Undergraduate Study

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

Prerequisites: Completion of Level I requirements. 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 I 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 requirements; 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 requirements; 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 requirements; 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 requirements; 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 requirements; 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 requirements, 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 requirements. 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 requirements, 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: Completion of level I and II requirements 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 requirements, 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 requirements; 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 requirements, 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: ECH ED 3313, ECH ED 3314, ECH ED 4989, completion of Level II courses, concurrent enrollment in 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: Completion of 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: 2-3 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 6412A Foundations of Early Childhood Education: History, Philosophy and Current Trends: 1 semester hour

Prerequisites: Admission to Teach For America or Alternative Certification Program and must be practicing teacher with Bachelor Degree. A study of the various types of early childhood programs and the philosophy upon which they are based. Attention is directed to the history and philosophy of a variety of early childhood programs, current trends and issues in the early childhood education field, and parental involvement.

ECH ED 6412B Foundations of Early Childhood Education: Practice and Application: 1 semester hour

Prerequisites: Admission to Teach For America or Alternative Certification Program and must be practicing teacher with Bachelor Degree. A study of the various types of early childhood programs and the philosophy upon which they are based. Students analyze appropriate practice and program implementation. Students conduct an action research project pertaining to a relevant early childhood issue.

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: 2-4 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 and the diverse needs of children by considering culture, context, and family relationships. Must be taken concurrently with ECH ED 6536 if obtaining certification.

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.

ED ADM 6000 Seminar: 1-10 semester hours

.

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 Race and Culture in Educational Reform and Policy: 3 semester hours

Prerequisite: Graduate standing. Schools have played a pivotal role in mediating social tensions in the broader society over race and culture. However, many of the discussions in educational reform and policy fail to acknowledge how deeply that race and culture shape our thinking and influence our actions with regard to educational policy and reform. This course highlights how these factors have historically shaped and continue to shape the rhetoric and the reality of school reform and educational policies. In this course, students are encouraged to explore and examine the underlying assumptions about the purposes of schooling, the beliefs that underpin educational reform historically, and in contemporary society, and the actions by educational leaders and policymakers to change schools.

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 Policy Analysis: 3 semester hours

Prerequisite: Graduate standing. This graduate level course provides an introduction to education policy issues. Additionally, the course provides an overview of the tools and skills necessary to conduct policy analysis and research. The focus of the course is on PK-Post Secondary education policy in the United States. This course is cross-listed as PP ADM 6301 and POL SCI 6301.

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

Same as ED TECH 6449. Prerequisites: A course in measurement, statistics, or evaluation, or consent of instructor. 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: Graduate standing. 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 6703 Vision and Mission I: 3 semester hours

Prerequisites: B- or better in ED ADM 6701. Skill development in fostering staff collaboration and development of a shared vision of school purpose. Also explored are means of articulating the mission and goals that derive from the vision and purpose. Emphasis upon incorporating democratic principles in the implementation of the mission and vision.

ED ADM 6704 Data-Driven Instruction and Team Leadership I: 3 semester hours

Prerequisites: B- or better in ED ADM 6701. Preparation to use data as an asset in building high performance in schools, as an analytic tool, and a means of continuous measurement. Significant emphasis upon team building techniques and the use of data. Taken concurrently with ED ADM 6705.

ED ADM 6705 School Culture I: 3 semester hours

Prerequisites: B- or better in ED ADM 6701. Exploration of students' personal philosophy of education and underlying belief structure. Race and class issues are discussed, the causes of the Achievement Gap, issues building community support and practice engaging in "courageous" conversations. Taken concurrently with ED ADM 6704.

ED ADM 6706 Diagnostic and Strategic Planning: 3 semester hours

Prerequisites: B- or better in ED ADM 6703. Application of skills in developing, communicating and implementing a vision and mission for student success. Acquisition and application of skills used in diagnosing school conditions and data and developing action plans to address challenges in schools. Taken concurrently with ED ADM 6707.

