graduate

• EDUC-E 524 Workshop in Early Childhood Education (arr. cr.) Individual and group study of problems in nursery school and kindergarten education. Emphasis on broadening understanding of curriculum problems and their application to teaching in nursery schools and kindergarten.

• EDUC-E 525 Advanced Curriculum Study in Early Childhood Education (3 cr.) Curriculum planning, guiding and evaluating learning experiences, and interpreting values of early childhood education. New approaches to teaching.

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

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

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

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

• EDUC-E 547 Advanced Study in the Teaching of Social Studies in the Elementary Schools (3 cr.) For experienced teachers. Goals and functions of social studies and underlying principles that influence the teaching of social studies; content, resources, and methodology that facilitate the implementation of these.

• EDUC-E 548 Advanced Study in the Teaching of Science in the Elementary Schools (3 cr.) Helps experienced teachers gain proficiency in the teaching of science in the elementary school. Characteristics of good elementary school science programs.

• EDUC-E 549 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 basic communication skills and significant trends and materials.

• EDUC-E 553 The Teacher and Elementary School Organization (3 cr.) The structure and organization of the elementary school and the role of the teacher in its effective operation. For classroom teachers.

• EDUC-G 504 Counseling Theory and Techniques II: Behavior and Family Systems (3 cr.)

  Analysis of major behavioral and family counseling theories emphasizing didactic and experimental activities designed to model application of processes, procedures, and techniques of behavior and family approaches to professional practice.

• EDUC-G 507 Lifestyle and Career Development (3 cr.)

  Lifestyle and career development includes such areas as vocational choice theory, relationship between career choice and lifestyle, sources of occupational and educational information, approaches to career decision-making processes, and career development exploration techniques.

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

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

• EDUC-K 505 Introduction to Special Education for Graduate Students (3 cr.) P: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education.

• EDUC-K 510 Assistive Technology in Special Education (3 cr.) Prepares future teachers with the knowledge required to integrate assistive technology into curricula for students with mild to moderate disabilities.

• EDUC-K 535 Assessment/Remediation of Mildly Handicapped I (3 cr.)

  Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in such academic areas as reading and mathematics. 

• EDUC-K 548 Families, School and Society (3 cr.)

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

• EDUC-K 553 Classroom Management (3 cr.)

  Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record, and change academic and social behavior.

• EDUC-K 563 Diagnosis and Remediation of Learning Disabilities (3 cr.)

  This course is designed to promote understanding of what constitutes a learning disability, how classroom teachers can accommodate, adapt and modify assignments to meet the needs of students with special needs, and what the presence of a learning disability means for identified students, their families, and their teachers.  Causes of learning disabilities, the development of students with learning disabilities, assessment of learning disabilities, and planning appropriate instruction and behavior interventions for students with learning disabilities will be addressed.

• EDUC-K 565 Collaboration & Service Delivery (3 cr.) Reviews methods of implementing service delivery systems; consulting with professionals and parents; designing in-service training programs; and developing referral systems, curricular and personnel resources, and evaluation techniques used in special education programs.

• EDUC-M 550 Practicum: (variable title) (1-8 cr.) Teaching or experience in an accredited school, normally in Indiana. Credit will be commensurate with time spent in the instructional setting. Grade: S or F. **

• EDUC-P 503 Introduction to Research (3 cr.) Methods and procedures in educational research.

• EDUC-P 507 Testing in the Classroom (3 cr.) An introduction to the central concepts of tests and measurements, and formal and informal assessment strategies for assessing students and instructional programs.

• EDUC-P 510 Psychology in Teaching (3 cr.) Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems and the teacher’s assumptions about human behavior and its development. This course is intended for those working toward the master’s degree and who currently are or are planning to be classroom teachers.

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

• EDUC-P 570 Behavior Problems in the Public Schools (3 cr.) For teachers, administrators, psychologists, case workers, and others concerned with the adjustment of children in school. Recognition of behavioral symptoms indicative of the need for special attention; role and methods used in dealing with behavioral problem children.

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

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

• EDUC-S 503 Secondary School Education (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.

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

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

• EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary School (3 cr.) The developmental reading program in junior high and secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant and retarded readers.

• EDUC-S 530 Junior High and Middle School Curriculum (3 cr.) The educational program designed for the junior high and middle school. Functions, organization, planning, and evaluation of the junior high and middle school curriculum in specific areas.

• EDUC-W 505 Multimedia in the Classroom (3 cr.) Intended to equip teachers and administrators with confidence when using the myriad of technology tools available for educators. Skills covered include: scanning, digital camera photography, video capture, creating slide shows, developing web pages, and audio capture.

• EDUC-X 501 Critical Reading in Content Areas (3 cr.)

  Aids elementary and secondary teachers in the development of instructional strategies, which assist students in the comprehension, critical analysis, and integration of ideas present in print material and various subject matter areas

• EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom (3 cr.) P: EDUC-E 545 or EDUC-S 514 or consent of instructor. Treats the theory, correlates, instruments, and techniques of diagnosing reading difficulties in the classroom.

• EDUC-X 530 Topical Workshop in Reading (3 cr.) Individual and group study of special topics in the field of reading. Means for improving the teaching of reading. One credit hour is offered for each week of full-time work.

• EDUC-Y 520 Strategies for Educational Inquiry (3 cr.) Methods and procedures in educational research. The primary purpose of this course is to introduce students to the basics of educational research, principally as it occurs in and is applied to practical, classroom settings. Course design will include lecture and discussions, independent study, individual conferences/ tutorials with the instructor, and student-led presentations related to proposed research projects.

• EDUC-Y 595 Educational Inquiry: Authentic Application (3 cr.) P: Successful completion of EDUC-Y 520. Application of methods and procedures in educational research. The primary purpose of this course is to apply educational inquiry strategies and skills learned in EDUC-Y 520 Strategies for Educational Inquiry. Course design will include lecture and discussions, independent study, individual conferences/tutorials with the instructor, and student-led presentations related to completed research projects.