Education
Subject Areas |
Courses for EDUC (EDUC)
SPED
892
Special Topics in Education LINKCrosslisted as EDAD 892, EDPS 892, CYAF 892, EDUC 892, TEAC 892| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Aspects of education not covered elsewhere in the curriculum.
Courses for CEHS (CEHS)
CEHS
467/867
International Cultures Experience in the Local Community LINK| Credit Hours: | 3 |
| Course Format: | Field 3 |
| Course Delivery: | Classroom, Web |
Lecture and discussion will be required as part of the field discussion.
Field hours will be assigned at the rate of three hours per week.
Field hours will be assigned at the rate of three hours per week.
An international cultural experience in the local community by providing field-based learning experiences in community centers, schools, and human services agencies in the local community. The course will study immigrant families in the U.S. through observing and participating in community activities and through readings, discussions, and reflective journaling that integrate lessons from the field with theory and research.
CEHS
494/894
International Experience in Communities, Schools, and Families LINK| Credit Hours: | 1-6 |
| Max credits per semester: | 3 |
| Max credits per degree: | 6 |
| Course Format: | Field 2 |
| Course Delivery: | Classroom |
Lecture and discussion will be required as part of the field experience.
Field hours will be assigned at the rate of two hours per week per student credit hour.
Field hours will be assigned at the rate of two hours per week per student credit hour.
Instructor-guided experiences of a culture in another nation in order to critically examine individual and cross-cultural differences in values, lifestyles, education, history and culture of international families, schools, and communities.
Courses for EDAD (EDAD)
EDAD
421/821
Foundations of Human Resource Development LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Lays the foundation for further study of Human Resource Development (HRD) by examining the knowledge of HRD professionals, the roles they play, and the organizational settings in which HRD occurs. The design and development of education and training programs, how change occurs in organizations, how career development can optimize the match between individual and organizational goals and needs, and how to improve performance in organizations by analyzing performance opportunities and designing employee training to address these opportunities.
EDAD
422/822
Instructional Design in Human Resource Development LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Examines the role of instruction for enhancing human learning and performance in organizations. The analysis of performance problems/opportunities and design of interventions for learning and performance improvement. The essential components of instruction, selecting instructional methods and media to achieve program objectives, the transfer of learning, and evaluating the effectiveness of instruction. The performance enhancing potential of systematically linking needs analysis, instructional design, and program evaluation.
EDAD
801
Cross-Cultural Leadership Studies LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
For those interested in exploring leadership and leadership issues from a cross-cultural perspective. Students construct their understanding of different cultural perspectives on leadership through readings, interviews, and field trips. Provides students with a valuable perspective on their own and other cultural perspectives through the comparison of cultural viewpoints. Native American understanding of leadership.
EDAD
811
Practicum in Educational Administration and Supervision LINK| Credit Hours: | 3-4 |
| Max credits per degree: | 8 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
May be repeated for credit. Rating and supervision of teachers; principles and procedures in the development of school policies; selection and promotion of teachers; courses of study and professional ethics.
EDAD
813
Administration in Physical Education and Athletics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Organization and administration of physical education and athletic programs in colleges and school systems. Practices and policies as they relate to various situations and problems and in the theoretical base for these practices and policies.
EDAD
814
Risk Management for Sport Facilities LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Legal and risk management aspects of construction, supervision, and management of sport, athletic, and recreation indoor and outdoor facilities.
EDAD
830
Administrative Theory in Educational Organizations LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Introduction to classic and contemporary administrative theory as applied to educational organizations. The theoretical nature of the course content is relevant to those with an interest in a broad variety of educational institutions. General organizational theory, organizational models, historical schools of administrative theory, authority, power, motivation, and leadership. Frequently students are involved in studying problems of practice as a means of testing theory.
EDAD
833
Educational Finance LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Critical analysis of the political and economic elements impacting K-12 school finance. Content and activities address both building and district level concerns with an emphasis on principles, programs, and trends in school finance.
EDAD
835
Business Management of Schools LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Allocation and management of fiscal resources including aspects of financial planning and reporting, budgeting and accounting procedures, purchasing, risk management and insurance, investing and bond issues, and auxiliary service.
EDAD
836
Planning for Change LINK| Credit Hours: | 2-3 |
| Campus: | |
| Course Delivery: | Classroom |
Rationale for planning in a changing environment will be explored; the theoretical base for planning presented; strategic, futuristic planning and operational planning explored; the development of planning strategies, techniques and procedures; the process of evaluation, feedback and revisions explored; and the management of the change process analyzed.
EDAD
837
Education Law LINK| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Evolution, principles, and practice of education law in relation to local, state, and national units of organization. Education law of Nebraska.
EDAD
838
Educational Surveys LINK| Credit Hours: | 2-3 |
| Campus: | |
| Course Delivery: | Classroom |
School systems and its educational program in terms of needs of attendance area served. Organization and interpretation of pertinent data and formulation of recommendations for improvement of educational systems. Long-range planning.
EDAD
839
Educational Facilities LINK| Credit Hours: | 2-3 |
| Campus: | |
| Course Delivery: | Classroom |
Techniques for planning educational facilities through use of surveys, educational specifications, and standards. Function of the school administrator in school facilities planning, construction, and utilization.
EDAD
842
College Students in America LINK| Credit Hours: | 3 |
| Course Format: | Lecture 2.33 |
| Course Delivery: | Classroom |
This course is designed to provide students an understanding of a broad range of facts and issues pertaining to undergraduate college students in America.
EDAD
843
Counseling Principles for Educational Administrators LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
This is an introductory level counseling course designed specifically for educational administrators. It is not intended to prepare individuals to become professional counseling practitioners. It offers a broad overview of counsel principles. This is a theory-to-practice course.
EDAD
846J
Effective Professional Development: Roles and Responsibilities LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Educators must utilize a roadmap to provide quality professional learning opportunities for teachers, principals, superintendents, boards of education and education stakeholders. This course will enable participants to use professional development standards focused on context, process and content identified by learningforward, formerly the National Staff Development Council, to deliver high quality professional development based on your specific role and responsibilities.
EDAD
846K
Evaluating the Effectiveness of Professional Development LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Every professional development initiative must yield results that are measureable and allow educators to continually improve their effectiveness. Ultimately, improving educator effectiveness enhances student achievement. This course will focus upon designing initiatives and measuring the impact of professional learning for all educational stakeholders.
EDAD
851
Faculty and Staff Appraisal LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Faculty and support staff in P-12 schools: appraisal, professional learning communities, high standards/high performance and accountability.
EDAD
852
School Culture and Student Behavior LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
School culture and student behavior in P-12 schools. Personalized teaching and learning environments that address student diversity, needs and interests.
EDAD
855
Teaching Learners to Learn LINKCrosslisted as EDPS 855, NUTR 855, SPED 855, TEAC 855| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.
