Course Descriptions

For beginning CTE teachers with occupational experience and limited or no formal training in an education setting. Explores pedagogy, knowledge and skills required for CTE educators.

Examination, discussion, application and reporting of best practices for creating an environment conducive to learning and achievement.

Teaching experience integrated with academic instruction; application of concepts to situations within the candidate's teaching field. Coordinated by a university faculty member who observes the candidate in a school setting.

Investigates ways in which schools approach curriculum, assessment and continuous improvement. Includes alignment of standards with curriculum, instruction and assessments, increased attention to student learning and increased faculty collaboration.

Strengthening partnerships, coordinating efforts and increasing interaction within and outside the CTE community rather than learning and working in seclusion. Enhancing students' abilities to engage in job-related problem solving and decision making in diverse cultures and environments.

Explores the development of CTE, Federal legislation, legal issues, special needs, professional and student organizations, current issues, and the philosophy of CTE. Integrated writing course.

Strategies to enhance the safety and success of students and educators. Includes classroom/lab management, conflict resolution, safe work environments for minors, and development of a safety plan.

At-risk students present distinctions in interests, abilities and temperament, which have implications for teaching and learning. Includes suggestions for adjusting the educational environment and decreasing the dropout rate.

Fundamental knowledge of legislation, regulations and guidance. Includes an overview of educational acts and amendments, landmark cases, teacher responsibilities, professionalism, ethics and case studies.

Per state requirements, CTE educators must know how to incorporate academic standards into every day lessons. Includes techniques on integrating core academics into technical programming and instruction.

Independent study for CTE candidates. Topics vary.

Topics vary.

Use of computer-based technology in K-12 instruction. Focus is on selecting courseware and integrating it into lessons.

Study of selected areas in educational technology. Titles vary.

Introduction to leadership skills: an understanding of the personal, professional, and communication skills and dispositions necessary for effective leadership in any organizational setting.

Introduction to leadership theories and styles. Skills and abilities needed for working with others in an organizational setting, and a framework for building and leading teams.

Understanding and application of emotional and social intelligence (ESI) to leading self, teams and organizations. Focus on intrapersonal, interpersonal, adaptability, stress management and general mood.

Strategies for organizational assessment, tools for developing people within organizations, and techniques for developing and delivering training programs.

Seminar in special topics such as women in leadership, leadership in the public sector, or non-profit leadership. Topics vary.

Contemporary and advanced issues in change leadership such as creating a climate for change, implementing and sustaining change, building a change vision, adaptive leadership and change readiness.

Investigate a community-based issue, determine actions needed, devise and execute service learning, reflect on the experience, and demonstrate learning by sharing results with the community involved.

On-site experiential learning experience coupled with specific academic assignments in which the intern demonstrates his/her familiarity with a related scholarly literature base, while also identifying specific career/learning objectives joined with performance indicators.

Case-based, current events seminar addresses leadership within organizations given today's global environment, varying demographics and high customer service standards. Integrated Writing course.

Culminating OL experience in the major. Incorporating leadership strategies in an external organization, and assessing and assisting with a leadership challenge, problem issue, and/or need. Integrated Writing course.

A theoretically based research project under the guidance of a faculty advisor. Examples might include: defining a specific research question and providing a comprehensive literature review; or identifying, examining, and researching a work-based problem/issue.

For beginning CTE teachers with occupational experience and limited or no formal training in an education setting. Explores teaching pedagogy, knowledge and skills required for new role as CTE educator.

Examination, discussion, application and reporting of best practices for creating an environment conducive to learning and achievement.

Teaching experience integrated with academic instruction; application of learned concepts to practical situations within the candidate's teaching field. Coordinated by a university faculty member who observes the candidate in a school setting.

Investigates ways in which schools approach curriculum, assessment and continuous improvement. Includes alignment of standards with curriculum, instruction and assessments, increased attention to student learning and increased faculty collaboration.

Strengthening partnerships, coordinating efforts and increasing interaction within and outside the CTE community versus learning and working in seclusion. Enhancing students' abilities to engage in job-related problem-solving and decision-making in diverse cultures and environments.

Explores a historical timeline from vocational apprentice to CTE, federal legislation, legal issues, special needs, professional and student organizations, current issues, and the philosophy of CTE.

Independent study for CTE candidates. Topics vary.

Review of current and historical research articles, research writing and APA style. Candidates will develop and complete a master's inquiry project that will impact teaching, and undergo an exit exam.

Examining belief systems, teaching styles, teachers as learners; intra- and interpersonal communication skills needed in leadership roles; and functioning in a multicultural/pluralistic society.

Developing leadership skills and abilities; and, investigating the dynamics of team functioning, including decision-making models and processes, problem-solving techniques, communication skills, conflict management, and self-improvement.

Overview of past, present, and emerging curriculum trends. Examination of educational and curricular philosophy and how philosophy impacts school programs.

