J700 Teaching in 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.

J705 Seminar: Inquiry in Curriculum and Instruction (3 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.

J710 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.

J720 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.

J760 Topical Seminar in Curriculum and Instruction Issues: variable title (3 cr.) Intended for advanced graduate students incurriculum and instruction; emphasizes analysis and appraisal of curriculum reform efforts in terms of persistent, critical issues ineducation. Opportunities are provided to study trends and issues with reference to various specialties of students enrolled. Maybe repeated for up to 6 credit hours.

J762 Topical Seminar in Curriculum and Instruction: 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.

J795 Dissertation Proposal Preparation (1 cr.) P or 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.

J799 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 ora comprehensive analysis of theory and practice in a specific area.

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Educational Inquiry Methodology

Y500 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)

P501 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.

P507 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.

Y502 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.

Y510 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. In this class, you will learn how to conduct action research. You will learn to select an area of focus, collect data, organize, analyze and interpret data, and take action based on your finding. You will plan an action research study and write a formal proposal for that study.

Y520 Strategies for Educational Inquiry (3 cr.) Introductory course intended to orient beginning graduate students to the conduct of social science inquiry in general and educational inquiry in particular and to acquaint them with key terms and generally accepted procedures in qualitative and quantitative inquiry.

Y527 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.

Y530 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.

Y535 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.

Y590 Independent Study in Inquiry Methodology (1-3 cr.) 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.

Y603 Statistical Design of Educational Research (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.

Y604 Multivariate Analysis in Educational Research (3 cr.) P: Y502 or equivalent. 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.

Y611 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.

Y617 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.

Y635 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.

Y650 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)

Y750 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.

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Educational Leadership

A500 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.

A508 School Law and the Teacher (3 cr.) This course examines legal issues affecting teachers, including church-state issues, teacher liability, employment, contracts, assignment, dismissal, tenure, retirement, and pupil control.

A510 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.

A515 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.

A560 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.

A590 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.

A600 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.

A608 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.

A615 Advanced School Law (1-3 cr.) P: A608 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.

A624 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.

A625 Administration of Elementary Schools (3 cr.) P: A500. This course provides an overview of leadership at the elementary school level, including topics such as instructional leadership, personnel issues, managing support services and budgets, and building parent and community relationships.

A627 Secondary School Administration (3 cr.) This course provides an overview of leadership at the secondary school level, including topics such as planning for instruction, personnel issues, managing support services and record keeping practices, coordinating extracurricular activities, and building parent and community relationships.

A630 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.

A635 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.

A638 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.

A640 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.

A650 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.

A653 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.

A670 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.

A671 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.

A672 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.

A675 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.

A680 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.

A695 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. S/F grading.

A710 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.

A720 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.

A735 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.

A754 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.

A785 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.

A795 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.

A799 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.

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Educational Psychology

P501 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.

P506 Topical Workshop in Educational Psychology (0-3 cr.) Individual and group study of selected topics in the field of educational and school psychology.

P507 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.

P510 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.

P513 Gerontology II: Multidisciplinary Perspectives (3 cr.) This course examines changes in the lifestyle of elderly persons as well as the adjustments made by this group to external and internal environments. Strengths and weaknesses in the family and community, as they enhance or inhibit the lifestyle of elderly persons, are investigated. Students are encouraged to reexamine their lifestyle in relation to the aged person.

P514 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.

P515 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.

P516 Adolescent Development (3 cr.) Factors of growth and development in adolescents, including physical, psychological, social, cognitive, and emotional, with particular reference to relevance for the practitioner and potential for future research. Examines contemporary issues, such as drug and alcohol abuse, sexuality, vandalism, ethnic and cultural issues, and problems of handicapped youths.

P517 Adult Development and Aging (3 cr.) Course covers adult development from the early adult years through the final stages of life. Topics include life-span development theories and research methods; age changes in cognitive processes; intellectual functioning and personality; physiological changes; psychopathology associated with aging, death, and dying; and planning for delivery of services to the adult and the aged.

P525 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.

P526 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.

P530 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.

P540 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.

P544 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.

P545 Educational Motivation (3 cr.) Examines motivation as a theoretical construct, as a research topic, and applications to educational contexts. Course emphasizes cognition-motivation link.

P546 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)

P550 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.

P566 Social Psychology in Education (3 cr.) P: P525 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.

P570 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.

P571 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.

P572 Theory and Method in Learning Science (3 cr.) The major philosophies, methodologies, and conceptual systems that shape the learning sciences.

P573 Learning Science Apprenticeship I (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.

P574 Topic Seminar in Learning Science (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.

P575 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.

