Courses : Academic Bulletin

Courses

Information about registering for classes on another campus may be found in the Enrollment section of this bulletin.

Course are generally organized by program areas within departments, Several areas are used by all departments. A general guideline of courses by departments within the School of Education and on the left-side bar follows

Counseling and Educational Psychology: counseling; educational inquiry methods; learning and development sciences/educational psychology

Curriculum and Instruction: art education; curriculum studies (doctoral courses); elementary and early childhood; gifted and talented education; mathematics education; multicultural and urban education; science and environmental education; secondary education; social studies education; special education

Educational Leadership and Policy Studies: educational leadership; higher education; higher education and student affairs; history, philosophy and policy studies

Instructional Systems Technology: computer education; instructional systems technology

Literacy, Culture and Language Education: includes courses in English, world language, English as a Second/New Language, Reading.

Courses across all departments: experimental courses; field experience methods; graduate education, in-service education; master's thesis

Art Education

The registrar's code for all School of Education graduate courses is EDUC. The number of credit hours assigned to each course is indicated in parentheses following the course title. The letter "P" following credit hours indicates prerequisites; the letter "C" indicates corequisites. Not all courses listed in this bulletin are offered every year. Inquiries concerning the availability or suitability of a particular course should be directed to the appropriate departmental chairperson.

EDUC-Z 501 Art Methods for Non-Art Specialist Educators (3 cr.) Introduction to visual art education content, issues, and pedagogy for non-art speciaslist educators in P-12 school or community settings. Emphases are on the exploration of visual art processes and techniques; contributions of visual art to thinking and learning; and approaches to curriculum planning that integrates visual art with non-art subjects. (BL)

EDUC-Z 503 Workshop in Art Education: Variable Title (1-6 cr.) An intensive professional development workshop for pre-service of practicing educators working in a range of educational settings. Emphasis is on the application of theory to practice; curricular trends and issues; instructional techniques and strategies; and the development of instructional plans and materials for general or particular populations.

EDUC-Z 510 Arts for Exceptional Children (3 cr.) Issues and practices affecting art education programs for artistically talented students. Past research and writings about identification, administrative arrangements, and preparation of teachers for artistically talented students are examined and evaluated.

EDUC-Z 511 Nonstudio Approaches to Art Instruction (3 cr.) Exploration of critical approaches to newer media, including film, video, television, and electronics, directed toward an art context. Emphasis on the development of critical skills and approaches to teaching about aesthetics, art criticism, and art history and toward integrating these with art production in classroom.

EDUC-Z 525 Philosophic and Historical Foundations of Art Education (3 cr.) Examination of social forces and competing philosophies that have shaped art education across a range of educational settings. Emphases are on emerging theories of artistic development and growth as well as the evolution of society-centered, child-centered, discipline-based, and visual culture philosophies of art education. Required for Art Education graduate students. (BL)

EDUC-Z 530 Curriculum for Artistically Talented Students (3 cr.) Study of issues related to curriculum design, adaptation, implementation, and evaluation for artistically talented students. Examines the requirement for public schools to offer special services and activities for gifted and talented students.

EDUC-Z 531 Advanced Methods and Materials for Artistically Talented Students (3 cr.) Examination and evaluation of advanced methods and materials for educating artistically talented students. Teaching techniques, learning styles of students, and other skills are discussed as well as selection, development, and evaluation of instructional materials.

EDUC-Z 532 Advanced Methods and Materials in Art Education (3 cr.) Advanced teaching methods and newer educational materials for art education designed to give art specialists opportunities to improve their skills and knowledge in relation to specific professional situations, including education of artistically talented students.

EDUC-Z 533 Arts and Crafts for Teachers (3 cr.) A flexible course planned to give experience in the use of wood, leather, textiles, ceramics, and other materials, with special emphasis on the application of design principles. Not open to art education majors.

EDUC-Z 550 Topical Seminar in Art Education: variable title (3 cr.) Course content will vary from semester to semester; this course may be repeated up to three times in a graduate program. Various topics, such as art and computers, women in art and education, understanding art testing, art curriculum theory and development, designing instructional materials, and current issues in art education, are examined and analyzed as they apply to contemporary art education.

EDUC-Z 590 Independent Study in Art Education (1-3 cr.) Individual research or study with an Art Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, Z590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-Z 700 Practicum in Art Education (1-6 cr.) P: Z500. Education experiences for prospective researchers; or supervised college teaching experiences; or administrative internships in some area of art education.

EDUC-Z 701 Art Education Practicum with Artistically Talented Students (3 cr.) Observation and participation experiences appropriate to education of artistically talented students. Participants will have firsthand experiences with students identified as gifted/talented in the arts.

EDUC-Z 750 Topical Doctoral Seminar in Art Education: Variable Title (3 cr.) Required for Art Education doctoral students. Critical examination of a range of contemporary issues and topics, including those related to learning, curriculum, pedagogy, visual culture or equity in art education. May be taken up to four times for credit.

EDUC-Z 760 Art Education Research Seminar (1-3 cr.) Required for Art Education doctoral students. Emphasis is on the analysis of research and scholarship in art education as well as the development of independent research and publication skills within a learning community. May be taken up to four times for credit.

Computer Education

EDUC-W 501 Integrating Technology in Teaching (1 cr.) P: Basic computer skills (e.g., MS Office). C: Field Experience. This course is designed to provide skills and experiences that will allow effective and appropriate integration of technology into teaching and learning activities. Class will teach developed lessons and activities to a group of students during field experience. B

EDUC-W 515 Technology Leadership (3 cr.) During this course, students will participate in several online learning modules including leadership and change, policy and procedure, technology budgeting, professional development, data analysis, and planning. I

EDUC-W 520 Instructional Technology (3 cr.) An exploration of computer-related technology, computer peripherals, and their applications across the curriculum. Technical issues and applications will be studied through research and projects using a variety of software and hardware. I

EDUC-W 531 Computers in Education (3 cr.) A survey of computer technology as applied to instructional processes. Students will be introduced to a variety of computer systems and to the ways computers are used in instruction and classroom management. I

EDUC-W 540 Computers in the Curriculum (3 cr.) Focuses on developing instructional techniques. Students will address instructional design issues, instructional strategies, and planning techniques. Also, students will explore modern trends in using educational technology and will examine issues of integrating computer technology into the classroom. I

EDUC-W 550 Research in Instructional Computing (3 cr.) Study of a variety of emerging technologies that have impacted the field of education in recent years. Students will examine current research in the field of educational technology. I

EDUC-W 590 Independent Study in Computer Education (1-6 cr.) Individual study or research for students exploring issues in educational technology. To be arranged with a technology faculty member in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily W590 will not be used for the study of material taught in a regularly scheduled course. This course is offered within IU system.)

Counseling

EDUC-G 502 Professional Orientation and Ethics (3 cr.) The psychological and educational foundations for counseling and guidance. Overview of counseling theories, practices, and organization.

EDUC-G 505 Individual Appraisal: Principles and Procedures (3 cr.) An analysis of statistical, psychometric, sociometric, and clinical principles crucial to professional interpretation of standardized and informal data regarding individual clients. Current issues/ controversies about ethnic, sex, cultural, and individual differences will be examined.

EDUC-G 509 Counseling Student-Athletes (3 cr.) This graduate seminar that will examines research, theory and discusses clinical training necessary to work with college student-athlete (SA) life-skills and counseling concerns. We will focus on academics, disordered eating, performance enhancement, gender differences in counseling, career development, additions, effects of injury/retirement, and experiences of specific SA groups (e.g., African-American, GLBT).

EDUC-G 510 Introduction to Alcohol & Drug Counseling (3 cr.) This course is an introduction to social and behavioral theories concerning the causation and maintenance of alcohol and drug addiction. The study and application of research-based theories will be emphasized. The history of alcohol and drug counseling and recent developments and issues in the field will also be discussed.

EDUC-G 522 Counseling Techniques (3 cr.) P: G502 or equivalent. Master's students must take G523 concurrently. Introduction to counseling theories and psychological processes involved in individual counseling.

EDUC-G 523 Laboratory in Counseling (3 cr.) P: Consent of instructor. C: G522 Laboratory experiences in counseling, analysis of counseling interviews, role playing, and closely supervised counseling in the laboratory setting.

EDUC-G 524 Practicum in Counseling (3 cr.) P: G502, G522, and G523. Closely supervised counseling practice with clients in the department's counseling laboratories or in approved field sites in schools or agencies. Intensive supervision. Special application required.

EDUC-G 532 Introduction to Group Counseling (3 cr.) C: G502 (for MS students). Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups.

EDUC-G 542 Organization and Development of Counseling Programs (3 cr.) Environmental and population needs assessment for program planning. Procedures for counseling program development and accountability/evaluation. Case studies.

EDUC-G 550 Internship in Counseling (3 cr.) Counseling experience in actual school or agency situations. Under direction and supervision of the counselor/ supervisor, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection.

EDUC-G 552 Career Counseling: Theory/Practice (3 cr.) An introduction to career development theory, psychological assessment for career planning, and sources and uses of career information in counseling.

EDUC-G 562 Intervention, Consultation and Program Development (3 cr.) Foundations and contextual dimensions of school counseling. Knowledge and skills for the practice of school counseling, developmental counseling. Program development, implementation, and evaluation. Consultation, principles, practices, and applications of needs assessment. Provides an overall understanding of the organization of schools and the function of the counselor and counseling program.

EDUC-G 563 Foundations of Mental Health Counseling (3 cr.) Foundations and contextual dimensions of mental health counseling. Program development, implementation and evaluation. Principles, practices, and applications of community needs assessment. Ethics. Examination of professional issues. Administration, finance, and management of mental health counseling services.

EDUC-G 567 Introduction to Marriage and Family Counseling (3 cr.) Analysis of historical context, theoretical formulations, counseling techniques/strategies, research findings, treatment issues, and ethical/social concerns in marriage and family counseling.

EDUC-G 568 Family Counseling (2-3 cr.) C: G524. Will focus on treatment models and specific counselor skills in the assessment and treatment of intergenerational family problems. The course will present strategies and tactics for family counseling. Students will be supervised in the use of these tactics and strategies in the required concurrent G524 1 credit hour practicum.

EDUC-G 573 Communication Skills and Interpersonal Relations in Counseling (3 cr.) C: G485, G502, or consent of instructor. A study of basic skills of interviewing: attending, encouragement to talk, paraphrasing, summarization of content, responding to feeling and summarization of feeling, when to use skills, situations in which different communications skills may be used.

EDUC-G 575 Multicultural Counseling (3 cr.) This course is designed to provide both a cognitive and guided training opportunity. It examines the influence of cultural and ethnic differences of counselor and client in counseling. Attention is given to theory, research, and practice. General cross-cultural dynamics as well as specific target populations are studied.

EDUC-G 580 Topical Seminar in Counseling and Guidance (1-3 cr.) An intensive study of theory and research of selected topics in counseling.

EDUC-G 581 Workshop in Counseling and Guidance (1-3 cr.) Individual and group work. Credit hours to be arranged at time of registration.

EDUC-G 584 Asian American Mental Health (1-3 cr.) This course addresses issues of Asian American ethnicity, culture, and race as they relate to mental health, psychopathology, and mental health services.

EDUC-G 590 Research in Counseling (1-3 cr.) P: Consent of instructor Individual study or research with a counseling faculty member.

EDUC-G 598 Seminar on Professional Issues (1-3 cr.) An examination of professional issues and trends in the field of counseling and their implications for practice.

EDUC-G 600 Proseminar in Counseling Psychology (1-3 cr.) Examination of the history, systems, issues, trends, ethical standards, and research findings that impact the role, function, and practice of providers of psychological services in the context of counseling.

EDUC-G 615 Psychopathology and Advanced Diagnosis (1-3 cr.) P: G505 or equivalent. Individual and group study utilizing the case study approach. Administration, scoring, interpretation of objective and projective personality tests. Special emphasis on relating assessment to therapeutic interventions.

EDUC-G 622 Advanced Theories of Counseling (3 cr.) P: G505, G524, and consent of instructor. Critical analysis and research investigation of leading theories of counseling and their implications for practice.

EDUC-G 624 Advanced Practicum in Counseling Psychology (1-6 cr.) Closely supervised practice in counseling in various agency settings. Special application required.

EDUC-G 632 Advanced Group Leadership: Counseling (3 cr.) A theoretical and applied basis for group leadership; integrates current theoretical knowledge with parallel experience in intervention and techniques. Leadership procedures, group dynamics and process, professional ethics, small group simulations, and close supervision.

EDUC-G 645 Psychoeducational Consultation (3 cr.) P: Consent of instructor. Psychological, educational, and sociological theories, models, and processes applied to human and organizational systems of change. Special attention to applying theory to practice and to differentiating between human and structural problems and interventions.

EDUC-G 647 Advanced Internship in Counseling (3 cr.) P: G524, G532, G615, and two semesters of G550. Supervised practice in counseling in various educational or school settings. This field-based experience may be a paid internship for EdS students in counseling. Course partially satisfies new counselor licensure requirements.

EDUC-G 654 Seminar in Career Development: Theory and Research (3 cr.) Examination of psychological basis and theoretical approaches to vocational development; review of research relevant to career development and career counseling.

EDUC-G 672 Human Sexuality: An Introduction to Therapy (3 cr.) An examination of the role of sexuality in human adjustment. Examination of common sexual needs and dysfunctions. Counseling for sexual adjustment.

EDUC-G 685 Seminar in Counseling Research Methods (3 cr.) An introduction and orientation to inquiries in counseling psychology; review and critical analysis of research reports in counseling psychology; and examination of supervised research experience.

EDUC-G 785 Topical Seminar in Counseling Psychology (1-3 cr.) An introduction and orientation to inquiries in counseling psychology; review and critical analysis of research reports in counseling psychology; and examination of supervised research experience.

EDUC-G 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in counseling psychology. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-G 799 Doctoral Thesis in Counseling Psychology (1-12 cr.) Credit may be earned over a period of several semesters. The thesis is to be an organized scientific contribution to the field of counseling psychology.

Curriculum Studies

EDUC-J 500 Instruction in the Context of Curriculum (3 cr.) First course for the master's degree in curriculum and instruction. Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.

EDUC-J 511 Methods of Individualizing Instruction (3 cr.) Students will critically examine several approaches to individualizing instruction. Emphasis is on developing strategies for determining characteristics of the learner and on creating a variety of classroom strategies designed to individualize learning (K-12). Course project is development of classroom instructional materials, in-service program design or proposal for research.

