General Information

Through the integration of content in general, special, and second language learning, candidates may earn certifications and endorsements with valued skills that make them highly qualified and marketable. Nationally-recognized research faculty teach undergraduate courses that prepare future educators in instruction and assessment with a strong foundation in working with diverse, urban populations.

Educator candidates actively engage in unique practicum experiences in the Studio School Model for clinical practice. As Missouri's leader, the College partners with 36 different public, private, and charter schools. As a College, we take great pride in preparing "community educators" who are well-experienced to impact all students in a wide variety of settings, and with a much broader understanding of education's role in society. Our candidates make a collective impact as faculty members in the differentiated staffing model. Sought after by partner districts and agencies, many of our graduates are hired directly into the studio schools or districts where they complete their clinical preparation.

Educator preparation is both engaging and innovative.  Our high quality undergraduate educator preparation programs are designed around research-based scholarship and practical community-based contexts. Early course-based experiences provide candidates with practical understanding of how youth learn subject matter in a variety of informal settings. Every future educator is guided through about 100 clock hours of volunteer academic instruction and support for a local partnering community youth-serving agencies.  The community-based experiences broadens candidates’ understanding of their own identity as educators as well as enhancing their ability to build relationships, extend their skills, and understand family/community dynamics and interactions. 

For their final year-long practicum, teacher candidates are immersed in Studio Schools.  These partnering K-12 schools participate in our innovative, collaborative approach to educator preparation. Drawing on their studies during carefully sequenced course work, teacher candidates enter their final two-semester clinical experience as collaborative teams of 6-14 candidates and work in a Studio School.  In Studio Schools, candidates work with experienced teachers to deepen learning and increase student achievement. Rather than being placed as individuals with one cooperating teacher, our candidates work with multiple teachers learning from each one. This process is supported and facilitated on-site by a specially trained UMSL clinical educator who leads weekly seminars, conducts observations, and provides candidates with regular feedback to guide their growth. 

Teacher candidates inquire deeply into how their students are learning, and use data to inform their instruction. All participate in appropriate school and district professional development and school-wide activities, thereby becoming professionals who are part of the fabric of a school, not a just a temporary teacher candidate. We believe that these community and school-based experiences create educators who understand learning in a broader context. In short, graduating educators have experienced an innovative education which prepares them for their future career as educational leaders in our region and beyond.

The following Department of Educator Preparation, Innovation and Research degrees have been accredited by the National Council for Accreditation of Teacher Education (NCATE), now called the Council for the Accreditation of Educator Preparation (CAEP), and the Missouri Department of Elementary and Secondary Education (DESE):

Undergraduate degrees:

  • Bachelor of Educational Studies (BES)
  • Bachelor of Science in Education (B.S. Ed) in Early Childhood
  • Bachelor of Science in Education (B.S. Ed) in Elementary Education
    • Special Education TESOL emphasis
    • Special Education emphasis
    • TESOL emphasis
    • Middle School Certification for English
    • Middle School Certification for Mathematics
    • Middle School Certification for Science
    • Middle School Certification for Social Studies
  • Bachelor of Science in Education (B.S. Ed) in Physical Education
  • Bachelor of Science in Education (B.S. Ed) in Secondary Education
    • Biology concentration
    • Chemistry concentration
    • English concentration
    • Mathematics concentration
    • Modern Language, French K-12
    • Modern Language, German K-12
    • Modern Language, Spanish K-12
    • Physics concentration
    • Social Studies concentration

Certifications:

  • Teacher Certification in Music
  • Teacher Certification in Art

General Information

Undergraduate educator preparation is both engaging and innovative.  Our high quality undergraduate educator preparation programs are designed around research-based scholarship and practical community-based contexts.  To prepare our undergraduate students as the highest quality educators for our region, we contribute to and harness the resources of our deep community partnerships.  The community-based experiences broadens candidates’ understanding of their own identity as educators as well as  enhancing their ability to build relationships, extend their skills, and understand family/community dynamics and interactions.

The Bachelor of Science in Education  (B.S.Ed.) in Early Childhood Education prepares those who desire to teach birth through grade 3. Students electing this program will work directly with young children as a part of the professional courses offered. The curriculum provides learning background, applied knowledge, and best practice interventions for children of diverse populations who demonstrate varied abilities and levels of developmental growth.

Dual certification in both Early Childhood Education and Early Childhood Special Education can be achieved with courses satisfactorily completed in this program of study. The core courses are combined with the emphasis area in Early Childhood Special Education. Please see the degree requirements listed below.

Bachelor of Science in Education in Early Childhood Education 

 General Education Requirements 

B.S.Ed. degree candidates must complete the following General Education courses required by the College of Education and the Missouri Department of Elementary and Secondary Education..

Core Areas:
First Year Writing
ENGL 1100First-Year Writing3
or HIST 1111 Reacting to the Past
Math Proficiency
MATH 1030College Algebra3
Communication Proficiency
EDUC 2222Interpretation: Connecting Audiences and Meaning3
or COMM 1040 Introduction To Public Speaking
Information Literacy
ED TECH 2230Information Literacy3
American History and Government
POL SCI 1100Introduction To American Politics3
Explore Areas:
Humanities and Fine Arts
ART ED 2179Visual Art Activities for Elementary School3
MUS ED 2770An Introduction To Music For The Elementary School Teacher3
Additional Course in Humanities or Fine Arts3
Social Science
ED PSY 2212Child and Adolescent Development3
GEOG 1001Introduction To Geography3
or GEOG 1002 World Regions
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
Math and Life/Natural Sciences
BIOL 1012General Biology3
GEOL 1001General Geology4
Additional course in Chemistry OR Physics OR combines Chemistry/Physics3

 Related Area Requirements

MATH 1150Introduction to the Structure Of Mathematical Systems3
MATH 2510Structure Of Mathematical Systems II3
ECON 1052Microeconomics For The School Curriculum3
ATM SCI 1001Elementary Meteorology4
or ASTRON 1001 Cosmic Evolution Introductory Astronomy
HLTH PE 3432Teaching Health and Physical Education in the Elementary School3
ENGL 3100Junior-Level Writing3

Program Requirements

All students must complete the program requirements as well as the emphasis area courses.

Professional education courses must be completed with a grade point average of 2.5 and no grade lower than a C.

Note: Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.

Students must pass the relevant exit test to receive the B.S.Ed. degree.

Introduction to Education
EDUC 1000Building Community, Culture, and Learning in Education1
EDUC 1001Early Clinical Experience: Community Agency1
Level I: Education in Community Contexts
TCH ED 2000Becoming a Professional Educator1
TCH ED 2001Early Clinical Experience: Schools1
TCH ED 2209Foundations of Teaching in American Schools3
Level II: Teaching and Learning Across Context and Clinical Experiences
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ELE ED 3338Teaching Elementary Literacy in Inclusive Settings: Literacy Assessment and Learning3
SPEC ED 3318Inclusive Classrooms3
TCH ED 3001Mid-Level Clinical Experience: Diverse Learners1
TCH ED 3212Sociolinguistics and Communication in the Classroom3
ECH ED 3302Introduction to Inclusive Early Childhood Education3
ECH ED 3332Literacy, Learning and Instruction For The Young Child3
ECH ED 3350Family and Professional Partnerships within School/Community3
Level III: Instructional Application in Studio Schools
ELE ED 3339Teaching Elementary Literacy in Inclusive Settings: Literacy Instruction and Learning4
ELE ED 4246Teaching Elementary Mathematics in Inclusive Settings I3
ELE ED 4342Teaching Elementary Mathematics in Inclusive Settings II3
SPEC ED 4323Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings3

Emphasis in Early Childhood Special Education

All candidates must enroll in a program that includes levels I, II, and III course work above in the College of Education. In addition, students must complete the following Early Childhood/Early Childhood Special Education courses:

ECH ED 3303Curriculum And Practice Laboratory: Infant/Toddler1
ECH ED 3304Curriculum And Practice Laboratory: Preschool1
ECH ED 3313Curriculum And Practice: Infant/Toddler2
ECH ED 3314Curriculum And Practice: Preschool Education2
ECH ED 4317Implementation, Evaluation, and Assessment in Early Childhood Education3
ECH ED 4348The Acquisition Of Mathematical and Science Concepts3
SPEC ED 4315Language and Communication of Children with Special Needs3
ECH ED 4989Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience3
ECH ED 4990Practicum II: Early Childhood Education/Early Childhood Special Education Site Based Experience12

Total for the B.S.Ed. in Early Childhood: minimum of 132 hours

Elementary Education

The Bachelor of Science in Education  (B.S.Ed.) in Elementary Education prepares those who desire to teach grades 1 - 6. The core courses are combined with one of three emphasis areas: Special Education, Teaching English to Speakers of Other Languages (TESOL), or Middle School. It is also possible to select the Special Education emphasis area and take the TESOL courses for TESOL endorsement. Please see each of the Emphasis Area Requirements listed below.

Undergraduate educator preparation is both engaging and innovative.  Our high quality undergraduate educator preparation programs are designed around research-based scholarship and practical community-based contexts.  To prepare our undergraduate students as the highest quality educators for our region, we contribute to and harness the resources of our deep community partnerships.  The community-based experiences broadens candidates’ understanding of their own identity as educators as well as  enhancing their ability to build relationships, extend their skills, and understand family/community dynamics and interactions.

For their final year-long practicum, teacher candidates are immersed in Studio Schools.  These partnering K-12 schools participate in our innovative, collaborative approach to educator preparation. Rather than being placed as individuals with one cooperating teacher, our candidates work with multiple teachers learning from each one, this process is supported and facilitated on-site by a specially trained UMSL clinical educator who leads a weekly seminar, conducts observations and provides candidates with regular feedback to guide their growth.  

The focus of candidates’ work is to explore challenges of student learning, envision solutions based on their research-based course work, recent school initiatives, and carefully studied practices, and then enact innovative solutions to increase student learning.  Candidates inquire deeply into how their students are learning, and use data to  inform their instruction. All teacher candidates participate in all appropriate school and district professional development and school-wide activities, thereby becoming professionals who are part of the fabric of a studio school, not a just a temporary teacher candidate. Graduating educators have experienced an innovative education which prepares them for their future career as educational leaders in our region and beyond.

Bachelor of Science in Education in Elementary Education 

 General Education Requirements

B.S.Ed. degree candidates must complete the following General Education courses required by the College of Education and the Missouri Department of Elementary and Secondary Education.

Core Areas:
First Year Writing
ENGL 1100First-Year Writing3
or HIST 1111 Reacting to the Past
Math Proficiency
MATH 1030College Algebra3
Communication Proficiency
EDUC 2222Interpretation: Connecting Audiences and Meaning3
or COMM 1040 Introduction To Public Speaking
Information Literacy
ED TECH 2230Information Literacy3
American History or Government
POL SCI 1100Introduction To American Politics3
Explore Areas:
Humanities and Fine Arts
ART ED 2179Visual Art Activities for Elementary School3
MUS ED 2770An Introduction To Music For The Elementary School Teacher3
Additional course in Humanities or Fine Arts3
Social Science
ED PSY 2212Child and Adolescent Development3
GEOG 1001Introduction To Geography3
or GEOG 1002 World Regions
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
Math and Life/Natural Sciences
BIOL 1012General Biology3
GEOL 1001General Geology4
Additional course in Physics or Chemistry or Combined Chemistry/Physics3

Related Area Requirements

MATH 1150Introduction to the Structure Of Mathematical Systems3
MATH 2510Structure Of Mathematical Systems II3
ECON 1052Microeconomics For The School Curriculum3
ATM SCI 1001Elementary Meteorology4
or ASTRON 1001 Cosmic Evolution Introductory Astronomy
HLTH PE 3432Teaching Health and Physical Education in the Elementary School4
ENGL 3100Junior-Level Writing3

Program Requirements

All students in the B.S.Ed. in Elementary Education program are required to take the following Level I, Level II, and Level III courses. Each student must select an emphasis area and complete the required courses for that emphasis area.

Note for all emphasis areas:

Professional Education courses must be completed with a grade of C or better (a grade of C- or below is unacceptable).

Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.

Students must pass the required DESE certification assessments to receive the B.S.Ed. degree.
 

Introduction to Education
EDUC 1000Building Community, Culture, and Learning in Education1
EDUC 1001Early Clinical Experience: Community Agency1
Level I: Education in Community Contexts
TCH ED 2000Becoming a Professional Educator1
TCH ED 2001Early Clinical Experience: Schools1
TCH ED 2209Foundations of Teaching in American Schools2
Level II: Teaching and Learning Across Context and Clinical Experiences
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ELE ED 3338Teaching Elementary Literacy in Inclusive Settings: Literacy Assessment and Learning3
SPEC ED 3318Inclusive Classrooms3
TCH ED 3001Mid-Level Clinical Experience: Diverse Learners1
TCH ED 3212Sociolinguistics and Communication in the Classroom3
Level III: Instructional Application in Studio Schools
ELE ED 3339Teaching Elementary Literacy in Inclusive Settings: Literacy Instruction and Learning4
ELE ED 4246Teaching Elementary Mathematics in Inclusive Settings I3
ELE ED 4253Teaching Elementary Social Studies in Inclusive Settings3
ELE ED 4341Teaching Science in Inclusive Elementary Schools3
ELE ED 4342Teaching Elementary Mathematics in Inclusive Settings II3
SPEC ED 4323Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings3

Emphasis Area in Special Education 

All candidates must complete levels I, II, and III course work above in the College of Education. In addition, students must complete the following Emphasis Area courses:

SPEC ED 3349Cross-Categorical Special Education3
SPEC ED 4315Language and Communication of Children with Special Needs3
SPEC ED 4342Transition Issues And Planning3
ELE ED 4989Practicum I: Elementary/Special Education Site Based Experience3
ELE ED 4990Practicum II: Elementary/Special Education Site Based Experience12

Total for the B.S.Ed. in Elementary Education with Emphasis in Special Education: minimum of 123 hours.

Emphasis Area in Special Education and Teaching English to Speakers of Other Languages

All candidates must complete levels I, II, and III course work above in the College of Education. In addition, students must complete the following Special Education and TESOL courses:

SPEC ED 3349Cross-Categorical Special Education3
SPEC ED 4315Language and Communication of Children with Special Needs3
SPEC ED 4342Transition Issues And Planning3
TCH ED 3210General Linguistics in Tchg English to Speakers of Other Languages3
TCH ED 3211Basic Principles of Second and Foreign Language Acquisition3
TCH ED 3213Performance-based Assessment for TESOL3
TCH ED 3214Material Development and Methods for TESOL3
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
ELE ED 4992Practicum I: Elementary/Special Education/TESOL Site Based Experience3
ELE ED 4993Practicum II: Elementary/Special Education/TESOL Site Based Experience12

Total for the B.S.Ed. in Elementary Education with Emphasis in Special Education and Teaching English to Speakers of Other Languages: minimum of 138 hours

Emphasis Area in Teaching English to Speakers of Other Languages

All candidates must complete Levels I, II, and III course work above in the College of Education. In addition, students must complete the following TESOL courses:

TCH ED 3210General Linguistics in Tchg English to Speakers of Other Languages3
TCH ED 3211Basic Principles of Second and Foreign Language Acquisition3
TCH ED 3213Performance-based Assessment for TESOL3
TCH ED 3214Material Development and Methods for TESOL3
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
ELE ED 4994Practicum I: Elementary/TESOL Site Based Experience3
ELE ED 4995Practicum II: Elementary/TESOL Site Based Experience12

Total for the B.S.Ed. in Elementary Education with Emphasis in Teaching English to Speakers of Other Languages: minimum of 129 hours.

Bachelor of Science in Education: Elementary Education (Middle School Certification)

This area of specialization in elementary education prepares students to teach in grades 5-9.

General Education Requirements

B.S.Ed. degree candidates must complete the following General Education courses required by the College of Education and the Missouri Department of Elementary and Secondary Education.

Core Areas:
First Year Writing
ENGL 1100First-Year Writing3
or HIST 1111 Reacting to the Past
Math Proficiency
MATH 1030College Algebra3
Communication Proficiency
EDUC 2222Interpretation: Connecting Audiences and Meaning3
or COMM 1040 Introduction To Public Speaking
Information Literacy
ED TECH 2230Information Literacy3
American History or Government
POL SCI 1100Introduction To American Politics3
Explore Areas
Humanities and Fine Arts
Three courses from two of the following fields: art, foreign language, music (excluding applied music), philosophy, theater, dance, and literature.9
Social Science
ED PSY 2212Child and Adolescent Development3
GEOG 1001Introduction To Geography3
or GEOG 1002 World Regions
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
Math and Life/Natural Science
BIOL 1012General Biology3
GEOL 1001General Geology4
Additional course in Physics or Chemistry or Combined Physics/Chemistry3

Related Area Requirements

MATH 1150Introduction to the Structure Of Mathematical Systems3
MATH 2510Structure Of Mathematical Systems II3
ECON 1052Microeconomics For The School Curriculum3
HLTH PE 3432Teaching Health and Physical Education in the Elementary School3
ENGL 3100Junior-Level Writing3

Program Requirements

All students in the B.S.Ed. in Elementary Education, Middle School program are required to take the following Level I, Level II, and Level III courses. Each student must select a content area and complete the required courses for that content area.

Note for all emphasis areas:

Professional Education courses must be completed with a grade of C or better (a grade of C- or below is unacceptable).

Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.

Students must pass the required DESE certification assessments to receive the B.S.Ed. degree.

Introduction to Education
EDUC 1000Building Community, Culture, and Learning in Education1
EDUC 1001Early Clinical Experience: Community Agency1
Level I: Exploring Education as a Profession
TCH ED 2000Becoming a Professional Educator1
TCH ED 2001Early Clinical Experience: Schools1
TCH ED 2209Foundations of Teaching in American Schools2
Level II: Teaching and Learning Across Context and Clinical Experiences
Must be admitted to the Teacher Education Program to enroll in the following courses:
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
SPEC ED 3318Inclusive Classrooms3
TCH ED 3212Sociolinguistics and Communication in the Classroom3
TCH ED 3001Mid-Level Clinical Experience: Diverse Learners1
MID ED 4315The Middle Level School3
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
Level III: Synthesizing Theory and Practice in Education
Entrance into Level III is based on successful completion of all course work in Levels I and II, as well as any prerequisite courses required by advanced methods courses.
MID ED 4316Middle Level Curriculum And Instruction3
MID ED 4317The Middle-Level Child3
Methods Course in Certification Area3
SEC ED 4880Writing For Teachers3
MID ED 4989Practicum I: Middle Level Education Site Based Experience3
MID ED 4990Practicum II: Middle Level Education Site Based Experience12
Area of Concentration for State Certification
Middle School 5-9 requires a minimum of 21 hours for certification in one specific content area and appropriate methods course (math, science, social studies or language arts). Content requirements are listed on our website.

Total: minimum 122 hours

Secondary Education

Undergraduate educator preparation is both engaging and innovative.  Our high quality undergraduate educator preparation programs are designed around research-based scholarship and practical community-based contexts.  To prepare our undergraduate students as the highest quality educators for our region, we contribute to and harness the resources of our deep community partnerships.  The community-based experiences broadens candidates’ understanding of their own identity as educators as well as  enhancing their ability to build relationships, extend their skills, and understand family/community dynamics and interactions.

For their final year-long practicum, teacher candidates are immersed in Studio Schools.  These partnering K-12 schools participate in our innovative, collaborative approach to educator preparation. Rather than being placed as individuals with one cooperating teacher, our candidates work with multiple teachers learning from each one, this process is supported and facilitated on-site by a specially trained UMSL clinical educator who leads a weekly seminar, conducts observations and provides candidates with regular feedback to guide their growth.  

The focus of candidates’ work is to explore challenges of student learning, envision solutions based on their research-based course work, recent school initiatives, and carefully studied practices, and then enact innovative solutions to increase student learning.  Candidates inquire deeply into how their students are learning, and use data to  inform their instruction. All teacher candidates participate in all appropriate school and district professional development and school-wide activities, thereby becoming professionals who are part of the fabric of a studio school, not a just a temporary teacher candidate. Graduating educators have experienced an innovative education which prepares them for their future career as educational leaders in our region and beyond.

Bachelor of Science in Education: Secondary Education

Two Secondary Education programs prepare students to teach in grades 9 through 12: Bachelor of Science in Secondary Education through the College of Education (B.S.Ed.) OR Bachelor of Arts (B.A.) in a department of the College of Arts and Sciences or College of Fine Arts and Communication with certification in Secondary Education.

General Education Requirements

B.S.Ed. degree candidates must complete the following General Education courses required by the College of Education and the Missouri Department of Elementary and Secondary Education.

Core Areas:
First Year Writing
ENGL 1100First-Year Writing3
or HIST 1111 Reacting to the Past
Math Proficiency (requirement varies by program)
MATH 1030College Algebra3
or MATH 1020 Contemporary Mathematics
or MATH 1021 Choice and Chance
or MATH 1025 Geometry in the Real World
or MATH 1045 PreCalculus
Communication Proficiency
EDUC 2222Interpretation: Connecting Audiences and Meaning3
or COMM 1040 Introduction To Public Speaking
Information Literacy
ED TECH 2230Information Literacy3
American History or Government
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
Explore Areas:
Humanities and Fine Arts
Three courses from two of the following fields: art, foreign language, music (excluding applied music), philosophy, theater, dance, and literature.9
Social Science
ED PSY 2212Child and Adolescent Development3
POL SCI 1100Introduction To American Politics3
One additional 1000-2000 level course in Social Science Explore Area3
Math and Life/Natural Sciences
BIOL 1012General Biology3
PHYSICS 1001How Things Work3
One additional 1000-2000 level course in Math and Life/Natural Sciences Explore Area3
University Requirement
ENGL 3100Junior-Level Writing3
Total Hours45

Note All of the courses above must be a minimum of 2 semester hours.

