Graduate Courses

ADE—Adult Education

ADE 5083. Human Resource Development (3).  This course offers a comprehensive survey of the structure and function of human-resource development in organizations. Focus is on alternative perspectives, professional roles and competencies, as well as on the organizational features affecting Human-Resource Development operations and programs.

ADE 5189. Staff Training and Development (3).  This course covers the theory and practice of training and staff development based on the design and use of experiential instructional interventions meant to enhance individual, group, and organizational efforts. This course introduces students to the key concepts, principles, and processes that drive the staff training and development function and to enable them to improve their related analytical and technical skills.

APK—Applied Kinesiology

APK 5121. Sport and Exercise Psychology for Coaches (3).  This course focuses on the theoretical and practical knowledge needed in coaching various sports, emphasizing critical thinking and application of scientific findings.

APK 5111C. Advanced Exercise Physiology (3).  This course studies the physiological effects of acute and chronic physical exercise.

APK 5139L. Advanced Exercise Physiology Laboratory (1). Corequisite: APK 5111C. This course provides students with the skills and knowledge for practical application of advanced laboratory techniques to examine human performance physiology. This allows students to predict and enhance human performance associated with exercise training and cardiorespiratory fitness.

APK 5166. Supplements in Exercise (3). Prerequisites: Admission into a program within the Department of Nutrition and Integrative Physiology, or instructor permission. A basic background in exercise physiology and human metabolism/bioenergetics is required. This course provides an immersion into the theoretical and applied background for why nutritional supplements can positively, and negatively, impact health, performance, and many physiological processes. The regulation, marketing, and testing of nutritional supplements are also covered due to the unique aspects of these areas for nutritional supplements as compared to food and drugs.

APK 5177. Strength and Power Training for Sport Performance (3).  This course is designed to meet specific competencies needed for students pursuing a career in strength and conditioning. The focus is on learning the proper execution and technique for various multi-joint exercises that develop strength and power. Attention is given to honing students’ ability to implement these training exercises safely and effectively in others.

APK 5404. Sports Psychology (3).  This course provides an introductory graduate survey of sport psychology topics and research.

APK 6178. Human Physiology I (3). Prerequisites: Admission into a graduate program within the Department of Nutrition and Integrative Physiology, or instructor permission. Basic background in anatomy and physiology is required. This course is the first of a two-part series providing an intense, comprehensive overview of major human organ systems' structure and function in both diseased and non-diseased states. As one's understanding of physiology is foundational to research or practice in health sciences, students must understand how properly functioning organ systems are critical for human well-being.

APK 6179. Human Physiology II (3). Prerequisites: Admission into a graduate program within the Department of Nutrition and Integrative Physiology, or instructor permission. Basic background in anatomy and physiology is required. This course improves student understanding of how cells, tissues, and organs function in both an independent and coordinated manner so this foundational knowledge can further support students' research endeavors.

APK 6410. Group Dynamics in Sport (3).  This seminar is designed to provide an overview and perspective of the area of group dynamics in sport from a theoretical, empirical, and practical level.

APK 6412. Sport and Exercise Psychology Ethics (3).  This course consists of in-depth elaboration on current important professional issues related to ethics in sport and exercise psychology. The issues presented and discussed in class consist of book chapters, the American Psychological Association (APA) and the Association of Applied Sport Psychology (AASP) Codes of Ethics publications.

APK 6935r. Seminar in Health, Nutrition, and Food Science (1).  This course builds research and presentation skills focusing on various aspects of nutrition, food, physiology, and other areas of basic/applied sciences.

APK 8945r. Exercise Physiology Internship (1-9). (S/U grade only.) Prerequisites: APK 5111C, PET 5553, and instructor permission. This course consists of supervised field experience in applied exercise physiology with emphasis on corporate and adult fitness, cardiac rehabilitation, or hospital based wellness programs.

ATR—Athletic Training

CHD—Child Development

CHD 5266. Advanced Child Development (3).  This course is a survey of contemporary child development research literature.

CHD 5617. Professional Development in Family and Child Sciences (1). Prerequisite: Graduate standing. This course is designed to introduce graduate students in Family and Child Sciences to professional development topics in the field of family and child sciences.

CHD 5906r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of nine credit hours.

CHD 5912r. Supervised Research (1-3). (S/U grade only.)  A maximum of three hours may apply to the master's degree.

CHD 5915. Methods of Research I (3). Prerequisite: A graduate statistics course such as EDF 5401 or equivalent. This course explores research design, with emphasis on the development of a thesis or dissertation prospectus. Includes a laboratory to practice data-analysis applications.

CHD 5942r. Supervised Teaching (1-3). (S/U grade only.)  A maximum of three hours may apply to the master's degree.

CHD 6261. Theories of Child Development (3). Prerequisites: Graduate courses in child development, psychology, counseling, or family studies, as well as instructor permission. This course is a review of current theories of child development.

CHD 6264. Assessment Techniques for Children and Families (3). Prerequisites: Background in child and family study, as well as instructor permission. This course examines current child and family assessment techniques. Psychometric characteristics of measurements are reviewed.

CHD 6636. Development of Social Withdrawal, Inhibition, Shyness, and Anxiety from Childhood to Young Adulthood (3). Prerequisite: CHD 5266 or instructor permission. This course covers multi-disciplinary theoretical and empirical research on social withdrawal, inhibition, shyness, and anxiety in childhood, adolescence, and young adulthood. Content includes temperament, genetic vulnerability, parenting, developmental trajectories, social cognition, peer relations, cross-situational continuity and change, risk and resilience, internalization, and prevention.

CHD 6980r. Dissertation (1-24). (S/U grade only.) Prerequisite: Admission to doctoral candidacy.

CHD 8964r. Preliminary Doctoral Examination (0). (P/F grade only.) 

CLP—Clinical Psychology

CLP 6169. Adult Development and Psychopathology (3). Prerequisite: Clinical psychology majors only. This course offers theoretical and empirical perspectives on the biological and psychosocial aspects of psychopathology. Includes issues of definition classification, diagnosis, etiology, as well as treatment implications     in the context of human development.

DEP—Developmental Psychology

DEP 5068. Life-Span Human Development (3).  This course discusses central theories and topics in developmental psychology across the life span, focusing especially on the implications of developmental theory and empirical research on counseling and other helping professions.

DEP 5070. Child & Adolescent Development (3).  This course demonstrates that being an effective school psychologist depends on many factors, including the ability to ensure that students participate in services that are appropriate for their developmental levels. The course teaches students to learn to conceptualize children’s development from multiple theoretical perspectives and translate current scientific findings in order to address complex issues that arise in the school setting.

DIE—Dietetics

DIE 5248. Advanced Medical Nutrition Therapy (3). Corequisite: Admission to Dietetics Internship Program (needs Internship Director's permission to enroll). This course offers a presentation and discussion of current topics in the field of dietetics and health care, including discussion of novel concepts and applications in dietetics. Methods in nutritional assessment are reviewed. Also, core competencies expected of entry-level dieticians are reviewed and completed.

DIE 5935. Current Topics in Dietetics (3). (S/U grade only.) Prerequisite: DIE 5248. Corequisite: Admission to Dietetics Internship Program (requires Internship Director's permission to enroll). This course offers a presentation and discussion of current topics in the field of dietetics and health care; dissemination and discussion of novel concepts and applications in the practice of dietetics; review of methods in nutritional assessment; and review and completion of core competencies expected of entry-level dietitians.

EAP—English as a Second Language for Academic Purposes

EAP 5838r. English Pronunciation for International Teaching Assistants (3). (S/U grade only.)  This course is designed to help non-native English speakers improve pronunciation skills in order to become more competent and confident speakers of English; it provides learners with an understanding of the phonetic and phonemic structure of English and includes extensive speaking and listening practice. The course helps students develop an awareness of specific pronunciation features of North American English consonant and vowel sounds. Features of English rhythm and stress patterns are also analyzed and practiced. May be repeated to a maximum of nine credit hours.

EAP 5845r. Academic Writing for International Graduate Students (3). (S/U grade only.)  This course is designed to help international graduate students develop the skills they need to become successful writers in their academic careers. The course covers strategies to organize and develop ideas, navigate word and grammar choices particular to academic written English, avoid plagiarism and properly use citation and reference styles. May be repeated to a maximum of nine credit hours.

EAP 5855r. Academic English and Communication Skills for International Graduate Students (3).  In this course, international graduate students improve their academic English and communication skills for success in a graduate program at FSU. Students enhance their overall English skills, analyze differences in academic and cultural expectations, and learn about resources available to them at FSU. May be repeated to a maximum of six credit hours.

EAP 5860. Advanced English Practice for International Educators (3). (S/U grade only.)  This is an orally based individualized course in English as a second language, designed to provide practice in diagnosed problem areas.

EDA—Educational Administration

EDA 5069. Ethics in Educational Leadership (3).  This course examines educational leaderships as an ethical endeavor; covers the assumptions, values, and beliefs that inform school practice and policies; discusses systemic constraints to educational leadership; and also covers social-justice concerns in education.

EDA 5107. Educational Leadership and Change (3).  This course is designed to teach aspiring educational leaders how to lead change in an educational setting. Students are exposed to comprehensive tools that are grounded in research that lead to the transformation of schools.

EDA 5191. Leadership for Diversity (3).  This course integrates DOE requirements of ESOL Standards for School Administrators with a) an understanding of the Consent Decree, accountability and equity issues related to LEP students; b) an understanding of compliance with federal and state regulations; and c) an understanding of cultural proficiency in the school environment.

EDA 5192. Educational Leadership (3).  This course covers basic leadership theories, motivation, group dynamics, planning, and change processes in educational settings. The course emphasizes knowledge, analysis, and applications that draw from multidisciplinary perspectives, including organizational analysis, psychology, anthropology, and sociology.

EDA 5219. Resource Management for Educational Leaders (3).  This course examines public education as an economic institution, emphasizing the relationship between the purposes of schooling and the human and fiscal-resource allocation role of the principal. The principal's role in selected strategies and techniques in critical thinking and problem solving as applied to school improvement are presented. Procedures involved in school funding are examined, as well as the role of the principal in implementing statutes, audits, procedures, and policies. Recruitment, selection, retention of school personnel, and collective bargaining are examined as they relate to state and federal law.

EDA 5231. Applications of Policy (3).  This course explores the roots of the educational process, the role of different stakeholders in policy formation and implementation, and applications of these educational policies in schools for the purpose of improving teaching and learning.

EDA 5232. Legal Aspects of Public School Administration (3).  This course is designed to enable students to identify and apply legal principles that place limits on authority, define individual and corporate liability and inform standards of educational practice in public school settings. It emphasizes knowledge, analysis, and application that explores a range of leadership competencies, including concept formation, organizational sensitivity, problem solving and decisiveness. The course includes readings offering an overview of key legal and ethical issues for school administrators and case scenarios designed for small group and individual analysis.

EDA 5242. School Finance (3).  This course examines public education as an economic institution. The sources and methods of distribution of public school revenue at the various levels of government. The social-economic-political context in which public finance decisions are evolved and their relationship to current educational issues.

EDA 5288. The Politics of Education (3).  This course is an introduction to the study of the nation's largest social institution, public education. Using concepts based in the discipline of political science, the course explores how ideologies, institutions, and social groups have interacted to shape formal schooling in the United States. Class discussions and readings focus on the distribution of power and leverage in the political process of American society and the utilization of communication and analytic skills by educational administrators and policy analysts.

EDA 5423. Data Driven School Improvement (3).  This course builds expertise in using data for a variety of school-improvement purposes, including instructional decision-making in grades K-12. Collaborative action-research skills are developed to solve school-based problems.

EDA 5501. The Assistant Principal (3).  This course provides an overview of research on the position of the K-12 Assistant Principal. The course addresses issues of role ambiguity, socialization, ethics, discipline, instruction, and various aspects of personnel management.

EDA 5503. The Principalship (3). Prerequisites: Admission to the Educational Leadership & Administration online Masters/Specialist programs. This course provides a systemic approach to leadership and management roles, responsibilities, opportunities, and challenges of school principals and other administrators. This course also serves as term one of the two-term internship. Through readings, Signature assessments, group activities, discussions, simulation activities, and research projects.

EDA 5504. Instructional Leadership (3). Prerequisite: Admission to the Educational Leadership and Administration Online Masters/Specialist Programs. This course is designed to provide an understanding of how school leaders engage in instructional leadership by hiring, developing, supporting, evaluating, and retaining diverse, effective, and caring instructional personnel with the capacity to promote the academic success and well-being of all students.

EDA 5507. Planning Effective Instruction (3).  This course explores the components and relationships that make up effective classroom instruction. Working on the assumption that effective classroom instruction is a necessary foundation for student achievement, school leaders need to know how to coach and monitor teachers use of effective instructional practices.

EDA 5508. Teacher Leadership Development (3).  This course is based on the increasingly important role of a school leader in identifying and developing teacher leaders in K-12 schools. School leaders need to be able to work with teacher teams effectively and to cultivate the talents of teachers as leaders in various aspects of school life. This course explores how school leaders can be prepared to successfully operationalize these dynamics.

EDA 5569. State Education Policy (3).  This course examines the development of education policy through the state legislature, state boards of education, and the state budgeting process. Emphasizes eclectic research methods in the conduct of limited scope educational policy studies at the state level.

EDA 5906r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of five credit hours.

EDA 5931r. Special Topics in Educational Administration (3).  This course content varies to provide opportunity to study current issues in educational administration and topics not offered in other courses. May be repeated as topics vary to a maximum of 12 credit hours.

EDA 5941r. Supervised Teaching (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

EDA 5942. Practical Experiences in Educational Leadership (3).  This practicum course's primary purpose is to provide students an experiential orientation into the components for fulfilling certification requirements in Educational Leadership/Administration toward Level I Educational Leadership Certification. The practicum provides the infrastructure that bridges leadership practice with leadership theory as students acquire the skills, knowledge, and dispositions to make a positive impact on improving schools and student achievement.

EDA 5945. Practicum in Educational Leadership I (1).  This course integrates Department of Education requirements of experiential learning through field experiences, school-based mentoring from an expert in the field, and the Florida Leaders Web site for professional development for aspiring school leaders.

EDA 6061. Educational Administration and Organizational Practice (3).  This course provides an introduction to educational administration and organizational practice for graduate students interested in education and policy. The course is composed of a social-systems model of which critical elements such as structure, motivation, culture and politics are covered. Opportunities and constraints for schools are explored along with key administrative processes and contemporary research on the effectiveness of schools.

EDA 6068. Education Policy to Practice for Educational Practitioners (3).  This course provides a broad overview of the field of K-12 educational policy. Students will learn central theories that have been used to understand the goals and mechanisms of different state and federal policy efforts aimed at improving schools and schooling.

EDA 6101. Organizational Theory (3).  This course is an overview of organizational concepts and theories to enable the advanced graduate student to develop alternative bases for utilizing organizational theory in future study and practice within educational settings.

EDA 6102. Perspectives on Leadership Theory (3).  This course examines traditional and non-traditional education leadership theories, including analyses of purposes and meanings inherent in formal and informal perspectives.

EDA 6105. Laboratory of Practice I (3). Prerequisite: EDF 6474. This course re-introduces students to key concepts/foundations of research design relevant to their dissertation. Students continue revisions on Chapter 1 of their dissertation and conduct an audit of their local context and/or organization.

EDA 6108. Laboratory of Practice II (3).  This course facilitates students’ ability to engender original thinking and research on important educational issues as they relate to issues of human rights and social justice in local and global contexts.

EDA 6110. Laboratory of Practice III (3).  In this third and final Laboratory of Practice course, students revise and finalize their preliminary exam manuscripts and supplemental materials, including IRB applications. As part of this process, students conduct a pilot study testing instruments or protocols that they may use to collect data.

EDA 6207. Leadership for School Renewal (3).  This course assists students in developing catalytic leadership for creating a vision description of total quality school/school district and a strategic plan for realizing that vision.

EDA 6425. Literature Review for Educational Research (3). Prerequisite: EDF6486 This course is designed to guide advanced doctoral students through the research process, including identifying and developing a research interest, refining research questions, and writing a review of the literature.

EDA 6930r. Seminar in Literature, Research and Professional Writing (1-3).  This course is a weekly seminar on current educational problems. May be repeated to a maximum of nine credit hours.

EDA 6968. Diagnostic Exam (0). (P/F grade only.)  This diagnostic exam appraises the student's ability to pursue the EdD doctoral degree and to facilitate advising in the development of the student's program of studies. The diagnostic exam is taken during the second term or after a doctoral student has completed nine to 12 credit hours of EdD coursework.

EDA 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. This course consists of research on the dissertation topic. A minimum of 24 credit hours is required. May be repeated within the same term.

EDA 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This preliminary examination determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours. May be repeated within the same term. May be completed two times.

EDA 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

EDA 8967r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

EDA 8985r. Dissertation Defense (0). (P/F grade only.) 

EDE—Elementary Education

EDE 5225. The Elementary School, K-6 (3).  This course examines the foundations for establishing an elementary school program, including the nature of knowledge, social issues, child development, and content development.

EDE 5227. The Integrated Curriculum in the Elementary and Middle School (3).  This course analyzes the reasons for integrating the curriculum and teaches how to implement an integrated approach in the elementary and middle schools.

EDE 5266r. Current Issues and Trends in Elementary Education (3).  This course is designed for students to perform a critical analysis of a number of issues and trends important to the public elementary school. May be repeated to a maximum of nine credit hours.

EDE 5324. Promoting Thinking in the Elementary School (3).  This course is an analysis of thinking processes of elementary-aged children and interventions to enhance thinking. Special emphasis given to critical thinking, creative thinking, moral thinking, problem solving, and decision making.

EDE 5511. Organization for Classroom Instruction in the Elementary School (3).  This course is an analysis and critique of current organizational patterns related to teaching in the elementary school.

EDE 5906r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

EDE 5910r. Supervised Research (1-5). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

EDE 5940r. Supervised Teaching (1-5). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

EDE 5941. Internship in Elementary Teaching (9-12). (S/U grade only.) Prerequisite: SCE5215. This culminating internship provides teacher candidates the opportunity to demonstrate mastery of the state-approved teacher preparation standards in a classroom setting, focusing on the areas of planning, instructional delivery, assessment, professional growth, and ethical behavior.

EDE 5942r. Elementary Teaching Field Practicum (3). Prerequisite: EDE 5225. This course provides teacher candidates with the opportunity to participate in an elementary classroom, focusing specifically on curriculum design and instruction, classroom management and discipline, and assessment. May be repeated to a maximum of six credit hours.

EDE 6805. Perspectives of Teacher Professional Development (3).  This course is for advanced graduate students preparing for leadership positions associated with professional development of teachers at pre-service, induction, and in-service levels. Model programs are viewed from historical, sociological, psychological, philosophical, and anthropological perspectives.

EDE 6937. Advanced Research Seminar in Elementary Education (3). (S/U grade only.) Prerequisites: EDF 5400; EDF 5402; and EDF 5481 or equivalent. This seminar is to assist students to master tasks required for a prospectus of a dissertation.

EDE 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy.

EDE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

EDE 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

EDE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

EDE 8985r. Dissertation Defense (0). (P/F grade only.) 

EDF—Education: Foundations and Policy Studies

EDF 5089. Black and Latino Education: History and Policy (3).  This course explores factors that have impeded academic achievement at the K-12 and university levels, in addition to examining programs that foster success. This course provides an understanding of the history and socio-economic context of the educational experience of African-Americans and Latinos, the two largest minority groups in the United States.

EDF 5300. Motivation and Emotion (3).  This graduate-level seminar provides students with information to understand underlying processes of humans' motivations and emotions.

EDF 5400. Basic Descriptive and Inferential Statistics Applications (4).  This course prepares students to both read and write papers containing basic statistical analyses. Topics covered include descriptive statistics, basic plots and graphing, hypothesis testing, confidence intervals, correlational techniques, and introduction to the general linear model.

EDF 5401. General Linear Model Applications (3). Prerequisite: EDF 5400. In this course, topics included are general linear model applications including multiple regression, ANOVA, ANCOVA, aptitude-treatment-interaction analysis, and other techniques.

EDF 5402. Advanced Topics in Analysis of Variance Applications (3). Prerequisite: EDF 5400 or equivalent. This course explores topics such as multiway ANOVA, covariance, repeated measures designs, nested designs, and generalizability theory.

EDF 5404. Bayesian Data Analysis (3). Prerequisite: EDF 5000. Corequisite: EDF 7418. This course provides students with practice in applying Bayesian methods for linear, generalized linear, and hierarchical linear models to educational data sets. The class covers using both the EM and MCMC algorithms in R and Stan. The course emphasizes interpretation of results and writing summaries of analyses.

EDF 5406. Multivariate Analysis Applications (3). Prerequisite: EDF 5401. This course examines design and analysis of research studies with multiple independent and dependent variables including path analysis, confirmatory factor analysis, and exploratory factor analysis.