EDAD
856
Supervising Special Education LINKCrosslisted as SPED 856| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
For principals or other administrators who have special education programs in their buildings. Overview of disabilities, related law, special education programs, personnel issues, etc., and instructional methods and administrative support for effective integration of disabled students into regular programs.
EDAD
857
Special Education Administration LINKCrosslisted as SPED 857| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Intensive preparation for special educators who intend to administer special education programs in the public schools. Information about best practices in special education, including programming, supervision, legal/regulatory issues, financing, personnel, as well as current controversial topics which are affecting these programs in the schools.
EDAD
858
Special Education Law LINKCrosslisted as SPED 858| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Body of law that pertains to the organization, administration, and implementation of special education programs in PreK-12 schools. Substantive and procedural rights of disabled students, and the authority and responsibility of states and school districts that are grounded in state and federal law.
EDAD
870
Constitutional Law I LINKCrosslisted as LAW 609G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Structure of the federal government, including the history and judicial interpretation of the Constitution, federalism, interstate commerce, due process, equal protection, and separation of powers.
EDAD
871
Constitutional Law II LINKCrosslisted as LAW 732G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Emphasizes protected individual civil liberties. The origin and modern applicability of the state action concept in constitutional litigation; the scope of congressional power to enforce the post Civil War amendments; freedom of speech, association, and press; and constitutional principles enforcing the first amendment’s command that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.”
EDAD
872
Introduction to Law, Legal Process, and Legislation LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
How law is made and changed, the role of the individual, the business corporation, the private association, the administrative agency, the voting public, the legislature, and the courts in making and changing law.
EDAD
874
Torts I LINKCrosslisted as LAW 503G| Credit Hours: | 1-6 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Legal protection afforded in civil proceedings against interference with the security of one’s person, property, relations, and other intangible interests. Substantive principles that govern tort claims (ranging from claims for intentional wrongdoing, to negligence claims, to claims that the defendant is strictly liable for harms caused to the plaintiff), and the theoretical bases and practical implications of such claims.
EDAD
875
Torts II LINK| Credit Hours: | 1-6 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Legal protection afforded in civil proceedings against interference with the security of one’s person, property, relations, and other intangible interests. Substantive principles that govern tort claims (ranging from claims for intentional wrongdoing, to negligence claims, to claims that the defendant is strictly liable for harms caused to the plaintiff), and the theoretical bases and practical implications of such claims.
EDAD
880B
Designing Instructional Technology K-12 LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
EDAD
890
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDAD
893
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDAD
896
Independent Study LINK| Credit Hours: | 1-6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Selected topic with the direction and guidance of a staff member.
EDAD
899
Masters Thesis LINK| Credit Hours: | 6-10 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to masters degree program and permission of major adviser
EDAD
901
System-Level School Improvement LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Knowledge and skills required for system-level leaders to bring about school improvement and enhance student achievement. Creating systems that engage the public, performing in complex political environments, and delivering needed services to schools and classrooms.
EDAD
902
Data for Action Planning LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDAD 902 requires developing an initial school improvement plan.
Assessment theory and types of assessments used to measure student performance relative to a school improvement goal. Relationships between profile data and baseline data, locally developed classroom assessments, and post data pertaining to school improvement goals and action plans.
EDAD
903
Issues in Community Relations LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Principles of community relations and public relations; development of school and community understanding; collaboration of educators and community agents and agencies; communication tools and evaluation.
EDAD
904
Analysis in Continuous Improvement LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDAD 904 requires generating recommendations for proceeding into the next cycle of school improvement and conducting a personal self-analysis of improvement process skills and obtain information from supervisors and/or colleagues regarding abilities as a
Analyze how staff attitudes and behaviors are impacted through the improvement process.
EDAD
905
Issues in Governance of Educational Institutions LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Issues in the governance of K-12 schools including administrator-school board roles and relationships.
EDAD
906
Issues in System Level Administration LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Masters degree or equivalent.
Selected system level issues faced by pre-K to grade 12 school administrators.
EDAD
907
Issues in Educational Politics and Policies LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Analyze and evaluate policy processes involved in making choices; develop understanding, apply and evaluate knowledge about key political concepts and theories to the analysis of educational policy issues; analyze and evaluate issues as points of political conflict between institutional structures with competing interests; understand people as the actors in roles they occupy in the political system.
EDAD
908/929
Seminar in Adult and Continuing Education LINKCrosslisted as EDPS 929| Credit Hours: | 1-6 |
| Campus: | |
| Course Delivery: | Classroom |
EDAD
909
Seminar in Human Resource Development LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Current research and theory within the field of human resource development, broadly defined. Stresses key problems affecting the training, development, and education of human resources within organizational settings.
EDAD
910
The Higher Education Environment LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Universities are adaptive, living systems interacting with their environment. Equips participants with the skills required to analyze and assess the environment of higher education institutions. Environment concepts, components and structures are studied together with analysis techniques and methodological approaches to future study.
EDAD
912A
Educational Leadership in Higher Education LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Strategic thinking, application of leadership theories in the educational setting. Develop a clear personal philosophy of leadership and engage in collaborative active-learning. Multi-media simulations and/or scenarios and role playing to examine options, consequences, and leadership effectiveness in decision-making.
EDAD
912B
Educational Leadership in Community Colleges LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Issues facing community college leaders and the knowledge, skills, and competencies necessary to provide effective leadership in the community college setting. Case studies of community colleges, combined with the literature on community college leadership, and active learning opportunities to examine current practices and develop a personal philosophy of leadership.
EDAD
921
Administrative Issues in Higher Education LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Introduction to contemporary issues in the administration of higher education with a focus on the scholarly literature, a comparative analysis of administration in types of institutions, leadership and planning, institutional and environmental issues, and selected topics.
EDAD
922
Finance in Higher Education LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Federal and state government funding, institutional planning, technological and community influences, human resources finance, budgeting, and sources of financial support as they relate to higher education institutions and agencies.
EDAD
923
The Community/Junior College LINK| Credit Hours: | 3 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Designed particularly for those interested in upper secondary and college levels. Junior college movement; relationship of movement to provisions for an adequate educational program; functions of the junior college; legal status and basis for extension of junior college; problems of organization, administration, and curriculum.
EDAD
924
Administration of Higher Education Instructional Programs LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Administration of higher education instructional programs. Exploration of curricular issues including an assessment of program quality and reputation, program reallocations, retrenchments, and expansions.
EDAD
925
Law and Higher Education LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Examination of legal principles applicable to higher education institutions. Overview of the legal system, higher education institutions as legal entities, authority for governance and administration, faculty rights and responsibilities, student rights and responsibilities, institutional and personal liability, and other selected issues.
EDAD
926
The American Professoriate: An Administrative Perspective LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Contemporary faculty issues in postsecondary education institutions from the perspective of college administrators. Current status of faculty, assigning faculty workloads and monitoring performance levels, evaluating faculty performance, structuring development activities, and special topics.
