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Missouri Baptist University 2017-2018 Graduate Bulletin [ARCHIVED CATALOG]
Course Descriptions
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Early Childhood Special Education |
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ECSP 5709 - Student Teaching: Early Childhood Special Education
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 early childhood special education must student teach for twelve weeks in an early childhood regular education setting and four weeks in an early childhood 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, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
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ECSP 5712 - Student Teaching: Early Childhood Special Education
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 add-on certification in early childhood special education must student teach for twelve weeks in an early childhood regular education setting and four weeks in an early childhood 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, either 5712 or 5709+5703. A Student Teaching Fee is charged for this course.
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Economics |
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ECON 503 - Business Economics
Semester Hours: Three
This course will examine the application of economic theory and economic methodology to managerial decision-making. Supply and demand, productivity, consumer behavior, business and economic forecasting, pricing and marketing strategies under differing competitive conditions, government’s role, and the global market will also be explored.
This course cannot be taken as a directed study.
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Education |
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EDUC 500 - Continuing Portfolio Development: MSE
Semester Hours: Zero
The purpose of this course is to allow students to have continuous access to their portfolio for two (2) years so that they can build on it course by course and make revisions as necessary.
Co-requisite: Requires concurrent enrollment in EDUC 501 - Orientation: Curriculum and Instruction .
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EDUC 501 - Orientation: Curriculum and Instruction
Semester Hours: One
This required orientation is for all individuals seeking the online Master of Science in Education in Curriculum and Instruction. The orientation will include an overview of the courses required for the program as well as the elective opportunities for the advanced graduate student. This will also include standards and expectations for completing the MSE degree.
Co-requisite: Requires concurrent enrollment in EDUC 500 - Continuing Portfolio Development: MSE .
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EDUC 510 - Field Experience II Seminar
Semester Hours: Zero
This course provides orientation and an overview of the requirements for EDCL 411/511 Teaching Field Experience II. Topics covered will include placement information and expectations, planning for student teaching, and professional collaboration. Students will explore issues related to collegial activities, collaboration with others in the school system to meet student needs, and cooperative partnerships in support of student learning. Students must earn a final grade of Credit (CR) for program completion.
Co-requisite: EDCL 411/511 .
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EDUC 573 - Applications of Technology
Semester Hours: Three
This course is designed to address current research and theory, instructional design and product development, information access and delivery issues, and pragmatic ideas for integrating educational technology in the classroom to meet the needs of diverse learners. This course is a requirement for Library Media Specialist certification as well as a core requirement for the MAT, MET, and the MSE in Curriculum and Instruction. EDUC573 is the pre-requisite to all EDET courses.
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EDUC 583 - Beginning Teacher Assistance
Semester Hours: Three
Students will refine their skills as reflective practitioners through a variety of experiences which focus on contemporary problems and issues in the field of education. As first-year teachers, students will be able to draw from and build upon their background knowledge as it relates to their experiences in the classroom. A university supervisor will be assigned to observe students in the classroom to provide periodic assessments and feedback. Students will also attend four seminars. This course is offered on the Main campus only. This course is only available to first- or second-year teachers teaching on a Temporary Authorization Certificate, Provisional Teaching Certificate, or IPC. It is required by DESE for all students on Temporary Authorization Certificates, except for those pursuing certification in Special Education: Cross- Categorical Disabilities Mild-Moderate.
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EDUC 603CI - Professional Seminar in Education
Semester Hours: Three
In this seminar, candidates will focus on the issues and challenges for educational leadership in the first half of the 21st century. Topics will include the impact of globalization; the influence of values, ethics, and moral decision-making on school leadership; the accelerating effect of technology on teaching, curriculum construction and administration in schools; the challenges facing schools as a result of an increasingly diverse culture; and other topics related to educational change. A portion of the course will be devoted to an analysis of case studies of school districts known for excellence in leadership contrasted with comparable districts considered to be chronically challenged. Course discussions will be based on extensive readings in the field of educational leadership. This course will also include an overview of the courses required for the program as well as the elective opportunities for the advanced graduate student. This will also include standards and expectations for completing the portfolio, field studies, interviews, writing style requirements, reflections, and preparation for the program culminating written examination.
This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track.
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EDUC 603S - Professional Seminar in Education
Semester Hours: Three
In this seminar, candidates will focus on the issues and challenges for educational leadership in the first half of the 21st century. Topics will include the impact of globalization; the influence of values, ethics, and moral decision-making on school leadership; the accelerating effect of technology on teaching, curriculum construction and administration in schools; the challenges facing schools as a result of an increasingly diverse culture; and other topics related to educational change. A portion of the course will be devoted to an analysis of case studies of school districts known for excellence in leadership contrasted with comparable districts considered to be chronically challenged. Course discussions will be based on extensive readings in the field of educational leadership.
This course cannot be taken as a directed study. This course is designed for students in the Superintendent track and 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.
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EDUC 613CI - Learning Innovations for Continuous School Improvement and Field Experience
Semester Hours: Three
Practitioners will focus on established innovations for changing the culture of the school that are designed for continuous improvement which promote student achievement for all learners. The course will explore methods of maintaining a vigorous plan for change and a cycle for inventing, testing, and validating innovation. The course will include a 15-20 hour field experience.
This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Curriculum and Instruction track.
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EDUC 623CI - Differentiated Instruction
Semester Hours: Three
The course is designed to foster inquiry into adapting content, process, and product so that all students in a classroom can be successful. Classroom teachers will consider student readiness, interests, and learning profiles when collaborating with their students so that maximum growth is possible. Consideration of access to learning, motivation to learn, and efficiency of learning by and for students will guide teachers as they participate in action research focused on implementation of differentiated instruction.
This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track.
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EDUC 663CI - The Supervisory Process
Semester Hours: Three
The course will provide an overview of the research and current practices/models of school supervision and instructional management at the elementary, middle, and secondary levels of education. Students will be introduced to programs and methods of instructional supervision designed to improve the instruction of both new and experienced teachers. Participants will gain knowledge and skill in using specific techniques in conferencing with teachers, observing their classroom teaching, and collecting data in classrooms to provide feedback to the teachers. Students will gain an understanding of the role differences of the supervisor as facilitator, evaluator, counselor, and instructional coach. The course will include a 6-10 hour field experience.
