURSELF AS AN EDUCATIONAL LEADER
Credits: 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: 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: 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
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, ASSESSMENT
Credits: 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
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 737 - STUDENT DEVELOPMENT, STUDENT SERVICE, STUDENT RETENTION
Credits: 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: 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: 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: 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 741 - TEACHER EDUCATION CURRICULUM, PEDAGOGY AND RESEARCH
Credits: 3
Teacher learning opportunities at the preservice, induction, and inservice levels. Intended and enacted curriculum, sources of pedagogy, and their impact on teachers’ knowledge, skills, and attitudes. Candidates will explore current trends in teacher education, what research tells us, and policy implications. Emphasis will be given to clinical aspects of teacher preparation and the relationship between classroom practice and teacher education processes.
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EDL 742 - STUDENT AFFAIRS PROFESSION IN HIGHER EDUCATION
Credits: 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: 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: 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: 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: 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
Advanced Finance offers interested students an opportunity to delve
deeply into the major aspects of school district finance. This
course is designed for the student who will have primary
responsibility for planning, preparing, implementing, and over-
seeing a district budget either as superintendent or chief
financial officer. Laws and regulations, both federal and Missouri,
related to district finances will be examined. Bond issues and tax
levies will be studied as well 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 752 - ADVANCED SPECIAL EDUCATION
Credits: Three
Advanced Special Education is designed for students who want to go
beyond a basic understanding of special education law and policy
and be prepared to fully direct special education in a school
district either as superintendent or chief special education
officer. Current trends and contemporary practices and
interventions will be studied. In addition to understanding the
impact of special needs on students, attention to the whole family
will be a part of this course. The objective of this course is to
prepare candidates to handle the complex demands and sensitive
interpersonal requirements of implementing a successful special
education program as the person charged with its ultimate
responsibility.
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EDL 760 - RENEW/RE-EXAMINE YOURSELF AS EDUC LEADER
Credits: Three
Corequisite: EDL 761
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 four key program components: the
portfolio, personal leadership growth plans, internship, and
capstone experience.
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EDL 761 - INTRODUCTION TO ACTION RESEARCH
Credits: Three
Corequisite: EDL 760
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.
Using the action research model, particular emphasis will be placed
upon research related to student achievement and school
improvement.
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EDL 762 - SKILLS FOR DATA-DRIVEN LEADERSHIP
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 767
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 student learning. The candidate will concentrate on
obtaining and interpreting relevant data to improve curriculum
development and implementation, increase achievement for
underachieving segments of the districts population, and inform
decision making throughout the comprehensive school improvement
planning process.
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EDL 763 - UNDERSTANDING CHANGE PROCESS
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 765
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.
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EDL 764 - CURRICULUM, INSTRUCTION, ASSESSMENT
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 769
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. 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
Prerequisite: EDL 760
Corequisite: EDL 763
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 ones Capstone
project. Statistical analysis using appropriate software for
complex research with considerations of reliability and validity
will be studied.
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EDL 767 - SUPERINTENDENCY
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 762
Todays superintendent is the C.E.O. of a complex and dynamic
organization. The emphasis in this course is to identify,
internalize, and examine the many aspects and demands of the
position. Candidates will learn about the many components of school
district administration with special emphasis on vision-building,
quality control, communications, organizational structure, and
board of education relationships and development.
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EDL 768 - URBAN POLICIES AND LEADERSHIP
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 770
In this course, the candidate will learn about the uniqueness of
urban schools and their issues from a historical and cultural
perspective, the transfer of skills and tools learned in other
courses within this program to urban districts, the technical
aspects of running a large organization, the important, and
sometimes contentious relationship between an urban superintendent
and a large and often politicized Board of Education, working with
the governmental and political process including the larger
business community to create partnerships, dealing with difficult
people, and creating effective policy.
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EDL 769 - ADVANCED INTERNSHIP
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 764
The internship is a prescribed requirement to fulfill accrediting
and certification standards for the State of Missouri and NCATE.
This experience is intended to integrate the knowledge and skills
gained in coursework, from a district-wide perspective, with the
daily challenges of leadership. The internship experience will
consist of a minimum of 250 contact hours, to be completed over the
entire Ed.D program. 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.