EDAD
931
Higher Education Information Systems LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Foundation in management information systems. Issues in information systems, current research and writings, key terms, and how information systems impacts organizational culture, business processes, work-flow, and overall operations of an institution. The roles in the application, analysis, and management of higher education administration technology.
EDAD
932
Global Issues in Higher Education LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Selected issues affecting global educational policies and practices.
EDAD
933
Strategic Planning LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
EDAD 933 requires the student to analyze their respective institution's planning process and plan, and to participate in a simulation activity that reinforces the principles and practices of strategic planning.
System theory, practice and problem solving. The strategic planning process in higher education. Models of strategic planning.
EDAD
934
Teaching and Learning in the Community College LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Develop comprehensive understanding of five aspects of the community college: Curricular missions in general education, transfer education, career education, remedial/developmental education and community education; faculty and student populations; exemplary teaching and assessment of student learning outcomes; program and curriculum development; and human resources aspects related to instructional programs in hiring faculty and providing faculty development programs.
EDAD
935
Workforce, Economic, and Community Development LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Workforce, economic and community development role of higher education within the broader context of recent economic, social, and technological changes in communities, society, and the economy. Applicable to higher education in general with an emphasis on the example of two-year community colleges.
EDAD
948
Instructional Leadership: Emerging Trends and Practices LINKCrosslisted as TEAC 948| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Changing roles for persons engaged in instructional and curricular leadership in educational institutions. Literature on staff development, assessment and evaluation, and effective schools serve as the basis for studying and applying this information to a variety of educational settings. Issues such as teacher empowerment and site-based management, along with cooperative learning provide the focus of the activities.
EDAD
956
Employment Law Seminar LINKCrosslisted as LAW 759G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Selected current national and state legal issues pertaining to private and public employment.
EDAD
959
Law and Educational Administration LINKCrosslisted as LAW 695G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Current legal issues of national significance relating to educational institutions; analysis of constitutional provisions, statutes, and court decisions affecting education; separation of church and state; rights of equality; student rights, responsibilities, and discipline; application of criminal and juvenile provisions; use of school property; control of the curriculum and extracurricular activities; contractual and tort liability; hiring, collective actions, tenure, outside activities, discharge, and retirement of teachers; confidentiality; accrediting agencies; and similar current legal matters.
EDAD
960
Public Employment Law LINK| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Legal issues relating to public employment with particular emphasis on public schools and colleges; collective bargaining by public employees, impasse, and resolution of public employee disputes; grievances, arbitration, and enforcement of agreements; civil rights of public employees; and laws applicable to public employment apart from collective bargaining, such as discrimination acts, wage and hour laws, retirement plans, and public records.
EDAD
961
Trial Advocacy LINK| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Students perform weekly exercises which are videotaped and critiqued and will try a case. Fundamentals of trial practice. Emphasis on questioning witnesses, selecting and addressing the jury, and admitting items into evidence.
EDAD
963
Legislation Seminar LINKCrosslisted as LAW 777G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Development of further skills in drafting and interpreting statutes, understanding legislative processes and decision making, and evaluating the role of legislation in governmental regulation. Opportunity for in-depth study of subjects pertaining to or involving legislation, centering on subjects considered by the Nebraska Legislature and the Nebraska legislative process.
EDAD
964
Local Government Law LINKCrosslisted as LAW 788G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Law of local government units with emphasis on current problems in the operation and administration of local government, models and theories of local government.
EDAD
966
Seminar in Educational Administration LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Education administration problems with an analysis of research and literature pertaining to these problems.
EDAD
968
Education Law Seminar LINKCrosslisted as LAW 621G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Selected current national and state legal issues pertaining to education.
EDAD
970
Criminal Law LINKCrosslisted as LAW 508G| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Substantive criminal law, focusing on the theoretical foundations, general principles, and doctrines that govern the rules of liability and defenses, both in the common law tradition and under the Model Penal Code.
EDAD
971
Evidence LINKCrosslisted as LAW 646G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Relevancy and admission of evidence, including hearsay, opinions, privileges, other exclusionary rules, examination of witnesses, judicial notice, and physical evidence.
EDAD
973
Jurisprudence LINKCrosslisted as LAW 672G| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
What is good and what is bad about law; the judicial process; principal schools of jurists; theories of the nature of law and the legal order; the American social system and the law; obligations to obey or to disobey the law; and ideas of justice.
EDAD
976
Legal Control of Discrimination LINK| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Selected legal issues pertaining to the legal control of discrimination.
EDAD
977
Constitutional History LINKCrosslisted as LAW 619/619G| Credit Hours: | 1-4 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
American constitutional history with a focus on "transformative" moments at which the Constitution and the nature of American politics and government changed. American Revolution and the framing of the Constitution and Bill of Rights, Civil War and Reconstruction, and the New Deal. Exploration of the courts and how they stood on history and original intent when they interpret the Constitution.
EDAD
978
Mass Communications Law LINKCrosslisted as LAW 649G| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
In-depth focus on the first amendment. Includes legal distinctions between the print and broadcast media, free press and fair trial, access to media, and licit and illicit ideas.
EDAD
979
Seminar in College Student Personnel Work LINKCrosslisted as EDPS 979| Credit Hours: | 2-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Current professional issues related to the organization and administration of student personnel within higher education. Exploration of research literature, some field experiences, and in-depth examination of special topics.
EDAD
981
Introduction to Research LINK| Credit Hours: | 1-6 |
| Campus: | |
| Course Delivery: | Classroom |
A written report is required. Investigation and analysis of current problems in education administration and supervision.
EDAD
988
Dissertation Proposal Development LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to a doctoral program
Intended for students who are working on the development of their dissertation proposal. Component parts of the dissertation proposal. Students from all areas of Teachers College and the University of Nebraska who are in the process of developing their proposal will find this course to be of use. Typically the course should be taken after the research tools have been completed.
EDAD
989
Survey of Administrative Research LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Intended primarily for students of education who are candidates for doctoral degrees. Readings, discussions, and an analysis of educational problems and research.
EDAD
990
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDAD
991
Field Studies in Education LINKCrosslisted as NUTR 991, TEAC 991| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Identification and solutions of problems associated with program planning; organizational, administrative, and instructional procedures within an institutional setting. Designing, implementing, and evaluating new or modified patterns of operation and teaching within a public school, postsecondary institution, or adult education agency.
EDAD
993
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDAD
995
Doctoral Seminar LINK| Credit Hours: | 3 |
| Max credits per degree: | 18 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Students are immersed in outcome-based scholarly activities with a faculty mentor. Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice. Intended primarily for doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor.
EDAD
998
Seminar: Internship in Educational Administration LINK| Credit Hours: | 1-6 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Opportunity for educational administrators to gain an understanding of administering changes or innovations, and to obtain supervised field experience. Consideration will be given antecedents of change, change models, the role of government, forces that restrict or stimulate change, tools to implement change, and evaluation.
