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Teacher Education - Course Descriptions

EDUC 511 Foundations and Legal Issues Related to Exceptional Needs (3)  Examines the fundamentals for provision of special education service delivery including legal and societal aspects.  Develops skills and dispositions for experiences based on disability characteristics and extent of handicap.  Field experience required.  Prereq: EDUC 306.

EDUC 512 Evaluation and Exceptionality: Assessment, Interpretation and Instructional Design (3) Explores the purpose(s) of assessment, selection of criteria, administration techniques, needs for accuracy in scoring, determination of validity of interpretation and application of data for instructional design and implementation.  The development of assessment skills, awareness of legal and ethical issues, and collaboration will be emphasized.  Concurrent registration in EDUC 513 and 521 required.

EDUC 513 Learning Strategies for Students with Exceptional Needs (3) Examines teaching methods appropriate for students with exceptional needs.  Emphasis is placed on all phases of the instructional process based on assessment of student needs, developmental plans, appropriate implementation and evaluation of effective instruction.  Concurrent registration in EDUC 512 and 521 required.

EDUC 514 Inclusive Philosophy and Educational Practices (3) Emphasizes individualized educational experiences for all students through adaptations/accommodations in general, modified or alternative curriculum appropriate to a student's unique needs both academically and socially.  Concurrent registration in EDUC 515 and 522 required.

EDUC 515 Management and Exceptionality: Environmental, Social, and Behavioral (3) This course examines strategies for teaching appropriate social skills and behavioral intervention strategies including conflict resolution and crisis intervention.  It includes a study of learning theory, experiential learning, role-playing, and relationships to behavioral intervention and assessment plans.  The class also requires 15 hours of classroom observation.

EDUC 517 Transition and Exceptionality (3) Examines student transition between school settings and into community environments. Develops skills in working with students and their parents to encourage advocacy and self-determination.

EDUC 521 Exceptional Needs: Practicum I (3) Introduces observation, instruction and evaluation skills in effective assessment and implementation of effective individualized education plans/programs for academic success. Concurrent registration with EDUC 512 and 513 required.

EDUC 522 Exceptional Needs: Practicum II (3) Introduces observation, instruction and evaluation skills in effective assessment and implementation of effective individualized education plans/programs for success in academic and nonacademic environments.  Concurrent registration with EDUC 514 and 515 required.

EDUC 524 Supervised Teaching: Exceptional Needs: Elementary-Primary (3-6) Engages in the professional role of special educator, with qualified supervision, in an appropriate program placement including students with exceptional needs at Elementary-Primary level. 

EDUC 525 Supervised Teaching: Exceptional Needs: Elementary- Intermediate (3-6) Engages in the professional role of special educator, with qualified supervision, in an appropriate program placement including students with exceptional needs at Elementary-Intermediate level.

EDUC 526 Supervised Teaching: Exceptional Needs: Middle School/Jr. High (3-6) Engages in the professional role of special educator, with qualified supervision, in an appropriate program placement including students with exceptional needs at Middle School/Junior High level. 

EDUC 538 Synthesis Seminarin Special Education (3) Capstone seminar in Special Education.  A pre-professional course which provides a synthesis of interdisciplinary knowledge and pedagogical practices. Integrates knowledge from the subject area coursework, and professional education core.  This course also examines case studies which present issues faced by teaching professionals in schools settings.

EDUC 540 Current Trends in Reading (3) The teaching of reading undergoes a variety of changes based on the social and political climate.  This course offers the opportunity for students to explore trends and issues that are currently impacting the teaching of reading.  Topics that may be explored: New instructional programs, state mandates in reading instruction, changing state and national standards, phonics instruction.

EDUC 541 Young Adult Literature (3) The course provides an overview of literature for adolescents and young adults. Participants will critique these materials and design plans for incorporating all genres of young adult literature in middle school and high school classrooms.

EDUC 542 Advanced Children's Literature(3) The course provides an opportunity for classroom teachers and media specialists to explore recently published books and non-print materials for children in Pre-K through grade 6. Participants will critique these materials and design plans for incorporating all genres of children's literature in their classrooms.

EDUC 555 Diagnostic Teaching of Reading (3) Emphasizes diagnostic teaching in which teachers assess reading during instruction.  A model of diagnostic decision-making is presented that encourages the teacher of reading to view assessments and instruction as interacting and continuous processes.  A variety of formal and informal assessment measures are studied for their assessment and instructional value.


EDUC 565 Instructional Technology Integration (3) Focuses on the integration of technology into the school curriculum. Explores educational and management software, productivity tools, emerging technologies (e.g., CD-ROM, laserdisc, multimedia/hypermedia, telecommunications), instructional strategies, key issues and trends related to computer technology in the teaching/learning environment. 

EDUC 566 Authoring Educational Multimedia Resources (3) Focuses on the systematic design and development of educational software and multimedia resources. Students plan instructional sequences, and then apply computer programming and courseware design skills to the development of informational, instructional, and constructional resources. Internet, laserdiscs, CD-ROM, CD-audio, digitized audio, digitized still and motion video, and scanned images are incorporated into multimedia projects. Interdisciplinary, multimedia thematic units also are developed. Prereq: EDUC 214, 565, or equivalent.