This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track.
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EDUC 673CI - Teachers as Leaders and Field Experience
Semester Hours: Three
The course will focus on strategies for transforming school leadership to support effective student learning and development. Methods for motivating others, enhancing communication skills, applying methods of conflict resolution, and developing mentoring processes will be developed to transform a school/ school district into a learning community that supports the growth of every child. The course will include a field experience of 15-20 hours.
This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Curriculum and Instruction track.
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EDUC 683CI - Ethical Issues for School Leaders
Semester Hours: Three
The course focuses on ethics and moral reasoning in the education environment. The majority of all decision-making processes that impact education involve ethical considerations. Therefore, the course will examine learning theories through applied research, which has been developed to analyze ethical issues that affect the organizational environments of education settings. Technological applications, peer-reviewed journal articles, and case studies will be used to practically apply the ethical lens to organizational situations, logical decision-making, and rational and ethical arguments. It is important for teachers, curriculum specialists, and administrators to develop skills in organizational analysis and to understand the moral and ethical obligation that will impact any decision that they make and any action that they take, no matter how minimal. Through the examination of major “ethics” studies and theories, the graduate student will develop sensitivity to ethical issues of a contemporary society through a series of in-basket and scenario activities.
This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track.
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EDUC 683S - Ethical Issues for School Leaders
Semester Hours: Three
The course focuses on ethics and moral reasoning in the education environment. The majority of all decision-making processes that impact education involve ethical considerations. Therefore, the course will examine learning theories through applied research, which has been developed to analyze ethical issues that affect the organizational environments of education settings. Technological applications, peer-reviewed journal articles, and case studies will be used to practically apply the ethical lens to organizational situations, logical decision-making, and rational and ethical arguments. It is important for teachers, curriculum specialists, and administrators to develop skills in organizational analysis and to understand the moral and ethical obligation that will impact any decision that they make and any action that they take, no matter how minimal. Through the examination of major “ethics” studies and theories, the graduate student will develop sensitivity to ethical issues of a contemporary society through a series of in-basket and scenario activities.
This course cannot be taken as a directed study. This course is designed for students in the Superintendent track and 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.
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EDUC 690CI - Written Exam: Curriculum and Instruction
Semester Hours: Zero
Students must register for this course in the term in which they are planning to graduate. The portfolio and all coursework must be complete prior to taking the Written Exam.
This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track.
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EDUC 723 - Transformational Theories and Applications
Semester Hours: Three
This course explores different strategies for bringing about change leading to institutional improvement and reform in teaching and learning. Curriculum and best instructional practices are examined with a focus on research-based teaching and learning programs and systems that are proven to be effective and sustainable which address the needs of diverse learners. Candidates will consider the many critical factors that shape and influence efforts to bring about reform in educational institutions, including: vision, culture, climate, group dynamics, decision-making and communication processes, change theory, and influences of internal and external social systems. Special attention is given to the leader’s role in creating a climate and building an organizational capacity to change. Case study analysis and field research will serve as essential components in this course.
This course is offered only online and cannot be taken as a directed study.
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EDUC 733 - Leading Teaching and Learning in Diverse and Emerging Educational Settings
Semester Hours: Three
This course examines the impact of diversity, culture, ethnic origin, and societal change on teaching and learning in the educational institution. The course is designed to better prepare leaders to meet the challenges of cultural diversity and rapid societal change in organizations to close the achievement gap between groups of students. 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 is offered only on the Main campus during the Summer Quarter and cannot be taken as a directed study.
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Education/English |
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EDEN 453/553 - Teaching Language Arts and Composition in Grades 5-12: Seminar and Field Experience
Semester Hours: Three
The student will investigate the middle school secondary language arts 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, including the Common Core State Standards, and the NCTE/IRA 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. This course is required for middle school language arts certification and/or secondary teacher certification in English, and for middle school certification for all subject areas. Students taking this course for graduate credit must complete all graduate course requirements.
Prerequisites for candidates seeking initial teacher certification: ENGL 123, EDUC 203, and EDUC 303;
CPT form required for F-1 international students.
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EDEN 463/563 - Teaching Literature Within the Curriculum
Semester Hours: Three
This course will consist of units which survey literature appropriate for both children and adolescents, including examples of literature from various ethnic groups that reflect the diversity in today’s society. Attention is given to analysis, selection, and encouragement of the appreciation of quality literature. Students will become competent in applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. This course is required for students seeking middle school language arts certification and/or secondary certification in English, as well as for students seeking Library Media Specialist certification. Students taking this course for graduate credit must complete all graduate course requirements.
Prerequisites for candidates seeking initial teacher certification: ENGL 123, EDUC 203, and EDUC 303;
prerequisite/ co-requisite: LIBR 553 for Library Media Specialist.
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EDEN 503 - Mystery Unit for Secondary Teachers
Semester Hours: Three
This course explores the roots of the mystery story from Edgar Allan Poe to the present. Students will examine the structural and literary merit of each text, as well as the themes and archetypes that run through these texts. The course will also discuss how secondary teachers can present mystery fiction to their students.
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EDEN 533 - Shakespeare Seminar
Semester Hours: Three
This seminar provides a survey of the representative plays by William Shakespeare, focusing on their major genres (history, comedy, tragedy, and romance), their dominant themes, and their aesthetics. As part of the study, students will explore the questions of authorship, sources, and history as related to the playwright’s texts.
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EDEN 543 - Asian American Women Writers
Semester Hours: Three
This course examines some of the notable writings by Asian American women authors with emphasis on their genre, theme, style, and aesthetics. Texts for study will include Sui Sin Far’s short stories, Maxine Hong Kingston’s China Men, Yoshiko Uchida’s Desert Exile: The Uprooting of a Japanese American Family, Jessica Hagedorn’s Dogeaters, Gish Jen’s Typical American, and Amy Tan’s The Bonesetter’s Daughter.
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EDEN 573 - Asian Literature in Translation
Semester Hours: Three
Students will study the rich and varied literary works from Asian countries such as Bangladesh, China, India, Indonesia, Japan, Korea, Malaysia, Myanmar (formerly Burma), Pakistan, the Philippines, and Vietnam. Among the authors to be considered are Lu Xun, Ding Ling, Yu Hua, Abe Kobo, R. K. Narayan, Salman Rushdie, Kim Sung-dong, Song Su-kwon, Raden Adjeng Kartini, U Win Pe, Bapsi Sidhwa, and Duong Thu Huong. Students will study the preoccupations, values, and worldviews of Asian people groups as reflected in the texts.