Program Requirements

B.S.Ed. and B.A. degrees with certification candidates must complete the following courses:

Introduction to Education
EDUC 1000Building Community, Culture, and Learning in Education (Introduction to Education)1
EDUC 1001Early Clinical Experience: Community Agency1
Level I: Exploring Education as a Profession
TCH ED 2000Becoming a Professional Educator1
TCH ED 2001Early Clinical Experience: Schools1
TCH ED 2209Foundations of Teaching in American Schools2
Level II: Analyzing the Nature and Process of Education
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ED TECH 3135Technology for Educators1
SPEC ED 3318Inclusive Classrooms3
TCH ED 3001Mid-Level Clinical Experience: Diverse Learners1
TCH ED 3310Introduction to Methods of Teaching2
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
Level III: Synthesizing Theory and Practice in Education
SEC ED 4XXXCurriculum and Methods of Teaching (specific subject area)3
SEC ED 4989Practicum I: Site Based Experience3
SEC ED 4990Practicum II: Site Based Experience12
Total Hours37

Attention Education majors

Professional Education courses must be completed with a grade point average of 2.5 and no grade lower than a C.

Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.

Students must pass the relevant exit test to receive the B.S.Ed. degree.
 

Emphasis Areas:

B.S.Ed. candidates must complete 30 to 50 hours of specific subject requirements in one of the following fields:

English

Please see the Bachelor of Art in English with Certification for Secondary Education for a list of required courses in the content area for teacher certification.

Foreign language (French or Spanish)

Please see the Bachelor of Science in Education for the list of required courses in the specific language content area for teacher certification.

Mathematics

Please see the Bachelor of Science in Secondary Education with an emphasis in mathematics for a list of the courses in content area required courses for teacher certification.

Unified Science (biology, chemistry, or physics endorsement)

  • Please see the Bachelor of Art in Biology with Teacher Certification or Bachelor of Science in Education with an emphasis in biology for a list of the courses in the content area  required for teacher certification.
  • Please see Degrees with Certification to Teach Chemistry in Secondary Schools for the list of courses in the content area required for teacher certification.
  • Please see B.S. degree in Physics, Physics Education Option and B. S. degree in Secondary Education with an Emphasis in Physics for a list of the courses in the content area required for teacher certification. 

Music Education

Please see the Bachelor of Music in Music Education for the list of courses in the content area required for teacher certification. Students take the following courses during the same semester: SEC ED 4993, Student Teaching in Music Education K‑6, and SEC ED 4994, Student Teaching in Music Education 7‑12.

Art Education

Please see Art Education for a list of the art content area  courses required for teacher certification. Students take the following courses during the same semester: SEC ED 4996, Practicum I: Site based Experience in Elementary Art and SEC ED 4997, Practicum I: site based Experience in Secondary Art.

Social Studies

Certification students must complete a major or an equivalent in hours in one of the following disciplines: anthropology, economics, geography, history, political science, psychology, or sociology. They must meet these minimum social science requirements:

  • American history, 12 hours including SEC ED 4013European or world history, 9 hours including
  • United States and/or state government, 6 hours including POL SCI 4090/SEC ED 4090Behavioral science, 6 hours
  • Economics, 3 hours
  • Geography, 3 hours
  • 2 hours of elective social studies credit.
  • Social science methods courses are SEC ED 4011

Bachelor of Science in Education: Physical Education 

Through this degree teacher candidates are prepared to effectively teach health and physical education in K-12 settings. The requirements are listed below.

Grades PK-9 Emphasis Program Requirements

Level l: Exploring Education as a Profession
13 hours to be completed before advancement to Level II:
ED PSY 2212Child and Adolescent Development3
EDUC 1000Building Community, Culture, and Learning in Education3
TCH ED 2209Foundations of Teaching in American Schools3
HLTH PE 3277Foundations of Health & Physical Education Programs2
HLTH PE 3280Human Anatomy And Physiology5
Level ll: Analyzing the Nature and Process of Education
21 hours to be completed before enrollement in any Level III courses:
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
SPEC ED 3318Inclusive Classrooms3
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
HLTH PE 3275Psychological Aspects Of Physical Education3
HLTH PE 3285Safety and Emergency Care for Health & Physical Education3
HLTH PE 3433Health Education Concepts and Skills3
PHY ED 3282Physical Growth And Motor Development3
PHY ED 3283Kinesiology3
HLTH PE 3284Physiology Of Human Exercise3
8 hours can be taken concurrently with Level III courses:
HLTH PE 3434Teaching of Health and Wellness4
PHY ED 3261Physical Activity For The Exceptional Learner2
PHY ED 3468Curriculum And Methods Of Teaching Physical Education3
Level lll: Synthesizing Theory and Practice in Education
HLTH PE 4989Practicum I: Site-Based Experience in Physical Education2
HLTH PE 4990Practicum II: 12-Week Site-Based Experience in Health and Physical Education6
HLTH PE 4991Practicum II: Health and Physical Education Grades 5-96
PHY ED 3422Teaching Of Skills: Grades Pk-44
PHY ED 3423Teaching Of Skills: Grades 5-93
PHY ED 3425Teaching Skills: Movement, Dance, And Rhythms3
Total Hours76

Total: 121 hours

Grades K through 12 Emphasis Program Requirements

B.S.Ed. degree candidates must complete the following General Education courses required by the College of Education and the Missouri Department of Elementary and Secondary Education.

General Education & University Requirements:

CORE AREAS:
First Year Writing
First-Year Writing
Reacting to the Past
Math Proficiency (requirement varies by program)
College Algebra
Contemporary Mathematics
Choice and Chance
Geometry in the Real World
PreCalculus
Communication Proficiency
Interpretation: Connecting Audiences and Meaning
Introduction To Public Speaking
Information Literacy
Information Literacy
American History or Government
American Civilization To 1865
American Civilization 1865 To Present
EXPLORE AREAS:
Humanities and Fine Arts
Three courses from two of the following fields: art, foreign language, music (excluding applied music), philosophy, theater, dance, and literature.
Social Science
Child and Adolescent Development
Introduction To American Politics
One additional 1000-2000 level course in Social Science Explore Area
Math and Life/Natural Sciences
General Biology
How Things Work
One additional 1000-2000 level course in Math and Life/Natural Sciences Explore Area
ADDITIONAL UNIVERSITY REQUIREMENT
Junior-Level Writing


Note for all emphasis areas:

Professional Education courses must be completed with a grade of C or better (a grade of C- or below is unacceptable).

Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.

Students must pass the required DESE certification assessments to receive the B.S.Ed. degree.

Program Requirements:

B.S.Ed. and B.A. degrees with certification candidates must complete the following:

Introduction to Education
EDUC 1000Building Community, Culture, and Learning in Education1
EDUC 1001Early Clinical Experience: Community Agency1
Level l: Exploring Education as a Profession
TCH ED 2000Becoming a Professional Educator1
TCH ED 2001Early Clinical Experience: Schools1
TCH ED 2209Foundations of Teaching in American Schools3
HLTH PE 3277Foundations of Health & Physical Education Programs2
HLTH PE 3280Human Anatomy And Physiology5
Level ll: Analyzing the Nature and Process of Education
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ED TECH 3135Technology for Educators1
SPEC ED 3318Inclusive Classrooms3
TCH ED 3001Mid-Level Clinical Experience: Diverse Learners1
TCH ED 3310Introduction to Methods of Teaching2
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
HLTH PE 3275Psychological Aspects Of Physical Education3
HLTH PE 3284Physiology Of Human Exercise3
HLTH PE 3285Safety and Emergency Care for Health & Physical Education3
HLTH PE 3433Health Education Concepts and Skills3
PHY ED 3282Physical Growth And Motor Development3
PHY ED 3283Kinesiology3
9 hours can be taken concurrently with Level lll courses:
HLTH PE 3434Teaching of Health and Wellness4
PHY ED 3261Physical Activity For The Exceptional Learner2
PHY ED 3468Curriculum And Methods Of Teaching Physical Education3
Level lll: Synthesizing Theory and Practice in Education
The following Health and Physical Education courses are required:
PHY ED 3422Teaching Of Skills: Grades Pk-44
PHY ED 3423Teaching Of Skills: Grades 5-93
PHY ED 3424Teaching Of Skills: Grades 9-123
PHY ED 3425Teaching Skills: Movement, Dance, And Rhythms3
HLTH PE 4989Practicum I: Site-Based Experience in Physical Education2
HLTH PE 4990Practicum II: 12-week Site Based Experience in Health and Physical Education9
HLTH PE 4992Practicum II: 4-week Site Based Experience in Health and Physical Education3
Total Hours81

Minimum 124 hours

Health Certification

 For those with a valid teaching certificate in Physical Education, courses are available to obtain an additional endorsement in Health Education. 

Music Teacher Certification

Students interested in teaching Music in grades K-12 must earn a bachelor's degree in Music Education in the College of Arts & Sciences and take the required courses in the College of  Education to meet the certification requirements. Please see the Bachelor of Music in Music Education for the list of courses in the Music content area and those required for teacher certification. Students take the following courses during the same semester: SEC ED 4993, Practicum II: 12-Week Site-Based Experience in Music and SEC ED 4994, Practicum II: 4-Week Site-Based Experience in Music.

Art  Teacher Certification

Students interested in teaching Art in grades K-12 must earn a bachelor's degree in the College of Arts & Sciences and take the required courses in the College of Education to meet the certification requirements. Please see Art Education for a list of the Art content area courses and those required for teacher certification. Students take the following courses during the same semester: SEC ED 4996, Practicum II: Site-Based Experience in Art and SEC ED 4997, Practicum II: Site-based Experience in Art. For individuals interested in teaching Art who currently hold a Bachelor of Fine Arts in a studio area, graduate-level certification coursework is available.

Minors in the College of Education

Minor in Education

A minor in education consists of 18 hours of course work. A total of 15 hours must be taken at or above the 2000 level including at least 2 courses at or above the 3000 level from the following curricular designations: ART ED, ECH ED, ED PSY, ED TECH, EDUC, ELE ED, MUS ED, PHYS ED, SEC ED, SPEC ED, and TCH ED. In addition, a 3 hour capstone course must be selected from the following:

ECH ED 4989Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience3
EDUC 4989Internship I3
ELE ED 4989Practicum I: Elementary/Special Education Site-Based Experience3
ELE ED 4992Practicum I: Elementary/Special Education/TESOL Site Based Experience3
ELE ED 4994Practicum I: Elementary/TESOL Site Based Experience3
MID ED 4989Practicum I: Middle Level Education Site Based Experience3
SEC ED 4989Practicum I: Site-Based Experience3

All courses in the minor must be passed with a grade of C- or better. Candidates must have a cumulative grade point average of 2.0 or better in the minor. Courses taken on a satisfactory/unsatisfactory basis may not be applied to the minor. At least 9 hours must be taken while in residence at UMSL.

Minor in Teaching English to Speakers of Other Languages K-12
A minor in Teaching English to Speakers of Other Languages (TESOL) can be earned by successfully completing 18 hours of coursework that is identified to prepare the student to earn a TESOL teaching endorsement as an additional area of teaching certification by the Missouri Department of Elementary and Secondary Education (DESE).
 

TCH ED 3210Generl Linguistics in Tchg English to Speakers of Other Languages3
TCH ED 3211Basic Principles of Second and Foreign Language Acquisition3
TCH ED 3212Sociolinguistics and communication in the Classroom3
TCH ED 3213Performance-based Assessment for TOSOL3
TCH ED 3214Material Development and Methods for TESOL3
TCH ED 3215Field Experiences in TESOL3

Athletic Coaching Minor

An athletic coaching minor is available (minimum of 20 hours). It is intended for those who would like to work with youth in a variety of sport settings, in either school or non-school settings.  The following courses are required:

HLTH PE 3280Human Anatomy And Physiology5
HLTH PE 3285Safety and Emergency Care for Health & Physical Education3
PHY ED 3283Kinesiology3
HLTH PE 3284Physiology Of Human Exercise3
PHY ED 3424Teaching Of Skills: Grades 9-123
PHY ED 3423Teaching Of Skills: Grades 5-93
Total Hours20

Sample Four Year Plans

BSEd Early Childhood Special Education

BSEd Elementary Education

BSEd Physical Education

BSEd Secondary Education

BSEd Early Childhood Special Education

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123GEOG 1001 or 10023
GEOL 10014HIST 1001 or 10023COMM 10403
POL SCI 11003ED PSY 22123 
ENGL 11003ECON 10523 
MATH 10303TCH ED 20001 
 EDUC 10011 
 14 14 6
Second Year
FallHoursSpringHoursSummerHours
ATM SCI 1001 or ASTRON 10014HLTH PE 34324TCH ED 32123
PHY ED 32823MATH 11503ART ED 21793
TCH ED 22093SPEC ED 33183 
TCH ED 20011ELE ED 33383 
General Education-Humanities3MUS ED 37703 
General Education - Mathematics and Natural Sciences TCH ED 30011 
Complete Application and Admission to TEP Program2   
 14 17 6
Third Year
FallHoursSpringHoursSummerHours
ED TECH 22303SPEC ED 43153ENGL 31003
MATH 25103ELE ED 33383ELE ED 42463
TCH ED 32123ECH ED 33323 
ECH ED 33023ECH ED 33132 
ECH ED 33503ECH ED 33031 
 ECH ED 43483 
 15 15 6
Fourth Year
FallHoursSpringHours 
SPEC ED 43233ECH ED 499012 
ECH ED 33142Take MoPTA Exam  
ECH ED 33041  
ELE ED 43423  
ECH ED 49893  
ECH ED 43173  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 134
1

 MEP completion is a course requirement in EDUC 1000

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application.

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

 BSEd Elementary Education Special Education TESOL

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123HIST 1001 or 10023
ANTHRO 1011 or 10253ECON 10523 
ENGL 11003ED PSY 22123 
POL SCI 1100 or SOC 10103EDUC 10011 
MATH 1030 (or equivalent)3GEOG 1001 or 10023 
 TCH ED 20001 
 13 14 3
Second Year
FallHoursSpringHoursSummerHours
COMM 1040 or EDUC 22223ATM SCI 1001 or ASTRON 10014General Education: Natural Science with Lab4-5
ART ED 21793HLTH PE 34324 
TCH ED 22093MATH 11503 
TCH ED 20011MUS ED 37703 
General Education -Humanities3ED TECH 22303 
General Education - Natural Sciences3  
Complete Application and Admission to TEP Program2   
 16 17 4-5
Third Year
FallHoursSpringHoursSummerHours
SPEC ED 33183SPEC ED 43153ENGL 31003
TCH ED 30011SPEC ED 43423 
ED PSY 33123SPEC ED 33493-6 
TCH ED 32123ELE ED 33394 
ELE ED 33383  
MATH 25103  
 16 13-16 3
Fourth Year
FallHoursSpringHours 
SPEC ED 43153TCH ED 32113 
SPEC ED 43423TCH ED 32133 
TCH ED 32103TCH ED 32143 
TCH ED 43913ELE ED 42463 
ELE ED 43413  
 15 12
Fifth Year
FallHoursSpringHours 
ELE ED 42533ELE ED 499312 
SPEC ED 43233Take MoPTA Exam  
ELE ED 43423  
ELE ED 49923  
Content Specialty and Pedagogy Assessments Completed   
 12 12
Total Hours: 150-154
1

 MEP completion is a course requirement in EDUC 1000.

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application.

PLEASE NOTE: This plan is an example of what a plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Elementary Education Special Education

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123HIST 1001 or 10023
ENGL 11003ED PSY 22123 
ANTHRO 1011 or 10253GEOG 1001 or 10023 
POL SCI 1100 or SOC 10103ECON 10523 
MATH 10303TCH ED 20001 
 EDUC 10011 
 13 14 3
Second Year
FallHoursSpringHoursSummerHours
EDUC 2222 or COMM 10403ATM SCI 1001 or ASTRON 10014ENGL 31003
ART ED 21793HLTH PE 34324General Education - Natural Science with Lab4-5
TCH ED 22093MATH 11503 
TCH ED 20011MUS ED 37703 
General Education - Math and Natural Sciences3ED TECH 22303 
General Education - Humanities3  
Complete Application and Admission to TEP Program2   
 16 17 7-8
Third Year
FallHoursSpringHoursSummerHours
SPEC ED 33183SPEC ED 43153ENGL 31003
TCH ED 30011SPEC ED 43423ELE ED 42463
ED PSY 33123SPEC ED 33493 
TCH ED 32123ELE ED 33394 
ELE ED 33383  
MATH 25103  
 16 13 6
Fourth Year
FallHoursSpringHours 
ELE ED 42533ELE ED 499012 
ELE ED 43413Take MoPTA Exam  
ELE ED 43423  
ELE ED 49893  
SPEC ED 43233  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 132-133
1

 MEP completion is a course requirement in EDUC 1000

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application.

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

 BSEd Elementary Education TESOL

First Year
FallHoursSpringHoursSummerHours
EDUC 100011EDUC 10011HIST 1001 or 10023
ENGL 11003BIOL 1012
BIOL 1013
5 
ANTHRO 1011 or 10253ED PSY 22123 
POL SCI 1100 or SOC 10103GEOG 1001 or 10023 
 ECON 10523 
 TCH ED 20001 
 10 16 3
Second Year
FallHoursSpringHoursSummerHours
EDUC 2222 or COMM 10403TCH ED 32113ED PSY 33123
ART ED 21793ELE ED 33394General Education - Natural Sciences with Lab4-5
TCH ED 22093TCH ED 43913 
TCH ED 20011TCH ED 32133 
General Education - Humanities3TCH ED 32143 
Complete Application and Admission to TEP Program2   
 13 16 7-8
Third Year
FallHoursSpringHoursSummerHours
MATH 25103ELE ED 33394ENGL 31003
ELE ED 33383TCH ED 32113ELE ED 42463
SPEC ED 33183TCH ED 32133 
TCH ED 30011TCH ED 32143 
TCH ED 32103TCH ED 43913 
TCH ED 32123  
 16 16 6
Fourth Year
FallHoursSpringHours 
ELE ED 42533ELE ED 499512 
ELE ED 43413Take MoPTA Exam  
ELE ED 43423  
ELE ED 49943  
SPEC ED 43233  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 130-131
1

MEP completion is a course requirement in EDUC 1000

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application.

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Elementary Education, Middle School Certification for Language Arts

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123COMM 1040 or EDUC 22223
ENGL 11003HIST 1001 or 10023GEOG 1001 or 10023
GEOL 10014ED PSY 22123 
POL SCI 11003ECON 10523 
MATH 1030 (or equivalent)3TCH ED 20001 
 EDUC 10011 
 14 14 6
Second Year
FallHoursSpringHoursSummerHours
ED TECH 22303HLTH PE 34324ENGL 31003
TCH ED 22093MATH 25103General Education - Humanities3
TCH ED 20011SPEC ED 33183 
ENGL 28103ENGL 2710 or 27203 
MATH 11503TCH ED 30011 
General Education - Humanities3General Education - Natural Sciences3 
Complete Application and Admission to TEP Program2   
 16 17 6
Third Year
FallHoursSpringHours 
POL SCI 40903MID ED 43153 
TCH ED 32123SEC ED 48803 
TCH ED 43913ENGL 2330 or 23403 
ED PSY 33123ENGL 3000+ level course6 
ENGL 3000+ level course3  
 15 15
Fourth Year
FallHoursSpringHours 
MID ED 43163MID ED 499012 
MID ED 43173  
SEC ED 48853  
MID ED 49893  
Content Specialty and Pedagogy Assessments Completed   
 12 12
Total Hours: 127
1

MEP completion is a course requirement in EDUC 1000

2

A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

 BSEd Elementary Education, Middle School Certification for Mathematics

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123GEOG 1001 or 10023
ENGL 11003HIST 1001 or 10023 
GEOL 10014ED PSY 22123 
MATH 1030 (or equivalent)3ECON 10523 
POL SCI 11003TCH ED 20001 
 EDUC 10011 
 14 14 3
Second Year
FallHoursSpringHoursSummerHours
ED TECH 22303HLTH PE 34324ENGL 31003
TCH ED 22093MATH 25103General Education - Humanities3
TCH ED 20011SPEC ED 33183 
MATH 11053COMM 1040 or EDUC 22223 
MATH 11503TCH ED 30011 
General Education - Humanities3General Education - Natural Sciences3 
Complete Application and Admission to TEP Program2   
 16 17 6
Third Year
FallHoursSpringHoursSummerHours
MATH 18005MID ED 43153TCH ED 32123
TCH ED 32123SEC ED 48803MATH 11023
TCH ED 43913MATH 11023 
ED PSY 33123MATH 35203 
 General Education - Humanities3 
 14 15 6
Fourth Year
FallHoursSpringHours 
MID ED 43163MID ED 499012 
MID ED 43173Take MoPTA Exam  
MID ED 42463  
MID ED 49893  
Content Specialty and Pedagogy Assessments Completed   
 12 12
Total Hours: 129
1

 MEP completion is a course requirement in EDUC 10002. 