EDF 5409. Structural Equation Modeling (3). Prerequisite: EDF 5406. This course considers rationale, mathematical theory, and application of structural equation modeling (SEM). Techniques include SEM with non-normal and categorical data, structural regression models, multiple-sample SEM, equivalent models, and longitudinal growth curve models.

EDF 5414. Introduction to Large Data Sets (3).  This course focuses on identifying, managing, analyzing, and interpreting findings from existing large databases specific to the field of education.  Students are introduced to the major existing databases and given the opportunity to analyze these data using Stata, a statistical software package popular in the social sciences.

EDF 5419. Missing Data Analysis (3). Prerequisites: EDF 5401. This course prepares students to analyze data sets with missing values using linear statistical models (i.e., regression, analysis of variance, analysis of covariance, etc.). This course covers models for missing data, situations in which listwise and pairwise deletion strategies do and do not provide unbiased estimates, single and multiple imputation methods, and Bayesian computation (expectation maximization--EM--algorithm and Markov chain Monte Carlo--MCMC).

EDF 5431. Classroom Assessment (3).  This course prepares prospective teachers for activities related to assessing students including establishing validity evidence, enhancing generalization of observations, using traditional and alternative assessment strategies, interpreting and using data to improve achievement, and utilizing assessment in the process of learning.

EDF 5432. Measurement Theory I (3). Prerequisite: EDF 5400 or equivalent. This course is an introduction to test theory; mathematical bases for operational procedures; practical applications of theory.

EDF 5434. Item Response Theory (3). Prerequisite: EDF 5400 or equivalent. This course covers the theory, principle, and techniques of a modern measurement theory, which is called item response theory (IRT).

EDF 5435. Theory of Scaling and Equating (3). Prerequisites: EDF 5401 and EDF 5434. This course introduces the basic theory and applications of scaling and equating for educational and psychological testing (e.g., achievement test, questionnaire, and attitude survey) for master and doctoral students.

EDF 5442. Inquiry and Measurement for Practitioners (3).  This foundational course addresses inquiry and measurement concepts for master's students. It focuses on inquiry to support data-based decision making processes related to learning and human performance.

EDF 5448. Scale and Instrument Development (3). Prerequisites: EDF5400, and EDF5431 or EDF5432. This course provides the skills essential to conceptualizing, designing, producing, administering, and interpreting educational and psychological scales and instruments. Focuses upon measures of achievement, aptitude, attitude, and interest.

EDF 5449. Survey Research Methods (3).  This course introduces the design, use, and analysis of questionnaires for data collection; significant research questions and strengths and weaknesses of various methodologies are discussed. Hands-on practice in questionnaire design.

EDF 5456. Introduction to Categorical Data Analysis (3). Prerequisite: EDF 5400 or instructor permission. This course introduces statistical methods for binary, ordinal, and nominal categorical data and frequency data for students and applied researchers in social sciences. The course covers the concepts of logit modeling and loglinear modeling in the generalized linear modeling framework and applications of those modeling with real data.

EDF 5461. Introduction to Program Evaluation (3).  This course is an overview of current evaluation theory and models; emphasis on role evaluation in needs assessment and planning phase of program development.

EDF 5462. Evaluation of New Educational Programs and Practices (3). Prerequisite: EDF 5461. This course is an advanced level seminar on the theoretical and pragmatic aspects of program evaluation. Students begin with an overview and understanding of evaluation theoretical roots and the philosophical premises shaping evaluation theory. This leads to further understandings about the application of different research designs to the practice of evaluation, as presented in evaluation cases.

EDF 5464. Qualitative Research and Evaluation Methods (3).  This course explores the foundations and basic methodological approaches to qualitative research in education (and, more broadly, the social sciences).EDF 5481. Methods of Educational Research (3).  This course is a survey of selected types of educational research and appropriate related techniques; emphasis on criteria of validity.

EDF 5481. Methods of Educational Research (3).  This course is a survey of selected types of educational research and appropriate related techniques; emphasis on criteria of validity.

EDF 5484. Educational Data Analysis (3). Prerequisite: EDF5401. This course provides students with practice in applying linear and generalized linear models to educational data sets. The focus is not on specific methods, but rather on identifying which methods are appropriate for a given data sets, interpreting the results and writing up reports summarizing the results.

EDF 5492. Applied Research Methods in Learning Design and Performance Technology (3).  This course is a survey of applied research methods commonly used to support problem-solving in learning design and performance technology contexts.

EDF 5498. Single Case Design Research for Educators (3). Prerequisite: EDF 5481 or equivalent. This course prepares students for conducting teacher action research using single case research designs (SCRD) in educational settings. Salient features of SCRD and the advantages and disadvantages of this research methodology are discussed. Students build competence in creating and analyzing high quality single case design studies to investigate the effectiveness of instructional interventions.

EDF 5517. History of Education in The United States (3).  This course examines the evolution of public and private schooling in the United States from the Spanish and British colonial eras to the modern reform period of the late 20th century. It includes the social history of American teachers, and a critical examination of issues surrounding race, ethnicity, social class and gender in the development of formalized structures of schooling.

EDF 5519. History of Higher Education (3).  This course provides an in-depth overview of the history of higher education in the role of higher education in society over the last two centuries, the expansion of higher education in the twentieth century to include various groups such as women, African-Americans, and the working-class; tensions between the traditional, liberal arts curriculum and multicultural offerings; and governmental roles in the transformation of modern higher education.

EDF 5543. Introduction to Philosophy of Education (3).  This course is a survey of contemporary approaches to philosophy of education, such as neo-pragmatism, post-structuralism, feminist theory, critical theory, existentialism and analytic philosophy, emphasizing their perspectives on current educational problems and practices and their methods of investigation.

EDF 5548. Philosophy of Teaching and Learning (3).  This course introduces the comparative analysis of conceptions of teaching and learning in competing philosophies of education and their implications for education in a culturally diverse democratic society.

EDF 5551. Social Philosophies and Education (3).  This course examines social and political philosophies such as liberalism, communitarianism, functionalism, critical theory, pragmatism and feminism and their implications for educational policy and practice in a democratic society.

EDF 5612. Anthropology of Education (3).  This course focuses on the applications of anthropology in the study of education. Focuses on transmission of culture; cultural factors that promote and inhibit in-school learning; bilingualism and language policy; factors affecting development and policy in education.

EDF 5624. Economics of Education (3).  This course applies basic economic theory and methods to policy issues arising in schools and universities, including both domestic and international settings. Examples of specific issues include the supply and demand for education, the external benefits of education, the labor market for educators, and the effect of market competition on the performance of educational institutions.

EDF 5625. Education and Economic Development (3).  This course explores the relationship between education and economic development, especially in the developing world. Students examine theoretical and empirical arguments for human-capital theory, as well as alternative viewpoints challenging the human-capital perspective. Students also evaluate empirical evidence regarding the most effective and efficient educational inputs in developing countries.

EDF 5626. Economic Evaluation of Education Programs (3).  This course examines how economics can be used to improve resource decisions made by administrators and policy makers. It provides theory and applications of cost-effectiveness and cost-benefit analysis.

EDF 5630. Sociology of Education (3). EDF5630,P,Y,EDF5630,P,Y, This course introduces students to the sociology of education designed for graduate-level students. Examines empirical evidence related to current educational problems and related issues in educational practice and policy.

EDF 5641. Introduction to Policy Studies in Education (3).  This course provides an introduction to the concept and practice of policy in the field of education with special focus on the use of social knowledge in policy formation. It highlights policy as a multidisciplinary field of study.

EDF 5649C. Applied Education Policy Analysis (3). Prerequisite: EDF 5400. This course builds on students' introductory knowledge of basic statistics, economics and education policy. The course specifically teaches graduate students how to apply theory to research, policy, and evaluation issues with a focus on P-20 education policy analysis.

EDF 5652. Policy Development in Education (3).  This course explores the United States' policymaking process in all its stages including problem identification, agenda setting, policy formation, policy adoption, implementation and evaluation. In so doing, it surveys a broad range of K-12 and postsecondary education policies.

EDF 5656. Design and Management of International Development and Education Projects (3). Prerequisite: EDF5850. This course takes students hands-on through the process of project design and explores the practical “how to” issues involved in managing projects in international educational development. Course content includes the development of actual proposals for projects by students, including the development of technical narrative and implementation plans, monitoring and evaluation plans, staffing and management sections, organizational capacity statements and budgets.

EDF 5681. Urban and Rural Schools (3).  This course examines education within the context of urban and rural school settings.

EDF 5706. Gender and Education in Comparative Perspective (3).  This course explores the relevance of gender to various aspects of education including formal, nonformal, and informal education. Research and issues from various regions of the world are included for analysis. Students develop their ability to analyze gender in educational settings and to incorporate gender analysis into educational planning in a variety of contexts.

EDF 5743. Foundations of Education (3).  This course provides an overview of the social, cultural, philosophical, political, historical, and economic foundations of education. It examines the relationship between schools and the society in which they exist. Students examine the influences of culture, history, and economy on educational beliefs, policies, and practices.

EDF 5850. International Development Education (3).  This course is an overview of the roles of education in national development and in promoting social, economic, and cultural improvement. Emphasis given to less developed countries and "Third World" communities at home.

EDF 5853. Comparative Education (3).  This course examines what may be learned from comparisons of educational policy and practice among different countries and cultures around the world and how to go about comparative education research most effectively. Objectives are that students discover what may be learned from comparison of teaching, learning, and educational administration in different settings and practice good methods of comparative research.

EDF 5867. Education Abroad: Advanced Access, Equity, and Opportunity (3). (S/U grade only.)  This course introduces and investigates a variety of topics in counseling psychology and education. It includes real-life, hands-on experiences related to counseling in other countries.

EDF 5887. Multicultural Education (3). Prerequisite: Graduate standing. This course offers an introduction to the history and philosophy of educational policies and practices that respond to the realities of cultural diversity in the United States and abroad.

EDF 5906r. Directed Individual Study (1-3). (S/U grade only.)  This course provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member. May be repeated to a maximum of 30 credit hours.

EDF 5907r. Directed Individual Study (1-3). (S/U grade only.)  Course topics vary. May be repeated to a maximum of nine credit hours; repeatable within the same term.

EDF 5910r. Supervised Research (1-9). (S/U grade only.)  This course provides students with an opportunity to work on a research project(s) under the supervision of a professor. May be repeated to a maximum of 18 credit hours.

EDF 5911r. Supervised Research (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours; may be repeated within the same term.

EDF 5916. Research Proposal Writing (1). Corequisite: EDF 5481. This course provides the opportunity to develop a written research proposal (including literature review) and to select and specify the appropriate research design and data collection methods to answer one's research questions.

EDF 5920r. Measurement and Statistics Colloquium (0). (S/U grade only.)  This course provides an introduction to the skills needed for success in graduate study in psychometrics, including writing, reading academic papers, research ethics, and presentation skills. Students in the Measurement & Statistics Master’s and Doctoral programs are expected to enroll in every term (except summer) in which they are registered.

EDF 5922r. Educational Psychology Colloquium (0-1). (S/U grade only.)  This course is an introduction to the skills needed for success in graduate study in educational psychology, including writing, reading academic papers, research ethics, and presentation skills. This course may be repeated to a maximum of 15 credit hours.

EDF 5935r. Special Topics in Foundations of Education (1-3).  This course offers topics not covered in regular courses; e.g., advanced quantitative research, Black and Latino education, economics and education, religion and diversity in public education, school choice policy issues, and urban educational policy. Offered on a student demand basis. Topics deal with policy and research issues in the foundations of education. May be repeated to a maximum of 12 credit hours.

EDF 5940r. Supervised Teaching (1-4). (S/U grade only.)  A maximum of three hours may apply to the master’s degree. No limit on the doctoral degree; may be repeated within the same term.

EDF 5941. Institutional Research Practicum (3). (S/U grade only.) Prerequisite: EDH 5055. This course is the capstone course for the Certificate in Institutional Research. In this course, students use theory and knowledge from previous courses in the Certificate Program to address a practical issue or problem in Institutional Research.

EDF 5942r. Field Laboratory Internship (1-8). (S/U grade only.)  This course provides a real-world opportunity for students to strengthen their competence in communication, analysis, design, technology, evaluation, management, personal and interpersonal skills. May be repeated to a maximum of eight credit hours.

EDF 5971r. Thesis (1-6). (S/U grade only.)  A minimum of six credit hours is required. May be repeated to a maximum of six credit hours; may be repeated within the same term.

EDF 5973r. Specialist in Education Thesis (1-6). (S/U grade only.)  A minimum of six credit hours is required. May be repeated to a maximum of six credit hours; may be repeated within the same term.

EDF 6057. Large-Scale Assessment (3). Prerequisites:EDF5432; EDF5434 This course prepares students to work on large-scale assessment programs. Students gain familiarity with all aspects of the program including item development, field-testing, test construction, scaling, equating, vertical linking, standard setting and generating technical reports.

EDF 6413. Advanced Topics in Structural Equation Modeling (3). Prerequisite: EDF 5409. This course considers several advanced techniques in structural equation modeling (SEM). Techniques include applications of Monte Carlo (simulation) studies to tackle methodological issues in SEM, Bayesian approaches to SEM, mixture modeling, and SEM with multilevel data.

EDF 6417. Computer Assisted Qualitative Data Analysis (3). Prerequisites: EDF 6475, EDF 6476, EDF 6479, or another course in qualitative methods. This course focuses on using computer assisted qualitative data analysis software (CAQDAS) for the analysis, interpretation, and reporting of qualitative data collected during research. Students utilize a variety of approaches to qualitative data analysis by applying them to observations, interviews, visual images, and/or documents.

EDF 6455. Data Use in Education Settings (3).  This course introduces  theoretical and practical application of data-driven decision making for educational leaders from the school-building level to the state level. This class focuses on how to collect, analyze, review, and present data and information to educational decision makers.

EDF 6471. Quasi-Experimental Data Analysis (3).  This advanced course prepares students to conduct quasi-experimental methods appropriate for education policy analysis.

EDF 6474. Foundations of Practice Models (3). Prerequisite: EDF 6485. This course introduces students to different Dissertation-in-Practice research models that are applicable for investigating a problem of practice situated within an educational organization.

EDF 6475. Qualitative Methods in Educational Research (3).  This course introduces methods of data collection: qualitative, participant observation, and ethnographic interviews. Attention is given to strengths and shortcomings for use in educational research and evaluation.

EDF 6476. Advanced Qualitative Research Seminar (3). Prerequisite: EDF 5464 or EDF 6475. This course explores the theoretical and pragmatic aspects of qualitative research. It is intended for students who already have a foundation in qualitative methods and are planning to use this methodological approach in their dissertation research. Students develop a "conference-ready" research paper that draws on a set of existing qualitative data and different theoretical perspectives.

EDF 6477. Qualitative Data Analysis for Educational Research (3). Prerequisite: EDF 5464. This class explores the foundations of data analysis in qualitative research; students review and practice various techniques for data coding, analysis, and triangulation. In this course, students build upon the work that they did in Qualitative Research and Evaluation Methods.

EDF 6479. Qualitative Data Analysis (3). Prerequisite: EDF 5464 or EDF 6475. This course focuses on the analysis, interpretation and reporting of qualitative data collected during interpretive research.

EDF 6480. Applied Quantitative Methods for Educational Practitioners (3).  This course focuses on applied statistics in the social sciences and how to use these tools to construct research reports specific to education.  The goal of the course is for students to be more comfortable working with applied statistics and begin to apply the skills acquired to their own research.

EDF 6482. Experimental and Quasi-Experimental Research Design (3).  This advanced course develops skills necessary to plan high quality research and be a discriminating consumer of existing research. The course covers both randomized experiments and non-randomized quasi-experiments, exploring the implications of the design for causal conclusions which could be drawn from the data.

EDF 6485. Professional Learning for Educational Practitioners I (3).  This course develops student's identities as scholarly practitioners through identifying individual research interests and preparing participants for continued studying applied education research.

EDF 6486. Applied Research Methods in Educational Leadership and Policy (3).  This course introduces students to the role that educational and empirical research, in particular, can play in solving educational problems.

EDF 6493. Professional Learning for Educational Practitioners II (3).  This course introduces students the critical components of practice-based research in the formats of program evaluation, action research, and policy analysis.

EDF 6499. Discourse and Conversation Analysis (3).  This course prepares students to use discourse and conversation analysis   techniques in their research.

EDF 6558. Seminar on John Dewey's Educational Philosophy (3).  This course is an advanced seminar providing coverage of Dewey's educational thought. Studies Dewey in the context of American pragmatism and educational progressivism.

EDF 6576. Policy to Practice: District, School, and Classroom Policy Implementation (3).  This course focuses on the implementation of educational policy at the district, school, and classroom levels. The course covers the central theories that have been used to understand the goals and mechanisms of different state and federal policy efforts aimed at improving schools and schooling; reviews research on how districts, schools, and teachers in classrooms respond to state and federal policies; and also covers three different "cases" representing dominant trends in educational policy, providing a multi-level perspective on how state and federal policies shape district, school, and classroom practices.

EDF 6619. Advanced Qualitative Data Analysis (3). Prerequisites: EDF 6475 and EDF 6476. This doctoral seminar covers approaches to qualitative data analysis and writing. It introduces students to the logics undergirding data analysis as well as different steps, strategies, and approaches that researchers use as they collect, organize, analyze and write their findings.

EDF 6648. Policy Analysis in Education (3). Prerequisite: EDF 5641. This course provides a comprehensive study of the policy analysis process. It illuminates and clarifies theoretical concepts in policy analysis through the discussion of cases and issues pertinent to the field of education.

EDF 6666. Teacher Policy and Reform (3).  This course introduces teacher policy and reform topics based on theoretical and empirical literature in the U.S. and global contexts. The roles and influences of policy actors at global, national, sub-national (state/province), and local levels are discussed, and policy assumptions, contexts, designs, implementations, and outcomes are examined.

EDF 6683. Family Support for Learning (3).  This course addresses the theories, current research, and research methods associated with the multiple influences families have on students' educational achievement, with particular attention to issues of development and diversity.

EDF 6755. Theory and Practical Issues in Education (3). Prerequisites: EDP 5216 or EDP 5053. This course is designed as a synthesis for some of the most important themes relevant to learning, cognition, and instruction, including theoretical and practical issues in education related to lifespan development, human cognition, theories of learning and instruction, motivation and emotion, and family support for children. The goal of this course is to consider the implications of these issues.

EDF 6865. Promoting Literacy in International Settings (3).  This course discusses the core issues in literacy policy globally, with a particular focus on low- and middle-income countries. The course also covers the role of literacy in promoting other development outcomes, such as health and women's empowerment.

EDF 6912r. Preliminary Research (1-3). (S/U grade only.)  This independent study course provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member. This course may be repeated up to 18 credit hours.

EDF 6937r. Seminar in Advanced Research Problems (1-3).  This seminar course focuses on current research topics regarding ethics as well as developing the rudiments for constructing students individual instructional philosophy. Students utilize a variety of research materials to investigate traditional schools of thought and academic theory. May be repeated to a maximum of 15 credit hours; repeatable within the same term.

EDF 6960. Diagnostic Examination (0). (P/F grade only.)  This diagnostic exam appraises the student's ability to pursue the doctoral degree and to facilitate advising in the development of the student's program of studies.  The diagnostic exam is taken during the second term or after a doctoral student has completed nine to 12 hours of coursework.

EDF 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of ninety-nine credits; may be repeated within the same term.

EDF 6981r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. Course topics are subject to student's dissertation topic and research.

EDF 7418. Multilevel Modeling (3). Prerequisite: EDF 5401. This course introduces multilevel models, which allow for (and account for) the dependency present in nested data (e.g., students nested within classrooms; or schools, or repeated measures, nested within subjects). Students learn about a variety of multilevel or hierarchical models appropriate for a broad range of applications.

EDF 7489. Meta-Analysis (3). Prerequisites: EDF5400 and either EDF 5401 or EDF 5402. This course covers conceptual issues and analysis methods relevant to research reviews and quantitative synthesis methods. Students are introduced to the issues and controversies in the area of research synthesis and to a set of quantitative procedures for summarizing sets of related studies.

EDF 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This preliminary examination determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours.

EDF 8965r. Preliminary Doctoral Examination (0). (P/F grade only.)  This preliminary examination determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours. May be taken up to two times; may be repeated within the same term.

EDF 8966r. Master's Comprehensive Examination (0). (P/F grade only.)  May be repeated up to ten times; may be repeated within the same term.

EDF 8967r. Master's Comprehensive Examination (0). (P/F grade only.)  May be repeated up to ten times; may be repeated within the same term.

EDF 8969r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

EDF 8970r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

EDF 8976r. Master's Thesis Defense (0). (P/F grade only.) 

EDF 8979r. Specialist in Education Thesis Defense (0). (P/F grade only.) 

EDF 8985r. Dissertation Defense (0). (P/F grade only.)  May be taken up to six times; may be repeated within the same term.

EDF 8987r. Dissertation Defense (0). (P/F grade only.)  May be taken up to six times; may be repeated within the same term.