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EDEN 583 - The American Novel
Semester Hours: Three
This course offers an in-depth study of notable American novels with emphasis on their themes, genres, and aesthetics. Students will not only read primary texts but also examine the historical, social, and literary backgrounds to the texts. Among the writers to be considered are Susanna Rowson, James Fenimore Cooper, Nathaniel Hawthorne, Herman Melville, Harriet Beecher Stowe, Kate Chopin, John Steinbeck, F. Scott Fitzgerald, Ernest Hemingway, William Faulkner, Flannery O’Connor, John Updike, Toni Morrison, and Thomas Pynchon.
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Education/Psychology |
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EDPS 453/553 - The Exceptional Child
Semester Hours: Three
This course stresses the study of and identification of the physical, psychological, social, and educational needs of special needs children. Attention is given to differences in growth and development of individual children as well as group differences, in addition to appropriate modifications of the educational process. This course will also explore cultural and linguistic diversity and the needs of gifted and talented students.
Undergraduate prerequisites: PSYC 133 and PSYC 313 for all teacher certification candidates except Music Education. Graduate prerequisite: PSYC 553. Prerequisite for Music Education: PSYC 133, EDPS 383, and MUED 313. Open to teachers, or prospective teachers or school counselors, and Psychology or Behavioral Science majros (prerequisite: PSYC 133 and PSYC 313,PSYC 333, or PSYC 343).
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EDPS 503 - Advanced Theories of Learning and Personality
Semester Hours: Three
This course is a graduate level study of contemporary personality theories, classical theories of learning and development, and social interactional theories of learning and development. The emphasis in this course is on the nature of personality, factors in development, the examination of metacognitive, motivational, social, and biological perspectives in the decision-making process, and how these perspectives affect learning and the development of intellect and personality.
This course cannot be taken as a directed study, credit for prior learning portfolio, or as web- based course.
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EDPS 513 - Foundations of School Counseling
Semester Hours: Three
This course considers the philosophy, organization, and practices of school guidance and counseling programs on the elementary and secondary level. Essential services of counseling, coordinating, consulting, and appraising are studied. The importance of developing a comprehensive program of counseling K-12 students will be reviewed. This course requires 17 hours of field experience for the pre-service counselor.
This course cannot be taken as a directed study or credit for prior learning portfolio.
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EDPS 523 - Professional, Ethical, and Philosophical Development in Counseling
Semester Hours: Three
This course will examine what a counselor is and how the profession differs from other helping professions. The process of becoming an effective counselor and the qualities and skills necessary will be discussed. Specialty areas in counseling will be discussed but emphasis will be on school counseling. Models of helping and professional issues will be examined. Topics include: group guidance, systems support, responsive services, evaluation process, and reporting techniques. This course requires 15 hours of field experience for the pre-service counselor.
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.
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EDPS 543 - Psychological Tests and Measures
Semester Hours: Three
This is a graduate course in testing and measurement theory with emphasis on reliability, validity, associated descriptive statistics, derived and transformed scores, correlation and simple regression, standard scores, percentiles, stanines, and interpretation of test scores. This course will also focus on procedures for interpreting norm-referenced and criterion referenced tests.
This course cannot be taken as a directed study, credit for prior learning portfolio, or as a web-based course.
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EDPS 573 - Intelligence Testing
Semester Hours: Three
This course is an in-depth study with practical experience in administering, scoring, analyzing, and interpreting the Wechsler Intelligence Tests (WPPSI, WISC-III, WAIS, and WISC-IV) and the Stanford-Binet. Students will administer, score, analyze, and interpret intelligence tests for children, adolescents, and adults. Emphasis will also be given to writing a detailed diagnostic summary of intellectual functioning. This course is required for the Psychological Examiner Certification.
Prerequisite(s): PSYC 553 , EDPS 503 , EDSP 433/434/533/534 , PSYC 563 , GRED 543 , EDSP 463/563 , and EDPS 543 .
Note: A grade of B or better is required in this course in order to proceed with EDPS 583 - Psychological Examiner Internship . 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.
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EDPS 583 - Psychological Examiner Internship
Semester Hours: Three
This internship includes 150 hours of administering, scoring, analyzing, and interpreting intelligence tests, individual achievement tests, adaptive behavior tests, behavior scales, and other tests and observations that are included in a full psychological evaluation. Students will be required to write detailed diagnostic summaries for each full psychological evaluation. Students will meet weekly with internship instructor on the Main campus.
Prerequisite(s): completion of all required coursework for Psychological Examiner Certification - including DESE prerequisite requirement of a master’s degree in one of the following areas: counselor education, counseling psychology, educational psychology, or special education - and a grade of B or better in EDPS 573 - Intelligence Testing . There is a $175 lab fee charged for this course.
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.
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Educational Administration |
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EDAD 503 - Introduction to Educational Administration Communications
Semester Hours: Three
This course will cover comprehensive communications principles and the spectrum of forces that a building principal encounters in the performance of the duties and responsibilities of this important building-level leadership role. The course will expose the graduate student to the importance of written and oral communications skills needed to be effective when dealing with internal and external forces that include, but are not limited to, individuals, school groups, community leaders and stakeholders, radio, television, newspaper, and other publications. The importance of proper writing skills will be reviewed and in-class writing practice will be emphasized. Each graduate student will develop a building-level marketing strategy, write letters and memos for a variety of school building scenarios, and role play a variety of sensitive school building issues i.e. school violence, student tragedy, media interviews, etc. There will be an emphasis on models of communications, problem solving, conflict resolution, decision-making, team-building, collaboration, and policy and procedure development.
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.
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EDAD 533 - Basic Finance and Facilities Management: Seminar and Field Experience
Semester Hours: Three
This course examines building level finances, including budget preparation, the impact of tax levies and bond issues on building capital improvement projects, and operating costs. This course also examines the role and responsibilities of the principal in managing the school building facilities. Theoretical concepts and practical experiences are included in this course.