ED ADM 6707 Supervision of Instruction II: 3 semester hours

Prerequisites: B- or better in ED ADM 6702. Acquisition of certification to conduct teacher observations and development of skills in conducting difficult conversations about practice. Evaluation of the quality of curricular practice based on research. Taken concurrently with ED ADM 6706.

ED ADM 6708 School Culture II: Equity and Cultural Competence: 2 semester hours

Prerequisite: B- or better in ED ADM 6701. Acquisition and application of strategies for effectively supporting student social and emotional learning, increasing student voice, and engaging families, as well as systems and structures for creating equitable opportunities for students.

ED ADM 6709 School Law and Regulation: 3 semester hours

Prerequisites: Graduate standing. 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 6710 Residency I: 3 semester hours

Prerequisites: B- or better in ED ADM 6706. The residency is a two semester course, taken in the second year of the Principal Preparation Program, designed to integrate learning from the previous and concurrent course work with real-world leadership experience. Residency requires activity in administrative leadership half-days, five days a week. Some travel and school visitations may be required. Information and data derived from the residency experience will be used in part to inform course work during the second year of the Program. ED ADM 6710 is taken concurrent with ED ADM 6708 and ED ADM 6709. Offered in Fall semester only.

ED ADM 6711 Data-Driven Instruction and Team Leadership II: 3 semester hours

Prerequisites: B- or better in ED ADM 6708. Study of a cycle of data collection strategies, analysis and interpretation, all leading to actionable steps supporting teachers in the use of data as a professional tool to improve learning. Uses data from the residency site.

ED ADM 6712 Management of Organizational Systems: 3 semester hours

Prerequisites: B- or better in ED ADM 6708. Reviews the operational systems that provide for the effective management of school operations. Includes study and analysis of safety, budgeting and staffing issues. Taken concurrently with ED ADM 6711.

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 6901 Elementary School Principal Field Experience: 3 semester hours

Prerequisites: Completion of 15 credit hours in either the MEd or EdS in Education Administration programs or consent of the 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 6902 Secondary School Principal Field Experience: 3 semester hours

Prerequisites: Completion of 15 credit hours in either the MEd or EdS in Education Administration programs or consent of the 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 6903 Superintendent Field Experience: 3 semester hours

Prerequisites: Completion of 15 credit hours in the EdS in Education Administration program or consent of the 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 6904 Special Education Director Field Experience: 3 semester hours

Prerequisites: Completion of 15 credit hours in either the MEd or EdS in Education Administration programs or consent of the 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 6905 Private School Leadership Field Experience: 3 semester hours

Prerequisites: Completion of 15 credit hours in either the MEd or EdS in Education Administration programs or consent of the 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. This section is recommended for individuals who do not plan to seek certification as a public school principal.

ED ADM 7050 The Research Process 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 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.

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 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 FND 6203 Political Contexts of Education: 3 semester hours

Prerequisites: Graduate standing. This course is a critical examination of those aspects of local, state, and federal politics which significantly influence the political contexts within which education policies are constituted and their concomitant practices implemented.

ED FND 6422 Analysis of Cultural Literacies: 3 semester hours

Prerequisites: Graduate standing. Students will conduct a critical study of community relations, examining strategies that strengthen diversity, relevance and inclusion, tap into community funds of knowledge, promote civil discourse and respectful dialogue, foster healing and resilience, and transform community education contexts.

ED FND 6430 Ecological Context of Urban Education: 3 semester hours

Prerequisites: Graduate standing. The issues facing urban education in the 21st century are not limited to what occurs within schools and school districts, but also emanate from the larger socio-historical, political, and economic forces in U.S. society. With its emphasis on the ecology of urban education, this course examines urban schools in relation to the communities they serve, and how other institutions such as businesses and faith-based institutions shape the dynamics of schools and communities. Students will explore critical social, cultural, and policy issues in urban education by taking a macro and an interdisciplinary approach. We will explore the historical, political, and economic factors that have shaped urban education.

