Jun 26, 2024

Missouri Baptist University 2017-2018 Graduate Bulletin

Missouri Baptist University 2017-2018 Graduate Bulletin [ARCHIVED CATALOG]

Course Descriptions

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Graduate Education Research
	GRED 723 - Advanced Analysis of Qualitative Data Semester Hours: Three This course will explore advanced measures of analysis for qualitative data. The focus will be on coding techniques and developing a deeper understanding of phenomenology and case study designs. Emphasis will also be placed on best practices of data gathering techniques such as observation, the qualitative interview, and focus groups. This course cannot be taken as a directed study.
	GRED 733 - Data-Driven Decision Making Semester Hours: Three An emphasis on practical research theories and studies related to the use of demographic data in planning and projecting for decision-making, student achievement as related to context and content of learning, and other curriculum outcomes used in higher education. Some emphasis will be placed on evaluating data needed for financial planning. This course cannot be taken as a directed study.
	GRED 743 - Advanced Research Methods Semester Hours: Three An in-depth study of quantitative, qualitative, and mixed method research models and techniques used in the doctoral dissertation. Models and techniques will be examined from the perspective of a change agent for the teaching/learning process functioning in the role of a higher education leader. The student is expected to learn how to analyze quantitative data using a computer based package that simplifies arithmetic and algebraic procedures, allowing for concentration on the results and what they mean. The student is expected to learn how to appropriately use qualitative analysis to determine themes and patterns in qualitative data and to focus on the results and what they mean.
	GRED 753 - Methods of Inquiry II: Quantitative Analysis Semester Hours: Three The course is an in-depth study of quantitative statistical techniques and research models that can be used in the conduct of the doctoral dissertation (and are not meant to be the only body of quantitative techniques students may use). The general areas of measuring of variables, descriptive, correlational, inferential statistics and experimental design will be examined from the perspective of a change agent for the teaching/learning process functioning in the role of an organizational leader. The student is expected to learn how to analyze quantitative data using computer based package(s) that simplify arithmetic and algebraic procedures, allowing for concentration on the results and what they mean. A quantitative research proposal will be required, including a pilot data collection, which may be the precursor to the doctoral dissertation. This course cannot be taken as a directed study.
	GRED 763 - Methods of Inquiry III: Qualitative Analysis Semester Hours: Three The course is an in-depth study of qualitative techniques and research models that can be used in the conduct of the doctoral dissertation. The general approaches of narrative, phenomenology, grounded theory, ethnography, and case study will be examined from the perspective of an organizational leader looking to bring about change in the teaching/learning process by using qualitative analyses. The student is expected to learn how to utilize quantitative data within the context of a qualitative analysis allowing for concentration on the results and what they mean. A qualitative research proposal, looking at a topic from the realm of teaching/learning processes in American education will be required, including a pilot data collection, which may be the precursor to the doctoral dissertation. This course cannot be taken as a directed study.
	GRED 770 - Doctoral Dissertation Continuation Semester Hours: Zero Ed.D. students must register for this course when they have not completed the Doctoral Dissertation during the Doctoral Dissertation course which encompasses a total of 36 weeks. Students will register for this course each term until the project is completed and be assisted by the Doctoral Dissertation Committee. The study must be completed within five (5) years from the date it was approved by the Doctoral Dissertation Committee and IRB. Can it have two parent entities? If only one then Division of Education
	GRED 783 - Institutional Research and Assessment Semester Hours: Three An overview of the theory and practice of institutional research. Topics include: institutional research office organization, structure, and staffing; developing effective reports; working with national datasets; and understanding administrative planning, budgeting, evaluation, enrollment management, institutional effectiveness, outcomes assessment, program evaluation, faculty studies, and instructional analysis. This course cannot be taken as a directed study.
	GRED 786 - Doctoral Dissertation Semester Hours: Six This course is the capstone to doctoral studies and is targeted at promoting change and improvement in the teaching/learning process. Normally, the student will engage in a culminating original piece of research-based school improvement activity located in a field setting at the P-12 or community college level. The student must present his/her proposal to the doctoral committee, program director, and institutional review board for approval prior to conducting the research. The dissertation will be defended at a public presentation scheduled by the University. This course cannot be taken as a directed study.
Health Education
	EDHE 453/553 - Curriculum, Theory, And Methods of Health Education For Grades PK-Grade 12: Seminar And Field Experience Semester Hours: Three This course covers methods and materials, including curriculum development, used in health education classes designed to meet the needs of diverse school learners. This course is designed to provide future health educators with the latest techniques for effective teaching. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for those seeking initial teacher certification: KHSC 333, EDUC 203, and EDUC 303.
Health Science
	KHSC 413/513 - Chronic Diseases and Obesity Semester Hours: Three This course provides the basic principles of testing and training for normal health individuals and for those with chronic disease. Prominent focus is placed on understanding the framework for determining functional capacity and developing appropriate exercise programming to optimize functional capacity in persons with chronic diseases and/or disabilities. Students taking this course for graduate credit must complete all graduate course requirements.
Higher Education
	EDOC 700 - Statistical Proficiency Semester Hours: Zero This is a credit/no credit course offered to incoming doctoral students who fall into category 3 or 4 below, regarding satisfaction of the GRED 543 prerequisite requirement. The four categories are: (1) prior to entering the doctoral program, the student successfully completes GRED 543; (2) prior to entering the doctoral program, the student presents an official transcript from another institution that indicates he/she has successfully completed the equivalent to GRED 543; (3) the student successfully completed a research methods course that lacked the statistics content; (4) the student successfully completed at least one research/data analysis-type course but earned it prior to the number of years permitted by the University policy (seven) or has extensive work experience in research. If the student falls into categories 3 or 4, the student will complete in this course a set of ten self-paced statistics modules prepared by Missouri Baptist University. The student must complete the assessment for each of the ten modules with a minimum score of 85% to demonstrate proficiency. The student will be admitted provisionally into the doctoral program and may enroll concurrently with the first doctoral course. Completion of the course must be completed successfully by the end of the first doctoral quarter. Students who do not successfully complete the course will not be able to continue in the doctoral program and would be required to take the GRED 543 pre-requisite and join a subsequent cohort after completion of GRED 543.
	EDOC 713 - Special Topics Semester Hours: Three Special Topics will offer students a variety in the program’s elective options by broadening the curriculum. The topics will be designed around the variable needs and interests of the students and can be proposed as a response to a current trend or issue in higher education. This course cannot be taken as a directed study.
	HEDD 713 - How Adults Learn: Theory and Research Semester Hours: Three An examination of the key concepts in adult learning theory, focusing on developmental theory and the wide range of research that supports it. Candidates explore adult learning theories from andragogy to transformation, including phase and stage developmental theories, and they examine effects of gender and culture on adult learning.
	HEDD 723 - Higher Education Leadership and Strategic Planning Semester Hours: Three A critical examination of leadership theories and their corresponding practices within the context of higher education. Candidates assess, apply, and explore effective and ethical leadership practices, culture, and change processes as they relate to individuals and organizations. Through the use of technological applications, applied research, and case studies, students learn how to plan strategically, make ethical and moral decisions, build a collaborative culture, and manage the change process in an educational setting so that student achievement goals are met. This course cannot be taken as a directed study.
	HEDD 733 - Instructional Leadership in Higher Education Semester Hours: Three An emphasis on techniques of improving instruction through application of research on effective schools and models of instruction. Topics include foundations of leadership, leadership for curriculum instruction and assessment, leadership for supervision and professional development, leadership for communication and community partnerships, and leadership for organizational management.