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EDL 770 - LEGAL AND FINANCIAL MANAGEMENT
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 768
Increased demands of school personnel make it more important than
ever before for the superintendent to thoroughly understand the
laws, rights and court decisions affecting that group. It is
equally important that the superintendent be trained and prepare to
work with students and parents in an atmosphere for broader
understanding of the processes. Recent demands for fiscal
accountability have created a need for improved program planning
and budgeting systems in the school systems. Knowledge of revenue
sources, expenditures, practices and overall money management have
become crucial areas of concern and responsibility for the
superintendent.
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EDL 771 - ADVANCED COMMUNICATIONS
Credits: Three
Prerequisite: EDL 760
This course focuses on the ability to communicate effectively with
all of the disparate audiences found within a school community.
Each candidate will assess his/her communications skills and
complete a personal growth plan to enhance strengths and improve
weaknesses. Special emphasis will be placed upon working
effectively with the public media for both positive public
relations and crisis management purposes.
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EDL 772 - ADVANCED HUMAN RESOURCES
Credits: Three
Prerequisite: EDL 760
This course will examine strategies to acquire and retain the
highest quality personnel with a focus on the development of staff,
both from individual and organizational perspective. Issues and
policy development will be examined related to evaluation,
including termination policies and procedures. Topics include legal
and ethical issues, collective discussions, dealing with difficult
people and situations, compensation and benefits, and the
organization of a human resources department.
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EDL 773 - ISSUES IN MORAL LEADERSHIP
Credits: Three
Prerequisite: EDL 760
Corequisite: EDL 774
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. 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 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
Prerequisite: EDL 760
Corequisite: EDL 773
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 Standard 7.0 (Internship) of the requirements for
DESE and NCATE approval. 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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EDUC 100 - INTRODUCTION TO SCHOOLING
Credits: Three
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 - FIELD EXPERIENCES IN TEACHING
Credits: Three
Corequisite: EDUC 201, EDUC 309, EDUC 200P
To be taken concurrently with EDUC 201 and 309, students obtain
field experiences (observation, tutoring, large and small group
instruction) in school settings representative of the diversity of
the St. Louis metropolitan area. Discussion seminar meets once a
week. 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: Three
Corequisite: EDUC 200, EDUC 309
To be taken concurrently with EDUC 200 and 309, students will
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 the schools, their curricula and how both
are impacted by society, control and governance of education, and
the nature of teaching and learning in society in the United
States.
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EDUC 203 - INFANT/TODDLER PRACTICUM
Credits: One
Prerequisite: EDUC 200
Corequisite: EDUC 323
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.
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EDUC 204 - INTRO TO EARLY CHILDHOOD EDUCATION
Credits: Three
Prerequisite: EDUC 200
Corequisite: EDUC 203
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.
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EDUC 236 - MATH METHODS I
Credits: Three
Corequisite: EDUC 200, EDUC 201, EDUC 309
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 and middle school education majors, initial instruction
in lesson planning, differentiation, classroom management, and
portfolio work will be included.
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EDUC 296 - INDEPENDENT STUDY
Credits: Variable between 1 and 4
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EDUC 297 - SPECIAL STUDIES
Credits: Variable between 1 and 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: Variable between 2 and 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: Variable between 2 and 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: Variable between 1 and 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
Prerequisite: EDUC 200
Corequisite: EDUC 338
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.
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EDUC 304 - MIDDLE LEVEL PRACTICUM SOCIAL STUDIES
Credits: Two
Prerequisite: EDUC 200
Corequisite: EDUC 339
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.
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EDUC 305 - MIDDLE LEVEL PRACTICUM MATHEMATICS
Credits: Two
Prerequisite: EDUC 200
Corequisite: EDUC 336
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.
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EDUC 306 - MIDDLE LEVEL PRACTICUM ENG/LANG ARTS
Credits: Two
Prerequisite: EDUC 200
Corequisite: EDUC 374
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.
