Graduate Course Descriptions

College of Education and Human Services

 
The biological, psychological and social characteristics of the adult learner, including middle-aged persons as well as those in later life. The intellectual abilities adults possess will be examined with specific references to educational processes.  Prerequisite: Educational Foundations 230, 235, 240, 377 or equivalent. 343/543

A study of pre-adolescence and adolescence as a psychosocio-cultural phenomenon. Emphasis will be placed upon the basic conflicts and adjustment patterns of adolescents. Contemporary interests and problems of pre-adolescents and adolescents in school situations will be stressed. Prerequisite: Advanced standing including Psychology

201. 350/550

Study of theory and problems in the various areas of human development as interrelated phenomena. Psychological, social, emotional, intellectual and physical development from infancy to maturity. Environmental factors will be emphasized. Prerequisite: Psychology 201.

Issues in identifying, motivating and providing for the learning of gifted and talented children and youth. Attention is given to creative processes taught on individual and group bases. 389/589

This course deals with the educational needs of members of diverse populations (African-Americans, American Indians, Hispanic-Americans, Asian-Americans, disabled individuals, lower socio-economic and/or female persons) and related concerns they may face in the traditional educational setting. 407/607

Consideration of major theories, principles, problems, issues and recent research findings about human development. Physical, intellectual, social and personality development throughout the lifespan will be examined in the context of education. One emphasis will be on students' reflections of their own development and their observations of the development of others. A second emphasis is on how these reflections and observations may contribute to the development of children and adolescents under their care as whole persons. Students may enroll for 2 or 3 credits at either the undergraduate or graduate level. Prerequisite: Bachelor's degree or consent of instructor. 435/635

Reading and discussing a variety of new materials in the areas of early childhood learning and generating applications of research findings to working with children. Some areas discussed: learning in the newborn; learning to love and to fear; play; attitude conditioning; motivation for learning; self-concept development; Piaget; Montessori; cognitive growth; IQ change and approaches to teaching young children. Prerequisite: Educational Foundations 235 or equivalent. 471/671

Descriptive statistical techniques, including measures of central tendency, variability, normal curve, percentile ranks and standard scores. Correlational techniques, parametric and nonparametric statistical tests. Emphasis on schoolrelated research problems. Prerequisite: Educational Foundations 310 or equivalent.

Philosophical, social and historical foundations of American education will be explored. Specifically, this course will focus on contemporary and historical thoughts and issues in American education as they relate to the larger society.

A psychological basis for the study of human abilities and learning. Research evidence, along with empirical findings, is provided to relate theoretical principle to classroom practices. Individual difference, motivation, retention and transfer and evaluation and their implications to teaching.

Growth of children from birth to adolescence. Emphasizes the child as a whole being, with major divisions dealing with physical, social, emotional and intellectual development. Prerequisite: Psychology 201.

A course about the social analysis of educational policy.  Examines some of the ways in which social scientists and other thinkers have sought to understand recurring concerns and issues that have troubled and shaped educational policy, educational policy-making and policy actors over the years. The focus of the course will be on the study of educational policy initiative in the U.S. and globally.

The construction, administration and interpretation of diagnostic and other evaluative devices in the educational setting. Special attention given to recent philosophical orientations toward the use of measurement data for evaluative purposes. Prerequisite: Educational Foundations 310 or consent of instructor.

Oriented primarily toward learning theory and secondarily to applying this theory to practical educational problems. Designed as a specific two (2)-credit core course to which the student can add one (1)-credit modules. The core course will stress the understanding of theory, while the modules will stress applications of theory.

What authorities have to say about fostering desirable and preventing undesirable behavior in the classroom. A one (1)-credit module designed to accompany Education Foundations 760.

A study of Jean Piaget’s learning theory and its application to the classroom.

This course focuses on the philosophical dimensions of becoming a global citizen with knowledge about global issues, such as world trade and human rights. The emphasis will include helping the student understand nonviolent action as an alternative to violence in resolving global conflict. Students will examine the concept of citizenship in a global world through the lenses of philosophical, historical and anthropological inquiry.

An advanced, reading-intensive seminar exploring best practices for integrating global awareness into classrooms and organizations. Students will develop action plans to bring global awareness to their workplace based on a historical and sociological understanding of globalization and childhood.

The goal is to develop an understanding of educational systems that exist around the world, with special emphasis on comparing the global educational issues and factors that have impacted the development of these systems including, but not limited to, historical and current cultural traditions, mores and value systems.

Introduction to the concepts, tools and procedures essential for planning and conducting research in education and related fields. Prepare a research proposal and organize a research report. Emphasis is given to the interpretation and analysis of research literature from the behavioral and social sciences.

A special topics course of current interest for students with specific interest or background in educational foundations. May be repeated under different topics, but only three (3) credits may be applied toward a degree.

Because there is no graduate program in Educational Foundations, Independent Study in this area must be undertaken with the approval of a department offering a graduate program, but under the direction of a member of the Educational Foundations staff. Prerequisite: Independent Study Topic and Instructor Approval Form must be completed prior to registration.

Courses with the “SRVS CRS” subject heading are education service courses. Service Courses 500 and above carry graduate credit but the units (crs.) do not apply toward graduate degree programs unless prior approval is granted by the respective graduate program coordinator and the Office of Graduate Studies. Other graduate education courses listed here may count towards a graduate degree with the favorable endorsement of the respective graduate program coordinator and the Office of Graduate Studies 

Focuses upon professional growth through problem solving, self expression, group thinking and independent study. Educators work on problems related to their professional needs. Course may be repeated with change of topic to a maximum of nine (9) credits. Prerequisite: A practicing professional educator. Pass/fail course. 421/621

The focus is on professional growth and development via exploration of theory and practice related to current issues and educational initiatives. Course may be repeated with change of topic to a maximum of nine (9) credits. 422/622 

Role of the supervising teacher in student teaching or internship programs. Development of understanding and skills essential to working effectively with student teachers. Prerequisite: Bachelor’s degree, certification and at least one year of teaching experience.

Family and Community Advocacy Studies the knowledge and develops the skills for acquiring power for families and communities through advocacy processes. Skills include outreach, use of public and private records, interacting with agency staff, documenting and analyzing problems, use of census reports and state and federal statutes, writing press releases, letters to the editor and networking with other activists. 377/577

Surveys the psychological, sociological, medical and legal facets of the drug use and abuse problem as it affects our society today. Emphasis upon societal presses that contribute to the problem, personality characteristics of drug abusers, the drugs most commonly abused. Prerequisite: Consent of instructor. 386/586.