EDG—General Education

EDG 5206. Teachers as Curriculum Decision Makers (3).  This course explores the challenges of curricular design from the institutional role of the teacher and analyzes how a teacher can become an effective contributor in curricular deliberation within the settings of schools and school districts.

EDG 5208. Foundations of Teaching (3).  This course is for master's students seeking alternative or regular certification who do not have an undergraduate degree in a teaching field. This course provides the essential elements needed to succeed in a classroom.

EDG 5339. Making Sense of Data to Inform Instruction (3).  This course is designed to support educators in exploring the concepts underlying the use of data to inform instructional strategies. The course provides an understanding of accountability systems and the wide range of data collection tools and supports the development of educators' skills in basic data analysis procedures, data interpretation, and application of these interpretations to shape instructional practice in classrooms and other educational settings.

EDG 5342. Analyzing and Refining Teaching (3). Prerequisites: EDG 5206, EDG 5339, EDG 5345, EDG 5709, and EME 5050. This course assists teachers in identifying their own theoretical framework for instruction and using this framework to closely examine their own practice through the use of data collected from that practice. The course is designed to support teachers’ synthesis of the theories, techniques, technology, and approaches introduced throughout the program into a coherent theoretical framework to be used to refine teachers’ instructional practice.

EDG 5345. Using Assessments in the PK-12 Classroom to Differentiate Instruction (3).  The course explores the wide range of formats (e.g., diagnostic, formative, and summative) of useful classroom assessments utilized across a variety of academic disciplines, grade levels, and student abilities. Focus is on how these assessment tools can inform learners' cognitive resources and instructional practices that can be used to differentiate instruction.

EDG 5365. Practitioner Research in Schools and the Community (3).  This course introduces participants to teacher action research to enable them to design and conduct research focused on their own practice. Students learn to analyze and critique research related to applied educational studies conducted in school and community settings.

EDG 5465. Grounded Theory Analysis (3).  This course focuses on collecting and analyzing qualitative data using a grounded theory approach, a specific form of qualitative data analysis. Students analyze data and develop a theoretical model that is grounded in qualitative data.

EDG 5709. Culturally Responsive Teaching for Equitable Instruction (3).  This course addresses culturally responsive teaching and how it can be used to improve the academic performance of culturally and linguistically diverse learners including those living in poverty as well as those with differing family structures. Participants explore how their increased awareness about race, culture, and student background can be used to create more effective instructional practices.

EDG 5940r. Student Teaching (9). (S/U grade only.)  This culminating internship field experience provides student teachers with an opportunity to demonstrate their abilities to design and implement instruction, to assess student outcomes based on data collected, to use data to inform instructional decisions, to establish positive learning environments where all students are valued, and to demonstrate a professional growth mindset.

EDG 5972r. Capstone Defense (0). (S/U grade only.)  In this course, students examine and reflect upon the knowledge, abilities, and educational effectiveness through data collected from their practice and the subsequent interpretations and applications using the theoretical and methodological tools introduced in the program. Through their portfolio, students are provided the opportunity to synthesize and reflect upon their experiences.

EDG 6008. Academic and Professional Identity (1). (S/U grade only.)  This course examines current issues related to the acculturation of doctoral students and the formation of their academic and professional identities. For doctoral students, their 'academic' professional identity is situated within the higher education academic community and play an integral role in their well-being and productivity.

EDG 6009. Successful Transitions: Graduate School to Academic and/or Alt-Academic Professions (1). (S/U grade only.) Prerequisite: EDG 6008. This course examines current issues related to making the transition from doctoral candidate to professional positions. Students investigate career options for and expectations of academic and/or alternative academic positions. Students explore aspects of the application, interviewing, and hiring process.

EDG 6015. Grant Writing for Educational Research (3).  This course provides participants with the knowledge and skills to prepare competitive education-related grant applications to government and private sources.

EDG 6068. Current Trends and Issues in Teaching and Teacher Education (3).  This course examines current trends and issues related to the practice of teaching and teacher preparation. The course will also examine the influence of these trends and issues on the professional development of practicing teachers. Students will investigate the contextual pressures on the work of teachers.

EDG 6221. Curricular Theory (3).  This course focuses on theoretical concepts underlying significant curricular developments past and present; model development in curricular theory.

EDG 6362. Instructional Systems Research Seminar (3).  This course heightens students' awareness of the critical issues in instructional systems. It examines how research methodologies have been used to study these issues, explores how research programs and theories are progressively honed, and defines programmatic areas of disciplined inquiry.

EDG 6363. Research on Learning, Instruction, and Performance Systems (3).  This course provides students with hands-on experience applying research methods to address problems and answer questions in instructional systems and learning technologies (ISLT).

EDG 6369. Critiquing Educational Research (1). (S/U grade only.)  This course provides participants with the knowledge and skills to critique and synthesize empirical research relative to teacher education and student learning. Standards developed by education professional organizations and governmental entities will be utilized.

EDG 6950. Writing for Publication (3).  This doctoral-level course provides students with the knowledge and skills to further develop their academic writing ability. Course topics include practical considerations for scholarly writing, tools for productive writing, and constructing a cogent argument. Students are asked to track their daily writing and share drafts of their writing with peers for ongoing feedback.

EDG 6964r. Doctoral Diagnostic Examination (0). (P/F grade only.)  This diagnostic examination is taken after a doctoral student has completed or is in the process of completing 18 credit hours of coursework. The exam is an assessment used to appraise the student's research aptitude and readiness to continue pursuing a doctoral degree.

EDH—Higher Education

EDH 5005. Sociology of Higher Education (3).  This seminar course covers higher education at multiple levels.

EDH 5041. Intentional Interventions (3).  This course is designed to explore techniques and resources available to support and assist higher education and student affairs practitioners in counseling and advising individuals and groups in contemporary colleges and universities.

EDH 5042. Student Success In College (3).  This course examines the theories and research on student success and explores effective policies, programs, and practices that can be adopted to promote student success in higher education.

EDH 5045. Student Development Theories for College Student Personnel Work (3).  This course discusses young adult development tasks, college student and adult development theory, and application of theories by student affairs and higher education professionals.

EDH 5046. Diversity, Equity, and Inclusion in Higher Education (3).  This course is designed to increase students’ knowledge about and capacity to operate within the diverse society in which they live through critical reflection, dialogue, and self-exploration in relation to the world around them. Students will learn about multicultural issues and acquire the skills necessary to work effectively with people from diverse backgrounds.

EDH 5051. Higher Education in America: Basic Understandings (3).  This course examines the history, philosophy, policies, practices, and problems of America's community colleges, senior colleges, and universities.

EDH 5054. The American Community College: History and Development (3).  This course is designed to introduce students to the philosophy and historical evolution of the American Community College. The focus is on the social, economic, political, and educational forces that influence the community college, as well as the programs, services, and current issues.

EDH 5055. Introduction to Institutional Research (3).  This course provides an introduction to institutional research as a discipline in higher education. Course content is addressed within the context of organizational, administrative, political and ethical issues in institutional research. Practical experience with research databases and insights from current practitioners in the field are integrated into the course content.

EDH 5068. Outcomes of Undergraduate Education (3).  This course develops a historical and theoretical foundation for conceptualizing outcomes of undergraduate education. The course considers theoretical, technical, and policy issues in the assessment of these outcomes.

EDH 5078. Outcomes Assessment in Higher Education I: Study Design (3).  This course prepares students to assess and evaluate postsecondary education outcomes. Students learn to define and identify specific outcomes of higher education, both inside and outside of the classroom. Outcomes related to students, faculty, student services, institutions, and state and federal policy issues are discussed and evaluated in the course.

EDH 5079. Outcomes Assessment in Higher Education II: Analysis & Dissemination (3). Prerequisite: EDH 5078. This course trains higher education professionals primarily undertaking research in the form of assessment.  The course places attention on applications of educational research and assessment within the context of the practice of higher education EDH 5305. College Teaching: Instruction in Higher Education (3).  This course examines classroom and individualized instruction including objectives-oriented instruction, evaluation, student motivation, and media utilization in the college curriculum administration.

EDH 5309. Technology in Higher Education (3).  The course guides higher education professionals through theoretical perspectives and practical complexities related to the increasing use of technology in higher education, using the lenses of professional identity and student learning and success. Technology in Higher Education focuses on addressing technology and higher education leadership in the 21st century, specifically in the face of emerging technology, social media communication platforms and fast pace global change.

EDH 5362. Leadership Teaching and Learning in Higher Education (3).  Leadership education is an integral part of student development. Higher Education administrators are often asked to develop co-curricular and curricular programs to develop future leaders. Theory-to-practice guides this course where students are introduced to leadership theory and pedagogical practices for leadership education and leadership learning.

EDH 5405. Legal Aspects of Higher Education (3).  This course is a comprehensive analysis of legal concepts, procedures, and considerations relevant to higher education.

EDH 5406. Ethical Leadership in Higher Education (3).  This course allows students to build on and integrate moral reasoning skills with professional leadership skills by analyzing ethical problems in situated contexts that future higher education policy makers and administrators often face. Central to this course is the acquisition of skills and knowledge that allows for (1) introspective and reflective examination of the relationship between moral values, beliefs and decision making; (2) critical application of professional expertise and moral judgment in situated practice; and (3) identification of ways theoretical frameworks, leadership models and practice, and educational policies help to frame the role of higher education as contributor to the public good.

EDH 5504. College and University Institutional Advancement (3).  This course provides an overview of comprehensive institutional advancement including planning, institutional relations, educational fund-raising, alumni, government relations, foundations, and corporate relations.

EDH 5506. College and University Business Administration (3).  This course addresses the enterprise of college and university business administration in the United States and the roles and responsibilities it plays in the overall higher educational process. Students are introduced to emerging trends and challenges faced by practitioners and also gain an understanding of how finance and business administration departments affect different consistency groups on and off campus. Departments explored include Police, Information Technology, Human Resources, Contracts and Grants, Facilities, Environmental Health and Safety, Purchasing and Auxiliary Enterprises.

EDH 5507. College and University Budgeting (3).  This course facilitates development of the knowledge and skills needed to  become a constructive participant in a college or university budgeting process. Students are exposed to representative institutional budgets and budgetary processes, the budget's role in policy making, the broader economics and political context of budgeting, the role of institutional culture in the budgeting process, and budgetary planning for reallocation and retrenchment.

EDH 5630. Capstone in Higher Education (3).  This course analyzes the development and operation of programs and projects at the unit level in American higher education. Particular attention is given to the financial and planning aspects of program management.

EDH 5632. College and University Presidency (3).  This course allows participants to examine the role of the college and university president by addressing this complex leadership role from a variety of perspectives. Case studies, theoretical constructs, and empirical research are surveyed to discover key themes and unique characteristics of institutional presidents in a range of postsecondary institutional forms and organizational cultures. The instructor's goal is to facilitate understanding of the role and responsibilities of the college and university president,  the structures and processes that influence and are influenced by the institutional president, and the diversity of stakeholders to which the president is linked.

EDH 5639. Management in Higher Education (3).  This course provides theoretical grounding in management and link theory to practice and introduces students to performance competencies related to essential management skills in organizing, planning, and understanding their work environment. Students have an opportunity to utilize management tools and techniques for decision making, structuring and coordinating work groups, and for implementing change in higher-education organizations.

EDH 5645. Data Driven Decision Making for Institutional Researchers (3).  This course provides an introduction to the theoretical and practical application of data-driven decision making for institutional researchers. This course focuses on how to collect, analyze, review, and present data and information to decision makers.

EDH 5646. Data Mining (3).  This course introduces the basic theories and practice of data mining, a process which allows for large amounts of data to be analyzed in a sequential and logical process.

EDH 5647. Data Analysis for Institutional Research (3). Prerequisite: EDF 5400. This course focuses on key functions in Excel and SPSS for an IR office. In particular, students learn pivot tables, t-tests, regression, and commonly used formulas in Excel. Assignments are in Excel and replicated on SPSS so that students could perform the analysis in either software. Using institutional research data from IPEDS or other data sources, students learn how to complete and interpret an analysis that is appropriate for an IR office and campus stakeholders. Access to SPSS is required and is the student's responsibility. A prerequisite to this course is a basic understanding of statistics as statistics is not taught.

EDH 5664. Politics of Higher Education (3).  This course introduces students to the systematic study of the relationship between political actors, institutions, and processes and higher education policy outcomes in the American political system, with special emphasis on the American states–an area of emerging interest to many social scientists. Likewise, students are introduced to some of the major policy issues and problems facing state and federal governments. A primary purpose of the course is to help students develop the capacity to conduct independent scholarship on public policy, politics and higher education policy.

EDH 5906r. Directed Individual Study (1-3). (S/U grade only.)  Course topics vary. May be repeated to a maximum of nine credit hours; repeatable within the same term.

EDH 5915r. Supervised Research (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

EDH 5931r. Special Topics in Higher Education (1-3).  In this course, content varies to provide opportunity to study current issues in higher education and topics not offered in other courses. May be repeated as topics vary to a maximum of 12 credits; repeatable within the same term.

EDH 5941r. Field Laboratory Internship (1-8).  May be repeated to a maximum of 12 credit hours.

EDH 5942r. Internship (1-8). (S/U grade only.)  May be repeated to a maximum of 12 credit hours. Doctoral candidates.

EDH 5943r. Supervised Teaching (1-4). (S/U grade only.)  This course is designed to provide an opportunity for graduate students to engage in experimental teaching situations under the guidance of a faculty member. May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

EDH 5944r. Internship (1-8). (S/U grade only.) Prerequisite: Master's candidacy. May be repeated to a maximum of 24 credit hours. May be repeated within the same term.

EDH 5946. Internship in College and Community College Teaching (3). Prerequisite: Approval of area in which internship is to be completed. Supervised teaching in lower-division college courses.

EDH 5971r. Master's Thesis (1-6). (S/U grade only.)  A minimum of six credit hours is required.

EDH 6040. Research on College Students (3).  This course is designed to cover major areas related to the research on college students and discuss the challenges in conducting such types of research. The first part of the course reviews the major theories and conceptual frameworks related to college students, from transition to, experience in, and outcomes of college. The second part discusses methodological issues and other challenges in conducting research on college students.

EDH 6059r. Proseminar in Higher Education and Education Policy (0). (S/U grade only.)  This proseminar is designed to address key aspects of the doctoral curriculum and advising issues including the selection of an advisor, the doctoral committee, programs of study, the need for Scholarly Engagement for doctoral students, and the transition points in the doctoral process, e.g. courses to take, research requirements, the proposal defense, dissertation defense, and graduation.

EDH 6064. Women in Higher Education: A Historical Perspective (3).  This seminar course explores the role and activities of women in American higher education, beginning in the 1800's. It begins with an exploration of women's exclusion from higher education and the gradual inclusion of women over time. Viewing the role of women in higher education from a historical perspective brings to light new ways of thinking about colleges and universities as well as new ways to think about women.

EDH 6067. International Perspectives in Higher Education (3).  This course introduces learners to the international and comparative dimensions of higher education. Various topics covered in this course include comparison of higher education systems and the historical roots of the similarities and differences; comparison of the major participants in higher education across nations, with a special focus on the academic professoriate and college students; exchange of people and ideas in the global age; and salient policy issues in higher education from a global perspective, such as access and finance, accountability and quality assurance, and the emergence of entrepreneurial universities.

EDH 6081. Leading Change in Higher Education (3).  This course focuses on leadership and change theory with application to the higher education context. Elements of organization culture, transitional theory, application of change strategies, rational and strategic planning, current characteristics of higher education in regard to the overall vision and future of higher education, and traditional human and organizational processes is discussed.

EDH 6085. Social Justice in Higher Education (3).  This course explores issues surrounding various social identities, examines epistemologies that attempt to explain the role these identities play in higher education settings, and critically analyzes previous and existing higher education policy and practice to greater understand the influence of social justice, diversity, and multiculturalism on higher education.

EDH 6401. Public Policy in Higher Education (3).  This course gives graduate students a greater understanding of the process of public policymaking and the impact of public policy on higher education. Topics include the interaction between the states and the federal government and the interconnections between K-12 and higher education.

EDH 6505. Finance in Higher Education (3). Prerequisite: EDH 5051. This seminar examines major issues in the financing of higher education in the United States, including major policy issues in higher education finance; the roles of the federal government and states; and institutional budgeting and financial management.

EDH 6635. Organization and Governance of Higher Education (3).  This course, through case studies, contemporary research, and concepts drawn from the literature of organizational theory, introduces students to management and leadership in higher education and theoretical models applicable to these institutions. Students examine the organizational structure and culture of higher education and the functional attributes of administrative roles, processes of decision making and models of governance and policy-making internal and external to colleges and universities.

EDH 6935r. Seminar: Literature, Research, and Professional Writing in Higher Education (3). (S/U grade only.)  This course is the capstone for the doctoral research sequence. The focus of the course is on issues related to the development and refinement of the doctoral dissertation prospectus, including problem statement, literature review, and research design and method. May be repeated to a maximum of six credit hours.

EDH 6936. Seminar in Student Development Theories (3).  This course gives doctoral students an opportunity to examine leading theories of college student development and the research literature supporting these theories. Students develop the ability to critique and evaluate student development theories and apply theory in higher education settings.

EDH 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy.

EDH 8964r. Preliminary Doctoral Examination (0). (P/F grade only.) 

EDH 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

EDH 8976r. Master's Thesis Defense (0). (P/F grade only.) 

EDH 8985r. Dissertation Defense (0). (P/F grade only.) 

EDP—Educational Psychology

EDP 5053. Introduction to Educational Psychology (3).  This course surveys major theories with respect to students’ learning, motivation, individual differences in abilities, and development of cognitive and social skills as they apply to educational settings.

EDP 5216. Theories of Learning and Cognition in Instruction (3).  This course focuses on the applications of prominent contemporary theories of learning, cognition, and information processing to instructional settings.

EDP 5217. Principles of Learner Motivation (3).  This course examines the study of theories and concepts of human motivation. The primary emphasis is on the motivation to learn and techniques for stimulating and sustaining learner motivation.

EDP 5285. Group Processes in Instruction (3).  This course examines the theory, research, and practice in interpersonal interaction, group dynamics, and management of group processes in the classroom and school setting. Topics include group development, leadership, conflict management, organizational dynamics, values.

EDP 5901r. Directed Individual Study (1-12). (S/U grade only.)  This course provides students with an opportunity to gain expertise in their specific topic area and enhance their understanding either through library research, applied experience, or empirical research. May be repeated to a maximum of 18 credit hours and may be repeated within the same term.

EDP 5917r. Supervised Research (1-9). (S/U grade only.)  This course provides students an opportunity to work on a research project(s) under the supervision of a professor. This course may be repeated up to 18 credit hours or nine instances of enrollment, but a maximum of six hours may apply to the master's degree.

EDP 5920r. Educational Psychology Colloquium (0-1). (S/U grade only.)  This course provides an introduction to the skills needed for success in graduate study in educational psychology, including writing, reading academic papers, research ethics, and presentation skills. This course may be repeated to a maximum of 15 total credit hours.

EDP 5935. Topics in Educational Psychology (3).  This course surveys major theories with respect to students' learning, motivation, individual differences in abilities, and development of cognitive  and social skills as they apply to instructional decision making.  The course components enable students to put research into practice and balance theoretical and practical perspectives of students' learning and teachers' practices.

EDP 5940r. Supervised Teaching (1-4). (S/U grade only.)  A maximum of three hours may apply to the master's degree. No limit on the doctoral degree. Repeatable up to 16 credit hours.

EDP 5970r. Thesis (1-6). (S/U grade only.)  A minimum of six credit hours are required.

EDP 5971r. Specialist in Education Thesis (1-6). (S/U grade only.)  A minimum of six credit hours is required.

EDP 6540r. Preliminary Research (1-18). (S/U grade only.)  This independent study course provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member.

EDP 6902r. Directed Individual Study (1-12). (S/U grade only.)  This is an independent study course that provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member.

EDP 6930r. Special Topics in Educational Psychology (3).  This course is an in-depth investigation of a variety of topics in educational psychology with different topics offered each year.

EDP 8960r. Masters Comprehensive Examination (0). (P/F grade only.)  This comprehensive examination gives students an opportunity to reflect on the competencies acquired in the program and to provide evidence of acquired skills by preparing a professional portfolio consisting of various work products, deliverables, and other artifacts completed in their courses, internship, and other settings.

EDP 8961r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)  The comprehensive examination gives students an opportunity to reflect on the competencies they acquired in the program and to provide evidence of their acquired skills by preparing a professional portfolio consisting of various work products, deliverables, and other artifacts completed in their courses, internship, and other settings.

EDP 8973r. Specialist in Education Thesis Defense (0).  In this course, students present and explain their research to a committee.

EDP 8981r. Dissertation Defense (0). (P/F grade only.)  This course may be repeated up to six times and within the same term.

EEC—Early Childhood Education

EEC 5263. Thematic Curriculum and Direct Instruction for Young Children (3).  This is one of three courses designed to provide theory/research bases for the development of curriculum and practices for educating children age 3 to grade 3. The course focuses on thematic curriculum and direct instruction.