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.
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EDAD 543 - Educational Leadership Inquiry
Semester Hours: Three
The course focuses on inquiry as a meaningful and relevant way to acquire methods to solve problems and communicate solutions at the school building level. It is intended to prepare practitioners with tools to investigate and address problems of practice in improving their instructional leadership skills and knowledge. Typical problems and issues that are relevant will be used as the focal point for learning. The course also offers exploration of the connection between the building leader and the central office in addressing current trends and issues facing educational leaders, especially state and federal events that impact directly or indirectly the educational environment.
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.
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EDAD 553 - Vocational Administration and Philosophy
Semester Hours: Three
This course is an in-depth study of the secondary vocational education school. Emphasis is placed on the study of the following issues specific to vocational schools: rural Co-Op model; the suburban and urban model; local, state, and federal funding; vocational curriculum, diverse student populations; scheduling; facilities, facility management and design, and equipment and resource management and procurement; staffing and staff development; vocational student organizations; school-to-work programs; Tech Prep; A+ programs; career pathways; and articulated programs between high schools and junior colleges for college credit.
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EDAD 563 - Administration of Special Programs, Grants, and Legislative Mandates
Semester Hours: Three
This course is designed for students who may coordinate or direct Special Education programs. Emphasis is on P.L. 94-142, IDEA, Perkins Act H.B. 474 Vocational Rehabilitation Act, Section 504 of the Rehabilitation Act, State Special Education Compliance Plan, and federal and state special education career/vocational funding, developing the special education career/vocational district budget, program development, and personnel issues. Explanations and scrutiny of various state and federal programs i.e. Early Childhood, Early Childhood Special Education, ESL, Migrant, Gifted & Talented, Title I, Title II, Title IV, and Title IX career/vocational programs are incorporated in this course.
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.
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EDAD 573 - Education Administration Capstone
Semester Hours: Three
This is the final culminating course for the Master of Educational Administration degree. In this course the candidate will (1) complete the required 300 clock hours of internship, (2) prepare for and take the state-required content exam if it has not been taken and passed prior to enrolling in this course, and (3) prepare for and complete the state-required Missouri School Leader Performance Assessment. If the tasks are submitted to ETS, the cost is $275. Students may take Missouri Content Assessment (MoCA) exam 058 Building Level Administrator ($106) any time after completing program coursework. The assessment costs are above the fees for the course. The student will receive a grade for the course at the end of the semester regardless of whether the student has passed the state-required assessments. The grade will be based on the quality of the internship, in-class content practice tests, and the quality of the performance tasks completed in class. The student may satisfy Missouri Baptist University degree requirements without having passed the state-required content assessment and/or the performance tasks.
This course cannot be taken as a directed study. CPT form required for F-1 international students. SPECIAL COURSE FEE: $50.00.
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EDAD 613S - School-Community Relations
Semester Hours: Three
This course will assist professional educators in identifying strategies for assessing current public relations programs and approaches for implementing effective school district and community relations. Students will focus on various communication media and research methods leading to effective and responsive communication. In addition, unique functions of various groups within the school setting will be explored. Participants will formulate, develop, and implement a procedure for positive school and community relations.
This course cannot be taken as a directed study. 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.
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EDAD 633S - District Financial Management and Field Experience
Semester Hours: Three
This course focuses on a critical task for administrators: managing district revenues and expenditures. It is important that all administrators have a thorough understanding of how public school finance works so that information can be shared accurately with the staff and with the public. This course includes a 15-20 hour field study in a school district with a business manager/ assistant superintendent responsible for all financial management tasks.
A master’s level finance class is a prerequisite for this course.
This course cannot be taken as a directed study.
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EDAD 643S - Facilities Planning and Management
Semester Hours: Three
This course will incorporate planning, design, construction, management, and maintenance involved in the daily operations of district buildings and grounds. It will incorporate activities related to selecting architects, construction and performance contracting, monitoring and tracking maintenance, furnishing and equipping facilities, and custodial and maintenance operations.
This course cannot be taken as a directed study. 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.
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EDAD 653S - Personnel Management and Field Experience
Semester Hours: Three
This course is designed to broaden the school administrator’s perspective of personnel management and to give the administrator insight into the purposes, processes, planning procedures, and policy making in administering the personnel program. The course includes a 10-15 hour field study of two superintendents (or other central office administrators) and a reflective analysis of the findings.
This course cannot be taken as a directed study. 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.
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EDAD 713 - Community College Administration
Semester Hours: Three
An overview of the evolution and organization of community college administration. Candidates examine the dominant leadership and managerial themes shaping the community college, and consider administrative and management precedents that shaped the structuring and management of community colleges.
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EDAD 723 - Higher Education Politics and Policy
Semester Hours: Three
An exploration of the roles of public policy and politics in higher education at the federal, state, and local levels. Candidates examine policy issues in the postsecondary arena and the political forces that influence and shape decision-making processes, reform efforts, and community relations.
This course cannot be taken as a directed study.
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EDAD 733 - Higher Education Finance
Semester Hours: Three
A focus on fiscal management and budgeting practices applicable to higher education institutions. Candidates investigate effectiveness and efficiency issues associated with the use of funds. Topics include sources of higher education funding, budget development, financial management, and fiduciary control.
This course cannot be taken as a directed study.
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EDAD 743 - Advanced Strategic Planning
Semester Hours: Three
This course focuses on the application of theory and organizational analysis to the strategic planning process. A variety of planning models and processes used by a large number of organizations will be introduced. One focus of this course will be to analyze and then reanalyze situations using a variety of theories and frames. Through the use of technological applications, applied research, and case studies, students will 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. Case study analysis and field research will serve as essential components in this course.
This course cannot be taken as a directed study.
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EDAD 753 - Student Affairs in Higher Education
Semester Hours: Three
A focus on the role of professionals in university student affairs, the populations served, the skills and competencies necessary to the profession, and current issues in the profession. Educational and philosophic assumptions associated with student affairs practice, and principal functional areas normally associated with student affairs practices will be discussed.
This course cannot be taken as a directed study.
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EDAD 763 - Enrollment Management in Higher Education
Semester Hours: Three
An examination of fundamental principles of enrollment management in a higher education context. Students study enrollment management theories, concepts, and research and the application of these to higher education administration. Students demonstrate enrollment management strategies through the development of a comprehensive enrollment management plan for use in a college or university setting.