EDUC-J 538 M.S. Practicum/Internship (1-6 cr.) Supervised practice in a school or other approved agency. Includes performance in such roles as curriculum development, program evaluation, action research, staff training and development, consultation, or program development. A comprehensive report involving a systematic analysis of the practicum activity must be completed.

EDUC-J 602 Introduction to Curriculum Studies (1-3 cr.) P: Admission to doctoral program or consent of instructor. This seminar will introduce students to the field of curriculum studies. Students will investigate its history, become familiar with the structures that support ongoing discourses, and explore a variety of conversations currently taking place among curriculum study scholars. S/F grading.

EDUC-J 605 Independent Research Experience in Curriculum and Instruction (3 cr.) P: Y520 or equivalent. Provides doctoral students an opportunity to work closely with faculty in pursuing an individual research project early in their program.

EDUC-J 610 Staff Development Issues and Principles (3 cr.) P: Y 520 or equivalent Examines staff development issues and practices in elementary and secondary schools, especially as they relate to improvements in curriculum and instruction. Included is a discussion of needs assessment of teachers, goals for staff development programs, models and strategies, obstacles to implementation, and the evaluation of such programs.

EDUC-J 620 Leadership Models and Strategies (3 cr.) P: Doctoral or specialist candidate standing or permission of instructor. Includes a comprehensive study of the theory base for leadership, an analysis of leadership processes, an exploration of individual assets and liabilities of leaders, and an examination of leadership in groups.

EDUC-J 630 Curriculum Theory and Practice (3 cr.) P: J500 or doctoral student status, or consent of instructor. Explores fundamental dimensions of curriculum theory, such as the social construction of knowledge, curriculum as cultural mind set, political reality, and scholarly discourse. Examines varied ideological orientations to curriculum studies. Introduces basic concepts of curriculum design and provides opportunities for curriculum development.

EDUC-J 636 Educational Futures/Curriculum (3 cr.) Investigates the concept of "futures research" and the significance of the future for education. Topics include major problems of the future, probable developments with a bearing on curriculum, curriculum designs and models for the future, and related innovation techniques.

EDUC-J 637 Curriculum Development Process (3 cr.) The analysis and appraisal of goals and procedures used in creating, evaluating, and improving curricula. Critical consideration of theories, practices, and products of curriculum development.

EDUC-J 638 Curriculum/Instruction Practicum (3 cr.) P: Major or cognate field in curriculum or permission of instructor. Small-group or individual problem-oriented experiences in curriculum and instruction research, development, and evaluation. May be repeated once.

EDUC-J 650 Independent Study in Curriculum (1-3 cr.) Independent study of a selected topic under the guidance of a faculty member.

EDUC-J 655 Seminar in Multicultural and Global Education (1-3 cr.) P: Instructor approval. Offers students the opportunity to (1) examine major concepts, theoretical frameworks and educational responses associated with multicultural/global education; (2) heighten cross-cultural awareness; (3) explore possibilities of integrating multicultural/global education into a unified approach for curriculum development and research; (4) become leaders of multicultural/global education in their area of expertise.

EDUC-J 660 Seminar in the Evaluation of School Programs (3 cr.) P: Y520, Y535, or consent of the instructor. Explores the theoretical principles and field practices involved in the evaluation of educational programs. Students will conduct a program evaluation during the semester. Course may have a topical focus in a given semester.

EDUC-J 661 Materials nad Methods in Teacher Education (3 cr.) Concentrates on examining and critiquing various materials and methods currently being developed and used in teacher education. A major emphasis placed on developing and testing original materialsfor microteaching, simulation, and gaming, as well as concept and skill acquisition. Proposals for teacher training programs will also be developed.

EDUC-J 664 Seminar: Contemporary Curriculum Discourses (3 cr.) P: Admission to doctoral program. Critical analysis of selected contemporary curriculum and instructional discourses. Particular attention is given to theorizing during the last 25 years.

EDUC-J 670 History of Curriculum Thought in the United States (3 cr.) Examines the history of competing movements in American curriculum thinking and the individuals who created them, with attention to the cultural and institutional context within which they worked. Emphasis is placed on primary source readings and the position of curriculum thinking within an evolving national educational system.

EDUC-J 690 Internship in Curriculum (2-5 cr.) For persons about to enter positions as school administrators in charge of curriculum, curriculum supervisors, directors, or coordinators. Provides direct and supervised experience in the field.

EDUC-J 700 Teaching in the Teacher Education (1 cr.) P: Holding an associate instructorship or an internship in teacher education. Emphasizes a problems approach to teacher education and the context of one's own teaching. Discusses topics of current interest and how one might act at a personal and organizational level. May be repeated for a maximum of 3 credit hours. S/F grading.

EDUC-J 705 Seminar: Inquiry in Curriculum and Instruction (1 cr.) P: Completion of 57 graduate credit hours or permission from the instructor. Intended for students at a stage in their doctoral programs that requires them to begin conceptualizing their own doctoral dissertation research. Emphasis will be on analyzing and synthesizing a body of research in one or more of the specialized fields of study within curriculum and instruction. S/F grading.

EDUC-J 710 Paradigms and Programs in Teacher Education (3 cr.) This course provides an overview of teacher education paradigms, their underlying ideologies, and their historical and current manifestations. It will also analyze models of teaching and how they relate to alternative paradigms of teacher education.

EDUC-J 720 Inquiries into Preservice Teacher Socialization (3 cr.) This course focuses on program components and societal factors that affect the occupational socialization of preservice teachers. It examines different orientations to occupational socialization, research on how teacher education program components influence preservice teachers, and the societal forces that affect their socialization.

EDUC-J 762 Topical Seminar in Curriculum and Instruction Issues: variable title (3 cr.) Intensive study and discussion of current topics selected from the general area of curriculum and instruction. Areas might include teacher preparation, international perspectives, educational computing, or program assessment. Opportunities provided for participant inquiry from the specialized perspective of students enrolled. May be repeated for up to 6 credit hours.

EDUC-J 762 Topical Seminar in Curriculum and Instruction Issues: variable title (3 cr.) Intensive study and discussion of current topics selected from the general area of curriculum and instruction. Areas might include teacher preparation, international perspectives, educational computing, or program assessment. Opportunities provided for participant inquiry from the specialized perspective of students enrolled. May be repeated for up to 6 credit hours.

EDUC-J 795 Dissertation Proposal Preparation (1-3 cr.) P: J705. C: J705. This course is for the development of a dissertation proposal in curriculum and instruction. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-J 799 Doctoral Thesis in Curriculum and Instruction (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

Educational Inquiry Methodology

EDUC-Y 500 Computer Laboratory for Educational Statistics (0-1 cr.) This laboratory course is designed to accompany courses in educational statistics. Use of statistical software, interpretation of analysis results, and conceptual discussion of statistical concepts and principles are included in this laboratory. The management and use of large data sets may be included in some laboratory offerings. (BL /IUPUI)

EDUC-P 501 Statistical Method Applied to Education (3 cr.) An introduction to statistical methods needed for basic data analysis in education. Includes an introduction to distribution of variables, measures of central tendency, variability, hypothesis testing, correlation techniques, one-way analysis of variance, and simple regression analysis. Emphasis is placed on theoretical and computational skills.

EDUC-Y 502 Intermediate Statistics Applied to Education (3 cr.) P: Basic mathematical and algebra skills, and knowledge of research concepts as might be learned in an introductory statistics or research course. Review of descriptive statistics; correlation and regression; multiple regression; inferential statistics e.g., t- test; analysis of variance; one- and two-way factorial designs; analysis of covariance; and categorical data analysis e.g., chi-square.

EDUC-P 507 Assessment in Schools (3 cr.) Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.

EDUC-Y 510 Action Research I (3 cr.) An introduction to the basic philosophy and methods of action research. Students will design an action research project and write a proposal. Students will learn how to conduct action research. This course emphasizes the selection of an area of focus, collection of data, organization, analysis and interpretation of data, as well as decisions about the appropriate actions to take based on findings. (This is not a core inquiry course for Ph.D. students.)

EDUC-Y 515 Foundations of Educational Inquiry (3 cr.) Examination of the nature and purpose of educational inquiry with a focus on topics in social science/epistemology.

EDUC-Y 527 Educational Assessment and Psychological Assessment (3 cr.) P: P501 and Y520 Theoretical foundations for assessing educational and psychological constructs, with application to tests and alternative assessment procedures; methods for estimating reliability and validity; and techniques for scale construction, including attitude, personality, interest, aptitude, and performance.

EDUC-Y 521 Methodological Approaches to Educational Inquiry (3 cr.) Introduction to the various methodological approaches to the conduct of social science inquiry in general and educational inquiry in particular. Focus on the epistemological implications of methodological choices.

EDUC-Y 525 Survey Research Methodology (3 cr.) P: Y520 or Y521 and Y502. This course introduces students to social survey research, with particular emphasis on questionnaire design. Specifically the educational goals for the course include: (1) designing survey items that match research questions and plans for analysis, (2) understanding concepts, terminology related to questionnaire design and the fundamental steps of conducting survey research, (3) critical reading of survey research, (4) developing an awareness of current issues and important problems in questionnaire desi9tgn, and (5) developing a theoretical and epistemological framework within which to understand the ambitions, limitations, history and practice of survey research

EDUC-Y 527 Educational Assessment and Psychological Assessment (3 cr.) P: P501 and Y520. Theoretical foundations for assessing educational and psychological constructs, with application to tests and alternative assessment procedures; methods for estimating reliability and validity; and techniques for scale construction, including attitude, personality, interest, aptitude, and performance.

EDUC-Y 530 Topics in Computer Analysis of Educational Data (1-3 cr.) P: Y502 or equivalent. Use of computers in educational research. Topics include operating systems, file generation and management, screen editing, packaged statistical programs, batch and interactive operation, libraries of statistical procedures, microcomputer applications, and library-related computing research tools.

EDUC-Y 535 Evaluation Models and Techniques (3 cr.) P: Y520 or equivalent. An overview of evaluation as an inquiry process, including a discussion of the history of evaluation and the state of the art. Frameworks and models for planning evaluation studies are discussed and applications are demonstrated. Criteria for evaluating studies, steps for writing evaluation proposals and reports, and techniques for the collection of information are discussed. This course is similar to J660. Credit may not be earned in both courses.

EDUC-Y 590 Independent Study in Inquiry Methodology (1-3 cr.) P: Y520 or equivalent Individual research or study with an Inquiry faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, Y590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-Y 600 Methodological Implications of Social and Psychological Theories (3 cr.) Introduction to social and psychological theories that inform current methodological theory and practice including those developed by Freud, Piaget, Levi-Strauss, Weber, and Marx. This introduction forms the basis of an exploration of methodological concepts such as a validity and inference in terms of their social and psychological foundations.

EDUC-Y 603 Statistical Design of Educational Research (1-3 cr.) P: Y502 or consent of instructor. Topics covered include distribution of random variables, estimation, statistical hypotheses, and analysis of trend data. Also included is analysis of variance: groups-within treatments, simple factorial, split plot, mixed, nested, and other higher dimensional analysis.

EDUC-Y 604 Multivariate Analysis in Educational Research (3 cr.) P: Y502 or consent of instructor. Multivariate normal distribution, multivariate correlational analysis, covariance matrix, testing hypotheses of covariance matrices, principal components and factor analysis, canonical correlations and variables, multiple discriminant functions.

EDUC-Y 611 Qualitative Inquiry in Education (3 cr.) P: Y520 H510 or consent of instructor. Examination of qualitative approaches to educational inquiry e.g., case study, naturalistic inquiry, educational anthropology, educational connoisseurship, and criticism. Exploration of methods for collecting and analyzing qualitative data, criteria for field studies, and approaches to writing up field studies.

EDUC-Y 612 Critical Qualitative Inquiry I (3 cr.) P: Y520 or Y521. This first course in the sequence provides an introduction to critical social theory as it emerges through the context of qualitative research. Students begin corresponding field work, including both data collection and analysis.

EDUC-Y 613 Critical Qualitative Inquiry II (3 cr.) P: Y612. This second course in the sequence continues the exploration of social theory and methodology by providing an opportunity for students to follow through on fieldwork and analysis started in Y612 and by examining some theory left implicit in Y512. The course will include opportunities to begin writing methodological texts (taught previously under Y750).

EDUC-Y 617 Psychometric Theory (3 cr.) P: Y502 and Y527. Study of psychometric theories and procedures, including derivation of reliability and validity indices, and statistical techniques for advanced test analysis; critical review of issues in educational and psychological assessment.

EDUC-Y 630 Narrative Theory and Inquiry (3 cr.) P: YP611 or Y612. Examines narrative theory and its connection to narrative approaches in inquiry. Explores the use of narrative in qualitative inquiry, and practices methods of collecting and analyzing narrative data.

EDUC-Y 631 Discourse Theory and Analysis (3 cr.) P: YP611 or Y612. Examines the roots of the discourse analytic field in qualitative research. Explores current trends in discourse theory and analysis. Examines exemplars and provides opportunities to engage in discourse analytic methods.

EDUC-Y 635 Methodology of Educational Evaluation (3 cr.) P: Y535 or consent of instructor. Multidisciplinary methods for organizing, collecting, and processing evaluative information; presentation of problems in evaluation methods of inquiry, and use of methods from other disciplines to alleviate these problems. Emphasis will be on the transfer of appropriate methods and techniques to evaluation problems.

EDUC-Y 637 Categorical Data Analysis (3 cr.) P: Two statistics courses at the graduate level (i.e., Y502 & Y604), or consent of instructor. The analysis of cross-classified categorical data. Loglinear models; regression models in which the response variable is binary, ordinal, nominal, or discrete. Logit, probit, multinomial logit models; logistic and Poisson regression. Course is equivalent to STAT-S 637.

EDUC-Y 639 Multilevel Modeling (3 cr.) P: Two statistics courses at the graduate level (i.e., Y502 & Y604), or consent of instructor. Introduction to the general multilevel model with an emphasis on applications. Discussion of hierarchical linear models, and generalizations to nonlinear models. How such models are conceptualized, parameters estimated and interpreted. Model fit via software. Major emphasis throughout the course will be on how to choose an appropriate model and computational techniques. Course is equivalent to STAT S639.