EDAD
999
Doctoral Dissertation LINK| Credit Hours: | 1-24 |
| Max credits per degree: | 55 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to doctoral degree program and permission of supervisory committee chair
EDPS
900J
Historical Methods in Educational Research LINKCrosslisted as EDAD 900J| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Connections in the general study of history to the study of the history of education. Concepts employed in educational historical research and the methods used by historical researchers. The methodology of historical research.
EDPS
977
Seminar in College Student Development LINKCrosslisted as EDAD 980| Credit Hours: | 2-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Special field experiences and research projects are available to students for additional credit.
Current knowledge, theories, and practices, and related issues in the area of college student development.
SPED
892
Special Topics in Education LINKCrosslisted as EDAD 892, EDPS 892, CYAF 892, EDUC 892, TEAC 892| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Aspects of education not covered elsewhere in the curriculum.
TEAC
425/825
Coordination in Occupational Training Programs LINKCrosslisted as EDAD 825| Credit Hours: | 1-3 |
| Course Delivery: | Classroom |
Foundation and scope of current and projected vocational cooperative education programs and general education work experience. Coordination techniques, selection and placement, instructional procedures, youth leadership activities, organization and administration, and evaluation of cooperative occupational education.
Courses for EDPS (EDPS)
ANTH
478/878
Pro-seminar in Latin American Studies LINKCrosslisted as HIST 478/878, POLS 478/878, SOCI 478/878, MODL 478/878, LAMS 478, GEOG 478/878, EDPS 478/878| Credit Hours: | 3 |
| Max credits per degree: | 6 |
| Course Delivery: | Classroom |
| Groups: | Integrative Courses, Research and Reading |
Prereqs:
Junior standing and permission.
Topical seminar required for all Latin American Studies majors.
An interdisciplinary analysis of topical issues in Latin American Studies.
EDAD
855
Teaching Learners to Learn LINKCrosslisted as EDPS 855, NUTR 855, SPED 855, TEAC 855| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.
EDAD
908/929
Seminar in Adult and Continuing Education LINKCrosslisted as EDPS 929| Credit Hours: | 1-6 |
| Campus: | |
| Course Delivery: | Classroom |
EDAD
979
Seminar in College Student Personnel Work LINKCrosslisted as EDPS 979| Credit Hours: | 2-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Current professional issues related to the organization and administration of student personnel within higher education. Exploration of research literature, some field experiences, and in-depth examination of special topics.
EDPS
451/851
Psychology of Adolescence LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Mental, social, and emotional development of boys and girls during the adolescent period.
EDPS
454/854
Human Cognition and Instruction LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Cognitive psychology and its applications in instruction. Memory, problem solving, cognitive process in reading, research approaches, and applications to teaching.
EDPS
459/859
Statistical Methods LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
| ACE Outcomes: | 3 |
Computation and interpretation of measures of central position, variability, and correlation; introduction to sampling, probability, and tests of significance.
EDPS
462/862
Psychology of Disability LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Research and theoretical literature related to the relationship between various disabling conditions and the psychological functioning of the person with disability.
EDPS
463/863
Introduction to Applied Behavior Anaysis LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Research methods and findings, concepts, and principles of operant conditioning as related to the experimental analysis of human behavioral events and to the development of behavior engineering technologies.
EDPS
465/865
Practices in Counseling and Personnel Services LINK| Credit Hours: | 1-8 |
| Max credits per degree: | 8 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Basic practices and related research in counseling and helping practices in educational or other youth-serving agencies. Specialized applications to populations presenting unique problems are offered in sections B through L. B. Special Practices for Handicapped Children and Youth (1 cr) Prereq or parallel: EDPS 465A/865A. D. Special Practices for Exceptionally Talented and Gifted (1 cr) Prereq or parallel: EDPS 465A/865A. E. Special Practices in the Elementary School (1 cr) Prereq or parallel: EDPS 465A/865A. K. Special Practices for Vocational Education/Development Programs (1 cr) Prereq or parallel: EDPS 465A/865A. L. Special Practices for Community Helpers Working with Adults (1 cr) Prereq or parallel: EDPS 465A/865A.
EDPS
469/869
Psychopathological Disorders of Childhood and Adolescence LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Investigation of the genesis, course, classification, and treatment of function and organic pathologies found in children and adolescents.
EDPS
470/870
Introduction to Educational and Psychological Measurement LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Introduction to the construction, evaluation, and ethical use of measurement instruments commonly used in education and psychology. Test construction principles, item analysis, reliability, validity, ethical issues in testing, and evaluation of standardized tests.
EDPS
496/896
Directed Field Experience LINK| Credit Hours: | 1-24 |
| Course Delivery: | Classroom |
Prereqs:
Permission.
EDPS
498/898
Special Topics LINK| Credit Hours: | 1-6 |
| Max credits per semester: | 6 |
| Course Delivery: | Classroom |
Prereqs:
Permission.
Seminar on current issues or topics in educational psychology. Topics vary.
EDPS
800
Foundations of Educational Research LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Purposes and characteristics of research process, selection of research problems in education and social sciences, critical review of published research, research ethics and institutional review, sampling methods, threats to validity in research.
EDPS
845
Computer-Assisted Research Data Analysis LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
One statistics course beyond EDPS 859
Pass/No Pass only.
Statistical software packages for both mainframe and microcomputers. How to develop and manage data files; how to transfer data files between computers; and principles of data transformation and selection.
EDPS
846
Foundations of Health Behavior LINKCrosslisted as NUTR 846| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
The epidemiological, developmental and cognitive foundation of health-related behaviors and identifies opportunities for health promotion and education.
EDPS
847
Theoretical Models of Health Behavior Change LINKCrosslisted as NUTR 847| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Application of widely used theoretical models of health behavior change. Specification of behaviors and development and evaluation of theory-based interventions to reduce health-related risks.
EDPS
850
Child Psychology LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Advanced study of the behavior and development of preschool and elementary school children.
EDPS
853
Psychological Assessment I LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 870 or equivalent
Basic assessment and testing skills including “behavioral observation”, psychometric issues, intake/diagnostic interviewing, psychological testing, test interpretation feedback, and integrative report writing. Commonly used screening instruments, personality tests, career interest inventories, and symptom-based tests.
EDPS
860
Applications of Selected Advanced Statistics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Variety of parametric and nonparametric analyses, including analysis of variance (completely randomized design and various factorial designs), regression analysis, analysis of covariance, full model stepwise multiple regression, chi square Mann-Whitney U, and Wilcoxon test. Understanding and application of these analyses. Appropriate mainframe and microcomputer statistical packages utilized to assist in the numerical analysis of data.
EDPS
866
Counseling Pre-Practicum LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Counseling skills required for basic, entry-level clinical work. Practicing skills, receiving peer/instructor performance feedback, and role-playing clinical situations.