This course cannot be taken as a directed study.
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EDAD 773 - Community College Administration
Semester Hours: Three
An overview of the evolution and organization of community college administration. Candidates examine the dominant leadership and managerial themes shaping the community college, and consider administrative and management precedents that shaped the structuring and management of community colleges.
This course cannot be taken as a directed study.
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Educational Technology |
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EDET 523 - Digital Citizenship
Semester Hours: Three
This course is designed for K-12, technical and community college instructors, administrators, library media specialists, and technology leaders. The goal is to develop the understanding of the National Educational Technology Standard for Teachers through the definition of the term Digital Citizenship and to identify ways Digital Citizenship can improve teaching and learning through the responsible use of technology. The nine elements of Digital Citizenship (access, commerce, communication, literacy, rights and responsibilities, health and wellness, and security) will be explored with Copyright Clarity emphasized, providing structure to course objectives.
Prerequisites: EDUC 573 .
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EDET 533 - Emerging Technology Trends
Semester Hours: Three
This course is designed to build upon knowledge gained in EDUC 573 . By matching current trends in technology with sound educational research, students will enhance the teaching and learning processes in their own classrooms. In addition, students will learn to integrate instructional strategies with emerging technology trends to design learning that is more accessible to the students of the 21st Century, including students with disabilities. Practical solutions for using technology to teach essential skills, the analysis of current web 2.0 resources, and participation in and the creation of professional learning networks will be explored.
Prerequisites: EDUC 573 .
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EDET 543 - Online Applications for Collaboration
Semester Hours: Three
This course will enable participants to harness the power of using online collaboration tools for student engagement and learning. Course participants will experience the Web as more than a source of information, instead using it as a means of constructing new knowledge through conversation, networking, and collaboration. Applications such as Twitter, Facebook, Ning, Skype, Google Reader, and more will be explored and applied to the teaching and learning process.
Prerequisites: EDUC 573 .
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EDET 553 - Differentiating Instruction with Technology
Semester Hours: Three
This course is designed to provide the participants with a philosophical, professional, and practical framework for the integration of technology into instruction in the K-12 classroom through differentiation. Participants will explore learner characteristics, student needs and elements of differentiated instruction. Technology-rich products and lessons will be developed and evaluated to meet the needs of a diverse population. Choices allow graduate students with varied backgrounds and interests to select activities that meet their professional needs.
Prerequisites: EDUC 573 .
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EDET 563 - Web-Based Design, Implementation, and Assessment
Semester Hours: Three
Through active engagement, students will be introduced to web-based learning, communities and instructional design. Various online and web-based instructional platforms will be explored, as well as the benefits and disadvantages of synchronous and asynchronous learning. Students will be guided in applying current technologies to create a web-based community of learning. Finally, the implementation and evaluation of web-based instruction will be reviewed.
Prerequisites: EDUC 573 .
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EDET 573 - Methods of Using Technology to Enhance Literacy
Semester Hours: Three
This course is designed to provide graduate students with an understanding and application of an array of technology tools and strategies to teach reading and writing in the classroom for lesson planning and instructional purposes, including but not limited to wikis, blogs, podcasting, and digital storytelling. Graduate students will explore how assistive technology has changed literacy instruction, specifically how changes in technology have affected a writer’s audience and purpose.
Prerequisites: EDUC 573 .
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EDET 583 - Technology and Diversity
Semester Hours: Three
This course focuses on the ways technology may be used to support the learning needs of all students, including autistic, ELL, bilingual and other special needs students. Assistive technology will be identified and instructional strategies to implement the use of the technology will be integrated into curriculum and lesson designing. Students will have the opportunity to develop skills in assisting and developing methods for “bridging the digital divide” that exists in the academic community. In this course, students will investigate existing strategies to redress these “divides,” from classroom to community to national efforts. Students will also explore curriculum and teaching techniques to broaden the appeal and engage more students in expanding their learning opportunities by using technology.
Prerequisites: EDUC 573 .
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EDET 593 - Capstone: E-Portfolio
Semester Hours: Three
This course is designed to allow graduate students to research, examine, and develop an e-portfolio demonstrating their knowledge and abilities concerning the ISTE Standards (formerly the NETS) for Teachers (ISTE StandardsoT). An action research project will be included in the portfolio. This course should be taken as the final course in the MET degree program.
Prerequisites: EDUC 573 and GRED 543 .
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Educational Technology Topics |
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ETTP 543 - Specialized Topics in Educational Technology
Semester Hours: Three
This course is designed to provide an avenue for intensive study of current issues, trends, or problems in educational technology. With an emphasis on the construction of knowledge through analysis, synthesis, and evaluation, faculty and students will collaborate to structure appropriate investigations based on individual interests and career aspirations.
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Educational Topics |
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ETOP 423/523 - Classroom and Behavior Management
Semester Hours: Three
This course is a study of the underlying causes of school violence and students being at-risk for school failure at the elementary and secondary school level, as well as a study of the theories and research-based practices that can be used to establish a positive learning environment for all. Topics include: 1) Identifying at-risk students; 2) Building a positive learning community; 3) Teaching social skills and internal behavior management strategies to decrease discipline problems; 4) Investigating theories of behavior and discipline; 5) Developing proactive classroom management techniques, and culturally responsive instructional and behavioral strategies to decrease disruptive behavior; 6) Making your classroom and school safe for students and staff.
Undergraduate prerequisites: EDPS 453/553 , EDPS 383, EDUC 203, EDUC 303. Graduate prerequisite: EDPS 453/553 .
* This course is required for all education majors. ** This course must be completed before Student Teaching will be allowed. Students taking this course for graduate credit must complete all graduate course requirements. This course may not be taken as a directed study, credit for prior learning portfolio, or as a web course if it is to be used as part of the Master of Arts in Counseling requirements.
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ETOP 503 - Current Influences in Education
Semester Hours: Three
Course will focus on major issues of the 21st century that influence school reform. School Choice initiatives will be studied with an in depth examination of the charter school movement. This course will focus on current trends in education such as: educator retention, generational poverty, the search for individuality, international, national, and political influences, and the break down in standardized testing.