	HEDD 743 - American Higher Education Semester Hours: Three An examination of the educational mission of American higher education with concentration on the impact of dominant historical, philosophical, and social constructs. Particular emphasis is given to the philosophical, pedagogical, and organizational underpinnings of higher education. This course cannot be taken as a directed study.
	HEDD 753 - Higher Education Law and Ethics Semester Hours: Three A focus on the most current laws at the state and federal levels and their impact on the operation of colleges and universities. Statutes will be examined with a focus on accurate analysis and interpretation of the law through case reviews. Law, legislation, and court decisions that may impact the rights and responsibilities of faculty, students, and parents will be studied and analyzed. This course cannot be taken as a directed study.
	HEDD 763 - Critical Issues in Higher Education and Diversity Semester Hours: Three A focus on contemporary issues impacting higher education environments in today’s world and the impact of diversity, culture, ethnic origin, and societal change on teaching and learning in higher education. Students explore selected trends and challenges that ultimately affect college students, faculty, administrators, and staff. Attention is given to how language, gender, race, tradition, education, economic structure, societal transitions, and global events interact with organizational philosophy to create behavioral norms at all levels. The influence of these factors on leaders’ behaviors, as well as their interactions with diverse groups both inside and outside the organization, will be studied. This course cannot be taken as a directed study.
	HEDD 773A - Higher Education Internship I Semester Hours: Three-credit-hour internship consisting of 75 clock hours Collaboratively developed, field-based internship experiences on a higher education campus and with a servant leader perspective. The experience is designed to extend administrative knowledge, skills, and sensitivity through a range of on-the-job tasks and duties. Regularly arranged meetings are held with a faculty intern advisor. The purpose of these meetings is to reflect on and analyze the preceding administrative and supervisory experiences and to plan for the effective utilization of the phase of the internship. Application for the 75-clock hour internship must be made one semester prior to enrollment. This internship is required for the Higher Education Leadership program. This course cannot be taken as a directed study. CPT form required for F-1 international students.
	HEDD 773B - Higher Education Internship II Semester Hours: Three-credit-hour internship consisting of 75 clock hours Collaboratively developed, field-based internship experiences on a higher education campus and with a servant leader perspective. The experience is designed to extend administrative knowledge, skills, and sensitivity through a range of on-the-job tasks and duties. Regularly arranged meetings are held with a faculty intern advisor. The purpose of these meetings is to reflect on and analyze the preceding administrative and supervisory experiences and to plan for the effective utilization of the phase of the internship. Application for the 75-clock hour internship must be made one semester prior to enrollment. This internship is an elective option for the Higher Education Leadership program. This course cannot be taken as a directed study. CPT form required for F-1 international students.
Human Services
	HUSR 503 - Child and Adolescent Therapy Semester Hours: Three The focus of this course is on therapeutic approaches and counseling techniques used for childhood and adolescent problems such as depression, hysteria, withdrawal, aggression, phobias, and over dependence. Students practice counseling techniques, and design treatment plans and evaluation plans. Prerequisite(s): HUED 513 , EDSP 463/563 , EDPS 523 , HUED 433/533 , and HUED 403/503 . This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
	HUSR 513 - Marriage and Family Therapy Semester Hours: Three This course is an in-depth study of the theory and techniques of marriage and family counseling with an emphasis on contemporary approaches to systems change and family counseling. Topics include: circular versus linear causality, engaging multiple clients, the therapeutic alliance, family assessment models, change techniques, and termination of therapy. Marriage and therapy techniques are practiced through the use of role plays in this course. Prerequisite(s): HUED 513 , EDSP 463/563 , EDPS 523 , HUED 433/533 , and HUED 403/503 . This course cannot be taken as a directed study, credit for prior learning portfolio, or as a web-based course.
	HUSR 523 - Dual Diagnosis Chemical Dependency Counseling Semester Hours: Three This course focuses on counseling clients who are both chemically dependent and suffer from depression, anxiety disorder, or other mental disorders with regard the special issues, needs, and problems encountered by dual diagnosed clients. Topics include counseling methodologies and approaches, screening and assessment procedures, diagnosis, and psychopharmacology. Prerequisite(s): HUED 513 , EDSP 463/563 , EDPS 523 , HUED 433/533 , and HUED 403/503 . This course cannot be taken as a directed study, credit for prior learning portfolio, or as a web-based course.
	HUSR 543 - Personality Assessment of Children, Adolescents, and Adults Semester Hours: Three This course is an in-depth study of individual methods for the appraisal of child, adolescent, and adult personalities. Emphasis is on the administration, scoring, and interpretation of rating scales, checklists, inventories, and projective tests, and inferential testing procedures used in the assessment of personality functioning and writing comprehensive psychological reports. This course cannot be taken as a directed study, credit for prior learning portfolio, or as a web-based course. CPT form required for F-1 international students.
	HUSR 553 - Crisis Intervention Semester Hours: Three This course is an exploration of the theory and methods of crisis intervention. Emphasis will be placed on various crisis intervention strategies including the triage assessment system for individuals in crisis. Discussion will concentrate on how skills are used for handling specific crises such as posttraumatic stress disorder, the crisis of lethality, sexual assault, partner violence, crisis in the workplace, crisis in schools, and hostage crisis. Prerequisites:HUED 513 , EDPS 523 , HUED 433/533 or consent of the instructor. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
Human Services/Education
	HUED 403/503 - Theories and Techniques of Group Counseling Semester Hours: Three This course is an overview of group theories and processes in the human services and counseling education profession emphasizing a variety of contexts. Students will have the opportunity to practice interventions within a small group setting. This course deals with an overview of basic elements of group process, with a focus on stages of group development. The course is a combination of didactic and experiential lecture and discussions, demonstrations of group process concerns, as well as participation in a group. Undergraduate Prerequisites: HUSR 233 and HUED 433/533 (undergraduate students) or HUED 513 , HUED 433/533 , and EDPS 523 (graduate students). Students taking this course for graduate credit must complete all graduate course requirements. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
	HUED 433/533 - Theories and Techniques of Counseling Students and Their Families Semester Hours: Three This course focuses on theories and techniques as they apply to the developmental concerns of regular education students and special needs students and their families. The course is designed to give the student an overview of both brief therapy and family system theories with an emphasis on the following: Solution focused, Bowenian Family Systems, Structural Family Therapy, and Strategic Family Therapy. Basic techniques and strategies for elementary and secondary counseling will be addressed. Additional topics include: factors that promote effective collaboration and communication skills with students, parents, school personnel, and community members; strategies for dealing with typical concerns of parents of individuals with disabilities; the development of a team approach to intervention; and the special needs of children dealing with abuse, divorce, death, and chemical dependency. The class will also address legal and ethical issues in the counseling process. Students taking this course for graduate credit must complete all graduate course requirements. Undergraduate prerequisite for all programs except certification in early childhood special education or cross-categorical disabilities: HUSR 233; prerequisite for students in the Master of Arts in Counseling program: HUED 513 . This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
	HUED 443/543 - Transition/Career Development and Vocational Education Semester Hours: Three This course is intended for teachers and counselors. It will provide the necessary information and components for designing and implementing a career development program and service delivery system for regular education and special needs students. Topics include: legislation, a historical development of career counseling, instruments used in career counseling, interagency cooperation, transition strategies for school-to-work, pre-vocational and occupational planning, job training, placement, and supervision of students with disabilities. Students taking this course for graduate credit must complete all graduate course requirements. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
	HUED 513 - Theories of Counseling Semester Hours: Three This course will explore the philosophical foundations of counseling theory. The constructs of major contemporary counseling approaches will be discussed and compared, and the practical implications of these theories will be analyzed. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