EEC 5269. Curriculum and Play for Young Children (3).  This is one of a three-course series designed to provide theory/research bases for the development of appropriate curriculum and practices for educating children age 3 years to grade 3. The course focuses on active learning through play.

EEC 5305. Methods and Experiences with Young Children and Families (3).  This course provides direct experiences in working with young children and families and requires seminar attendance and field placement with young children.

EEC 5405. Teachers and Parents: Partners in Education (3).  This course focuses on the effects of parental involvement on children's educational development and achievements; designing/implementing strategies for enhancing parent-teacher partnership in education.

EEC 5605. Techniques of Classroom Management and Child Study (3).  This course identifies and analyzes theories, programs, and essential components in classroom management. Explores techniques for classroom teachers to use in developing a child study with emphasis on educational implications.

EEC 5615. Issues and Trends in Early Childhood Education (3).  This course identifies issues and trends in the area of early childhood education and addresses possible causes and relationships.

EEC 5665. Historical and Theoretical Bases of Early Childhood Education (3).  This course compares, analyzes, and synthesizes the different philosophical and psychological theories that form the foundation of early childhood education programs and practices. It also studies the historical events that influenced the direction and nature of the care and education of young children.

EEC 5671. Research in Early Childhood Education (3).  This course comprehensively investigates the field through surveying, delineating, searching, and synthesizing research in early childhood education.

EEC 5906r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

EEC 5911r. Supervised Research (1-5). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

EEC 5935r. Special Topics in Early Childhood Education (1-3).  This course provides an in-depth examination of topics related to early childhood. May be repeated to a maximum of nine credit hours.

EEC 5942r. Supervised Teaching (1-5). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

EEC 5944. Student Teaching in Early Childhood Education (6-10). (S/U grade only.) 

EEC 5947. Field Laboratory Internship (1-8). (S/U grade only.) 

EEC 5971r. Thesis (1-6). (S/U grade only.)  A minimum of six credit hours is required.

EEC 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy.

EEC 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

EEC 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

EEC 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

EEC 8976r. Master's Thesis Defense (0). (P/F grade only.) 

EEC 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.) 

EEC 8985r. Dissertation Defense (0). (P/F grade only.) 

EEX—Exceptional Child-Core Competencies Education

EEX 5017. Typical and Atypical Early Development (3).  This course focuses on typical and atypical development in the early years (birth through 8 years). Particular attention is paid to factors influencing development and the impact of disabilities and biomedical risk factors on learning, development, and behavior. Recent research and its implication for evidence-based practices is a major component of the course.

EEX 5029. Addressing Misinformation in Special Education (3).  This course teaches students how to think critically about the data and models that constitute evidence used to support the use of interventions aimed at improving educational outcomes for learners with special education needs.

EEX 5075. Foundations of Evidence-Based Practices in Special Education (3).  This course introduces participants to the scientific concepts and principles underlying evidence-based practices in special education. The course emphasizes application of practices with individuals with disabilities in natural contexts.

EEX 5087. Middle and Secondary Curriculum for Learners with Disabilities (3).  This course assists participants to develop curricular planning skills for middle and high school students with disabilities. Emphasis is placed on evidence-based instructional strategies appropriate for teaching middle and high school students receiving special education services.

EEX 5088. General Curriculum Access for Learners with Extensive Support Needs (3).  This course focuses on strategies for developing curricular priorities for students with extensive support needs, including ways to link instruction to state standards in reading, math, writing, science, and other content areas. the course places emphasis on evidence-based practices that allow the K-12 individual with extensive support needs to access the general education curriculum.

EEX 5089. Adaptations and Accommodations for Students with Disabilities (3).  This course provides information regarding adaptations and supports that enhance the education of children and youth with learning and behavior challenges. Emphasis is placed on procedures that adapt the general education curriculum.

EEX 5095. Teaching Learners with Autism Spectrum Disorder (1).  This course provides a comprehensive overview of autism spectrum disorder (ASD). The impact the characteristics of ASD have on student participation and learning in the general education curriculum, and adaptations to enhance and support learning while emphasizing individual goals and objectives are addressed.

EEX 5210. Assessment and Diagnosis of Autism Spectrum Disorder and Intellectual Disability (3).  This course provides students with an understanding of the core features associated with and diagnostic criteria used to identify autism spectrum disorder (ASD) and intellectual disability (ID). Students learn a transdisciplinary framework for the assessment process, and develop the skills necessary to identify, design, and administer assessments used to build appropriate, assessment-driven educational plans.

EEX 5225. Assessment of Students with Disabilities (3).  This course provides students with competency in the assessment of students with disabilities. In addition to exploring issues related to assessment, the course focuses on the administration and interpretation of formal instruments and informal assessment procedures.

EEX 5235. Instructional Environments: Ethical, Legal, Safety, and Classroom Management Considerations (3).  This course is designed to provide participants with the knowledge and skills necessary to organize the physical, social, and instructional environment of a classroom that includes a heterogeneous group of learners.

EEX 5237. Methods for Teaching Students with Low Incidence Disabilities (3).  This course offers an overview of curriculum and instructional needs of students with low incidence disabilities.

EEX 5239. Assessment and Methods in Early Childhood Special Education (3).  This course focuses on the formal and informal evaluation techniques and individualized instruction for young children with disabilities. The course provides class participants with the knowledge and skills to develop, implement, and evaluate evidence-based, developmentally appropriate intervention for preschool children who are developmentally delayed, are at risk for developmental delay,

EEX 5246. Mathematics for Students with Disabilities (3).  This course equips teachers to address the needs of learners with high incidence disabilities in grades K-12 when teaching mathematics skills. Methods and techniques learned are appropriate for a variety of classroom settings. Emphasis is placed on accommodation, supports, and modifications needed to access the general education mathematics curriculum.

EEX 5248. Positive Behavior Support (3).  This course provides participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior supports. Course content is organized around the Pyramid Model that includes three tiers of behavior management based on principles of positive behavior support (PBS).

EEX 5258. Advanced Reading Instruction for Students with Disabilities (3).  This course examines methods for assessing and teaching reading skills to individuals with disabilities.

EEX 5259. Literacy for Learners with Disabilities (3).  This course introduces the major reading components of scientifically-based reading research as applied to learners with disabilities: phonological awareness, phonics, fluency, vocabulary, and comprehension. Additional topics include models of typical and atypical reading development and principles and practices of differentiated instruction.

EEX 5267. Differentiating Mathematics Instruction in Middle and High School (1).  This course provides an overview of the purpose and rationale for differentiated instruction in middle and high school mathematics classes. Classroom strategies for differentiating mathematics and ways to relate initial assessments (diagnostic) and assessment for learning (formative) to these strategies are examined.

EEX 5286. Preparing Individuals for Transition (3).  This course focuses on planning and implementing appropriate transitional services for youths with disabilities in the public schools.

EEX 5298. Teaching Students with Autism (3).  This course provides teacher candidates with the knowledge needed to develop effective communication, social, and language assessments and interventions for individuals with autism spectrum disorder. Emphasis is placed on establishing appropriate learning goals and implementing research-based instructional methods to maximize each learner’s progress and access to the general education curriculum. An overview of the characteristics of autism spectrum disorders (ASD) is provided.

EEX 5303r. Capstone in Special Education Research (3).  This course engages students in applied research and inquiry related to a socially significant problem of practice that impacts the education of individuals with disabilities. May be repeated to a maximum of six credit hours.

EEX 5456. Program Development for Young Children with Disabilities (3).  This course focuses on issues related to providing comprehensive services to young children with disabilities. Emphasis is placed on topics surrounding the development and evaluation of developmentally appropriate programs, family-focused intervention, providing services in normalized settings, and the utilization of evidence-based practices for children birth to age five years who are developmentally delayed, are at risk for developmental delay, or who have a specific disability.

EEX 5466. Universal Design for Learning (1).  This course examines Universal Design for Learning (UDL) as a framework for addressing the educational needs of K-12 learners. Elements of UDL to be discussed include teaching content in multiple formats so that all students can access it, providing students with various ways to demonstrate their learning, and stimulating students' interests and motivation for learning in a variety of ways.

EEX 5704. Early Childhood and Elementary Education Curriculum for Special Educators (3).  This course provides special educators with knowledge of general early childhood and elementary curriculum. Emphasis is placed on evidence-based supports, modifications, and accommodations to allow the child with disabilities to access the general education curriculum.

EEX 5708. Teaming with Families, Schools and the Community (3).  This course provides students with the knowledge and skills to collaborate and team with professionals from a variety of disciplines in the schools and other community agencies, to include family members in the collaboration process, and to support families of children with disabilities throughout the life cycle.

EEX 5765. Introduction to Special Education Technology (3).  This course introduces the way technology (specifically computers) is used with special education students.

EEX 5767. Augmentative and Alternative Communication (AAC) for Learners with Autism Spectrum Disorder (3).  This course provides students with knowledge of best practices in facilitating communication and learning of children and youth with complex communication needs including those with autism spectrum disorder (ASD) and other developmental disabilities in school settings. This course focuses on the use of assistive technologies including augmentative and alternative communication (AAC) to enhance student participation in social and academic learning opportunities. Emphasis is placed on effective assessment and instruction for AAC and other assistive technology users.

EEX 5835. Advanced Practicum in Special Education (3).  The course provides experience developing, implementing, and evaluating lesson and intervention plans for learners with disabilities. Additional content includes designing, implementing, and evaluating large and small group activities; evaluating learning environments; and working with a team of professionals and instructional assistants.

EEX 5836r. Practicum with Students with Autism Spectrum Disorder and Severe Intellectual Disabilities (1-3).  This course provides participants with experience developing, implementing, and assessing intervention programs for learners identified as having autism spectrum disorder. May be repeated to a maximum of three credit hours.

EEX 5841r. Field Laboratory Internship in Special Education (9). (S/U grade only.)  This course is the culminating internship for all Special Education Teaching (SET) majors. Student teachers are supervised by a qualified cooperating teacher of Exceptional Student Education and a University supervisor from the University. Student teachers gradually assume responsibility for all facets of classroom life, including (but not limited to) planning, instruction, assessment, classroom management, and communication with other educational stakeholders. May be repeated to a maximum of 18 credit hours.

EEX 5863r. Supervised Teaching (1-4). (S/U grade only.)  A maximum of three hours may apply to the master's degree.

EEX 5906r. Directed Individual Study (1-3).  May be repeated to a maximum of 12 credit hours. Not offered Summer term.

EEX 5911r. Supervised Research (1-4). (S/U grade only.)  May be repeated to a maximum of five semester hours. A maximum of three hours may apply to the master's degree.

EEX 5920. Pre-Student Teaching Seminar (1). (S/U grade only.)  This course prepares students for student teaching. Paperwork requirements, as well as professional behavior and ethics, are covered.

EEX 5931r. Special Topics in Special Education (1-3).  This course is an investigation of a variety of topics in special education. May be repeated to a maximum of nine credit hours; repeatable within the same term.

EEX 5940r. Practicum in Early Childhood Special Education (3).  This practicum gives experience working with atypical infants, toddlers, preschoolers, and their families. May be repeated to a maximum of six crdit hours.

EEX 5943r. Practicum in Transition (3).  In this practicum, students are given an opportunity to directly apply their skills in one of several transitional programs in the schools or the community. May be repeated to a maximum of nine credit hours.

EEX 5971r. Thesis (1-6). (S/U grade only.)  A minimum of six crdit hours are required.

EEX 5973r. Specialist in Education Thesis (1-6). (S/U grade only.)  A minimum of six credit hours are required.

EEX 6301r. Seminar: Research Problems in Special Education (1).  This seminar focuses on current research topics drawn from broad areas associated with special education. May be repeated to a maximum of six  credit hours.

EEX 6341. Critical Review of Special Education Research (3).  This course is an analysis and synthesis of research areas relating to exceptional individuals.

EEX 6342. Seminar: Readings in Education, Training, and Treatment of Exceptional Individuals (3).  This course is a comprehensive study of special education literature in a variety of areas.

EEX 6426. Research and Practices in Special Education Personnel Development (3).  This course is a study of professional preparation of individuals serving exceptional individuals.

EEX 6935r. Doctoral Seminar in Special Topics (1-3).  This course is an investigation of a variety of topics in special education. May be repeated to a maximum of three credit hours; may be repeated within the same term.

EEX 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. Repeatable to 12 credit hours; may be repeated within the same term.

EEX 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

EEX 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

EEX 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

EEX 8976r. Master's Thesis Defense (0). (P/F grade only.) 

EEX 8985r. Dissertation Defense (0). (P/F grade only.) 

EME—Technology and Media Education

EME 5050. Teaching and Technology (3).  This course is designed to address current technology research and learning theory, instructional design and product development, information access and delivery issues, and pragmatic ideas for integrating educational technology in the classroom. Emphasis is on applying technology applications as an effective tool in teaching and learning.

EME 5077. Mobile Learning (3).  This course addresses issues related to design, development, and implementation of mobile solutions for learning and performance support.

EME 5078. Design of Online & Digital Adaptive Learning (3).  This course is designed to guide students to develop and implement online and digital adaptive learning technologies by understanding and applying the interdisciplinary principles of instructional design, learning technologies, human computer interaction, and learning analytics. The course reviews the design theories of adaptive and personalized learning and examines how instructional designers and educators can leverage digital culture, emerging technologies, and data science to design or develop online and digital adaptive learning products and environments.

EME 5250. Open Learning and Open Educational Resources (3).  This course addresses the historical and social context of open learning and open education resources (OER), and engages students directly in the design, development, and implementation of open learning experiences and resources.

EME 5456. Online Pedagogy and Design (3).  This course presents various approaches to both synchronous and asynchronous online learning, online class activity design, and online class management. It prepares students to design and deliver their own online classes.

EME 5457. Introduction to Distance Learning (3).  This course provides an overview of the foundations of distance learning and on-line educational programs. It examines the design and technologies necessary for quality interactive education at a distance.

EME 5601. Introduction to Instructional Systems (3).  This course is an overview of systems theory applied to instructional systems development and includes principles and procedures for developing total instructional systems. In the course, students learn about the systematic approach to instructional design, the contexts in which this approach is applied, and the roles instructional systems professionals in the instructional design and performance improvement processes.

EME 5602. Technology & Design (3).  This course focuses on developing the visual design, multimedia, graphic design, and technology skills that are foundational to instructional design and development. Students will learn to apply theory and principles to the development of instructional media using popular software programs.

EME 5603. Introduction to Systematic Instructional Design (3).  This course is an introduction to systematic design of instruction. Includes practical experience in developing and evaluating instructional materials.

EME 5608. Trends and Issues in Instructional Design (3).  This course is an overview of the field of instructional technology. Includes historical perspective, research findings, and current issues and trends.

EME 5614. Design of Learning Games (3).  This course is designed to guide students to design and prototype learning games by understanding and applying the interdisciplinary principles of game design, psychology of play, education, and cognitive science.

EME 5632. Qualitative Inquiry for Instructional Design & Technology (3).  In this class, students learn about types of qualitative inquiry commonly done in the instructional design and technology field. Students develop skills for collecting and analyzing data in face-to-face and digital settings.

EME 5906r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

EME 5910r. Supervised Research (1-3). (S/U grade only.)  This course provides students an opportunity to work on a research project or projects under the supervision of a professor. A maximum of six credit hours may apply to the master's degree.

EME 5930r. Special Topics in Instructional Systems & Learning Technologies (3).  This course is an investigation of various topics in instructional systems and may be repeated to a maximum of nine credit hours.

EME 5940r. Supervised Teaching (1-4). (S/U grade only.)  This course may be repeated up to a maximum of 18 credit hours. Unlimited credits may count toward the doctoral degree, but a maximum of three hours may be applied to the master's degree.

EME 5942r. Field Laboratory Internship (1-8). (S/U grade only.)  This internship provides students an opportunity to apply the skills and knowledge obtained in courses to a real-world project for an actual client. The main goal of the internship is for students to strengthen their competence in communication, analysis, design, technology, evaluation, management, personal and interpersonal skills.

EME 6060. Collaborative Research in Instructional Systems & Learning Technologies (3).  In this class, students learn to conduct research in collaborative teams. The focus is on gaining hands-on experience with a specific focus on issues related to how collaborative teams function during the research process.

EME 6064. Application of Research Methods in Learning Design & Performance Technology (3).  This course provides students with hands-on experience applying research methods associated with learning design and performance.

EME 6356. Learning and Web Analytics (3).  This course addresses the collection and use of data for decision making and assessment in learning and human performance contexts. Students get hands-on experience with small data sets and learn how big data sets are collected and used.

EME 6357. Evaluation of Instruction and Training in HPT (3).  This course focuses on the evaluation of training and instruction through a systemic analysis of the organization sponsoring the training program. The course provides the knowledge and skills for conducting an HPT-based evaluation of training systems. Students actively participate in discussions, presentations, synthesis of materials, and the writing of papers.

EME 6403. Designing for Online Collaborative Learning (3). Prerequisite: EME 5601. This course teaches strategies and techniques for designing instructional activities for distance learning based on theories and principles of collaborative learning.

EME 6414. Web 2.0-Based Learning and Performance (3).  This course focuses on how the widespread use of social networking/media have influenced learning and human performance. Additionally, the course covers how instructional learning experiences and performance supports might be designed to take advantage of participatory culture.

EME 6415. Development of Computer Courseware (3).  This course focuses on procedures for the systematic design and production of computer-based instruction. Includes practice in computer-based course development.

EME 6476. Internet Based Inquiry (3).  This course focuses on two key issues related to the Internet and research: (1) Conducting research on online settings and (2) Using Internet-based tools to support data collection and analysis.

EME 6507. Development of Multimedia Instruction (3).  In this course, students practice basic instructional systems design principles in active and digital learning environments. The course focuses on the design, development, implementation/distribution, and assessment of multimedia-based learning experiences systems.

EME 6631. Managing Instructional Development (3). Prerequisite: EME 5601. This course is an introduction to procedures for managing instructional development projects and organizations. Includes project and organizational design and development, staff development, and leadership principles.

EME 6632. Instructional Systems Inquiry Project Design & Management (1). (S/U grade only.)  This course explores issues related to the design and management of inquiry-based projects focused on instructional systems problems of practice. The course uses a project-based approach.

EME 6635r. Seminar in Advanced Instructional Systems Problems (3). Prerequisites: EDG 6362 and EDF 5489. This course is only offered periodically and addresses special topics that are not covered in other courses. May be repeated to a maximum of six credit hours.

EME 6636. A Systems Approach to the Management of Change (3).  This course discusses performance interventions in terms of changes in organizational environment, structure, processes, and workforce performance. The course examines the issues surrounding planning, implementing, sustaining, and evaluating changes that result from instructional and non-instructional interventions which target the overall improvement of organizational performance.

EME 6665r. Synthesis, Analysis, and Argumentation in Instructional Systems Research (3). Prerequisite: EDG 6362. This course covers tools, techniques, and procedures for finding, synthesizing, analyzing, and summarizing research related to past and ongoing relevant topics in Instructional Systems. May be repeated to a maximum of six credit hours.

EME 6677. Advanced Instructional Design and Development (3). Prerequisites: EDP 5216 and EME 5603. This advanced course explores theory and research that serve as the foundation for current and emerging instructional design (ID) practice. The course is aimed at graduate students who have already mastered basic knowledge and skills related to instructional design and learning theory.

EME 6691. Performance Systems Analysis (3).  This course is an introduction to human-performance technology (HPT) and familiarizes students with HPT theoretical foundations and practical methodology through a performance systems analysis (PSA) project. The course covers systems thinking, systematic processes involved in conducting a PSA, as well as PSA models and their application for identifying performance gaps and recommending solutions.

EME 6694. Academic Publishing in Instructional Systems & Learning Design (3).  This course addresses the academic publishing process and prepares Instructional Systems and Learning Design students to disseminate the results of their research at conferences and through academic journals and books.

EME 6697. Entrepreneurship, Consulting, and Leadership in Learning Design & Performance Technology (3).  This course addresses entrepreneurship, consulting, and leadership skills that are needed by learning design and performance technology professionals.

EME 6920r. Learning Design and Performance Technology Colloquium (1). (S/U grade only.)  This colloquium addresses timely issues related to practice and inquiry in the field of learning design and performance technology. Ethics, standards, and cases are explored. May be repeated to a maximum of three credit hours.

EME 6931. Seminar in Advanced Instructional Systems Problems (3). Prerequisite: EME 6476. This seminar addresses data analysis and reporting skills needed by learning design and performance technology professionals. The focus is on gaining hands-on experience with data analysis, visualization, and reporting. To engage in course assignments, students will draw upon data sets they previously collected in EME 6476 with IRB approval. The seminar is intended for students in the online EdD program in Learning Design and Performance Technology.

EME 6985r. Dissertation (1-4). (S/U grade only.) Prerequisite: Admission to Doctoral Candidacy. This course may be repeated up to 12 credit hours and may be repeated within the same term.