Selected theories of learning and their value to instructional practices. Emphasis on the relationships among learning theories, learner characteristics, motivational theories, and instructional practices.

Emphasizes the evolution of theories and the laws that underlie the free compulsory educational system as well as the organization, control, and support by the public of the educational system.

Analytic and practical approach to teaching methods and skills for inducing learning with attention to interaction analysis and cognitive science.

Management and leadership skills as related to developing and organizing curriculum and materials relating to implementing the learning program with students.

Strategies for developing and maintaining continual improvement processes using systems planning, instructional data. Includes evaluation of improvement plans and communication of planning and improvement with all stakeholders.

Research method design for personal or professional goals; culminates in the analysis of existing research data.

Implement and analyze a research project.

Review of published literature about classroom teachers as leaders. Critical and current issues relevant to the development of classroom teachers as leaders within the context of their roles.

The legal framework of compulsion in education, the civil liberties of teachers curriculum content, and academic freedom. Teachers rights, duties, and responsibilities to the education profession.

Designing, organizing, managing, and evaluating learning experiences in physical and virtual environments.

Introduction to basic statistical methods and data analysis for research and evaluation.

Individual research to satisfy requirements of a program's research study.

Intensive study of formative and summative methods used by teachers to assess student performance and modify or differentiate instruction to meet student needs.

Provides foundational understandings of education in the United States from the historical, national, state, and local perspectives covering a variety of educational topics necessary for counselor leadership in today's schools.

Developing a strong base of understanding in organizational structure for skill building in leadership, communication, decision-making, and problem-solving. Educational renewal, political considerations, ethical behavior, professional development, and change processes are also included.

Develops strong base of understanding in organizational structure for skill building in leadership, communication, decision-making, and problem-solving.

Develops an understanding of the principles of educational administrative processes, formal school structures and organization, and an introduction to school administrative task areas.

Improve the school leader's ability to manage and lead the development and organization of curriculum, course planning, and materials.

Opportunities for analysis of teaching through the exploration of instructional methodologies, critical theory related to teaching, and strategies for continual improvement.

Strategies for developing, maintaining continual improvement processes using systems planning, instructional data, evaluation of improvement plans and communication of planning and improvement with all stakeholders.

Strategies for developing and maintaining continual improvement processes using systems planning and instructional data; evaluation of improvement plans; and, communicating planning and improvement with all stakeholders within various organizational contexts.

Focus is on the supervision of curriculum and instruction. A systems approach to formative and summative assessment of instruction. The evaluation of curriculum and program effectiveness will be emphasized.

Focusing on the roles performed by practicing educational leaders. Students will observe, interact and draw conclusions from field experience by integrating the field experience with knowledge, skills, and dispositions gained in previous coursework.

Developing an understanding of potential structures and effective principles of school/community relations. Concepts of power, pressure groups, lobbying, potential networks, and public ethics are examined.

The financing of public education and the economics of education. Guiding principles for developing financial programs and management procedures.

Examines the legal framework that all school personnel must function in. Emphasis on both legal precedents and statutory provisions.

Focusing on the roles performed by practicing instructional leaders. Candidates observe, interact and draw conclusions from field experience by integrating the field experience with knowledge, skills, and dispositions gained in previous coursework.

Provides curriculum and supervision students with knowledge and skills necessary to perform curriculum and instruction design and evaluation functions.

Focusing on understanding current teacher leadership within the context of the school organization.

Principles of democratic school administration; management of teaching and nonteaching personnel; role of administration in facilitating teaching and learning; and school/community relations.

Research method design and analysis for the classroom; culminates in the analysis of collected research data.

Implement and analyze an action research project.

Critical and current issues relevant to the development of classroom teachers as school leaders.

Developing knowledge, skills, and dispositions necessary for school leaders to provide effective coaching and mentoring focused on improving teaching and learning for all students.

Exploring the use of appropriate, meaningful data for making instructional, curricular, and assessment decisions as a normative professional standard.

Individual and group study of ongoing applied educational research. Department Managed Prerequisite(s): Graduate level EDL 8520 Minimum Grade of D

Developing research techniques in basic and inferential statistics using statistical computing software and critical interpretation of educational research design and statistical analysis results.

Multivariate analysis including analysis of variance-factorial designs, repeated measures, analysis of covariance, multiple analysis of variance, multiple regression, and nonparametric techniques. Department Managed Prerequisite(s): Graduate level EDL 7510 Minimum Grade of D and Graduate level

School district level interpretation of assessments, evaluation, accountability measures, standardization, validation, reliability, item analysis, norm setting, criterion referencing, standardized tests, and the development of district level long-range improvement and accountability systems.

Candidates investigate various contemporary educational leadership topics and issues: content knowledge, pedagogical content knowledge, diversity, technology, professionalism, emotional intelligence, and/or others.