	HUED 523 - Multicultural Counseling Semester Hours: Three This course will emphasize the following: (1) knowledge and research in the area of multicultural counseling, (2) the development of skills in the assessment and treatment of individuals and families from culturally diverse populations, and (3) the expansion of awareness and sensitivity allowing the counselor to recognize lifestyles, behaviors, communication modes, and manifestations of psychological disorder that may be different from their own culture or ethnic background. Prerequisites: HUED 513 , HUED 433/533 , and HUED 403/503 . This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
Library Media Specialist
	LBCL 583 - Library Practicum Semester Hours: Three Students will complete a 100-clock-hour practicum in an approved library setting under the supervision of an experienced librarian. The field experience location will be assigned by the Director of Field Experiences in order to insure the quality of field experiences in diverse settings. Co-requisite: Current Family Care Safety Registry background check (see bulletin section on Background Checks for Field Experience and Student Teaching for additional information). Note: Some districts may also require current tuberculosis (TB) test results for placement. Term Offered: Fall, Spring, Summer Prerequisite(s): LIBR 523 and LIBR 533 . A lab fee is charged for this practicum. CPT form required for F-1 international students.
	LBCL 5703 - Student Teaching: Library Media Specialist Semester Hours: Three Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking add-on certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks in an approved regular education setting (elementary, middle, or secondary) and four weeks in a special education/cross-categorical setting (elementary, middle, or secondary) as approved by the Dean of Education or Director of Field Experiences. Students seeking stand-alone certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks and four weeks in two different, approved special education settings (one placement in an elementary special education setting and one placement in a middle/secondary special education setting) as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Term Offered: Fall, Spring Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Librarian Performance Assessment (MoLPA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, one placement in an elementary school library setting and one placement in a middle/secondary school library setting. A Student Teaching Fee is charged for this course.
	LBCL 5709 - Student Teaching: Library Media Specialist Semester Hours: Nine Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking add-on certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks in an approved regular education setting (elementary, middle, or secondary) and four weeks in a special education/cross-categorical setting (elementary, middle, or secondary) as approved by the Dean of Education or Director of Field Experiences. Students seeking stand-alone certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks and four weeks in two different, approved special education settings (one placement in an elementary special education setting and one placement in a middle/secondary special education setting) as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Term Offered: Fall, Spring Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Librarian Performance Assessment (MoLPA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, one placement in an elementary school library setting and one placement in a middle/secondary school library setting. A Student Teaching Fee is charged for this course.
	LIBR 503 - Foundations of Librarianship Semester Hours: Three An introductory study to the fundamentals of librarianship and its developing role in the American school system, today’s society, and exploration of the technological systems developing for the future. Term Offered: Fall, Odd Years
	LIBR 513 - Selection and Acquisition Semester Hours: Three The selection of books and non-book materials for the library is covered in this course. The use of selection tools, together with a careful analysis of the entire acquisition process, is thoroughly studied. Term Offered: Spring, Even Years
	LIBR 523 - Library Media Administration Semester Hours: Three The organization and administration of the school media center as a learning center is an integral part of the educational process. Attention is given to budgeting, architecture, interior design, equipment, personnel, community resources, and administrative roles. Term Offered: Spring, Even Years
	LIBR 533 - Cataloging and Classification Semester Hours: Three The principals and practice of cataloging and classification, together with consideration of the unit card, subject headings, and call numbers. Both book and non-book materials are covered. Cataloging automated systems will be discussed. Term Offered: Summer, Even Years
	LIBR 543 - Reference Sources and Services Semester Hours: Three This course is designed to acquaint the prospective librarian and interested student with the many facets of reference work, including the evaluation and use of reference works. Ways of assisting the library user are included, with some basics in automated reference. Term Offered: Spring, Odd Years
	LIBR 553 - Curriculum and the Library Media Center Semester Hours: Three This course is a study of the utilization and integration of the Library Media Center in the curriculum of a school in order to meet the many needs of diverse learners. Attention is given to developing curriculum and instructional techniques and strategies unique to library media specialists. Emphasis is placed on the role of reading and literature, information processing, and academic achievement issues. Term Offered: Fall, Odd Years
	LIBR 563 - Library Services for Children and Youth Semester Hours: Three This course is a study of the history, philosophy, and description of programming for children from Pre-School through 12th grade. Special attention is given to planning, implementing, and evaluating summer reading services, reading incentive programs, outreach services, and related trends and issues in order to meet the many needs of diverse learners. Term Offered: Summer, Odd Years
	LIBR 573 - Research in Library and Information Science Semester Hours: Three This course provides an examination of research methodologies applicable to school library media centers and information technology, including the defining of research problems and their contexts. Special attention is given to action research. Term Offered: Fall, Even Years
	LIBR 583 - Information Technologies Semester Hours: Three This course is a survey of the role of information technologies as they apply to school libraries. Particular attention is given to automated circulation, catalog, and indexing systems. Competencies are developed in the areas of managing a library automation project, the use of CD-ROM, local area networks, and the Internet. Term Offered: Spring, Odd Years
Management
	MGMT 513 - Leading Change in Organizations Semester Hours: Three This course focuses on the knowledge and skill necessary for leading, planning, and implementing organizational change. Students will examine how different methods of change can affect direction and outcome. The examination of internal and external change agents will be used to assist students in focusing on their own change in the areas of communication, leadership, and team development. This course cannot be taken as a directed study.
	MGMT 523 - Managerial Decision Making Semester Hours: Three This course focuses on conveying the knowledge and skills required to practice effective management in the 21st century. Grounded in profiling management thought, students also explore new ideas, development, and trends that permeate current managerial practice. Through a variety of rigorous learning experiences, such as interactive classroom discussions, case analysis, and group projects, students discover, test, and enhance their analytical, interpersonal, leadership, and ultimately, their managerial skills. This course cannot be taken as a directed study.
	MGMT 533 - Human Resources Management Semester Hours: Three This course will examine the role of all managers, as well as the role of the personnel department in administering human resources. The course will view human resource management as a dynamic process that has a significant impact on any business. Topics include, position analysis, performance, appraisal, staffing, selection, promotion, training, personnel development, employee values, and employee value change. The course will utilize discussion of case studies and lectures. This course cannot be taken as a directed study.
Management/Psychology
	MGPS 403/503 - Organizational Behavior and Leadership Semester Hours: Three This course explores the dynamics of individual, group, and firm behavior used to develop broader managerial skills. Theoretical models and concepts will be evaluated in the areas of values, attitudes, personality traits, decision-making, motivation, communication, and the development of effective relationships in a diverse work environment. Students will examine the need for individuals to identify, comprehend, and maximize various aspects of proactive leadership devices such as organizational development, influence techniques, and total quality management as a means of effective leadership. Experiential exercises and case studies may be utilized to develop a broader understanding of behavior and leadership in the workplace. Students taking this course for graduate credit must complete all graduate course requirements. Undergraduate Prerequisite: MGMT 303 or consent of instructor. This course cannot be taken as a directed study.
Marketing
	MRKT 503 - Current Issues in Marketing Semester Hours: Three This course analyzes the formation of marketing policies and strategies as it examines product planning and development, selection, and development of marketing channels, marketing research, and cost allocation. Managerial aspects of marketing and the relationship of marketing to the total organizational operation are discussed. Skills developed: Problem solving, presentation, and team building. Practical application: Heavy use of case analysis for organizations. This course cannot be taken as a directed study.