EME 8960r. Masters Comprehensive Examination (0). (P/F grade only.)  The comprehensive examination gives students an opportunity to reflect on the competencies acquired in the program and to provide evidence of skills by preparing a professional portfolio consisting of various work products, deliverables, and other artifacts completed in their courses, internship, and other settings.

EME 8961r. Preliminary Doctoral Exam (0). (P/F grade only.)  This preliminary examination determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours. May be repeated up to two times.

EME 8980r. Dissertation Defense (0). (P/F grade only.)  Course topics are subject to student's dissertation topic and research. May be repeated up to six (6) times.

EVI—Visually Impaired/Blind Education

EVI 5018. PK-12 Students with Visual Impairments: Assessment Strategies (3).  This course provides students with competencies in the comprehensive assessment of children with visual impairments for the purpose of determining eligibility for educational services, designing individualized instruction, and identifying accommodations. Students refine skills to assess functional vision, learning media, and performance across the areas of the Expanded Core Curriculum (ECC) using a variety of assessment methods, tools, and adapted materials.

EVI 5019. Foundations of Rehabilitation Teaching of the Blind (3).  This course presents an overview of the rehabilitation teaching profession and provides practical experience in the basic procedures of rehabilitation teaching. Students develop and apply assessment tools, training plans, and evaluation instruments within an andragogical model.

EVI 5131. Teaching Individuals with Deafblindness (3). Prerequisites: EVI4011, EVI4211, EVI4121, EVI4110, EVI4312, and EVI4314. This course teaches students skills and knowledge to teach deaf-blind/multisensory impaired individuals. It is designed to provide knowledge related to the education of children with multiple impairments involving sensory loss. The course will include a historical perspective, pathology, the sensory systems and their relation to development and intervention strategies, and professional issues.

EVI 5205. Program Planning and Management of Students with Visual Impairments (3). Prerequisites: EVI 4312 and EVI 4314. This course provides participants with the knowledge and skills necessary to manage the successful integration of students with visual impairments in the general education environment.

EVI 5221. Applied Methods of Orientation and Mobility (3). Prerequisites: EVI 4121, EVI 4220, and EVI 4314 or EVI 5316. This course explores the methods and strategies for teaching independent travel techniques to learners with visual impairments. The course presents and discusses methods, strategies, and information related to the teaching of independent travel skills. Emphasis is on travel within indoor environments.

EVI 5222. Advanced Orientation and Mobility (3). Prerequisites: EVI 4121, EVI 4220, EVI 4314 or EVI 5316, and EVI 5221. This course covers methods in general navigation and environmental awareness for learners with visual impairments. Travel skills and techniques are gained while working under simulated conditions in various environments, through the use of existing sensory modalities and appropriate mobility techniques. Emphasis is on travel within the outdoor environments.

EVI 5226. Developmentally Appropriate Orientation and Mobility (3). Prerequisite: Instructor permission. This course provides the student with knowledge identifying developmentally appropriate orientation and mobility skills for young children ages birth to five. In addition, the students are able to assess and plan for orientation and mobility interventions for this age group.

EVI 5227. Teaching Orientation and Mobility to Individuals with Unique Health Considerations (3). Prerequisites: EVI 4220, EVI 5221, and EVI 5226. Corequisite: EVI 5222. This course teaches future orientation and mobility specialists unique and creative strategies for teaching the alternate skills that are necessary for individuals who are blind and have additional disabilities to be safe, efficient travelers. The course also emphasizes how to apply critical thinking and problem solving to conditions not covered specifically in this course that may arise in one's practice as a professional in the field of visual impairment.

EVI 5228. History and Theory of Orientation and Mobility (3).  This course provides a structured, in-depth study of the current body of knowledge in orientation and mobility. Through a review of the literature, students examine readings to support their preparation and professional certification in Orientation and Mobility.

EVI 5229. Foundational Elements of Orientation and Mobility (3).  The purpose of this course is to provide an overview of orientation and mobility services and the role of related personnel in orientation and mobility screening, assessment, and instructional planning.

EVI 5245. Expanded Core Curriculum for Students with Visual Impairments (3).  This course prepares certified teachers with in-depth understanding and knowledge of and strategies to assess and provide instruction in the Expanded Core Curriculum, a unique curriculum designed to teach children who are blind or visually impaired due to their lack of incidental learning.

EVI 5255. Methods of Independent Living of the Blind (3).  This course is designed to teach students techniques of daily living for persons with vision loss, methods of writing lesson plans for the adaptive techniques, and opportunities to teach the skills learned in class.

EVI 5310. Teaching Students with High Intensity Needs and Visual Impairments (3). Prerequisite: EVI 5316 or EVI 5367. This course introduces students to the techniques and strategies necessary for meeting the needs of students with visual impairments who have additional disabling conditions. The course places emphasis upon working with both blind and low vision students who have cognitive impairments. Students develop skills in observation, assessment, learning, and instruction of these complex students.

EVI 5313. Supporting Literacy Skill Acquisition in Visual Impairments (4). Prerequisites: EVI 4314 and EVI 5316 or EVI 5368. This course focuses on the strategies teacher of student use to identify appropriate reading medium and teach literacy skills to students with visual impairments. The course addresses knowledge and skills in teaching braille reading and writing skills, using functional vision assessments in combination with learning media assessments, and supporting literacy learning of children with low vision who use print.

EVI 5315. Teaching Communication Skills to Visually Impaired Adults (3).  This course has a threefold purpose. Students develop skills in reading, writing and teaching Braille to adults. Students learn adaptive techniques of communication in money management, handwriting, use of tape recorders, and management of print materials. The third area addressed in this course trains students to assess the communication needs of individuals with low vision, in order to work with them more effectively.

EVI 5316. Low Vision (3). Prerequisites: EVI 4121 or EVI 5367. This course prepares prospective teachers of students with visual impairments, orientation and mobility specialists, and rehabilitation teachers for facilitating the visual functioning of individuals with low vision. Students learn the basics of optics and how to conduct functional vision evaluations, to modify environments, and to teach the effective use of low vision devices.

EVI 5317. Unified English Braille (3).  This course teaches students preparing to be teachers of blind students (both adults and children) to read and write literary braille and to interline students’ work carefully.

EVI 5318. Special Methods of Working with Preschoolers with Visual Impairments (3). Prerequisites: EVI 4011 and EVI 4121. In this course, participants develop the knowledge and skills necessary to effectively provide intervention services to the families of infants, toddlers and preschoolers with visual impairments. Activities center on conducting assessments, working with families, and designing and implementing interventions.

EVI 5319. Communication and Emergent Literacy for Young Children with Visual Impairments (3).  This course offers the knowledge of communication and emergent literacy for young children (birth to age five) who are visually impaired or have other disabilities. The course prepares students to assess and plan for communication, language development, and literacy interventions for this age group.

EVI 5325. Technology for Individuals with Visual Impairment (3).  This course is designed to acquaint students with a variety of electronic hardware and software alternatives that are utilized by individuals with visual impairments to access information in school, home and vocational environments. This course includes lecture, demonstration, peer-teaching and hands-on activities.

EVI 5326. Accessible Materials and Environment for Students with Visual Impairments (3). Prerequisites: EVI 5316 and EVI 5317. This course provides students preparing to become teachers of students with visual impairments with the specialized skills necessary to facilitate access to classroom activities and materials for learners who have visual impairments. Specific emphasis is placed on the compensatory skills domain of the Expanded Core Curriculum for Blind and Visually Impaired Youths (ECC), and how to acquire, adapt, and create accessible materials and environments for learners who have visual impairments.

EVI 5327. Access to Learning Media for Students with Visual Impairments (3). Prerequisite: EVI 4221 or EVI 5317. This course prepares future teachers of students with visual impairments to provide instruction to students with visual impairments in the expanded core curriculum areas of assistive technology and compensatory access. Future teachers of students with visual impairments also learn to provide accommodations to allow student access to the core academic curriculum and work with the educational team to ensure access to the core and expanded core curricula.

EVI 5332. Social and Vocational Implications of Recreation and Leisure for Visually Impaired (3).  This course is designed to demonstrate the physical, psychological, social, and vocational purposes of recreation and leisure activities within education and rehabilitation programs for persons with visual impairments.

EVI 5346. Aging and Vision Loss (3). Prerequisite: Instructor permission. This course explores the physical and psychosocial issues encountered by   aging adults with severe vision impairment and examines strategies for living with a visual impairment in a changing/aging body in a world designed for sighted and younger people.  The course incorporates fundamental principles of gerontology, health, and rehabilitation of the older adult with issues related to visual impairment.  In addition, each student is asked to enhance his or her knowledge, attitudes, and perceptions about vision loss and aging people with visual impairments.

EVI 5355. Issues of Blindness in Society (3).  This course examines the many issues related to being blind in a society predicated on the presumption that people can use vision to manage societal demands.  The losses unique to visual impairment are explored, and students are provided with instructional strategies to assist individuals in living with visual impairment in a world designed for sighted people.

EVI 5367. Characteristics and Causes of Visual Impairment (3).  This course introduces prospective teachers of students with visual impairments, orientation and mobility specialists, and vision rehabilitation therapists to the anatomy and physiology of the human eye, the visual mechanism, its embryologic development, and various eye pathologies. Emphasis is placed on the impact of these eye pathologies on the visual functioning of the individual.

EVI 5368. Clinical and Functional Implications of Visual Impairment (4).  This course prepares teachers to assess and interpret the functional visual abilities of students with visual impairments. Topics include the parts of the eye and visual system, most common eye conditions and diseases, and the effect of various impairments on day-to-day visual functioning of students in grades pre-kindergarten through twelfth. Instruction includes strategies used to assess and increase visual efficiency in individuals with low vision including the use of effective accommodations and a variety of optical and non-optical tools.

EVI 5371. Foundations of Teaching Students Who Have Visual Impairments (4).  This course provides teachers who are certified in other subject areas with an introduction to the specialized skill set necessary when planning and/or delivering effective instruction to students with visual impairments in grades PK-12.

EVI 5374. Advanced Methods for Learners with Visual Impairments and High Intensity Needs (3). Prerequisites: EVI 4110 or EVI 5018; and EVI 4330 or EVI 5310. This course prepares pre-service teachers of students with visual impairment to assess and design effective instruction for learners who have cognitive and multiple disabilities in addition to visual impairment.

EVI 5375. Braille Codes and Mathematics Instruction for Students with Visual Impairments (3). Prerequisite: EVI 4211 or EVI 5317. This course prepares future teachers of students with visual impairments to support the instruction of mathematics skills in students through the use of adapted materials, collaboration with instructional personnel, and inclusive strategies. Topics to be covered include the Nemeth Code, Unified English Braille (UEB) Math, accommodations to access to math materials, and the use of the Cranmer abacus.

EVI 5931r. Seminar in Visual Disabilities (1-3).  This seminar covers current topics in the field of visual disabilities. May be repeated to a maximum of three credit hours and may be taken within the same term.

EVI 5935. Studies in Research on Individuals with Visual Impairment (3).  This course is designed to familiarize students with the published literature related to providing services to individuals with visual impairments and to furnish students with a basic knowledge of the purposes of research in this field, common design strategies, research and analysis tools used, and methods for analyzing the quality of published research.

EVI 5942. Student Teaching in Visual Disabilities (12). Prerequisite: EVI 5018. In this course, student teachers teach students with visual disabilities for one semester within a public school or residential school setting, full-time and under the supervision of an experienced certified teacher of students with visual impairments.

EVI 5943. Practicum in Orientation and Mobility (2). Prerequisite: EVI 4220. This course provides students in the program of Orientation and Mobility with fieldwork experience observing and teaching students/clients with visual disabilities. Practicum students are exposed to a wide range of teaching experiences under the direct supervision of an experienced O&M instructor. To facilitate the learning process, the student is provided an opportunity to observe and teach in different areas, including a variety of simple as well as advanced O&M skills, with a variety of students/clients.

EVI 5945r. Internship in Orientation and Mobility (3-12). Prerequisites: EVI 4220, EVI 5221, and EVI 5222. In this course, student instructors teach orientation and mobility skills in public school, residential school, and rehabilitation settings for a minimum of 300 service hours to students with visual disabilities. They do so full-time and while under the supervision of an experienced, certified orientation and mobility specialist. May be repeated to a maximum of 12 credit hours.

EVI 5946r. Internship in Rehabilitation Teaching of Adults with Visual Disabilities (3). (S/U grade only.) Prerequisites: EVI 5019 and EVI 5255. In this course, interns teach rehabilitation skills within a federal, state, or private not-for-profit agency to adults with visual disabilities. They do so under the supervision of an experienced, Certified Vision Rehabilitation Therapist (CVRT).

FAD—Family Development

FAD 5261. Families in Crisis (3). Prerequisite: Background in family or instructor permission. This course discusses theoretical consideration of persistence and change in families with special attentions to critical transitions in family development.

FAD 5263. Advanced Family Studies (3). Prerequisites: Graduate standing, background in child and family studies or instructor permission. This course surveys contemporary research in family studies.

FAD 5481r. College Teaching in Family Sciences (2-3). (S/U grade only.)  This course prepares students to teach in the area of family sciences in a higher education setting. It focuses upon units of study, evaluation, procedures, teaching models and strategies. May be repeated to a maximum of three semester hours.

FAD 5618. Legal, Ethical, and Professional Issues in Marriage and Family Therapy (3).  This course builds the foundation for ethical and legal concerns relevant to the practice of Marriage and Family Therapy. The course assists students in developing personal and professional guidelines for the ethical practice of MFT within the context of existing professional practice standards and governing laws. Students confront and analyze dilemmas and issues pertinent to the responsible practice of therapy.

FAD 5620. Advanced Human and Lifespan Development (3).  This course provides an overview of the major human developmental theories throughout the life course within the family, social, and cultural context and serves as a foundation for client assessment and case conceptualization. Individual and family development are viewed as mutually interactive processes affected by biology/genetics, gender, race, ethnicity, acculturation and religion. The development of the individual is traced chronologically and factors influencing development are explored concurrently from each theoretical orientation.

FAD 5621. MFT Theories I: Modernist Models (3). Prerequisite: FAD 5625 with a grade of B- or better. This course builds a foundation in modernistic theoretical models of marital and family therapy, including systemic, structural, strategic, intergenerational, contextual, behavioral, and experiential therapies. The fundamental concepts and propositions of each theory are introduced and translated into concrete strategies for clinical application and practice. This course is key in preparation for licensure exams.

FAD 5622. MFT Theories II: Postmodern Models of Family Therapy (3). Prerequisites: FAD 5621 and FAD 5625, both with a grade of B- or better. This course introduces students to theoretical concepts and methods of intervention in family therapy using postmodern models informed by a social constructionist lens. Postmodern models and associated clinical approaches include narrative therapy, solution-focused therapy, and collaborative language systems.

FAD 5623. Marriage and Family Therapy Theories III: Couples Therapy (3). Prerequisites: FAD 5621 and FAD 5622, both with a grade of B- or better. This course provides orientation and structure necessary for conducting effective couples therapy from a systemic framework. Emphasis is placed on assessing qualities of couple relationships and subsequent treatment of presenting concerns from a contextual perspective, emphasizing diversity in culture, gender, and sexuality. The course examines domestic violence, infidelity, substance abuse, physical health issues, and major psychiatric disorders.

FAD 5625. Introduction to Systems Theory (3).  This course is an introduction and overview of Systems Theory as applied in the field of Marriage and Family Therapy. The course covers original formulations of general systems theory, communication systems, chaos theory, and cybernetics, and subsequent translations of those ideas into family systems theory used in therapeutic contexts. Focus is on family metaphors, patterns, interaction, and communication to describe human behavior and relationships. Readings and concepts are also applied to students’ family of origin to enhance “self-as-therapist” development.

FAD 5630. Systemic Assessment and Treatment Planning in Marriage and Family Therapy (3). Prerequisite: FAD 5667. This course establishes students’ foundation in clinical assessment, diagnosis, and treatment planning in MFT. It elaborates on the theoretical assumptions and values underlying alternative assessment techniques, and how those assessments move to diagnosis and development of treatments for major mental health issues and other presenting concerns. The course also covers risk assessment and crisis intervention.

FAD 5661. Group Psychotherapy (3).  In this course students learn theoretical concepts and methods of systemically oriented group psychotherapy. Students develop core competencies in fundamental skills and approaches used in group psychotherapy. The role of contextual factors in group therapy are examined. Students participate in experiential group work to develop skills to propose and plan group psychotherapy.

FAD 5665. Substance Use Theory and Techniques (3).  This course prepares students to apply a systemic perspective with clients presenting with substance use and addiction. Students learn systemic assessment skills and empirically supported interventions to address substance use disorders. It emphasizes sensitivity to individual, social, and cultural diversity, as well as the alternative forms of substance use including co-occurring psychiatric and substance use disorders.

FAD 5667. Psychopathology, Diagnosis and Systemic Treatment (3).  This course familiarizes students with diagnostic procedures using the DSM-5, while challenging students to understand and evaluate each mental health disorder from a broader, societal perspective. Emphasis on psychiatric diagnostic classification systems, particularly in the context of treatment and collaborative relationships with other medical and mental health providers.

FAD 5680. Marriage and Family Therapy Capstone (3). Prerequisites: FAD 5621, FAD 5622, FAD 5623, and FAD 5625, all with a grade of B- or better. This course provides advanced marriage and family therapy (MFT) students with the opportunity to demonstrate a cumulative understanding and integration of core theoretical knowledge and clinical competence in the field of MFT. Assignments integrate major theoretical approaches, ethical guidelines, multicultural awareness, and research methods. Supervision evaluations and professional development feedback will also be included as a measure of clinical competency and professional readiness.FAD—

FAD 5700. Applied Research in Human Sciences (4). Miscellaneous Requirements: Graduate standing and knowledge of basic algebra. This course provides an introduction to the use of statistical inference and data analysis for students majoring in human sciences, using unique examples and datasets that are discipline specific. Laboratory experiences emphasize the use of various analytic techniques.

FAD 5705. Qualitative Research in Family and Child Science (3). Prerequisite: CHD 5915. The course prepares students to critically engage with qualitative research, conduct qualitative studies, and incorporate qualitative components in research involving mixed methods regarding family systems, children, and other relational systems. This course focuses on narrative research, with additional investigation of ethnographic and case study research.

FAD 5900r. Readings in Family and Child Sciences (3).  In this course topics vary, and each topic may be taken only once.

FAD 5906r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of nine credit hours.

FAD 5912r. Supervised Research (1-3). (S/U grade only.)  A maximum of three credit hours may apply to the master's degree.

FAD 5934r. Seminar in Family and Child Sciences (1-9). Prerequisite: Background in child and family studies at the graduate level or instructor permission. In this seminar topics vary, and each topic may be taken only once.

FAD 5942r. Supervised Teaching (1-3). (S/U grade only.)  A maximum of three credit hours may apply to the master's degree.

FAD 5944r. Internship-Family/Child (1-12). Prerequisites: Family relations/child development majors only. Corequisite: Graduate standing. This course consists of supervised practical field experiences in various professional settings related to family/child development including human services, agencies, hospitals, educational facilities, and government.

FAD 5970. Special Project (3). (S/U grade only.) Prerequisite: Master's degree student. This course is open to course option master's degree students who are near completion of their course requirements. Permission of major professor required.

FAD 5971r. Thesis (1-6). (S/U grade only.)  A minimum of six credit hours is required.

FAD 6266. Diversity Considerations for Family Research and Practice (3).  This course examines human development and family processes within diverse contexts. Specifically, students focus on the impact of systems of oppression and privilege on developmental and family processes, discuss best practices for research and therapy, and critically review theory for inclusion of individuals and family from diverse groups.

FAD 6436. Theories of Family Sciences (3). Prerequisites: Graduate standing, background in child and family studies, as well as instructor permission. This course is a review of current theories in family studies.

FAD 6605. Advanced Clinical Marriage and Family Therapy Theory (3). Prerequisite: Admission to the Marriage and Family Therapy Program; or introductory knowledge of systemic family therapy approaches and instructor permission. This course is an in-depth, advanced study of traditional and contemporary theories within the field of marriage and family therapy (MFT).

FAD 6606. Supervision in Marriage and Family Therapy (3). Prerequisite: Passage of Clinical Comprehensive Examination in Marriage and Family Therapy. This course teaches the fundamentals of marital and family therapy supervision through didactic presentation, supervised experience of actual supervisory practice, and reflective interaction.  This course meets the specifications required for the Approved Designation of the American Association of Marriage and Family Therapy.

FAD 6610. MFT Social Justice and Diversity (3). Prerequisite: Admission to the Marriage and Family Therapy Program. This course is an in-depth, advanced study of theory, research, and intervention best-practices for couples and families in the context of today’s society, with an emphasis on cultural awareness to prepare students as researchers and clinicians to work effectively with diverse populations within the field of marriage and family therapy (MFT).

FAD 6701. Advanced Longitudinal Modeling in Family Science (3). Prerequisite: FAD 5700 or equivalent. This course focuses on a structural equation modeling approach for analyzing longitudinal data in family science. Topics include longitudinal designs, missing data, latent growth curve model, longitudinal confirmative factor analysis, longitudinal panel model, and longitudinal mediation and moderation.

