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EDUC-A 500 : School Administration

3 credits

Organization and structure of the school system, legal basis of school administration, agencies of administration and control, and standards for administration in the various functional areas. (Summer I)

EDUC-A 510 : School/Community Relations

3 credits

For teachers and school administrators. Characteristics of the community school, including the multicultural quality of the community; adapting the education program to community needs; use of community resources in instruction; planning school-community relations programs. (Summer I)

EDUC-A 512 : Curriculum for K-12 Educational Leaders

3 credits

For future educational leaders, but appropriate for all educators; provides an overview of the K-12 curriculum; explores principles of curriculum development, design, and evaluation; and examines forces that influence curricular change. (Fall)

EDUC-A 530 : Statistical Data for Educational Leaders

3 credits

This course provides experiences in administering, analyzing, and evaluating standardized tests and their results. Emphasis will be placed on how to provide leadership in using test data to improve classroom instruction. (Fall)

EDUC-A 540 : Elementary and Secondary Administration

3 credits

The course will explore the roles and functions of K-12 building level educational leader. Major focus will be on the managerial skills required to improve school effectivness. Through independent research, collaborative class activities and meaningful dialogue, students will exchange ideas and practical information concerning school administration. (Fall)

EDUC-A 608 : Legal Perspectives on Education

3 credits

Overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupils' rights, staff- student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation. (Summer II)

EDUC-A 670 : Supervision of School Instruction

3 credits

Modern concepts of supervision and the elevation process through which they have emerged. Supervisory work of the principal and supervisor or consultant. Study of group processes in a democratic school system. (Spring)

EDUC-A 675 : Leadership in Special Education

3 credits

The purpose of this course is to provide pre-service school principals a general understanding of the educational entitlement and civil rights of children with disabilities, take an in-depth look at federal and state legislation, IDEA 2004 and Revised Article 7; examine specific exceptionalities and their educational implications, and examine the process of cultivating and keeping teachers of the exceptional student. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures and administrative agencies, and interpreted by the courts. It is through the interaction of these various components of the legal system, legislative and judicial, that the field of special education has evolved. The knowledge and skills gained in this course shape the advocacy and ethical dispositions of the building principal. (Summer)

EDUC-A 695 : Practicum in School Administration

3 credits

Provides for closely supervised field experience in various areas of school administration. (Fall, Spring)

EDUC-E 317 : Practicum in Early Childhood Education

4 credits

P: admission to the Teacher Education Program and EDUC-E 335. Methods and materials used in the education of children from three to six years of age. Observation and participation. Grades: S or F. (As requested)

Prerequisite - admission to the Teacher Education Program and EDUC-E 335

EDUC-E 325 : Social Studies in the Elementary Schools

3 credits

Explores the sociological background of education and surveys subject matter, materials, and methods in the content area. (Fall, Spring)

Prerequisite - admission to the Teacher Education Program and appropriate arts and sciences prerequisites

EDUC-E 328 : Science in the Elementary Schools

3 credits

The focus is on developing teacher competencies in writing performance objectives, question asking, evaluation, and sequencing. Those competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children. (Fall, Spring)

Prerequisite - admission to the Teacher Education Program and appropriate arts and sciences prerequisites

EDUC-E 339 : Methods of Teaching Language Arts

3 credits

Describes and appraises the materials, methods, and techniques employed for schoolchildren from early childhood through early adolescence in the language arts program. (Fall, Spring)

Prerequisite - admission to the Teacher Education Program and appropriate arts and sciences prerequisites

EDUC-E 340 : Methods of Teaching Reading I

3 credits

Examines the basis of, describes, and appraises the methods and techniques employed in developmental reading programs for school children from early childhood through early adolescence. (Fall, Spring)

Prerequisite - admission to the Teacher Education Program and EDUC-E 339

EDUC-E 341 : Methods of Teaching Reading II

3 credits

Describes and appraises the methods, materials, and techniques employed in reading diagnosis and prescription for children from early childhood through early adolescence. (Fall, Spring)

Prerequisite - admission to the Teacher Education Program, EDUC-E 339, EDUC-E 340

EDUC-E 343 : Mathematics in the Elementary School

3 credits

Emphasis on the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child. (Fall, Spring)

Prerequisite - admission to the Teacher Education Program and successful completion of MATH-T 101 and MATH-T 102, Completion of MATH-T 103 is recommended

EDUC-E 505 : Organization and Administration of Early Childhood

3 credits

The study of different organizational plans for early childhood programs from infancy through age eight. Includes discussion of school philosophy, goals, curriculum, housing, staffing, budget policies for admission, grouping, health, licensing requirements, and school-community relations. (Fall)

Prerequisite - One course in early childhood education or consent of instructor.

