• EDUC-A 500 Introduction to Educational Leadership (3 cr.) P: Permission required. Organization and structure of the school system; legal basis of school administration; agencies of administration and control; and standards for administration in the various functional areas.

• EDUC-A 508 School Law and the Teacher (1-3 cr.) P: Permission required. Overview of the legal framework affecting teachers, students, and the public school classrooms, including students' and teachers' rights as governed by case and statutory law; tort liability; and issues related to church-state, discipline, and child abuse/neglect.

• EDUC-A 510 School-Community Relations (3 cr.) P: Permission required. Characteristics of the community school; school culture; adapting the educational program to community needs; use of community resources in instruction; and planning school-community relations programs.

• EDUC-A 590 Independent Study in Educational Leadership (1-3 cr.) Individual research or study with an educational leadership faculty member, arranged in advance of registration.

• EDUC-A 608 Legal Perspectives on Education (3 cr.) P: Permission required. 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 organization, tort liability, school finance, and desegregation.

• EDUC-A 625 Administration of Elementary Schools (3 cr.) P: EDUC-A 500. Permission required. Role of the principal as professional teacher in development and operation of school program. Topics addressed include those specific to the Elementary school and other related to P-12 leadership.

• EDUC-A 627 Secondary School Administration (3 cr.) P: EDUC-A 500. Permission required. Role of the principal as professional teacher in development and operation of school program. Topics addressed include those specific to the Secondary school and others related to P-12 leadership.

• EDUC-A 635 Public School Budgeting and Accounting (3 cr.) P: Permission required. Preparation and use of budget for a public school system as a controlling instrument for revenue, appropriations, expenditures, and unencumbered balances. Based on requirements of the Indiana and Kentucky laws and regulations.

• EDUC-A 638 Public School Personnel Management (3 cr.) P: Permission required. The background, present conditions, and future directions of school personnel management; development and implementations of a school personnel management program; examination of problems and issues;teacher evaluation.

• EDUC-A 695 Practicum in School Administration (1-3 cr.) P: Permission of program coordinator. Provides closely supervised clinical experiences in various areas of educational leadership.

• EDUC-E 506 Curriculum in Early Childhood Education (3 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.

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

• EDUC-E 513 Social Studies in the Elementary School (2 cr.) Development of objectives, teaching strategies, resources, and assessment procedures that facilitate the social learning of children in an integrated curriculum. Special attention is given to cognitive, affective, and psychomotor facets through concept learning, inquiry, decision making, values analysis, cooperative learning, and multicultural education.

• EDUC-E 514 Workshop in Elementary Language Arts (1-6 cr.) Means for improving the teaching of language arts in the elementary school.

• EDUC-E 515 Workshop in Elementary Reading (1-6 cr.) Means for improving the teaching of reading in the elementary school.

• EDUC-E 516 Workshop in Elementary School Science (1-6 cr.) Means for improving the teaching of science in the elementary school.

• EDUC-E 518 Workshop in General Elementary Education (1-6 cr.) Individual or group study of problems within the field of elementary education.

• EDUC-E 524 Workshop in Early Childhood Education (1-6 cr.) Individual and group study of the problems of nursery school and kindergarten education.

• 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 today's classroom.

• 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 how best to teach language arts. Emphasizes basic communication skills and significant strategies, trends and materials.

• EDUC-E 590 Independent Study or Research in Elementary Education (1-3 cr.) P: Permission required. Capstone course for Teacher as Researcher Paper; or the individual research or study with a faculty member as arranged in advance of registration.

• EDUC-F 500 Topical Explorations in Education (1-3 cr.) Variable title and topic; course for experimental courses.

• EDUC-G 500 Orientation to Counseling (3 cr.) Focus is on the student, self-concept, interpersonal relationship skills, and an overview of the field of counseling. Philosophical, ethical, and social cultural basis of helping relationships.

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

• EDUC-G 507 Lifestyle and Career Development (3 cr.) Includes such areas as vocational choice theory, relationship between career choice and lifestyle, sources of occupational and educational information, approaches to career decision processes, and career development exploration techniques.

• EDUC-G 523 Laboratory in Counseling (3 cr.) Laboratory experience in counseling, analysis of counseling interviews, role playing, and closely supervised counseling in a laboratory setting.

• EDUC-G 524 Practicum in Counseling (3 cr.) C: EDUC-G 532. Requires acceptance into the clinical cohort. Closely supervised counseling practice with clients in selected mental health or school settings.

• EDUC-G 532 Introduction to Counseling (3 cr.) Requires acceptance into the clinical cohort. An introduction to group counseling with focus on historical development, fundamentals of group theory and process, styles of leadership behavior, membership responsibility, stages of group development, and ethical issues.

• EDUC-G 542 Organization and Development of Counseling Programs (3 cr.) Requires acceptance into the clinical cohort. Environmental and population needs assessment for program planning. Procedures for counseling program development and accountability/evaluation.