EDUC-Y 645 Covariance Structure Analysis (3 cr.) P: Two statistics courses at the graduate level (i.e., Y502 and Y604), or consent of instructor. Path analysis. Introduction to multivariate multiple regression, confirmatory factor analysis, and latent variables. Structural equation models with and without latent variables. Mean-structure and multi-group analysis. Course is equivalent to STAT-S 645.

EDUC-Y 650 Topical Seminar in Educational Inquiry Methodology (3 cr.) P: 6 hours of basic inquiry methodology course work. Advanced study of research and theory on selected topics in qualitative or quantitative inquiry methodology. (Bloomington/Indianapolis)

EDUC-Y 655 Longitudinal Data Analysis (3 cr.) P: Two statistics courses at the graduate level, or consent of instructor. Introduction to methods for longitudinal data analysis; repeated measures data. The analysis of change-models for one or more response variables, possibly censored. Association of measurements across time for both continuous and discrete responses. Course is equivalent to STAT-S 655.

EDUC-Y 660 Affinity Research Group (1-6 cr.) P: Consent of instructor. Study and research support groups formed on the basis to mutual interests to generate new curriculum and research projects integrating previous coursework under the guidance of a faculty member. The work of these groups could continue over the course of several semesters to develop research papers, presentations, books , or conduct empirical research as a team.

EDUC-Y 671 Knowledge, Reflection & Critique in Methodological Theory (3 cr.) P: Y611 or Y612. This course examines the concept of reflection in epistemological theories as these have historically developed from Kant to the contemporary period. Kant’s philosophy introduced reflection to the theory of knowledge through his development of transcendental logic. The contribution this made to epistemology was lost in the growth of “positive science” from its beginnings in the 19th century to the paradigmatic status it attained in sciences of all types by the early 20th century: a status it retains to this day. Less visible traditions in epistemology took Kant’s insights in many different directions: hermeneutics, critical theory, psychoanalytic theory and the cognitive and moral development theories of Piaget, Vygotsky and Kohlberg. This history will be covered in the course, along with direct applications of reflection to research methodology (taught previously under Y650).

EDUC-Y 672 Communicative Action Theory (3 cr.) P: Y611 or Y612. This course focuses exclusively on both volumes of Habermas’ The Theory of Communicative Action Volumes One and Two. The Theory of Communicative Action (TCA) has direct implications for all social research, both in methodological and substantive ways. Methodologically, TCA provides a core theory of reason and validity, action and meaning, and a bifurcated concept of the social (lifeworld and system) having implications for research design and data analysis. Substantively, the theory of communicative action is suggestive for formulating research questions and determining the communicative action is suggestive for formulating research questions and determining the vocabulary through which to articulate findings. It also provides a framework for ascertaining the significance of research findings. These statements are true for all types of social research, quantitative as well as qualitative, having a micro as well as a macro or combined focus. (Taught previously under Y650).

EDUC-Y 690 Advanced Independent Study in Inquiry Methodology (1-3 cr.) P: Consent of instructor. Individual research with an Inquiry faculty member on a advanced methodology topic, arranged prior to registration. A short proposal should be submitted during the first week specifying the scope of the project, completion date, and products. Y690 is not for material taught in a regularly scheduled course. May be repeated for a total of 6 cr.

EDUC-Y 750 Topical Seminar in Educational Inquiry Methodology: variable title (3 cr.) P: 9 credit hours of pertinent 500- and 600-level inquiry courses. Study of selected advanced methodological topics encountered in educational research and exploration of recent developments in inquiry methods.

EDUC-Y 795 Dissertation Proposal Preparation (3-1 cr.)

EDUC-Y 790 Doctoral Thesis in Inquiry Methodology (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

Educational Leadership

EDUC-A 500 Introduction to Educational Leadership (3 cr.) This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administrations.

EDUC-A 508 School Law and the Teacher (1-3 cr.) A508 focuses primarily on legal concerns affecting teachers in public secondary schools. Topics include tort liability, church-state relations, expression rights, children with disabilities, conditions of employment, discrimination and harassment, student testing, collective bargaining, teacher lifestyle choices, copyright concerns, teacher contracts and dismissal, and student discipline.

EDUC-A 510 School-Community Relations (3 cr.) This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using the community resources in instruction, and planning school-community relations programs.

EDUC-A 515 Educational Leadership: Teacher Development and Evaluation (3 cr.) The primary goal is to develop the knowledge, interpersonal and leadership skills that can be applied in the leadership for the improvement of instruction. Models of supervision and evaluation will be examined, but the major focus will be to examine the context for change in today's schools and apply leadership knowledge to the task of direct assistance, group development, professional development, curriculum development, and action research.

EDUC-A 560 Political Perspectives of Education (3 cr.) This course focuses on theoretical and conceptual approaches useful in describing, explaining, and predicting political behavior related to schools. Forces for continuity and change at local, state, and federal levels are explored.

EDUC-A 590 Independent Study in Educational Leadership (1-3 cr.) Individual research or study with an educational leadership faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, A590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-A 600 Problems in Educational Leadership (1-3 cr.) P: A500 or equivalent. This course is designed to identify practical school problems, determine issues, explore alternative solutions, and investigate implications of various actions.

EDUC-A 608 Legal Perspectives on Education (3 cr.) This course entails an overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupil rights, staff-student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation.

EDUC-A 615 Advanced School of Law (1-3 cr.) P: 608 or equivalent and consent of instructor. This course considers current constitutional and statutory provisions and court decisions affecting the administration of public schools. Particular attention is given to current legal concerns.

EDUC-A 624 Educational Leadership: The Principalship K-12 (3 cr.) This course engages students in a dialogue around building a professional learning community leading to instructional program coherence committed to the success of all students. Students complete their leadership platform as a part of this course.

EDUC-A 624 Economic Dimensions of Education (3 cr.) This course provides an introduction to economic thinking concerning K-12 education as well as the theory and practice of funding K-12 schools. Topics include economics and educational leadership, efficiency, equity, liberty, sources, and characteristics of school revenue, and school funding distribution systems.

EDUC-A 631 Microeconomics Applications to Education (3 cr.) Course provides an overview of how microeconomic theories and models can be used to examine a wide variety of issues in both K-12 and postsecondary education. Topics include resource allocation, economic theory of individual behavior, investment in human capital, school choice and the return of education, application of demand and supply to education, the costs of production of education, theories of education pricing and funding, and labor markets for education professionals.

EDUC-A 635 Public School Budgeting and Accounting (3 cr.) This course explores the normative and positive aspects of financing K-12 public education. After a rigorous introduction to the foundation of school finance theory, the course will investigate the concepts and practices of effective budget management.

EDUC-A 636 School Finance in P-12 Education (3 cr.) P: A635 & Y502. In this course, students will learn about current research that is being conducted on how P-12 education is financed. The course will cover taxation for education, school funding formulas, equity and adequacy of school funding, funding and student performance, vouchers, and labor market issues.

EDUC-A 638 Public School Personnel Management (3 cr.) P: A500 or equivalent. This course explores the background, present conditions, and future directions of school personnel management. It entails development and implementation of a school personnel management program; examination of problems and issues.

EDUC-A 640 Planning Educational Facilities (3 cr.) This course focuses on the basic concepts in planning educational facilities as they relate to educational needs. It covers educational specifications for learning environments, and renovation and modernization of school buildings.

EDUC-A 650 Collective Bargaining: Education (3 cr.) This course is an introduction to collective bargaining as it is carried on in public school systems, with special emphasis on Indiana Public Laws 217 and 254. Practical experience through visitation, simulation, and interaction with parties to bargaining is provided.

EDUC-A 653 The Organizational Context of Education (3 cr.) P: A500. This course examines organizational factors in terms of impact on human behavior and student learning and the critical role of administrative policies and practices in shaping the organizational context. Alternative organizational designs and administrative strategies are studied in terms of their effectiveness under specified conditions.

EDUC-A 670 Topical Seminar in Educational Leadership (1-3 cr.) P: Master's degree and consent of the instructor. Advanced students investigate and discuss current issues, developments, and concerns bearing on educational leadership. Specific topics vary each semester.

EDUC-A 671 Planning and Change in Educational Organizations (3 cr.) This course uses change scenarios at the school and district level to facilitate the application of planning and change principles. Students are required to produce personal change paradigms and critique contemporary restructuring and transformational models.

EDUC-A 672 Moral Dimensions of Leadership (3 cr.) This course examines the concept of leadership from a political, historical, and social framework, with emphasis on values and ethics in the leader-follower relationship. Topics include analysis of change processes, conflict, power, and transformation.

EDUC-A 675 Leadership in Special Education (3 cr.) P: K505 and A500. This course addresses the historical and contemporary study of political, economic, and social factors that have influenced or are influencing the development and evolution of educational programs and services for students and adults with disabilities. Implications for district and site- level leadership practice are emphasized.

EDUC-A 680 Education Specialist Seminar (Educational Leadership) (3 cr.) P: Consent of instructor. This course, taken near completion of degree requirements, permits interaction with practicing school administrators and others with expertise in educational leadership. The student prepares an "issues" paper, the subject of which may be discussed in the final oral examination.

EDUC-A 695 Practicum in Educational Leadership (1-3 cr.) P: Consent of instructor. This course provides for closely supervised field experience in various areas of educational leadership.

EDUC-A 710 Research in School Law (3 cr.) P: A608 or equivalent and consent of instructor. Students pursue in-depth research on specific topics pertaining to interpretations of constitutional and statutory law applying to education.

EDUC-A 720 Workshop on Selected Problems in Educational Leadership (1-3 cr.) Individual and group study. One credit hour is offered for each week of full-time work.

EDUC-A 735 Building Unified Systems Inclusive of Students with Disabilities (3 cr.) P: A675 This course entails applied research in the transformation of special education as a parallel and separate system to a unified system. Using problem-based learning strategies, participants use contemporary examples of school districts along a continuum to plan and design alternative systems of service delivery.

EDUC-A 754 Seminar in Research in Educational Leadership (3 cr.) Limited to candidates for the doctorate with a major or minor in educational leadership. This course focuses on the study of research design, techniques, and procedures applicable to research problems in administration.

EDUC-A 785 Internship in Educational Leadership (1-6 cr.) P: Consent of instructor and advanced graduate standing. This course involves a supervised experience working in schools, agencies, or institutions. S/F grading.

EDUC-A 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in educational leadership. Students should be finished or nearly finished with program course work.

EDUC-A 799 Doctoral Thesis in Educational Leadership (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area. S/F grading.

Learning and Developmental Sciences/Educational Psychology

EDUC-P 501 Statistical Method Applied to Education (3 cr.) An introduction to statistical methods needed for basic data analysis in education. Includes an introduction to distribution of variables, measures of central tendency, variability, hypothesis testing, correlation techniques, one-way analysis of variance, and simple regression analysis. Emphasis is placed on theoretical and computational skills.

EDUC-P 506 Topical Workshop in Educational Psychology (0-3 cr.) Individual and group study of selected topics in the field of educational and school psychology.

EDUC-P 507 Assessment in Schools (3 cr.) Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.

EDUC-P 510 Psychology in Teaching (2-3 cr.) Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems and of the teacher's assumptions about human behavior and its development. Intended for current and prospective classroom teachers who are working toward a master's degree.

EDUC-P 510 Gerontology: Multidisciplinary Perspectives (3 cr.) Multidisciplinary perspectives on aging. Topics include: research methods; demographics; historical and cultural aspects of aging; biological and social theories of aging; physical, cognitive, and personality changes in old age; physicsal and mental health in old age; social relationsips in old age; and death. Implications for social policy are emphasized.

EDUC-P 514 Life Span Development: Birth to Death (3 cr.) A survey course of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications for all life stages from birth to death.

EDUC-P 515 Child Development (3 cr.) Major theories and findings concerning human development from birth through the elementary years as they relate to the practice of education. Topics include physical development, intelligence, perception, language, socioemotional development, sex role development, moral development, early experience, research methods, and sociodevelopmental issues relating to education.

EDUC-P 516 Adolescent Development (3 cr.) Examination of major theories and findings concerning biological, cognitive, social, and emotional development during adolescense, emphasizing educational and clinical implications. Topics may include puberty and adolescent health, identity development, decision-making, the role of families, peers and romantic relationships, schools and achievement, and socioemotional problems in adolescence.

EDUC-P 517 Adult Development and Aging (3 cr.) Development in early, middle, and late adulthood. Topics include: development research methods; racial and ethnic diversity in adult development; social relationsips in adulthood; work, leisure, and retirement; changes in health, sensory, cognitive, and personality functioning; coping; mental health interventions; and communicating with the elderly.

EDUC-P 518 Social Aspects of Aging and Aging Families (3 cr.) This course explores the social, familial, resource needs, and unique life problems of older adults. Contemporary responses to these needs and conditions by the public health and social systems are examined. The course involves critical analysis based on theory and research of current social events relating to issues in aging.

EDUC-P 525 Psychological Issues in Education (3 cr.) P: Graduate standing. Historic, current and emergent issues in psychology and education are explored. Issues are selected that reflect psychological theory and that have practical implications for education. While designed for teachers and other educators, students from all disciplines are invited.

EDUC-P 526 Theory and Method in Educational Psychology (2-3 cr.) The major conceptual systems and methodologies that shape educational, school, and counseling psychology. For students majoring in educational, school, or counseling psychology.

EDUC-P 530 Instructional Psychology (3 cr.) Psychological concepts, research, and methods related to instruction and effective teaching. Instruction is considered in both school and nonschool settings, and in both teacher- conducted and instructor-free modes. Topics include relevant theories of instruction, knowledge representation, problem solving, cognitive strategies, transfer, and instructional decision making.

EDUC-P 540 Learning and Cognition in Education (3 cr.) Survey of theoretical positions in the areas of learning and cognition, with emphasis on their relevance for the design of classroom learning situations.

EDUC-P 544 Applied Cognition and Learning Strategies (3 cr.) Survey of applied cognitive psychology, including information processing, schema theory; cognitive and metacognitive learning strategies; reading comprehension; mnemonic devices and other study skills; expert-novice research; technology related learning supports; process and protocol analysis; problem representation and problem solving in math; and new assessment tools and measures.

EDUC-P 545 Educational Motivation (3 cr.) Examines motivation as a theoretical construct, as a research topic, and applications to educational contexts. Course emphasizes cognition-motivation link.

EDUC-P 550 Cognition and Semiotics (3 cr.) Survey of theory and research in cognitive science, with emphasis on the relation between semiotic systems of representation and cognition.