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Elementary Education, Middle School Certification for Science

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123COMM 1040 or EDUC 22223
ENGL 11003HIST 1001 or 10023GEOG 1001 or 10023
MATH 1030 (or equivalent)3ED PSY 22123 
GEOL 10014ECON 10523 
POL SCI 11003TCH ED 20001 
 EDUC 10011 
 14 14 6
Second Year
FallHoursSpringHoursSummerHours
ED TECH 22303HLTH PE 34324ENGL 31003
TCH ED 22093MATH 25103General Education - Humanities3
TCH ED 20011SPEC ED 33183 
CHEM 11115BIOL 12023 
MATH 11503TCH ED 30011 
General Education - Humanities3CHEM or PHYSICS Course3 
Complete Application and Admission to TEP Program2   
 18 17 6
Third Year
FallHoursSpringHours 
PHYSICS 10114MID ED 43153 
TCH ED 32123SEC ED 48803 
TCH ED 43913MATH 11053 
ED PSY 33123Science elective3 
 General Education - Humanities3 
 13 15
Fourth Year
FallHoursSpringHours 
MID ED 43163MID ED 499012 
MID ED 43173Take MoPTA Exam  
MID ED 43503  
MID ED 49893  
Content Specialty and Pedagogy Assessments Completed   
 12 12
Total Hours: 127
1

MEP completion is a course requirement in EDUC 1000

2

A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Elementary Education, Middle School Certification for Social Studies

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123GEOG 1001 or 10023
ENGL 11003HIST 1001 or 10023COMM 1040 or EDUC 22223
GEOL 10014ED PSY 22123 
POL SCI 11003ECON 10523 
MATH 1030 (or equivalent)3TCH ED 20001 
 EDUC 10011 
 14 14 6
Second Year
FallHoursSpringHoursSummerHours
ED TECH 22303HLTH PE 34324ENGL 31003
TCH ED 22093SPEC ED 33183General Education - Humanities3
TCH ED 20011TCH ED 30011 
SOC 1010 or ANTHRO 10113HIST 10313 
MATH 11503MATH 25103 
General Education: Humanities3General Education - Natural Sciences3 
Complete Application and Admission to TEP Program2   
 16 17 6
Third Year
FallHoursSpringHours 
POL SCI 40903MID ED 43153 
TCH ED 32123SEC ED 48803 
TCH ED 43913General Education - Humanities3 
ED PSY 33123HIST 3000+ Level Non-Western History3 
HIST 10323  
 15 12
Fourth Year
FallHoursSpringHours 
MID ED 43163MID ED 499012 
MID ED 43173Take MoPTA Exam  
MID ED 42533  
MID ED 49893  
Content Specialty and Pedagogy Assessments Completed   
 12 12
Total Hours: 124
1

 MEP completion is a course requirement in EDUC 1000

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Physical Education

First Year
FallHoursSpringHoursSummerHours
EDUC 100011BIOL 10123HIST 1001 or 10023
ENGL 11003ED PSY 22123 
GEOL 1001 or PHYSICS 10013-4TCH ED 20001 
POL SCI 11003EDUC 10011 
MATH 1030 (or equivalent)3GEOG 1001 or 10023 
 ED TECH 22303 
 General Education - Humanities3 
 13-14 17 3
Second Year
FallHoursSpringHours 
TCH ED 22093ED PSY 33123 
TCH ED 20011HLTH PE 32772 
COMM 1040 or EDUC 22223HLTH PE 32805 
HLTH PE 34333PHY ED 32833 
PHY ED 32823General Education - Humanities3 
General Education - Humanities3Complete Application and Admission to TEP Program2  
 16 16
Third Year
FallHoursSpringHoursSummerHours
ENGL 31003PHY ED 32612ENGL 31003
SPEC ED 33183PHY ED 34683ELE ED 42463
TCH ED 30011PHY ED 34233 
TCH ED 43913PHY ED 34243 
HLTH PE 32843ED TECH 31351 
HLTH PE 32753TCH ED 33102 
 16 14 6
Fourth Year
FallHoursSpringHours 
PHY ED 34253HLTH PE 49906 
PHY ED 34224HLTH PE 49926 
HLTH PE 32853Complete MoPTA Exam  
HLTH PE 34344  
HLTH PE 49892  
Content Specialty and Pedagogy Assessments Completed   
 16 12
Total Hours: 129-130
1

 MEP completion is a course requirement in EDUC 1000.

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Biology concentration

First Year
FallHoursSpringHoursSummerHours
EDUC 100011PHYSICS 10114General Education - Humanities3
MATH 1030 (or equivalent)3TCH ED 20001 
ENGL 11003EDUC 10011 
HIST 1001 or 10023COMM 1040 or EDUC 22223 
BIOL 18215MATH 10352 
 POL SCI 11003 
 15 14 3
Second Year
FallHoursSpringHoursSummerHours
BIOL 18315PHYSICS 10124ED PSY 33123
ED PSY 22123CHEM 11215CHEM 26123
TCH ED 22093BIOL 20123 
TCH ED 20011BIOL 20132 
CHEM 11115BIOL 3802 or 38033 
Complete Application and Admission to TEP Program2   
 17 17 6
Third Year
FallHoursSpringHoursSummerHours
BIOL 21023MATH 1105, PSYCH 2201, or BIOL 41223-4PHYSICS 10124
BIOL 21032BIOL 33023 
ENGL 3160 or 31303BIOL 3622 or 47123 
General Education - Humanites3  
 11 9-10 4
Fourth Year
FallHoursSpringHours 
ED PSY 33123TCH ED 43913 
TCH ED 33102HONORS 20511 
TCH ED 30011BIOL 2482
BIOL 2483
5 
SPEC ED 33183ED TECH 22303 
CHEM 26123  
 12 12
Fifth Year
FallHoursSpringHours 
BIOL 25015SEC ED 499012 
SEC ED 49854Take MoPTA Exam  
SEC ED 49893  
SEC ED 49993  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 147-148
1

MEP completion is a course requirement in EDUC 1000

2

A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Chemistry concentration

First Year
FallHoursSpringHoursSummerHours
EDUC 10001MATH 10352COMM 10403
ENGL 11003GEOL 1001, ATM SCI 1001, or ASTRON 10014General Education3
POL SCI 11003BIOL 12023 
ED PSY 22123General Education - Humanities3 
MATH 1030 (or equivalent)3TCH ED 20001 
HIST 1001 or 10023EDUC 10011 
 16 14 6
Second Year
FallHoursSpringHoursSummerHours
MATH 18005BIOL 18315COMM 10403
CHEM 11115MATH 19005General Education - Humanities3
TCH ED 22093CHEM 11215 
TCH ED 20011ED TECH 22303 
Complete Application and Admission to TEP Program   
 14 18 6
Third Year
FallHoursSpringHoursSummerHours
ED PSY 33123TCH ED 43913ENGL 31003
TCH ED 33102MATH 20005 
SPEC ED 33183CHEM 22233 
PHYSICS 21115CHEM 26223 
CHEM 26123CHEM 26332 
TCH ED 30011  
 17 16 3
Fourth Year
FallHoursSpringHours 
CHEM 33123SEC ED 499012 
CHEM 47123Take MoPTA Exam  
SEC ED 42403  
SEC ED 49893  
General Education - Humanities3  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 137

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with English concentration

First Year
FallHoursSpringHoursSummerHours
EDUC 100011POL SCI 11003General Education: Humanities3
MATH 1020, 1021, or 10303GEOG 1001 or 10023 
ENGL 11003BIOL 10123 
HIST 1001 or 10023ENGL 2000 Level course3 
ED TECH 22303EDUC 10011 
 TCH ED 20001 
 13 14 3
Second Year
FallHoursSpringHoursSummerHours
TCH ED 22093ENGL 27103PHYSICS 10013
ED PSY 22123ENGL 27203 
TCH ED 20011ENGL 28103 
ENGL 23103ED TECH 31351 
ENGL 23203ENGL 4370 or 43803 
COMM 1040 or EDUC 22223General Education - Humanities3 
Complete Application and Admission to TEP Program2   
 16 16 3
Third Year
FallHoursSpringHoursSummerHours
TCH ED 33102SEC ED 48803General Education - Mathematics and Natural Sciences3
SPEC ED 33183ENGL 40603 
TCH ED 30011ENGL 4800 or 48203 
ENGL 30903ED PSY 33123 
ED TECH 31351ENGL 48103 
General Education - Humanities3  
 13 15 3
Fourth Year
FallHoursSpringHours 
SEC ED 48853SEC ED 499012 
SEC ED 49893Take MoPTA Exam  
TCH ED 43913  
ENGL 4000-level course   
ENGL Elective3  
Content Specialty and Pedagogy Assessments Completed   
 12 12
Total Hours: 120
1

 MEP completion is a course requirement in EDUC 1000.

2

A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application.

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Mathematics concentration

First Year
FallHoursSpringHoursSummerHours
EDUC 100011POL SCI 11003MATH 10352
MATH 1030 (or equivalent)3PHYSICS 10013 
ENGL 1100 or HIST 11113-4BIOL 10123 
ED TECH 22303CMP SCI 12503 
HIST 1001 or 10023EDUC 10011 
 TCH ED 20001 
 13-14 14 2
Second Year
FallHoursSpringHoursSummerHours
ED PSY 22123MATH 19005COMM 10403
TCH ED 22093MATH 13203General Education - Humanites3
TCH ED 20011CHEM 11215 
MATH 18005ED TECH 31351 
CHEM 11115General Education - Humanities3 
Complete Application and Admission to TEP Program2  
 19 17 6
Third Year
FallHoursSpringHoursSummerHours
ED PSY 33123TCH ED 43913ENGL 31003
TCH ED 33102MATH 20203General Education - Humanties3
SPEC ED 33183MATH 24503 
MATH 20005MATH 30003 
PHYSICS 32003PHYSICS 32213 
 TCH ED 30011 
 16 16 6
Fourth Year
FallHoursSpringHours 
MATH 41003SEC ED 499012 
MATH 44003Take MoPTA Exam  
MATH 46603  
SEC ED 46463  
SEC ED 498933  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 136-137
1

 MEP completion is a course requirement in EDUC 1000.

2

A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application.

3

 Second MEP is completed in Practicum I.

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Modern Language, French K-12

First Year
FallHoursSpringHoursSummerHours
EDUC 100011POL SCI 11003FRENCH 1002 (may substitute with General Education - Humanities)5
MATH 1020 or 10303PHYSICS 10013 
ENGL 11003BIOL 10123 
ED TECH 22303TCH ED 20001 
HIST 1001 or 10023FRENCH 1001 (may substitute with General Education - Humanities)5 
 13 15 5
Second Year
FallHoursSpringHoursSummerHours
ED PSY 22123TCH ED 33102General Education - Social Science3
TCH ED 22093ED PSY 33123 
TCH ED 20011FRENCH 21703 
FRENCH 21013FRENCH 21803 
COMM 1040 or EDUC 22223General Education - Math and Natural Sciences3 
General Education - Humanities3  
Complete Application and Admission to TEP Program2   
 16 14 3
Third Year
FallHoursSpringHoursSummerHours
SPEC ED 33183TCH ED 43913ENGL 31003
TCH ED 30011FRENCH 32713 
FRENCH 32003FRENCH 32803 
FRENCH 32053FRENCH 43003 
FRENCH 32113FRENCH 43113 
Elective or minor3  
 16 15 3
Fourth Year
FallHoursSpringHours 
FRENCH 32813SEC ED 499012 
FRENCH 4000 - Level Course6Take MoPTA Exam  
FGN LANG 4589 or SEC ED 458923  
SEC ED 49893  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 127
1

MEP completion is a course requirement in EDUC 1000.

2

A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Modern Language, German K-12

First Year
FallHoursSpringHoursSummerHours
EDUC 100011POL SCI 11003GERMAN 1002 (may substitute with Humanities course)5
MATH 1020 or 10303PHYSICS 10013 
ENGL 11003BIOL 10123 
ED TECH 22303TCH ED 20001 
HIST 10013GERMAN 1001 (may substitute with Humanities course)5 
 EDUC 10011 
 13 16 5
Second Year
FallHoursSpringHoursSummerHours
ED PSY 22123TCH ED 33102GEOL 1001, ATM SCI 1001, or ASTRON 10014
TCH ED 22093ED PSY 33123 
TCH ED 20011GERMAN 21703 
GERMAN 21013GERMAN 21803 
COMM 1040 or EDUC 22223General Education - Social Science3 
General Education -Humanities3  
Complete Application and Admission to TEP Program2  
 18 14 4
Third Year
FallHoursSpringHoursSummerHours
SPEC ED 33183TCH ED 43913ENGL 31003
TCH ED 30011GERMAN 32023 
GERMAN 21991GERMAN 3280 or 32813 
GERMAN 32013GERMAN 43113 
GERMAN 32083GERMAN 4000 level course3 
GERMAN 32103  
Elective or minor3  
 17 15 3
Fourth Year
FallHoursSpringHours 
GERMAN 4000 level course6SEC ED 499012 
FGN LANG 45893Take MoPTA Exam  
SEC ED 49893  
Content Specialty and Pedagogy Assessments Completed   
 12 12
Total Hours: 129
1

 MEP completion is a course requirement in EDUC 1000.

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Modern Language, Spanish K-12

First Year
FallHoursSpringHoursSummerHours
EDUC 100011EDUC 10011SPANISH 1002 (may substitute with a Humanities course)5
MATH 1020 (math 1021, math 1030)3POL SCI 11003 
ENGL 11003PHYSICS 10013 
ED TECH 22303BIOL 10123 
HIST 1001 or 10023TCH ED 20001 
 SPANISH 1001 (may substitute with a Humanities course)5 
 13 16 5
Second Year
FallHoursSpringHoursSummerHours
ED PSY 22123ED PSY 33123General Education - Social Science3
TCH ED 20011SPANISH 21713 
TCH ED 22093SPANISH 21724 
COMM 10403Elective or minor3 
SPANISH 21013TCH ED 33102 
General Education-Humanities3General Education - Mathematics and Natural Science3 
Complete Application and Admission to TEP Program2   
 16 18 3
Third Year
FallHoursSpringHours 
SPEC ED 33183TCH ED 43913 
TCH ED 30011SPANISH 3210
3210A
3 
SPANISH 21804SPANISH 3280 or 32813 
ENGL 31003SPANISH 33263 
SPANISH 3000+ level course3SPANISH 4000-level course3 
 14 15
Fourth Year
FallHoursSpringHours 
FGN LANG 4589 or SEC ED 45893SEC ED 499012 
SPANISH 43993Take MoPTA Exam  
SEC ED 49893  
SPANISH 4000 level course3  
Elective or minor3  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 127
1

MEP completion is a course requirement in EDUC 1000.

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Physics concentration

First Year
FallHoursSpringHoursSummerHours
EDUC 100011MATH 10352COMM 10403
ENGL 11003GEOL 1001, ATM SCI 1001, or ASTRON 10014General Education - Humanities3
HIST 1001 or 10023BIOL 2102 (or another environmental science course))3 
MATH 1030 (or equivalent)3General Education - Humanities3 
POL SCI 11003TCH ED 20001 
ED PSY 22123EDUC 10011 
 16 14 6
Second Year
FallHoursSpringHoursSummerHours
MATH 18005BIOL 18315MATH 20005
CHEM 11115MATH 19005General Education - Humanities3
TCH ED 22093CHEM 11215 
TCH ED 20011ED TECH 22303 
Complete Application and Admission to TEP Program2   
 14 18 8
Third Year
FallHoursSpringHoursSummerHours
ED PSY 33123TCH ED 43913ENGL 31003
SPEC ED 33183PHYSICS 21125TCH ED 33102
MATH 20203PHYSICS 32003 
PHYSICS 21115PHYSICS 32213 
TCH ED 30011PHYSICS 32233 
 15 17 5
Fourth Year
FallHoursSpringHours 
PHYSICS 32313SEC ED 499012 
PHYSICS 43103Take MoPTA Exam  
PHYSICS 43113  
SEC ED 42403  
SEC ED 49893  
Content Specialty and Pedagogy Assessments Completed   
 15 12
Total Hours: 140
1

MEP completion is a course requirement in EDUC 1000.

2

A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application. 

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.

BSEd Secondary Education with Social Studies concentration

First Year
FallHoursSpringHoursSummerHours
EDUC 100011POL SCI 11003HIST 1030, 1031, or 10323
ED PSY 22123GEOL 1001, ATM SCI 1001, or ASTRON 10014General Education: Humanities3
MATH 1020, 1021, 1030, 1025, or 10453-5BIOL 10123 
ENGL 1100
HIST 1002
4HIST 10023 
HIST 1001 or 10023TCH ED 20001 
 EDUC 10011 
 GEOG 1001 or 10023 
 14-16 18 6
Second Year
FallHoursSpringHoursSummerHours
TCH ED 22093HIST 29994ED PSY 33123
TCH ED 20011ECON 10523General Education - Humanities 
HIST 1000-level course3ED TECH 22303 
HIST 2000-level course3PHYSICS 10013 
COMM 1040 or EDUC 22223General Education - Social Sciences3 
General Education: Humanities3  
Complete Application and Admission to TEP Program2   
 16 16 3
Third Year
FallHoursSpringHoursSummerHours
POL SCI 40903TCH ED 43913Content Specialty and Pedagogy Assessments Completed 
SPEC ED 33183HIST 40143 
HIST 4142 or 41433HIST 49995 
TCH ED 30011TCH ED 33102 
ENGL 31003ED TECH 31351 
Behavioral Science course3  
 16 14 0
Fourth Year
FallHoursSpringHours 
SEC ED 40133SEC ED 499012 
SEC ED 40113Take MoPTA Exam  
SEC ED 49893  
HIST 2000+ Level Elective3  
 12 12
Total Hours: 127-129
1

  MEP completion is a course requirement in EDUC 1000.

2

 A TB Test, Background check, and the MoGEA exam results must be submitted with the TEP application.

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change. 

Early Childhood Education Courses

ECH ED 3300 Introduction To Early Childhood Education: 3 semester hours

Prerequisites: Level I. Students will use theoretical bases as well as on site observations to develop an awareness of teaching learning strategies appropriate for the developmental needs of children from birth through age eight. Scheduling, classroom arrangement, and child management practices will be considered. Students will develop their own philosophy of early childhood education.

ECH ED 3301 Early Childhood Special Education Processes and Trends: 3 semester hours

Prerequisites: Completion of Level 1 requirements. Focus on the history and federal laws related to the early childhood special education process. Examination of child development theories and assessment to determine if developmental delays exist. Emphasis on the importance of collaboration between teachers and therapists for service delivery, designing effective transition plans and integrating intervention services into a developmentally appropriate curriculum.

ECH ED 3302 Introduction to Inclusive Early Childhood Education: 3 semester hours

Prerequisites: Completion of Level I; current and clear background check; current and clear TB screening. This course serves as an introduction to the field of early childhood education including historical, social and psychological foundation, child development, recommended and evidence based-practice appropriate to address developmental needs of children from birth through age 8. Program administration, management, environmental arrangement, and consultation/collaboration are emphasized. The family-centered practice, diversity, early intervention, early childhood special education, ethical and legal issues are addressed to enhance students' knowledge of inclusive education. Additional Field Experience may be required.

ECH ED 3303 Curriculum And Practice Laboratory: Infant/Toddler: 1 semester hour

Prerequisites: Completion of Level II; admission to the teacher education program; current and clear background check; current and clear TB screening. Classroom experience in infant/toddler inclusive classrooms under directions of University personnel. Must be taken concurrently with ECH ED 3313 Curriculum and Practice: Infant/Toddler.

ECH ED 3304 Curriculum And Practice Laboratory: Preschool: 1 semester hour

Prerequisites: Completion of Level II; admission to the teacher education program; current and clear background check; current and clear TB screening. Classroom experience in inclusive preschool classrooms under direction of university personnel. Must be taken concurrently with ECH ED 3314 Curriculum and Practice: Preschool.

ECH ED 3313 Curriculum And Practice: Infant/Toddler: 2 semester hours

Prerequisites: Completion of Level II; admission to the teacher education program. This course addresses how to design and implement integrated, inclusive curriculum for children from birth to 3 years of age. Must be taken concurrently with ECH ED 3303.

ECH ED 3314 Curriculum And Practice: Preschool Education: 2 semester hours

Prerequisites: Completion of Level II; admission to the teacher education program. This course addresses how to design and implement integrated, developmentally appropriate curriculum for the inclusive preschool classroom with emphasis on science, social studies, creative activities and technology. Must be taken concurrently with ECH ED 3304.

ECH ED 3332 Literacy, Learning and Instruction For The Young Child: 3 semester hours

Prerequisites: Completion of Level I, current and clear background check, and current and clear TB screening required. Attention on the language acquisition and environments (home, school, community) of young children as they construct knowledge of print from birth to age eight. Critical examination of the range of opportunities for early literacy learning available to all children including the use of assistive technology and augmentative communication approaches to support their literacy development. Emphasis on meaningful, culturally, and developmentally appropriate activities for fostering beginning reading and writing. Focus on strategies for involving families and capitalizing on community resources in promoting language and literacy learning for young children. Field experience required.

ECH ED 3350 Family and Professional Partnerships within School/Community: 3 semester hours

Prerequisites: Completion of Level I. This course is designed to provide students with the knowledge and skills needed to work successfully with diverse families of young children including those who have children with special needs. The focus is on using a family-systems perspective and family centered approach to strengthen family-professional relationships. Building collaborative partnerships with families and community agencies is emphasized.

ECH ED 4317 Implementation, Evaluation, and Assessment in Early Childhood Education: 3 semester hours

Prerequisites: Completion of Level II, admission to the teacher education program, current and clear background check, and current and clear TB screening required. This course is designed to provide students with techniques for observing children and using assessment instruments to collect information and plan and implement individual program plans and curriculum in inclusive early childhood settings. Field experience required.

ECH ED 4320 Classroom Management: 3 semester hours

Same as SEC ED 4320, ELE ED 4320. Prerequisites: Level I and II courses or consent of instructor. Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of Pre K-12 students within culturally diverse classrooms and engaging families in supportive interactions.

ECH ED 4348 The Acquisition Of Mathematical and Science Concepts: 3 semester hours

Prerequisites: MATH 1150 and MATH 2510, completion of Level II courses, current and clear background check, current and clear TB screening, and admission to the Teacher Education Program. Applications of the major theorists to mathematics reasoning and scientific inquiry. Content is appropriate for pre-K to third grade learners. Research and its implications for practice in the areas of logical thinking, pre-number ideas, geometry, topology, arithmetical operations, problem solving, observation, inquiry and documentation are considered. Field experience required.

ECH ED 4989 Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience: 3 semester hours

Prerequisites: Completion of Level II; current and clear background check; current and clear TB screening. This course is a two-day per week intensive, collaborative professional experience in diverse K-12 settings with students, emphasizing improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Concurrent Level III methods course assignments will be completed in Practicum I. Taking the Missouri Content Exam (MOCA) is required during Practicum I. Not available for graduate credit.

ECH ED 4990 Practicum II: Early Childhood Education/Early Childhood Special Education Site Based Experience: 12 semester hours

Prerequisites: Grade of B or higher in ECH ED 4989, completion of Level III courses, and taking the Missouri Content Exam. This course is a four-day per week intensive, collaborative professional experience in diverse K-12 settings with students, emphasizing improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Certification requirements are successful completion of the Missouri Content Exam (MOCA) and the Missouri Preservice Teacher Assessment (MOPTA).