P590 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.

P591 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.

P592 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.

P595 Practicum in School Psychology (1-3 cr.) 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.

P596 Internship in School Psychology I (1-6 cr.) Consent of instructor. Supervised, intensive field experiences in a school setting for a full academic year for Ed.S. students in School Psychology

P600 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.

P623 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.

P640 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.

P650 Topical Seminar in Educational Psychology: variable title (1-3 cr.) Intensive advanced study of research and theory on selected topics.

P680 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.

P682 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.

P690 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.

P691 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.

P692 Seminar in Therapeutic Interventions with Children (3 cr.) P540 or equivalent, and consent of instructor. Course work in counseling and/or personality theory recommended. Emphasis on behavioral intervention techniques with children having behavioral/ emotional problems, school consultation, play therapy, and related techniques.

P695 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.

P696 Practicum in Therapeutic Interventions with Children (1-2 cr.) P: P692 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.

P697 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.

P699 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.

P795 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.

P799 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.

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Elementary/Early Childhood Education

E505 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.

E506 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.

E507 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.

E508 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.

E513 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.

E516 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.

E518 Workshop in General Elementary Education (1-6 cr.) Individual and group study of problems within the field of elementary education. One credit hour is offered for each week of full-time work.

E525 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.

E531 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.)

E532 Teaching and Learning in Middle Childhood (5 cr.) This course incorporates the important aspects of teaching intermediate school (ages 7-2). 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.)

E535 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.

E536 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.

E543 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.

E547 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.

E548 Advanced Study in the Teaching of Science in the Elementary School (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.

E555 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.

E579 Inquiry in Elementary Education (3 cr.) P: E535 or equivalent, 6 credit hours of foundations, 6 credit hours of methods, and 9 elective credit hours. A study of the methodology of inquiry, including the teacher as a researcher and the use of inquiry as a classroom learning technique. Required: An inquiry project to be designed and implemented in an elementary classroom.

E590 Research in Elementary Education (1-3 cr.) Individual research.

E594 Master’s Seminar in Elementary Education (2-3 cr.) Development of professional projects and reflection upon current teaching practices.

E595 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.

E650 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.

E690 nternship 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.

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Experimental Course

F500 Topical Explorations in Education: variable title (1-3 cr.) For experimental courses.

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Field Experience/Methods

M500 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.

M501 Laboratory/Field Experience (1-3 cr.) A laboratory/field experience in education for graduate students. May be repeated.

M502 Mathematics Throughout the Secondary Curriculum (1-3 cr.) Students engage in making connections between the mathematical content of certain required mathematics courses and the teaching and learning of secondary school mathematics. Students analyze important “big ideas” in mathematics. Additionally, students prepare and collect lesson plans for use during student teaching and beyond.

M511 Field Experience/Professional Development Seminar (1-3 cr.) C: Q506. Laboratory or field experiences in middle or secondary school science classes. May be repeated.

M521 Secondary School Mathematics Curriculum and Assessment (3 cr.) 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. Co-requisites M469 and M303. Spring semester only.

M522 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.

M550 Practicum: variable title (1-16 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.

M580 Internship in Music (1-16 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.

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Gifted and Talented Education

W551 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.

W552 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.

W553 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.

W560 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.

W595 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.

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Graduate Education

G901 Advanced Research (6cr.) 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.

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Higher Education

C565 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.

C585 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.

C595 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.

C654 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.

C655 Higher Education and Public Policy (3 cr.) Course will introduce a broad range of public policy themes associated with higher education. Topics to be considered include roles of federal, state, and local governments; legislation, regulation, and policy formation; impact of special commission reports, landmark legislation, and lobbying; and other external relations.

C665 Higher Education Administration (3 cr.) P: Master’s degree. P or C: C654. Patterns of organization and administration for academic, business, student, and public relation activities.

C670 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.

C675 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.

C685 Information and Development in Higher Education (3 cr.) P: Master’s degree and C665. Effective programs of public relations, with consideration of mass media, problems and practices in university development, organization of alumni groups, research foundations, general university support.

C690 Independent Study in Higher Education (1-3 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.

C695 Academic Problems in Higher Education (3 cr.) P: C654 and C665. Selection, assignment, guidance, evaluation, payment, and retirement of academic personnel; promotional policies; organization of faculty for development of policy; teaching and research activities; and curricular development and instructional resources.

C705 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.

C747 Practicum in Administration (1-6 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.

C750 Topical Seminar: variable title (1-6 cr.) P: Master’s degree and consent of instructor. Current issues, developments, and concerns bearing on higher education. Specific topics vary each semester.