EDUC-P 566 Social Psychology in Education (3 cr.) P: P525 of consent of instructor. Application of social-psychological concepts and principles in education: role theory, attitude theory and measurement, attitude formation and change, leadership, group dynamics, social perception, communication and interaction, organizations, theory and methodology in social psychology.

EDUC-P 570 Managing Classroom Behavior (3 cr.) An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupil's problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules and group processes. Designed for teachers, administrators and pupil personnel workers.

EDUC-P 571 Proseminar in Learning Science (1 cr.) Presentations by learning science faculty and students as well as invited speakers from throughout the world. Students enroll each semester until the accumulate 5 credit hours. Students will discuss and write critiques of presentations as well as make a presentation.

EDUC-P 572 Introduction to the Learning Sciences (3 cr.) The course is a review of the major philosophies, methodologies, and conceptual systems that shape the learning sciences.l

EDUC-P 573 Learning Science Apprenticeship (3 cr.) Across two semesters, students work in research laboratories of learning science faculty and meet weekly as a group to reflect, discuss, and collaborate. Students will write a research proposal for their use in Learning Science Apprenticeship II.

EDUC-P 574 Topical Seminar in Learning Sciences (1-3 cr.) Special topic seminars by learning science faculty or visiting scholars. Potential topics include higher education pedagogy, embodied cognition, gaming/simulation in problem solving.

EDUC-P 575 Developing Human Potential (3 cr.) Theory and techniques of humanistic psychology as they relate to the helping professions. A variety of readings and experiences emphasize applications in human relations skills, self-image, values, and stress management. Course assignments include applications to both personal and professional life.

EDUC-P 590 Independent Study in Educational Psychology (1-3 cr.) Individual research or study with an Educational Psychology faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, P590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-P 591 Cognitive Assessment and Intervention (4 cr.) Historical and current theories of intellectual functioning. Supervised practice in the use and interpretation of major individually administered measures of cognitive behavior. Emphasis on ethical test use in a diverse society and linking assessment results to cognitive behavioral and self- monitoring interventions for children and adolescents.

EDUC-P 592 Academic Assessment and Intervention (4 cr.) P: P591 or consent of the instructor. Major approaches and procedures for individual assessment and intervention with students experiencing academic difficulties. Supervised practice with curriculum-based and norm-referenced instruments in general achievement areas, adaptive behavior, and early childhood assessment. Emphasis placed on linking assessment and classroom intervention for students with disabilities and culturally diverse populations.

EDUC-P 595 Practicum in School Psychology (3-1 cr.) P: Consent of instructor. Supervised experience in various educational settings. Use of psychometric techniques with children, advising on decisions about children, and conferences to aid children's academic and social efficiency. May be repeated.

EDUC-P 596 Internship in School Psychology I (1-6 cr.) P: Consent of instructor. Supervised, intensive field experiences in a school setting for a full academic year for Ed.S. students in School Psychology.

EDUC-P 600 Topical Seminar in Learning, Cognition, and Instruction (3 cr.) P: Previous graduate course work in learning, cognition, or instructional psychology. A seminar involving an intensive analysis of the research and theory on selected topics in learning, cognition, and instruction, as well as implementation issues in an educational environment.

EDUC-P 622 Social Development (3 cr.) P: 12 hours of graduate coursework. Social development from birth to young adulthood. Topics include: attachment relationship; self-concept and understanding of others; temperament and personality; parent-child relationships; sibling relationships; friends and peer relationships; and the development of agggression. Implications of theory and research for educators and clinical practitioners are emphasized.

EDUC-P 623 Advanced Child Development (3 cr.) P: P515 or equivalent. Seminar for doctoral students in issues of human development covering infancy, preschool, and elementary school ages. Emphasis is placed on the educational implications of development. Readings include current theory and research articles.

EDUC-P 624 Brain Research Applied to Educational and Clinical Practice (3 cr.) P: 12 hours of graduate coursework. Research in developmental neuropsychology applied to educational practice and to clinical practice in school psychology and counseling psychology. Topics include: the interaction of biology and experience; child maltreatment and brain development; implications of brain research in the development of attention, memory, self- regulation, language, reading, mathematics, temperament, emotions/depression, attachment, and aggression.

EDUC-P 625 Fmaily Processes and Child/Adolescent Development (3 cr.) P: 12 hours of graduate coursework. Areas of family process are examined in relation to child and adolescent development. These include the parenting subsystem (attachment, styles, beliefs, practices, and corporate punishment), the marital subsystem (conflict, divorce, remarriage), and the family system. The effects of child temperament, culture, and poverty will be emphasized. Implications of theory and research for educational and clinical practice will be emphasized.

EDUC-P 631 Theorizing Learning in Context (3 cr.) P: P572. Course examines and analyzes the fundamental ideas about learning and knowing that engage the field. Specifically, this course will consider four aspects of knowing and learning: epistemological perspectives; cognitive development; motivation; and learning theory.

EDUC-P 632 Designing for Learning in Context (3 cr.) P: P572. Course examines current design frameworks based on contemporary learning theory, experiencing exemplary learning environments, and understanding the resulting research. The goal of this course is the ability to design learning environments that have a local impact on the learners as well as a scholarly impact.

EDUC-P 633 Capturing Learning in Context (3 cr.) P: P572. Course examines theories and methods for capturing, supporting, and assessing knowing and learning as it occurs in Context, in order to build theory while refining practice. Each student will carry out and document knowing and learning in at least one context using at least two different methods to capture learning.

EDUC-P 640 Thinking and Learning in Social Contexts (3 cr.) P: P525, P530, P540, P550, or equivalent of any of these. Examines social contexts literature relevant to creating effective learning environments and guiding learner psychological development. Emphasis on sociocultural theories of mind and learner- centered psychology. Topics may include social interaction and classroom discourse, cooperative learning, scaffolded instruction, cognitive apprenticeships, intersubjectivity, and problem-based learning.

EDUC-P 650 Topical Seminar in Educational Psychology variable title (1-3 cr.) Intensive advanced study of research and theory on selected topics.

EDUC-P 671 Advanced ProSeminar in Learning Sciences (1 cr.) Faculty and students from Learning Sciences, Cognitive Science, and Informatics participate in public presentations, and critical debates of research. Course activities include developing, presenting and critiquing students’ research studies. Intended for second year Learning Sciences students.

EDUC-P 674 Advanced Topical Seminar in Learning Sciences (1-3 cr.) P: P574 or 12 hours of graduate course work. Topical seminar for doctoral students in Learning Sciences. Possible topics include higher education, pedagogy, embodied cognition, gaming/ simulation, and problem solving.

EDUC-P 680 Ethical, Legal, and Professional Issues in School Psychology (1-3 cr.) Ethical and legal issues in the provision of comprehensive school-based psychological services. Organization, administration, and evaluation of service delivery in the context of diverse children, schools, and communities.

EDUC-P 682 Developmental Psychopathology of Childhood and Adolescence (3 cr.) Emphasis on a developmental approach to understanding psychopathology of childhood and adolescence. Students will learn about emotional, behavioral, developmental, and educational problems of children and adolescents over time, their stability and change, and risk and protective factors. Discussion of current research and practical applications are included.

EDUC-P 681 Psychology of Cultural Diversity: Equity and Opportunity in Public Education (3 cr.) P: 12 hours of graduate course work in psychology or permission of instructor. Addresses the history and context of racial and socioeconomic disparities in public education and methods for addressing these inequities. Data on racial test score gap and minority overrepresentation in special education are studied. Several education subsystems are considered as possible sources of educational inequity, including curriculum, discipline practices, and teacher expectations. The course includes examination of the history and influence of race and racism in the U.S., the concept of white privilege, and an exploration of role-specific strategies for improving equity in public education.

EDUC-P 690 Independent Study in Educational Psychology (1-3 cr.) P: 36 credit hours of graduate credit. Reading and/or research directed by an educational psychology faculty member.

EDUC-P 691 Personality Assessment and Intervention (3 cr.) P: Y527 or equivalent, P682 or equivalent, consent of instructor, and graduate standing in school psychology or counseling psychology. Administration, scoring, interpretation, and reporting of selected personality and behavioral assessment instruments and procedures, and linking assessment results to educational and therapeutic interventions. Emphasis on practical applications.

EDUC-P 692 Seminar in Therapeutic Interventions with Children (3 cr.) P: P540 or equivalent, and consent of the instructor. Course work in counseling and personality theory recommended. Emphasis on behavioral intervention techniques with children having behavioral/ emotional problems, school consultation, play therapy, and related techniques.

EDUC-P 695 Practicum in Personality and Behavioral Assessment (1-2 cr.) P: P691 or consent of instructor. Supervised experience in conducting personality and behavioral assessments of children and/or adults in various settings, such as schools, mental health settings, and hospitals. May be repeated.

EDUC-P 696 Practicum in Therapeutic Interventions with Children (1-2 cr.) P: P692 or consent of instructor. Supervised experience in therapeutic interventions with children in mental health settings, schools, etc. Emphasis on behavioral techniques, counseling, therapy, and consultation. May be repeated.

EDUC-P 697 Advanced Practicum in School Psychology (1 cr.) P: Consent of instructor. For advanced doctoral students in school psychology. Experience in providing psychological and educational services to children and youth, parents, teachers, and others at advanced, more independent level. Also will provide some supervision to less experienced students. May be repeated.

EDUC-P 699 Internship in School Psychology II (1-2 cr.) P: Advanced standing in school psychology Ph.D. program and consent of instructor. Supervised, intensive field experience. Minimally, one-half time in work directly related to public schools. Remainder may be in institutions primarily designed for providing services to children and families.

EDUC-P 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in educational psychology. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-P 799 Doctoral Thesis in Educational Psychology (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

Elementary/Early Childhood Education

EDUC-E 505 Organization and Administration of Early Childhood Programs (3 cr.) P: One course in early childhood education or consent of instructor. The study of different organizational plans for early childhood programs from infancy through age eight. Includes discussion of school philosophy, goals, curriculum, housing, staffing, budget, policies for admission, grouping, health, licensing requirements, and school-community relations.

EDUC-E 506 Curriculum in Early Childhood Education (2-6 cr.) Planning the curriculum and selecting and evaluating learning experiences for children ages three through eight years with reference to relevant research. Organizing the classroom to provide maximum integration among experiences in different academic areas. A one-semester course; should be followed by E525 in the same year.

EDUC-E 507 Evaluation of Classroom Behavior (3 cr.) The child as a learner; goals for early childhood programs; organizing the instructional setting including, teacher roles and methods of assessing behaviors; use of this knowledge in organizing and evaluating self and a child in a program.

EDUC-E 508 Seminar in Early Childhood Education (2-3 cr.) Seminar will be based on current interests of students and will serve as a means of synthesizing their experiences. An interdisciplinary approach will be taken to exploring current issues and problems in early childhood education, current happenings as they relate to the issues, and major research efforts to support programs.

EDUC-E 513 Workshop in Elementary Social Studies (1-6 cr.) Means for improving the teaching of social studies in the elementary school. One credit hour is offered for each week of full-time work.

EDUC-E 516 Workshop in Elementary School Science (1-6 cr.) For experienced teachers. Analysis of problems, curriculum trends, teaching techniques, and recent resource materials and development of new educational materials. One credit hour is offered for each week of full-time work.

EDUC-E 525 Advanced Curriculum Study in Early Childhood Education (3 cr.) P: E506 or consent of instructor. In-depth study of those educators and philosophers, past and present, who have influenced early childhood curricula. Emphasis will be placed on the beliefs of a number of figures (such as Dewey, Piaget, Vygotsky, Montessori), and knowledge of their beliefs influences each student's educational belief system. Should follow E506 in the same year.

EDUC-E 525 Advanced Curriculum Study in Early Childhood Education (3 cr.) P: E506 or consent of instructor. In-depth study of those educators and philosophers, past and present, who have influenced early childhood curricula. Emphasis will be placed on the beliefs of a number of figures (such as Dewey, Piaget, Vygotsky, Montessori), and knowledge of their beliefs influences each student's educational belief system. Should follow E506 in the same year.

EDUC-E 531 Teaching and Learning in Early Childhood (5 cr.) This course incorporates the important aspects of teaching children in the primary schools years (ages 5-8). Topics include child development, development of literacy and numeracy, accommodating diversity and disability, using technology to support learning, assessment, communicating with families, and collaborating with colleagues and other professionals. (Offered on Bloomington and Indianapolis campuses.)

EDUC-E 532 Teaching and Learning in Middle Childhood (5 cr.) This course incorporates the important aspects of teaching intermediate school (ages 7-12). The focus will be on curriculum development, lesson planning, teaching and assessment strategies, classroom management, supportive learning environments, and inquiry. Students will learn about literacy and mathematical development at this level as well as read current research and practice teacher inquiry. (Offered on Bloomington and Indianapolis campuses.)

EDUC-E 535 Elementary School Curriculum (3 cr.) Social, economic, and educational forces influencing changes in the curriculum of the elementary school; observation and study of the curriculum and methods of evaluating it.

EDUC-E 536 Supervision of Elementary School Instruction (3 cr.) Modern concepts of supervision and the evaluation processes through which they have emerged. Supervisory work of the principal and supervisor or consultant. Study of group processes in a democratic school system.

EDUC-E 543 Advanced Study in the Teaching of Mathematics in the Elementary Schools (3 cr.) Designed to help the experienced teacher improve the teaching of mathematics. Opportunities will be provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs.

EDUC-E 547 Elementary Social Studies Curriculum (3 cr.) Explores the purposes, substantive issues, and content of elementary social studies curriculum. Also examines innovative approaches to designing and implementing social studies curriculum for elementary classrooms.

EDUC-E 548 Advanced Study in the Teaching of Science in the Elementary Schools (3 cr.) Designed for experienced teachers to gain greater proficiency in the teaching of science in the elementary school. Individualized learning experiences will be provided for persons interested in middle school teaching.

EDUC-E 555 Human Diversity in Education (3 cr.) Explores issues related to teaching in a complex and diverse culture. Through this class students will become familiar with a range of diversity issues that teachers confront in our society, including cognitive abilities, learning styles, and cultural, racial, and economic backgrounds of children.

EDUC-E 579 Inquiry in Elementary Education (1-3 cr.) P: E535 or equivalent, 6 credit hours of foundations, 6 credit hours of methods, and 9 elective credit hours. An inquiry project to be designed and implemented in an elementary classroom. A study of the methodology of inquiry, including the teacher as a researcher and the use of inquiry as a classroom learning technique.