EDUC-E 506 : Curriculum in Early Childhood Program

3 credits

Education and guidance of children two to six years of age in the home, nursery school, and kindergarten. Observation, reading, and discussion.

EDUC-E 518 : Workshop in General Elementary Education

cr credits

Individual and group study of problems within the field ofelementary education. One credit hour is offered for each week of full-time work. Grades S or F. (As needed)

EDUC-E 535 : Elementary School Curriculum

3 credits

Social, economic, and educational forces influencing changes in the curriculum of the elementary school; observation and study of the curriculum of the elementary school and methods of evaluating it. (Summer II)

EDUC-E 536 : Supervision of Elementary School Instruction

3 credits

Modern concepts of supervision and the evaluation processes through which they have emerged. Supervisory work of the principal and supervisor or consultant. Study of group processes in a democratic school system. (Spring)

EDUC-F 200 : Examining Self as a Teacher

3 credits

Designed to help a student make a career decision, better conceptualize the kind of teacher the student wishes to become, and reconcile any preliminary concerns that may be hampering a personal examination of self as teacher. Student will design a major portion of the work (Fall, Spring, Summer II).

EDUC-F 401 : Topical Explorations in Education

3 credits

Help pre-service teachers develop an understanding of mathematics content and pedagogy relevant to be a successful elementary school teacher. Focus is on content and methods that are consistent with recent recommendations about mathematics learning and teaching and the state of Indiana Academic Standards.

Prerequisite - MATH-T 101

EDUC-F 500 : Topical Exploration in Education: Engaging Studesn

3 credits

This course explores the methods of creative active, collaborative, innovative learning assignments and activities using a Learning Management System as well as other web-based learning tools like audio, video, and interactive games.  

EDUC-F 500 : Topical Exploration in Education: Fundamentals of

3 credits

This course focuses on the study and application of fundamentals of course navigation, layout, and content design, and methods of curriculum planning for online courses including the study of appropriate workload by course level and subject.

EDUC-H 340 : Education and the American Culture

3 credits

The present educational system, its social impact and future implications viewed in historical, philosophical, and sociological perspectives. Special attention is given to minorities and the ethnic and cultural dimensions of the educational system. (Fall, Spring)

EDUC-H 520 : Education and Social Issues

3 credits

Identification and analysis of major problems in education and the pluralistic nature of American society. (Fall, Summer I, Summer II)

EDUC-H 637 : Topical Seminar

3 credits

Critical examination of a problem area in history of education or comparative education that has been extensively studied by the instructor.  Includes discussions of how issues of race, class, and gender affect the education of students in the past and present.  Analyzes the political, economic, and social relations in the U.S. that led to changes in perceptions of race, class, and gender.  Discusses multicultural and global perspectives on change that affect education.

EDUC-H 637 : Topical Seminar : Research and Future Trends in K

3 credits

This course provides teachers with an opportunity to use educational enquiry to explore new learning opportunities in online learning environments.  Teachers will review, evaluate, and critique educational research in online learning envirnoments to inform policy, theory, and prctices as well as learn how to safeguard student privacy.  

EDUC-J 205 : Methods of individualizing Instruction

3 credits

Students will critically examine several approaches to individualizing instruction. Emphasis is on developing strategies for determining characteristics of the learner and on creating a variety of classroom strategies designed to individualize learning (K-12). Course project is development of classroom instructional materials, in-service program design, or proposal for research.