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EDUC 309 - CHILD DEVELOPMENT AND LEARNING
Credits: Three
Corequisite: EDUC 200, EDUC 201
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.
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EDUC 310 - ADOLESCENT DEVELOPMENT AND LEARNING
Credits: Three
This course explores adolescent development and how adolescents relate to instruction. 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. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment.
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EDUC 312 - EDUCATIONAL PSYCHOLOGY
Credits: Variable between 1 and 3
Prerequisite: PSYC 101
This course focuses on how people learn, including learning
theories and their applications in classroom settings.
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EDUC 320 - ECONOMIC GEOGRAPHY
Credits: Three
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 323 - EARLY CHILDHOOD DEVELOPMENT
Credits: Three
Prerequisite: EDUC 200
Corequisite: EDUC 203
Students will focus on the typical developmental milestones of
young children, including how and why children behave and their
level of functioning. Observations, skill development and
application of information from previous coursework also will be a
part of this course.
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EDUC 326 - SPECIAL STUDIES
Credits: Variable between 1 and 3
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EDUC 328 - LITERACY DEVELOPMENT
Credits: Three
Prerequisite: EDUC 380
Corequisite: EDUC 384
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. Language samples of young
children are obtained and analyzed.
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EDUC 333 - INTEGRATING THE ARTS
Credits: Three
Prerequisite: EDUC 200
Corequisite: EDUC 385
This course is designed to provide methods for the early childhood,
elementary and middle school teachers to integrate the Arts
(visual, movement, drama, music and physical activities) into the
regular classroom disciplines.
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EDUC 335 - HEALTH OF THE CHILD
Credits: Two
Prerequisite: EDUC 200
This course explores data and best practice recommendations for
teaching health in schools. Students complete a comprehensive
school/community health survey and implement a health lesson in an
elementary or early childhood classroom. Emergency procedures as
well as ethical decisions teachers face are addressed.
Note: When taken for graduate credit, additional research into a topic of choice is required. Requires a school placement.
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EDUC 336 - MATH METHODS II
Credits: Three
Prerequisite: EDUC 236
Corequisite: EDUC 305 or EDUC 341
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.
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EDUC 338 - TEACHING SCIENCE: ELEM/MIDDLE
Credits: Three
Prerequisite: EDUC 200
Corequisite: EDUC 371 or EDUC 303
This course uses experiential methods, readings, and class
discussions to learn how to teach science to children. Students
master lesson models and questioning strategies that focus on the
learning of science concepts through scientific inquiry. The course
emphasizes student thinking, inductive lesson design, and sharing
of resources for quality science instruction in elementary and
middle-school classrooms.
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EDUC 339 - TEACHING SOCIAL STUDIES: ELEM/MIDDLE
Credits: Three
Prerequisite: EDUC 200
Corequisite: EDUC 385 or EDUC 304
This course provides the prospective elementary and middle school
teacher with an understanding of the social studies curriculum in
the elementary and middle school along with various models and
skills for teaching that curriculum. Special attention is given to
the place of geography, economics and culture in the social studies
curriculum.
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EDUC 340 - PRACTICUM IN READING/WRITING MIDDLE SCHOOL
Credits: Two
Prerequisite: EDUC 200
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.
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EDUC 341 - PRACTICUM
Credits: Two
Prerequisite: EDUC 200
This experience in the schools offers the teacher education student
the opportunity to apply models and strategies learned in a K-12
classroom, reflect upon their effectiveness in meeting the learning
needs of children and begin the development of one’s teaching
repertoire.
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EDUC 342 - PRACTICUM IN TEACHING ART: K-12
Credits: Two
Prerequisite: EDUC 200
Corequisite: EDUC 343
This field experience course requires that prospective art teachers
develop key beginning skills in the teaching/learning processes.
Candidates will prepare, teach and reflect upon the art lessons
using the strategies they are learning concurrently in EDUC 343.
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EDUC 343 - TEACHING ART: K-12
Credits: Three
Prerequisite: EDUC 200
Corequisite: EDUC 342
Prospective art teachers study the principles and techniques of
teaching art in the K-12 classroom. The art curriculum K-12 and how
it serves the needs of the student is a second focus of the course.