EDUC-E 590 Research in Elementary Education (1-3 cr.) Individual research.

EDUC-E 594 Master's Seminar in Elementary Education (2-3 cr.) Development of professional projects and reflection upon current teaching practices.

EDUC-E 595 Problem Analysis in Elementary Education: variable title (1-3 cr.) For experienced elementary teachers. Individual and group study of organizational and teaching problems. Techniques of problem analysis and identification. Use of resources contributing to the alleviation of teaching problems.

EDUC-E 650 Internship in Elementary Administration and Supervision (2-5 cr.) P: Basic courses in elementary administration, supervision, and curriculum and consent of instructor. Students work under the guidance of a principal or supervisor and under the general supervision of an Indiana University supervisor.

EDUC-E 690 Internship in Elementary/Early Childhood Education (3-6 cr.) Individualized experience is planned on the basis of the student's professional goals, previous educational background, and experience. Arrangements must be made prior to the semester during which the credit is desired.

Experimental Course

EDUC-F 500 Topical Explorations in Education: variable title (1-3 cr.) For experimental courses.

Field Experience/Methods

EDUC-M 500 Integrated Professional Seminar (0-6 cr.) This seminar is linked to courses and field experiences included in the Transition to Teaching (T2T) program. It will allow for collaboration among school-based mentors, university-based instructors, and T2T candidates in offering academic content appropriate to the program. The seminar will provide a technology-rich and performance- based professional experience. This course has a fee attached.

EDUC-M 501 Laboratory/Field Experience (1-3 cr.) A laboratory /field experience in education for graduate students. May be repeated.

EDUC-M 511 Field Experience/Professional Development Seminar (1-3 cr.) C: Q506. Laboratory or field experiences in middle or secondary school science classes. May be repeated.

EDUC-M 521 Seconday School Mathematics Curriculum and Assessment (3 cr.) C: M469 and M303. Critical examination of standards and other influences on secondary mathematics programs. Critical examination of past and current secondary mathematics curricula, text materials, and other resources available to support and guide secondary mathematics programs. Development of knowledge and skills related to assessment tools and strategies in secondary school mathematics. Spring semester only.

EDUC-M 522 Teaching Mathematics in the Secondary School (3 cr.) Development of knowledge and skills related to analysis and design of mathematics instruction in secondary school mathematics with attention to selection of appropriate mathematical tasks and tools and the development of classroom discourse communities. Students will be teaching lessons in the co-requisite field experience M501.

EDUC-M 580 Internship in Music (16-1 cr.) Teaching or experience in an accredited school, normally in Indiana. Credit will be commensurate with time spent in the instructional setting. S/F grading.

EDUC-M 550 Practicum: variable title (16-1 cr.) Teaching or experience in an accredited school, normally in Indiana. Credit will be commensurate with time spent in the instructional setting. S/F grading.

EDUC-M 653 The Nature of Social Studies (3 cr.) Exploration of the relationships among history, the social sciences, and social studies in elementary and secondary schools.

Gifted and Talented/High Ability Education

EDUC-W 551 Education and Psychology of the Gifted and Talented (3 cr.) Develops an understanding of the nature and needs of gifted and talented individuals. Emphasizes gifted and talented identification and selection strategies, characteristics, and educational opportunities.

EDUC-W 552 Curriculum for the Gifted and Talented (3 cr.) Describes and evaluates gifted and talented curricular theories and models as well as traditional subject matter modifications. Also critically examines implementation and organization of programs.

EDUC-W 553 Methods and Materials for the Gifted and Talented (3 cr.) Concentrates on the teaching techniques that benefit the gifted learner. Teacher and learner styles are discussed as well as those skills necessary to deal adequately with these students. The course also examines selection, development, and evaluation of materials for use with the gifted student.

EDUC-W 560 Topical Seminar in Gifted Education: variable title (3 cr.) Intensive study of selected topics pertaining to gifted and talented education. May be repeated for credit.

EDUC-W 595 Practicum: Gifted and Talented (3-6 cr.) Provides supervised field experience with gifted and talented learners. Participants will be given responsibility for planning, directing, and evaluating activities for gifted students.

Graduate Education

EDUC-G 901 Advanced Research (9 cr.) Open only to doctoral candidates who have been admitted to candidacy, i.e., have passed qualifying examinations and completed all program course work except the dissertation. Enrollment is restricted to six semesters. This course is not offered in summer sessions.

HIgher Education

EDUC-C 565 Introduction to College and University Administration (3 cr.) Types of institutions and their organization and roles on the nationwide scene; their principle administrative functions, including faculty personnel, business management, public relations; relationship of student personnel to other administrative positions.

EDUC-C 585 Principles of Fundraising Management (3 cr.) Aspects of the fundraising process for nonprofit organizations: assessing the organization's value base, preparing its case, techniques and strategies, sources of support, human resource development, and process management. Societal factors that may affect the processes are also reviewed.

EDUC-C 595 Legal Aspects of Philanthropy (3 cr.) Provides a comprehensive review of types of charitable organizations; examines the legal issues relating to philanthropy and philanthropic endeavors in contemporary society. Topics include basic income, gift, and estate tax laws applicable to donors and to charitable organizations.

EDUC-C 620 Proseminar in Higher Education (3 cr.) This course is an introduction to the scholarly study of the field of higher education. Students will be introduced to current issues, theories, forms of inquiry, and disciplinary perspectives relevant to the study of higher education.

EDUC-C 654 Higher Education in the United States (3 cr.) P: Master's degree. Historical development, social impact and relationships, and pattern of systems of higher education in the United States with primary attention to traditional colleges and universities, both public and private.

EDUC-C 654 Higher Education in the United States (3 cr.) P: Master's degree. Historical development, social impact and relationships, and pattern of systems of higher education in the United States with primary attention to traditional colleges and universities, both public and private.

EDUC-C 656 Nontraditional Higher Education Institutions (3 cr.) Historical and sociological approach to the study and understanding of the nontraditional postsecondary educational institutions; i.e., community colleges, commuter campuses, technical institutes, etc. Attention will be given to topics concerning the relationships between these institutions and the academic community, the governance system, the students, and the physical environment of the institution.

EDUC-C 664 Higher Education Organization (3 cr.) This course, using the literatures from organizational theory and from higher education, contrasts traditional Weberian with non-orthodox views of colleges and universities as organizations focusing on paradoxical processes.

EDUC-C 665 Higher Education Administration (3 cr.) P: Master's degree. C: C654 Patterns of organization and administration for academic, business, student, and public relation activities.

EDUC-C 670 Problems in Financing Higher Education (3 cr.) P: Master's degree and C665. Sources of income, fundraising and development, community and state support, efficiency in higher education, unit costs of instruction, statewide coordination, and student aid.

EDUC-C 675 Supervised College Teaching (2-3 cr.) P: Master's degree. Opportunities for advanced graduate students to teach college classes under close supervision and to participate in a seminar on college teaching.

EDUC-C 690 Independent Study in Higher Education (3-1 cr.) P: Individual research or study with a higher education faculty member, arranged in advance of registration. A one- or two- page written proposal should be submitted to the instructor during the first week of the term, specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, C690 should not be used for the study of material taught in a regularly scheduled course.

EDUC-C 695 Academic Problems in Higher Education (3 cr.) P: C654 and C665. An examination of academic policies and practices that directly affect faculty. Presents an overview of academic ethics; diversity of institutions; goals and purposes; planning and decision making; governance, trustees and administrators; academic freedom and tenure; faculty roles; student outcomes; student retention; curriculum, teaching and learning; and higher education futures.

EDUC-C 705 Legal Aspects of Higher Education (3 cr.) P: Master's degree, C654, and C665. Study of the more important state and federal court decisions affecting facets of the operation and administration of universities, colleges, junior colleges, and technical institutes; visible trends in the law of higher education and the underlying philosophies.

EDUC-C 747 Practicum in Administration (6-1 cr.) P: Master's degree, C665, and consent of instructor. Application of theory and knowledge gained in classroom, in an administrative office of a college or university, or in an agency related to higher education.

EDUC-C 750 Topical Seminar: variable title (6-1 cr.) P: Master's degree and consent of the instructor. Current issues, developments, and concerns bearing on higher education. Specific topics vary each semester.

EDUC-C 760 Internship in Administration (6-1 cr.) P: Master's degree, C665, and consent of instructor. Practical application of learning and skills developed during course work by serving under supervision as staff members of cooperating colleges, universities, governmental commissions, and educational agencies.

EDUC-C 788 Seminar in Research in Higher Education (3 cr.) Study of research design, techniques, and procedures applicable to research problems in administration.

EDUC-C 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in Higher Education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-C 799 Doctoral Thesis in Higher Education (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

Higher Education and Student Affairs

EDUC-U 544 Introduction to Student Affairs Work in Higher Education (3 cr.) An introduction to (1) the functional areas within student affairs divisions, (2) philosophical foundations of the field of student affairs work, and (3) current issues in the field. The basics of program planning and evaluation are also introduced.

EDUC-U 546 Diverse Students on the College Campus (3 cr.) This course focuses on the diversity of students on the college campus. Readings, guest lectures, and course assignments will be used to learn about diverse students' culture. The format will be lecture combined with class discussion.

EDUC-U 547 Professional Development in Student Affairs (1-7 cr.) Supervised experience in a student affairs related office. Overview of resource management associated with supervision, technology in higher educatin, and promising educational, teaching and leadership practices. (BL)

EDUC-U 548 Student Development Theory and Research (3 cr.) Overview of the social, psychological, and student affairs literature related to college student development. Relationships between student characteristics and college outcomes. Applications of psychosocial, cognitive developmental, and person-environment interaction theories to student affairs work are considered in depth.

EDUC-U 549 Environmental Theory and Assessment in Higher Education (3 cr.) Selected environmental theories are examined (e.g., human aggregate, physical/architectural, campus ecology, cultural, perceptual). Various environmental assessment approaches for use in postsecondary settings are reviewed. Strategies for humanizing campus environments are examined, with a particular emphasis on members of historically underrepresented groups.

EDUC-U 550 Topical Seminar in Higher Education and Student Affairs: variable title (1-3 cr.) An investigation of issues, functions, and concerns that relate to higher education and student affairs administration, current issues in college personnel, and international student concerns.

EDUC-U 551 Administrative Practices (1 cr.) An overview of budgeting practices and personnel issues in colleges and universities.

EDUC-U 553 College Student and the Law (2 cr.) The course provides a practical, working understanding of the legal foundations that govern student-institution relations, investigates how these relations are interpreted by the courts, and identifies the basic factors that can influence a court's interpretation. (B)

EDUC-U 559 Seminar in Residence Life (2 cr.) Consideration of policies and procedures common to residence life administration. Application of student development, environmental, and organizational development theory to residential settings.

EDUC-U 560 Internship in Student Affairs (1-4 cr.) P: Appointment to off-campus internship. Relates theory to practice through supervised experience in student affairs.

EDUC-U 570 Workshop: Student Personnel Administration (in topical area) (1-3 cr.) Provides opportunity for persons with experience to study current trends and issues as related to functional areas of student personnel administration. Duration one to three weeks.

EDUC-U 580 Issues and Problems in Higher Education and Student Affairs Administraion (3 cr.) An integrative seminar that (1) looks at the impact of student affairs work on institutions of higher education and (2) examines the relationship between student affairs work and the academic enterprise in college and universities. There is a focus on the role orientation of administration and faculty.

EDUC-U 590 Independent Study in Higher Education and Student Affairs (3-1 cr.) Individual research or study with a Higher Education and Student Affairs faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, U590 should not be used for the study of material taught in a regularly scheduled course.

History, Philosophy, and Policy Studies in Education

EDUC-H 504 History of American Education (3 cr.) A study of education, both informal and institutional, in American history leading to an understanding of present educational theory and practice.

EDUC-H 510 Foundations of Educational Inquiry (3 cr.) Examination of the nature and purpose of educational inquiry with a focus on topics in social science epistemology.

EDUC-H 520 Education and Social Issues (3 cr.) Identification and analysis of major problems set for education by the pluralistic culture of American society.

EDUC-H 525 Anthropology of Education (3 cr.) The bearing of modern and contemporary anthropological thought and cultural theory on selected problems of education; interdisciplinary approach to educational theory; designed for graduate students in education.

EDUC-H 530 Philosophy of Education (3 cr.) A study of representative topics in the philosophy of education, indoctrination, the nature of teaching and learning, moral issues in education, etc.

EDUC-H 538 Critical Thinking and Education (3 cr.) A philosophical examination of the role of education in fostering the development of critical-creative thinking, with an emphasis on (1) techniques of reasoning; (2) methods of logical appraisal formal versus informal; and (3) their application in the classroom.

EDUC-H 540 Sociology of Education (3 cr.) Examines the role of schools in society; the interaction between schooling as a social institution and other institutions of society; the effects of society on educational processes and practices; the functioning and characteristics of schools as formal organizations; and the contribution of schooling to social system maintenance and change.

EDUC-H 551 Comparative Education I (3 cr.) Introduction to the comparative method in the study of educational systems in different societies. Provides students with conceptual and methodological tools from the field of education and related disciplines—such as sociology, political science, anthropology, and economics—for studying societal school systems in depth and making international and cross-cultural comparisons.

EDUC-H 552 Comparative Education II (3 cr.) P: H551. A continuation of the introductory course to comparative education. Run on a seminar basis, the course allows students to select an educational problem or a national system which they will analyze from a comparative perspective, applying the concepts and methodologies introduced in H551.

EDUC-H 553 Travel Study: variable title (1-6 cr.) Provides an opportunity to conduct independent inquiry while traveling to different areas of the United States and foreign countries.

EDUC-H 560 Education and Change in Societies (3 cr.) Analysis of the role of education and literacy in national development, modernization, and change processes. Compares the historical role schools have played in the growth of industrialized countries with present demands placed on educational systems in the developing countries.

EDUC-H 590 Independent Study in History, Philosophy, and Comparative Education (1-3 cr.) P: Individual research or study with a History, Philosophy, and Comparative Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, H590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-H 600 Concepts and Arguments in Education (3 cr.) The use of philosophic resources in the analysis of the grounds and reasons for educational claims.