EDUC-K 205 : Introduction to Exceptional Children

3 credits

An overview of the characteristics and identification of exceptional children. The course presents the issues in serving exceptional children as they participate in the educational, recreational, and social aspects of their lives. (Fall, Spring, Summer I)

EDUC-K 343 : Education of the Socially and Emotionally Disturbe

3 credits

A survey of the literature related to behavioral and emotional disturbances in children, including historical information, theoretical approaches, characteristics, and issues.  (Fall, Spring)

EDUC-K 344 : Education of the Socially and Emotionally Disturbe

3 credits

A survey of educational curricula, procedures, and materials for children who are socially and emotionally disturbed.  Development of teaching skills is emphasized.  (Fall, Spring)

Prerequisite - EDUC-K 205

EDUC-K 352 : Education of Children with Learning Problems

3 credits

Educational programs for optimum growth and development of educable mentally retarded and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials. (Course also includes knowledge of techniques in behavioral control, how to develop and implement prescriptive programs based on diagnostic findings, awareness of referral agencies available for aid to students with learning disabilities.) (Fall, Spring)

Prerequisite - admission to the Teacher Education Program, EDUC-K 205, EDUC-K 370

EDUC-K 370 : Introduction to Learning Disabilities

3 credits

Survey of historical development and current status of definitions, classifications, assessment, and treatment procedures for learning disabled students. (Course also includes discussion of Article 7 requirements for identification of learning disability in Indiana public schools.) (Fall, Spring)

Prerequisite - admission to the Teacher Education Program, EDUC-K 205

EDUC-K 480 : Student Teaching Special Education

6 credits

Provides experience for each student in the respective area of exceptionality under the direction of a supervising teacher in an educational school setting. (Fall, Spring)

Prerequisite - admission to the Teacher Education Program, Completion of all minor requirements

EDUC-K 495 : Practicum in Special Education

3 credits

Closely supervised field experience in special education (Fall, Spring)

Prerequisite - admission to Student Teaching, EDUC-K 205 and EDUC-K 370, and must be taken concurrently with EDUC-K 352 and in the TAL program concurrently with EDUC-E 328 and EDUC-E 341

EDUC-K 501 : Adapting Computers for the Handicapped

3 credits

Provides background information and experiences necessary to plan for and integrate special education technology into the curriculum of special education classrooms and for individuals with handicaps in the mainstream situation: software/uses, integration/implementation planning, IEP/ data management, adaptive devices and funding. (Spring, Summer II)

EDUC-K 505 : Introduction to Special Education for Graduate Stu

3 credits

Basic special education principles for graduate students with no previous course work in special education. (Fall, Spring, Summer I)

EDUC-K 520 : Survey of Behavior Disorders

3 credits

An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children, including historical information, theoretical approaches, characteristics, and issues. (Fall)

EDUC-K 525 : Survey of Mild Handicaps

3 credits

An advanced survey of the literature relating to mild disabilities, including historical foundations, definitions, and current issues facing workers in the field.  

EDUC-K 535 : Assessment/Remediation of Mildly Handicapped I

3 credits

Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in such academic areas as reading and mathematics. (Spring)

EDUC-K 536 : Assessment/Remediation of Mildly Handicapped II

3 credits

Focuses on the analysis and selection of instructional materials, use of assessment information, and development and implementation of individual educational plans for mildly handicapped children. (Summer I)

EDUC-K 543 : Education of the Socially and Emotionally Disturbe

3 credits

A basic survey of the field of emotional disturbance and social maladjustment. Definitions, classifications, and characteristics: diagnostic and treatment procedures from a psychoeducational point of view. (Fall)

EDUC-K 555 : Variable Title: Reading Assessment and Instruction

3 credits

Investigates methods employed in reading diagnosis and prescription for students with special needs.

EDUC-K 595 : Practicum in Special Education

3 credits

Closely supervised field experience in areas of Mild Interventions.  This course is intended to provide practical application of content taught throughout the mild interventions licensure program. 

Prerequisite - All checkpoint three criteria must be met.

EDUC-L 517 : Advanced Study of Content Reading and Literacy

2- credits

Focuses on advanced senior high/junior high/middle school curriculum, methods and materials for teaching students to read more effectively (with emphasis on appraisal and reflection of methods), and materials and techniques used in developmental reading programs.