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ETOP 513 - Character Education
Semester Hours: Three
This course will guide one to understand what “character education” is and how it relates to home, school, and work, and one’s relationships with others. Education and classroom strategies will be taught as well as how to incorporate character education in our business and faith communities.
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ETOP 533 - Classroom Applications for Brain Research
Semester Hours: Three
Current scientific knowledge about how the brain learns and opportunities for instruction will be examined in this course. Traditional beliefs about teaching will be compared to the latest brain research and multiple intelligences (including emotional intelligence) to determine compatibility and implementation of appropriate instructional methodologies. Methods and approaches compatible with how the human brain learns best will be studied in a manner that classroom teachers can implement immediately in their own instructional program.
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ETOP 541/542/543 - Specialized Topics in Professional Development for Educators
Semester Hours: Variable
This course is designed to provide an avenue for intensive study of current issues, trends, or problems in education. With an emphasis on the construction of knowledge through analysis, synthesis, and evaluation, faculty and students will collaborate to structure appropriate investigations based on individual interests and career aspirations.
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ETOP 553 - Developing Responsible Learners
Semester Hours: Three
The focus of this course is to introduce educators to a variety of highly effective learner-centered best practices for designing classroom and school programs that empower diverse PK-12 students to become responsible learners. Candidates will learn to utilize techniques and strategies to encourage the development of ethical/moral decision making in the classroom and school community. Practical applications in relation to classroom instruction, professional development, and counseling will be demonstrated. Students in the online MAC program must enroll in the OLP section.
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ETOP 563 - Legal Issues in Regular and Special Education
Semester Hours: Three
This course provides a study of the educational issues in school law and court cases that have impacted American education as we know it today. A historical perspective of school law will be presented along with selected issues in school law with an emphasis on those having direct impact at the school-building level. Topics to be examined include: a historical overview of educational governance, schools and the state, students and the law, teachers and the law, school desegregation, individuals with disabilities and the law, school finance issues and laws, and educator and school district liability.
For students in the MEA program, 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.
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ETOP 573 - Contemporary Trends and Issues in Education
Semester Hours: Three
This course provides an exploration of the issues in education that have the potential to influence the implementation, planning, and evaluation of curriculum at all levels of learning. This course of study will focus on six major areas that influence the field: philosophy, teaching, learning, instruction, supervision, and policy. Topics for discussion include such issues as: alternative curriculum conceptions, teachers, public life and curriculum reform, preparing teachers to support inclusion, knowledge and teaching, foundations of the new reform, cognitive-developmental approach to moral education, critical thinking, cooperative learning research findings, impact of tracking, synthesis of research on compensatory and remedial education, multiple intelligences, professional development, school leadership, bridging multicultural theory and practice, performance-based assessment, family, community, and school partnerships, and the new role of the principal.
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ETOP 583 - Perspectives on Diversity in Education
Semester Hours: Three
This course is designed to give education professionals a better understanding of the theoretical foundations of multicultural education as well as current practices in this field. This is a systematic study of what transpires in intercultural contacts and interactions within the educational setting when the communication process involves culturally diverse people. The diversities on which we will focus will include race, ethnicity, socioeconomic class, personality/temperament, gender, religion, and communication styles.
For students in the MEA program, 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.
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ETOP 623CI - Organizational Leadership, Governance, and Field Experience
Semester Hours: Three
This course includes a review of school administration in the rural, suburban, and urban environment, leadership styles, governance, and policy development. The course will also examine organizations outside education and whether these organizational designs may be applied to school settings. This course includes a 15-20 hour field experience in rural, suburban, and urban school districts and a reflective analysis of the findings of differences and common leadership styles.
This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the curriculum and instruction track.
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ETOP 623S - Organizational Leadership, Governance, and Field Experience
Semester Hours: Three
This course includes a review of school administration in the rural, suburban, and urban environment, leadership styles, governance, and policy development. The course will also examine organizations outside education and whether these organizational designs may be applied to school settings. This course includes a 15-20 hour field experience in rural, suburban, and urban school districts and a reflective analysis of the findings of differences and common leadership styles.
This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Superintendent track.
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ETOP 663S - Advanced School Law
Semester Hours: Three
This course will focus on areas of law that involve central office administration, including audit requirements, budget requirements, contracts, vendor relations, residency issues, student and employee hearings, personnel employment and dismissal issues, Fair Labor Standards Act, Family Medical Leave Act, workers’ compensation, unemployment, special education, curriculum, assessment, and construction of facilities.
A master’s level class in education law is a prerequisite for this course.
This course cannot be taken as a directed study. 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.
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Elementary Administration |
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ELAD 523 - Curriculum Construction and Design for Educational Administration - Elementary
Semester Hours: Three
This course is designed to provide students with the opportunity to experience curriculum design from an elementary 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 elementary 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.
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ELAD 533 - The Role of Educational Administrator as Supervisor - Elementary: 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 elementary building level school administration from a supervisory perspective. A clear vision of learning on which the students will build an organizational framework based on their philosophical and ethical viewpoints of school administration and leadership will be part of the course. Through coursework, readings in contemporary professional literature, and a 15-hour field experience, and written reflections, students will learn about elementary-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.
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Elementary Education |
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ELED 433/533 - Integrated Mathematics Concepts for Early Childhood/Elementary: Seminar and Field Experience
Semester Hours: Three
This course is a study of materials, methods, principles, and concepts used in the elementary school to develop mathematics skills and understanding. Students will investigate early childhood and elementary mathematics curricula and materials. Application will be made to the Missouri Learning Standards including the Common Core State Standards and the Show-Me Standards, as well as the NCTM Principles and Standards for School Mathematics. Students will increase proficiency with state and national standards by connecting their pedagogical decisions to relevant standards. Students will apply knowledge of multiple intelligences to various teaching strategies as they integrate art, music, and physical education experiences within integrated mathematics lessons and units, in order to meet the needs of all diverse learners and learning styles. Students will also become competent in differentiating instruction and applying assessment strategies for the improvement of student learning, including state-mandated assessment. 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 certification: EDUC 203 and EDUC 303.