ECH ED 4991 Student Teaching In Early Childhood Education II: 6 semester hours

Prerequisites: Level II, ECH ED 3313, ECH ED 3314, ECH ED 4989, Must be taken with ECH ED 4991, and must immediately precede ECH ED 4991 in the semester. Must follow ECH ED 4990 in the same semester. Clinical teaching experience in early childhood education classrooms in the schools under University and school supervision. Assignments will be in different school districts buildings, serving families of different socio-economic and cultural backgrounds, and at different age/grade levels from those of the ECH ED 4990 assignments. Required of all majors in early childhood education. Not available for graduate credit.

ECH ED 5989 Practicum I: Early Childhood/Early Childhood Special Education Site Based Experience: 2 semester hours

Prerequisites: Level I and Level II requirements. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, classroom management. Particular emphasis will be given to impacting students' achievement for diverse populations and differentiated instruction. Level III methods courses assignments may be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Activities to acquire research skills are included. Practicum I is taken in the semester immediately preceeding Practicum II.

ECH ED 5990 Practicum II: Early Childhood/Early Childhood Special Education Site Based Experience: 8 semester hours

Prerequisites: Grade of B- or higher in ECH ED 5989 and admission to Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur with two different age levels (infant/toddler; pre-k; or k-3) within preschool and elementary schools. These sites offer settings where classrooms implement inclusion (combined general education and special education) and/or have pull-out resources room setting and may also have self-contained settings where students with complex disabilities are educated exclusively. Teacher candidates collect data for a research project.

ECH ED 6321 Parent And Community Resources In Early Childhood Education: 3 semester hours

Prerequisite: Graduate Standing. Competencies for working with parents and community agencies will be developed through a study of community and community resources. Procedures for parent participation and use of service agencies in the education of all young children, including those with special needs, will be examined.

ECH ED 6348 Understanding and Supporting Children's Math and Science Inquiry: 2 semester hours

Prerequisites: ED PSY 6215, ECH ED 6412. Advanced study of current cognitive theory to support the development of children's inquiry skills. Curriculum development and implications for practice in the areas of logical thinking, pre-number ideas, geometry, topology, arithmetical operations, problem solving, observation, inquiry and documentation are considered. National and state standards in math and science will provide a framework for teaching strategies.

ECH ED 6412 Foundations Of Early Childhood Education: 3 semester hours

Prerequisite: A course in child psychology or equivalent. A study of the various types of early childhood programs and the philosophy upon which they are based. Attention will also be directed to the implementation of such programs, problems of parent involvement and the social environment of the children.

ECH ED 6413 Educational Role Of Play: 3 semester hours

Prequisites: ECH ED 3300 or equivalent. Emphasizes play as a constructive process with application to cognitive and social development. Special attention to facilitating play in early childhood classrooms.

ECH ED 6415 Organization And Development Of Early Childhood Programs: 3 semester hours

Prerequisites: ECH ED 3300 or equivalent. Strategies for the effective organization and development of programs for children from diverse cultures, ages birth through age eight years, will be studied. Research and theory in funding and budgeting, staffing and professional development, and selection, development, and assessment of program curriculum will be emphasized. Long-range planning for program stability and involvement in advocacy issues will be covered.

ECH ED 6490 Internship: 1-10 semester hours

Prerequisite: consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation and related professional activities.

ECH ED 6497 Problems: 1-10 semester hours

Prerequisite: Graduate standing. Individual study on topics pertaining to early childhood education.

ECH ED 6535 Assessment, Curriculum, and Research Based Practice Birth-Grade 3: 2 semester hours

Prerequisites: ED PSY 6030, ECH ED 6412. Advanced studies in curriculum design, assessment, and research based practice for children from birth through eight years, with primary emphasis on birth through 5 years. Students will learn to develop curriculum based upon observation of children and their interests; child development theory and research; as well as the diverse needs of children by considering culture, context, and family relationships. Must take concurrently with ECH ED 6536.

ECH ED 6536 Early Childhood Pre-Primary Practicum: 2 semester hours

Prerequisites: ED PSY 6215, TCH ED 5310A, ECH ED 6412. The focus of this practicum is observation of and participation in classrooms of children birth through five years. Concurrent registration in ECH ED 6535 required.

Educational Administration Courses

ED ADM 6000 Seminar: 1-10 semester hours

.

ED ADM 6200 Demographic Contexts of Education: 3 semester hours

Prerequisites: Graduate Standing. This course is a critical examination of the impact of population changes on schools. Students will have the opportunity to investigate the social and economic dimensions of demographic shifts that affect demand for and organization of education services.

ED ADM 6201 Knowledge Contexts Of Education Administration And Policy: 3 semester hours

Prerequisites: Admission to master, doctoral, and/or certification programs in Education Administration or consent of instructor. This course is a survey of the various views of knowledge that have influenced the nature of the organizational structures and policies of American educational institutions. The course is framed both by the purposes of American education and the "scientific management" movement of the first quarter of the 20th Century.

ED ADM 6202 Social Contexts Of Education: 3 semester hours

Prerequisites: ED ADM 6201, concurrent with ED ADM 6201, or consent of instructor This course is a critical examination of different perspectives on the social structures within which education policies are constituted and their concomitant practices implemented.

ED ADM 6203 Political Contexts Of Education: 3 semester hours

Prerequisites: ED ADM 6201, concurrent with ED ADM 6201, or consent of instructor This course is a critical examination of those aspects of local, state, & federal politics which significantly influence the political contexts within which education policies are constituted and their concomitant practices implemented.

ED ADM 6204 Economic Contexts Of Education: 3 semester hours

Prerequisites: ED ADM 6201, concurrent with ED ADM 6201, or consent of instructor. This course is a critical examination of those aspects of local, state, and national economic structures which influence the nature of education policies and their concomitant practices.

ED ADM 6205 Legal Contexts Of Education: 3 semester hours

Prerequisites: ED ADM 6201, concurrent with ED ADM 6201, or consent of instructor. This course is a critical examination of both (1) local, state, and federal laws and (2) Western notions of justice within which education policies are constituted and their concomitant practices implemented.

ED ADM 6301 Education Administration Policy Research: 3 semester hours

Prerequisites: Completion of at least twenty-four credit hours towards the M.Ed. in Education Administration or consent of instructor. A study of issues and trends in basic, applied, and action research in education policymaking.

ED ADM 6302 Elementary School Administration: 3 semester hours

Prerequisites: Completion of at least fifteen credit hours of the M.Ed. in Education Administration or consent of instructor. This course is a comprehensive, systematic study of the elementary school principalship. Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of elementary schools.

ED ADM 6303 Middle School Administration: 3 semester hours

Prerequisites: Completion of at least fifteen credit hours of the M.Ed. in Education Administration or consent of instructor. This course is a comprehensive, systematic study of the middle school principalship. Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of middle schools.

ED ADM 6304 Secondary School Administration: 3 semester hours

Prerequisites: Completion of at least fifteen credit hours of the M.Ed. in Education Administration or consent of instructor. This course is a comprehenisive, systematic study of the secondary school principalship. Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of secondary schools.

ED ADM 6305 School District Administration: 3 semester hours

Prerequisite: Enrollment in Advanced Certification Program and/ or consent of instructor. Course focuses on current research about school district administration; also deals with major central office issues including: board/superintendent relations, central office organization, the function and authority of assistant superintendents and program directors, and the administrative team approach to school district administration.

ED ADM 6306 Special Education Administration: 3 semester hours

Prerequisites: Completion of graduate degree in Special Education, Education Administration or consent of instructor. A study of organizational issues in special education and implications for practices and procedures. Specific attention will be given to special education delivery systems, compliance standards, funding sources, and regulatory standards.

ED ADM 6307 Integrated Curriculum For Special Education Administrators: 3 semester hours

Prerequisites: Graduate Standing. Development of skills to understand, supervise and evaluate the integration and differentiation of curriculum. Intended for special education administrators.

ED ADM 6315 Middle School Educational Philosophy: 3 semester hours

An in-depth examination of the educational philosophy and historical basis of middle level schools, and the relationship between philosophy and middle school organizational practices. Includes a review of the research, organizational structures, and current trends and practices.

ED ADM 6317 Supervision And The Middle School Child: 3 semester hours

The unique developmental characteristics and needs of early adolescents are explored through a variety of supervisory activities involving middle level students, teachers, and administrators. The implications of economic and ethnic diversity for middle level schools will also be addressed.

ED ADM 6401 School Staff Development And Supervision: 3 semester hours

Prerequisites: ED ADM 6201, concurrent with ED ADM 6201, or consent of instructor. This course provides an examination of the conceptual bases and practical applications of staff development and supervision in educational settings. It explores relevant conceptual models presented as heuristic devices to consider a variety of administrative techniques to assess needs, plan, deliver, and evaluate staff development and supervision programs in schooling.

ED ADM 6402 School Personnel Administration: 3 semester hours

Prerequisites: Advanced standing and/or consent of instructor. This course is a comprehensive, systematic study of problems in planning,recruitment, selection, induction, and retention relative to school personnel.

ED ADM 6403 Problems In School Public Relations: 3 semester hours

Prerequisites: Advanced standing and/or consent of instructor. This course is an examination of a range both traditional and critical perspectives relevant to home-school-community relations.

ED ADM 6404 Collective Negotiations In Education Organizations: 3 semester hours

Prerequisites: Advanced graduate standing and/or consent of instructor. This course focuses on the concepts, issues, and processes involved with collective negotiations (bargaining) in American educational organizations. The major issues addressed in the course include recognition procedures, bargaining unit determination, the scope of negotiations, the proposal and counterproposal, compromise, impasse procedures, and master contract management.

ED ADM 6407 School Staff Development & Supervision- Special Ed Administration: 3 semester hours

Prerequisites: Completion of graduate degree in Special Education, Education Administration or consent of instructor. This course provides an examination of the conceptual bases and practical application of staff development and supervision for special education settings for staffs serving special education students. It explores relevant conceptual models presented as heuristic devices to consider a variety of administrative techniques to assess needs, plan, deliver, and evaluate staff development and supervision programs serving students with special education needs.

ED ADM 6449 Using Technology In Administration Processes: 3 semester hours

Prerequisites: A course in measurement, statistics, or evaluation, or consent of instructor. Same as ED TECH 6449. The course will explore how the use of data analysis with technology can be applied in the administration of schools or other work settings. Administrators will explore software tools and their implications for making decisions. A case study will be completed on the implementation of a technology in a school or other appropriate setting.

ED ADM 6497 Problems: 1-10 semester hours

.

ED ADM 6501 Principles Of Public School Finance In Missouri: 3 semester hours

Prerequisites: Advanced graduate standing and/or consent of instructor. Course is designed to analyze and study critical areas of public school finance at the local and state levels, highlighting the role of such factors as legislative procedures, principles of local and state support, budgeting and accounting procedures, assessment of property, etc.

ED ADM 6502 School Buildings And Sites: 3 semester hours

Prerequisites: Advanced graduate standing and/or consent of instructor. This course deals with methods and procedures for (1) projecting the future building and facility needs of a public school district, (2) supervising actual planning and construction of educational facilities, (3) optimizing the use of current facilities, and (4) maintenance of buildings, grounds, and equipment.

ED ADM 6503 Organizational Change In Education: 3 semester hours

Prerequisites: Advanced graduate standing and/or consent of instructor. This course deals with (1) developing strategies for assessing educational needs, (2) methods of assessing the school's "organizational health", (3) the designing of educational change strategies involving theory-based models, (4) using systemsanalysis techniques to implement educational change, and (5)methods of involving students and staff in incorporating meaningful organizational change strategies in educational institutions.

ED ADM 6601 Administration Of Adult And Community Education: 3 semester hours

Prerequisites: Graduate standing and consent of instructor. A course designed to familiarize the student with the structure, purpose, and processes of community education with particular emphasis being placed on the administrative theories and functions of adult education.

ED ADM 6602 Programming In Community And Adult Education: 3 semester hours

Prerequisites: ED ADM 6601 and/or consent of instructor Study and analysis of basic situations in which community and adult educational programming take place. Within this framework, application will be made of a fundamental series of steps essential to sound educational programming.

ED ADM 6701 Leadership for Equity: 3 semester hours

Prerequisites: Admission to the MEd in Education Administration program. Exploration of the concepts of leadership. Instructional activities include creating a personal philosophy of leadership and education and examining leadership in different contexts such as learning organizations, volunteer groups, crisis-response, hierarchical vs. democratic as well as education organizations.

ED ADM 6702 Supervision of Instruction I: 3 semester hours

Prerequisites: Admission to the MEd program in Education Administration. Exploration of the transition challenges in implementation of the Missouri Learning Standards. Emphasis upon effective supervision of observed instruction in multiple subject areas along with actionable methods of improvement. Also explored are the techniques used to conduct difficult conversations regarding practice.

ED ADM 6709 School Law and Regulation: 3 semester hours

Prerequisites: ED ADM 6704 or ED ADM 6705. Critical examination of both (1) local, state, and federal laws and (2) notions of justice within which education policies are constituted and their concomitant practices implemented. Includes a review of the compliance issues relative to special education.

ED ADM 6900 Internship: 1-10 semester hours

Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.

ED ADM 7050 The Research Proc I: Framing Research Questions Within The Ed Lit: 3 semester hours

Same as EDUC 7050. Prerequisites: Admission to the Ed.D. or Ph.D. in Ecucation Programs. An overview of the essential elements of research proposals and familiarization with the techniques and tools used to identify important research questions within the education literature. Emphasis is placed on exploring the research literature and both framing and justifying research questions within that literature.

ED ADM 7150 Educational Inquiry: 3 semester hours

Prerequisites: ED ADM 7050. This course is required for doctoral students in the Educational Administration program. The course supports the development of the student's individual research topic and explores options for methodological approaches to education policy and administration issues.

ED ADM 7800 Educational Administration Doctoral Seminar: 1-6 semester hours

Prerequisites: Admission to doctoral program and consent of instructor. Intensive directed study of selected issues related to the administration of educational institutions.

Educational Foundations Courses

ED FND 3251 Black Americans In Education: 3 semester hours

An examination and analysis of conditions affecting the education of black Americans and their schools, with emphasis on relationships between schools and the black community, and needed changes in education.

ED FND 4330 History of American Education through the Lens of Social Justice: 3 semester hours

Prerequisite: A course in American History or consent of instructor. An overview of the evolutionary development of American educational theory and practice from the early colonial period to the present. Attention is also given to selected issues in professional education. This course will examine the history in light of contemporary concerns over social justice.

ED FND 6422 Analysis Of Educational Issues: 3 semester hours

Prerequisite: A course in philosophy of education or a course in history of education or consent of instructor. A critical examination of issues about the elementary and secondary schools. This is done through the analysis of the procedures, resources and goals that guide school policies and practices.

ED FND 6430 Critical Race Theory in Education: 3 semester hours

Prerequisites: Graduate Standing. A treatment of Critical Race Theory (CRT) in educational research. At the end of the semester, students will be able to articulate a personal perspective on CRT and how it could be utilized as a research philosophy and methodology.

ED FND 6431 History of African American Education: 3 semester hours

Prerequisites: Graduate Standing. Exploration of the history of education for African Americans. Among the topics investigated will be provision of schooling by the community and/or state; curriculum debates (i.e., vocational vs. classical), and official policies (and informal practices) surrounding segregation, desegregation, and resegregation. Also explores contested interpretations and the myriad ways that memories and meanings intersect through individuals and communities over education and its value.

ED FND 6497 Problems: 1-10 semester hours

.

Education Courses

EDUC 1000 Building Community, Culture, and Learning in Education: 1 semester hour

This course provides an introduction to college life, scholarly endeavors and opportunities for growth available during undergraduate study. It is designed to nurture future educators, support them to be successful in the college environment, and initiate relationships which will continue through their academic and professional careers.

EDUC 1001 Early Clinical Experience: Community Agency: 1 semester hour

Prerequisites: Current and clear background check and current and clear TB screening. This course involves education candidates in active and purposeful early clinical experiences with regional community agencies. Candidates are required to participate at agencies to meet organization goals and course objectives. Professionalism and effective communication are emphasized as program standards to build relationships, support learners' intellectual development and academic learning goals. Readings on research and analysis of informal learning, cultural competency in instruction, and curriculum and achievement are required. Completion of this course partially fulfills early clinical requirement for teacher certification. Twenty (20) clock hours outside class time is required.

EDUC 2204 Special Topics In Education: 1-3 semester hours

Prerequisite: Completion of 75 hours and consent of instructor. Examination of a special area or topic within the field of education. Topics to be considered will be announced prior to registration and may vary. For elective credit only. This course may be repeated for different topics. Not to exceed a total of six hours credit.

EDUC 2222 Interpretation: Connecting Audiences and Meaning: 3 semester hours

Interpretion is a process for forming intellectual and emotional connections between the interests of an audience and the inherent meanings within a resource. This class covers interpretive methods for development and delivery of thematic, non-formal, presentations to various audiences. The class also introduces informal exhibit design, customer service and social media as they relate to interpretation.

EDUC 2297 Independent Study: 1-3 semester hours

Prerequisite: Completion of 75 hours and consent of instructor. Independent study through readings, research, reports and conferences designed to provide depth in areas of study previously introduced in education courses. For elective credit only. May be repeated. Not to exceed a total of three hours credit.

EDUC 3170 Grant Proposal Writing for Educators: 3 semester hours

Prerequisites: ENGL 1100 or equivalent and junior standing. An introduction to grant proposal writing for educators and other professionals in community agencies, cultural institutions, and childcare centers. Students will practice writing the customary parts of a grant proposal as they learn essential concepts in fundraising, nonprofit management, and social entrepreneurship. Writing assignments include cover letters, problem statements, organizational profiles, project descriptions, budget narratives, and evaluation plans. Collaboration and peer review are required. Emphasis is on clarity, conciseness, format, style, tone, persuasiveness, and evidence basis.

EDUC 4000 International Education Field Experience: 2-4 semester hours

Prerequisites: ED PSY 2212, consent of instructor, minimum GPA of 2.5, current and clear background check, and current and clear TB screening. This field experience will be supervised by university faculty. Students will travel to a country to explore the culture and educational system. Prior to the field experience students will receive training that includes familiarization with the culture and educational system of the host country. Students will complete approximately 50 hours per credit hour in travel and cultural exploration as well as designed educational experiences. Course may not be repeated for more than 6 credit hours. This course will satisfy the cultural diversity requirement if the country is appropriate.

EDUC 4989 Internship I: 3 semester hours

Prerequisites: Junior Standing, Admission to the Bachelor of Educational Studies Program, and Consent of Instructor. Supervised field experience in educational settings to prepare for planning, research, evaluation, and other professional activities in the student's emphasis area of concentration that will be carried out in EDUC 4990 and EDUC 4991.

EDUC 4990 Internship II: 6 semester hours

Prerequisites: EDUC 4989, Senior Standing, and Consent of Instructor. Includes planning, research, evaluation and other professional activities in the student's emphasis area.

EDUC 4991 Internship III: 6 semester hours

Prerequisites: Completion of or Concurrent Enrollment in EDUC 4990. Continuation of EDUC 4990.

EDUC 5006 Graduate Workshop: 1-10 semester hours

Prerequisite: Consent of instructor.

EDUC 6308 Graduate Institute: 1-10 semester hours

Prerequisite: Consent of instructor.

EDUC 6404 Seminar: 1-10 semester hours

Seminar on an educational topic or special issue not normally included in the regular curriculum.

EDUC 6408 Graduate Seminar: 1-10 semester hours

Prerequisites: Consent of instructor. Intensive study of selected issues in education.

EDUC 6491 Staff Development And Professional Growth: 1-10 semester hours

Designed in conjunction with an individual school district or educational agency and related to problems of education confronting that specific district or agency.

EDUC 6998 Thesis Research: 1-10 semester hours

Prerequisite: Consent of instructor.

EDUC 7050 The Research Process I:Framing Research Questions Within Educ Lit: 3 semester hours

Same as ED ADM 7050. Prerequisites: Admission to the Ed.D. or Ph.D. in Education Programs. An overview of the essential elements of research proposals and familiarization with the techniques and tools used to identify important research questions within the education literature. emphasis is placed on exploring the research literature and both framing and justifying research questions within that literature.

EDUC 7205 Action Research for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D cohort or consent of instructor. Study of small-scale simulations that introduce students to the fundamentals of framing relevant questions, working in community, writing field notes, interviewing, technologies to support and help analyze data, and storytelling. Particular attention will be given to representing perspectives of various stakeholders including students, parents, administrators, and colleagues.

EDUC 7210 Survey Design for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Application of relevant theories, research, and pedagogical practices in designing surveys for educational settings. Focus on instrument development and design, forming questions and scales, and sampling methods as well as analysis of results and presentation for various target audiences in educational organizations and settings.

EDUC 7215 Data Analysis for Educational Practitioner: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Guided workshop to conduct quantitative and/or qualitative analysis on data collected by learning communities. Develops specific skills necessary for research, e.g., using software for statistical or qualitative analysis, coding interviews or observation notes for patterns, doing critical discourse analysis, etc.

EDUC 7220 Designing Research for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Guided workshop, applying the principles of research design, to design a study of the research issues selected by the learning community. Course covers how to develop research questions, choose among quantitative and qualitative methods, and consider the best, ethical practices.

EDUC 7225 Ethnography for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. The study of ethnography as a methodolgy to engage in field research and provide the conceptual, theoretical, and empirical knowledge base for action research.

EDUC 7230 Interviewing for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Provides opportunities for developing skills in interviewing individuals and groups to identify, describe, assess and compare educational programs, practices and policies. Emphasis on interviewing experts in the field and research participants in educational research field studies.

EDUC 7295 Inquiry Seminar for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Seminar on a specified approach to inquiry in order to obtain or analyze information of interest to scholar-practitioners leading educational programs through continuous improvement cycles.

EDUC 7305 Representing Data for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. learning community or permission of instructor. Methods for presenting and displaying various types of data to a range of target audiences. Means of assuring accurate representation and the advantages and disadvantages of various methods are reviewed. Displays include tables, graphs, and charts. Current software programs to aid representation are reviewed.

EDUC 7310 Integrating Technology in Learning for Educational: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Appropriate technology tools for carrying out individual or group research and assessment projects will be identified and integrated. The appropriate tools will be learned and applied to present, analyze and complete projects.