EDUC-M 301 : Field Experience

3 credits

Students observe and participate in the use of methods and materials of elementary schools and reflect on how they relate to classroom management. (Fall, Spring)

EDUC-M 304 : Field Experience

3 credits

Students observe and participate in the use of methods and materials of elementary schools and reflect on how they relate to the diversity of learners. (Fall, Spring)

EDUC-M 310 : General Methods

3 credits

An introduction to instructional design, media, and methodology appropriate to all teaching levels. Provides an orientation to classroom management, legal rights and responsibilities of students and teachers, disability awareness, human relations skills, and other general methods concerns. (Fall, Spring)

Prerequisite - Admission to the Teacher Education Program

EDUC-M 314 : General Methods: Senior High / Junior High / Middl

3 credits

General methodology and organization and knowledge about the teaching process, including general methods, instructional media, measurement, curriculum development, organization of the senior high/junior high/middle school, and techniques to promote individualized and interdisciplinary learning. (Fall)

Prerequisite - admission to the Teacher Education Program

EDUC-M 323 : The Teaching of Music in the Elementary Schools

2 credits

Fundamental procedures of teaching elementary school music, stressing music materials suitable for the first six grades. (Fall, Summer I)

Prerequisite - admission to the Teacher Education Program, Not open to music majors

EDUC-M 330 : Foundations of Art Education and Methods I

3 credits

Learning to teach art at the middle school level. (Spring) 

EDUC-M 333 : Art Experiences for the Elementary Teacher

2 credits

The selection, organization, and guidance and evaluation of art activities, individual and group. Laboratory experiences with materials and methods of presenting projects. (Fall, Summer I)

Prerequisite - admission to the Teacher Education Program

EDUC-M 425 : Student Teaching in the Elementary School

3 - 16 credits

Classroom teaching and other activities associated with the work of the full-time elementary classroom teacher. (Fall, Spring)

Prerequisite - entrance to the Student Teaching Program

EDUC-M 430 : Foundations of Art Education and Methods II

3 credits

Learning to teach art at the high school level. (Fall) 

EDUC-M 437 : Teaching Science 5-12

1 - 3 credits

Focus on curriculum decisions teachers make every day. Specifically, students in this course will examine current learning theories and apply these theories to instructional practices at the middle grades and high school. (Spring)

EDUC-M 441 : Methods of Teaching Senior High / Junior High / Mi

3 credits

Develops concepts and theories from social science, humanities, and education into practice of successful social studies instruction. Integrates social issues and reflective thinking skills into the social studies curriculum. Emphasis on curriculum development skills and repertoire of teaching strategies appropriate for learners. (Spring)

Prerequisite - admission to the Teacher Education Program

EDUC-M 446 : Methods of Teaching Senior High / Junior High / Mi

3 credits

Designed for students who plan to teach biology, chemistry, earth / space science, general science, or physical science in the Senior High/Junior High/Middle School. (Fall)

Prerequisite - admission to the Teacher Education Program

EDUC-M 452 : Methods of Teaching Senior High / Junior High / Mi

3 credits

Methods, techniques, content, and materials applicable to the teaching of English in the Senior High/Junior High/Middle School. (Spring)

Prerequisite - admission to the Teacher Education Program

EDUC-M 457 : Methods of Teaching Senior High / Junior High / Mi

3 credits

Study of methodology, heuristics of problem solving, curriculum design, application of instructional computing, professional affiliations, and teaching of daily lessons as related to instructional units appropriate for the Senior High/Junior High/Middle School mathematics classroom. (Spring)

Prerequisite - admission to the Teacher Education Program

EDUC-M 459 : Teaching Mathematics 5-12

1 - 3 credits

This course will focus on the curriculum and instruction issues that teachers face every day in the classroom. Specifically, students in the course will examine current theories and apply these theories to instructional practices. (Fall)

EDUC-M 464 : Methods of Teaching Reading

3 credits

Focuses on the Senior High/Junior High/Middle School curriculum, methods and materials for teaching students to read more effectively (with emphasis on description and appraisal of methods), and materials and techniques used in developmental reading programs. (Spring)

Prerequisite - admission to the Teacher Education Program

EDUC-M 469 : Content Area Literacy

1 - 3 credits

Focuses on middle, junior, and senior high school. Curriculum, methods and materials for teaching students to read and learn more effectively in all content areas. (Fall)

EDUC-M 480 : Student Teaching in the Secondary School

3 - 16 credits

Students assume, under the direction of the supervising teacher, responsibility for teaching in their own subject-matter area in a public school in the state. (Fall, Spring)