Middle and Secondary Education
	EDMS 413/513 - Coordination of Cooperative Education Semester Hours: Three This course is designed to prepare the student to plan, organize, deliver, supervise, and evaluate a variety of community-based experiences. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Term Offered: Fall Prerequisites for those seeking initial teacher certification: EDUC 203 and 303, and EDMS 423/523 and EDMS 453/553 .
	EDMS 423/523 - Implementing Business Education Programs Semester Hours: Three This course will address problems, procedures, and school-community relationships in the organization, implementation, and administration of business education programs in the secondary schools. Topics will include sponsoring youth organizations and selecting equipment. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for those seeking initial teacher certification: EDUC 203 and 303, and EDMS 453/553 .
	EDMS 433/533 - Teaching Social Studies for Middle/ Secondary: Seminar and Field Experience Semester Hours: Three The student will investigate the middle school and secondary school social science curricula, materials, and various instructional strategies designed to meet the needs of diverse middle and secondary school learners. Application will be made to the Missouri Learning Standards and the Revised National Curriculum Standards for Social Studies. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. This course is required for students seeking teacher certification in middle school and/or secondary social science. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303
	EDMS 443/543 - Middle School: Philosophy and Organization Semester Hours: Three This course is designed to assist participants in the development of a knowledge base and understanding of the major philosophical and organizational aspects of education at the middle school level. Diversity is explored as a source of enrichment and challenge for middle schools and the communities they serve. This course will also provide students with the opportunity to apply this knowledge and understanding to middle school level programs. Students taking this course for graduate credit must complete all graduate course requirements. For those seeking initial teacher certification, prerequisites: EDUC 203 and EDUC 303;
	EDMS 453/553 - Teaching Business for Middle/ Secondary: Seminar and Field Experience Semester Hours: Three The student will investigate the middle school and secondary business education curricula, materials, and various instructional strategies designed to meet the needs of diverse middle and secondary school learners. Application will be made to the Career Education Model Curriculum for Business Education. Students will become competent in applying assessment strategies for the improvement of student learning. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303;
	EDMS 473/573 - Teaching Mathematics for Middle/ Secondary: Seminar and Field Experience Semester Hours: Three The student will investigate the middle school and secondary math curricula, materials, and various instructional strategies appropriate for average learners as well as those with special needs, including struggling learners and gifted learners. Application will be made to the Show-Me Standards and the NCTM Principles and Standards for School Mathematics. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303;
	EDMS 483/583 - Teaching Science for Middle Secondary: Seminar and Field Experience Semester Hours: Three The student will investigate the middle school and secondary science curricula, materials, and various instructional strategies designed to meet the needs of diverse middle and secondary school learners. Application will be made to the Missouri Learning Standards and the Next Generation Science Standards. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303;
	EDMS 563 - Middle School Curriculum and Instruction: Seminar and Field Experience Semester Hours: Three This course is designed to acquaint students with methods of instruction currently used in the middle school setting in the appropriate subject areas. Based on the understanding and knowledge of the middle school curriculum and theories of instruction, the student will be able to utilize appropriate methods and assessments to produce an interdisciplinary thematic unit that will meet the many needs of diverse learners. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. CPT form required for F-1 international students.
Middle School Student Teaching
	EMCL 5703 - Student Teaching: Middle School Semester Hours: Three Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking certification in a single content area will complete one sixteen-week teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach for twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/ or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
	EMCL 5709 - Student Teaching: Middle School Semester Hours: Nine Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking certification in a single content area will complete one sixteen-week teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach for twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/ or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
	EMCL 5712 - Student Teaching: Middle School Semester Hours: Twelve Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking certification in a single content area will complete one sixteen-week teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach for twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/ or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
Physical and Health Education
	PHED 413/513 - Sport Facility Management Semester Hours: Three This course focuses on various aspects of facility management, such as mission development, funding and budget, site selection/ planning/design, floor surfaces, risk management, equipment purchase and maintenance, and personnel management. Undergraduate prerequisites: SMGT 113, SMGT 263, SMGT 323, SMGT 373, SMGT 423/523 , SMGT 433/533 , and SMGT 463/563 for Sport Management majors; SMGT 333 and SMGT 433/533 for Physical Education majors; SMGT 223 and 323 for Religious Education/Sports Evangelism majors. Students taking this course for graduate credit must complete all graduate course requirements. Satisfies three of the twelve hours for the Certificate in Sport Management.
Physical Education
	EDPE 433/533 - Curriculum, Theory, and Methods of Physical Education in the Elementary School: Seminar and Field Experience Semester Hours: Three This course includes methods and theories of curriculum development at the elementary school level. Course content will include the study of skill analysis and techniques of teaching developmental games, educational gymnastics, and perceptual-motor activities. Emphasis will be given to biomechanical analysis of movement, application of motor learning concepts, and design and preparation of appropriate instructional experience and materials. On-site experiences in a local elementary school, which include a minimum of five (5) clock hours of observation, participation, and teaching, will be an integral part of the course. Attention to growth and development and understanding of the many diverse student needs found at the elementary level are included. Students will become competent in applying assessment strategies for the improvement of student learning. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites: EDUC 201, 203, and 303; EXSC 343 and 363; and PHED 263.
	EDPE 453/553 - Curriculum, Theory, and Methods of Physical Education in the Middle School: Seminar and Field Experience Semester Hours: Three This course includes methods and theories of curriculum development at the middle school level. The study of skill analysis and techniques of teaching team sports, such as soccer, softball, volleyball, basketball, flag football, team handball, floor hockey, track and field, and orienteering. Emphasis will be given to motor learning concepts, and design and preparation of appropriate instructional experience and materials. Exploration of the middle school curriculum and the components associated with teaching grades five through nine will be addressed. Attention to growth and development and understanding of the many diverse student needs found at the middle school level are included. Students will become competent in applying assessment strategies for the improvement of student learning. On-site experiences in a local middle school, which include a minimum of five (5) clock hours of observation, participation, and teaching, will be an integral part of the course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites: EDUC 201, 203, and 303; and EXSC 343 and 363.
	EDPE 463/563 - Curriculum, Theory, and Methods of Physical Education in the Secondary School: Seminar and Field Experience Semester Hours: Three This course includes methods and theories of curriculum development at the high school level. The study of skills analysis and techniques of teaching racquet sports, aquatics, bowling, golf, and archery are included. Emphasis will be given to motor learning concepts, design, and preparation of appropriate instructional experience and materials. Investigation of activities in outdoor education and their development and application in the secondary school will be examined. Exploration of the secondary curriculum and the components associated with teaching grades nine to twelve will be examined. Attention to growth and development and understanding of the many diverse student needs found at the secondary level are included. Students will become competent in applying assessment strategies for the improvement of student learning. An emphasis on wellness will be incorporated. On-site experiences in a local high school, which include a minimum of five (5) clock hours of observation, participation, and teaching, will be an integral part of the course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites: EDUC 201, 203, and 303; and EXSC 343 and 363.
Psychology