FAD 6706. Intervention Research in Family and Child Sciences (3). Prerequisite: CHD 5915 or equivalent course. This course examines the efficacy and effectiveness of interventions in Family and Child Sciences. This course covers many of the complex decisions that investigators must make in designing, implementing, interpreting, and reporting intervention research.

FAD 6916. Outcome Research in Marriage and Family Therapy (3). Prerequisite: Admission to Marriage and Family Therapy Program or instructor permission. This course is designed to provide students with an overview of psychotherapy outcome research in general and in marriage and family therapy (MFT) outcome research in particular.

FAD 6917. Research Methods in Family and Child Sciences (3). Prerequisite: At least one graduate-level research course, doctoral students only, statistics, and instructor permission. This course is an overview of research methods currently in use in studying individuals, families, and children.

FAD 6930r. Special Topics: Marital and Family Therapy-Topics Vary (3-9). Prerequisites: Doctoral student standing and instructor permission. Each topic may be taken only once. May be repeated within the same term to a maximum of nine credit hours.

FAD 6935r. Special Topics: Family and Child Development (Topics Vary) (3-9).  This course is an in-depth exploration of contemporary topics and issues. Repeatable for up to nine hours.

FAD 6940r. Practicum in Marital and Family Therapy (1-5). (S/U grade only.) Prerequisite: Doctoral student in marriage and family therapy program. May be repeated to a maximum of 21 credit hours.

FAD 6980r. Dissertation (1-24). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of 24 credit hours; may be repeated within the same term.

FAD 8944r. Internship in Marriage and Family Therapy (1-12). (S/U grade only.) Prerequisite: MFT major status. Corequisite: FAD 8964. This internship provides supervised practical field experience in various professional settings related to couple and family therapy, including human services, agencies, hospitals, educational facilities, and government. may be repeated to a maximum of 12 credit hours. S/U grade only.

FAD 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  May be repeated within the same term.

FAD 8976r. Master's Thesis Defense (0). (P/F grade only.) 

FAD 8985r. Dissertation Defense Examination (0). (P/F grade only.) 

FLE—Foreign Language Education

FOS—Food Science

FOS 5205. Food Safety and Quality (3). Prerequisites: HUN 1201 and FOS 3026, or departmental approval. This course covers topics such as food spoilage, food poisoning, food-borne pathogens, food laws and regulations, as well as HACCP and risk management. Emphasis is placed on current issues related to the safety and quality of food.

FOS 5424. Food Preservation (3). Prerequisites: Biochemistry and microbiology. This course focuses on fundamental considerations in the preservation of foods by freezing, canning, dehydration, ionizing radiations, etc.

FOS 5930r. Seminar in Food and Nutrition Sciences (1).  This course consists of student and faculty presentations on research and developments in food science and nutrition.

FOS 5936. Selected Topics in Food Science and Technology (3). Prerequisites: FOS 4114C and biochemistry. This course is an investigation of current research related to selected topics in food science and technology.

FOS 6351C. Physical and Chemical Techniques in Food and Nutrition (3). Prerequisite: HUN 5802L. Recommended prerequisite: Analytical chemistry. This course provides an experimental approach to food and nutrition research, and it may involve the study of foods, humans, or animal models and a variety of specialized instruments.

FOS 6930r. Seminar in Food and Nutrition Sciences (1).  This seminar consists of student and faculty presentations on research and developments in food science and nutrition.

FSS—Food Service Systems

HEE—Home Economics Education

HOE—General Home Economics

HOE 6366. Research Best Practices in Human Sciences (2). Prerequisite: Graduate standing. This course covers the areas of responsible conduct of research in the human sciences and the management principles for sponsored research.

HSC—Health Sciences

HUN—Human Nutrition

HUN 5242. Carbohydrates, Fats, and Proteins (3). Prerequisite: Biochemistry or HUN 3224. This course focuses on topics such as metabolism, physiological action, and interrelationships of carbohydrates, proteins, and lipids.

HUN 5243. Vitamins and Minerals (3). Prerequisite: Biochemistry or HUN 3226. This course focuses on topics such as biochemical functions, physiological actions, and metabolism of the vitamins and minerals. Fundamental concepts underlying human nutrition.

HUN 5297. Eating Disorders, Body Image and Healthy Weight Maintenance (3).  This course presents current science based information about nutrition, dieting, eating disorders, and body image.

HUN 5625. Nutrition Counseling and Wellness (3). Prerequisite: Admission to the Nutrition and Food Science major, admission to the Sport Nutrition major, or instructor permission. This course provides an overview of counseling theories and techniques with practical application to nutrition conditions and related problems.

HUN 5802. Research Design and Methodology (2).  This course focuses on topics such as basic research terminology, principles and techniques in movement science, nutrition and food science including library materials and writing techniques.

HUN 5802L. Research Design and Methodology Laboratory (1). Prerequisite: Chemistry. This laboratory focuses on techniques in the areas of physiology and biochemistry as related to nutrition and metabolism, exercise physiology, and    food science.

HUN 5906r. Directed Individual Study (1-9). (S/U grade only.)  (S/U grade only) May be repeated to a maximum of nine credit hours.

HUN 5910r. Supervised Research (1-3). (S/U grade only.)  A maximum of three credit hours may apply to the master's degree.

HUN 5930r. Food and Nutrition Seminar (1-4).  This course involves doctoral student presentations concerning research in the nutritional sciences. May be repeated to a maximum of four credit hours.

HUN 5938r. Special Topics in Nutrition (3).  This course involves readings and discussion in special areas such as nutrition in aging, energy metabolism and obesity, and world food problems.

HUN 5971r. Thesis (3-6). (S/U grade only.)  Course Description not on file

HUN 6248r. Advances in Nutrition and Food Science (3-12). Prerequisites: HUN 5242, HUN 5243, and FOS 5936. This course explores current topics in proteins, carbohydrates, lipids, minerals, or vitamins. May be repeated to a maximum of 12 credit hours. May be repeated within the same term.

HUN 6780. Nutrigenomics and Epigenetics (3).  This course discusses basic molecular mechanisms regulating the expression of metabolic/protective genes by dietary components known as nutritional genomics and its impact in human diseases, aging and longevity. Students learn the basics of gene regulation by epigenetic modifications and posttranslational modifications affecting protein expression and function.

HUN 6906r. Directed Individual Study (1-9). (S/U grade only.)  (S/U grade only) May be repeated to a maximum of nine credit hours.

HUN 6911r. Supervised Research (3-5). (S/U grade only.) 

HUN 6930r. Food and Nutrition Seminar (1).  This course consists of student and faculty presentations on research and developments in food science and nutrition.

HUN 6940r. Supervised Teaching (1-3). (S/U grade only.) 

HUN 6980r. Dissertation (2-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of 12 credit hours. May be repeated within the same term.

HUN 8945r. Supervised Field Experience (1-12). (S/U grade only.) Prerequisites: DIE 5248, HUN 5242, HUN 5243, and instructor permission. This course consists of supervised experience in applied dietetics. May be repeated to a maximum of 24 credit hours in a two-year period to meet CADE requirements for the Dietetics Internship.

HUN 8964r. Preliminary Doctoral Examination (0). (P/F grade only.) 

HUN 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

HUN 8976r. Master's Thesis Defense (0). (P/F grade only.) 

HUN 8985r. Dissertation Defense Examination (0). (P/F grade only.) 

IDS—Interdisciplinary Studies

ISC—Interdisciplinary Sciences

LAE—Language Arts and English Education

LAE 5297. Teachers as Writers (3). Prerequisite: LAE 5368. This course helps pre-K–16 teachers improve their writing with the goal of obtaining skills and techniques they can share with their own students.

LAE 5336. Applied Linguistics for Teachers of English (3).  This course is designed to enhance student knowledge of how we perceive and use language. Topics covered include: the history of English as a language, the ways we produce spoken language (physically, instinctually, and intellectually), the ways that language is represented in popular culture, and the arguments and justifications given regarding popular and traditional approaches to teaching language and grammar.

LAE 5348. Teaching Multiliteracies (3).  This course addresses the field of new literacy studies and identifies how emerging understandings of literacy can support the development of literacy practices in academic settings. Students examine the attributes of multiliterate learners and focus on how to develop those attributes through a variety of academic and popular culture texts.

LAE 5364. A Survey of British Literature for English Teachers (3).  This course provides those seeking a graduate English-education degree with the opportunity to develop an understanding of the scope of British literature. Participants explore historical, political, and social events that influenced the creation of literature from the Anglo-Saxon era to the present post-modern period.

LAE 5368r. Classroom Management and Methods of Planning and Instruction in Secondary  English (3-6).  This course offers a careful consideration of the role of the secondary-school teacher of English, paying special attention to effective classroom management, planning for instruction, and assessment of student learning. May be repeated for a maximum of six credit hours.

LAE 5637r. Problems and Trends in English Education (3-6).  This course examines the history of English as a school subject; current developments, issues, and research in the teaching of English.

LAE 5645. Pedagogy and Popular Culture (3).  This course is designed to address current trends and texts in digital popular culture, and how popular culture affects students, teachers, 21st century literacies, and lesson planning.

LAE 5696. Participatory Culture in Literacy and Learning (3).  This course explores the characteristics of participatory culture and the ways people can utilize these characteristics in education to enhance literacy and learning. Additionally, the course examines the cultural and social practices of collaboration, appropriation, and recirculation utilized in new media environments.

LAE 5736. Written Composition in the Secondary School: Theory and Research (3).  This course focuses on rhetorical and psychological approaches to the writing process; prewriting, invention, and revision; problems of the basic writer; evaluation of writing and writing skills; current research.

LAE 5748r. Teacher Action Research:  Studies in Teaching Writing I (3-6).  This course is designed for practicing preK-16 teachers who are interested in designing and implementing a research study of their own classroom instruction so as to improve the writing of their students. May be repeated to a maximum of six credit hours.

LAE 5865. Teaching Media Literacy (3).  This course is designed to address the field of media literacy and equip practicing teachers with the knowledge and pedagogies needed to promote media literacy. Students are provided with tools to cultivate their own literacy as well as to teach for media literacy, which supports other literacies, learning, and digital citizenship

LAE 5908r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

LAE 5932r. Special Topics in English Education (1-3).  This course is an investigation of topics of current concern to English teachers, supervisors, and teacher trainers. May be repeated to a maximum of 12 credit hours.

LAE 5940r. Field Laboratory Internship (1-8). (S/U grade only.)  May be repeated to a maximum of eight credit hours.

LAE 5941. Practicum in Secondary English (3). Prerequisites: LAE 5368. This course consists of class meetings as well as a 60-hour field experience for each teacher candidate. The course convenes formally twice per week for the first five weeks, and once per week thereafter. The remainder of the course is devoted to field work in multiple assigned local secondary schools.

LAE 5945r. Supervised Teaching (1-4). (S/U grade only.)  May be repeated to a maximum of five semester hours. A maximum of three hours may apply to the master's degree.

LAE 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of 12 credit hours; may be repeated within the same term.

LAE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

LAE 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

LAE 8985r. Dissertation Defense (0). (P/F grade only.) 

LDR—Leadership Studies

MAE—Mathematics Education

MAE 5146. School Mathematics Curriculum (3). Prerequisite: Instructor permission. This course establishes a theoretical perspective and then major curriculum projects are examined and critiqued. Reform movements are considered in light of historical events and the current social climate.

MAE 5318. The Topics and Teaching of Elementary School Mathematics (3). Prerequisite: Admission to a graduate degree program in Elementary Education or special permission. This course provides in-depth examination of topics related to mathematics learning, mathematics teaching strategies, and mathematics curriculum development in elementary school mathematics.

MAE 5337. Seminar on the Teaching of Algebra (2).  Course Description not on file

MAE 5338. Seminar on the Teaching of Geometry (2).  Course Description not on file

MAE 5641r. Special Topics in Mathematics Education (2-3).  This course covers innovative topics or specific assistance related to classroom topics in the teaching of mathematics. May be repeated to a maximum of eight credit hours.

MAE 5658. Using Technology in the Teaching of Mathematics (3). Prerequisite: One course in computers/technology or instructor permission. This course explores the uses of various technologies in mathematics classes, demonstrated through hands-on activities and experiences.

MAE 5691. Mathematics Learning and Teaching (3). Prerequisite: Instructor permission. This course introduces students to those theories of learning that have been historically influential, or which have the potential to be currently influential, in the learning and teaching of mathematics.

MAE 5865. Using History in the Teaching of Mathematics (3).  This course examines the historical origins and evolution of key mathematics concepts. Topics are chosen from number systems, numeration, computation, number theory, algebra, geometry, analytic geometry, and calculus.

MAE 5908r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

MAE 5915r. Supervised Research (1-4). (S/U grade only.)  May be repeated to a maximum of five semester hours. A maximum of three hours may apply to the master's degree.

MAE 5942r. Field Laboratory Internship (1-8). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

MAE 5946r. Supervised Teaching (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

MAE 5971r. Thesis (1-6). (S/U grade only.)  This course has a minimum of six credit hours required.

MAE 5973r. Specialist in Education Thesis (1-6). (S/U grade only.)  For this course a minimum of six credit hours is required.

MAE 6148. Curriculum in Mathematics Education (3).  This course is designed to provide students the opportunity to develop an initial theoretical framework in which to analyze mathematics curricula from a philosophical and psychological basis.

MAE 6797. Advanced Seminar on Research in Mathematics Education (3).  This course is an in-depth study of research in mathematics education. It covers the development of research models for the investigation of specific types of research problems in mathematics education.

MAE 6938r. Doctoral Seminar in Mathematics Education (1-3). Prerequisite: Instructor permission. This course is an in-depth study of a topic in this field. Course topics currently include learning teacher education and curriculum. May be repeated to a maximum of 12 credit hours.

MAE 6939. Seminar in Mathematics Teacher Education (3). Prerequisite: Instructor permission. This course examines issues in mathematics teacher education at both the pre-service and in-service levels from theoretical and practical perspectives.

MAE 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. Course Description not on file

MAE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

MAE 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

MAE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

MAE 8976r. Master's Thesis Defense (0). (P/F grade only.) 

MAE 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.) 

MAE 8985r. Dissertation Defense (0). (P/F grade only.)

MAT—Mathematics

MHS—Mental Health Services

MHS 5007. Foundations of Mental Health Counseling (3).  This course provides a history and overview of the counseling profession, including ethical and legal issues, controversies in the field, and the impact of contemporary problems on mental health problems.

MHS 5010. Foundations of School Counseling (3).  This course is an introduction to the field of school counseling with an emphasis on historical foundations, role and function, legal and ethical issues, and standards of practice. It provides a theoretical and practical orientation to applied counseling practice in the schools.

MHS 5060. Psychosocial and Multicultural Aspects of Counseling (3).  This course examines the relationship among psychological, social, environmental, disability, and multicultural factors as they pertain to understanding human behavior.

MHS 5070. Psychopathology Across the Lifespan (3).  This course provides a broad overview of psychopathology across the lifespan.  The course focuses on observation, description, epidemiology, conceptualization, etiology, and treatment of the major DSM-5 disorders.

MHS 5125. Individual and Group Counseling Theories (4).  This course presents an overview of individual and group counseling skills for students in helping professions and surveys important basic counseling skills and techniques in individual and group counseling.

MHS 5225. Intellectual and Psychoeducational Assessment for Health Service Providers (4).  This course focuses on direct assessments commonly provided by Health Service Psychologists (HSPs) for the purposes of conducting comprehensive, psychoeducational assessments. Including the administration and interpretation of cognitive, academic, adaptive, and executive functioning assessments.

MHS 5338. College and Career Readiness for School Counselors (3).  This course examines the school counselor’s role in college and career readiness for students in P-12 settings.

MHS 5340. Foundations of Career Development (4).  This course examines the career development of individuals and the process of career counseling and guidance.

MHS 5341. Career Development Program Design and Evaluation (3).  This course examines contemporary career interventions and strategies for program development and implementation.

MHS 5400. Introduction to Counseling Theories and Techniques (4).  This course examines traditional theories of personality and counseling, as well as how to translate theory into effective practice. Students develop basic counseling skills that include an awareness of self and a capacity to use ones self in the counseling process.

MHS 5415. School, Family, and Community Partnerships (3).  This course examines the role of school-family-community partnerships in P-12 educational settings.

MHS 5435. Theories and Fundamentals of Family Therapy (3).  This course provides students with theories and models of intervention related to working with families and family systems.

MHS 5511. Group Counseling: Theory and Practice (3). Prerequisites: MHS 5400. This course covers introductory group leader training with theoretical and experiential components. It introduces students to the theory, research, and practice of group counseling and psychotherapy.

MHS 5635. School Counseling Program Development and Planning (4). Corequisite: SDS 5820. This course provides students with knowledge and learning experiences of developing, evaluating, and implementing a comprehensive school counseling program in a school setting.

MHS 5801r. Practicum in Counseling (1-4). Prerequisite: MHS 5400. This course provides intermediate training in counseling through direct client counseling, role play, instruction, and observation. May be repeated to a maximum of 16 credit hours.

MHS 5860r. Supervised Teaching (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three credit hours may apply to the master's degree.

MHS 5905r. Directed Individual Study (1-3). (S/U grade only.)  This course provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member. May be repeated to a maximum of 21 credit hours within the same term.

MHS 5915r. Supervised Research (1-4). (S/U grade only.)  This course provides students an opportunity to work on a research project or projects under the supervision of a professor. May be repeated to a maximum of 21 credit hours.

MHS 6064. Affective and Cognitive Aspects of Behavior (3).  This course covers historical, theoretical, empirical, and methodological issues regarding the development of affect and cognition and their relation to behavior and learning. The course focuses heavily on how research in this area applies to clinical and school-based practice in assessment and intervention.

MHS 6220. Individual Appraisal in Counseling (3). Prerequisite: MHS 6805. This course allows students to acquire skill in use and interpretation of selected instruments and techniques for individual assessment. This course is intended to educate emerging psychologists, counselors, and therapists in construction, evaluation, selection, administration, scoring, interpretation, and reporting.

MHS 6229. Psychometrics and Assessment in Health Service Psychology (3). Prerequisites: MHS 5060, SPS 5176, or equivalent. This course focuses on the integration of psychometrically sound assessment methods (objective and subjective) in making diagnostic and intervention decisions. Students learn a multi-method approach to critically analyze assessment results as well as use these results as part of a problem-solving approach to client care.

MHS 6300. Theories of Vocational Behavior (3).  This course covers meaning of work, theories of vocational behavior, and career development consultation.

MHS 6401. Evidence-based Counseling/Psychotherapy (3). Prerequisite: MHS 5400 or equivalent. This course covers the nature of theory and instruction in a variety of counseling theories. Emphasis is placed on counseling-research literature and evidence-based practice.

MHS 6410. Behavior Management: Principles and Applications (3).  This course provides understanding of behavior patterns of children and adolescents and develops effective strategies for behavior management.

MHS 6450. Substance Abuse and Addictions Counseling (3).  This course is designed to provide graduate students with an overview of theories, concepts, and issues related to the etiology, assessment, diagnosis, and treatment of persons with addictions and substance use disorders.

MHS 6466. Trauma & Crisis Intervention (3).  This course provides students with a survey of the complexity of crisis situations, as well as theories of and models of intervention when working with clients during and after traumatic events and crises. The course discusses traumatic experiences including but not limited to grief, suicide, and natural and man-made disasters.

MHS 6600. Ethical, Legal, and Professional Issues in Counseling (3).  This course provides a framework for examining legal and ethical issues in counseling as well as a focus on standards, credentialing, accreditation, and professional issues relevant to the counseling field.

MHS 6715. Design and Critical Review of Research in Counseling (3).  This course covers the conceptualization of counseling problems in researchable terms; critical review of published counseling research.

MHS 6720. Introduction to Health Services Psychology Profession (3).  This doctoral seminar presents an introduction to professional issues relevant to counseling and school psychology, including topics such as values, current trends, basic therapeutic skills, stress management, and burnout prevention.

MHS 6721. Professional Development Seminar in Advocacy and Ethics for Health Services Psychology (3). Prerequisite: MHS 6720. This doctoral seminar provides an in-depth look at ethical standards and advocacy specific to the field of counseling and school psychology.

MHS 6803. Seminar in Clinical Supervision, Consultation, and the Law (3). Prerequisite: MHS 6805. This seminar provides students with exposure to standards of practice in professional psychology, to ethical and legal issues in the provision of psychological services, and to clinical supervision and consultation.

MHS 6805r. Advanced Group or Individual Counseling Practicum (1-4).  This course is intensive practice in counseling, consisting of closely supervised practical experience and critique of students practice. May be repeated to a maximum of 16 credit hours.

MHS 6820r. Counseling Internship (3-6). (S/U grade only.)  This course is field counseling experience in a planned setting. May be repeated to a maximum of 18 credit hours.

MHS 6930. Diversity Seminar in Health Service Psychology (3). Prerequisites: MHS 5060 and SPS 5176, or equivalent. This doctoral seminar immerses students in diversity-related content intended to facilitate the continued development of their multicultural awareness, knowledge, and skills towards an understanding of intersectionality, social justice, and advocacy.