Prerequisite - entrance to the Student Teaching Program

EDUC-M 483 : Teaching Social Studies 5-12

1 - 3 credits

Historical and contemporary roles of social studies will be explored with an emphasis on roles played by history, the social sciences, and the humanities. Particular attention is given to development of skills essential to successful social studies instruction and a resource bank of instructional ideas. (Fall)

EDUC-M 501 : Laboratory/Field Experience

3 credits

Field Experience:  Emotional Disabilities.  Supervised field experience in area of emotional disabilities.  M501 must be taken concerrently with K543.  This course is intended to provide practical application of content covered in K543 Education of the Socially and Emotionally Disturbed. 

EDUC-M 501 : Laboratory/Field Experience

3 credits

Field Experience:  Mild Disabilities.  Supervised field experience in area of mild disabilities.  M501 must be taken concurrently with K535.  This course is intended to provide practical application of content covered in K535 Assessment/Remediation of Mildly Handicapped I. 

EDUC-M 501 : Laboratory/Field Experience

3 credits

Field Experience in Urban Classrooms.  Supervised field experience in urban education. This course is designed to acquaint students with concepts and practices that are appropriate for successful urban teaching. The course will focus on Critical pedagogy in theory and practice.  The seminar will accompany the hours spent in an urban secondary school.  it is the intent of this course to integrate urban strategies with content methods.  

EDUC-M 550 : Practicum

3 credits

Teaching or experience in an accredited school, usually in Indiana. (S/F graded.) (Fall, Spring)

EDUC-P 250 : Educational Psychology

3 credits

The study and application of psychological concepts and principles as related to the teaching-learning process. Topics covered include educational research methods, cognitive and language development; personal, social, and moral development; behavioral learning; motivation; effective teaching; and measurement and evaluation. (Fall, Spring)

Prerequisite - ENG W131, EDUC-F200, and EDUC-W200

EDUC-P 345 : Academic/Behavioral Assessment of the Mildly Handi

3 credits

Instruments used to assess intellectual, educational, and social comptencies of exceptional children. (Fall, Spring)

EDUC-P 407 : Psychological Measurement in the Schools

3 credits

Application and measurement principles of classroom testing, construction, and evaluation of classroom tests; evaluation of student performance; interpretation and use of measurement data; assessment of aptitudes, achievement, and interests via standardized tests; school testing programs. (Fall, Spring, Summer II)

Prerequisite - admission to the Teacher Education Program

EDUC-P 506 : Topic Workshop in Educational Psychology: Assessi

3 credits

This course is designed to explore the methods of managing effective and supportive online learning environments by using various communication tools and approaches to student issues.  In addition, teachers will explore formative and summative assessment strategies for ongoing evaluation of student performance and progress, modifying instructlonal strategies as needed from assessment data.   

EDUC-P 507 : Testing in the Classroom

3 credits

Construction of classroom tests and other evaluation devices. Teacher's use of standardized tests. Designated for master's-level teacher-training students who had no undergraduate course in measurement. (Spring, Summer II)

EDUC-P 508 : Practicum in Measurement

1 - 6 credits

Gives experience in constructing and analyzing teacher-made tests and administering, analyzing, and evaluating standardized tests. Emphasis is on group and individual tests that do not require extensive training in administration and analysis. (Indiana University Northwest will offer EDUC P508 as a 3 credit hour course.) (Spring, Summer II)

Prerequisite - EDUC P507.

EDUC-P 510 : Psychology in Teaching

3 credits

Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems of the teacher's assumptions about human behavior and its development. (Summer II)

EDUC-P 514 : Life Span Development: Birth to Death

3 credits

A survey course of human development from infancy through old age emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications for all life stages fro birth to death.

EDUC-P 519 : Psychoeducational Assessment of Exceptional Childr

3 credits

Instruments used to assess intellectual, educational, and social competencies of exceptional children. Additional credit for supervised practice in administering those tests to children with visual or acoustical handicaps, cerebral palsy, language impairment, or mental retardation.  (Fall)

EDUC-P 570 : Managing Classroom Behavior

3 credits

An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupil’s problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules and group processes. Designed for teachers, administrators and pupil personnel workers. (Summer II)

EDUC-Q 200 : Introduction to Scientific Inquiry

3 credits

This course provides education majors an opportunity to think and explore science through active participation.  Students will plan investigations and formulate working explanations using questions, data, claims, and evidence based on their own experiences and appropriate resources.  The course emphasizes developing the practice of critical thinking and argument-based science inquiry.  