EDPS
867
Roles and Functions in School Psychological Services LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Foundations, models, and practices of contemporary school psychology and an exploration of transitions and future developments in the profession. Investigations of the major legal and ethical systems affecting specialists in the schools and the application of standards for ethical professional practice.
EDPS
868
Multicultural Counseling LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS *866 or comparable course or permission
Ethnic subcultures in the US, cross-cultural communication systems, and change strategies. Cultural cues and barriers in counseling, personal assumptions and values, and active experiencing of cultural diversity in the counseling relationship.
EDPS
890
Workshop Seminar LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDPS
893
Workshop Seminar LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDPS
897J
Gifted/Talented LINK| Campus: | |
| Course Delivery: | Classroom |
EDPS
899
Masters Thesis LINK| Credit Hours: | 6-10 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to masters degree program and permission of major adviser
EDPS
900A
Correlational and Experimental Methods in Educational Research LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Integrated view of correlational and experimental research in education and social sciences. Builds on idea of relationships among variables and concept of casual relationships between variables. Possible research designs in light of these general principles.
EDPS
900B
Single Case/Small N Methods in Educational Research LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
General issues related to the use of single case and/or small N methods, in which individuals are observed over time before and subsequent to experimental intervention. Comparison to traditional experimental methods. Repeated measurement techniques. Various research designs appropriate to single case methods.
EDPS
900D
Survey Methods in Educational Research LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Principles and applications of survey research. Use of appropriate sampling techniques and applications of survey methods to the study of relative incidence, distribution, and interrelations of educational, sociological, and psychological variables.
EDPS
900J
Historical Methods in Educational Research LINKCrosslisted as EDAD 900J| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Connections in the general study of history to the study of the history of education. Concepts employed in educational historical research and the methods used by historical researchers. The methodology of historical research.
EDPS
900K
Qualitative Approaches to Educational Research LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Uses of qualitative research methods in education. The theoretical premises of research using qualitative methods and the application of this information through critique and planning research. Qualitative methods for data collection.
EDPS
905
Research and Evaluation Literature on Health Promotion LINKCrosslisted as NUTR 905| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Philosophical and empirical review and critique of contemporary literature on school, community, work place and health care-based health promotion and education programs.
EDPS
935
Seminar in Qualitative Research LINKCrosslisted as TEAC 935| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDUC 900K or permission
Seminar intended for doctoral-level students who have completed an initial qualitative research methodology course and who want to increase their skills in qualitative research. Data collection and analysis strategies and the application of those strategies to research problems.
EDPS
936
Mixed Methods Research LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
EDPS 936 is for students already familiar with quantitative and qualitative research. An introduction to mixed methods research as a distinct methodology in social science research Topics include the value and use of this approach, philosophical assumptions, various types of design, and approaches to designing and conducting mixed methods research.
EDPS
941
Intermediate Statistics: Experimental Methods LINKCrosslisted as SRAM 941| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Computation, interpretation, and application of analysis of variance techniques, including factorial and mixed model designs. Computer and microcomputer software accessed.
EDPS
942
Intermediate Statistics: Correlational Methods LINKCrosslisted as SRAM 942| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 859 or equivalent
Various correlational-based statistical procedures presented, including linear and nonlinear regression, multiple regression, statistical control, analysis of interactions, the general linear model, factor analysis, and discriminant analysis.
EDPS
948
Multicultural Issues in School Psychological Service Delivery LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Current issues related to psycho-educational service delivery to children and families from different cultural and linguistic backgrounds. Integrating research and field experiences to provide students with skills to develop, implement, and deliver culturally sensitive and effective school psychological services.
EDPS
949
Cognitive and Behavioral Therapy with Children and Adolescents LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Cognitive and behavioral techniques. Theoretical issues, application and evaluation of major empirically-validated therapeutic treatments that represent best practices in child and adolescent therapy.
EDPS
950
Intellectual Assessment LINK| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Formal evaluative methods for the investigation of children’s learning difficulties, including supervised practicum in administration, scoring, and interpretation of individually administered tests of cognitive abilities.
EDPS
951
Academic and Behavioral Assessment LINK| Credit Hours: | 1-4 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 950 and permission
Advanced study of the theory and practice in the assessment of educational and psychological problems of children and youth to include assessment of systems that impact on the behavior of children and youth. Assessment techniques include environmental observation, interviewing, standardized assessment procedures for academic skills, adaptive behavior, social and emotional problems, curriculum based assessment, and functional analysis and assessment. Ecological-behavioral basis of assessment is explored. A complete psychological and educational evaluation is conducted in a school or other relevant setting.
EDPS
952
Systems of Consultation in School Psychology LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Intensive analysis of the theory and practice of various systems of mental health consultation in the schools with special emphasis and practicum with mental health service models other than conventional clinical, psychometric, and direct psychoeducational remediation models.
EDPS
953
Psychological Assessment II LINK| Credit Hours: | 4 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS *853 or equivalent
Advanced assessment and testing skills. Selection, administration and interpretation of a battery of psychological tests and integration and synthesis of relevant test and non-test data into an accessible report writing format. Development of effective consultation and test interpretation feedback skills.
EDPS
954
Interventions in School Psychology LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prepares school psychologists to plan and provide evidence-based psychoeducational interventions for children, youth, families and schools. Application of ecobehavioral theory, models of school mental health, the scientist-practitioner model, the practice of psychotherapy, and empirical evidence of the effectiveness of interventions for culturally and linguistically diverse students.
EDPS
955
Child Therapy LINK| Credit Hours: | 4 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Advanced practicum course that facilitates students’ scholarly acquisition of principles and concepts relevant to conducting therapy, and provides opportunities for practical integration of knowledge and skills essential to conducting individual, group, and family psychotherapy. Students acquire competencies in developing, implementing and evaluating interventions by conducting therapy sessions, observing sessions, exchanging feedback with peers, and receiving supervision.
EDPS
956
Projective Psychological Assessment LINK| Credit Hours: | 4 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Prereqs:
The primary goal of this course is to assist doctoral students in developing their ability to utilize projective assessment techniques to integrate information from a variety of sources about a person (an adult or older adolescent) into an integrated, useful psychological report. The broad array of data will include not only the results of formal tests (e.g., the Rorschach), but also personal and family history, and behavioral observations.
EDPS
958B
Practicum in School Psychology Consultation Techniques LINK| Credit Hours: | 1-4 |
| Max credits per degree: | 8 |
| Campus: | |
| Course Delivery: | Classroom |
Practicum experience in ecological/behavioral, mental health, and organizational consultation techniques within a school or related setting. Supplemented by individual and small group supervisory/feedback sessions each week.
EDPS
960
Problem Solving and Concept Learning in Humans LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Critical examination of the non-Piagetean research literature and theory which examines higher mental processes in humans through the lifespan.