	PSYC 553 - Advanced Human Development Semester Hours: Three This advanced course in human development will include an overview of the human life span from conception through death and theories of personality. Emphasis will be placed on normal development during childhood and adolescence. Issues involving physical changes, cognitive capabilities, psychological factors, and the social context of development will be discussed. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
	PSYC 563 - Psychology of Normal and Abnormal Personality Semester Hours: Three This graduate level course is an in-depth study of current theories, research, and issues in personality as defined in the DSM-IV. Emphasis will be on personality structure and individual differences, personality processes and dynamics, development, psychopathology, and change, and major mental disorders including anxiety disorders, dissociative disorder, disorders of mood, and psychosomatic disorders. Other topics will include: major psychodynamic, trait, phenomenological, cognitive and social learning approaches, and therapeutic alternatives. Prerequisite(s): PSYC 553 or consent of instructor. This course cannot be taken as a directed study, credit for prior learning portfolio, or as a web-based course.
Psychology/Christian Ministry
	PSCM 433/533 - Psychology of Moral and Spiritual Development Semester Hours: Three This course is a study of the major theories of moral development from Piaget to Fowler and how those theories relate to a theological and ethical understanding of spiritual growth and development. Undergraduate prerequisite: PSYC 133. Students taking this course for graduate credit must complete all graduate course requirements. This course cannot be taken as a directed study, credit for prior learning portfolio, or as a web-based course.
Reading and Literacy Studies
	EDRD 423/523 - Integration of Literacy in Content Areas: Seminar and Field Experience Semester Hours: Three Technology, methods, principles, practices, contents, and materials related to the development and assessment of effective literacy (reading) skills and behaviors are the focus of this course. Application will be made to state and national standards. Students will become competent in applying assessment strategies for the improvement of student learning. A study of mandated assessment and best practices for instruction of English Language Learners (ELL) will be included. A minimum of ten (10) hours of field experience working with ELL students is required for this course. This course must be taken before student teaching. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203, EDUC 303, and all content area methods courses. CPT form required for F-1 international students.
	EDRD 433/533 - Foundations of Literacy Instruction for Early Childhood/Elementary: Seminar and Field Experience Semester Hours: Three This course explores current views and practices of teaching literacy, with an emphasis on methods and materials for implementing instruction based on learning styles, strengths, needs, and prior experiences. Application will be made to state and national standards. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303; CPT form required for F-1 international students.
	EDRD 443/543 - Analysis and Correction of Reading Disabilities: Seminar and Field Experience Semester Hours: Three This course examines modern methods used in treating reading disabilities, including an acquaintance with diagnostic procedures, remedial techniques, special materials, and evaluating devices. Students may concentrate on problems within their specific areas of concern. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. This course cannot be taken as a directed study. Prerequisites for candidates seeking initial teacher certification: EDUC 203, EDUC 303, and EDRD 433/533 ; CPT form required for F-1 international students.
	EDRD 463/563 - Reading and Writing Strategies for Middle and Secondary Content Areas Semester Hours: Three This course explores current views and practices of teaching reading and writing in the middle and secondary school content areas. An emphasis will be placed on methods and materials for implementing instruction based on learning styles, strengths, needs, and prior learning experiences, including instructional interventions for students with reading and writing deficits. Application will be made to state and national standards. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. A ten (10) clock hour field experience is included in the scope of this course. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303. CPT form required for F-1 international students.
	EDRD 501/502/503 - Specialized Topics in Literacy Instruction Semester Hours: Variable This course is designed to provide an avenue for intensive study of current issues, trends, or problems in literacy instruction. Application will be made to the Missouri Learning Standards, including the Common Core State Standards, as well as the NCTE/ILA Standards. May be repeated for credit on different topics, and may be offered as a class or by directed study. A total of six credit hours may be applied toward satisfying certification requirements for Special Reading and/or toward electives for the Master of Arts in Teaching; three credit hours may be applied toward electives for the Master of Science in Education - Curriculum and Instruction.
	EDRD 573 - Advanced Elementary Reading Disorders Practicum Semester Hours: Three Students will participate in a 90-clock-hour supervised teaching experience, under the supervision of an experienced and qualified cooperating teacher. This field experience enables students to practice and develop pedagogical and specific reading, instructional, and prescriptive skills necessary to meet the Missouri performance standards. Co-requisite: Current Family Care Safety Registry background check (see bulletin section on Background Checks for Field Experience and Student Teaching for additional information). Note: Some districts may also require current tuberculosis (TB) test results for placement. Prerequisites: EDRD 433/533 ; EDRD 443/543 ; ELED 453/553 ; EDSP 463/563 and approval of the Reading Curriculum Coordinator. A lab fee is charged for this practicum. CPT form required for F-1 international students.
	EDRD 583 - Advanced Secondary Reading Disorders Practicum Semester Hours: Three Students will participate in a 90-clock-hour supervised teaching experience, under the supervision of an experienced and qualified cooperating teacher. This field experience enables students to practice and develop pedagogical and specific reading, instructional, and prescriptive skills necessary to meet the Missouri performance standards. Co-requisite: Current Family Care Safety Registry background check (see bulletin section on Background Checks for Field Experience and Student Teaching for additional information). Note: Some districts may also require current tuberculosis (TB) test results for placement. Prerequisites: EDRD 453/553; EDRD 443/543 ; EDEN 453/553 ; EDSP 463/563 and approval of the Reading Curriculum Coordinator. A lab fee is charged for this practicum. CPT form required for F-1 international students.
Secondary Administration
	ESAD 523 - Curriculum Construction and Design for Educational Administration - Secondary Semester Hours: Three This course is designed to provide students with the opportunity to experience curriculum design from a secondary school administrative perspective and to study how to effectively apply the principles of quality curriculum construction across content areas and grade levels. An ancillary objective is to study current research, legal issues, and mandates with regard to curriculum construction in the secondary school and the effective application and integration of curriculum, instruction, and assessment for the purpose of promoting student success through the school-wide teaching and learning process. The course will also examine how to use various types of data in making curriculum decisions so that the needs of all learners including struggling learners, gifted learners, and English language Learners can be successfully addressed. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description.
	ESAD 533 - The Role of Educational Administrator as Supervisor - Secondary: Seminar And Field Experience Semester Hours: Three This course is designed for students seeking Education Administration certification. The course provides students with the opportunity and responsibility to examine and experience secondary building-level school administration from a supervisory perspective. Through coursework, readings in contemporary professional literature, and a 15-hour field experience, students will learn about secondary-level administrative supervision relative to historical perspectives, current trends, legal issues, personnel matters, human resources, practical application, time management, and developing a personal vision and plan for school supervision. The roles of teacher leadership and the principal as an instructional leader will also be examined. Students will have an opportunity to share supervision experiences and expectations from a district wide perspective to gain insight and understanding of how effective building level supervision can enhance the overall operation of the district/organization. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. CPT form required for F-1 international students.
Secondary Student Teaching
	ESCL 5703 - Student Teaching: Secondary Semester Hours: Three Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking certification in a single content area will complete one sixteen-week teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach for twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
	ESCL 5709 - Student Teaching: Secondary Semester Hours: Nine Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking certification in a single content area will complete one sixteen-week teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach for twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
	ESCL 5712 - Student Teaching: Secondary Semester Hours: Twelve Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking certification in a single content area will complete one sixteen-week teaching experience. Students seeking certification at more than one level (K-12) or in more than one content area must student teach for twelve weeks at one level or content area and four weeks at the other level or content area as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