MHS 6938r. Special Topics in Counseling Psychology (3).  This course is an in-depth investigation of a variety of topics in counseling psychology with different topics offered each year. May be repeated to a maximum of nine credit hours; repeatable within the same term.

MHS 6946r. Field Practicum in Counseling Psychology and School Psychology (2). (S/U grade only.) Prerequisite: MHS 6805. This practicum provides students with an opportunity to integrate theory and practice in the delivery of psychological services relevant to their career goals. Students completing the course enhance their competencies in assessment, intervention, or both. May be repeated to a maximum of 21 credit hours.

MHS 6970r. Thesis (3-6). (S/U grade only.)  A minimum of six credit hours is required.

MHS 6971r. Master's Thesis Defense (0). (P/F grade only.) 

MHS 6973r. Specialist in Education Thesis (3-6). (S/U grade only.)  A minimum of six credit hours is required.

MHS 7962r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

MHS 8960r. Master's Comprehensive Examination (0). (P/F grade only.) 

MHS 8961r. Preliminary Doctoral Examination (0). (P/F grade only.)  This preliminary examination determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours.

MHS 8980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. Repeatable to a maximum of 12 credit hours; repeatable within the same term.

MHS 8981r. Dissertation Defense (0). (P/F grade only.) 

PCO—Psychology for Counseling

PCO 5095. Computer Applications in Counseling Psychology and other Human Services (3).  This course examines the effective application of computer technology in counseling psychology with an emphasis on mental health, education, and rehabilitation.

PEL—Physical Education Activities (General): Object Centered, Land

PEM—Physical Education Activities (General): Performance Centered, Land

PEO—Physical Education Activities (Professional): Object Centered, Land

PET—Physical Education Theory

PET 5054C. Motor Skill Learning (3).  This course focuses on research and theory of learning, performance, and related factors as applied to motor skills.

PET 5077. Physical Dimensions of Aging (4).  This course deals with the quality of life, individual differences as we age, physical decline of physiological systems (cardiovascular, muscular, joints, bone, neuromuscular), health, exercise, and well-being, and the pathology of aging. The course assists students in developing an understanding of the physical aspects of aging to apply to settings such as physical therapy, sports medicine, and health and fitness programs in hospitals and retirement communities.

PET 5175. Philosophy and Ethics of Coaching (3).  In this course, students are introduced to and analyze the essential concepts and knowledge concerned with the discipline of ethics as it relates to the extensive and evolving demands of managing and coaching sports and activities. Students utilize a variety of research materials to investigate traditional schools of thought and academic theory regarding ethics and how they pertain specifically to the profession of coaching. Students use these processes to integrate their individual philosophy of coaching within an ethical framework.

PET 5212. Helping Relationships in Sport Psychology (3).  This course provides an understanding of helping processes, including consultation and counseling theories; basic listening, interviewing, assessment, and consulting/counseling skills; and helper and client characteristics and behaviors that influence professional helping relationships.

PET 5216. Applied Sport Psychology (3).  This course focuses on the theoretical knowledge and practical skills needed to design and implement a mental skills training intervention with a client operating in a domain requiring performance under pressure.

PET 5222. Cognitive Processes in Sport Psychology (3). Prerequisite: PET 5216. In this course, cognitive processes (decision making, attention memory, etc.) are studied, with an emphasis upon explaining and optimizing sport-related behavior.

PET 5235. Motor Learning for Coaches (3).  This course offers coaches a better understanding of the processes underlying the learning and performance of skill movements. Focus is on how humans learn skilled actions and how the principles of motor performance and learning can be useful in coaching. Topics cover theories and principles explaining motor behavior and psychological factors related to and/or affecting motor-skill acquisition or performance.

PET 5250. Sociology of Sport and Cultural Foundations of Coaching (3).  The purpose of the course is to understand and evaluate how society affects sport and sport affects society. Students learn the theoretical perspectives of the sociology of sport and are able to apply them to various sociological and cultural situations within coaching.

PET 5255. Social Bases of Physical Activity (3).  This course examines the socio-cultural foundations of play, games, sport, and physical activity.

PET 5261. Cultural and Ethnic Diversity for Sport Psychology Consulting (3).  This course is designed to meet the K8 course requirement for the Certified Mental Performance Consultant (CMPC) credential offered by the Association for Applied Sport Psychology (AASP). It examines the influence of cultural and ethnic differences on the delivery of sport psychology.

PET 5367. Nutrition and Exercise Performance (3).  This course covers the immediate and long term effects of nutrition on exercise performance. Effects of acute and chronic exercise on nutrient requirements.

PET 5389. Strength Program Development for Competitive Athletes and Sport (3). Prerequisite: Admitted to the Sports Sciences Major of the MS in Exercise Science or instructor permission. This course explores the scientific basis and development of sports related fitness. Emphasis on muscle strength, endurance, speed, power, agility, and flexibility in competitive athletes. Various styles of programming and methods used to elicit specific adaptations are emphasized. This course meets specific guidelines and competencies for strength and conditioning professionals.

PET 5392. Coaching for Human Performance (3).  This class introduces the underlying theories and mechanisms that pertain to human performance. Students learn about the fundamental elements of strength and conditioning training, nutrition, and the physiology of the body during exercise to help inform their coaching practice

PET 5530. Understanding and Conducting Research in Sports & Coaching (3).  This course covers the fundamental and foundational elements of research as it pertains to the coaching and sports field.

PET 5553. Cardiorespiratory and Anthropometric Evaluation and Development of Exercise Programs (3). Prerequisite: APK 5111C. This course is designed to examine techniques of cardiovascular, respiratory, and anthropometrical evaluation with a particular emphasis on aerobic capacity and body composition and to design, implement, and administer exercise programs for developing physical fitness.

PET 5751. Sports Fitness Testing and Evaluation for Competitive Athletes and Sport (3). Prerequisite: Admitted to the Sports Sciences Major of the MS in Exercise Science or instructor permission. This course includes development of knowledge, skills, and abilities in selecting, administering and evaluating sports related fitness tests for competitive athletes. This course meets specific guidelines and competencies for strength and conditioning professionals.

PET 5603. Psychology of Sport Injury (3).  This course provides an examination of psychological theories and applied considerations related to athletic injuries and the subsequent rehabilitation of the physically active.

PET 5735. Advanced Coaching (3).  This course covers key topics pertaining to coaching, from developing a coaching philosophy to managing a team effectively. Topics include the eight domains of coaching competencies, thus addressing the National Standards for Sport Coaches.

PET 5769. Theory and Practice of Athletic Coaching (3).  Students gain knowledge in a variety of sub disciplines associated with coaching and how they fit within the structure of the discipline as a whole. Students are able to understand the importance of science and education as it pertains to coaching.

PET 5855. International Perspectives of Coaching (3).  In this course, students learn how coaching occurs internationally and how to apply that knowledge to their own coaching practices through the integration of new communication strategies, teaching techniques, and program development.

PET 5856. Coaching 360: Athletes, Helping Skills, & Disabilities (3).  The purpose of this course is to teach athletic coaches basic helping/counseling skills and to expose coaches to techniques that may help athletes with disabilities.

PET 5930r. Seminar in Movement Sciences (1).  This course involves a number of student and faculty presentations concerning research, and developments in exercise physiology, motor learning/control, and the movement sciences.

PET 5935. Seminar in Sports and Coaching (3).  In this course, students will investigate topics outside typical sports disciplines and conversation. Upon completing the course, students are expected to explore new sports and topics that might crossover, develop transferable leadership skills, and reflect on how alternative coaching methods can be used effectively.

PET 5940. Athletic Coaching Mentorship (3).  In this course, students develop their coaching skills by gaining practical experience by observing and working in professional athletic coaching and sports settings.

PET 5945r. Sports Sciences Practicum (3). Prerequisite: Admitted to the Sports Sciences Major of the Master of Science degree in Exercise Science. This course is comprised of supervised practicum experiences in a sports science setting. Emphasis is on developing skills and abilities of a strength and conditioning specialist through practical application of knowledge from previous or current course work, while learning new related principles or concepts.

PET 6213. Emotions and Emotional Regulation in Sport and Performance Settings (3).  In this course, students examine key information (i.e., pertinent theories, theoretical models and frameworks, current empirical research) to expand the theoretical knowledge of emotions and emotion regulation.

PET 6217. Stress and Motor Performance (3).  This course emphasizes the importance of stress within motor performance. It examines various physiological, cognitive, and behavioral correlates of psychologically induced stress as well as contemporary treatment modalities for managing stress.

PET 6240. The Self in Sport and Exercise Settings (3).  This course examines how the "self" is a major focus of research in sport and exercise psychology. A variety of theoretical foundation will be considered in this course as well as investigations evaluating the associated conceptual contentions on cognition, affect, and behavior in sport and exercise settings.

PET 6280. Enhancing Human Functioning (3).  In this course, students attain a broad understanding of the factors contributing to, and mechanisms underlying, enhanced human functioning, with a focus on the relation of this research and theory to sport and performance psychology concepts and practices.

PET 6317. Skeletal Muscle Structure and Function (4). Prerequisite: APK 3110C or equivalent level of exercise physiology course. This course covers the morphology and physiology of skeletal muscle,      including the adaptations that occur in response to physical activity, disuse, and aging.

PET 6365. Exercise and the Cardiorespiratory System (4). Prerequisite: Advanced exercise physiology. This course studies the cardiorespiratory system during exercise and the adjustments within the system to exercise training and other stressors.

PET 6386. Environmental Aspects of Exercise (3).  This course focuses on the effects of temperature, altitude, and air pollution on exercise performance. Offered alternate years.

PET 6387. Endocrinology in Health and Exercise (3). Prerequisite: APK 5111C or equivalent level of Exercise Physiology course. This course is an in-depth examination of the physiological principles and mechanisms of endocrinology as related to exercise and overall health. Students gain an understanding of the endocrine organs, hormone classifications, and detailed mechanisms of action for selected hormones. The influence of exercise and disease on acute and chronic human endocrine function is investigated. In addition, the role of chemical mediators and nutrition in coordinating the function of the endocrine system is investigated.

PET 6388. Exercise and Disease (3). Prerequisite: APK 3110C. This course in exercise and chronic diseases is designed to provide students with an understanding of recent advances in exercise physiology for clinical populations. Specific topics addressed include pathophysiology of disease process, clinical considerations, and exercise rehabilitation in clinical populations. Particular emphasis is placed on the acute and chronic physiological responses to exercise in healthy older individuals and patients with diabetes, obesity, coronary heart disease, chronic heart failure, hypertension, stroke, and peripheral arterial disease.

PET 6930r. Seminar in Movement Sciences (1).  This course consists of doctoral student presentations concerning current research and developments in exercise physiology and motor learning/control. May be repeated to a maximum of four credit hours.

PET 6931r. Advanced Topics (1-4).  This course integrates facts, principles, and theories into a practical philosophy in the area of specialization of instructor teaching the course any given term. May be repeated to a maximum of 12 credit hours.

PSB—Psychobiology

PSB 5066. Biological Bases of Learning and Behavior (3).  This course is an overview of human biological development and its influence on learning and behavior with an emphasis on disorders of learning and development. PSY 5605. History and Systems of Psychology (3).  This course covers the philosophical and scientific antecedents of modern psychology and the history of psychology as an independent scientific discipline.

PSY—Psychology

RCS—

RCS 5250. Assessment in Counseling (3).  This course offers an understanding of assessment approaches used with counseling clients.

RED—Reading Education

RED 5337. Literacy Across the Content Areas (3).  This course applies the reading process to the secondary school curriculum. Diagnostic procedures and instructional strategies useful in developing school reading programs. This course introduces students to the role of literacy in the content areas. Educators develop the knowledge, skills, and attitudes needed to meet the literacy needs of students.

RED 5695. Policy and Leadership in Reading (3).  This course examines the role of reading research in state and federal policy initiatives and discusses the challenges and potential solutions to implementing these policy initiatives in schools.

RED 5865. Leadership Practicum in Reading and Language Arts (3).  This practicum is designed to provide individualized practicum experiences in educational agencies for advanced graduate students in reading and language arts.

RED 5906r. Directed Individual Study (1-3).  May be repeated to a maximum of 12 credit hours.

RED 5911r. Supervised Research (1-5). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three credit hours may apply to the master's degree.

RED 5945r. Supervised Teaching (1-5). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three credit hours may apply to the master's degree.

RED 5947. Seminar and Practicum in Reading and Language Arts (3). (S/U grade only.)  This course is designed to provide field-based experience in public settings in conjunction with an on-campus seminar. Core readings are discussed.

RED 6747. Theory and Research in Reading (3). Prerequisite: RED 5147. This course helps students develop broad knowledge of the research in reading and the ability to critically analyze and interpret studies in the field of reading.

RED 6938r. Doctoral Seminar in Reading and Language Arts (3).  This course provides doctoral students with knowledge on current trends and issues in the field of reading education. Specifically, the seminar includes consideration of theoretical and empirical perspectives; integration of research, practice, and policy; and multi-disciplinary perspectives. May be repeated to a maximum of 12 credit hours.

RED 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be taken to a maximum of 12 credit hours; may be repeated within the same term.

RED 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

RED 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

RED 8985r. Dissertation Defense (0). (P/F grade only.) 

SCE—Science Education

SCE 5140. Curriculum in Science Education (3).  This course provides opportunities for students to develop both a practical and theoretical basis to analyze science curricula. The course focuses on the utilization of philosophical and psychological foundations to analyze current curriculum materials available for science classes.

SCE 5215. Conceptual Learning in Elementary School Science (3).  This course provides opportunities to acquire knowledge and skills related to planning and implementing a science program for elementary school children.

SCE 5332. Methods for Teaching Science in Secondary Schools (3).  This course provides an opportunity for prospective secondary-science educators to learn more about learning, teaching, curriculum development, and assessment in science. Requires thirty hours of field work in a local secondary school.

SCE 5336. Rigorous and Equitable Science Teaching (3).  This course examines rigorous and equitable science teaching and how it leads to deeper learning. Students study the current state of the research on rigorous, responsible, and equitable science teaching and discuss the implications of their practice.

SCE 5340. Teaching and Learning Science (3).  This course provides opportunities for students to examine predominant psychological models of human cognition, the evolving nature of science knowledge, and the role of the teacher in assisting students to learn science with understanding.

SCE 5545. Teaching Science in Diverse Classrooms (3).  This course examines the implications of "science for all," with a particular emphasis on the interactions of students' culture and the culture of science. This examination is followed by a description of instructional congruence and its role in helping all students move toward scientific literacy. The course culminates with the identification of practices that allow for cultural congruence and the application of these practices in the design and enactment of an instructionally congruent unit of science teaching.

SCE 5642. Science Teaching and Education Policy (3).  This course assists pre-service and in-service science teachers in understanding the issues associated with science education and policy from a historical and futuristic perspective.

SCE 5740. Research Methods in Science Education (3).  This course is a comprehensive survey of research methodology used in studying science education. Students develop skills in interpreting both qualitative and quantitative studies, with particular emphasis placed on qualitative methodologies.

SCE 5895. Disciplinary Engagement in Science (3).  This course examines the nature of scientific knowledge and how the particular actions involved in scientific inquiry influence the characteristics of the knowledge it produces. The course also examines the role of the nature of science knowledge in a broader scientific literacy with an explanation of how to support students in constructing that knowledge.

SCE 5905r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of twelve credit hours.

SCE 5910r. Supervised Research (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

SCE 5935r. Special Problems in the Teaching of Secondary School Science (1-3).  May be repeated to a maximum of nine credit hours.

SCE 5943r. Field Laboratory Internship (1-8). (S/U grade only.)  May be taken to a maximum of eight credit hours in a single term. May be taken to a total maximum of 16 credit hours.

SCE 5946r. Supervised Teaching (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

SCE 5949r. Field Lab Internship (1-3).  This course assists teachers in updating and improving content knowledge, pedagogical knowledge, and pedagogical content knowledge with structured guidance by faculty. May be repeated to a maximum of nine credit hours.

SCE 6346. Teacher Learning and Professional Development in STEM (3).  In this course, students explore issues around professional learning for ambitious teaching in Science Technology Engineering, and Mathematics (STEM). The focus is on research that investigates how best to promote teachers’ learning around ambitious instructional practices. The current state of the research on professional learning is studied.

SCE 6395. Science Teacher Education (3).  This course investigates sources of teacher knowledge and explores strategies for improving science teacher performance. Common approaches to staff development are studied and analyzed and innovative approaches are developed and evaluated in terms of theory and research on teaching.

SCE 6742. Modeling the Mind (3).  This course explores several research traditions and influential approaches to modeling cognition within STEM education research, starting with unitary models of mind (such as misconceptions and framework theory) to focusing more extensively on resource-based models (such as the knowledge-in-pieces framework), interactional accounts, dynamic system theory, and issues of power and ideology in learning. Students examine the theoretical models’ main features and underlying assumptions, engage in critical analysis of accounts of cognition, compare and contrast across models, and analyze evidence to support or challenge the models.

SCE 6761r. Research, Recent Developments, and Current Issues in Science Education (3-5).  May be repeated to a maximum of ten credit hours.

SCE 6895. Science Studies and Science Education (3).  In this course, students examine philosophical issues such as the nature of scientific knowledge, the ways in which formal scientists and citizen scientists produce and interrogate knowledge, and how scientific knowledge is positioned and debated within different communities.

SCE 6980r. Doctoral Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of 12 credit hours; may be repeated within the same term.

SCE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

SCE 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

SCE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

SCE 8985r. Dissertation Defense (0). (P/F grade only.) 

SDS—Student Development Services

SDS 5040. Student Personnel Work in Higher Education (3).  This course is a review of current policies and practices of selected areas of student personnel and selected administration.

SDS 5624. The American College Student (3).  This course is a developmental study of contemporary college student and the campus climate.

SDS 5804. Practicum in Student Personnel Work (3).  This course provides opportunities for supervised practical experience in college student personnel work.

SDS 5806r. Experiential Learning (0). (S/U grade only.)  This course focuses on engaging students to “try on” a professional environment through completion of an experiential learning opportunity. Experiential learning occurs through a variety of activities including: internships, field work, service learning, projects, research, fellowship, leadership, clinical experience, co-op, practicum, etc. May be repeated up to five (5) times. SDS 5820r. Counseling Internship (4-18). (S/U grade only.) Prerequisite: MHS 5801. This course offers field practical experience in a planned setting. May be repeated to a maximum of 18 credit hours.

SLS—Student Life Skills (Learning)

SMT—Science or Mathematics Teaching

SMT 5305. Classroom Interactions (3).  This course is centered around a close examination of the interplay between teachers, students, and content, and how such interactions enable students to develop deep conceptual understanding in science and mathematics.

SOW—Social Work

SOW 5153. Human Sexuality (3).  This course surveys issues and attitudes associated with human sexuality. It is primarily intended for social workers and other helping professionals who currently work with clients or plan to in the future. Using a biopsychosocial perspective, emphasis is placed on the social, cultural, familial and individual differences in sexual and reproductive attitudes, values, and behavior.

SPM—Sports Management

SPM 5021r. Global Sport Venues (3).  This course gives students opportunities to tour sport venues, meet international sport managers, attend events, and discuss current and future issues surrounding venue and event management in the international sport industry.

SPM 5022r. Global Issues in Sport Management (3).  This course gives students opportunities to identify and discuss current issues that are prevalent in the sport industry at the international level.

SPM 5027. Diversity in Sport (3).  This course examines the role and impact that ethnicity, racism, gender, and other diversity topics have had in the world of sport. Students are introduced to the realities of bias and prejudice that exist and perpetuate within sport, while seeking to foster understanding and appreciation for diversity in sport.

SPM 5102. Research Methods in Sport Management (3).  This course covers methods and techniques used in physical education research, including the use of library materials and writing techniques.

SPM 5106. Facility Management in Sport (3).  This course studies sport/multi-purpose public assembly facility management. The course includes design, planning processes, funding, construction, and maintenance.

SPM 5116. Strategic Management for Sport Organizations (3).  This course examines the fundamentals of strategic management theory that are important for effective leadership in the sport industry.

SPM 5117. Sport Leadership (3).  This course provides students with a critical overview of theory and research in leadership within the field of sport management. Focusing on such topics as ethical leadership and strategic vision to group dynamics and diversity, the course examines the ways in which different leadership approaches, skills, and dynamics influence a sport organization. The course also focuses on translating academic literature in the field to practical/industry settings.

SPM 5158. Athletic Administration (3).  This course is designed provide information regarding the various components and activities in the organization and administration of athletic programs for prospective athletic administrators.

SPM 5159. Challenges in Sport Management (3).  Through this course students learn about challenges facing managers in the sport industry. Students have the opportunity to critically examine these challenges, formulate effective argumentation, and provide recommendations. Through the course students develop the ability to think critically and pose solutions by applying a variety of ethical and philosophical decision-making skills.