EDUC-H 601 Historical Inquiry in Education (3 cr.) Methodology of historical inquiry in education, including selection and definition of topics, collection and verification of data, interpretation of evidence, and art of historical writing.

EDUC-H 603 Classics in Philosophy of Education (3 cr.) Selected readings from authors such as Plato, Aristotle, Aquinas, Descartes, Kant, and Nietzsche.

EDUC-H 620 Seminar in Educational Policy Studies (3 cr.) Critical study of educational policy and the related field of educational planning. Relates educational policy to social policy, science policy, and communication policy within a social system and to what consequently happens in a system's classrooms. Introduction to some tools and approaches to policy design and educational planning here and abroad.

EDUC-H 622 Seminar: Issues in Education Policy (3 cr.) Critical study of contemporary issues of education policy research with a special emphasis on policy implementation. The emerging policy agendas in K-12, higher education, and international education are considered. This course complements H620 Seminar in Education Policy Studies.

EDUC-H 623 Education Policy Research Seminar (1 cr.) P: Admission to education policy studies major or minor. Discussion of faculty, student, and other experts' research on education policy.

EDUC-H 631 Social and Political Philosophy and Education (3 cr.) Methods and concepts of social and political philosophy relative to educational issues.

EDUC-H 637 Topical Seminar: variable title (3 cr.) P: Consent of instructor. Critical examination of a problem area in history of education or comparative education that has been extensively studied by the instructor.

EDUC-H 638 Aesthetics and Education (3 cr.) Selected topics in philosophical aesthetics as they relate to aesthetic appreciation, art criticism, and art production or performance as educational objectives.

EDUC-H 650 Theory of Knowledge and the Educational Process (3 cr.) Consideration of theories of knowledge as they relate to educational objectives, methods of instruction, and curriculum organization.

EDUC-H 657 Topics in the Philosophy of Education (3 cr.) Critical examination of a philosophy of education problem area that has been intensively studied by the instructor.

EDUC-H 710 Advanced Study in Philosophy of Education (3 cr.) Advanced study in periods, movements, or branches of philosophy of education.

EDUC-H 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in history, philosophy, and policy studies in education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-H 750 Topical Inquiry Seminar in History of Education: variable title (3 cr.) Consideration of theoretical or research problems in the conduct of inquiry especially dissertation studies in the history of education.

EDUC-H 799 Doctoral Thesis in the History of Philosophy of Education (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

In-Service Education

EDUC-W 505 Professional Development Workshop: variable title (1-6 cr.) Workshop to meet specific professional needs.

Instructional Systems Technology

EDUC-R 503 Application of Instructional Media and Technology (3 cr.) Surveys the characteristics of widely used types of audiovisual media (e.g., slides, film, video) and technologies of instruction (e.g., programmed instruction, simulation/gaming, computer-assisted instruction). Provides guidelines for selection of media and techniques. Develops media presentation skills. For IST majors, does not count toward the minimum credit-hour requirement.

EDUC-R 505 Workshop in Instructional Systems Technology (1-6 cr.) Topical workshops on selected media/technology emphasizing hands-on experience. Content will vary (e.g., multimedia, microcomputers, simulations/ games). This is a service course that may or may not be applicable to IST majors depending on working topic and content.

EDUC-R 511 Instructional Technology Foundations I (3 cr.) Introduction to the field, theory, and profession of instructional technology, including definitions of instructional technology, the history of the field, and current trends and issues. Includes participation in a colloquium, a series of presentations and discussions devoted to broadening understanding of the instructional technology field and career opportunities.

EDUC-R 519 Effective Writing for Instructional Technology (3 cr.) Emphasis is reader- centered writing in the creation of instructional materials. Additionally, students will develop skills in writing business as well as technical proposals and reports using suitably direct and simple language.

EDUC-R 521 Instructional Design and Development I (3 cr.) Introduces the instructional systems development process, from analysis through evaluation and implementation, and includes practice in all phases. Emphasizes design issues such as classification of learning tasks, selection of instructional strategies, and development of prototypes. Students practice the design of effective and appealing instruction based on principles from instructional theory.

EDUC-R 522 Instructional Design and Development II (3 cr.) Explores in depth the components of the instructional development process, focusing on design issues: classification of learning tasks, selection of instructional strategies and tactics, and construction of prototypes. Students practice the design of effective and appealing instruction based on principles from instructional theory.

EDUC-R 541 Instructional Development and Production Process (3 cr.) P: R521 Students are introduced to the multimedia production process. Emphasizes basic skills in writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, and quality assurance. Laboratory use of text, still image, video, audio, animation, authoring, and presentation software.

EDUC-R 542 Instructional Graphics Design (3 cr.) Introduction to instructional graphics design. Promotes visual thinking and problem solving with an emphasis on multimedia based application for instructional learning environments. Focuses on message design principles, specifically as they relate to graphic design. Explores the philosophy and use of appropriate technology.

EDUC-R 546 Instructional Techniques to Facilitate Thinking, Collaboration, and Motivation (3 cr.) Students in this course will learn how to develop learning environments that stimulate critical thinking and creativity, and that promote operative learning and motivation. To highlight method similarities and differences and to link theory to practice in each area, scientifically researched strategies and programs will be illustrated through hand-on activities. (Bloomington/Indianapolis)

EDUC-R 547 Computer-Mediated Learning (3 cr.) P: R521 and R541. Intermediate-level course on design, development, and formative evaluation of computer-mediated learning programs. Instructional design strategies based on research on effective practice are emphasized. Students use software development tools to create and evaluate interactive lessons including questions for assessing learning achievement.

EDUC-R 561 Evaluation and Change in the Instructional Development Process (3 cr.) P: Methods and principles for evaluating instructional products during each stage of the instructional systems development process. With regard to change, the course focuses on change theory and principles as they relate to adoption and use of instructional products.

EDUC-R 563 Business and Economic Dimensions of Training and Development Process (3 cr.) P: 561. Linking training programs directly to business needs, problems, and opportunities using the concepts and applications of economic theories such as return on investment and value added. Means of determining the internal efficiency of training programs, their costs, and impacts.

EDUC-R 580 Instructional Systems Technology Colloquium (.5 cr.) P: Students and faculty participate every week in a colloquium which usually begins with a presentation on a substantive topic, followed by an open discussion. Presenters may include IST faculty, practicing professionals, and IST doctoral students. Course is repeatable for a maximum of 1 credit.

EDUC-R 586 Practicum in Instructional Systems Technology (1-3 cr.) P: R521, R541. The development of practical competencies in such components of instructional technology as development, production, materials evaluation, and project management and implementation. One credit hour requires approximately 48 hours of laboratory and / or independent work.

EDUC-R 590 Independent Study in Instructional Systems Technology (1-3 cr.) P: Individual research or study with an Instructional Systems Technology faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, R590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-R 611 Instructional Technology Foundations II (1 cr.) P: R511. An in-depth study of the field, theory, and profession of instructional technology, including the evolution of research questions in the field of instructional technology.

EDUC-R 620 Instructional Task Analysis (3 cr.) P: R521. Principles and practice of analysis of instructional tasks. Study of task configurations, taxonomies for task classification, and task sequencing. Extensive analysis of actual instructional behaviors.

EDUC-R 621 Needs Analysis and Assessment (3 cr.) P: R521. Theories, principles, and practice of analysis and assessment of needs from perspective of organizational, curriculum, and instructional development. Exploration of contextual paradigms. Study of deficiencies and discrepancies in human performance. Root cause analysis. Extensive analysis of role needs in contrasting environments.

EDUC-R 622 Learning Environments Design (3 cr.) P: R521. Principles and practice of environmental design. Study of interrelationships among environmental variables. Use of decision models in the design process. Design, construction, and testing of learning environments representing alternative profiles of variables.

EDUC-R 625 Designing Instructional Systems (3 cr.) P: R521. An advanced course in instructional development. Students work in small groups to solve real or simulated instructional problems of substantial scope. Requires application of principles of planning, analysis, design, production, evaluation, implementation, and management. Design decisions derive from theory and research.

EDUC-R 626 Instructional Strategies and Tactics (3 cr.) P: R521. An elaboration on the instructional-strategies portion of R522. Aims to help students develop a deeper understanding of instructional theory and a greater ability to create effective, efficient, and appealing instruction in any content area for any audience and with any medium, including live instruction.

EDUC-R 630 Learner Analysis in the Instructional Technology Process (3 cr.) P: R521. Methods for utilizing student information in the instructional technology process. Use of criterion-referenced instruments to diagnose entry behavior and place students in the instructional environment. Use of task and aptitude information to create differentially effective mediated treatments.

EDUC-R 641 Instructional Development and Production Process II (3 cr.) P: R541. Given an instructional problem presented by a real-world client, student teams create a design plan for an interactive product and complete the instructional development process. Emphasizes intermediate skills in writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance, and teamwork. Laboratory use of software applicable to the design problem.

EDUC-R 660 Change Management, Consulting, and Group Training (3 cr.) P: R561. Studies the social and psychological principles relevant to understanding the processes of change. Consideration of the psychological principles of perception, motivation, and learning and the social-psychological forces of interpersonal and small group dynamics. Integration of these principles into consulting and working with groups in training and development settings.

EDUC-R 665 Managing Training and Development Projects (3 cr.) P: R511, R521. This course addresses the planning and management of successful training and development projects. Topical areas include organizational issues, managing human resources, team structures, defining project requirements, and quality assurance. Tools will be utilized to enhance project planning, scheduling, monitoring, and control, including software designed to support project managers.

EDUC-R 667 Educational Systems Design (3 cr.) Introduces students to the opportunities and challenges of systemic restructuring in education and corporate training. It is concerned with both product and process issues: what an educational or training system should be like for a post industrial information-age society, and what process will most facilitate transformation to such a system.

EDUC-R 685 Topical Seminar in Instructional Systems Technology (1-3 cr.) P: Consent of instructor. Intensive study and discussion of a specific topic of current interest in the theory and/ or practice of instructional technology.

EDUC-R 686 Internship in Instructional Systems Technology (3-6 cr.) P: R511, R521, R541. To be completed during the final stages of a degree program. Provides an opportunity for students to gain professional experience in a work situation appropriate to their career goals. Students are assigned to a cooperating agency and work in consultation with an IST faculty internship coordinator.

EDUC-R 690 Application of Research Methods to Instructional Systems Technology Issues (3- cr.) Problems of research are taken up with special emphasis on research designs for instructional systems technology. Students participate in the various aspects of a research project, including the writing of a research report. This course is part of IST inquiry sequence and serves as IST's doctoral linkage courses.

EDUC-R 695 Topical Inquiry Seminar in Instructional Systems Technology variable title (3 cr.) P: R690. Critical examination of current inquiry in an emphasis area in instructional systems technology. Specific topics will vary. Students complete one or more aspects of a research project. Course serves as early IST inquiry experience for doctoral students.

EDUC-R 699 Specialist Project in Instructional Systems Technology (1- cr.) P: No more than 15 credit hours remaining and completion of most specialist course work. Individual instructional technology project serving as the culminating experience in the specialist degree program. The project will be presented and evaluated at a final meeting with the student's advisory committee.

EDUC-R 711 Readings in Instructional Technology (3- cr.) P: R511, R521, R541, R561, and the majority of doctoral courses completed. Selected advanced readings in instructional technology and related fields with guidance from members of the IST faculty. S/F grading.

EDUC-R 741 Instructional Development and Production Process III (3- cr.) P: R641. Working with a client, student teams conduct the entire instructional design and development process. Emphasizes advanced skills in writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance, and teamwork. Laboratory use of multimedia software development tools as required.

EDUC-R 745 Development/Production Role Specialization (3- cr.) P: R741. Advanced practice and in-depth study of instructional design, interface design, graphic design, authoring, evaluation, or project management. Students specialize in one of these roles on an R641 or R741 product development team. Students receive individualized coaching in their specialized roles.

EDUC-R 780 Instructional Systems Technology Research Colloquium (.5- cr.) P: Doctoral student status. The emphasis of this colloquium is on research methodologies in the field of IST. Faculty and students will meet to discuss research being conducted within the IST department and review research discussed in the literature. May be repeated for a maximum of one credit.

EDUC-R 795 Dissertation Proposal Preparation in Instructional Systems Technology (1-3 cr.) P: R690, R695, and approved program of studies. This course is for the development of a dissertation proposal in instructional systems technology. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work. S/F grading.

EDUC-R 799 Doctoral Dissertation in Instructional Systems Technology (1-12 cr.) P: R795 may be taken concurrently, draft prospectus, and approval of faculty member who agrees to serve as director. Credit earned over more than one semesters. Involves individualized study. For Ph.D., reflects the ability to conduct an original piece of research. For Ed.D, may involve significant work in evaluation, program development, description, or other suitable studies of professional practice. [S/F grading]

Literacy, Culture, and Language Education

EDUC-L 500 Instructional Issues in Language Learning (3 cr.) This course reviews the principles and the current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored.

EDUC-L 502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.) Explores the linguistic and cognitive dimensions of language as they relate to the teaching of reading. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on pragmatics, semantics, grammar, and dialect.

EDUC-L 503 Assessment Literacy for Cultural and Linguistic Diversity (3-4 cr.) Defines assessment literacy for working with culturally and linguistically diverse students. Topics include the assessment process, curriculum design, backwards planning, ongoing, traditional and alternative classroom assessment, high stakes testing, language proficiency testing, and principles of designing useful, meaningful, and equitable classroom assessments for and of learning. B, I

EDUC-L 504 Identifying and Working with Learner Literacy Difficulties (3 cr.) P: L517 or L545, and P507. Examines methods and tools for identifying and working with literacy difficulties. Emphasizes on-going assessment as part of the teaching process as well as techniques effective with at-risk literacy learners.

EDUC-L 505 Second Language Literacy Instruction (3-4 cr.) Explores the role of world knowledge, language knowledge, and literacy knowledge in second language literacy development. Topics include critical literacy, culturally responsive curriculum, differentiation, miscue analysis, strategies for promoted comprehension, writing and vocabulary development across the curriculum, current research and effective assessment, assistance, and pedagogy. B, I

EDUC-L 506 Reading and Academic Support of Postsecondary Learners (1-3 cr.) Theory and practice in the field of academic support services, special emphasis on roles and uses of reading, writing, and language. Topics include review of current literature on learning at postsecondary levels, exemplary programs and models; curriculum and instructional applications. Opportunities available for related internships at IU Student Academic Centers.