Special Education
	EDSP 403/503 - Introduction to Autism: Evident Practices in Teaching and Interventions Semester Hours: Three This course is designed to acquaint students with Autism and the criteria involved in assessing appropriate practices in intervention and therapy. Based upon the knowledge and understanding of the Spectrum of Autism, the student will be able to develop a working base in which to better promote a child’s individual learning profile. The areas of Cognition, Communication, Behavior, and Social Skill acquisition will be addressed so the student will be able to utilize these in developing a holistic approach in the treatment of Autism. Prerequisite: EDPS 453/553 - The Exceptional Child . Students taking this course for graduate credit must complete all graduate course requirements.
	EDSP 413/513 - Language Development and Disorders of the Exceptional Child Semester Hours: Three This course is a study of language and communication issues, disorders, and problems in special education. Topics include: normal and atypical language development, language assessment, strategies for language development in various service delivery models, utilizing technology with language impaired students, techniques for modifying instructional methods and materials, language curriculum materials, cultural influences on language and communication skills, and instructional strategies for enhancing oral and written communication with language impaired students. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for those seeking initial certification: EDUC 203 and EDUC 303; prerequisite/co-requisites: EDPS 453/553 .
	EDSP 433/434/533/534 - Introduction and Methods of Teaching and Inclusion for Students with Cross-Categorical Disabilities and Field Experience Semester Hours: Three or Four This course is a detailed study of the characteristics of children and adolescents with cross-categorical disabilities and the issues impacting them intellectually, socially, academically, emotionally, and physically. This course will emphasize effective instructional and classroom management strategies with regard to students with cross-categorical disabilities. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. Other topics include: theories and approaches to learning and applied behavior analysis, oral language content and instructional strategies, reading strategies, written expression strategies, teaching in the content area and study skills, math strategies, classroom management and social skills development, educational technology for learning disabled and behavior disordered students, collaboration techniques for team teaching, working with IEP teams, and agencies, and communicating with parents. Students seeking Cross-Categorical Disabilities certification are required to participate in a 15-clock hour field experience in an appropriate setting working with students with cross-categorical disabilities outside of class time. For students in the MEA program pursuing Special Education Director certification, this course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for those seeking initial certification to teach: EDUC 203 and EDUC 303. prerequisite/co-requisite: EDPS 453/553 . Prerequisite/co-requisite: for those seeking initial certification as a school counselor: EDPS 453/553 . Current Family Care Safety Registry background check (see bulletin section on Background Checks for Field Experience and Student Teaching for additional information) is also a co-requisite for those completing the 15-clock hour field experience. Note: Some districts may also require current tuberculosis (TB) test results for placement. CPT form required for F-1 international students is a prerequisite for those completing the 15-clock hours field experience.
	EDSP 453/553 - Teaching Remedial Math K-12: Seminar and Field Experience Semester Hours: Three This course is designed to analyze the recurring error patterns of students as they process mathematical skills and demonstrate the relationships between and among mathematical ideas. The course will address mental computation, estimation, alternative algorithms, creating, inventing, and constructing numerical methods which give meaning to operations with numbers and other techniques which will remediate the K-12 student in mathematical competencies. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. The course is directed to both the undergraduate and graduate level student. For graduate credit, an action research project pertinent to mathematical remediation must be designed, implemented, and analyzed during the course. This course is required for those seeking certification in middle school and secondary mathematics, early childhood education, elementary education, early childhood special education, and special education: cross-categorical disabilities, K-12. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303; prerequisite/co-requisite:EDPS 453/553 and either ELED 433/533 or EDMS 473/573 . This course cannot be taken as a directed study. CPT form required for F-1 international students.
	EDSP 463/563 - Individual Diagnostics and Classroom Assessment Semester Hours: Three This course is intended to provide teachers with basic measurement and evaluation principles and procedures and instruments used in the assessment and evaluation of non-disabled individuals and individuals with disabilities from birth through adult. Topics include: test selection, planning, and construction; item analysis for test improvement; basic terminology used in assessment, administration and interpretation of individual intelligence tests, group assessment/testing, administration, and interpretation of individual achievement tests, behavioral checklists and rating scales; functional classroom assessment; performance-based assessments; ethical concerns; legal provisions; regulations and guidelines regarding assessment of individuals with disabilities and non-disabled individuals; and other pertinent topics. Prerequisites for candidates seeking initial teacher certification: EDUC 203, EDUC 303, EDPS 383, and EDPS 453/553 ; Prerequisite/co-requisite: for those seeking initial certification as a school counselor: EDPS 453/553 . Students taking this course for graduate credit must complete all graduate course requirements. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course. SPECIAL COURSE FEE: $10.00.
	EDSP 573 - Cross-Categorical Disabilities Practicum Semester Hours: Three This course is 150-clock hours of an intensive practicum for the graduate level practicing teacher involving teaching students with cross-categorical disabilities in a variety of service delivery models both in schools and other educational agencies. Students will participate in teaching individuals or small groups of students with cross-categorical disabilities. Students will also meet regularly with the practicum instructor for a seminar session to discuss topics and issues relating to their experience. This course is restricted to certified teachers with at least two years teaching experience who are seeking to add certification in Special Education: Cross-Categorical Disabilities. Prerequisites: Completion of all Cross-Categorical course requirements prior to taking this practicum. A $175 lab fee is charged for this practicum. Co-requisite: Current Family Care Safety Registry background check (see bulletin section on Background Checks for Field Experience and Student Teaching for additional information). Note: Some districts may also require current tuberculosis (TB) test results for placement. CPT form required for F-1 international students.
	EDSP 583 - Special Education Administration and Field Experience Semester Hours: Three This course is designed to provide the students seeking certification as a Special Education Director the opportunity to study, examine, and experience the issues specific to meeting the needs of students with disabilities and the faculty and staff who serve those students. Special emphasis will be given to finance issues, legal issues and ramifications of State and Federal Laws, IEP development and implementation, faculty and staff development, and student and program assessment. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description.
	EDSP 5703 - Student Teaching: Cross-Categorical Disabilities Semester Hours: Three Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking add-on certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks in an approved regular education setting (elementary, middle, or secondary) and four weeks in a special education/cross-categorical setting (elementary, middle, or secondary) as approved by the Dean of Education or Director of Field Experiences. Students seeking stand-alone certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks and four weeks in two different, approved special education settings (one placement in an elementary special education setting and one placement in a middle/secondary special education setting) as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, E_CL 5709 Student Teaching (Elementary, Middle, or Secondary) + EDSP 5703 Student Teaching: Cross-Categorical Disabilities OR EDSP 5709 + 5703 Student Teaching: Cross- Categorical Disabilities (one placement in an elementary special education setting and one placement in a middle/secondary special education setting for graduate students seeking special education stand-alone certification). A Student Teaching Fee is charged for this course.