EDUC 567 The Internet In Education (3)  Focuses on the applications of Internet technology in teaching and education with emphasis on resources, publication, and research.  Examines diverse Internet-based tool and information sources for teachers and learners.  Students explore the Internet and create web publications applicable to professional development, student publication, school-based network presence, and lesson development.  Prereq: EDUC 214, 565, or equivalent.

EDUC 568 Instructional Technology Administration (3) Focuses on technical and management skills needed to coordinate the technology program in a school. Technical topics include analyzing computer and networking environments (i.e., wiring, services, hardware, software), advanced instructional development, and conducting technology installation, maintenance, repair, and upgrades. Job and development and technical troubleshooting will be explored. Management topics include technology planning, implementation, and evaluation, staff development, facilities design, budgeting, and grant writing. Prereq: EDUC 214, 565, or equivalent.

EDUC 569 Special Topics in Computer Education (1-3) Course is devoted at each offering to the study of a contemporary topic of innovative development in computer education. Semester hour(s) credit available for each offering and  education faculty determines course requirements. Course repeatable for maximum five hours credit. Prereq: Permission of instructor. F, Sp

EDUC 588 Junior High/Middle School Curriculum (3) A study of the development and organization of instructional programs to meet the needs of early adolescents. Considers theories and processes for developing and evaluating curriculum for middle level students. Prereq: EDUC 601 or EDUC 603.

EDUC 590 Special Topics in Education (1-3) Study of a contemporary topic or innovative development in education. 

EDUC 601 Research in Education (3) Introduces the field of educational research. The course emphasizes the understanding of quantitative and qualitative research, teacher action-research, and the evaluation of research reports. F, Sp, Su

EDUC 603 Historical and Philosophical Influences in Education (3) Examines the nature and functions of formal education through a historical survey of educational development and a study of major philosophers whose thinking has influenced educational practice. F, Sp, Su

EDUC 604 School and Society (3) Examines the interactions between cultures, their social norms and values, and their goals for education. Studies the roles of schools as preservers of cultures, preparers for participation in societies, and contributors to social progress. Analyzes the complex social, political and economic characteristics that influence modern schools and the educational implications of these factors. No prerequisite.

EDUC 605 Moral Dimensions of Schooling (3) Examines ethical theories and how they contribute to understanding the moral influence of schools and teachers. The course emphasizes the unintentional moral education that is embedded in what teachers say and do even when they are not intending to act as moral agents. Prereq: EDUC 601 and 603.

EDUC 607 Issues in Reading, Diversity, and Exceptional Needs (3) Examines approaches for improving adolescent/young adult literacy in various content areas. Emphasis on strategies for teaching students with a wide range of abilities in culturally diverse settings. Enrollment restricted to Secondary Transition to Teaching candidates. 

EDUC 609 Service-Learning and Experiential Education (3) This course examines the roles of community and university partners as they engage in civic engagement and civic responsibility through service-learning.  The course focuses on the ethical role of the citizenry as it invests in community organization and change.

EDUC 611 Secondary School Curriculum (3) Examines the philosophical and societal bases for the development of curriculum theories and practices in education. This course also analyzes curriculum issues relevant to teaching in contemporary secondary schools.

EDUC 614 Elementary School Curriculum (3) Analysis of curriculum development in elementary schools, with emphasis on sources of curriculum, models of curriculum development, and processes of curriculum change. Examination of trends and issues, including equal access and multicultural education. Prereq: EDUC 601 or 603.

EDUC 615 Integrated Curriculum I (3) One of the analysis courses in the Elementary Transition to Teaching program, this course examines the theoretical views of cognitive development with a focus on how children acquire, organize and apply knowledge. Integrated methods and developmentally appropriate activities for working with diverse and exceptional populations are emphasized. Also examines strategies to develop working partnerships with parents. Guided field experience required. Enrollment restricted to Elementary Transition to Teaching candidates.

EDUC 616 Integrated Curriculum II (3) One of the analysis courses in the Elementary Transition to Teaching program, this course examines the theoretical views of cognitive development with a focus on how children acquire, organize and apply knowledge. Integrated methods and developmentally appropriate activities for elementary content areas are emphasized. Also examines strategies for working in high need and impoverished schools. Continuation of EDUC 615. Guided field experience required. Enrollment restricted to Elementary Transition to Teaching candidates.

EDUC 621 Measurement and Evaluation in Education (3) Examines knowledge and skills in the construction, use and evaluation of measurement instruments and evaluation procedures in educational settings. Prereq: EDUC 601 or 603.

EDUC 622 Assessment in Elementary Education (3) Examines the impact of testing and assessment. Reviews accountability movements, standardized testing, and high stakes assessment systems as they affect the roles and power of teachers and administrators. Students will learn their utility in aligning curriculum and activities with K-12 content standards. Field experience may be required. Enrollment restricted to Elementary Transition to Teaching candidates.