EDUC 7315 Project Management for Educational Practitioners: 1 semester hour

Prerequisites: Admission to the Ed.D. program or consent of instructor.Tools for and approaches to managing complex projects in educational organizations, including establishing goals, subdivision of work, formation of work groups, planning and scheduling, establishing and tracking time lines, deployment of resources to complete a project, and addressing constraints. Use of current software for charting and reporting projects.

EDUC 7320 Financial and Budgeting Skills for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Examines budgeting and finance systems of educational institutions, both from the perspective of theory, research and policy development, and from the perspective of actual budgeting and practice. There will also be an emphasis on the impact of federal and state policy regarding the finance of educational institutions, as well as the processes by which budgets are developed and resources allocated.

EDUC 7325 Grant Writing for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Provides hands-on help for current and would-be grant writers. Examines search tools to locate likely request for proposals, explores text and sub-text issues, develops a timeline for grant development and submission, provides practice on how a peer review system works, considers issues related to revision and follows the real processes engaged in by successful grant recipients.

EDUC 7330 Human Relations Skills for Educational Practitioners: 1 semester hour

Prerequisites: Admission to Ed.D. program or consent of instructor. Exposure for educational practitioners in a variety of leadership roles to basic human relations skills, effective interventions which can be made with the individual worker, and assessment skills to enable the leader to determine if referral to a mental health professional is warranted. Effective ways of confronting employees because of impaired job performance, giving performance evaluations, providing career development and planning information, identifiying work transitions in their employees, and identifying stress and stressors in the work environment, along with identifying substance abusing workers and deciding what to do about them.

EDUC 7395 Tool Seminar for Educational Practitioners: 1 semester hour

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Seminar on a specified tool used by leaders of educational institutions or programs for organizational improvement or as part of a continuous improvement cycle.

EDUC 7415 Topics in Education: 3 semester hours

Prerequisite: Admission to the doctoral program. Intensive study of a topic in education.

EDUC 7490 Directed Readings in the Education Research Literature: 1-6 semester hours

Prerequisite: Doctoral Standing. Independent study of the education research literature in an area defined in consultation with an advisor.

EDUC 7495 Doctoral Research Tools: 1-6 semester hours

Prerequisites: ED REM 6710. A structured individual or small group instructional or supervised investigative experience in and with a specific research skill and/or procedure that will be needed in the production of a doctoral dissertation. This course may not substitute for any existing graduate courses that cover the same research tool skills.

EDUC 7600 Learning Community of Practice I: 1-6 semester hours

Prerequisites: Admission to an Ed.D. cohort. Applying the scholarship of teaching and learning through asset mapping, inquiry formation, and selected readings. Students explore professional connections, interests, beliefs and reflect on practice.

EDUC 7605 Scholarship of Teaching and Learning in Educational Practice: 2 semester hours

Prerequisites: Admission to an Ed.D. cohort. Exploration of learning through practice and reflection within a community of scholars committed to situated best practice in education.

EDUC 7610 Learning Community of Practice II: 1-6 semester hours

Prerequisites: EDUC 7600. Identifies and examines research problems by developing skills of inquiry, integrating prior knowledge, and evaluating extant research.

EDUC 7615 Evaluation of Educational Programs: 2 semester hours

Prerequisites: Admission to an Ed.D. cohort. Assessment of programs for continuous improvement cycles within educational settings.

EDUC 7620 Learning Community of Practice III: 1-6 semester hours

Prerequisites: EDUC 7610. Selection and definition a problem of practice to be addressed through research by the learning community members. Includes building relationships within and outside the learning community and designing structure to support inquiry into a problem of practice.

EDUC 7625 Building Socially Just Educational Communities: 2 semester hours

Prerequisites: Admission to an Ed.D. cohort. Examination of the role of culture and the analysis and application of social justice components in learning communities.

EDUC 7630 Learning Community of Practice IV: 1-6 semester hours

Prerequisites: EDUC 7620. Design and pilot of the research, selection of tools of inquiry, location of resources and needed support, and analysis of data.

EDUC 7635 Ethical and Legal Issues in Educational Practice: 2 semester hours

Prerequisites: Admission to an Ed.D. cohort or consent of instructor. Examines legal and ethical perspectives, conflicts and professional practice in education, especially in education leadership. Introduces ethical theories and studies approaches to problem-solving strategies, focusing on anticipating legal issues before they arise; methods and tools to prevent and resolve legal problems will be practiced.

EDUC 7640 Learning Community of Practice V: 1-6 semester hours

Prerequisites: EDUC 7630. Preparation of dissertation proposals, consideration of research tools, establishment of process in research sites and attention to the adherence to high ethical standards.

EDUC 7642 Sociocultural Perspectives In Education: 3 semester hours

Prerequisite: Doctoral standing and consent of instructor. Investigation of sociocultural theory with a focus on educational applications. Topics include the social formation of mind, language as cultural tool, methodological issues in social science research, and dialogic inquiry as pedogogy.

EDUC 7650 Learning Community of Practice VI: 1-6 semester hours

Prerequisites: EDUC 7640. Preparation of dissertation proposals, consideration of research tools, establishment of process in research sites and attention to the adherence to high ethical standards. A continuation of EDUC 7640.

EDUC 7880 Research Internship I: 3 semester hours

Prerequisites: Nine hours of research methods or statistics and consent of instructor. Supervised experience in the conduct of research studies or scholarly inquiry.

EDUC 7881 Research Internship II: 3 semester hours

Prerequisites: EDUC 7880 and consent of instructor. Supervised experience in the conduct of research studies or scholarly inquiry.

EDUC 7882 Research Internship III: 3 semester hours

Prerequisites: EDUC 7881 and consent of instructor. Supervised experience in the conduct of research studies or scholarly inquiry.

EDUC 7889 Laboratory of Practice: 1-6 semester hours

Prerequisites: Admission to an Ed.D. cohort. Field experience that bridges theory and practice in solving complex, situated problems of practice.

EDUC 7950 Preparation for Writing the Dissertation Proposal: 3 semester hours

Prerequisites: Completion of research method course requirements and EDUC 7880. An in-depth examination of the essential elements of a dissertation proposal. Particular emphasis is placed on examining the validity and reliability or the trustworthiness of the design of proposed research. Tools for identifying strengths and weaknesses are applied to proposals. Critique of proposals is employed. Also reviewed is the process of presenting and defending a proposal.

EDUC 7998 Dissertation in Practice Research: 1-8 semester hours

Prerequisite: Admission to pre-candidacy in the EdD program.

EDUC 7999 Dissertation Research: 1-12 semester hours

Prerequisite: Admission to pre-candidacy in the PhD in Education program.

Elementary Education Courses

ELE ED 2192 Educational Laboratory/Field Experience: 1-3 semester hours

A laboratory/field experience requiring systematic observation and/or participation in appropriate educational settings. To precede student teaching. May be repeated to maximum of three hours.

ELE ED 3338 Teaching Elementary Literacy in Inclusive Settings: Literacy Assessment and Learning: 3 semester hours

Prerequisites: Completion of Level I. This course explores literacy achievement and assessment to guide developmentally appropriate instruction, including consideration of elementary students' cultural and linguistic backgrounds as well as special education services received. Assessment practices explored include running records, informal reading inventories, orthographic inventories, and analytic writing assessment. Teacher candidates will utilize assessment findings, children's literature, and global technologies to create purposeful, targeted literacy instruction for students.

ELE ED 3339 Teaching Elementary Literacy in Inclusive Settings: Literacy Instruction and Learning: 4 semester hours

Prerequisites: Completion of Level II courses and ELE ED 3338. This course continues to explore developmentally appropriate literacy instruction for elementary students through deep exploration of methods of teaching reading and writing, including reading and writing workshops, guided reading, and word work / phonics. Particular attention will be paid to how these instructional methods might be adapted based upon students' cultural and linguistic backgrounds as well as special education services received. Teacher candidates will utilize a variety of assessments, children's literature, and global technologies to create a series of purposeful, targeted literacy lessons that reflect students evolving abilities over time.

ELE ED 4246 Teaching Mathematics In The Elementary School: 3 semester hours

Prerequisite: Junior standing and completion of mathematics requirements in General Education. Organization and implementation of a modern elementary school mathematics program. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, then K-6 based field experiences are required in addition to scheduled course time.

ELE ED 4253 Teaching Of Social Studies In The Elementary School: 3 semester hours

Prerequisite: Junior standing and completion of social science requirements in general education. Study of elementary school social studies emphasizing the current social studies curricular content, methods of teaching and instructional materials. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, the K-6 based field experiences are required in addition to scheduled course time.

ELE ED 4341 Teaching Science In The Elementary School: 3 semester hours

Prerequisites: Level I and Level II requirements. An analysis of teaching science to K-6 students with emphasis on current science education trends, science curricular materials, and strategies of instruction. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, then K-6 based field experiences are required in addition to scheduled course time.

ELE ED 4342 Teaching Elementary Mathematics in Inclusive Settings II: 3 semester hours

Prerequisite: ELE ED 4246. This course explores pedagogical techniques and best practices for the creation and delivery of elementary mathematics curriculum to all students, including consideration of elementary students' cultural and linguistic backgrounds as well as special education services received. The mathematical content of this course includes geometry, measurement, probability, statistics, and data analysis. Additional field experience may be required.

ELE ED 4989 Practicum I: Elementary/Special Education Site-Based Experience: 3 semester hours

Prerequisites: Completion of Level II and successful practicum application. This course is a two-day per week intensive, collaborative professional experience in diverse school settings with students, emphasizing improving K-12 student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Concurrent Level III methods course assignments will be completed in Practicum I. Taking the Missouri Content Exam (MOCA) is required during Practicum I. Not available for graduate credit.

ELE ED 4990 Practicum II: Elementary/Special Education Site Based Experience: 12 semester hours

Prerequisites: Grade of B or higher in ELE ED 4989, completion of Level III, and taking the Missouri Content Exam (MOCA). This course is a four-day per week intensive, collaborative professional experience in diverse school settings with students, emphasizing improving K-12 student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Certification requirements include passing scores on the Missouri Content Exam (MOCA) and the Missouri Preservice Teacher Assessment (MOPTA). Not available for graduate credit.

ELE ED 4992 Practicum I: Elementary/Special Education/TESOL Site Based Experience: 3 semester hours

Prerequisites: Completion of Level II. This course is a two-day per week intensive, collaborative professional experience in diverse school settings with students, emphasizing improving K-12 student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Concurrent Level III methods course assignments will be completed in Practicum I. Taking the Missouri Content Exam (MOCA) is required during Practicum I. Not available for graduate credit.

ELE ED 4993 Practicum II: Elementary/Special Education/TESOL Site Based Experience: 12 semester hours

Prerequisites: Grade of B or higher in ELE ED 4992 and taking the Missouri Content Exam (MOCA). This course is a four-day per week intensive, collaborative professional experience in diverse school settings with students, emphasizing improving K-12 student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. These sites offer settings where classrooms have ESOL and implement inclusion (combined general education and special education), and/or have pull-out resource room settings and may also have self-contained settings where students with complex disabilities are educated exclusively. Certification requirements include passing scores on the Missouri Content Exam (MOCA) and the Missouri Preservice Teacher Assessment (MOPTA). Not available for graduate credit.

ELE ED 4994 Practicum I: Elementary/TESOL Site Based Experience: 3 semester hours

Prerequisites: Completion of Level II. This course is an intensive professional-development experience (2 days per week) working in school settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to differentiated instruction and impacting K-12 student achievement for diverse populations. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Practicum I is taken in the semester immediately preceding Practicum II. Not available for graduate credit.

ELE ED 4995 Practicum II: Elementary/TESOL Site Based Experience: 12 semester hours

Prerequisites: Grade of B or higher in ELE ED 4994 and taking the Missouri Content Exam (MOCA). This course is a four-day per week intensive, collaborative professional experience in diverse school settings with students, emphasizing improving K-12 student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. These sites offer settings where classrooms include ESOL. Certification requirements include passing scores on the Missouri Content Exam (MOCA) and the Missouri Preservice Teacher Assessment (MOPTA). Not available for graduate credit.

ELE ED 5989 Practicum I: Elementary/Special Education Site Based Experience: 1-2 semester hours

Prerequisites: Graduate standing and Level I & II requirements. An intensive professional development experience (2 days per week) working in K-12 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to impacting students' achievement for diverse populations and differentiated instruction. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Activities to acquire research skills are included. Practicum I is taken in the semester immediately preceding Practicum II.

ELE ED 5990 Practicum II: Elementary/Special Education Site Based Experience: 8 semester hours

Prerequisites: Grade of B- or higher in ELE ED 5989 and admission to Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in K-12 school settings. These sites offer settings where classrooms implement inclusion (combined general education and special education) and/or have pull-out resource room settings and may also have self-contained settings where students with complex disabilities are education exclusively. Teacher candidates collect data for a research project.

ELE ED 5992 Practicum I: Elementary/Special Education/TESOL Site Based Experience: 2 semester hours

Prerequisites: Completion of Level I and Level II requirements. An intensive professional development experience (2 days per week) working in K-12 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Activities to acquire research skills are included. Practicum I is taken in the semester immediately preceding Practicum II.

ELE ED 5993 Practicum II: Elementary/Special Education/TESOL Site Based Experience: 8 semester hours

Prerequisites: Grade of B- or higher in Practicum I and admission to the Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in K-12 school settings. These sites offer settings where classrooms have ESOL and implement inclusion (combined general education and special education), and/or have pull-out resource room settings and may also have self-contained settings where students with complex disabilities are education exclusively. Teacher candidates collect data for a research project.

ELE ED 5994 Practicum I: Elementary/TESOL Site Based Experience: 2 semester hours

Prerequisites: Completion of Level I and Level II requirements. An intensive professional development experience (2 days per week) working in K-12 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Activities to acquire research skills are included. Practicum I is taken in the semester immediately preceding Practicum II.

ELE ED 5995 Practicum II: Elementary/TESOL Site Based Experience: 8 semester hours

Prerequisites: Grade of B- or higher in Practicum I and admission to the Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in K-12 school settings. These sites offer settings where classrooms include ESOL. Teacher candidates collect data for a research project.

ELE ED 6241 Science Content, Inquiry-Based Instruction, and Assessment: STEM-Integrated Pedagogy: 2 semester hours

Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. The course is designed to provide teacher candidates with research-based theories and practices focused upon the teaching and learning of science. Candidates will acquire skills to plan and implement lessons to facilitate each learner's ability to conceptualize science concepts. The course will integrate related disciplines, such as technology, engineering and mathematics, in order to provide prospective teachers with a context for understanding the content of science, how science knowledge is acquired and understood, and how the sciences are connected across disciplines. Through course experiences and scholarly readings, prospective teachers will realize that to become an effective teacher one must acquire a positive attitude toward learning science, technology, engineering and mathematics; know how to acquire scientific information; and know how to facilitate learners' construction of scientific understandings.

ELE ED 6246 Math Content Pedagogy, Inquiry-Based Instruction, and Assessment: 3 semester hours

Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. This course provides the teacher candidate with math content and math pedagogical techniques to lead them to prepare and deliver best practices of teaching that are aligned with the elementary math learning standards and research-based practices. The students are encouraged to adopt interdisciplinary resources including multicultural children's literature and coping strategies for diverse students in the classroom settings. The students will develop lessons that entail using inquiry-based instructional materials, and reflective practice with assessment data.

ELE ED 6253 Teaching Social Studies through Reading, Writing, and English Language Learners: 3 semester hours

Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. Examines the teaching of social studies through reading elementary children's literature about U.S. history and examines writing instruction as a complex and dynamic process. The course integrates a standards-based, backward-planning approach; authentic literacy instruction through the lens of social studies; attention to the linguistic and cultural demands of social studies; and differentiation in instruction so that each student has access to meaningful and challenging learning opportunities using Sheltered Instruction Observation Protocol (SIOP). It focuses on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, help students make connections between new information and previous knowledge and skills that are research-based, and support students to transfer new information to real-life contexts and environments using critical thinking skills.

ELE ED 6337 Teaching and Learning Literacy in the Elementary Classrooms: Teaching Reading and Writing: 4 semester hours

Prerequisites: Level I courses. Emphasizes literacy development, literacy instruction, and children's literature in the process of teaching reading and writing. Students survey literacy and literacy development as social practices, to focus on methods of teaching reading and writing, and to effectively utilize children's literature within classroom practice. Instructional practices explored will include reading and writing workshops, guided reading, word work, and phonics alongside matching texts (print and digital) and readers. Includes readings of academic research articles and book chapters that promote critical thinking in the design and implementation of literacy instruction. Particular attention will be given to learning to teach literacy within diverse contexts and with linguistically and culturally diverse students.

ELE ED 6338 Literacy Assessment for Guided Instruction: 3 semester hours

Prerequisites: Level I and ELE ED 6337. Addresses assessment issues that include examining the differences and difficulties that may occur in literacy learning processes. Topics covered include the effective use and evaluation of assessment instruments to prevent student literacy difficulties and promote accelerated learning. Students design classroom literacy engagements utilizing a variety of instructional strategies and materials. Includes reading peer-reviewed research articles and book chapters that promote critical thinking in the assessment and evaluation of literacy achievement. Assessment practices explored include running records of oral reading, an observation survey of early literacy behaviors (e.g., phonemic awareness, letter identification), qualitative reading inventories, spelling inventories, and writing assessment. Teacher candidates will learn to assess and create literacy instruction that is multicultural and integrates global technologies.

ELE ED 6342 Addressing the Mathematical Needs of Students: 3 semester hours

Prerequisites: Graduate standing and ELE ED 6246. Educators will learn instructional strategies for analyzing and addressing needs of students who have difficulties understanding and becoming proficient in mathematics. Conceptual development and procedural fluency are approached in a diagnostic and prescriptive context. The course will cover research based approaches to help develop assessments and strategies for addressing needs of students who have difficulties understanding and becoming proficient in mathematics.

ELE ED 6387 Literacy Acquisition And Learning For Diverse Students: 3 semester hours

Prerequisite: Graduate Standing. Designed to extend teacher understanding of children's literacy aquisition, development, and learning through the elementary grades. Emphasis on development of a teaching philosophy and skills which include maintaining effective literacy learning environments in diverse classrooms, fostering culturally responsive classroom communities, understanding social and environmental issues that affect the literacy learning of diverse learners, using effective methods and materials to develop engaged and literate students, and fostering children's participation in literacy activities.

ELE ED 6410 Current Research In Early Childhood And Elementary Programs: 3 semester hours

Prerequisites: Graduate Admission. A systematic examination of research related to early childhood and elementary school programs. Student will be expected to become effective consumers of educational research and to utilize appropriate research findings in their decision-making processes when planning instruction.

ELE ED 6411 Curriculum Leadership Elementary Programs: 3 semester hours

Prerequisite: ED PSY 6030. Learn strategies for development and implementation of-up-to date curriculum. Using current research of innovative programs and new approaches, students will develop skills in analyzing and evaluating content area curriculum according to Common Core and national content standards in order to lead curriculum development in an educational setting.

ELE ED 6422 Curriculum Design of Elementary Programs: 3 semester hours

Prerequisites: ED PSY 6030, ELE ED 6411 or consent of instructor. A study of current and classic curricular design models of elementary education. Students will select a grade level or subject area curriculum and develop an integrated or differentiated curriculum based on the Common Core and national content standards. Compare and contrast curriculum design approaches while connecting curriculum and instructional practices to student performance.

ELE ED 6423 Learning Through Inquiry: 3 semester hours

Prerequisites: ED PSY 6030 or consent of instructor. Students will learn to improve their instruction through using various inquiry models of teaching which develop the thinking skills required by the Common Core standards. Prior instructional experience is recommended.

ELE ED 6426 Elementary School Curriculum Reform In The Earth/Space Sciences: 1-4 semester hours

Prerequisites: Graduate standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the earth/space sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.

ELE ED 6428 Elementary School Curriculum Reform In The Life Sciences: 1-4 semester hours

Prerequisite: Graduate Standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the life sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. This course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. The course may be repeated for maximum of 4 credit hours.

ELE ED 6429 Elementary School Curriculum Reform In The Physical Sciences: 1-4 semester hours

Prerequisite: Graduate standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the physical sciences. Emphasis is given to planning and implementing standards-based inquiry science activities that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. The course may be repeated for a maximum of 4 credit hours.

ELE ED 6431 STEM Instruction in Elementary Education: 3 semester hours

Prerequisites: TCH ED 6010, TCH ED 6020; or consent of instructor. This course will integrate related Science, Technology, Engineering and Math (STEM) disciplines through examination, analysis and application of the national science standards (NGSS) and scholarly readings. In the course, students will develop STEM curriculum and instruction that facilitate the learners' construction of scientific understandings.

ELE ED 6436 Children's Literature I: Survey And Analysis: 3 semester hours

Prerequisite: ELE ED 3330 or equivalent. A survey of children's literature published in the last ten years. Special emphasis will be placed on the relationship between children's literature and contemporary issues of society. Students will experience the materials themselves rather than reading about books. In addition, students will begin to study the literary elements that make literature interesting and meaningful for children.

ELE ED 6441 Problems And Research In Teaching Elementary School Science: 3 semester hours

Prerequisite: Eight hours of science, ELE ED 6441, ED PSY 6111. A thorough examination of research related to elementary school science instruction with particular emphasis on innovative programs. Includes methods of investigation and techniques for interpreting the professional literature.

ELE ED 6445 Problems Of Teaching Mathematics In The Elementary School: 3 semester hours

A study of the mathematics program in the elementary school from the viewpoint of goals, content, techniques, and evaluation.

ELE ED 6447 Problems And Research In Teaching Elementary School Mathematics: 3 semester hours

Prerequisite: ELE ED 6445. A thorough examination of research related to recurrent problems in elementary school mathematics instruction, as well as current problems arising within modern programs. Includes methodology appropriate to investigation of such problems and techniques for assessment of the literature.

ELE ED 6448 Diagnosis And Remediation Of Disabilites In Learning Mathematics: 3 semester hours

Prerequisite: ELE ED 6445. Causes of mathematical disabilities. Materials and techniques for diagnoses and corrective programs for children and youth.

