Degree Programs:

School of Education

Graduate Courses

  • EDUC-A 500 Introduction to Educational Leadership (3 cr.) Online Collaborative Course. 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 administration.
  • EDUC-A 510 School Community Relations (3 cr.) Online Collaborative Course. 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 community resources in instruction, and planning school-community relations programs.
  • EDUC-A 515 Educational Leadership: Teacher Development and Evaluation (3 cr.) Online Collaborative Course.
  • EDUC-A 608 Legal Perspectives on Education (3 cr.) Online Collaborative Course. This course entails an overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupil rights, staff-student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation.
  • EDUC-A 624 Educational Leadership: Principalship K-12 (3 cr.) Online Collaborative Course.
  • EDUC-A 629 Data-Informed Decision Making for School Leaders (3 cr.) Online Collaborative Course.
  • EDUC-A 635 Public School Budgeting and Accounting (3 cr.) Online Collaborative Course. 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 investigates the concepts and practices of effective budget management.
  • EDUC-A 695 Practicum in Educational Leadership (3 cr.) Online Collaborative Course.
  • 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 534 Inquiry in Math and Science (2-3 cr.) Students must be admitted to the Elementary Transition to Teaching Program. This course will focus on developing teaching competencies in science and math instructional methodologies. Science methods will foster students' scientific literacy and develop the evidence-based science instruction approaches. Math methods will emphasize teaching math through problem-solving strategies.
  • 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.) P: Graduate Standing. 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-J 501 Strategies for Teaching, Learning, and Curriculum (3 cr.) This course is required for the collaborative MS in Teaching, Learning, and Curriculum. Participants learn about research-based principles of learning and use them to design, deliver, and adapt instruction and curriculum for individuals with diverse learning needs.  Will focus on the interplay between teaching, learning and curriculum for applications across dynamic community contexts.
  • EDUC-J 630 Curriculum Theory and Practice (3 cr.) Explores fundamental dimensions of curriculum theory, such as: the social construction of knowledge, curriculum as cultural mindset, political reality, and scholarly discourse. Examines varied ideological orientations to curriculum studies. Introduces basic concepts of curriculum design and provides opportunities for curriculum development.
  • EDUC-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.) Grade: S or F. Teaching or experience in an accredited school, normally in Indiana. Credit will be commensurate with time spent in the instructional setting.  
  • EDUC-P 503 Introduction to Research (3 cr.) Methods and procedures in educational research.
  • EDUC-P 507 Assessment in Schools (3 cr.) P: Graduate Standing. Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.
  • EDUC-P 510 Psychology in Teaching (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 504 Introduction to Stem Teaching (3 cr.) An introduction to the foundational principles necessary to create a student-centered, inquiry-based learning environment. Students will identify and evaluate their preconceptions about classroom teaching and reflect on the following: Why do we teach STEM? What does quality STEM instruction look like? What are the implicit and explicit messages conveyed by the teacher?
  • 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.
  • MATH-T 620 Topics in Topology/Geometry (3 cr.) Required course for the Graduate Certificate in Math-Online collaborative. Students will develop graduate-level knowledge in essential concepts of Topology/Geometry including topics in Euclidean and non-Euclidean Geometry, Point set topology, Differential Topology, Differential Geometry, and other topics in Topology/Geometry.
  • 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-W 590 Individual Research in Computer Education (1-6 cr.) P: EDUC-Y 510 (Action Research 1) Individual study or research for students exploring issues in educational technology. To be arranged with a technology faculty member in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily W590 will not be used for the study of material taught in a regularly scheduled course.
  • EDUC-X 501 Critical Reading in Content Areas (3 cr.) P: Graduate Standing 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.
  • EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom (3 cr.) P: EDUC-E 545 or EDUC-S 514. 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.
  • EDUC-J 500 Instruction in Context of Curriculum (3 cr.) Online Collaborative Course. First course for the Master's degree in Curriculum & Instruction. Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.
  • EDUC-G 504 Counseling Theory and Techniques II (3 cr.) Analysis of major behavioral and family counseling theories emphasizing didactic and experimental activities designed to model application of process, 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.

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