• EDUC-G 550 Internship in Counseling (3 cr.) Requires acceptance into the clinical cohort. Counseling experience in actual agency or school situation. Under direction and supervision of the counselor, students practice counseling, interviewing, in-service training, orientation procedures, and data collection. May be repeated, not to exceed a total of 12 credit hours, with consent of School of Education.

• EDUC-G 562 School Counseling: Interventions, Consultation, and Program Development (3 cr.) Requires acceptance into the clinical cohort. Foundations and contextual dimensions of school counseling. Knowledge and skills for the practice of school counseling.

• EDUC-G 570 Human Sexuality (3 cr.) This is an introductory graduate-level course dealing with all areas of human sexuality that a person might encounter in day-to-day living. Topics will include sexual terminology, the human body, expressing our sexuality, heterosexuality, homosexuality, pornography, sex education, sex offenses, sexual dysfunction, and sex therapy.

• EDUC-G 575 Multicultural Counseling (3 cr.) This course is designed to provide both a cognitive and guided training opportunity. It examines the influence of cultural and ethnic differences of counselor and client in counseling. Attention is given to theory, research, and practice.

• EDUC-G 585 Contemporary Issues in Counseling (3 cr.) Focuses on the goals and objectives of professional organizations, codes of ethics, legal considerations, standards of preparation, certification, licensing, and role identity of counselors and other personnel services specialists. Students will conduct research on emerging developments reported in the counseling literature.

• EDUC-G 590 Research in Counseling & Guidance (1-3 cr.) P: Consent of instructor. Individual research for students in the clinical cohort or post masters counseling students.

• EDUC-G 592 Seminar in Drug and Alcohol Abuse Prevention (3 cr.) Introduction to etiology and symptomology of drug/alcohol abuse and methods of prevention or remediation. Includes dynamics of adult children of alcoholics/abusers and families of abusers.

• EDUC-G 596 Counseling Supervision (3 cr.) Limited to post masters students in counseling. Introduction to counseling supervision theory, methods, and techniques. Special attention to ethical and legal obligations. Closely directed experience in supervising beginning graduate students.

• EDUC-H 520 Education and Social Issues (3 cr.) Identification and analysis of major issues in education as related to the pluralistic culture of American society.

• EDUC-H 553 Travel Study (1-6 cr.) Provides an opportunity to visit historical and cultural areas of the United States and many foreign countries.

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

• EDUC-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 535 Assessment/Remediation of Mildly Handicapped I (3 cr.) P: Permission of instructor. This course focuses on the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in various academic areas such as reading and mathematics.

• EDUC-K 544 Education of the Socially and Emotionally Disturbed II (3 cr.) P: Permission of instructor. Definitions, classifications, and diagnostic treatment procedures discussed from medical, psychological, sociological, and educational points of view.

• EDUC-K 553 Classroom Management and Behavior Support (3 cr.) P: Permission of instructor. 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 588 Supervised Teaching in Special Education (3 cr.) P: Permission of instructor. Provides for an opportunity to student teach in ED, EMR, or LD classrooms.

• EDUC-K 590 Independent Study or Research in Special Education (1-3 cr.) P: Permission of instructor. Variable title course. Topics focus on what special educators need to know and be able to do.

• EDUC-K 590 Topic: Partnerships (3 cr.) P: Permission of instructor. Active exploration of community, social agencies, school, and family as stakeholders and contributors to services for students with exceptional needs. Collaboration, consultation, conflict resolution, and grant initiatives.

• EDUC-K 590 Topic: Assistive Technology, TBI, Autism, Functional Curriculum (3 cr.) P: Permission of instructor. Study of nature and needs of students with traumatic brain injury, autism, and related conditions. Overview of age-appropriate skills likely to increase the ability of students with exceptional needs to function in present and future environments. Study of low and high assistive technology for routine and customized access to general education curriculum.

• EDUC-K 590 Topic: Methods of High Incidence (1-3 cr.) P: Permission of instructor. Application of research-based best practices in designing, delivering, and monitoring specialized instruction for students with exceptional needs across settings. Instruction focusing on general education outcomes with or without adaptations and modifications.

• EDUC-K 595 Supervised Teaching in Special Education (3 cr.) P: Consent of instructor. Provides for closely supervised field experiences in various areas of special education.

• EDUC-L 511 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.

• EDUC-L 520 Advanced Study of Foreign Language Teaching (3 cr.) Instructional techniques that support teaching English Learners (ELs). Emphasis will be on research-supported strategies for teaching ELs in K-12 settings and adapting curriculum in mainstream classrooms.

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

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

• EDUC-L 535 Teaching Adolescent Literature (3 cr.) What adolescent literature is, how it has changed since its inception, and how adolescent processes are related to reader needs and interests. Designed to provide the secondary classroom teacher with training in how this genre of literature can be incorporated into instructional programs.

• EDUC-L 559 Trade Books and the Teacher (3 cr.) A comprehensive survey of children's literature covering the major authors and their works; special emphasis is given to picture books, poetry, biography, the classics, holiday books, series books, nonfiction books, periodicals, popular culture, and multi-cultural and international books.