EDUC-L 507 Issues in Language Learning for Graduate-Level Pre-Service English Teachers (3 cr.) The study of growth in language as a developmental process and how social, cultural, and economic environments are intrinsic parts of language learning. This course explores the close relationship between home language, dialect, and a second language and addresses how speaking, listening, writing, reading, and observing are interrelated.

EDUC-L 508 Teaching Young Adult Literature in a Diverse Society for Graduate-Level Pre-Service English Teachers (3 cr.) This course explores the instructional potential of reading literature written for, by, and about young adults in middle and secondary classrooms. It will focus on engaging diverse young adults so that they become lifelong readers and socially responsible students. Pre-service teachers will learn pedagogical techniques for connecting with struggling readers and for challenging proficient readers. (Bloomington/Indianapolis)

EDUC-L 509 Cirtical Issues for the Reading Professional (3 cr.) Focus on practitioner inquiry, reflective practice, culturally responsive literacy curriculum, and creating professional learning communities.

EDUC-L 511 Advanced Study in the Teaching of Writing in Elementary School (3 cr.) The study of trends, issues, theories, research, and practice in the teaching and evaluation of written composition in elementary schools. The emphasis is on alternative methods for the teaching of writing and for the evaluation of progress (growth) in writing.

EDUC-L 512 Advanced Study in the Teaching of Writing in Secondary Schools (3 cr.) Study of current trends, issues, theories, and research in literacy, emphasizing the teaching and learning of writing in secondary schools. Addresses linguistic and cultural diversity issues in composition as it explores the complex varied nature of "good" writing and "effective" communication, tracing the implications for composition pedagogy.

EDUC-L 513 Literary Aspects of Designing Documents for Training (2-3 cr.) Teachers and business trainers must develop materials for readers at a variety of ability levels. This course will provide the research foundation and practical experiences needed to design print materials for readers of varying literary abilities in high schools, the workplace, and English as a Second Language classrooms.

EDUC-L 516 Advanced Study in the Teaching of English/Language Arts (3 cr.) Study of current trends, issues, theory and research in teaching and learning English/language arts. Explores language, composition, literature and media education, focuses on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry, facilitating student responsibility for themselves and their world.

EDUC-L 517 Advanced Study of Content Reading and Literacy (3 cr.) Examines approaches for improving adolescent/ adult literacy when reading the specialized materials of various content areas. Special focus upon the literacy process, dealing with a wide range of students, literacy abilities, identifying and modifying materials to support literacy development, and using reading, writing, and thinking activities in instruction.

EDUC-L 520 Advanced Study in Foreign Language Teaching (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or permission of instructor. Principles, practices, problems, and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching the advanced levels.

EDUC-L 524 Language Education Issues in Bilingual and Multicultural Education (3 cr.) A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction. Topics discussed include language acquisition, language pedagogy, program models, cultural influences, teacher training, and research directions.

EDUC-L 525 Practicum in Literacy, Culture, and Language Education (1-4 cr.) Supervised application of language and literacy teaching methods. Special emphasis on setting up effective learning environments, selecting materials, designing instruction, monitoring student growth, adjusting instruction based upon student performance, and communicating with other professionals.

EDUC-L 528 Inquiry into Secondary English Methods: Middle Schools (1-5 cr.) This course focuses on understanding what a "real-world" middle school class is, i.e., one that involves reading, writing, speaking, discussing, viewing, and listening for authentic purposes. Students will consider the diverse understandings of early adolescence, the changing nature of English classrooms that reflects transformations in our society, and address ways to meet the needs of all students.

EDUC-L 530 Topical Workshop in Language Education (1-6 cr.) P: Consent of instructor. Individual and group study of special topics in the field of language education. Updating and improving the teaching of English, English as a second or foreign language, foreign languages, and reading.

EDUC-L 535 Teaching Adolescent/Young Adult Literature (3 cr.) The course highlights and analyzes recent young adult literature, acknowledging significant earlier texts and their distinguished features. It also considers curricular and pedagogical issues salient to the adoption of multicultural curricula.

EDUC-L 536 Methods and Materials for TESOL Teacher Trainers (3 cr.) Study and analysis of current methods and materials in TESOL. Development and evaluation of practical exercises, visual aids, and demonstration materials for use by teacher-trainers in pre-service and in-service English teacher-training programs overseas.

EDUC-L 539 Language Foundations for ESL/EFL Teachers (1-3 cr.) The aims of the class are to provide teachers with an understanding of areas in the English language that could be problematic to English language learners (ELLs), and to assist teachers in modifying instruction to address the problems.

EDUC-L 540 ESL/EFL Instruction and Assessment Approaches (3-9 cr.) This course provides an overview of various approaches to instruction and assessment that incorporates current thinking in the field. Sheltered instruction and content-based models are examples of the instruction models that will be discussed.

EDUC-L 543 Teaching English in K-12 Classrooms in Global Contexts (3 cr.) Students will learn about practitioner inquiry involving systematic, intentional and self-critical inquiry about language teaching in K-12 settings (US and international). Students will better understand pedagogical, curriculum issues and “pathways of practice” unique to English Language teaching in public schools.

EDUC-L 544 Computer Assisted Language Learning (3 cr.) Computer Assisted Language Learning (CALL) offers information about computer-enhanced language teaching and learning importance for ESL teaching. Participants will explore a working theory of language learning environments, discuss existing and potential applications of computer technology, and create projects to use and test knowledge gained through reading, discussion, and hands-on experience. B

EDUC-L 545 Advanced Study in the Teaching of Reading in Elementary Schools (3 cr.) Review of the developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction.

EDUC-L 546 Mentorship and Literacy Coaching of EFL/ESL Teachers (3 cr.) The course allows EFL/ESL and bilingual professionals acquire general understanding of mentoring and coaching processes as well as specific knowledge. Course goals focus on positive change, and transformative practice and professional growth. Emphasis is on interrelationships between exploration, critique and reflection to help teachers build on setbacks and successes.

EDUC-L 547 Language Policy and Planning (3 cr.) Participants are introduced to concepts, theories, and methods in language and literacy policy and planning from multiple perspectives. The course enables students to understand issues being pursued. Thematic units include: definitions and frameworks, descriptive frameworks and status planning, social change and conclusions, theoretical and methodological perspectives, and topical areas.

EDUC-L 545 Advanced Study in the Teaching of Reading in Elementary Schools (3 cr.) Review of the developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction.

EDUC-L 559 Trade Books in the Elementary Classroom (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms.

EDUC-L 567 Media and Popular Culture in the Teaching of English/Language Arts (3 cr.) Explores curricular and pedagogical issues related to media and popular culture in the classroom. Highlights the uses of full range of media to promote student engagements in literacy. Considers reader response and cultural studies, informing and enabling teaching and learning of media and popular culture.

EDUC-L 580 Theories, Practices, and Possibilities in Literacy Education (3 cr.) In this course, students compare, analyze, apply, and evaluate theories of literacy in local and global contexts. Literacy education is consistently in a state of change with an evolving knowledge base, changing contexts, and competing theories that shape literacy as a global field and as everyday practices in local classrooms. B, I

EDUC-L 590 Independent Study in Language Education (1-3 cr.) P: Individual research or study with a Language Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, L590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-L 599 Master's Thesis in Literacy, Culture, and Language Education (3 cr.) To be used as the master's thesis in language education or the early inquiry experience as part of the doctoral program. The thesis or inquiry experience may be an organized study or a systematic and comprehensive analysis of theory and practice in a specific area.

EDUC-L 600 Issues in Literacy, Culture, and Language Education (3 cr.) Explores research and arguments related to current issues in first and second language education with focus upon issues in learning, instruction, assessment, and policy. Studies and interrelates research done in the areas of reading, English education, and second language education.

EDUC-L 601 Theoretical Issues in the Study of Language and Literacies (3 cr.) P: L525 and consent of instructor. Explores traditional understandings of literacy, current theories of multiple literacies, and theoretical issues in research on diverse literacies. Particular attention paid to shifting theoretical perspectives and methodologies that have been employed to construct our current understandings of literacies from anthropological, sociocultural, and political perspectives.

EDUC-L 605 Capstone in Literacy, Culture, and Language Education (3 cr.) In this course, students analyze their academic preparation, knowledge, skills, and experiences in terms of professional goals in their area of language expertise, design independent projects to address self-identified areas for further growth, and implement instructional applications to their settings to develop their experiences with educational programs and communities. B, I

EDUC-L 630 Topics in Literacy, Culture, and Language Education: variable title (1-3 cr.) P: Instructor's permission. Study of special topics in the field of language education. Emphasis on research applications to the improvement of practice.

EDUC-L 645 Organization and Administration of a School Reading Program (1-3 cr.) Reviews principles and practices in organizing reading programs within elementary and secondary schools. Describes techniques for supervising and administering a reading program via case studies, simulation, and discussion.

EDUC-L 650 Internship in Literacy, Culture, and Language Education (1-4 cr.) Provides directed and supervised experience for advanced graduate students in the field of language education.

EDUC-L 690 Readings in Language Education (1-3 cr.) Individually selected advanced readings.

EDUC-L 700 Seminar on Literacy, Culture, and Language Education Research (3 cr.) An in-depth treatment of various issues and trends in the design and status of language education research. Students will evaluate and critique extant research, outline a detailed program of language education research for themselves, and conduct initial studies related to this research program.

EDUC-L 750 Topical Seminar in Literacy, Culture, and Lanuage Education Research (3-6 cr.) P: Basic courses in foundations and admission to candidacy for an advanced degree. Intensive study of research and theory in selected topics.

EDUC-L 795 Dissertation Proposal Preparation (13 cr.) P: Authorization required. This course is for the development of a dissertation proposal in language education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-L 799 Doctoral Thesis in Literacy, Culture, and Language Education (1-12 cr.) P: Authorization required. Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

Master's Thesis

EDUC-X 599 Master's Thesis in Education (1-6 cr.) P: P: 12 hours of graduate course work and consent of thesis advisor. The thesis may be an organized scientific study or a systematic and comprehensive analysis of theory and practice in a specific area.

Mathematics Education

EDUC-N 510 Middle School Mathematics Curriculum (3 cr.) P: MATH T101, T102 or EDUC N102, and MATH T103 or EDUC N103, or authorization by the instructor. N510 focuses on preparation for mathematics teaching in the middle school years by surveying content, methods, materials, and instructional issues. Designed primarily for inservice teachers or post-graduate preservice teachers.

EDUC-N 517 Advanced Methods in the Teaching of Middle/Junior High School Mathematics (3 cr.) P: Completion of an undergraduate methods course and teaching experience. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of essentials of content. Developing mathematics program for specific school situations.

EDUC-N 518 Advanced Methods in the Teaching of Middle/Junior High School Mathematics (3 cr.) Combines theory of learning, curriculum development, and research in the teaching of middle/junior high school mathematics with instructional strategies. Use will be made of the laboratory and student experiences. Special attention will be given to establishing foundations on which to build instructional strategies.

EDUC-N 523 Workshop in Elementary Mathematics (1-6 cr.) Means for improving the teaching of mathematics in the elementary school. One credit hour is offered for each week of full-time work.

EDUC-N 524 Workshop for Junior/Senior High School Mathematics (1-6 cr.) Means for improving the teaching of mathematics in the junior / senior high school.

EDUC-N 543 Advanced Study in the Teaching of Mathematics in the Elementary Schools (3 cr.) Designed to help the experienced teacher improve the teaching of mathematics. Opportunities will be provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs.

EDUC-N 543 Advanced Study in the Teaching of Mathematics in the Elementary Schools (3 cr.) Designed to help the experienced teacher improve the teaching of mathematics. Opportunities will be provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs.

EDUC-N 610 Internship in Mathematics Education (3 cr.) P: Teaching experience and advanced graduate student standing in mathematics education, or consent of instructor. Under the direction of mathematics education faculty, experiences are prescribed to coordinate professional practice with contemporary theory. The student's professional goals will significantly influence the prescribed experiences.

EDUC-N 624 The Computer and Secondary School Mathematics (3 cr.) For teachers of secondary school mathematics who have had minimal or no experience with computers. Extensive hands-on experience at a terminal. Formulation of several computer programs using the computer as an instructional aid.

EDUC-N 716 Topical Seminar in Mathematics Education (2-4 cr.) Required for doctoral students in mathematics education. Study and discussion of current topics and issues in mathematics education. Areas might include curriculum, history, problem solving, research, and teacher education. May be repeated for up to 18 credit hours.

EDUC-N 717 Contemporary Issues in Mathematics Education (1-3 cr.) P: Doctoral student in Math Education or consent of instructor. An invesitation of contemporary issues and problems in mathematics education. May be repeated.

Multicultural/Urban Education

EDUC-T 515 Interprofessional Collaboration in Urban Schools (3 cr.) An interdisciplinary seminar for graduate students designed to prepare professionals to work collaboratively by engaging students in a critical analysis of contemporary issues using a variety of philosophical approaches and practice examples. The seminar focuses on the development of interprofessional Practionioners through the Schools of Education, Nursing, and Social Work.

EDUC-T 531 Organizational Change in Culturally and Linguistically Diverse Schools (3 cr.) Organizational development in linguistically and culturally diverse school sites: legal basis; administrative strategies; staff development models; use of community resources; and formative evaluation techniques for organizational development in school contexts.

EDUC-T 550 Cultural/Community Forces and the Schools: variable title (3 cr.) Promotes modification of instructional strategies within diverse educational settings by providing opportunities to analyze community forces and cultures through cultural orientation workshops and seminars, culturally focused readings, direct residential participation in community-related activities, and site-based culture/strategies reports.

EDUC-T 590 Independent Study in Urban Multicultural Education (1-3 cr.) Individual research or study with an Urban Multicultural Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, T590 should not be used for the study of material taught in a regularly scheduled course.

Science and Environmental Education

EDUC-Q 506 Methods of Teaching Senior High/Junior High/Middle School Science (3 cr.) P: 35 credit hours of science. Designed for students who plan to teach biology, chemistry, earth science, general science, or physics in the junior high/middle school or secondary school. Assignments and credit will be differentiated for graduate students.

EDUC-Q 514 Workshop in Junior High School/Middle School Science (3 cr.) For experienced teachers. Ideas on curriculum trends and instructional techniques; new resource materials; development of new educational materials; and analysis of problems. One credit hour is offered for each week of full-time work.