EDPS
961
Cognitive Development LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Critical examination of theories and research on cognitive development throughout the lifespan, including Piagetean and alternative perspectives.
EDPS
962
Research Literature in Personality and Social Development LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Critical examination of the concepts and principles derived from the study of personality and social development with special emphasis on the research literature.
EDPS
963
Developmental Psychobiology LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Biological foundations of human psychological development, including anatomical, physiological, and evolutionary considerations.
EDPS
964
Counseling Theories and Intervention Techniques LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS *866
Parallel: EDPS 997A and permission of counseling area. Overview of theoretical approaches to counseling. Close examination of selected theories and intervention procedures.
EDPS
965A
Group Counseling: Social Psychological Aspects LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS *866
EDPS
966
Psychology of Learning LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Theories of learning and experimental investigation in the field of animal and human behavior and their application to the classroom.
EDPS
967
Psychology of Motivation in Education LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Graduate standing
EDPS 854
EDPS 854
Psychiology of Motivation focuses on understanding and impacting students’ motivation to learn. Theories discussed in this class are applicable to a wide array of achievement settings (e.g., math, science, writing, health education) as well as more general motivational concerns (e.g., studying, addiction, video games). Content covered includes drive theory, behaviorism as motivation, achievement motivation, goal theory, self-determination theory, social cognitive theory, and ecological theories of motivation.
EDPS
968
Gender and Counseling Psychology LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Prereqs:
Admitted as a graduate student in the Counseling Psychology program.
The major purpose of this course is for students to learn about gender issues within the field of counseling psychology from a multicultural and feminist perspective and to gain the essential knowledge and techniques in working with gender issues in diverse settings.
EDPS
969
Nonparametric Statistical Methods LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 859 or equivalent
Presentation of statistical procedures that do not require fundamental assumptions about the distribution property of the variables to be analyzed. Chi Square tests, rank tests of location (Wilcoxen, Mann Whitney, Kruskal-Wallis, Friedman), tests of goodness of fit (Chi Square, Kolmogorov-Smirnoff), tests of randomness (Runs).
EDPS
97
College Major Forum LINK| Credit Hours: | 0 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
EDPS 97 is Pass/No Pass only.
This is an eight week seminar course for first semester students in the General Studies Learning Community. Students will complete activities to identify interests, research majors that match their interests and complete a "Guided Professional Shadowing" experience to gain first-hand knowledge about a career of their choice.
EDPS
970
Theory and Methods of Educational Measurement LINKCrosslisted as SRAM 970| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Presentation of various measurement theories and concepts, including classical true-score theory, reliability and validity, test construction, item response theory, test equating, test bias, and criterion-referenced tests.
EDPS
971
Structural Equation Modeling LINKCrosslisted as SRAM 971| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Introduction to the techniques of path analysis, confirmatory factor analysis, and structural equation modeling with emphasis on the set-up and interpretation of different models using the LISREL program. Model testing and evaluation, goodness-of-fit indices, violations of assumptions, specification searches, and power analyses.
EDPS
972
Multivariate Analysis LINKCrosslisted as SRAM 972| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Techniques of multivariate analyses, including multivariate analysis of variance and covariance, multivariate multiple regression, multigroup discriminant analysis, canonical analysis, repeated measures (Multivariate model), and time series. Mathematical models presented and analyzed. Instruction complemented by appropriate statistical software packages.
EDPS
973A
Evaluation Theory and Practice LINK| Credit Hours: | 2-3 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Theories and strategies of evaluation examined within the context of society at large and educational and human service programs in particular. Key evaluation models examined as they relate to judgments and decisions about programs. Methodological, social, and political issues in evaluation which pertain equally to an educational program or a human service agency.
EDPS
973B
Evaluation Practicum LINK| Credit Hours: | 2-3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 973A or permission
Actual supervised evaluation of a program or project.
EDPS
974
Guidance and Counseling in Schools LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Survey of elementary, middle and secondary school comprehensive models of guidance. Ingredients of effective helping relationships with students in schools. Analysis of school violence, risk assessment models, multicultural influences, prevention models, and guidance roles of teachers/administrators.
EDPS
975
Occupations and Vocational Psychology LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Evaluation and uses of occupational and educational information; job analysis; psychological and behavioral attributes relating to work and life-styles; occupational taxonomies; career-development theories; impact of accelerating changes on personal and social planning; investigations of value-oriented expectations as sources of work satisfaction and dissatisfaction; critical assessment of the concept of vocational choice. For counselors and educators.
EDPS
976
Advanced Counseling Psychology I: Counseling Theory and Practice LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Doctoral level counseling students and others by permission
Counseling methodology in relationship to personality theory and research. Consideration of various theories and research in relation to counseling practice.
EDPS
977
Seminar in College Student Development LINKCrosslisted as EDAD 980| Credit Hours: | 2-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Special field experiences and research projects are available to students for additional credit.
Current knowledge, theories, and practices, and related issues in the area of college student development.
EDPS
978
Advanced Counseling Psychology II: Research in Counseling LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Research strategies appropriate for counseling psychology. Identification of researchable problem and completion of research proposal including literature review, design, and proposed data analysis procedures.
EDPS
980
Item Response Theory LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Principles of item response theory (IRT) and its application to a variety of issues in educational and psychological measurement. Theoretical foundations of IRT discussed along with its assumptions and varied applications. Experience using IRT calibration and scoring computer software.
EDPS
981
School Practice in School Psychology LINK| Credit Hours: | 2-4 |
| Max credits per semester: | 4 |
| Max credits per degree: | 8 |
| Course Format: | Field, Lab, Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
by permission of course instructor
Supervised practice in local school districts related to academic, social, behavioral and emotional disorders of children and adolescents.
EDPS
982
Clinical Practice in School Psychology LINK| Credit Hours: | 2-4 |
| Max credits per semester: | 4 |
| Max credits per degree: | 16 |
| Course Format: | Field, Lab, Lecture |
| Course Delivery: | Classroom |
Prereqs:
by permission of course instructor
Supervised clinical practice related to academic, social, behavioral and emotional disorders of children and adolescents. Parent and family treatment and behavior interventions emphasized.
EDPS
983
Community Practice in School Psychology LINK| Credit Hours: | 2-4 |
| Max credits per semester: | 4 |
| Max credits per degree: | 16 |
| Course Format: | Field, Lab, Lecture |
| Course Delivery: | Classroom |
Prereqs:
Doctoral standing in professional psychology program and permission
Supervised clinical experience working with children, adolescents and families in a variety of school and community settings.
EDPS
984
Ethics and Ethical Decision Making in Counseling and Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Ethical principles in the practice of counseling. Application of ethical guidelines and development of ethical decision-making models relevant to school and mental health contents.
EDPS
985
Couple and Family Counseling LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS *866 or equivalent
Couple and family systems and change strategies. Active, brief forms of couple and family counseling and enrichment formats.