ELE ED 6450 Problems Of Teaching Social Studies In The Elementary School: 3 semester hours

A classroom-oriented study of curricular and instructional problems encountered in social studies. Emphasis is placed upon development of materials, techniques, and resources.

ELE ED 6482 Problems And Research In Teaching Elementary School: 3 semester hours

This is the capstone course for the Master of Elementary Education-Emphasis in Reading. To be taken in the last 9 hours of Masters Program. The three foci for this course are (1) systematic study of research as it focuses on the problems of teaching reading in the elementary school, (2) innovations in the field, and (3) action research. Each student designs and completes an action research project related to literacy.

ELE ED 6490 Internship: 1-10 semester hours

Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.

ELE ED 6493 Reading Specialist Practicum I: 3 semester hours

Prerequisites: ELE ED 6684, ELE ED 6686, and ED REM 6707, ED REM 6709, or ED REM 6716. Application of reading theory and research in a supervised setting. Emphasis on assessing and analyzing the literacy strengths, needs, and interests of a range of readers with the goal of improving their reading abilities and attitudes. Focus is on establishing reading support for children with the assistance of formal and informal assessments, reading professionals, educators, and children's families.

ELE ED 6494 Reading Specialist Practicum II: 3 semester hours

Prerequisite: ELE ED 6493. Application of reading theory and research in a supervised setting. Emphasis on using appropriate materials and providing effective instructional techniques to address children's assessed literacy strengths, needs, and interests with the goal of improving their reading abilities and attitudes. Focus is on sustaining reading support for children with the assistance of other reading professionals, educators, and children's families.

ELE ED 6495 Supervision Of Practicum In Clinical Reading: 3 semester hours

Prerequisites: ELE ED 6486, ELE ED 6494, ED REM 6716 or consent of instructor. Supervising graduate students in diagnosis and remedial process within the reading clinic.

ELE ED 6497 Problems: 1-10 semester hours

Selected problems to meet the needs of individual students.

ELE ED 6684 Instructional Strategies For Teaching Reading: 3 semester hours

Prerequisites: Graduate standing. Designed to extend teacher knowledge of effective instructional strategies for teaching reading. Emphasis on development of a teaching philosophy which acknowledges children gain considerable knowledge about reading from their families and communities, long before they encounter formal reading instruction. Focus on fostering culturally responsive classrooms using children's prior experiences, their language systems, cross-cultural literature, authentic texts, and other print materials familiar to children's home environments, as well as on teaching effective strategies to promote children's reading success.

ELE ED 6686 Analysis And Correction Of Reading Disabilities: 3 semester hours

Prerequisites: ED REM 6707, ED REM 6709, or ED REM 6716 and at least one graduate level literacy course. Designed to develop teacher understanding of the roles and responsibilities of the teacher of reading, Reading Specialist, and Literary Coach. Emphasis on the nature of specific reading difficulties, distinguishing reading difficulty/ disability from language difference, becoming familiar with a range of tools for assessing reading skills and strategies, and developing a critical orientation for evaluating the purpose and utility of various literacy assessment tools. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.

ELE ED 6688 Literacy Assessment To Guide Instruction: 3 semester hours

Prerequisites: ED REM 6707, ED REM 6709, or ED REM 6716 and ELE ED 6686. Designed to apply teacher knowledge of the roles and responsibilities of the teacher of reading, Reading Specialist and Literary Coach. Emphasis on using literacy assessment tools and techniques to guide instruction for a range of children, especially in the areas of writing, comprehension, and vocabulary. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.

Health and Physical Education Courses

HLTH PE 3275 Psychological Aspects Of Physical Education: 3 semester hours

Prequisite: PSYCH 1003. A study of the psychological processes underlying the learning and performance of motor skills and participation in physical activity. Covers how humans learn skilled actions, how principles of motor performance and learning can be applied to teaching, and how teachers can create positive motivational climates.

HLTH PE 3277 Foundations of Health & Physical Education Programs: 2 semester hours

Prerequisites: Junior standing. A study of the historical, philosophical, and cultural influences and issues related to health education and physical education programs.

HLTH PE 3280 Human Anatomy And Physiology: 5 semester hours

Prerequisite: BIOL 1012 and BIOL 1013 or consent of instructor, Junior standing. Study of the basic aspects of human anatomy and physiology and their relationship to concepts in sport and physical activity. Two hours laboratory per week.

HLTH PE 3284 Physiology Of Human Exercise: 3 semester hours

Prerequisite: HLTH PE 3280. Study of the physiological effects of human exercise, training, and sport activities upon the human body; emphasis also given to factors of work, fatigue, nutrition, gender, and environment.

HLTH PE 3285 Safety and Emergency Care for Health & Physical Education: 3 semester hours

Prerequisites: HLTH PE 3280 or equivalent. A study of safety issues relating to health and physical education, including prevention and treatment of physical activity-related injuries. Emphasis will be given to emergency responses, including CPR certification.

HLTH PE 3380 Introduction to Nutrition for Health and Performance: 3 semester hours

Prerequisites: Junior standing or consent of instructor. Study of human nutrition and its relationship to healthy lifestyles and exercise performance. Includes study of nutrients, food sources, healthy weight and body composition, energy intake and expenditure, fluid and electrolyte balance, and ergogenic aids.

HLTH PE 3432 Teaching Health and Physical Education in the Elementary School: 4 semester hours

A study of health and physical education programs in the elementary school. Emphasis is given to the teacher's roles and responsibilities as they relate to the content and services found in the coordinated school health program.

HLTH PE 3433 Health Education Concepts and Skills: 3 semester hours

Prerequisites: Junior Standing. A study of health concepts and lifestyle skills found in K-12 health education strands, including mental health, sexuality education, drug education, nutrition, personal health and disease prevention.

HLTH PE 3434 Teaching of Health and Wellness: 4 semester hours

Prerequisites: HLTH PE 3280 or the equivalent, or consent of the instructor. Study of concepts and issues related to health and active lifestyle behavior development, with emphasis given to the design and preparation of appropriate instructional experiences and techniques.

HLTH PE 4989 Practicum I: Site-Based Experience in Physical Education: 2 semester hours

Prerequisites: Level II designated course requirements. This course is an intensive professional development experience (equivalent of 6 hours per week for 14 weeks) working in diverse K-12 settings emphasizing improving student learning outcomes, data-driven instruction, classroom management, behavior management strategies, and video use and analysis. Activities on site include assisting the health and physical education teacher in all areas of instruction, assessment, and classroom management. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. This course is to be taken prior to student teaching, ideally during the semester immediately preceding Practicum II. Assignments from allied courses (PHY ED 3422, PHY ED 3423, PHY ED 3424, HLTH PE 3434) are carried out in Practicum I, and the Practicum experiences inform the activities and discussions in these courses. Not available for graduate credit.

HLTH PE 4990 Practicum II: 12-Week Site-Based Experience in Health and Physical Education: 9 semester hours

Prerequisites: HLTH PE 4989. Intensive clinical teaching experience in physical education settings under university and school supervision for a minimum of 12 weeks at one elementary or secondary location. Required seminar included. Required for all majors in physical education receiving certification in Physical Education. Must be taken "in block" with HLTH PE 4992. Not available for graduate credit.

HLTH PE 4991 Practicum II: Health and Physical Education Grades 5-9: 6 semester hours

Prerequisites: HLTH PE 4989. Clinical teaching experiences in Health and Physical Education settings in schools under university and school supervision. Required of all majors in Physical Education receiving certification in Health Education and Physical Education, K-9. Not available for graduate credit.

HLTH PE 4992 Practicum II: 4-Week Site-Based Experience in Health and Physical Education: 3 semester hours

Prerequisites: HLTH PE 4989. Intensive clinical teaching experience in physical education settings in the schools under university and school supervision for a minimum of 4 weeks at one elementary or secondary location. Required seminar included. Required for all majors in physical education receiving certification in Physical Education. Must be taken "in block" with HLTH PE 4990. Not available for graduate credit.

HLTH PE 5989 Physical Education Professional Internship: 2 semester hours

Prerequisites: Level II designated course requirements. An intensive professional development experience (equivalent of 6 hours per week for 14 weeks) working in a school setting with students. Activities on site include assisting the health and physical education teacher in all areas of instruction, assessment, and classroom management. This course is to be taken prior to student teaching, ideally during the semester immediately preceding student teaching. Assignments from allied courses (PHY ED 3422, PHY ED 3423, PHY ED 3424, HLTH PE 3434) are carried out in the Internship, and Internship experiences inform the activities and discussions in these courses. Activities to acquire research skills will be included.

HLTH PE 5990 Practicum II: Health and Physical Education, Grades PK-6: 4 semester hours

Prerequisites: A grade of B- or higher in HLTH PE 4989. Clinical teaching experience in physical education settings in the schools under university and school supervision. Required for all majors in physical education receiving certification in Health and Physical education. Teacher candidates collect data for a research project.

HLTH PE 5991 Practicum II: Health and Physical Education Grades 5-9: 4 semester hours

Prerequisites: A grade of B- or higher in HLTH PE 4989. Clinical teaching experiences in Health and Physical Education settings in schools under university and school supervision. Required of all majors in Physical Education receiving certification in Health Education and Physical Education, K-9. Teacher candidates collect data for a research project.

HLTH PE 5992 Practicum II: Health and Physical Education Grades 9-12: 4 semester hours

Prerequisites: A grade of B- or higher in HLTH PE 4989. Clinical teaching experience in Health and Physical Education settings in schools under university and school supervision. Required of all majors in Physical Education receiving certification in Health Education and Physical Education, K-12. Teacher candidates collect data for a research project.

Middle Education Courses

MID ED 4246 Teaching Mathematics In The Middle School: 3 semester hours

Prerequisites: Level 1 and Level 2 and completion of mathematics area of concentration. A study of the middle school math curriculum with state standards and appropriate instructional strategies, materials, and assessments.

MID ED 4253 Teaching Social Studies In The Middle School: 3 semester hours

Prerequisites: Completion of level 1 and level 2 courses. Study of middle school social studies emphasizing current social studies curricular content, methods of teaching, and instructional materials. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, middle school based field experiences are required in addition to scheduled course time.

MID ED 4315 The Middle Level School: 3 semester hours

Prerequisites: level 1 and admission to teacher education program. An in-depth study of the philosophical and historical basis of the goals and organization of middle level schools, including a reveiw of research as the basis for current trends and practices.

MID ED 4316 Middle Level Curriculum And Instruction: 3 semester hours

Prerequisites: Completion of Level 1 and MID ED 4315. Preparation for teaching and learning in a middle school, grades 5-9. Content focuses on curriculum development, methods, techniques, materials, planning, organization, and assessment in middle level education for early adolescents.

MID ED 4317 The Middle-Level Child: 3 semester hours

Prerequisites: Completion of level 2. Developmental characteristics and needs of early adolescents are studied through field experience in middle school classrooms. The relationship between needs and behavior is explored and skills for effective student teacher relationships are highlighted. This course to be taken concurrently with MID ED 4989.

MID ED 4350 Teaching Science In The Middle School: 3 semester hours

Prerequisites: Level I and Level 2 or equivalent preparation. Students will analyze both methodology and content, apply appropriate teaching and learning strategies, and become acquainted with technological advances in teaching science. Students will use informal and formal assessment as well as design and implement original science activities and instruction for all areas of science. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, then middle school based field experiences are required in addition to scheduled course time.

MID ED 4989 Practicum I: Middle Level Education Site Based Experience: 3 semester hours

Prerequisites: Level I and Level II requirements. This course is an intensive professional development experience (2 days per week) working in grades 6-8 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to impacting students achievement for diverse populations and differentiated instruction. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Practicum I is taken in the semester immediately preceeding Practicum II. Not available for graduate credit.

MID ED 4990 Practicum II: Middle Level Education Site Based Experience: 12 semester hours

Prerequisites: Grade of C or higher in MID ED 4989 and admission to Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in grades 6-8 school settings in the subject area of certification. Not available for graduate credit.

Physical Education Courses

PHY ED 1124 Principles & Practice In 1St Aid & Cardiopulmonary Resuscitation: 1 semester hour

The course provides theory and supervised practice in first aid and cardiopulmonary resuscitation leading to American Red Cross certification in those areas.

PHY ED 2134 Personal Physical Fitness: 3 semester hours

Prerequisite: Consent of instructor. A study of the relationship between vigorous physical activity and individual well-being. Emphasis will be placed on an individualized analysis of health fitness, resulting in a prescribed program to develop optimal levels of physical fitness, including aerobic fitness, strength, muscular endurance, flexibility, body composition, and lifetime sports considerations.

PHY ED 3204 Special Topics In Physical Education: 1-3 semester hours

Prerequisite: Consent of instructor. Independent study through readings, reports, field study or research.

PHY ED 3261 Physical Activity For The Exceptional Learner: 2 semester hours

Prerequisite: SPEC ED 3311 and TCH ED 3313. A study of the special physical activity and exercise needs, interests, and problems of the exceptional learner, with considerable emphasis on the development of methods and competencies, in modifying physical activities.

PHY ED 3282 Physical Growth And Motor Development: 3 semester hours

Prerequisite: PSYCH 2270 and PHY ED 3465. An examination of the physical growth and aging, and motor development of the human being over the life span. Emphasis on evaluative tools, techniques and studies of research findings. Laboratory field experience for observing individuals. Attention Is directed toward acquisition of basic skills, perceptual-motor development, fitness development, and age-related changes in information processing. A Required course for Physical Education majors; an elective course for early childhood, special, and Elementary Education majors.

PHY ED 3283 Kinesiology: 3 semester hours

Prerequisite: HLTH PE 3280 and math proficiency. Study of the biomechanics of human motion with particular application to performance in sport activities.

PHY ED 3287 Seminar In Exercise Science: 1-3 semester hours

Prerequisites: HLTH PE 3284 or consent of instructor. Study of current topics in the research and practice of exercise science, especially those required for certifications in the field. An emphasis will be placed on application of research to professional situations. Some field experience may be required. May be repeated as long as the topic is different for a maximum of 6 credit hours.

PHY ED 3422 Teaching Of Skills: Grades Pk-4: 4 semester hours

Prerequisites: Completion of 15 hours of level II courses. Study of developmental movement activities and appropriate learning experiences found in PK-4 grade level programs, with emphasis on developmental sequencing and the design of appropriate learning activities, materials, and effective pedagogical skills.

PHY ED 3423 Teaching Of Skills: Grades 5-9: 3 semester hours

Prerequisites: Completion of 15 hours of Level II courses. Study of sports and physical activities commonly found in the curriculum for grades 5-9, with emphasis on critical cues analysis, developmental sequencing, and the design of appropriate learning activities, materials, and pedagogical skills.

PHY ED 3424 Teaching Of Skills: Grades 9-12: 3 semester hours

Prerequisites: Completion of 15 hours of Level II courses. Study of sport and physical activities predominately found in physical education programs at these grade levels, with emphasis given to critical cue analysis, developmental sequencing, and the design of appropriate learning activities, materials, and pedagogical skills.

PHY ED 3425 Teaching Skills: Movement, Dance, And Rhythms: 3 semester hours

Prerequisites: Completion of 15 credit hrs of Level II courses. Study of movement analysis and techniques of teaching fundamental movement skills, rhythmic activities, creative movement, and dance forms commonly taught in school settings. Emphasis will be given to developmental sequencing and the design of appropriate learning activities, materials, and pedagogical skills.

PHY ED 3465 Physical Education Activities In The Elementary School: 3 semester hours

Objectives of physical education for the elementary school child with applications of choice of activities, organization of program, theory, practices.

PHY ED 3468 Curriculum And Methods Of Teaching Physical Education: 3 semester hours

Prerequisite: PHY ED 101 or TCH ED 3213. Study of the scope and sequence of the school program in physical education with emphasis on planning processes, content selection, management procedures, instructional strategies, and program assessment.

PHY ED 5380 Nutrition For Human Performance: 3 semester hours

A study of human nutrition and its relationship to human performance. Consideration is given to nutrients - function, food source, health concerns and implications energy intake and expenditure; special considerations - body composition including weight gain and loss ergogenic aides competitive athletes, older adults, children and teens, pregnant women, disease risk, fluid and electrolyte balance, and specific sport activities.

PHY ED 6462 The Physical Education Curriculum: 3 semester hours

Prerequisite: Consent of instructor. A study of current practices, problems, trends and research involved in the analysis and development of the physical education curriculum.

PHY ED 6464 Analysis Of Teaching In Physical Education: 3 semester hours

Prerequisite: Consent of instructor. A study of trends and research relating to teaching methodology, teacher effectiveness, and supervision of instruction in physical education. Emphasis will be given to the application of research on teacher effectiveness in the instructional process in physical education.

PHY ED 6478 Problems And Research In Physical Education: 3 semester hours

A study of potential research problems and research processes in specific physical education subdisciplines. A research project will be completed in the student's physical education subdiscipline interest area.

PHY ED 6497 Problems: 1-10 semester hours

Selected problems to meet the needs of individual students.

PHY ED 7492 Directed Readings In Curriculum And Instruction: 1-6 semester hours

Prerequisites: Graduate Standing, one graduate course in Curriculum and Instruction, and permission of the instructor. Independent study into the current research, literature, and issues in the areas of physical education curriculum and instruction.

PHY ED 7494 Directed Readings In Motor Behavior: 1-6 semester hours

Prerequisites: Graduate standing, one graduate course in motor behavior, and permission of the instructor. Independent study into the current research, literature, and issues in the area of motor behavior.

Secondary Education Courses

SEC ED 2010 Introduction to Inquiry Approaches to STEM Education (STEP I): 1 semester hour

Same as CHEM 2010, PHYSICS 2010, MATH 2010, and BIOL 2010. Prerequisites: Concurrent enrollment BIOL 1821, BIOL 1831, CHEM 1111, CHEM 1121, PHYSICS 2111, PHYSICS 2112, MATH 1800, or MATH 1900 or have a declared STEM major. Students who want to explore teaching careers become familiar with lesson plan development by writing, teaching and observing lessons in a local school class. Students build and practice inquiry-based lesson design skills and become familiar with and practice classroom management in the school setting. As a result of the STEP I experiences students should be able to decide whether to continue to explore teaching as a career and ultimately finishing the remainder of the WE TEACH MO curriculum leading to teacher certification. The classroom observations and teaching represent a major field component and requires at least one two hour block of free time during the school day once a week.

SEC ED 2011 Designing Inquiry-Based STEM Experiences (STEP II): 1 semester hour

Same as CHEM 2011, PHYSICS 2011, MATH 2011, and BIOL 2011. Prerequisites: BIOL 2010, CHEM 2010, PHYSICS 2010, MATH 2010, or SEC ED 2010. Students explore teaching careers, become familiar with STEM school setting through observing and discussing the school environment and by developing and teaching inquiry-based lessons.

SEC ED 4011 The Curriculum And Methods Of Teaching History And Social Studies: 3 semester hours

Prerequisites: Admission to the Teacher Education Program and completion of all Level II courses. Must be taken concurrently with SEC ED 4989. A study of the scope and sequence of history and social studies courses in the school curriculum, with emphasis on the selection and organization of materials and methods of instruction and evaluation. May not count toward history hours required for history major. Must be completed prior to student teaching. This course must be completed in residence. Not available for graduate credit.

SEC ED 4012 Social Studies Teaching Seminar: 1 semester hour

Prerequisites: SEC ED 4989. Must be taken concurrently with student teaching. Addresses the application of teaching strategies and instructional technology in the classroom setting. Offered concurrently with Secondary School Student Teaching, SEC ED 4990. Not available for graduate credit.

SEC ED 4013 United States History For The Secondary Classroom: 3 semester hours

Prerequisites: Admission to the Teacher Education Program. TCH ED 3310 or consent of the instructor. This course is required for Social Studies certification. Adapts the themes and subject matter of American history to the secondary classroom and trains teachers in techniques particularly designed to maximize the use of primary sources, foster critical inquiry, and encourage knowledge of subject matter. Particular emphasis will be placed on defining the broad and connecting themes of American history, on expanding bibliography, and on choosing methods of inquiry for use in an interactive classroom. Cannot be counted towards the minimum 39-hour history major requirement, but can be counted towards the 45 hour maximum and for Social Studies certification. Not available for graduate credit.

SEC ED 4090 American Government For The Secondary Classroom: 3 semester hours

Same as POL SCI 4090. Prerequisites: POL SCI 4090/ SEC ED 4090 must be taken concurrently with SEC ED 4011 except with special consent of the School Studies Coordinator. Adapts the themes and subject matter of American Government to the secondary classroom and trains teachers in techniques particularly designed to maximize the use of primary sources, foster critical inquiry, and encourage knowledge of subject matter. Particular emphasis will be placed on defining the broad and connecting methods of inquiry for use in an interactive classroom. Can be counted towards the Political Science major requirement, but not the American Politics subgroup. Counts towards Social Studies certification. Not available for graduate credit.

SEC ED 4240 Curriculum And Methods Of Teaching Physical Sciences: 3 semester hours

Prerequisites: TCH ED 3310 or TCH ED 5310 and a near major in the subject area. A study of the scope and sequence of the physical science courses in the school curriculum, with emphasis on the selection and organization of materials and methods of instruction and evaluation. Attention is also directed toward learning the techniques and research tools of the scholar in the field of science. To be taken concurrently with Practicum I. This course must be completed in residence.

SEC ED 4320 Classroom Management: 3 semester hours

Same as ECH ED 4320, ELE ED 4320. Prerequisites: Level I and II courses or consent of instructor. Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of Pre K-12 students within culturally diverse classrooms and engaging families in supportive interactions.

SEC ED 4589 Curriculum And Methods Of Teaching Foreign Languages: 3 semester hours

Same as FGN LANG 4589. Prerequisites: TCH ED 3310 or TCH ED 5310 and passing the departmental language skill test. A study of the scope and sequence of the foreign language courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. Attention is also directed toward learning the techniques and research tools of the scholar in the field of foreign language. To be taken prior to student teaching. This course must be completed in residence. Not available for graduate credit.