Candidates explore various educational leadership topics/issues and their relationship to praxis.

Focusing on understanding current building-level leadership concepts, topics, and issues within the context of the school organization.

Provides experience in school administration. Candidates perform administrative tasks under the supervision of a licensed school administrator.

Focuses on the day-to-day operation of a school building and a school system. State requirements are emphasized in relation to operational procedures in all aspects of managing a school and a school system.

Developing procedures of administering staff personnel aspects of school operation. Areas of recruitment, selection, induction, appraisal, development, compensation, and motivation are covered.

Leading the pupil personnel service aspects of school operation, including ethical considerations, special education requirements, student attendance and accounting, guidance, counseling, health and wellness, discipline, and extracurricular/co-curricular activities.

Guiding principles for developing adequate financial programs; detailed studies of sources of local, state, and federal revenue; and procedures for management of school funds with reference to budgeting, accounting, and auditing.

The course content focuses on supervising and assessing curriculum, instruction, and personnel.

Provides experience in school administration. Candidates perform administrative tasks under the supervision of a licensed school administrator.

Provides experience in school leadership and administration at the building level. Candidates perform administrative tasks under the supervision of a licensed school building administrator.

Advanced studies regarding critical topics and current issues relevant to the development of classroom teachers as school leaders.

Advanced studies in developing school leaders' essential knowledge, skills, and dispositions for effective coaching and mentoring focused on improving teaching and learning.

Advanced studies exploring the use of appropriate, meaningful data for making instructional, curricular, and assessment decisions as a normative professional standard.

The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and skills identified in the district-level standards through substantial, sustained, standards-based work in real settings.

Provides opportunities to explore the topic of instruction in depth and to apply knowledge and strategies to the process of instructional improvement.

Focuses on adaptation to social, political, and educational change in the future of education. Strategic planning, systems theory, change theory and processes are explored in connection to forecasting potential economic, enrollment, and demographic futures.

Studying curriculum theories from original sources and relating those theories to philosophical presuppositions and social-cultural foundations. The course also focuses on the critical evaluation of curriculum theories and models.

The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and skills identified in the district-level standards through substantial, sustained, standards-based work in real settings.

Provides experience in school leadership and administration at the district level. Candidates perform administrative tasks under the supervision of a licensed school district administrator.

The course is designed for current and aspiring district-level administrators exploring the political and social forces shaping educational policy, instructional leadership, and classroom practice.

Emphasizes the roles of the curriculum, instructional, and professional development leader. Focuses on developing a strong base of understanding organizational structure and skill building in leadership, communication, decision-making, and problem solving.

Exploring theory, research, and practice related to leading and managing organizational environments requiring creating and sustaining personal, professional, and organizational change and adaptation.

Exploring curriculum development from a district-level perspective.

The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and skills identified in the district-level standards through substantial, sustained, standards-based work in real settings.

Superintendent, staff, school board, unions, and community strategic roles, limits, and responsibilities in light of local, state, and federal regulations and political pressures.

Draws on original sources and examines the impact of both professional and non-professional educational thinkers on American education. The impact of social trends on education will also be examined.

Examines leadership, curriculum, and instruction in a rapidly evolving global and technological world from a district level perspective.

Emphasis will be on legal issues for special populations, including emerging trends on policies and procedures for exceptional learners. Laws that affect program administration will be addressed.

Designed for students enrolled in a program requiring a research study. Students and their assigned program advisors collaboratively determine the course requirements.

The course examines relationships between schools and communities from demographic, political and marketing perspectives. The course focuses on school and community roles in delivering educational programs and services responsive to local needs.

Focuses on the individual and the organization. The respective needs and expectations of each are investigated. Emphasis is on interpersonal and organizational communication, group processes, conflict resolution, and collaboration for school improvement.

Analyzing organizations and educational institutions in particular through a social systems orientation. Role theory, leadership theory and styles, ethical behavior, and decision-making theory and practice are addressed from an organizational perspective.

Focuses on the development of leadership skills in relationship to individual and organizational communications, group processes, conflict management, decision making, and problem solving. Participants study and practice the principles of change.

Practical applications and issues in research; research design and methodology, sampling techniques, instrument development, proposal writing, and the application of skills through a research project.

The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and skills identified in the district-level standards through substantial, sustained, standards-based work in real settings.

Candidates investigate various contemporary educational leadership topics and issues: content knowledge, pedagogical content knowledge, diversity, technology, professionalism, emotional intelligence, and/or others.

Exploring the relationships between organizational change, professional growth, and leadership. Candidates engage in theoretical and research-based readings, discussions and activities regarding change, innovation, leadership, organizational culture, and professional development.

Guiding principles for developing adequate district fiscal programs; study of local, state, and federal revenue sources; and, procedures in management of district funds.