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EDUC 352 - EDUC/PSYCH OF EXCEPTIONAL CHILDREN
Credits: Three
Prerequisite: EDUC 200
This course is a survey of the various characteristics that
differentiate the child labeled as exceptional. Students look at
the effect of these differences upon a childs physical, social,
emotional and cognitive development, as well as methods for
accommodating those differences.
Note: This course is required for all Missouri certificates.
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EDUC 361 - INTRODUCTION TO MIDDLE SCHOOL
Credits: Three
Prerequisite: EDUC 200
This course focuses on the history and philosophy of the middle
level concept as well as possible future directions. Understanding
the larger context of changes can assist beginning middle level
teacher candidates to expand their awareness of how effective
middle schools address the intellectual, social- emotional and
physical needs of culturally diverse early adolescents. The course
explores the many essential components of effective middle schools,
including the increasing use of technology as an instructional
tool.
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EDUC 362 - MIDDLE SCHOOL CHILD, CURRICULUM & INSTRUCTION
Credits: Three
Prerequisite: EDUC 361
This course will assist beginning middle level teacher candidates
to apply their understanding of diverse methods of providing
relevant, challenging integrative and exploratory curriculum to the
ways in which culturally diverse early adolescents learn. The
integration of a variety of assessment strategies to curriculum and
instruction are studied and practiced. Teacher candidates will
study and apply different models of instructional unit design, as
related to national content and process standards. The application
of appropriate technology to instruction and assessment is studied
and discussed.
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EDUC 363 - THE MIDDLE SCHOOL TEACHER
Credits: Three
Prerequisite: EDUC 362
This course expands teacher candidates’ understanding of their
essential role in meeting the developing intellectual,
social-emotional and physical needs of culturally diverse early
adolescents. It offers many opportunities for pre-service middle
level teacher candidates to examine their personal belief system
and educational philosophy as they relate to the education of early
adolescents.
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EDUC 371 - SPECIAL METHODS PRACTICUM
Credits: Two
Prerequisite: EDUC 341
Corequisite: EDUC 371P
This course must be taken concurrently with EDUC 338, 380, 335.
Students plan, implement and evaluate lessons related to special
methods coursework in early childhood and elementary education
settings.
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EDUC 372 - EMERGENT MATHEMATICS
Credits: Two
Prerequisite: EDUC 200
This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts.
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EDUC 374 - LANGUAGE ARTS METHODS
Credits: Three
Prerequisite: EDUC 200
Students learn the methods, materials and content for teaching
language arts in the elementary and middle schools. The writing
process, the use of technology in language arts, and the
integration of literature are explored.
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EDUC 380 - TEACHING READING: ELEM/MIDDLE
Credits: Three
Prerequisite: EDUC 341
This course involves students in a study of the contemporary
concepts of teaching reading at the elementary and middle level.
Students discuss and examine concepts such as readiness,
developmental reading, individualized differences, reading for
enjoyment and assessment of literacy in the school and home
settings. A balanced approach to literacy includes instruction in
phonics.
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EDUC 381 - ALTERNATIVE READING METHODS
Credits: Three
Prerequisite: EDUC 380
This course emphasizes alternatives to the direct model for
teaching reading/language arts (e.g., a collaborative model).
Students learn to organize a literacy environment which meets the
needs of children with various abilities and experiential
backgrounds while integrating the teaching of reading within
integrated content area unit plans.
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EDUC 383 - READING/WRITING IN CONTENT AREAS
Credits: Variable between 3 and 4
Prerequisite: EDUC 200
Students learn strategies for helping K-12 students become
independent readers and writers. This course emphasizes the
application of vocabulary, comprehension, study 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.
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EDUC 384 - PRACTICUM IN READING
Credits: Two
Prerequisite: EDUC 371
Corequisite: EDUC 384P, EDUC 374
This course is to be taken concurrently with EDUC 381. Students
must spend 60 hours in a school working in the reading/language
arts area, where they teach and assess their reading/language arts
lessons in cooperation with the regular classroom teacher and the
college supervisor. Lessons emphasize application of strategies
presented in EDUC 381.