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ELED 443/543 - Integrated Science Concepts for Early Childhood/Elementary: Seminar and Field Experience
Semester Hours: Three
This course is a study of materials, methods, principles, and concepts used in the elementary school to develop science skills and understanding. Students will investigate early childhood and elementary science curricula and materials. Application will be made to the Missouri Learning Standards including the Common Core State Standards and the Show-Me Standards, as well as the Next Generation Science Standards. Students will increase proficiency with state and national standards by connecting their pedagogical decisions to relevant standards. Students will apply knowledge of multiple intelligences to various teaching strategies as they integrate art, music, and physical education experiences within integrated science lessons and units, in order to meet the needs of all diverse learners and learning styles. Students will also become competent in differentiating instruction and applying assessment strategies for the improvement of student learning, including state-mandated assessment. 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 certification: EDUC 203 and EDUC 303.
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ELED 453/553 - Integrated Language Arts Concepts and Children’s Literature for Early Childhood/Elementary: Seminar and Field Experience
Semester Hours: Three
The student will investigate early childhood and elementary language curricula and materials. Students will become competent in the use of multiple intelligences as a vehicle to apply various teaching strategies as they integrate art, music, and physical education experiences within integrated language arts units in order to meet the needs of all diverse learners and learning styles. The course will also consist of units which survey literature appropriate for children, including examples of literature from various ethnic groups that reflect the diversity in today’s society. Application will be made to the Missouri Learning Standards including the Common Core State Standards, the Show-Me Standards for physical education, art, and music, as well as the NCTE/IRA 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 those seeking initial certification: EDUC 203 and EDUC 303.
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ELED 463/563 - Integrated Concepts in Social Science, Geography, and Economics for Early Childhood/Elementary: Seminar and Field Experience
Semester Hours: Three
The student will investigate early childhood/elementary social studies curricula and materials. Students will become competent in the use of multiple intelligences as a vehicle to apply various teaching strategies as they integrate art, music, and physical education experiences within integrated social studies lessons and units in order to meet the needs of all diverse learners and learning styles. Application will be made to the Missouri Learning Standards for social studies, physical education, art, and music as well as the Revised National Curriculum Standards for Social Studies. Students will become competent in differentiating instruction and applying assessment strategies for the improvement of student learning. A study of state-mandated assessment is included. The course will also incorporate a study of the continents and countries of the world and their physical, economic, and cultural diversity. Economic concepts appropriate for elementary-level students will also be covered. 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 certification: EDUC 203 and EDUC 303.
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Elementary Student Teaching |
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ELCL 5703 - Student Teaching: Elementary
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.
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ELCL 5709 - Student Teaching: Elementary
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.
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ELCL 5712 - Student Teaching: Elementary
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.
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English |
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ENGL 453/553 - History of the English Language
Semester Hours: Three
The course content covers the internal development of the English language from its roots in Indo-European to Modern English as currently written and spoken in the world. Building upon the literary backgrounds of British, American, and world literature, the student will examine the linguistic changes in the context of external, historical, and cultural circumstances.
Prerequisites: ENGL 203, and completion of six hours of the ENGL 333 sequence or completion of six hours of the ENGL 353 sequence, or consent of instructor. Students taking this course for graduate credit must complete all graduate course requirements.
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ENGL 463/563 - Multicultural Literature
Semester Hours: Three
This course examines selected writings by representative American authors of racial and ethic minority, including Native Americans, African Americans, Hispanic Americans, and Asian Americans. Among the authors to be examined are Frederick Douglass, Richard Wright, Carlos Bulosan, Maya Angelou, Toni Morrison, N. Scott Momaday, Maxine Hong Kingston, William Least Heat Moon, Richard Rodriguez, Denise Chávez, Leslie Marmon Silko, Amy Tan, and Louise Erdrich. Emphasis is on genre, theme, style, and aesthetics as well as on the political, historical, cultural, and intellectual context of multicultural literature in the United States. Students taking this course for graduate credit must complete all graduate course requirements.
Undergraduate prerequisite: ENGL 203 or consent of instructor.
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Exercise Science |
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EXSC 403/503 - Exercise Psychology
Semester Hours: Three
The student will develop a better understanding of the antecedents and consequences of exercise participation by exploring various psychosocial factors that influence activity participation. Students taking this course for graduate credit must complete all graduate course requirements.
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EXSC 453/553 - Fitness Management
Semester Hours: Three
This course examines management principles as they relate to budget, facility design, purchasing, scheduling, marketing, programming, and personnel issues in the field of exercise science and wellness.
Undergraduate prerequisite: Senior standing. Students taking this course for graduate credit must complete all graduate course requirements.
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EXSC 483/583 - Principles of Human Performance
Semester Hours: Three
This course examines the advanced methods and techniques associated with the design of strength and conditioning programs to enhance human performance in sport and fitness. This course is designed to further develop the student’s current level of knowledge in preparation for the National Strength and Conditioning Association (NSCA) Certified Strength and Conditioning (CSCS) certification exam.
Undergraduate prerequisites: EXSC 313, EXSC 323, EXSC 321. Students taking this course for graduate credit must complete all graduate course requirements.
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Gifted Education |
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EDGT 503 - Introduction to Gifted and Talented Students
Semester Hours: Three
This course focuses on the nature of gifted learners and how they differ in cognitive, affective, developmental, and behavioral ways from more typical learners. It will emphasize general theories of intelligence, development, and learning and how they apply to gifted learners.
Prerequisite: MINIMUM of one complete school year of full-time teaching experience.
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EDGT 513 - Curriculum Methods for Gifted and Talented Students
Semester Hours: Three
This course focuses on the fundamental principles of program design and development for gifted learners. Role functions and reference groups are emphasized as well as general educational administration and supervision theories. Program evaluation models are also stressed.
Prerequisite: EDGT 503 .
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EDGT 523 - Social and Emotional Needs of Gifted and Talented
Semester Hours: Three
This course focuses on the social and emotional characteristics and needs of the gifted individual and various counseling and guidance strategies that can facilitate his/her development over the life span. The course will emphasize theories of emotional development and self-actualization and their implications for guiding the gifted.
Prerequisite: EDGT 503 and EDGT 513 .