EDPS
987
Developmental Perspectives on Gender and Sexuality in Counseling LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Issues related to gender and sexuality in the process of counseling and psychotherapy. Developmental issues related to gender differences, gender bias, gender identity, gender discrimination, and gender-based disorders. Feminist and affirmative therapy techniques.
EDPS
989
Psychology of Reading LINKCrosslisted as TEAC 989| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
TEAC *811 or 841 or SPED 886
Relationship of psychological processes of attention, perception, memory and problem solving to reading and reading comprehension. Theories and models of reading, especially of the comprehensive process, applied to all levels of reading from beginning reading through mature reading.
EDPS
990
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDPS
991
Seminar in Educational Psychology and Measurements LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
EDPS
993
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
EDPS
995
Doctoral Seminar LINK| Credit Hours: | 3-4 |
| Max credits per degree: | 18 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
EDPS 995 is intended primarily for EDPS doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor. Students are immersed in outcome-based scholarly activities with a faculty mentor.
Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice.
EDPS
996A
Research Other Than Thesis LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Independent operational research under faculty supervision.
EDPS
996B
Readings in Educational Psychology LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Readings on selected problems in educational psychology.
EDPS
997A
Practicum in Counseling LINK| Credit Hours: | 2-4 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Masters admission in educational psychology or permission of counseling area, EDPS *866
Parallel: EDPS 964. Supervised laboratory clinic-based experiences in counseling.
EDPS
997B
Field Placement in Counseling LINK| Credit Hours: | 2-4 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Supervised field experiences in school counseling, college student personnel, and community social service agencies.
EDPS
997D
Practicum in Behavior Management Technologies LINK| Credit Hours: | 3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 863 and permission
Supervised practicum in the design, implementation, evaluation, and reporting of various behavior modification technologies for individuals and groups; social systems engineering.
EDPS
997E
Practicum in Counselor Supervision and Consultation LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 997G or equivalent
Supervised counseling supervision and consultation experience emphasizing process methods and evaluation.
EDPS
997G
Advanced Practicum in Counseling LINK| Credit Hours: | 2-4 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDPS 997A and permission
Supervised counseling experience in university, schools, and community agencies.
EDPS
997J
Advanced Practicum in Gifted Education LINKCrosslisted as SPED 997J| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Advanced practicum in the education of the gifted/talented child. Psychodiagnostic procedures; theory and research; and program organization, operation, and evaluation in a field setting.
EDPS
997K
Supervision in School Psychology LINK| Credit Hours: | 3-4 |
| Max credits per semester: | 8 |
| Max credits per degree: | 8 |
| Course Format: | Field, Lab, Lecture |
| Course Delivery: | Classroom |
Prereqs:
Doctoral standing in professional psychology program and permission.
Supervised experience in supervising graduate students in practicum settings. Refinement of consultation, assessment, diagnosis, and treatment skills.
EDPS
999
Doctoral Dissertation LINK| Credit Hours: | 1-24 |
| Max credits per degree: | 55 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to doctoral degree program and permission of supervisory committee chair
PSYC
471/871
Human Sexuality and Society LINKCrosslisted as SOCI 471/871, EDPS 471/871, CYAF 471/871| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Junior standing and 12 hrs in one of the departments in which the course is listed.
Open to advanced students planning careers in the professions in which knowledge of human behavior and society is important (e.g., helping professions, medicine, law, ministry, education, etc.).
Interdisciplinary approach to the study of human sexuality in terms of the psychological, social, cultural, anthropological, legal, historical, and physical characteristics of individual sexuality and sex in society.
SPED
892
Special Topics in Education LINKCrosslisted as EDAD 892, EDPS 892, CYAF 892, EDUC 892, TEAC 892| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Aspects of education not covered elsewhere in the curriculum.
TEAC
930
Sociological/Anthropological Research Methods in Education LINKCrosslisted as EDPS 930, CYAF 930, NUTR 930| Credit Hours: | 1-3 |
| Max credits per degree: | 15 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Empirical and theoretical research into the sociocultural problems and the lived experiences of people across educational, family and community settings.
A. Ethnographic Methods (1-3 cr, max 3)
B. Special Topics in Qualitative and/or Quantitative Research Methods (1-3 cr, max 9)
D. Discourse Analysis Across School, Home and Community Settings (1-3 cr, max 3)
E. Introduction to Linguistic Analysis of Classroom Interaction (1-3 cr, max 3)
J. Hermeneutic Traditions in Education (1-3 cr, max 3)
K. Quantitative Research Traditions in Education (1-3 cr, max 3)
A. Ethnographic Methods (1-3 cr, max 3)
B. Special Topics in Qualitative and/or Quantitative Research Methods (1-3 cr, max 9)
D. Discourse Analysis Across School, Home and Community Settings (1-3 cr, max 3)
E. Introduction to Linguistic Analysis of Classroom Interaction (1-3 cr, max 3)
J. Hermeneutic Traditions in Education (1-3 cr, max 3)
K. Quantitative Research Traditions in Education (1-3 cr, max 3)
Courses for SPED (SPED)
EDAD
855
Teaching Learners to Learn LINKCrosslisted as EDPS 855, NUTR 855, SPED 855, TEAC 855| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.
EDAD
856
Supervising Special Education LINKCrosslisted as SPED 856| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
For principals or other administrators who have special education programs in their buildings. Overview of disabilities, related law, special education programs, personnel issues, etc., and instructional methods and administrative support for effective integration of disabled students into regular programs.
EDAD
857
Special Education Administration LINKCrosslisted as SPED 857| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Intensive preparation for special educators who intend to administer special education programs in the public schools. Information about best practices in special education, including programming, supervision, legal/regulatory issues, financing, personnel, as well as current controversial topics which are affecting these programs in the schools.
EDAD
858
Special Education Law LINKCrosslisted as SPED 858| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Body of law that pertains to the organization, administration, and implementation of special education programs in PreK-12 schools. Substantive and procedural rights of disabled students, and the authority and responsibility of states and school districts that are grounded in state and federal law.
EDPS
997J
Advanced Practicum in Gifted Education LINKCrosslisted as SPED 997J| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Advanced practicum in the education of the gifted/talented child. Psychodiagnostic procedures; theory and research; and program organization, operation, and evaluation in a field setting.
SLPA
884
Speech and Language Development of the Hearing Impaired LINKCrosslisted as SPED 884| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Theories of speech and language development as they apply to hearing impaired children. Evaluation and intervention of speech and language with emphasis on maintenance of communicative skills.
SLPA
956
Language Study of Teachers of Deaf and Hard of Hearing (DHH) LINKCrosslisted as SPED 956| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Theoretical and practical aspects of American Sign Language (ASL) structure. Issues relevant to the use of sign language in education, written English as a second language, classroom discourse, and educational interpreting. Sociolinguistic aspects of sign language among deaf and hearing individuals.