• EDUC-M 500 Integrated Professional Seminar (1 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.

• EDUC-M 501 Laboratory/Field Experience (0-3 cr.) A laboratory field experience in Education for graduate students.

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

• EDUC-M 550 Graduate Practicum (Special Education or Kindergarten or Junior High/Middle School) (3-6 cr.) P: Characteristics and methods courses with a minimum grade of B (3.0), and permission of instructor. This course provides teaching experience in an accredited school. Student evaluated on S/F basis only.

• EDUC-N 517 Advanced Study in the Teaching of Secondary School Mathematics (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or permission of instructor. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of essentials of content. Developing mathematics programs for specific school situations.

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

• EDUC-N 524 Math Teachers Workshop (1-6 cr.) For experienced teachers. Ideas on curriculum trends and teaching techniques; recent source materials; analysis of problems; development of new educational materials. One credit hour is offered for each week of full-time work.

• EDUC-N 543 Advanced Study in the Teaching of Mathematics (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-P 507 Assessment in Schools (3 cr.) This course is an introductory assessment course for teachers and school administrators. Topics of study 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 based in school.

• EDUC-P 510 Psychology in Teaching (3 cr.) Basic study of psychological concepts and phenomena in teaching. Analysis of representative problems and of the teacher's assumptions about human behavior and its development.

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

• EDUC-P 516 Adolescent Behavior and Development (3 cr.) Research and theory related to adolescents in the intellectual, physical, social-personal, and emotional areas of development.

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

• EDUC-Q 514 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.

• EDUC-Q 550 Science, Technology and Society in a Changing World (3 cr.) Critical perspectives on the social aspects of science and technology in our lives in the world around us, and throughout history. Issues include economic development, the environment, communication and war.

• EDUC-Q 590 Independent Study or Research in Science Education (1-3 cr.) Individual research or study with a science education faculty member, arranged in advance of registration.

• EDUC-R 505 Workshop in Instructional Systems Technology (1-6 cr.) P: EDUC-R 531 or consent of the Computer Licensure Coordinator. Participants will learn to create and use a variety of contemporary multimedia applications and resources when used with a variety of operating systems in the P-12 school curriculum.

• EDUC-R 531 The Computer in Education (3 cr.) Required of all students pursuing teacher certification. Introductory course on computing which includes Web, computer applications and hardware. Participants will learn to create and use a range of digital and Web tools to promote student learning in the P-12 educational settings and personal productivity. Contemporary digital instructional issues will be addressed.

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

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

• EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary Schools (3 cr.) For junior high/middle school and secondary teachers as well as Reading Program candidates. The developmental reading program in junior high/middle school and secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant readers.

• EDUC-S 516 Advanced Study in the Teaching of Secondary School English Language Arts (3 cr.) Current methods and materials for junior high and secondary school English/Language Arts courses; guiding reading to meet literary, historical, vocational, or scientific interests.

• EDUC-S 518 Advanced Study in the Teaching of Secondary School Science (3 cr.) For science teachers. Improved techniques, current literature, textbooks, and free and low-cost materials. Solutions to specific practical problems confronting science teachers in the classroom and laboratory.

• EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies (3 cr.) For experienced teachers. Restudying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations.

• EDUC-S 590 Independent Study or Research in Secondary Education (1-3 cr.) P: Permission. Capstone course for Teacher as Researcher Paper; or the individual research or study with a faculty member as arranged in advance of registration.

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

• EDUC-W 506 Using the Internet in K-12 Classrooms (3 cr.) P: EDUC-R 531 or the consent of the Computer Licensure Coordinator. Participants will learn to access, and use a variety of contemporary Web-based applications and resources for the P-12 school curriculum. Students will gain experience in utilizing the primary Internet communication media.

• EDUC-W 520 Technical Issues in Computer-Based Education (3 cr.) P: EDUC-R 531 or consent of Computer License Coordinator. An examination of advanced uses of educational technology digital tools, resources in a K-12 classroom setting, and rudimentary coding.

• EDUC-W 540 Computer-Based Teaching Methods (3 cr.) P: EDUC-R 531, R505, W506, and W520. Capstone course for the Computer Licensure Program. Focuses on the design, implementation, and assessment of computer and digital technologies when used to enhance student learning in the P-12 school curriculum, as well as professional development techniques.

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

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

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

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

• 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 525 Practicum in Reading (1-6 cr.) P: EDUC-E 545, EDUC-X 504, and other courses required for reading certification program, three years of teaching experience, and/or permission of the instructor. Application required. Diagnostic testing, reading interventions, compiling student records, and working with groups and individuals under supervised conditions.

• EDUC-X 590 Research in Reading (1-3 cr.) P: Permission required.

  Capstone course for Teacher as Researcher Paper; or the individual research or study with a faculty member as arranged in advance of registration.

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

health physical education and recreation