EDUC-S 490 : Research in Secondary Education

ar credits

Individual research. Consent of instructor required prior to enrollment.

EDUC-S 503 : High School Curriculum

3 credits

Designed to provide an overview for the teacher of the basic theories underlying the secondary school curriculum as well as an examination of the subject areas, problems, trends, challenges for the future, and significant research in the field. (Spring, Summer I)

EDUC-S 508 : Problems in Secondary Education

3 credits

Analysis of a common problem in the field of secondary education. (Fall, Spring)

EDUC-S 510 : Development of Secondary School Programming

3 credits

This course is designed to acquaint you with appropriate methods and materials for successful teaching in secondary urban classrooms, covering grades 5-12.  The course will include an overview of the latest research and practice related to urban teaching.  Their implications for planning, delivering and assessing instruction will be discussed.  EDUC-S 510 will acquaint the student with both the philosophies and practices associated with teaching in the urban environment. 

EDUC-S 512 : Workshop in Secondary Education

1 - 6 credits

Individual and group study of issues or concerns relating to the field ofsecondary education (in workshop format). Grades S or F. (As needed)

EDUC-S 517 : (EDUC N517) Advanced Study in the Teaching of Seco

3 credits

For experienced mathematics teachers. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards and determination of essentials of content. Developing mathematics programs for specific school situations. (Fall)

EDUC-S 518 : Advanced Study in the Teaching of Secondary School

3 credits

For science teachers. Improved techniques, current literature, textbooks, and free and low-cost materials. Solutions to specific practical problems confronting science teachers in the classroom and laboratory. (Spring)

EDUC-S 519 : Advanced Study in the Teaching of Secondary School

3 credits

For experienced teachers. Restudying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations. (Spring)

EDUC-S 655 : Supervision of Secondary School Instruction

3 credits

The roles and functions of supervisors, the modern concept of supervision, techniques of supervision, improvement of teaching procedures, and new trends in the organization of instruction. (Fall, Spring)

EDUC-T 550 : Cultural/Community Forces and the Schools: (variab

3 credits

Promotes modification of instructional strategies within diverse educational settings by providing opportunities to analyze community forces and cultures through cultural orientation workshops and seminars, culturally focused readings, direct residential participation in community-related activities, and site-based culture/strategies reports. (Summer I)

EDUC-W 200 : Using Computers in Education

3 credits

Introduction to instructional computing, educational computing literature, and BASIC programming. Review of and hands-on experience with educational software packages and commonly used microcomputer hardware. (Fall, Spring, Summer I)

EDUC-W 505 : Professional Development Workshop

3 credits

Master's Capstone Seminar.  This seminar is designed as a capstone experience in which candidates will select artifacts and develop rationales for teaching decisions.  Through the portfolio, students will demonstrate their knowledge and skills related to the Lead Teacher conceptual framework. (Fall, Spring, Summer) 

EDUC-W 505 : Professional Development Workshop: Capstone-Design

3 credits

This course is designed to be a capstone experience that culminates with the teacher created online course (TCOC)  The TCC will demonstrate and exemplify the knowledge and abilities of research-based and national standards-based online course design.   

EDUC-W 531 : Computers in Education

3 credits

Introduction to instructional computing, educational computing literature, and BASIC programming.  Review of and hands-on experience with educational software packages and commonly used microcomputer hardware. (Fall, Spring)

EDUC-X 151 : Reading / Learning Techniques II

3 credits

Develops higher levels of learning skills with instruction and practice in critical reading and listening and test-taking techniques. Students are required to spend at least two hours per week in the Reading Laboratory. Credit does not apply toward a degree. (Fall, Spring, Summer I)

EDUC-X 155 : Critical Reading and Research Seminar

3 credits

A course which helps students gain a better understanding of how people think and learn, accomplished through processes such as self- reflection and discovery, critical thinking, and reading analysis. Credit does not apply toward a degree. (Fall, Spring, Summer II)