EDUC-Q 515 Workshop in High School Science (1-3 cr.) For experienced teachers. Ideas on curriculum trends and instructional techniques; development of new educational materials; analysis of problems; and new resource materials.

EDUC-Q 517 Junior High/Middle School Science Teaching (3 cr.) An advanced study of science curriculum concepts and instructional strategies appropriate for a junior high or middle school science program.

EDUC-Q 528 Demonstration and Field Strategies in Science (1-6 cr.) Identification, selection, design, implementation, and evaluation of demonstrations and field trips. Strategies in science for elementary, middle school, junior high, and secondary school teachers.

EDUC-Q 540 Teaching Environmental Education (3 cr.) For elementary and secondary teachers. Basic principles of environmental/ conservation education stressed in grades K-12. Methods and techniques for integrating these principles into existing curricula. Designed for the development and evaluation of new interdisciplinary teaching materials.

EDUC-Q 546 Exploring Secondary School Science Teaching (3 cr.) An introduction to the study of teaching science: includes a review of the issues currently surrounding science teaching, observation/participation in a local middle or secondary school and assisting either a student or practicing teacher. Students cannot receive credit for both M346 and Q546, since Q546 serves the same purpose as M346 at the graduate level.

EDUC-Q 590 Independent Study in Science Education (1-3 cr.) P: Individual research or study with a Science Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, Q590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-Q 610 Science Education Curriculum (2-3 cr.) Seminar on the concepts, issues, and theories underlying science curriculum and a critical examination of the historical foundations and alternative projected futures of science curricula.

EDUC-Q 611 Research Issues in Science Education (3 cr.) An exploration of current science education research issues. Required for science education doctoral students.

EDUC-Q 612 Topical Seminar in Science Education (2-4 cr.) Required for doctoral students in science education. Study and discussion of current topics and issues in science education. Areas might include history and philosophy inquiry, assessment, research and teacher education. May be repeated for up to 18 credit hours.

EDUC-Q 690 Advanced Research in Science Education (1-6 cr.) Individual research participation in an attempt to determine what science process and content can be learned by whom and how science learning can be facilitated through teacher training or improved instructional design. Open only to advanced graduate students. Credit may be extended over several semesters.

Secondary Education

EDUC-S 501 Introduction to Teaching in Senior High, Junior High and Middle School (1-3 cr.) This course provides the prospective secondary teacher with information relative to the IUB Secondary Teacher Education Program, and the structure, organization, and curriculum of the secondary school.

EDUC-S 502 The nature of STEM (3 cr.) The course is designed to provide an introduction to the profession of middle and secondary teaching in the STEM (Science, Technology, Engineering and Mathematics) disciplines. Students will examine the nature and history of the STEM disciplines. B, I

EDUC-S 505 The Junior HIgh and Middle School (3 cr.) Role of the junior high school and middle school in American education. Total program: philosophy, functions, curriculum, guidance, activities, personnel, and administration.

EDUC-S 504 Introduction to STEM Teaching (3 cr.) An introduction to the foundational principles necessary to create a student-centered, inquiry-based learning environment. Students will identify and evaluate their preconceptions about classroom teaching and reflect on the following: why do we teach STEM? What does quality STEM instruction look like? What are the implicit and explicit messages conveyed by the teacher? B, I

EDUC-S 505 The Junior HIgh and Middle School (3 cr.) Role of the junior high school and middle school in American education. Total program: philosophy, functions, curriculum, guidance, activities, personnel, and administration.

EDUC-S 506 Student Activity Programs (2-3 cr.) For elementary, junior high/middle, and secondary school teachers and administrators. Comprehensive consideration of the student activity program.

EDUC-S 507 The Teacher and Secondary School Organization (3 cr.) For teachers and administrators. Functions of school personnel, organization of professional and lay people for a more effective school program, professional leadership, lay participation, and effective personnel organization.

EDUC-S 508 Problems in Secondary Education (1-3 cr.) Group analysis of a common problem in the field of secondary education. May be repeated.

EDUC-S 509 Middle School STEM Methods (3 cr.) Course will provide students with the knowledge and skills needed to understand middle level students and effective teaching strategies; to learn and appropriate model for developing assessments and curriculum design and be proficient in planning and carrying out instruction. Scholars will create units for middle level students based on current learning theories, best practices, and local standards. B, I

EDUC-S 510 The Development of Secondary School Programs (2-6 cr.) Organized group study of a wide variety of problems in secondary education. Each study is tailored to meet the needs of the group concerned.

EDUC-S 512 Workshop in Secondary Education: variable title (1-6 cr.) Individual and group study of issues or concerns relating to the field of secondary education. Workshop format.

EDUC-S 518 Advanced Study in the Teaching of Secondary School Science (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or consent of instructor. Improved techniques, current literature, textbooks, and free and low-cost materials. Solution of specific practical problems confronting science teachers in the classroom and laboratory.

EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies (3 cr.) Completion of an undergraduate methods course and teaching experience, or consent of instructor. Re-studying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations.

EDUC-S 521 Teaching and Learning in the Middle School (5 cr.) Teaching in the middle school requires teachers to have clear philosophical and organizational foundations. This course will explore elements of middle schools, including team teaching, interdisciplinary units, and teaching for conceptual understanding. Student will study the developmental characteristics of young adolescents, educational legal issues, content area literacy, and socialization.

EDUC-S 528 Workshop in Junior High School / Middle School Curriculum (1-3 cr.) Credit arrangement made with permission of the instructor. Social, economic, and educational forces implementing changes in the development of the junior high school curriculum; emphasis on recent curriculum and methods of evaluation; and clarification of current issues facing teachers and administrators working with various patterns of curriculum.

EDUC-S 530 Junior High and Middle School Curriculum (3 cr.) Credit arrangement made with permission of the instructor. Social, economic, and educational forces implementing changes in the development of the junior high school curriculum; emphasis on recent curriculum and methods of evaluation; and clarification of current issues facing teachers and administrators working with various patterns of curriculum.

EDUC-S 531 Teaching and Learning in the High School (5 cr.) Teaching in the high school requires teachers to understand the developmental characteristics of adolescents and young adults including risk behaviors and identity development, the challenges of urban high schools, the standards for student achievement and curriculum development, accountability, planning backwards, differentiation for students with special needs, and the larger community context.

EDUC-S 533 The Computer in the Secondary Classroom (3 cr.) A course for practicing secondary teachers that focuses on the role of the computer in the classroom; an introduction to programming; and guidelines for selecting and using software in several subject areas. Credit will not be granted for both S533 and R531.

EDUC-S 555 Diversity and the Communities of All Learners (1-3 cr.) This class explores issues related to teaching all learners in increasingly complex secondary schools. It draws on anthropology to understand diversity across culture, sociology to examine the social complexities of pluralistic societies, special education to address the individualize student needs. The course emphasizes educational practice and communities of learners. (Offered on both Bloomington and Indianapolis campuses.)

EDUC-S 590 Independent Study in Secondary Education (1-3 cr.) P: Individual research or study with a secondary education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, S590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-S 591 Research Project in Secondary Education (3 cr.) Designed to permit students to demonstrate their ability to identify, analyze, and propose solutions to problems in their educational area. Solutions may include research or comprehensive review of the literature, together with recommendations. An oral examination and defense of the project is required.

EDUC-S 650 Readings in Junior High/Middle/Intermediate Education (1-3 cr.) P: Consent of instructor. Selected advanced readings in junior high/middle/intermediate school education.

EDUC-S 655 Supervision of Secondary School Instruction (3 cr.) The role and functions of supervisors; the modern concept of supervision; techniques of supervision; improvement of teaching procedures; and new trends in organization of instruction.

EDUC-S 690 Internship in Secondary Education (3-5 cr.) P: For persons about to become high school administrators, supervisors, and/or curriculum directors or coordinators. Directed and supervised experiences in the field for such positions.

Social Studies Education

EDUC-M 514 Workshop in Social Studies Education (1-6 cr.) Special topics in methods and materials for improving the teaching of social studies in middle, junior high, and high school. May be repeated.

EDUC-M 519 Advanced Study in the Teaching of Secondary School Social Studies (3 cr.) Completion of an undergraduate methods course and teaching experience, or consent of instructor. Re-studying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations.

EDUC-M 590 Independent Study in Social Studies Education (1-3 cr.) P: Individual research or study with a Social Studies Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, M590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-M 653 The nature of Social Studies (3 cr.) Exploration of the relationships among history, the social sciences, and social studies in elementary and secondary schools.

EDUC-M 680 Internship, Social Studies Education (1-6 cr.) Experiences designed to help persons in elementary or secondary social studies acquire skills in the areas of social studies research, teacher education, curriculum development, or field studies

Special Education

EDUC-K 500 Topical Workshop in Special Education: variable title (1-3 cr.) P: Consent of instructor. Intensive study of such selected topics as language development for exceptional children, the disadvantaged child, and behavior modification for exceptional children. May be repeated.

EDUC-K 505 Introduction to Special Education for Graduate students (3 cr.) P: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education. Students cannot receive credit for both K205 and K505.

EDUC-K 510 Assistive Technology in Special Education (3 cr.) The course gives an understanding of computer /instructional hardware, augmentative devices, software programs, internet/web resources and other assistive technology. It explains how to use technology to teach and support students with disabilities in all areas of education, including academic instruction, employment, community living, recreation and travel.

EDUC-K 520 Survey of Behavior Disorders (3 cr.) P: K505. An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children including historical information, theoretical approaches, characteristics, and issues.

EDUC-K 521 Survey of Learning Disabilities (3 cr.) P: K505. Advanced survey of the literature related to learning-disabled children, including historical information, theoretical approaches, characteristics, and issues.

EDUC-K 522 Teaching Social Skills (3 cr.) The course shows how to identify the social skills students need to have to be successful in school and community settings, and how to address these skills as part of instructional programs. It also explains how to assess the social skills of students who display problems in their behavior, and how to develop and implement teaching lessons and activities that improve these students' social competence.

EDUC-K 525 Survey of Mild Handicaps (3 cr.) P: An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field.

EDUC-K 529 Interagency Collaboration and School-wide Behavior Supports (3 cr.) P: The discourse is designed to both explore ideas and introduce procedures for working with students with high support needs involving more serious levels of emotional and/or behavioral challenges. The focus is developing approaches grounded in prevention and early intervention, as well as using effective higher-end, proactive interventions. I

EDUC-K 530 Medical and Physical Management of Students with Severe Disabilities (3 cr.) This course addresses medical and physical aspects of severe disabilities and focuses on educational implications of various conditions/ disorders. The course incorporates information from various disciplines into classroom programming. The goal is to develop the knowledge of basic vocabulary to communicate effectively with all related service personnel.

EDUC-K 536 Assessment and Remediation of the Mildly Handicapped II (3 cr.) P: K535. Focuses on the analysis and selection of instructional materials, the use of assessment information, and the development and implementation of individual educational plans for mildly handicapped children.

EDUC-K 535 Assessment and Remediation of the Mildly Handicapped I (3 cr.) P: K505. Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in various academic areas such as reading and mathematics.

EDUC-K 540 Early Education for Children with Disabilities or At-Risk Conditions (3 cr.) P: History, philosophy, and issues of early childhood special education, to include knowledge of federal and state legislation pertaining to early childhood special education and knowledge of the quantity and range of service delivery among agencies.

EDUC-K 541 Transition Across the Life Span (3 cr.) P: In this course, issues and strategies related to the array of transitions students with disabilities need to make as they progress from pre-school to public school and on to adult life are discussed. The course covers laws, policies and guidelines governing service provision across age groups and levels of instruction, and it addresses strategies for program planning, interagency cooperation and collaboration, and resource utilization.

EDUC-K 545 Management of the Severely Emotionally Disturbed (3 cr.) Theoretical and practical issues in the education management of the severely emotionally disturbed. Emphasis will be placed on case analysis.

EDUC-K 548 Families, School and Society (3 cr.) The course focuses on the family as a system and discusses the impact of disabilities on the daily lives of family members. Historical, legal and ethical perspectives on family involvement and empowerment are explored. Approaches for providing services to families with members who are developmentally disabled, chronically ill, at risk or who have other types of impairments also are presented.

EDUC-K 549 Early Childhood Special Education Program Models (3 cr.) Planning and implementing appropriate programs for infants/toddlers and preschoolers with handicaps to include an understanding of consultation and interdisciplinary techniques, integrative programming, and interagency cooperation.

EDUC-K 553 Classroom Management and Behavior Support (3 cr.) The course provides basic knowledge and skills for (1) developing and maintaining a productive and proactive classroom environment, (2) teaching students discipline, self-control, conflict resolution and other self-management skills, (3) managing and preventing crisis behavior, and (4) developing and implementing behavior intervention and management plans in classroom programs and in cooperation with parents, teachers, and other personnel.

EDUC-K 562 Curriculum and Methods for Students with Severe Disabilities II (3 cr.) The focus of this course is on the development of instructional programs in the following curriculum areas: reading, math, self-help/ personal management, social/leisure, and vocational. There is an emphasis on programming for generalization and maintenance and on general elements of classroom management e.g., scheduling, communication. Course addresses all grade levels.

EDUC-K 565 Collaboration and Service Delivery (3 cr.) The focus of this course is on service delivery option and approaches to students needing special education services. It covers service delivery approaches or systems, such as continuum of least restrictive programs, wrap around services and systems of care. Collaborative skills, including effective communication strategies and consultation techniques also are stressed.

EDUC-K 573 Communication Interventions for Persons with Severe Disabilities (3 cr.) This course focuses upon the process for planning and implementing communication intervention in educational settings with individuals who are severely disabled. Intervention is presented within the framework of the development of social interaction and cognitive ability as part of communication skills within the overall classroom and work-setting ecology.

EDUC-K 590 Independent Study in Special Education (3 cr.) P: Individual research or study with a Special Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-K 599 Research in Special Education (3 cr.)

EDUC-K 595 Practicum in Special Education: variable title (1-6 cr.) P: Consent of instructor. Provides for closely supervised field experience in various areas of special education.

EDUC-K 780 Seminar in Special Education (1-4 cr.) P: Consent of instructor. Intensive advanced study of selected problems in the field.

EDUC-K 785 Internship in Special Education (3-6 cr.) P: Consent of instructor and broad background in special education. Direct experience working in special education programs in schools, agencies, or institutions.

EDUC-K 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in special education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-K 799 Doctoral Thesis in Special Education (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

School of Education Graduate Bulletin 2010-2012

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