SPM 5206. Sport Sponsorship and Sales (3).  This course examines the relationship between sport, corporate sponsorship, and strategies for selling sponsorship packages.

SPM 5308. Marketing Sport (3).  This course focuses on topics and issues involved in the marketing of sport and sport services. Particular attention is given to how a sport product is distinct from other products and services. The course includes an in-depth study of sport-consumer psychology.

SPM 5327. Advanced Applications of Sports Analytics (3). Prerequisite: SPM 5708. This course introduces students to advanced methods of data scraping, data manipulation, data analysis, and data visualization. These methods are then applied to practical problems and projects relevant to key segments of the sport industry.

SPM 5350. Athlete Recruitment (3).  This advanced course deals with the collegiate recruiting of athletes. Topics cover all facets of recruiting, including evaluation, compliance, technology, visits, commitments, and issues.

SPM 5405. Sport and the Media (3).  This course examines the unique role and impact of the media on the sport industry. Identification of the grand spectrum of activities and mediums comprising the media is explored. The ever-growing role of print, radio and television broadcast, and the Internet are investigated. This course also orients students to the academic and professional literature accessible in the field of sport management.

SPM 5508. Fiscal Management in Sport (3).  This course covers principles and factors involved in the fiscal management of athletic/sports programs. The course also addresses purchasing, budgeting, risk management, operational procedures, and auditing guidelines.

SPM 5605. Sport Governance (3).  This course applies a variety of organizational behavior topics to sport organizations, preparing students who wish to occupy administrative roles in the sport industry.

SPM 5708. Applied Topics in Sports Analytics (3).  This course teaches students to apply statistical techniques to sports data in order to make practical recommendations to sport industry personnel in a variety of settings.

SPM 5726. Issues in Sport Law (3).  This course is an integration of the various areas involved within sports pertaining to the legal liability of coaching, facility management, and risk management.

SPM 5906r. Directed Individual Study (1-3). (S/U grade only.)  This course allows students to work with faculty supervision to complete an independent project pertaining to a particular topic of interest. May be repeated to a maximum of twelve semester hours. May be repeated within the same semester.

SPM 5907. Professional Development in Sport (3).  This course provides an in-depth examination of the sports industry from the perspectives of leadership, personal relations, networking, industry research, and internships. Students conduct industry analyses, interview selected industry professionals, engage with case study research, and produce a personal action plan and portfolio.

SPM 5912r. Supervised Research (1-4). (S/U grade only.)  This course allows students to work with faculty supervision to complete research pertaining to a particular topic of interest. May be repeated to a maximum of sixteen semester hours.

SPM 5940r. Field Laboratory Internship (1-8). (S/U grade only.)  This course allows students to work with faculty supervision to complete a field experience pertaining to a particular topic of interest. May be repeated to a maximum of sixteen semester hours as content changes with instructor permission.

SPM 5942r. Supervised Teaching (1-4). (S/U grade only.)  This course allows students to work with faculty supervision to complete supervised teaching pertaining to a particular course. May be repeated to a maximum of sixteen semester hours as topics vary.

SPM 5947r. Practicum in Sport Management (3-12).  This course provides students the opportunity for practical experience in various areas of sport management. An open forum is established so as to provide an insight into various related topics. May be repeated to a maximum of twelve (12) credit hours when topics change.

SPM 5971r. Thesis (1-6). (S/U grade only.)  In this course, students enroll for thesis credit while working on a thesis project, culminating in the production of a thesis. May be repeated to a maximum of twelve semester hours.

SPM 6006. Organizational Theory in Sport (3). Prerequisites: EDF 5400 and SPM 5102. This doctoral seminar focuses on organizational theory in sport administration settings and prepares students to teach and research in the area of human resources and organizational theory of sport.

SPM 6007. Leadership & Organizational Behavior in Sport (3). Prerequisites: EDF 5400 and SPM 5102. This doctoral seminar focuses on leadership styles and theories of organizational behavior in the sport setting and prepares students to teach and research in these areas.

SPM 6017. Globalization, Development, and Sport (3).  This course offers an interdisciplinary examination of the globalization of sport. By contrasting local and global dimensions, students examine the social, cultural, technological, and economic structures that constitute, and are constituted by the expanding sports industry. Using theories from a number of disciplines, students in this course consider issues and problems related to the globalization of sport.

SPM 6046. Theorizing Sport: Critical Perspectives (3).  In this seminar, students explore how politics, culture, and economics shape and are shaped by various forms of sport and physical activity (e.g., team sports, leisure, and exercise). Students gain deep insights into how these systems historically and currently influence bodily conduct in organized sport and physical activity.

SPM 6190. Managing Sport for Health and Well-Being Promotion (3).  In this course, students explore how sport engagement, as one type of health behavior, affects health and well-being at the individual, community, and society levels and how to manage and promote/motivate sport engagement effectively to maximize positive health/well-being outcomes.

SPM 6309. Seminar in Sport Marketing (3).  In this course, emphasis is on discussion and critical analysis in sport marketing theory, research, education, and current issues relative to social, cultural, political, and ethical issues in sport marketing.

SPM 6507. Seminar in Sport Finance (3).  This course assists doctoral students in understanding the theory, concepts, and frameworks of sport finance research. Includes a discussion of major financial frameworks related to and outside of sport and prepares those aspiring to teach undergraduate sport-finance courses.

SPM 6517. Fundraising in Sport (3).  This course introduces students to the "art" and "science" of fundraising, an endeavor about people, personalities, and personal relationships. The assigned readings give students the tools needed to successfully engage in fundraising for profit and/or nonprofit organizations.

SPM 6700. Seminar in Sport Management Research (3).  This course examines research methods frequently utilized in sport management. Students critically evaluate published research and learn to conceptualize, design, and conduct empirical research.

SPM 6707. Applied Research Practices in Sport Management (3). Prerequisite: SPM 6700. This course provides an intensive survey of relevant research and professional practices in the broadly defined field of sport management. The course emphasizes practical issues related to planning, conducting, and interpreting research relevant to the behavioral aspects of sport. The primary purposes of the course are to provide students with the skills to (1) successfully develop active research agendas, (2) identify sources of external funding, (3) coordinate large-scale research projects, (4) evaluate research, and (5) refine writing and analytical skills.

SPM 6728. Advanced Law in Sport and Physical Activity (3).  This course provides an in-depth analysis of the aspects of law encountered in contemporary practice and business of sport. Students gain expertise in the practice of sport (negligence, intentional torts, and product liability) and the business of sport (contract, business organizations, employment, labor law, antitrust, intellectual property, sales, and taxes).

SPM 6735. Applied Statistics in Sport Management I (3). Pre- or corequisite: EDF 5401. This course is designed to introduce students to various multivariate statistical methods, and the application of multivariate statistics to research problems in sport management.

SPM 6746. Qualitative Inquiry in Sport and Physical Culture (3).  This seminar introduces students to theories, methods and philosophies of qualitative inquiry in sport and physical culture, including cultural studies, ethnography, narrative inquiry, researcher subjectivity, and the politics of evidence. Students develop an in-depth understanding of the art and practice of interpretation as it relates to qualitative approaches to research in sport management and related fields.

SPM 6755. Effective Instruction in Sport Management (3).  The purpose of this course is to explore philosophies, strategies, methods, and challenges associated with instruction in the Sport Management discipline. Through this exploration, students are expected to use this body of work to inform their Sport Management teaching, leadership, and scholarship in the Sport Management discipline.

SPM 6931. Seminar in Strategic Management in Sport (3).  In this seminar, students examine the history and development of general-strategy research and some of its underlying themes, including the role of top managers; the central concern for the success, failure, and relative performance of firms; the need to match internal characteristics of the firm with the external environment; and the dualities of process/content and formulation/implementation.

SPM 6932r. Advanced Topics: Sport Leadership (3).  This course provides students with a critical overview of theory and research in leadership within the field of sport management. Focusing on such topics as ethical leadership and strategic vision to group dynamics and diversity, the course will examine the ways in which different leadership approaches, skills, and dynamics influence a sport organization. The course will also focus on translating academic literature in the field to practical/industry settings.

SPM 6933. Seminar in Sports Analytics & Economics (3).  This course prompts critical examination and discussion of sports analytics research, primarily focusing on the ways in which sports data can be used to test theories in labor market and behavioral economics and optimize the decisions and operations of key agents in the sport industry.

SPM 6967. Qualifying Examination (0). (P/F grade only.)  This course is the qualifying examination to be taken after a doctoral student has completed eighteen to twenty-four hours of course work. The exam is an assessment of a student's ability to continue in the program.

SPM 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. Students enroll in dissertation credit once they have passed the preliminary examination and are admitted to candidacy. May be repeated to a maximum of 36 credit hours.

SPM 8946. Sport Management Capstone (1). (P/F grade only.) Prerequisites: Completion of at least 24 credit hours in master's degree program and at least 20 hours of community service (10 sport-based and 10 not sport-based). The Sport Management program equips students with the knowledge, skills, and abilities to work in the diverse sport industry, related service organizations, and academic institutions. The course assists students in articulating and presenting the knowledge and skills they have learned and developed through the degree program through the preparation of a professional portfolio.

SPM 8968r. Preliminary Examination (0). (P/F grade only.)  This preliminary examination determines if students have mastered the content area of sport management and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours.

SPM 8969r. Comprehensive Examination (0). (P/F grade only.)  This course is a comprehensive examination to be taken during the term in which a student plans to graduate and requires the student to apply the knowledge acquired throughout the completion of sport management courses. May be repeated once.

SPM 8976. Thesis Defense (0). (P/F grade only.)  Students enroll for thesis defense in the term in which they plan to graduate.

SPM 8985. Dissertation Defense (0). (P/F grade only.)  Students enroll in dissertation defense in the term in which they plan to defend their dissertation.

SPS—School Psychology

SPS 5055. Foundations of School Psychology (3).  This course introduces students to the field of school psychology including foci on role and function, historical perspectives, and legal, ethical, and professional standards issues. Provides an orientation to the nature of schooling and the relationship of schools to society and culture.

SPS 5176. Psychoeducational Issues for ELL & Diverse Learners (3).  This course provides skills needed to provide psychological services to diverse and English language learners in an educational setting.

SPS 5191. Assessment of Intelligence (4). Prerequisite: Admittance to the M.S/Ed.S School Psychology program or the Ph.D. Combined School and Counseling Psychology program. This course is an overview of assessment of intelligence and cognitive functioning including foci on theories of intelligence; assessment instruments and approaches; disorders related to cognitive functioning; and assessment of adaptive behavior. Practice administration of assessment instruments with activities related to interpretation and reporting of assessment data are included.

SPS 5192. Psychoeducational Assessment and Intervention (4). Prerequisite: SPS 5191. This course assesses educational problems utilizing standardized and non-standardized approaches, including foci on assessment of achievement and learning, preschool children, special populations, and assessment-based development of educational objectives and plans. The course includes activities related to collection, interpretation and reporting of assessment data.

SPS 5193. The Assessment of Socio-Emotional Problems in Children and Adolescents (3). Prerequisites: SPS 5105 and SPS 5191. This course focuses on activities related to the collection, interpretation, and reporting of assessment data of emotional, social, and behavioral problems in children and adolescents.

SPS 5205. Consultation In the Schools (3).  This course offers instruction and supervised experience in providing consultation to educators who are teaching students with behavioral and/or academic difficulties. Content includes an introduction to indirect models of service delivery, theories of consultation, consultative models, the process of consultation, systems-level consultation, and ethics.

SPS 5615. Counseling Children and Adolescents (3). Prerequisite: Instructor permission. This course is an overview of counseling strategies used with children and adolescents and their parents and families.

SPS 5945r. Practicum in School Psychology (1-6). (S/U grade only.)  This course involves supervised experience in the delivery of school psychological services in schools and related settings. May be repeated to a maximum of 12 credit hours.

SPS 6948r. Internship in School Psychology (3-6). (S/U grade only.)  This course is an advanced supervised field experience in the delivery of school psychological services in an approved setting. May be repeated to a maximum of six credit hours.

SSE—Social Studies Education

SSE 5195. Developing a Global Perspective (3). Prerequisites: EDG 5208 and SSE 5367. This course examines theory and practice in global education and its integration into curriculum and pedagogy in social sciences and social studies education. The course also evaluates major issues and controversies embedded in the field, and enables students to critique scholarship, and propose ideas for integrating global perspectives in instruction.

SSE 5367. Fundamentals in Teaching Social Studies (3). Pre- or corequisite: EDG 5208. This course explores the rationale for social science instruction and examines traditional social science instructional methods.

SSE 5386. Goals and Methods for the Teaching of History (3).  This course is a survey of the major approaches to the study of history linked to the goals of history instruction in general education, with attention to various methods for teaching history.

SSE 5615. Problems in Teaching Elementary School Social Studies (3).  This course identifies problems, their investigation, and application of findings to instruction.

SSE 5665. Inquiry in Teaching Social Studies (3). Prerequisites: EDG 5208 and SSE 5367. This course provides theory and practice in discovery, problem solving, and inquiry teaching of social science.

SSE 5720. Shaping Social Studies Teaching and Learning through Technology (3).  This course examines how technology can enhance or hinder teaching social studies subject areas in middle and high school classrooms. The course provides students with opportunities to explore educational technology that specifically enhance social studies teaching objectives.

SSE 5907r. Directed Individual Study (1-3). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

SSE 5915r. Supervised Research (1-4). (S/U grade only.)  May be repeated to a maximum of five semester hours. A maximum of three credit hours may apply to the master's degree.

SSE 5937r. Special Topics in Social Science Education (3).  This course is an analysis of selected topics in social science education. May be repeated within the same term to a maximum of nine credit hours.

SSE 5943r. Field Laboratory Internship (1-8).  The emphasis of this course is on the reflective practice of teaching, classroom management, and professionalism to prepare students to assume the full responsibilities of teaching in a secondary classroom.

SSE 5946r. Supervised Teaching (1-4). (S/U grade only.)  May be repeated to a maximum of five semester hours. A maximum of three credit hours may apply to the master's degree.

SSE 5947. Internship for Graduate Students (1-10). (S/U grade only.)  Course Description not on file

SSE 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of 12 credit hours; may be repeated within the same term.

SSE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

SSE 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

SSE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

SSE 8985r. Dissertation Defense (0). (P/F grade only.) 

SYP—Social Processes

SYP 5105. Theories of Social Psychology (3).  This course examines the major theoretical orientations in contemporary social psychology. Special attention is given to perspectives such as symbolic interactionism, social learning theory, expectation states/status characteristics theory, emotions work theory, and Goffman's dramatization theory.

TSL—Teaching English as a Second Language

TSL 5005. Applied ESOL Instruction in Mainstream Classrooms (3). Prerequisite: TSL 4251. In this course, pre-service teachers apply research, best practices, evidence-based strategies, and assessments to content area lesson design for multilingual PreK-12 learners in mainstream classrooms. Lessons apply methodologies appropriate to support academic language development, oral proficiency, literacy skills, and content instruction for children whose first language is not English.

TSL 5142. Curriculum Design and Materials Development in Foreign and Second Language Education (3).  This course begins with a review of L2 learning stages and of contemporary curricular designs that pertain to teaching foreign/second languages. Students learn to analyze existing curricula, materials and technology, and participate in the process of developing original units and materials.

TSL 5250. Applied Linguistics in Foreign/Second Language Teaching (3).  This course builds an understanding of the systematic nature of language that serves second and foreign language educators' needs in their classroom practice. Using a cross-linguistic approach, this course examines language as a system, and treats the various elements and sub-disciplines of language as patterned and interlinked, comparing and contrasting a variety of languages, learners, and speakers of those languages.

TSL 5325. English to Speakers of Other Languages (ESOL) Instruction in the Content Areas (3).  This course is designed to prepare non-ESOL teachers to instruct English language learners in public school content areas (i.e., science, math, social studies) and non-content areas (i.e., art, physical education). Emphasis is on language-sensitive instructional planning and delivery, adaptation of instructional materials for enhanced comprehension, testing and placement of students, and cross-cultural awareness. It satisfies the teacher certification requirements for content area teachers. It is not part of the ESOL Endorsement required of primary language providers.

TSL 5345. Methodologies for Teaching Foreign and Second Languages (3).  This course develops students' understanding of the field of foreign and second language education and the connections between theory and practice. Through this course, students become familiar with principles, practices, and classroom methodologies for teaching foreign and second languages in various educational settings.

TSL 5350. Pedagogical Grammar for Foreign and Second Language Teachers (3).  This course builds foundational knowledge of grammatical concepts for foreign and second language pedagogy. Grammar teaching is often at the heart of foreign and second language (FSL) education.

TSL 5351. Form-Focused Instruction (3).  This course is an overview of the research on form-focused instruction, the substantive area of foreign and second language education that includes any attempt to address linguistic forms in the second or foreign language classroom.

TSL 5377. Reading in Foreign Language Instruction (3).  This course takes place against a backdrop of current theories, issues, and research in first and second language reading. In the course, students select from a range of reading approaches to develop reading units and activities for specific kinds of learners, including those with low literacy and L2 proficiency.

TSL 5440. Foreign/Second Language Testing and Evaluation (3).  This course acquaints students with principles of second language assessment at the classroom and program levels and standardized testing. This course informs students of general principles of second language test construction and administration, including traditional and nontraditional assessment, and provides practical experiences in preparing valid items and analyzing tests.

TSL 5525. Cross-cultural Communication for Foreign/Second Language Teachers (3).  This course provides the foreign/second language educator with information related to cross-cultural communication. Students explore the relationship between language and culture and focus on methods for fostering understanding between different cultural and subcultural groups.

TSL 5640. Seminar: Research in Second Language Learning and Teaching (3).  This course is a comprehensive overview of second language learning and learners. Additionally, students examine the major theories and concepts associated with second language acquisition in naturalistic, classroom, and laboratory settings.

TSL 5660. Introduction to Second Language Acquisition (3).  This course explores the key theories, debates, and controversies within the field of Second Language Acquisition through reading and critically evaluating relevant research.

TSL 5908r. Directed Individualized Study (1-3). (S/U grade only.)  May be repeated to a maximum of 12 credit hours.

TSL 5915r. Supervised Research (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours. A maximum of three hours may apply to the master's degree.

TSL 5930r. Seminar: Current Issues in Teaching TSL (1-3).  This seminar is designed to be taken at the end of a student's program of study. It focuses on contemporary issues in teaching ESL/EFL important to one's professional understanding and participation in the field. The course is repeatable when different topics are listed for consideration. May be repeated to a maximum of nine credit hours.

TSL 5931r. Seminar: Special Topics in Applied Linguistics (2-3).  This course addresses any topic relevant to the broader field of multilingual/multicultural education and may be repeated to a maximum of 12 credit hours.

TSL 5940r. Field Laboratory Internship (1-8). (S/U grade only.)  May be repeated to a maximum of eight credit hours.

TSL 5944. Foreign and Second Language Education in Practice (3).  This course develops students’ practical competence for teaching a foreign or second language (L2). The course focuses on topics and practices which improve students’ practical knowledge of evidence-based methods, techniques, and procedures for teaching language skills and domains in a variety of foreign and second language settings. Students integrate theoretical perspectives with practice in in-class teaching demonstrations, development of lesson plans and original materials, and class observation, evaluation and management.

TSL 5947r. Supervised Teaching (1-4). (S/U grade only.)  May be repeated to a maximum of five credit hours.

TSL 5972r. Thesis (1-6). (S/U grade only.)  A minimum of six credit hours is required.

TSL 6371. Task-Based Language Learning and Teaching (3).  This course examines the foundation for task-based language learning and teaching (TBLT) and contemporary issues at the core of TBLT, with a particular emphasis on current directions in research. The course focuses on research and practice in TBLT, and covers topics of needs analysis, curriculum, instruction, task design, teachers, learners, assessment, and program evaluation.

TSL 6641. Research Issues and Designs in Second Language Education (3).  This course provides doctoral students with opportunities to become familiar with major issues in research in the field, to develop skills in the critical reading of research in several areas (L2 learning, teaching, policy, assessment, curriculum) and to begin extensive reading in their own areas of interest.

TSL 6661. Individual Differences and the Psychology of the Language Learner (3).  This course examines the conceptual and empirical contribution of individual differences to theory and practice in second and foreign language (L2) learning. It provides the competencies necessary to design and conduct empirical research on learner-specific factors underlying the different levels of individual success and attainment in L2 education.

TSL 6665. Instructed Second Language Acquisition (3). Prerequisites: TSL 5000. The course is an introduction to the methods, findings, and theoretical issues in research on instructed second language acquisition, with a focus contemporary research and perspectives.

TSL 6980r. Dissertation (1-12). (S/U grade only.) Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of 12 credit hours; may be repeated within the same term.

TSL 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)  This course determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the course, students are admitted to candidacy and may begin taking dissertation hours.

TSL 8966r. Master's Comprehensive Examination (0). (P/F grade only.) 

TSL 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.) 

TSL 8976r. Master's Thesis Defense (0). (P/F grade only.) 

TSL 8985r. Dissertation Defense (0). (P/F grade only.)