EDUC-X 157 : Strategies for Academic Success

3 credits

A course designed to increase student success in college through the study of time management, learning styles, test taking, note taking, and study techniques. Credit does not apply toward a degree. (Fall, Spring, Summer II)

EDUC-X 400 : Diagnostic Teaching of Reading in the Classroom

3 credits

Describes and appraises the methods, materials, and techniques employed in diagnosis and prescription of reading instruction in middle and high schools. (As needed)

Prerequisite - admission to the Teacher Education Program, EDUC-M 464, and EDUC-P 407

EDUC-X 401 : Critical Reading in the Content Areas

3 credits

Aids elementary and secondary teachers in the development of instructional strategies that assist students in the comprehension, critical analysis, and integration of ideas present in print material and various subject matter areas. (As needed)

Prerequisite - admission to the Teacher Education Program

EDUC-X 425 : Practicum in Reading

3 credits

Students work in selected elementary and secondary classrooms diagnosing and assisting pupils in the area of reading. This experience will always include a series of seminars in conjunction with the field placement. Grades S or F. (As needed)

Prerequisite - admission to the Teacher Education Program, EDUC-X 400 and EDUC-M 464 or EDUC-E 340 and EDUC-E 341 or consent of instructor

EDUC-X 460 : Books for Reading Instruction

3 credits

Examines the use of children's literature, trade books, and other nontext materials in reading instruction. Contemporary and historical selections for children and adolescents included. (As needed)

Prerequisite - admission to the Teacher Education Program, EDUC-M 464 or EDUC-E 340 or consent of instructor

EDUC-X 470 : Psycholinguistics of Reading

3 credits

Explores the linguistic and cognitive dimensions of language. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on semantics, grammar, and dialect. (Spring)

Prerequisite - admission to the Teacher Education Program

EDUC-X 490 : Research in Reading

ar credits

Individual research dealing with diagnosis of reading difficulty and solutions and problems through research, conferences, and practice in the use of materials and equipment. Grades S or F. (As needed)

EDUC-X 501 : Critical Reading in Content Areas

3 credits

Aids elementary and secondary teachers in the development of instructional strategies, which assist students in the comprehension, critical analysis, and integration of ideas present in print material and various subject matter areas. (Summer I)

EDUC-X 502 : Psycholinguistics of Reading

3 credits

EDUC X502 Psycholinguistics of Reading (3 cr.) Explores the linguistics and cognitive dimensions of language. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on semantics, grammar, and dialect. (Summer II)

EDUC-X 502 : Practicum in Reading

1 - 4 credits

Diagnostic testing, remedial classroom teaching, compiling clinical records, and reporting to academic counselors. Grades S or F. (Spring)

Prerequisite - Education EDUC E545 or EDUC 5514, EDUC X504, or consent of instructor.

EDUC-X 503 : Books for Reading Instruction

3 credits

Examines the use of children's literature, trade books, and other nontext materials in reading instruction. Contemporary and historical selections for children and adolescents included. (Summer II)

EDUC-X 504 : Diagnosis and Correction of Reading Difficulties i

3 credits

Treats the theory; correlates instruments and techniques of diagnosing reading difficulties in the classroom. (Fall)

Prerequisite - EDUC E545 and EDUC P507.

EDUC-X 530 : Topical Workshop in Reading (variable title)

1 - 3 credits

Individual and group study of special topics in the field of reading. Means for improving the teaching of reading. One (1) credit hour offered for each week of full-time work. Grades S or F. (Summer I)

Prerequisite - Instructor's permission.

EDUC-X 590 : Research in Reading

1 - 6 credits

Consent of instructor required prior to enrollment. Grades S or F. (As needed)

EDUC-X 590 : Master's Thesis in Education

3 credits

The thesis may be an organized scientific study or a systematic and comprehensive analysis of theory and practice in a specific area. (Fall, Spring, Summer I, Summer II)

EDUC-Y 520 : Strategies for Educational Inquiry

3 credits

Introductory course intended to orient beginning graduate students to the conduct of social science inquiry in general and educational inquiry in particular and to acquaint them with key terms and generally accepted procedures in qualitative and quantitative inquiry. (Fall, Spring, Summer II)

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