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EDGT 533 - Differentiating Instruction: Reaching Gifted, Typical, and Struggling Learners
Semester Hours: Three
The course is designed to foster inquiry into adapting content, process, and product so that all students in a classroom can be successful. Classroom teachers will consider student readiness, interests, and learning profiles when collaborating with their students so that maximum growth is possible. Consideration of access to learning, motivation to learn, and efficiency of learning by and for students will guide teachers as they participate in action research focused on implementation of differentiated instruction.
Prerequisite: EDGT 503 .
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EDGT 563 - Assessment and Evaluation in Gifted Education
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 gifted and talented and potentially gifted and talented individuals from Pre-Kindergarten through Adult. Topics include: test selection, assessment, administration and interpretation of individual intelligence tests, individual behavioral checklists and rating scales.
Prerequisite/co-requisite:EDGT 503 and GRED 543 or 553.
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EDGT 583 - Practicum in Gifted and Talented Education
Semester Hours: Three
This 90-clock hour practicum is designed to provide direct experiences with gifted education programs and services. Both seminar and field experiences focus on comprehensive articulated programs and services for this population. The field experience location will be assigned by the Director of Field Experiences in order to insure that students have an opportunity to experience diverse school settings.
Prerequisites: EDGT 503 , EDGT 513 , EDGT 523 , EDGT 533 , and EDGT 563 plus GRED 543 or 553.
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. A lab fee is charged for this practicum. CPT form required for F-1 international students.
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Graduate Education Research |
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GRED 500CE - Continuing Portfolio Development: Mac
Semester Hours: Zero
The purpose of this course is to allow students in the Master of Arts in Counseling program to have continuous access to their portfolio for two (2) years so that they can build on it course by course and make revisions as necessary.
Co-requisite: Requires concurrent enrollment in GRED 573CE Professional Portfolio Development.
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GRED 543 - Methods of Inquiry I
Semester Hours: Three
This course will consist of a survey of research methods; Qualitative, Quantitative, Mixed Method, and Action Research. A variety of research designs will be explored for each method noted above. Students will receive an overview of different methods of data collection and analysis frequently used in research literature. A survey of basic statistical methods including descriptive statistics, z- and t-tests of means, and correlation will be included. General research terms and processes will be discussed and reviewed during the class, including tools to collect data, code data, and present the data. Excel will be used for this course when performing the statistical analysis of data. A study of Action Research for teachers, counselors, and administrators will be one component of the course. As part of the course requirements, students are required to complete a research prospectus using one of the following methods; Qualitative, Quantitative, Mixed method, or Action Research. You will also be expected to use a web-based presentation system to present your proposal presentation.
This course cannot be taken as a directed study.
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.
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GRED 573CE - Professional Portfolio Development: Mac
Semester Hours: Three
This course is designed to allow graduate students to research, examine, and develop a major project within their field of interest in counseling. Students in the counselor certification programs are required to complete a professional portfolio including an action research project. The portfolio must be completed and scored before the degree is conferred. Students should register for this course during the first or second semester of enrollment. This course is offered only online. Only students pursuing initial certification as a school counselor will be permitted to enroll for this course.
Co-requisite for students in the Master of Arts in Counseling: Requires concurrent enrollment in GRED 500CE - Continuing Portfolio Development: Mac .
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GRED 653CI - Data Analysis for Decision-Making
Semester Hours: Three
This course is designed to include 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 public education, including, but not limited to, attendance patterns, dropout rates, and state assessment results. Some emphasis will be placed on evaluating data needed for financial planning.
Prerequisite: a master’s level research class must be completed prior to enrolling in this course.
This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track.
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GRED 653S - Data Analysis for Decision-Making
Semester Hours: Three
This course is designed to include 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 public education, including, but not limited to, attendance patterns, dropout rates, and state assessment results. Some emphasis will be placed on evaluating data needed for financial planning.
A master’s level research class must be completed prior to enrolling in this course.
This course cannot be taken as a directed study. This course is designed for students in the Superintendent track and 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.
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GRED 673CI - Professional Portfolio and Field Experience: C&I
Semester Hours: Three
The student will complete a professional portfolio that will include both artifacts and reflections. The portfolio will serve as a professional resource that can be used as a practical guide for the teacher-leader or administrator in his/her school context. The student will demonstrate scholarship through the development and completion of an action-research project that can be applied to the student’s current school setting. While the field experience (90 hours) focuses on the action research project, the student may also be involved in district level activities designated by the supervisor. Specific guidance in the preparation of the portfolio is provided in the Missouri Baptist University portfolio/internship manual for the Specialists Degree. The portfolio must be completed and scored before the degree is conferred.
This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Curriculum and Instruction track.
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GRED 673S - Capstone for Superintendent Certification
Semester Hours: Three
This is the culminating course for the Educational Specialist Degree, Superintendent Track. In this course the candidate will (1) complete the required 300 clock hours of internship, (2) prepare for and take the state-required content exam if it has not been taken and passed prior to enrolling in this course. Note: Students should make every effort to pass the Missouri Content Assessment (MoCA) exam ($106) on the first try to avoid having to pay for the test again. If the student does not pass the content assessment, the student will use class time under the guidance of the course instructor to study to re-take the exam. The assessment costs are above the fees for the course. While the student is awaiting the results of the first attempt at passing the content exam, the candidate will be working to complete an action research project. The student will receive a grade for the course at the end of the semester regardless of whether the student has passed the state-required assessment. The grade will be based on the quality of the internship, in-class content practice test, and the quality of the research paper completed in class. The student may satisfy Missouri Baptist University degree requirements without having passed the state-required content and/or the performance tasks.
This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Superintendent track.
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GRED 700 - Ed.D. Orientation
Semester Hours: Zero
This required orientation is for all individuals seeking the Doctor of Education degree. The orientation will include five sections: Ed.D. Process, MBU Library Resources, APA Writing Style, Plagiarism, and Candidate Dispositions. The student will study documents and linked websites and continue to the final assessment. The student will write brief responses to 16 dispositions and respond to items on a multiple choice assessment. Students must complete Orientation prior to the beginning of the first term.
This course is offered only online and cannot be taken as a directed study.
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GRED 713 - Survey Research and Design
Semester Hours: Three
This course focuses on the design of questions and questionnaires used in survey research. The course will explore the theoretical and experimental literature related to question and questionnaire design as well as focus on practical issues in the design, critique, analysis, and interpretation of survey questions.
This course cannot be taken as a directed study.
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