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

.

EDUC 2002 Social Entrepreneurship: 3 semester hours

This course examines the mindsets, skills, and approaches that social entrepreneurs use to solve problems in society. Students will explore why social entrepreneurs do what they do, how they create positive change in people's lives, and how much impact they have at local to global scales. Students will identify sustainable models for social innovation, formulating social entrepreneurship action plans. Previous experience with, or the desire to become a social entrepreneur in the future, is not 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, or 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: B- or better in EDUC 4989, senior standing, or consent of instructor. Supervised field experience in an approved setting.

EDUC 4991 Internship III: 6 semester hours

Prerequisites: B- or better or concurrent enrollment in EDUC 4990 or consent of instructor. Supervised field experience in an approved setting.

EDUC 5006 Graduate Workshop: 1-10 semester hours

Prerequisite: Consent of instructor.

EDUC 6142 The History and Practice of Community Education: 3 semester hours

Prerequisites: Graduate standing. Students will explore the history of community-based education initiatives cultivating the insights, capacities and skill sets required to lead educational innovation, use information, media and technology effectively, strengthen cultural literacies, and engage in leadership and community development.

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 6442 Leadership in Community Education: 3 semester hours

Prerequisites: Graduate standing. Students will explore the leadership skills and capacities required for effective community-development efforts, including social innovation and entrepreneurship, adaptive management, cultural competence, and how to work with community collaborators to plan and implement inclusive projects.

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 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 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 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 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 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.

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 requirements. 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 requirements 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 Elementary Mathematics in Inclusive Settings I: 3 semester hours

Prerequisites: Completion of mathematics requirements in General Education. 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 includes number and operations in base ten, fractions, decimals, percents, and proportional reasoning. Additional field experience may be required.

ELE ED 4253 Teaching Elementary Social Studies in Inclusive Settings: 3 semester hours

Prerequisites: Admission to Teacher Education Program and completion of social science requirements in general education. This course explores the teaching of current social studies curricular content in elementary settings. Topics include US history, geography, civics and government, economics, culture, and technology, and the appropriate teaching methods and development of related instructional materials. Particular attention will be paid to how these topics and strategies might be adapted based upon students' cultural and linguistic backgrounds as well as special education services received. Ten (10) clinical hours required to complete course assignments.

ELE ED 4341 Teaching Science in Inclusive Elementary Schools: 3 semester hours

Prerequisite: Admission into Teacher Education Program required. An analysis of teaching science to K-6 students with emphasis on current science education trends, science curricular materials, and strategies of instruction.

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 requirements 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 requirements, 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 requirements. 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 requirements. 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 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 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 6253A Teaching Social Studies through Reading, Writing, and English Language Learning: A: 1 semester hour

Prerequisites: Admission to Teach For America or Alternative Certification Program; must be practicing teacher with Bachelor Degree. 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. There is an emphasis on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, the ability to help students make connections between new information and previous knowledge, and support students to transfer new information to real-life contexts and environments using critical thinking skills.

ELE ED 6253B Teaching Social Studies through Reading Writing and English Language Learning: B: 1 semester hour

Prerequisites: Admission to Teach For America or Alternative Certification Program; must be practicing teacher with Bachelor Degree. 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. There is an emphasis on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, the ability to help students make connections between new information and previous knowledge, 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: Completion of Level I requirements. 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: ELE ED 6337 and completion of Level I requirements. 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 6342A Addressing the Mathematical Needs of Students: A: 1 semester hour

Prerequisites: Graduate standing. Educators will learn instructional strategies for analyzing and addressing needs of students having difficulties understanding and becoming proficient in mathematics. This course will provide an overview of the current landscape of issues in mathematics education around the topic of learners who struggle, as well as introduce research-based approaches to help develop assessments for addressing needs of students having difficulties understanding and becoming proficient in mathematics.