	EDSP 5709 - Student Teaching: Cross-Categorical Disabilities Semester Hours: Nine Student teaching consists of sixteen (16) weeks of teaching experiences in an appropriate classroom setting in a state or nationally accredited public or private school under the supervision of an experienced and highly qualified cooperating teacher. Students seeking add-on certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks in an approved regular education setting (elementary, middle, or secondary) and four weeks in a special education/cross-categorical setting (elementary, middle, or secondary) as approved by the Dean of Education or Director of Field Experiences. Students seeking stand-alone certification in special education: cross-categorical disabilities mild/moderate must student teach for twelve weeks and four weeks in two different, approved special education settings (one placement in an elementary special education setting and one placement in a middle/secondary special education setting) as approved by the Dean of Education or Director of Field Experiences. This culminating field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. Candidates actively participate and complete required assignments, work with students as requested and under the supervision of the classroom teacher, and have the opportunity and responsibility to lead the class over an extended period of time. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. The final decision regarding placement will be left to the discretion of the Director of Field Experiences in order to insure the quality of student teaching experiences in diverse settings. Candidates are required to complete their student teaching experience in the grade level(s) and subject area(s) for which they are seeking recommendation for certification. Prerequisites: 1. Current Family Care Safety Registry background check (see catalog section on Background Checks for Field Experience and Student Teaching for additional information). Some districts may also require a valid Missouri substitute certificate and/or current tuberculosis (TB) test results for placement. CPT form required for F-1 international students. 2. No undergraduate degree-seeking candidate will be allowed to student teach without having passed all sections of the general education assessment (MoGEA or C-BASE if all sections were passed as of 12/31/2013). 3. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have satisfactorily completed all education courses, and must be approved by the Education Division prior to student teaching. Co-requisite: EDUC 471 Student Teaching Seminar. Required Assessments: 1. Successful completion of the exit Missouri Pre-Service Teacher Assessment (MoPTA); 2. Passing score on the content area exit assessment(s) in the certification area(s) for which the student is being recommended; and 3. Satisfactory formative evaluations and a satisfactory summative evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of classroom instructional experience in the grade level and/or subject area for which they are seeking certification in order to apply. The experience must be in a public or accredited private school and must be concurrent with enrollment in the Teacher Education Program. To determine eligibility, the student must first complete a CPL conference with the Dean of Education or her designee at least one semester prior to the anticipated student teaching semester. Students must be fully admitted to the Teacher Education Program and have passed the student teaching interview before CPL credit may be awarded. Students must complete the equivalent of 16 weeks/12 credit hours of student teaching before being recommended for certification, E_CL 5709 Student Teaching (Elementary, Middle, or Secondary) + EDSP 5703 Student Teaching: Cross-Categorical Disabilities OR EDSP 5709 + 5703 Student Teaching: Cross- Categorical Disabilities (one placement in an elementary special education setting and one placement in a middle/secondary special education setting for graduate students seeking special education stand-alone certification). A Student Teaching Fee is charged for this course.
Speech/Theater
	EDST 473/573 - Methods of Teaching Speech and Theatre in Grades 5-12: Seminar and Field Experience Semester Hours: Three This course concentrates on the principles, techniques, and problems unique to teaching speech and theatre. Unit and course plans, designed to meet the needs of diverse middle and secondary school learners, are developed for all areas of speech and theatre. Attention is given to directing forensic and dramatic activities. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites for candidates seeking initial teacher certification: EDUC 203 and EDUC 303;
Sport Management
	SMGT 423/523 - Sport Law Semester Hours: Three Students will be familiar with the legal concepts in those areas that are most prone to litigation. This course specifically introduces the student to the legal system by focusing on the concepts of tort law, product liability, constitutional law, contract law, labor-antitrust law, and statutory law as they relate to the sport professions. The course will consider the intellectual property rights of the individual, and emphasize liability-related issues as they impact sport administrators and teachers/coaches of physical activity and sport. Additional work will be required for those wishing to obtain graduate level credit. Satisfies three of the twelve hours for the Certificate in Sport Management.
	SMGT 433/533 - Sport Psychology Semester Hours: Three The student will develop a better understanding of the psycho-social aspects of sport participation by exploring various psychological and physiological factors that influence the athlete. Additional work will be required for those wishing to obtain graduate level credit. Satisfies three of the twelve hours for the Certificate in Sport Management.
	SMGT 453/553 - Volunteer Management Semester Hours: Three This course is intended to prepare students to assume roles as volunteer program leaders and managers, or to improve their skills in existing roles with volunteer organizations and agencies. The fundamental design of the course is based on learning through critical thought in and about leadership and management roles with volunteers. Additional work will be required for those wishing to obtain graduate level credit.
	SMGT 463/563 - Sport Finance Semester Hours: Three Financial management, planning, and the budgetary components of the sports industry will be discussed. Students will obtain the cognitive and application abilities necessary to maximize success in the sports industry. Additional work will be required for those wishing to obtain graduate level credit. Satisfies three of the twelve hours for the Certificate in Sport Management.
	SMGT 501 - Orientation Semester Hours: One Orientation in Sport Management/Fitness Management is a required orientation for all individuals seeking an online Master of Science degree in Sport Management or Fitness Management. This course has been prepared to bring students to a better understanding of the use of Canvas and introduces them to the different kinds of online assignments that they will be asked to complete.
	SMGT 503 - Sport Management Project Semester Hours: Three The Sport Management Project is designed for students currently employed within the industry, and will provide an additional opportunity for students to either enhance or refine skills developed in the program, or to undertake training in another. Working independently under the supervision of a site supervisor and a university supervisor, students will develop a project of significant pedagogical or professional value through either through scholarship or professional responsibilities.
	SMGT 513 - Research Methods Semester Hours: Three This course provides a research model that guides the student from question development through to research method and application in sport business. Includes the basic aspects of reading, evaluating, and writing research and explores the concepts developed in relevant literature as they apply to sport management.
	SMGT 543 - Advanced Sport Marketing Semester Hours: Three This course is intended to develop a deeper understanding of sport marketing in the three arenas of sport participation, sport products, and sport entertainment. Students will examine in-depth the sport marketing mix of product, price, place, and promotion and well as marketing strategy and marketing research.
	SMGT 573 - Sport Public Relations Semester Hours: Three Rather than view public relations as merely one of the four or five “Ps” of marketing, this course focuses on the benefit of regular communication between a sport organization and its key publics, or stakeholders. This course will explore public relations theories such as two-way symmetrical communication and agenda setting as well as practical communication tactics employed by public relations practitioners such as image repair and crisis communication. In addition, this course addresses a variety of communication-related topics including public relations management, image, media relations, and community relations.
	SMGT 576 - Internship in Sport Management/ Fitness Management Semester Hours: Six The Internship provides a culminating activity for graduate students in sport management or fitness management. A professional portfolio is included as a requirement in this course. Students will be expected to participate in three sessions during which the requirements of their practical and professional development. Students will study the reflective process, the internship, and the completed professional portfolio. Students will spend the equivalent of full-time employment in the appropriate agency for a total of at least 400 hours.
	SMGT 583 - Leadership and Management in Sport Semester Hours: Three This course provides a review of how leadership and management theory is properly applied in academic, commercial, and professional sport settings. Students will learn more about the various components of leadership and management by reviewing appropriate materials and entering into dialogue with practicing administrators and coaches.
	SMGT 583D - Thesis Defense Semester Hours: Three This course is intended to demonstrate a student’s ability to carry out original research. Thesis may be designed to answer practical research questions, theoretical, or ethical issues of interest to scholars and professionals in the field of sport management or fitness management. Prerequisite: SMGT 583T .
	SMGT 583T - Thesis Proposal and Research Semester Hours: Three This course is designed to help students complete their M.S. thesis. It is expected that research for the thesis project will be relevant to the student’s study in the Master’s program and will make an academic contribution to the research in sport management or fitness management. Prerequisite: SMGT 513 .