EDUC 623 Child Development and Elementary Education (3) The initial course in the Elementary Transition to Teaching program, this course introduces candidates to current theories of child development in the areas of physical/motor, psychosocial (cultural influences), and cognitive/ language/literacy development of children ages birth to 12 years. Focuses on the integration of research findings and theories of growth and development and educational psychology of early childhood and elementary practice. Guided field experience may be required.

EDUC 624 Seminar in Adolescent Development (3) Examines human development during the age range of 13 to 19.  Focuses on preparation for field experiences. Clinic experiences and substitute teaching in high school settings required. Enrollment restricted to Secondary Transition to Teaching candidates.

EDUC 631 Analysis of Instruction (3) Analyzes recent research literature regarding the improvement of instruction. Students examine research articles regarding teacher reflection, teacher effectiveness, cooperative learning, designing instruction to meet the needs of different learning styles, instruction to promote student constructions of meaning, instructional processes leading to portfolio assessment. Students write a review of literature in a chosen area.

EDUC 641 Literacy Programs in the Classroom (3) A study of the ways teachers can sustain a balanced literacy program in their classrooms for all students. Topics for course will be flexible depending on teachers' needs and interests; however, in general, the topics covered will include current innovations in the fields of reading (i.e., Block instruction, incorporating standards, comprehension strategies, using literature circles), writing (i.e., writing process, writing assessment through writing traits and rubrics, choosing writing prompts), listening and speaking. Emphasizes instructional practices and activities for use in the classroom.

EDUC 642 Interdisciplinary Processes in Mathematics and Science (3) A study of curricular themes and instructional methods in mathematics and science for elementary teachers. Strategies for integration and accompanying materials will be examined. Interdisciplinary activities will be developed. Prereq: EDUC 601, 603, and 614.

EDUC 643 Interdisciplinary Processes in Social Studies and Global Awareness (3) An investigation of the theoretical foundations for incorporating social studies, global awareness, and multicultural education into the integrated curriculum. Consideration for diverse learning needs and styles of children will be addressed within a multicultural framework. Analyzes implications of both the global perspective and pluralistic nature of American society. Prereq: EDUC 601, 603, and 614.

EDUC 651 Supervised Teaching in the Elementary School (3) Engages in the professional role of elementary educator, with qualified supervision, in an appropriate program placement. Enrollment only by permission of Director of Field Experiences in Education.

EDUC 652 Supervised Teaching in the Secondary School (3) Engages in the professional role of secondary educator, with qualified supervision, in an appropriate program placement. Enrollment only by permission of Director of Field Experiences in Education.

EDUC 671 Integrating Seminar in Secondary Education (3) A culminating, research-oriented seminar which integrates professional knowledge, professional skills and subject area knowledge. Students conduct a school-based research project, based on professional literature, and write a research report. Prereq: completion of 24 hours in the M.S. secondary education program, including EDUC 631. F, Sp

EDUC 674 Integrating Research Seminar in Elementary Education (3) A culminating, research-oriented seminar that integrates professional knowledge and professional skills. Students conduct a school-based research project, based on professional literature, and write a research report. Prereq: Completion of 24 hours in the M.S. elementary education program. F, Sp

EDUC 681 Foundations of Principalship (3) This course explores Indiana Professional Standards Board standards for building level administrators. Examines issues of day-to-day planning. Analyzes the formation, development, nurturance, and celebration of school and community partnerships. Reviews strategies and outcomes of school marketing.

EDUC 682 Issues in Educational Leadership (3)Integrates a study of current topics with legal, philosophical, and ethical considerations in a pluralistic society.

EDUC 683 Leadership in the Principalship (3) Theory and practice in school improvement, school culture, conflict management, and stakeholder communication. Examines employee relations and hiring. Reviews effective use of technology. Application of basic principles in data collection and analysis.

EDUC 684 Legal Aspects of School Administration (3) Examines court decisions and case law affecting building-level administrators in the areas of student rights, disability rights, personnel, due process, privacy, and legal and contractual obligations. Relates government regulation and policy formation. Reviews ethical concerns in relation to the spirit of the law.

EDUC 685 Curriculum and Learning for Educational Leaders (3) This course identifies common themes in curricular development that apply across all levels. Examines curriculum and learning in relation to student achievement, school improvement, and educational leadership.

EDUC 686 Management in the Principalship (3) This course focuses on issues of time management goal, setting, strategic planning, and school politics. Emphasizes practical solutions in authentic contexts.

EDUC 688 Internship for School Leaders (3) Provides practical experience in the day-to-day activities of the building level administrator. It is intended as a synthesizing capstone for all prior educational leadership course work and field experiences.

EDUC 689 Special Topics in Educational Leadership (1-3) Examines topics germane to educational leadership but not included in the regular graduate course offerings. Topics will vary with offering and the course may be repeted up to a six hour maximum.

EDUC 690 Special Topics in Education (1-3) Study of a contemporary topic or innovative development in education. 

EDUC 699 Supervised Research (1-3) Advanced research in a specific area of education. Topics arranged to meet the needs and interests of the student, subject to availability of graduate faculty to supervise the research. Repeatable for maximum of six credit hours.

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