A synthesizing course reviewing the concepts, skills, emerging trends, and best practices relating to the field of educational leadership.

Candidates explore various educational leadership topics/issues and their relationship to praxis.

Provides experience in school leadership and administration at the district level. Candidates perform administrative tasks under the supervision of a licensed school district administrator.

Focusing on understanding current district-level leadership concepts, topics, and issues within the context of the school organization.

Research for thesis in Educational Specialist Program.

Intensive, practical study in a selected area of educational or applied technology and library media. Titles vary.

Types of educational software and applications, the cost of technology, software evaluation, curriculum development, trends and affordances, global educational views and lesson plan integration of technology in learning. Topics vary.

Introductory seminar for educational technology and library media programs. Students should take this class before or concurrently with their first educational technology or library media courses.

An introduction to gamification. Students will explore Game Theory and experience games to identify the factors and motivation in successful games. No technical knowledge is needed. Department Managed Prerequisite(s): Graduate level EDT 7860 Minimum Grade of D

Examines the issues and responsibilities of using digital technologies. Consideration of issues of intellectual property rights, ethics, managing online reputation, and professional responsibilities. Department Managed Prerequisite(s): Graduate level EDT 7860 Minimum Grade of D

Focuses on the administration of school library programs including policies and procedures, facilities, budgeting, personnel, program evaluation, and marketing/advocacy. Includes field experience component.

Students learn to establish standards bibliographic description, access points, classification, subject description and MARC format for automated library systems. Develop strategies to efficiently locate online information.

Developing school library collections for children. Introduction to children's literature including major authors and illustrators. Selecting materials in different formats such as multimedia, e-books, and reference databases.

Developing school library collections for your adults. Introduction to young adult literature including major authors and illustrators. Selecting materials in different formats such as multimedia, e-books, and reference databases.

Teaching 21st century skills, collaborating with classroom teachers, standards alignment, and evidence-based practice. Includes field experience.

Supervised field experience in school library for advanced track licensure candidates - one week on-site all day.

Use of communication competencies and critical thinking skills, including the ability to access, interpret, evaluate, and communicate information delivered in formats that use images, voice and sound.

Information and communication technology provides effective technology integration strategies to educators in the K-12 arena. Participants will be introduced to key technology skills and explore current and emerging practices in educational technologies.

Students use elements of instructional design and storyboarding techniques to translate instruction into various types of multimedia presentations.

Explores types of educational software and applications, software evaluation, curriculum development, and lesson planning integrating computer courseware.

Supervised teaching experience in a school library for library media candidates pursuing an initial license.

Individual and group study of problems related to educational technology. Should be taken near or at the completion of master degree program.

Instructor and course designers are introduced to the relationship between learning theory and teaching practices that incorporate digital technologies to enhance students' learning. This course provides an introduction to the research and science of learning.

Participants will learn the basic concepts and elements of an instructional design model. The course teaches the "backward design" approach and "alignment" to ensure that courses design focus on the "big ideas."

Examines the theory and practices of using educational technologies to ensure online courses include ample interaction. Class will include the knowledge and skills necessary to utilize some of these educational technologies.

Examines integrating curriculum with educational technologies such as learning management systems and the knowledge and skills necessary to evaluate the quality of online courses.

Students will use elements of instructional design and storyboarding techniques to translate instruction into various types of multimedia professional development workshops.

Introduction to multimedia learning theory and how theory can be integrated into instructional design.

Students will explore a variety of instructional design concepts and theories, software applications, and how instructional design theory can be applied to practice.

Students will conceptually explore different research methodologies in relation to the scholarship of teaching and learning. Both qualitative and quantitative techniques will be discussed.

Students will explore techniques used for constructing a research-based literature review in the field of instructional technology.

Examines the issues and responsibilities of using digital technologies. Consideration of issues of intellectual property rights, ethics, managing online reputation, and professional responsibilities.

Use learning theory and instructional design principals develop high quality, engaging online instruction

Examines the theory and practices of using educational technologies to ensure online courses include ample interaction. Class will include the knowledge and skills necessary to utilize some of these educational technologies.

Examines the issues with integrating curriculum with educational technologies such as learning management systems and the knowledge and skills necessary to evaluate the quality of online courses.

Participants are introduced to educational technologies and teaching applications that are used in the health professional environment such as simulations, standard patients, team-based training, and active-learning strategies.

Participants research educational technologies used in the health professionals' environment. Participants evaluate how the use of the educational technology has had an impact on the health professionals' teaching environment.

Students are assigned for a maximum of 100 hours to a library, learning center, computer facility, or video operation to gain practical experience under supervised conditions.

Covers leadership theory and networking; qualifications and duties of the director; planning and administering the program; preparing the budget; buying equipment and handling materials; in-service training and evaluation of the program.

The project may be a thesis or creative production and is prepared under the guidance of the student's advisory committee.