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MBU enrollment tops 5,600 students

Fiddler on the Roof

Course Descriptions

GRED 723 - Advanced Analysis of Qualitative Data

GRED 733 - Data-Driven Decision Making

GRED 743 - Advanced Research Methods

GRED 753 - Methods of Inquiry II: Quantitative Analysis

GRED 763 - Methods of Inquiry III: Qualitative Analysis

GRED 770 - Doctoral Dissertation Continuation

GRED 783 - Institutional Research and Assessment

GRED 786 - Doctoral Dissertation

EDHE 453/553 - Curriculum, Theory, And Methods of Health Education For Grades PK-Grade 12: Seminar And Field Experience

KHSC 413/513 - Chronic Diseases and Obesity

EDOC 700 - Statistical Proficiency

EDOC 713 - Special Topics

HEDD 713 - How Adults Learn: Theory and Research

HEDD 723 - Higher Education Leadership and Strategic Planning

HEDD 733 - Instructional Leadership in Higher Education

HEDD 743 - American Higher Education

HEDD 753 - Higher Education Law and Ethics

HEDD 763 - Critical Issues in Higher Education and Diversity

HEDD 773A - Higher Education Internship I

HEDD 773B - Higher Education Internship II

HUSR 503 - Child and Adolescent Therapy

HUSR 513 - Marriage and Family Therapy

HUSR 523 - Dual Diagnosis Chemical Dependency Counseling

HUSR 543 - Personality Assessment of Children, Adolescents, and Adults

HUSR 553 - Crisis Intervention

HUED 403/503 - Theories and Techniques of Group Counseling

HUED 433/533 - Theories and Techniques of Counseling Students and Their Families

HUED 443/543 - Transition/Career Development and Vocational Education

HUED 513 - Theories of Counseling

HUED 523 - Multicultural Counseling

LBCL 583 - Library Practicum

LBCL 5703 - Student Teaching: Library Media Specialist

LBCL 5709 - Student Teaching: Library Media Specialist

LIBR 503 - Foundations of Librarianship

LIBR 513 - Selection and Acquisition

LIBR 523 - Library Media Administration

LIBR 533 - Cataloging and Classification

LIBR 543 - Reference Sources and Services

LIBR 553 - Curriculum and the Library Media Center

LIBR 563 - Library Services for Children and Youth

LIBR 573 - Research in Library and Information Science

LIBR 583 - Information Technologies

MGMT 513 - Leading Change in Organizations

MGMT 523 - Managerial Decision Making

MGMT 533 - Human Resources Management

MGPS 403/503 - Organizational Behavior and Leadership

MRKT 503 - Current Issues in Marketing

EDMS 413/513 - Coordination of Cooperative Education

EDMS 423/523 - Implementing Business Education Programs

EDMS 433/533 - Teaching Social Studies for Middle/ Secondary: Seminar and Field Experience

EDMS 443/543 - Middle School: Philosophy and Organization

EDMS 453/553 - Teaching Business for Middle/ Secondary: Seminar and Field Experience

EDMS 473/573 - Teaching Mathematics for Middle/ Secondary: Seminar and Field Experience

EDMS 483/583 - Teaching Science for Middle Secondary: Seminar and Field Experience

EDMS 563 - Middle School Curriculum and Instruction: Seminar and Field Experience

EMCL 5703 - Student Teaching: Middle School

EMCL 5709 - Student Teaching: Middle School

EMCL 5712 - Student Teaching: Middle School

PHED 413/513 - Sport Facility Management

EDPE 433/533 - Curriculum, Theory, and Methods of Physical Education in the Elementary School: Seminar and Field Experience

EDPE 453/553 - Curriculum, Theory, and Methods of Physical Education in the Middle School: Seminar and Field Experience

EDPE 463/563 - Curriculum, Theory, and Methods of Physical Education in the Secondary School: Seminar and Field Experience

PSYC 553 - Advanced Human Development

PSYC 563 - Psychology of Normal and Abnormal Personality

PSCM 433/533 - Psychology of Moral and Spiritual Development

EDRD 423/523 - Integration of Literacy in Content Areas: Seminar and Field Experience

EDRD 433/533 - Foundations of Literacy Instruction for Early Childhood/Elementary: Seminar and Field Experience

EDRD 443/543 - Analysis and Correction of Reading Disabilities: Seminar and Field Experience

EDRD 463/563 - Reading and Writing Strategies for Middle and Secondary Content Areas

EDRD 501/502/503 - Specialized Topics in Literacy Instruction

EDRD 573 - Advanced Elementary Reading Disorders Practicum

EDRD 583 - Advanced Secondary Reading Disorders Practicum

ESAD 523 - Curriculum Construction and Design for Educational Administration - Secondary

ESAD 533 - The Role of Educational Administrator as Supervisor - Secondary: Seminar And Field Experience

ESCL 5703 - Student Teaching: Secondary

ESCL 5709 - Student Teaching: Secondary

ESCL 5712 - Student Teaching: Secondary