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EDUC 385 - PRACTICUM IN ARTS/SOCIAL STUDIES
Credits: Two
Prerequisite: EDUC 200
Corequisite: EDUC 333
In conjunction with the special methods classes in Social Studies
and the Arts, students participate in a practicum in an
elementary/middle level setting that allows them to plan, implement
and evaluate instruction consistent with what is being learned in
the methods class.
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EDUC 390 - CHILDREN’S LITERATURE
Credits: Three
This course includes reading, discussion and critical analysis of
literature for children and adolescents. Principles of selection
and adaptation to the needs of the child are included. A heavy
emphasis is placed upon the study of literature that represents
culturally diverse points of view.
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EDUC 399 - AUGUST EXPERIENCE
Credits: Zero
Prerequisite: EDUC 200
This fall field experience is required of all approved spring
student teachers. The course allows students to experience the
planning and community building facilitated by the teacher at the
beginning of the school year.
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EDUC 400 - STUDENT TEACHING: ELEMENTARY
Credits: Variable between 5 and 10
Prerequisite: EDUC 200
Corequisite: EDUC 404
Students engage in observation and teaching at the appropriate
level for a full semester. Student teachers are required to attend
a problem-oriented seminar during the student teaching semester.
Students should apply in February prior to the academic year that
they plan to student teach.
Note: A fee is charged for student teaching.
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EDUC 402 - STUDENT TEACHING: K-12
Credits: Variable between 5 and 10
Prerequisite: EDUC 200
Corequisite: EDUC 404
Students engage in observation and teaching at the appropriate
level. Student teachers are required to attend a problem-oriented
seminar during the student teaching semester. Students should apply
in February prior to the academic year they plan to student teach.
Note: A fee is charged for student teaching.
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EDUC 403 - STUDENT TEACHING: EARLY CHILDHOOD
Credits: Variable between 5 and 10
Prerequisite: EDUC 200
Corequisite: EDUC 404
Students engage in observation and teaching at the appropriate
level. Student teachers are required to attend a problem-oriented
seminar during the student teaching semester. Students should apply
in February prior to the academic year they plan to student teach.
Note: A fee is charged for student teaching.
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EDUC 404 - STUDENT TEACHER: PROFESSIONAL SEMINAR
Credits: Three
Prerequisite: EDUC 200
Taken concurrently with student teaching, this course helps
students develop a final skill set as they transition to their own
classrooms. Students develop a classroom management plan and study
brain- research, English Language Learners, and current
legislation. An extensive, semester-long Student Work Sampling
Project and presentation helps candidates synthesize what they have
learned about teaching throughout their program.
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EDUC 405 - STUDENT TEACHING: MIDDLE SCHOOL
Credits: Variable between 5 and 10
Prerequisite: EDUC 200
Corequisite: EDUC 404
Students engage in observation and teaching at the appropriate
level. Student teachers are required to attend a problem-oriented
seminar during the student teaching semester. Students should apply
in February prior to the academic year they plan to student teach.
Note: A fee is charged for student teaching.
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EDUC 410 - ART EDUCATION ISSUES SEMINAR
Credits: Three
Students examine current philosophies in art education and factors
contributing to their development. Emphasis is placed on
understanding the role of art in relation to the aims of education
in a multicultural democracy.
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EDUC 460 - EARLY CHILDHOOD CURRICULUM
Credits: Three
Prerequisite: EDUC 200
Cross-listed: See EDUC 660
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EDUC 461 - EARLY CHILDHOOD ASSESSMENT
Credits: Three
Prerequisite: EDUC 200
Cross-listed: See EDUC 661
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EDUC 465 - FAMILY SYSTEMS/ISSUES
Credits: Three
Prerequisite: EDUC 200
Cross-listed: See EDUC 665
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EDUC 496 - INDEPENDENT STUDY
Credits: Variable between 1 and 4
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EDUC 497 - SPECIAL STUDIES
Credits: Variable between 1 and 10
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EDUC 501 - SCHOOL & SOCIETY
Credits: Three
Corequisite: EDUC 200
Cross-listed: See EDUC 201
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