C760 Internship in Administration (1-6 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.

C788 Seminar in Research in Higher Education (3 cr.) Study of research design, techniques, and procedures applicable to research problems in administration.

C795 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.

C799 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.

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Higher Education and Student Affairs

U544 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.

U546 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.

U547 Practicum in Personnel Work (1-7 cr) P: U544 or consent of instructor. Supervised experience in a student affairs related office. May be repeated for credit with departmental approval.

U548 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.

U549 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.

U550 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.

U551 Administrative Practices (1 cr.) An overview of budgeting practices and personnel issues in colleges and universities.

U553 College Student and the Law (1 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.

U559 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.

U560 Internship in Student Affairs (1-4 cr.) P: Appointment to off-campus internship. Relates theory to practice through supervised experience in student affairs.

U570 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.

U580 Issues and Problems in Higher Education and Student Affairs Administration (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.

U590 Independent Study in Higher Education and Student Affairs (1-3 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.

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History, Philosophy, and Policy Studies in Education

H504 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.

H510 Foundations of Educational Inquiry (3 cr.) Examination of the nature and purpose of educational inquiry with a focus on topics in social science epistemology.

H520 Education and Social Issues (3 cr.) Identification and analysis of major problems set for education by the pluralistic culture of American society.

H525 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.

H530 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.

H538 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.

H540 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.

H551 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.

H552 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.

H553 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.

H560 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.

H590 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.

H600 Concepts and Arguments in Education (3 cr.) The use of philosophic resources in the analysis of the grounds and reasons for educational claims.

H601 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.

H603 Classics in Philosophy of Education (3 cr.) Selected readings from authors such as Plato, Aristotle, Aquinas, Descartes, Kant, and Nietzsche.

H620 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.

H622 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.

H623 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.

H631 Social and Political Philosophy and Education (3 cr.) Methods and concepts of social and political philosophy relative to educational issues.

H637 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.

H638 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.

H650 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.

H657 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.

H710 Advanced Study in Philosophy of Education (3 cr.) Advanced study in periods, movements, or branches of philosophy of education.

H750 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.

H795 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.

H799 Doctoral Thesis in the History or 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.

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In-Service Education

W505 Professional Development Workshop: variable title (1-6 cr.) Workshop to meet specific professional needs.

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Instructional Systems Technology

R503 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.

R505 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.

R511 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.

R519 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.

R521 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.

R522 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.

R541 Instructional Development and Production Process I (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.

R542 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.

R547 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.

R561 Evaluation and Change in the Instructional Development Process (3 cr.) 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.

R563 Business and Economic Dimensions of Training and Development Process (3 cr.) P: R561. 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.

R580 Instructional Systems Technology Colloquium (0.5 cr.) 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.

R586 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.

R590 Independent Study in Instructional Systems Technology (1-3 cr.) 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.

R611 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.

R620 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.

R621 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.

R622 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.

R625 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.

R626 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.

R630 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.

R641 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.

R660 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.

R665 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.

R667 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.

R685 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.

R686 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.

R690 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.

R695 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.

R699 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.

R711 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.

R741 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.

R745 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.

R780 Instructional Systems Technology Research Colloquium (0.5 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.

R795 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.

R799 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]

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Language Education

L500 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.

L501 Critical Reading, K-12 (3 cr.) Analyzes and applies to reading various theories and models of thinking; presents teaching/learning strategies for developing critical reading; evaluates instructional materials and methodologies designed to foster critical reading.

L502 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.

L504 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.

L506 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.

L507 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.

L508 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)

L511 Advanced Study in the Teaching of Writing in Elementary Schools (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.

L512 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.

L513 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.

L516 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.

L517 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.

L520 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.

L524 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.

L525 Practicum in 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.

L528 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.

L530 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.

L535 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.

L536 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.

L539 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.

L540 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.

L541 Writing Instruction for TESL Teacher (1-3 cr.) This class will study the current trends and issues in the teaching of writing to ESL/EFL learners. We will focus on the development and evaluation of techniques and materials for classroom instruction, emphasizing the analysis of student writing and troubleshooting common problems second-language learners encounter.

L545 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.

L549 Advanced Study in the Teaching of Language Arts in the Elementary Schools (3 cr.) Helps experienced teachers gain further insight into the development of the English language and how best to teach language arts. Emphasizes the basic communication skills and significant trends and materials.

L559 Trade Books in the Elementary Classroom (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms.

L567 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.

L590 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.

L599 Master’s Thesis/Early Inquiry Experience in 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.

L600 Issues in 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.