SEC ED 4590 Foreign Language Teaching Seminar: 2 semester hours

Same as FGN LANG 4589. Prerequisite: Concurrent enrollment in SEC ED 4990 or consent of instructor. A practicum course in the teaching of foreign languages. Review and explanation of drills, dialogues, and a variety of classroom techniques, oral and written. A continuation of SEC ED 4589, Curriculum & Methods, with an emphasis on specific practical skills. To be taken concurrently with SEC ED 4990, Student Teaching. Not available for graduate credit.

SEC ED 4646 The Curriculum And Methods Of Teaching Math: 3 semester hours

Prerequisites: Admission to the Teacher Education Program and completion of all Level II courses. Must be taken concurrently with SEC ED 4989. A study of the scope and sequence of the mathematics courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. Attention is also directed toward learning the techniques and research tools of the scholar in the field of mathematics. To be taken prior to student teaching. This course must be completed in residence. Not available for graduate credit.

SEC ED 4648 Mathematics Teaching Seminar: 2 semester hours

Prerequisites: SEC ED 4989. Must be taken concurrently with SEC ED 4990. A seminar in the integration of mathematics curricula, Educational philosophy, teaching strategies, and instructional technology in the classroom setting. Not available for graduate credit.

SEC ED 4837 Chemistry/Physics Teaching Seminar: 2 semester hours

Prerequisites: SEC ED 4240 and SEC ED 4989. A seminar to accompany practice teaching covering integration of physical science curricula and methods into the classroom setting. To be taken concurrently with SEC ED 4990. Two-hour discussion per week.

SEC ED 4880 Writing For Teachers: 3 semester hours

Prerequisite: ENGL 3090 or junior level English. Same as ENGL 4880. Writing for Teachers is an English-education course that supports writing across the curriculum for both pre-service English and content area teachers. Teacher candidates learn writing theories and literacy strategies to help their future students construct meaning from their discipline. The course works best for those who are completing level II or beginning level III education courses. The course counts toward the Certificate in Writing.

SEC ED 4885 The Curriculum And Methods Of Teaching English: 3 semester hours

Prerequisites: Completion of Level II education courses and a near major in English. A study of the scope and sequence of the English courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. The course prepares students for reflective teaching by relating course readings to field experiences and theory to practice. To be taken prior to student teaching and concurrently with Practicum I, SEC ED 4989.

SEC ED 4886 The Curriculum and Methods of Teaching Speech and Theatre: 3 semester hours

Same as TH DAN 4886. Prerequisites: TCH ED 3310 or TCH ED 5310; students must be within three hours of completing a major in either Communications or Theatre, with 15-18 hours completed in the other subject area. A study in the scope and sequence of the Speech and Theatre courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. The course prepares students for reflective teaching teaching by relating course readings to field experience and theory to practice. To be taken prior to student teaching and concurrently with SEC ED 4989; Secondary Education Professional Internship. This course must be completed in residence. Not available for graduate credit.

SEC ED 4888 English Teaching Seminar: 2 semester hours

Prerequisites: SEC ED 4885 and a near major in the subject area. A seminar in the integration of English curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with Practicum II, SEC ED 4990. Not available for graduate credit.

SEC ED 4984 Practicum I/TESOL: Site-based Experience: 3 semester hours

Prerequisites: Completion of Level I and Level II courses. This course is an intensive professional development experience (2 days per week) working in a secondary school setting with the English learners and other students. Activities on site include partnering with the classroom teacher in the areas of designated content instruction, assessment, and classroom management. Particular emphasis will be given to impacting student achievement for linguistically and culturally diverse populations and differentiated instruction with language anchors. Practicum 1/TESOL is taken in the semester immediately preceding Practicum II. This course must be taken in conjunction with methods of instruction course in specific content area. The assignments from the methods course(s) may be completed in the Practicum setting, and experiences in the school guide the methods course activities and discussions.

SEC ED 4985 Curriculum And Methods Of Teaching Life Sciences: 4 semester hours

Prerequisites: TCH ED 3310 or TCH ED 5310 and a near major in biology. A study of the scope and sequence of the life science courses in the school curriculum, with emphasis on the selection and organization of materials and methods of instruction and evaluation. The analysis of teaching/learning and field experience observations in secondary school classrooms will be integrated into classroom activities and discussions. Take concurrently with SEC ED 4989. This course must be completed in residence.

SEC ED 4989 Practicum I: Site-Based Experience: 3 semester hours

Prerequisites: Completion of Level II courses and successful practicum application. This course is a one-day per week intensive, collaborative professional experience in diverse K-12 settings with students, emphasizing improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Concurrent Level III methods course assignments may be completed in Practicum I. Taking the Missouri Content Exam (MOCA) is required during Practicum 1. Not available for graduate credit.

SEC ED 4990 Practicum II: Site-Based Experience: 12 semester hours

Prerequisites: SEC ED 4989, appropriate curriculum and methods content course, and taking of the Missouri Content Exam (MOCA). This course is a five-day per week intensive, collaborative professional experience in diverse K-12 settings with students, emphasizing improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Certification requirements are successful completion of the Missouri Content Exam (MOCA) and the Missouri Pre-service Teacher Assessment (MOPTA).

SEC ED 4992 Practicum I: Site-Based Experience in Music: 3 semester hours

Prerequisites: MUS ED 3570, MUS ED 3680 (instrumental only), MUS ED 3710 (choral only), PRACTM 2180. Practicum I provides clinical observation and instructional experience in the elementary general music classroom setting. The students gain first-hand experience in preparing and teaching lessons, managing students within the classroom, and receiving mentoring from the clinical teachers.

SEC ED 4993 Practicum II: 12-Week Site-Based Experience in Music: 9 semester hours

Prerequisites: Completion of Level I and Level II Education courses, MUS ED 3570, PRACTM 2180 (instrumental), PRACTM 3290 (vocal), MUS ED 3680 or MUS ED 3690, MUS ED 3700 or MUS ED 3710, approval of Coordinator of Music Education. Intensive clinical teaching experience under university supervision, 5 days per week for a minimum of 12 weeks at one location, with seminar included. Must be taken concurrently with SEC ED 4994. Not available for graduate credit.

SEC ED 4994 Practicum II: 4-Week Site-Based Experience in Music: 3 semester hours

Prerequisites: Completion of Level I and Level II Education courses, MUS ED 3570, PRACTM 2180 (instrumental), PRACTM 3290 (vocal), MUS ED 3680 or MUS ED 3690, MUS ED 3700 or MUS ED 3710, approval of Coordinator of Music Education. Intensive clinical teaching experience under university supervision, 5 days per week for a minimum of 4 weeks at one location, with seminar included. Must be taken concurrently with SEC ED 4993. Not available for graduate credit.

SEC ED 4995 Practicum I: Site-Based Experience in Art: 3 semester hours

Prerequisites: Completion of Level II courses and successful practicum application. This course is a one-day per week intensive professional development experience working in diverse K-12 settings with students, emphasizing improving student learning outcomes, data-driven instruction, classroom management, behavior management strategies, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. This course is to be taken during the semester immediately preceding Practicum II. Assignments from the methods course may be completed in the Practicum setting, and experiences in the school guide the methods course activities and discussions. Concurrent enrollment in ART ED 4273 is required. Not available for graduate credit.

SEC ED 4996 Practicum II: 12-Week Site-Based Experience in Art: 9 semester hours

Prerequisites: ART ED 4273, SEC ED 4989, 45 hours of Studio Art, and 15 hours of Art History. Intensive clinical teaching experience under university and school supervision 5 days per week for a minimum of 12 weeks at one location, with seminar included. Must be taken "in block" with SEC ED 4997. Not available for graduate credit.

SEC ED 4997 Practicum II: 4-Week Site-Based Experience in Art: 3 semester hours

Prerequisites: ART ED 4273, SEC ED 4989, 45 hours of Studio Art, and 15 hours of Art History. Clinical teaching experience under university and school supervision 5 days per week for a minimum of 4 weeks at one placement, with seminar included. Must be taken in block with SEC ED 4996. Not available for graduate credit.

SEC ED 4999 Biology Science Teaching Seminar: 3 semester hours

Prerequisites: SEC ED 4985 and SEC ED 4986. The application of Educational philosophy, science curriculum, teaching strategies and instructional technology in the classroom setting. Offered concurrently with Secondary School Student Teaching, SEC ED 4990. Not available for graduate credit.

SEC ED 5000 Teacher Practicum Research: 1 semester hour

Prerequisites: Admission into Student Teaching. Students conduct research on their own teaching in order to modify their instruction, curriculum and assessment practices. Concurrent enrollment in SEC ED 4990, Secondary Student Teaching.

SEC ED 5012 Social Studies Teaching Advanced Seminar: 2 semester hours

Prerequisites: SEC ED 5989. An advanced seminar in the analysis and synthesis of current research and best practice of social studies curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 5990, Practicum II.

SEC ED 5374 Foreign Language Teaching Advanced Seminar: 2 semester hours

Prerequisites: SEC ED 5989. An advanced seminar in the analysis and synthesis of current research and best practice of foreign language curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 5990, Practicum II.

SEC ED 5648 Mathematics Teaching Advanced Seminar: 2 semester hours

Prerequisites: SEC ED 5989. An advanced seminar in the analysis and synthesis of current research and best practice of mathematics curricula, educational philosophy, teaching strategies, and instructional technology the classroom setting. To be taken concurrently with SEC ED 5990, Practicum II.

SEC ED 5888 English Teaching Advanced Seminar: 2 semester hours

Prerequisites: SEC ED 5989. An advanced seminar in the analysis and synthesis of current research and best practice of English curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 5990, Practicum II.

SEC ED 5989 Practicum I: Site Based Experience: 1-2 semester hours

Prerequisites: Graduate standing and completion of Level I and Level II courses. An intensive professional development experience (1 day per week for 14 weeks) working in a school setting. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. This course is to be taken during the semester immediately preceding Practicum II (student teaching). This course must be taken in conjunction with methods of instruction course in specific content area. Assignments from the methods course(s) may be completed in the Practicum setting, and experiences in the school guide the methods course activities and discussions. Activities to acquire research skills will be included. May be taken in one credit hour sections for a total of two credit hours.

SEC ED 5990 Practicum II: Site Based Experience: 8 semester hours

Prerequisites: SEC ED 5989 with a B- or better and appropriate curriculum and methods course in the teaching field. Teacher candidates spend time in schools engaged in various capacities to improve student learning within small group instruction, whole class teaching, lesson planning and special programs to demonstrate proficiency on all MoSPE standards. Teacher candidates collect data for a research project.

SEC ED 5999 Biology Teaching Advanced Seminar: 2 semester hours

Prerequisites: SEC ED 5989. An advanced seminar in the analysis and synthesis of current research and best practice of science curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 5990, Practicum II.

SEC ED 6404 Seminar: 1-10 semester hours

.

SEC ED 6415 Curriculum Leadership in Education: 3 semester hours

Prerequisites: ED PSY 6030 or consent of instructor. Strategies for developing and implementing up-to-date curriculum. Using current research of innovative programs and new approaches, students will develop skills in analyzing and evaluating content area curriculum according to Common Core and national content standards in order to lead curriculum development in an educational setting.

SEC ED 6416 Curriculum Design for Educational Programs: 3 semester hours

Prerequisites: ED PSY 6030, SEC ED 6415 or consent of instructor. Principles of curriculum design and development for a formal or informal educational setting. Students may choose to develop an integrated or differentiated curriculum using the Common Core or national content standards. Compare and contrast curriculum design approaches while connecting curriculum and instruction practices to learner performance.

SEC ED 6420 Improving Teaching and Learning: 3 semester hours

Prerequisites: ED PSY 6030, or consent of instructor. Students will learn to improve their teaching effectiveness through the use of various models of instruction that are based on current learning theories and research in teaching methodology to improve the achievement of diverse learners. Focus on inquiry models that prepare educators for effectively teaching the Common Core standards. Prior instructional experience is recommended.

SEC ED 6428 Secondary School Curriculum Reform In The Life Sciences: 1-4 semester hours

Prerequisites: Graduate Standing. Field-based experiences in improving the district level secondary school science program, with special attention to the life sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.

SEC ED 6431 STEM Instruction in Secondary Education: 3 semester hours

Prerequisites: TCH ED 6010 and TCH ED 6020; or consent of instructor. This course will integrate related Science, Technology, Engineering and Math (STEM) disciplines through examination, analysis and application of the national science standards (NGSS) for secondary education and scholarly readings. In the course, students will develop STEM curriculum and instruction teaching units that facilitate the learners' construction of scientific understandings.

SEC ED 6441 Problems and Research in Teaching Secondary School Science: 3 semester hours

Prerequisites: Graduate Standing & science education experience. A thorough examination of research related to middle and secondary school science instruction with particular emphasis on innovative programs. Includes methods of investigation and techniques for interpreting the professional research literature.

SEC ED 6485 Secondary School Curriculum Reform In The Physical Sciences: 1-4 semester hours

Prerequisite: Graduate Standing. Field-based experiences in improving the district-level secondary school science program, with special attention to the physical sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.

SEC ED 6490 Internship: 1-10 semester hours

Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.

SEC ED 6497 Problems: 1-10 semester hours

.

Special Education Courses

SPEC ED 3318 Inclusive Classrooms: 3 semester hours

Prerequisites: Completion of Level I courses. This class is an introductory overview of inclusive education, the characteristics of special populations in diverse classrooms, and issues related to compliance with state and federal law in serving students with varying needs. In addition, Individualized Education Plans (IEPs) and the eligibility process will be emphasized. Applicable strategies for the successful inclusion of all students that enhance collaboration among relevant stakeholders will be provided.

SPEC ED 3346 Literacy Assessment and Reading for Students with Special Needs: 3 semester hours

Prerequisites: Admission to the Teacher Education Program, completion of all Level II education courses. Must be taken during the same semester as SPEC ED 4989. Examination of current research and issues specific to educating students with disabilities in the area of reading. Topics include historical and contemporary perspectives on reading instruction and assessment, and implementation of evidence-based practice to improve phonological awareness, decoding, word recognition, fluency, comprehension, and vocabulary. Written language will also be addressed as it pertains to reading instruction.

SPEC ED 3349 Cross-Categorical Special Education: 3-6 semester hours

Prerequisites: Admission to the Teacher Education Program, completion of all Level II education courses. Study of research-based instructional, behavior, and IEP writing strategies used to assist students with cross-categorical disabilities. Students take this during the same semester as their Practicum I course.

SPEC ED 4315 Language and Communication of Children with Special Needs: 3 semester hours

Prerequisites: SPEC ED 3318 and Admission to the Teacher Education Program. This course focuses on language acquisition of children with special needs and the techniques employed by classroom teachers. Emphasis on meaningful culturally responsive strategies to support children's language and communication development. Focus on use of assistive technology and alternative and augmentative communication. Clinical hours required to complete course assignments.

SPEC ED 4323 Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings: 3 semester hours

Prerequisites: Completion of Level I and Level II courses. This course establishes healthy and culturally appropriate teacher-student relationships that build successful classroom community and enhance student learning. Teacher candidates develop a culturally appropriate classroom management plan that includes rules, procedures, and expected behaviors and uses problem-solving strategies to resolve behavior problems. In addition, teacher candidates will develop skills to assess, design and implement extensive, individualized, positive behavioral supports. Emphasis is on the candidates developing the social competence of PreK-12 students within diverse inclusive classrooms and engaging families in supportive interactions. Not available for Graduate Credit.

SPEC ED 4342 Transition Issues and Planning: 3 semester hours

Prerequisites: SPEC ED 3318 and admission to the Teacher Education Program; or consent of the instructor. This course provides information to teachers and human service professionals who work closely with adolescents and young adults with disabilities. Emphasis is placed on understanding and planning for the transition from school to adult life for students with disabilities. Transition outcomes include employment, residential options, and other developmental concerns. Topics include self-determination, career education and planning, interagency collaboration, vocational and residential issues and resources, and family support and involvement.

SPEC ED 4989 Special Education Professional Internship: 3 semester hours

Prerequisites: Level I & Level II requirements and ELE ED 4989. This course is an intensive professional development experience (9 hours per week for 14 weeks) working in a school setting with students with disabilities. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. This course is to be taken during the semester immediately preceeding student teaching. This course is to be taken in conjunction with SPEC ED 3349. Assignments from this course are carried out in the Internship, and Internship experiences inform the activities and discussions in this course. Not available for graduate credit.

SPEC ED 4990 Special Education Student Teaching I: 6 semester hours

Prerequisites: Completion of Level I, II & III coursework. Must enroll in both SPEC ED 4990 and SPEC ED 4991. Clinical teaching experience in elementary level special education program under university and school supervision. Required of all special education majors; must be taken during the same semester as SPEC ED 4991. Not available for graduate credit.

SPEC ED 4991 Special Education Student Teaching II: 6 semester hours

Prerequisites: Completion of all Level I, II and III coursework. Must enroll in both SPEC ED 4990 and SPEC ED 4991. Clinical teaching experiences in secondary school classrooms under university and school supervision. Must be taken during the same semester as SPEC ED 4990. Required for all majors in special education. Not available for graduate credit.

SPEC ED 6315 Understnding/Implmnting Speech & Lang Interventions that Assist Chldrn w/ Sp Needs: 3 semester hours

Prerequisites: Graduate Standing. Study of speech and language development for students with exceptional needs and the techniques employed by classroom teachers to support their learning.

SPEC ED 6315B Understanding/Implementing Speech & Language Interventions for Spec Needs B: 1 semester hour

Prerequisites: Admission to Teach For America or Alternative Certification program. Must be practicing teacher with Bachelor Degree. Study of speech and language development for students with exceptional needs and the techniques employed by classroom teachers to support their learning.

SPEC ED 6325 Advanced Studies in Classroom & Behavior Management: 3 semester hours

Prerequisite: Graduate Standing. Advanced study of classroom management and applied behavior analysis strategies. Focus on teacher as decision maker in the design, implementation, and evaluation of individual and group management programs with emphasis on functional assessment and positive behavior support.

SPEC ED 6342 Transition Education for Adult Life: 3 semester hours

Prerequisites: Graduate standing and completion of Level I and Level II courses. Educators who may work closely with adolescents and young adults with disabilities will learn about planning for the transition from school to adult life for students with disabilities. Transition outcomes may include employment, residential options, and postsecondary education. Advanced topics include self-determination, self-advocacy, career education and planning, interagency collaboration, vocational and residential issues and resources, postsecondary education options and family support and collaboration.

SPEC ED 6345 Characteristics and Education of Students with High-Incidence Disabilities: 3 semester hours

Prerequisites: TCH ED 3313 or an equivalent course in psychology of the exceptional child. Advanced study of characteristics of students with high-incidence and cross categorical disabilities and other pertinent issues including inclusion, assessment, and evaluation practices.

SPEC ED 6346 Reading Instruction and Intervention in Special Education: 3 semester hours

Prerequisites: Graduate Standing. This course examines current research and issues specific to educating students with disabilities in the area of reading. Topics will include historical and contemporary perspectives on reading instruction and assessment, and implementation of evidence-based practice to improve phonological awareness, decoding, word recognition, fluency, comprehension, and vocabulary. Written language will also be addressed as it pertains to reading instruction. (No credit earned if credit previously earned from SPEC ED 3346).

SPEC ED 6372 Screening And Diagnosis Of Developmental Delays: Birth To 5 Years: 3 semester hours

Prerequisite: ED REM 3721. This course addresses the content, techniques, and special problems related to the assessment of children at risk for developmental delays in the birth to five year age range. Students gain experience in construction, administration and interpretation of assessment tools used with young children. Required for certification in severe handicaps and early childhood-special education.

SPEC ED 6412 Psychology Of Exceptional Children: 3 semester hours

An in-depth analysis of the unique psychological problems of exceptional children and youth. Current psychological theories and research emphasized.

SPEC ED 6412A Psychology of Exceptional Children: Legislation: 1 semester hour

Prerequisites: Must hold a completed Bachelor Degree. Students will learn the laws governing Special Education including use of the Individual Education Plan (IEP).

SPEC ED 6415 The Law And Special Education: 3 semester hours

Prerequisite: Graduate Standing. Special education is governed by an elaborate and extensive body of statutes, regulations, and court decisions. This course will focus on the requirements, history, and evolution of laws impacting special education services; current legal requirements in providing a free appropriate public education (FAPE) to students with disabilities and the procedures to obtain legal information in law libraries and on the Internet; and how to conduct legal research using a variety of sources.

SPEC ED 6430 Characteristics and Education of Individuals with Low-Incidence Disabilities: 3 semester hours

Prerequisites: TCH ED 3313 or equivalent course in psychology of the exceptional child; graduate standing. An advanced study of the theoretical and methodological problems related to autism and developmental (low-incidence) disabilities. Particular emphasis on the application of current research findings to issues confronting individuals with autism and developmental disabilities, and family-and community-systems dynamics. Required course for concentration area: Autism and Development Disabilities.

SPEC ED 6437 Applied Behavior Analysis: Functional Assessment and Interventions: 3 semester hours

Prerequisites: Graduate Standing. Study of the evidence-based, best practice principles and interventions of applied behavior analysis strategies. Exploration of approaches that prove effective when designing and implementing functional behavior assessments, positive behavior support techniques, and behavior intervention plans.

SPEC ED 6443 Characteristics and Education of Students with Learning Disabilities: 3 semester hours

Prerequisites: TCH ED 3313 or an equivalent course in psychology of exceptional children; graduate standing. Advanced study of the theoretical and methodological problems related to learning disabilities. Particular emphasis on the application of current research findings to the problems confronting learners with learning disabilities.

SPEC ED 6450 Characteristics and Education of Students with Emotional/Behavioral Disorders: 3 semester hours

Prerequisites: TCH ED 3313 or an equivalent course in psychology of exceptional children; graduate standing. Advanced study of the problems and characteristics of learners with emotional/behavioral disorders. Particular emphasis on the application of current research findings to problems confronting learners with emotional/behavioral disorders.

SPEC ED 6462 Introduction To Early Childhood Special Education: 3 semester hours

Prerequisites: SPEC ED 3313 or equivalent. Study of issues and concepts central to special education of young children with disabilities, and at-risk for disabilities, and their families. Focus on program models, screening and assessment procedures, and curriculum concepts. An ecological perspective is emphasized.