ELE ED 6342B Addressing the Mathematical Needs of Students: B: 1 semester hour

Prerequisites: Graduate standing. Educators will learn instructional strategies for analyzing and addressing needs of students having difficulties understanding and becoming proficient in mathematics. This course will help students develop strategies for identifying and addressing student error patterns as well as introduce research based strategies to address the needs of students having 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 acquisition, 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 standing. 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 Disabilities 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.

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

Prerequisite: PSYCH 1003 or ED PSY 2212. 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 and Physical Education Programs: 3 semester hours

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

HLTH PE 3280 Human Anatomy and Physiology: 4 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: 3 semester hours

Prerequisites: Admission to the Teacher Education Program. 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: 3 semester hours

Prerequisites: Completion of Level II requirements 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.

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

Prerequisites: HLTH PE 4989, completion of Level III requirements, and taking the Missouri Content Exam (MOCA). This course is a five-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.

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. This course is taken concurrently with HLTH PE 4990 as a five-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.

HLTH PE 5989 Physical Education Professional Internship: 2 semester hours

Prerequisites: Completion of Level II 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.

MID ED 4246 Teaching Mathematics in the Middle School: 3 semester hours

Prerequisites: Completion of Level I and II requirements and 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 I and II requirements. 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: Completion of Level I requirements 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 review of research as the basis for current trends and practices.

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

Prerequisites: MID ED 4315 and completion of Level I requirements. 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 II requirements. 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: Completion of Level I and II requirements 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: Completion of 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 proceeding 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.

MID ED 4994 Practicum I/TESOL: Site-Based Experience: 3 semester hours

Prerequisites: Completion of Level I and Level II requirements. This course is an intensive professional development experience (2 days per week) working in a middle-level school setting with the English learners and other diverse 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 student achievement for linguistically and culturally 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 course work. Practicum I/TESOL is taken in the semester immediately preceding Practicum II.

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 2136 Facilities Management: 3 semester hours

This course will introduce the process of designing and maintaining facilities typically found in recreational environments. Emphasis will be placed on management theories, risk management, facility maintenance, operation and administration of various recreation facilities.

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 Diverse Learners: 3 semester hours

Prerequisites: SPEC ED 3318. A study of the special physical activity and exercise needs, interests, and challenges of diverse learners in modifying physical education, with considerable emphasis on the development of methods and competencies.

PHY ED 3267 Performance Analysis In Physical Education: 3 semester hours

Prerequisite: College level math. A study of quantitative and qualitative approaches, processes and instruments used in assessing student progress in physical education activities. Emphasis will be given to the application of statistical methods to the results of evaluations of human motor performance and the interpretation of those results as well as to the construction and administration of measurement instruments.

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 3330 Designing Physical Activity Programs: 3 semester hours

Prerequisite: HLTH PE 3284 or consent of instructor. Designing physical activity regimes for individualized and group programming based upon physical fitness assessment. Health, nutrition, age, physical fitness, and testing aspects are considered in developing specialized exercise programming based upon current research and best practices.

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

Prerequisites: Completion of 15 hours of level II requirements. 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 requirements. 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 hours of Level II requirements. 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 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 3931 Adult Exercise Leadership: 3 semester hours

Prerequisites: HLTH PE 3284 or equivalent. Study of the roles, functions, and skills necessary for those entering careers that promote fitness and regular exercise in adults.

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 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 6485 Theory Of Exercise and Cardiovascular Disease Risk Factor Management: 3 semester hours

Prerequisites: Completion of PHY ED 6484 or equivalent. A study of the effects of exercise on the basic epidemiology, physiology, and management of unavoidable and avoidable cardiovascular risk factors. Special attention will be given to the examination of the effect of exercise in the management of cardiovascular disease risk.

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 consent of 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.

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 Level II requirements. 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 requirements 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.