L601 Reading Research for Practitioners (3 cr.) P: L525 and consent of instructor. A seminar devoted to interpreting theoretical positions and research data for application to curricular and instructional planning. Current research literature is explored for varying research procedures, methodologies, data-reporting techniques, and interpretation of conclusions. Focus is on consumer applications.

L630 Topics in 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.

L645 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.

L650 Internship in Language Education (1-4 cr.) Provides directed and supervised experience for advanced graduate students in the field of language education.

L690 Readings in Language Education (1-3 cr.) Individually selected advanced readings.

L700 Seminar on 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.

L750 Topical Seminar in Language Education (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.

L795 Dissertation Proposal Preparation (1-3 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.

L799 Doctoral Thesis in 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.

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Master’s Thesis

X599 Master’s Thesis in Education (1-6 cr.) 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.

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Mathematics Education

N517 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.

N518 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.

N523 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.

N524 Workshop for Junior/Senior High School Mathematics (1-6 cr.) Means for improving the teaching of mathematics in the junior/senior high school.

N543 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.

N590 Independent Study in Mathematics Education (1-3 cr.) Individual research or study with a Mathematics 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, N590 should not be used for the study of material taught in a regularly scheduled course.

N610 Internship in Mathematics Education (1-3 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.

N624 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.

N716 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.

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Multicultural/Urban Education

T531 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.

T550 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.

T590 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.

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Science and Environmental Education

Q506 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.

Q514 Workshop in Junior High School/Middle School Science (1-3 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.

Q515 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.

Q517 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.

Q528 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.

Q540 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.

Q546 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.

Q590 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.

Q610 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.

Q611 Research Issues in Science Education (3 cr.) An exploration of current science education research issues. Required for science education doctoral students.

Q612 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.

Q690 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.

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Secondary Education

S500 Field-based Seminar in Teacher Education (2-4 cr.) Discussion of issues in secondary education and exploration of problems of the field. Students spend approximately one day each week in the schools satisfying performance standards for teacher certification. May be repeated, but a maximum of 9 credit hours may be counted toward a master’s degree. S/F grading.

S503 Secondary School Curriculum (3 cr.) Designed to provide an overview for the teacher of the basic theories underlying the secondary school curriculum as well as an examination of the subject areas, problems, trends, challenges for the future and significant research in the field.

S505 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.

S506 Student Activity Programs (2-3 cr.) For elementary, junior high/middle, and secondary school teachers and administrators. Comprehensive consideration of the student activity program.

S507 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.

S508 Problems in Secondary Education (1-3 cr.) Group analysis of a common problem in the field of secondary education. May be repeated.

S510 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.

S512 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.

S518 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.

S519 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.

S521 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.

S528 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.

S530 Junior High and Middle School Curriculum (3 cr.) P: S505, junior high/middle school teaching experience, or consent of instructor. The educational program especially designed for pre- and early adolescents, with emphasis on analysis, planning, organization, and evaluation of junior high/middle school curriculum and special attention to specific subject areas.

S531 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.

S533 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.

S555 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.)

S590 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.

S591 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.

S650 Readings in Junior High/Middle/ Intermediate Education (1-3 cr.) P: Consent of instructor. Selected advanced readings in junior high/middle/intermediate school education.

S655 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.

S690 Internship in Secondary Education (3-5 cr.) 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.

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Social Studies Education

M501 Laboratory/Field Experience (1-3 cr.) A laboratory/field experience in education for graduate students. May be repeated.

M514 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.

M590 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.

M680 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

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Special Education

K500 Topical Workshop in Special Education: variable title (1 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.

K505 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.

K510 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.

K520 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.

K521 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.

K522 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.

K525 Survey of Mild Handicaps (3 cr.) An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field.

K530 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.

K535 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.

K536 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.

K540 Early Education for Children with Disabilities or At-Risk Conditions (3 cr.) 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.

K541 Transition Across the Life Span (3 cr.) 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.

K545 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.

K548 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.

K549 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.

K553 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.

K561 Curriculum and Methods for Students with Severe Disabilities I (3 cr.) Introduction to issues in providing educational services to students with severe handicaps traditionally labeled moderately, severely, and profoundly retarded; multiply handicapped; and autistic. Covers design, development, and evaluation of instructional materials for learners with severe disabilities. Emphasis is on basic skill development, task analysis, data-based program modification, and programming generalization and maintenance. Course addresses all grade levels.

K562 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.

K565 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.

K573 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.

K590 Independent Study in Special Education (1-3 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.

K595 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.

K780 Seminar in Special Education (1-4 cr.) P: Consent of instructor. Intensive advanced study of selected problems in the field.

K785 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.

K795 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.

K799 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.

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