SPEC ED 6463 Curriculum, Methods, And Materials For Early Childhood Special Ed: 3 semester hours

Prerequisites: SPEC ED 6462. In-depth study of integrated assessment-based curriculum development for learners in early childhood special education. Emphasis on individualized educational planning and implementation for learners and their families.

SPEC ED 6492 Practicum In Special Education: 3-6 semester hours

Prerequisites: Two courses in the area of concentration (developmental disabilities, early childhood special education, emotional/behavioral disorders, or learning disabilities). Supervised experience in the education of learners with disabilities in a school or other appropriate setting.

SPEC ED 6497 Problems: 1-10 semester hours

Prerequisites: TCH ED 3313 or equivalent and consent of instructor. Investigation of a selected problem related to the education of learners with disabilities. To be conducted under the direction of a graduate faculty member.

SPEC ED 6510 History Of Disability And Special Education: 3 semester hours

Prerequisite: Consent of Instructor. Provides a historical context for approaching contemporary issues in the education and support of people with disabilities and their families. Requires students to become familiar with methods of retrieval and analysis of historical material.

SPEC ED 6610 Foundations of Autism Spectrum Disorder: Research to Practice: 3 semester hours

Prerequisites: Teaching Certificate and SPEC ED 6437 with a grade of B or higher, or Consent of Instructor. The course focuses on characteristics of children and youth with autism spectrum disorders (ASD); trends and issues connected with ASD; and effective practices and strategies for structuring, managing, and promoting functional/behavioral skills development and interaction among children and youth with ASD.

SPEC ED 6620 Assessment and Interventions for Children and Youth with Autism Spectrum Disorder: 3 semester hours

Prerequisites: SPEC ED 6610 with a grade of B or higher and Teaching Certificate, or Consent of Instructor. The course reviews functions of behavior as a foundation for understanding and completing functional behavior assessments; entails interpreting and graphing collected data; and incorporates intervention practice and applied curriculum modifications.

SPEC ED 6630 Principles of Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6620 with a grade of B or higher or Consent of Instructor. Provides a detailed look at the theories, philosophy, and principles of applied behavior analysis. Focus is on applying these principles to assess behavior and develop and implement best practice interventions for reducing problem behaviors and teaching new behaviors to individuals with autism and other developmental disabilities in a variety of settings. Partially meets requirements of national Board Certified Behavior Analyst licensure exam preparation.

SPEC ED 6650 Practicum I in Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6630 with a grade of B or higher or Consent of Instructor. Provides the opportunity for students to practically apply the principles and standards of ABA in applied settings. Focus is on students actively demonstrating skills in the areas of behavior assessment, behavior intervention development, and implementation, consultation, on-going evaluation, and training others in a variety of settings with a variety of clients. Access to field site required. Partially meets requirements of National Board Certified Behavior Analyst licensure exam preparation.

SPEC ED 6660 Advanced Applications of Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6630 and SPEC ED 6650, each with a grade of B or higher or Consent of Instructor. Provides a detailed look at methods of data collection, teaching new skills, and evaluating teaching strategies. Focus is on applying these methods to develop and implement best practice strategies that teach new behaviors to individuals with autism and other developmental disabilities, and evaluating the efficacy of these methods. Partially meets requirements of national Board Certified Behavior Analyst licensure exam preparation.

SPEC ED 6670 Practicum II in Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6630, SPEC ED 6650, and SPEC ED 6660. Provides the opportunity for students to practically apply the principles and standards of ABA in applied settings. Focus is on students actively demonstrating skills in the areas of behavior assessment, behavior intervention development, and implementation, consultation, ongoing evaluation, and training others in a variety of settings with a variety of clients. Access to field site required. Partially meets requirements of national Board Certified Behavior Analyst licensure exam preparation.

SPEC ED 6675 Ethics and Professionalism in Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6670 with minimum grade of B. The course prepares students in the BCBA Program for the ethical and professional practice of Applied Behavior Analysis. Students will learn about the foundations of professional and ethical behavior that ensures high quality of practice in behavior analysis. The course will prepare students for the national Behavior Analyst Certification Board Exam. Students will primarily receive instruction in Ethical Considerations (Content Area #1), but also Behavioral Assessment, Experimental Evaluation of Interventions, and Selecting Intervention Outcomes and Strategies (Content Areas #4, 5, and 8) of the Behavior Analysis Task List-Third Edition.

SPEC ED 6685 Analysis of Verbal Behavior: 3 semester hours

Prerequisites: SPEC ED 6670 with minimum grade of B. Provides a detailed look at B.F. Skinner's analysis of verbal behavior and the behavior analytic and functional approach to teaching language. Focuses on the behavior analytic view of speaking, thinking, writing, feeling, reading, and other verbal behavior. In addition, provides information on how to assess and teach verbal behavior to individuals with developmental disabilities.

Teacher Education Courses

TCH ED 2000 Becoming a Professional Educator: 1 semester hour

The course serves to ground candidates in the education profession, including its diverse career options and programs offered in the College of Education. Content includes introduction to, and applications of, the performance assessment system utilized throughout all curricular programs and essential to learning to evaluate one's experiences, impact, and coursework.

TCH ED 2001 Early Clinical Experience: Schools: 1 semester hour

Prerequisites: Current and clear background check and current and clear TB screening required. This course requires clinical experiences in schools for education candidates to observe and analyze a variety of school and classroom environments. Special emphasis focuses on aligning instructional processes and content knowledge. This course must be taken concurrently with TchEd 2209. Completion of this course partially fulfills early clinical requirement for teacher certification.

TCH ED 2209 Foundations of Teaching in American Schools: 3 semester hours

Explores the multiple roles and functions of professional teaching including: communication, leadership, management skills, use of technology, identification of needs of diverse populations and an examination of other selected concepts and philosophies underlying American public education. Portfolio preparation will be introduced. A minimum of 15 field experience hours required.

TCH ED 3001 Mid-Level Clinical Experience: Diverse Learners: 1 semester hour

Prerequisites: Current and clear background check, current and clear TB screening, and admission into the Teacher Education Program. This course involves education candidates in active and purposeful mid-level clinical experiences with regional community agencies that include and support individuals with disabilities and their families. Candidates are required to participate at agencies to meet organization goals and course objectives. This course requires the study of research and analysis of cultural competency in instruction, curriculum and achievement. Completion of this course partially fulfills mid-level clinical requirement for teacher certification. 20 clock hours outside class time are required.

TCH ED 3100 Education for Social & Civic Responsibility: 3 semester hours

Equips students with the knowledge and skills needed to integrate an emphasis on civic and social responsibility, including social justice, into their own teaching. Includes a service learning project and requires reflection on project and in-class experiences, course readings, and personal and professional goals and development.

TCH ED 3210 General Linguistics in Tchg English to Speakers of Other Languages: 3 semester hours

Prerequisites: Completion of Level I. An introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL), and bilingualism. Students explore principles of language systems including English and the function of language in social and academic settings.

TCH ED 3211 Basic Principles of Second and Foreign Language Acquisition: 3 semester hours

Prerequisites: TCH ED 3210. Covers the principles of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors in relation to second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics, and discourse, within a communicative framework, which directly relates to instructional strategies.

TCH ED 3212 Sociolinguistics and communication in the Classroom: 3 semester hours

Prerequisites: Admission to Teacher Education Program. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intracultural communication. Students develop strategies to enhance home, school and community relations and impact of culture on perceptions, communication, behaviors, and learning.

TCH ED 3213 Performance-based Assessment for TESOL: 3 semester hours

Prerequisite: TCH ED 3210. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can reinforce instruction.

TCH ED 3214 Material Development and Methods for TESOL: 3 semester hours

Prerequisites: TCH ED 3210, TCH ED 3211, TCH ED 3212, TCH ED 3213, and TCH ED 4391. Students integrate knowledge of second language acquistion research in instructional methodologies in this course. Students will also incorporate theories of linguistics, assessment models, and instructional technology into their material development to meet the needs of diverse English language learners.

TCH ED 3215 Field Experiences in TESOL: 3 semester hours

Prerequisites: TCH ED 3210, TCH ED 3212, and TCH ED 3214 or concurrently taking TCH ED 3214. Students observe and reflect on actual classroom practices as well as complete a student's needs analysis and placement tests. The students implement the strategies for advocating an collaborating on behalf of students from diverse language backgrounds. This is a supervised field experience.

TCH ED 3310 Methods of Teaching With Technology: 2 semester hours

Prerequisite: TCH ED 2209, ED PSY 2212, or equivalent and admission to Teacher Education Program. Skill development in transforming content into instruction through various teaching methods and educational technologies. Emphasis on differentiating instruction, inquiry learning, and reflecting on practice. Recommended that this course be taken concurrently with ED TECH 3135.

TCH ED 3313 Psychology of the Exceptional Child: 3 semester hours

Prerequisites: level I or equivalent. Introductory overview of the field of special education including historical developments, characteristics of special populations, and compliance with state and federal regulations.

TCH ED 3315 Literacy Learning And Instruction: 3 semester hours

Prerequisites: Admission to Teacher Education program. May take concurrently with ED PSY 3312 and TCH ED 3313 or equivalents; may not be taken before ED PSY 3312 and TCH ED 3313 or equivalents. Analysis of methods, materials, frameworks, and technology for the effective teaching of literacy to young children, children with special needs, and children in PreK-6 education settings. Emphasis on the role of language experience, phonics, semantics, syntactics, pragmatics, schema theory, and metacognition in literacy development, A total of 20 field experience hours including observation, assessing children's literacy interests and development, and teaching lessons in a school classroom setting are required in addition to scheduled course time. This course may be applied toward a Literacy Minor.

TCH ED 3316 The Professional Portfolio: 1 semester hour

Prerequisites: Junior standing or consent of instructor. Students learn the knowledge and skills to develop an electronic teaching portfolio, writing reflective rationales for standards and choosing appropriate artifacts and using technology tools for successful presentation.

TCH ED 4299 Linguistically and Culturally-Responsive Teaching Strategies for EFL Students: 3 semester hours

Prerequisites: Senior Status in Undergraduate Program or consent of instructor. This course will lead the senior teacher candidates to learn, explore, develop, and reflect the linguistically and culturally responsive teaching strategies for English as a foreign language (EFL) learners who may not use English as a daily communication media. This is an interactive and reflective course in which the students create their instructional materials that are culturally and academically relevant to the EFL learners. All of the instructional materials need to incorporate the four language domains, i.e., listening, speaking, writing, and reading.

TCH ED 4391 Literacy for Adolescent Learners in Content Areas: 3 semester hours

Prerequisites: Admission to the Teacher Education Program. Examines the teaching of multiple literacies including reading, writing, speaking and critical thinking in the content areas. Implications of diverse cultures and languages and their relationship to reading will be explored. Field experience hours are required in addition to scheduled course time.

TCH ED 4988 Teaching and Learning in Urban Schools: 3 semester hours

Prerequisites: Enrollment in the Minor in Urban Education or permission of the instructor. The capstone course for the Minor in Urban Education. Students design and implement a classroom-based, action research project in an urban school that integrates differentiated instruction, culturally relevant and sensitive teaching strategies, assessing children's learning to meet individual needs, and implementing inquiry-based projects.

TCH ED 5310 Instructional Design: 3 semester hours

Prerequisites: Graduate standing, TCH ED 5311, participation in an initial teacher preparation program, and consent of instructor. Students learn to design instruction using different teaching models, plan a teaching unit, select content, design assessment, and develop classroom climate and management strategies. Professional skills are developed through reflecting on one's own practice, using educational technology, and developing a professional portfolio. Ten hours of field experience are required outside of class time.

TCH ED 5310A Instructional Design: Lesson Planning for Elementary Education: 1 semester hour

Prerequisites: Graduate Standing. Skill development in planning teaching units, instructing lessons, selecting content, and using various teaching methods appropriate for use in elementary classrooms.

TCH ED 5311 Foundations Of Education: 3 semester hours

Prerequisite: Graduate standing. Students will learn the history of public education, the role of the teacher as a change agent, the influence of technology, and the impact of diversity of American classrooms. Ten clock hours of field work required.

TCH ED 5312 Differentiated Instruction: 3 semester hours

Prerequisites: Graduate Standing. Explores differentiated instruction as an approach to meeting the diverse instructional needs of all students in the classroom. Differentiated instruction can be used to enhance literacy developments of adolescent learners in functional literacy, content literacy, technological literacy and creative/innovative literacy. Twenty hours of field experience are required in addition to scheduled course time.

TCH ED 5800 Building Excellence In STEM Talent Professional Seminar: 1 semester hour

Prerequisites: Special consent required. A weekly professional seminar for the purpose of exploring how STEM content and pedagogical knowledge can embody the principles of instructional creativity. The seminar will use best practices engineering to produce a series of STEM lessons that use knowledge of subject concepts and project-based instruction relevant to students in local high-need schools. These lesson prototypes will be developed through the process of a cross-disciplinary InnoLab and improved upon during the internships in the schools. The seminar will take place in the ED ColLabitat and be attended by a series of academic, community, and corporate resources. Repeatable up to 4 credit hours.

TCH ED 5850 Topics In The Teaching Of Writing: 1-3 semester hours

Same as ENGL 4850. Prerequisite: ENGL 3100 or equivalent.

TCH ED 6010 Examining History, Community And Social Justice In Education: 3 semester hours

Addresses the issues of equity and social justice from the context of personal and educational history. Students will develop a cultural understanding of their own previous school, community and family experiences and generalize those findings to their current work as educators. They will develop an understanding of the historical foundations of American education and the role of the teacher to be a catalyst for change. Curriculum, instruction and learning will be examined through a variety of lenses including race, class, gender, ability, sexual orientation and religion to become culturally responsive teachers.

TCH ED 6020 Teacher Action, Advocacy And Leadership: 3 semester hours

Investigates the relationships among students, general and special education teachers, counselors, principals, parents, and other support and specialist personnel typically present in schools in Missouri and the changing roles of all these individuals as a consequence of general and special education reform initiatives. Develop systemic action plans and become advocates and leaders whthin the school and larger community for children, families, and the profession. Assists teachers to analyze and improve their management, planning and record keeping systems and professional development planning.

TCH ED 6115 Historical Thinking in Theory and Practice I: 3 semester hours

Same as HIST 6115. Prerequisites: Graduate Standing or consent of instructor. This course explores theoretical and research literature on historical thinking. It further examines effective teaching strategies and curriculum materials that facilitate historical thinking and reading skills while also broadening content knowledge. It will familiarize students with text and web-based resources available for instruction.

TCH ED 6116 Historical Thinking in Theory and Practice II: 3 semester hours

Same as HIST 6116. Prerequisites: HIST 6115 / TCH ED 6115 or consent of instructor. Building upon HIST 6115/ TCH ED 6115, this course emphasizes the design, implementation, and assessment of teaching materials and practices that foster historical thinking and reading. In this hands-on, action research course, students will focus on their own teaching materials and practices to improve their capacity to teach and assess students' historical thinking.

TCH ED 6200 Building Character and Competence with Diverse Learners: 3 semester hours

Prerequisites: Graduate Standing. This course introduces theories and offers research-based strategies, materials, and resources designed to meet the needs of diverse learners in elementary school settings, including those with special needs and English language learners. Students will also learn ways to promote character and citizenship development, cross-cultural communication, and positive behavior supports.

TCH ED 6210 Foundations Of Teaching English To Speakers Of Other Languages: 3 semester hours

Prerequisites: Graduate Standing. This course is an introduction to the historical, legal and pedagogical frameworks relating to Teaching English to speakers of Other Languages (TESOL) and bilingualism. Students explore current issues, trends and influential factors in second language acquisition (SLA) instructional and assessment models.

TCH ED 6220 Principles Of Second/Foreign Language Acquisition: 3 semester hours

Prerequisite: TCH ED 6210. This course is a research-based study of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors, as well as linguistic research about second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics and discourse, within a communicative framework, which directly relates to instructional strategies.

TCH ED 6230 Cross-Cultural Communication In The Classroom: 3 semester hours

Prerequisite: TCH ED 6210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intra-cultural communication. Within this theoretical context, students recognize their own socio-cultural identity and its impact on teaching models. Students develop strategies to enhance home, school and community relations.

TCH ED 6240 Assessment for Teaching English to Speakers of Other Languages: 3 semester hours

Prerequisites: TCH ED 6210 and TCH ED 6220 are recommended. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can inform instruction.

TCH ED 6250 Methods and Materials for Teaching English to Speakers of Other Languages: 3 semester hours

Prerequisites: TCH ED 6220, TCH ED 6230, and TCH ED 6240, or consent from instructor. Students integrate knowledge of second language acquisition research in instructional methodologies, linguistics, assessment models, and awareness of socio-cultural dynamics, in order to design and critique a unit plan including materials and needed technology support.

TCH ED 6260 Practicum in Teaching English to Speakers of Other Languages: 3 semester hours

Prerequisites: TCH ED 6220, TCH ED 6230, TCH ED 6240, and TCH ED 6250 or concurrently taking TCH ED 6250. Students observe and reflect on actual classroom practices, complete a student's needs analysis and placement test, and implement a unit plan in the classroom with reflection. This is a supervised field experience.

TCH ED 6350 Gender, Language & Identity: 3 semester hours

Same as GS 6350. Prerequisites: Graduate level standing. An interdisciplinary look at the ways gendered and racial identities are developed and shaped through language and culture. Readings will address the complex, yet sometimes invisible, ways that identity, language and gender intersect, creating and assigning roles, responsibilities, and possible selves to individuals and groups in a global world.

TCH ED 6440 Experiential Education: 3 semester hours

Prerequisites: TCH ED 6010. This course addresses facets of experiential learning beginning with the theoretical background. Reflection will be examined as a key component of the experiential learning cycle and reflective questioning techniques developed and practiced. Adventure education, cultural journalism, apprenticeship education and related areas will be investigated as approaches to experiential learning. Students will develop an understanding of the relationship between experience and learning and develop techniques for using that relationship to enhance learning in their own teaching situation.

TCH ED 6442 Outdoor Education Leadership: 3 semester hours

Prerequisite: TCH ED 6010 or permission of instructor. Explore concept of a bioregion and development of a sense of place using historic journals, land based essays, outdoor activities, research, discussion and personal reflection. Planning, teambuilding, outdoor leadership skills, regional ecology and culture will be addressed. A 3 day field experience will explore stream, canyon, forest, and cave ecosystems in cooperation with resource professionals. Cultural ad economic folkways of the region will be considered.

TCH ED 6444 Environmental Education: 3 semester hours

Activity-oriented coursework in developing environmental awareness, field and/or laboratory skills and techniques, and the use of environmental curricula. Materials and activities appropriate for a variety of educational settings, including outdoor locales, will be developed. This course is designed to give educators experience in developing and implementing environmental education curricula, especially in an outdoor setting.

TCH ED 6565 Enriching Learning through Multicultural Arts, Music, Physical Education & Health: 1 semester hour

Prerequisite: Graduate standing. Surveys the association between academic achievement and student participation in art, music, health, and physical education. Review research pertaining to the relationship between participation in the arts and physical education and language development, memory, creativity and learning in other subject areas.

TCH ED 6566 Cross-Curricular Connections with Multicultural Arts, Music, Physical Education & Health: 1 semester hour

Prerequisites: Graduate standing. Surveys research-based methods and strategies for implementing cross-curricular learning activities between the core subject areas and the arts, health, and physical education.

TCH ED 6880 Gateway Writing Project: 3-6 semester hours

Same as ENGL 6880. An intensive course in the writing process and the writing curriculum, designed for experienced teachers. Readings of current theory and research will be related to participants' experience as writers and as teachers. Topics may vary. may be repeated for credit. No more than 6 hours may be applied toward the M.Ed. Counts toward the Graduate Certificate in Teaching Writing.

TCH ED 6890 Seminar In Professional Writing For Teachers: 3 semester hours

Prerequisites: TCH ED 6880 and near completion of Graduate Certificate in the Teaching of Writing. Capstone seminar for the Graduate Certificate in the Teaching of Writing. Participants will pursue the dual role of writer/ writing teacher by designing individual projects with one of these emphases: (1) research writing based on a classroom inquiry into the teaching of writing; (2) expository and creative writing based on an inquiry into the teacher's own evolution as a writer. Seminar meetings will include both face-toface and on-line communication.

TCH ED 6909 Teacher Action Research I: 3 semester hours

Prerequisites: Graduate Standing Minimal of 21 hours of M.Ed coursework completed. Students learn the knowledge, skills and tools for systematic reflective practice in preparation for completing the Masters Capstone Action Research project in TCH ED 6910.

TCH ED 6910 Teacher Action Research Capstone: 3 semester hours

Prerequisites: TCH ED 6909 for teachers and all but the last 6 hours of the M.Ed. program or TCH ED 6909 or ED REM 6040 for non teachers. Students apply research knowledge, skills, and dispositions developed in TCH ED 6909 to an Action Research project, reflecting on and evaluating an aspect of one's own practice within a situated context. Students identify focused questions, collect and analyze data, using both analytic and practice tools, and review literature to research multiple factors in order to improve student learning. The research findings and insights will be shared in a public forum as a capstone for the M.Ed.

TCH ED 7100 Research in Literacy Studies: 3 semester hours

Prerequisites: Admission to the doctoral program. Participants will critically examine foundational, theoretical and historical work in the intersection of language, literacy and culture. An analysis of seminal research will explore related traditions and contemporary theories in literacy (K-12).

TCH ED 7200 Historical and Theoretical Foundations of Curriculum and Instruction: 3 semester hours

Prerequisites: Admission to the doctoral program. Examines foundational, theoretical and historical work in the field of Curriculum and Instruction. Students will read and analyze key texts, engage in discussions with peers and divisional faculty, build coherent and well-informed arguments, and apply new understandings to problems of practice.

TCH ED 7210 Issues And Trends in Content and Language Acquisition for English Language Learners: 3 semester hours

Prerequisites: Doctoral Standing. Analysis of current issues on simultaneous development of academic content and English language learning. Current trends in teaching English to Speakers of Other Languages (TESOL) include Sheltered Instruction Observation Protocol (SIOP), Teaching and Learning Cycle, Teaching Proficiency through Reading and Story Telling (TPRS), and English as an international language. Students will identify an area of inquiry, and design and complete a research project.