SPED
400/800
Characteristics of Exceptional Persons LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Etiology, growth and development, and characteristics of children and youth who deviate from the norm.
SPED
401A/801A
Accommodating Exceptional Learners in the Elementary School Classroom LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program; EDPS 362; one methods course; or permission.
Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and evaluating; managing the academic and social behaviors of a range of exceptional and other at-risk learners in the elementary school.
SPED
401B/801B
Accommodating Exceptional Learners in the Secondary School Classroom LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program; EDPS 362; one methods course; or permission.
Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and evaluating; managing the academic and social behaviors of a range of exceptional and other at-risk learners in the secondary school.
SPED
405/805
Code-based Reading Instruction LINK| Credit Hours: | 1-3 |
| Max credits per semester: | 6 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Direct, systematic, multi-sensory techniques for teaching reading, writing and spelling to students who have severe reading problems.
SPED
405A/805A
Reading Center Practicum I LINK| Credit Hours: | 1-3 |
| Max credits per semester: | 3 |
| Course Format: | Field |
| Course Delivery: | Classroom |
Prereqs:
Permission.
Teaching and/or tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, lesson planning and teaching using direct instruction, code-based instructional strategies.
SPED
406/806
Reading and Writing Disabilities: Adolescents LINKCrosslisted as TEAC 806| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Course Delivery: | Classroom |
Prereqs:
Theory and techniques for assessing and teaching word identification, vocabulary, comprehension and writing skills in grades 7 to 12.
SPED
406A/806A
Reading Center Practicum II LINKCrosslisted as TEAC 806A| Credit Hours: | 2 |
| Course Format: | Lab 2 |
| Course Delivery: | Classroom |
Prereqs:
Teaching and/or tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, instructional planning, delivery of instruction, writing diagnostic reports and parent communication.
SPED
407/807
Teaching Students with Disabilities in the Secondary School LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Information about the mildly/moderately disabled secondary-level student; including characteristics, assessment, models for programs, social skill training, behavior management, working with parents, and curriculum modification.
SPED
408/808
Issues in Secondary Programs for Students with Mild Disabilities LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Special Education Professional Semester and SPED 407.
Issues in secondary education for students with mild disabilities based on current literature and needs of individual students.
SPED
412/812
Assessment Techniques for Diverse Learners LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom, Web |
The role of general education teachers in the primary purposes of assessment of learners with diverse needs. Knowledge and experience with interpreting norm-referenced test information as related to planning educational programs. Use of assessment information for instructional planning and evaluation. Testing accommodations and classroom grading.
SPED
414/814
Instructional Methods for Students with Diverse Needs LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom, Web |
Instructional methods and accommodations for special education and general education teachers necessary to work successfully with students with disabilities or who are at-risk for academic failure. Curriculum modification, classroom management, strategy instruction, and instructional modifications for content areas.
SPED
415/815
Reading and Writing Disabilities: Elementary Students LINK| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Course Delivery: | Classroom |
Prereqs:
Theory and techniques for assessing and teaching early literacy skills in small groups and one-on-one for children who struggle with literacy.
SPED
436/836
Career Education for the Special Needs Student LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Philosophical and practical base of career education as it relates to special needs students. Career education units developed for infusion into subject areas.
SPED
463/863
Medically Fragile infants LINK| Credit Hours: | 3 |
| Course Format: | Lecture |
| Course Delivery: | Web |
Prereqs:
Major in Special Education, Speech-language Pathology or Child Youth and Family Studies. Senior status or permission of instructor.
Unique needs, family-coping strategies, specialized medical staff and various health care settings for chronically ill infants, toddlers and preschool age children. Overview of etiology, characteristics and developmental implications of selected medical conditions related to developmental disabilities.
SPED
472/872
Psychology and Sociology of Deafness LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Education of the hearing impaired including history of, professional roles in, and educational programming within this field. Social/psychological theories as related to the hearing impaired. Patterns of social/emotional development, psychological characteristics, issues of family stress and social adaptation and discussion of counseling techniques.
SPED
480/880
Educating Students with Intellectual Impairments & Developmental Disabilities LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom, Web |
Concepts related to history, definitions, identification, etiology, and assessment of students with intellectual impairments and developmental disabilities. Examine attitudes, assumptions, and stereotypes concerning persons with intellectual impairments and other developmental disabilities. Instructional methods, adaptations and teaming to provide individualized interventions and include students in least restrictive environments/general education settings. Applied assignments will be conducted in field experience and student teaching.
SPED
495/895
Independent Study in Special Education LINK| Credit Hours: | 1-3 |
| Course Delivery: | Classroom |
Prereqs:
Prior arrangements with faculty member and permission.
Special research or reading project under direction of a staff member in the department.
SPED
496/896
Directed Field Experience LINK| Credit Hours: | 1-6 |
| Max credits per semester: | 12 |
| Course Format: | Field |
| Course Delivery: | Classroom |
Prereqs:
Permission.
E. Field Experience: General Special Education (1-6 cr, max 12) M. Field Experience: Mild/Moderate (1-6 cr, max 12) Y. Field Experience: Inclusion (1-6 cr, max 12)
SPED
496Y/896Y
Directed Field Experience: Inclusion LINK| Credit Hours: | 1-6 |
| Max credits per semester: | 12 |
| Course Format: | Field |
| Course Delivery: | Classroom |
Prereqs:
Permission.
SPED
802
Advanced Assessment Techniques LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 800 or equivalent; or permission
Comprehensive study of criterion-referenced and normative-referenced assessment instruments used by school resource personnel.
SPED
803
Effective Instruction for Learners with Special Needs LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 800 and *802; or permission
Interaction of classroom-based assessment and effective instructional strategies for use with individual and group formats. Development of individual education plans, curriculum analysis, delivery of instruction, curriculum-based measurement, and specific and generic instructional strategies.
SPED
804
Managing Challenging Behavior LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 800, *802, *803; or permission
Functional approaches that can be used by teachers and mental health practitioners for assessing, preventing, and managing children’s challenging behavior. Basics of applied behavior analysis, functional analyses of behavior, individual- and group-oriented interventions, self-management training, and strategies for promoting generalization.
SPED
809
Autism Spectrum Disorders (ASDs): Effective Assessment and Intervention LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
SPED 809 requires observation in schools and applied assignments.
Designed for educators of children and youth with Autism Spectrum Disorders (ASDs) in school settings. Assessment strategies to identify characteristics of ASDs focused on individual needs and strengths-based outcomes. Knowledge and skills regarding evidence-based practices and individualized educational programs.
SPED
810
Autism Spectrum Disorders (ASDs): Methods and Program Planning LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *809 or equivalent
Majors in severe disabilities must parallel with SPED *896P (1 cr). SPED *810 requires observations in schools and applied assignments.
Planning, implementing, and evaluating effective education for individuals with Autism Spectrum Disorders (ASDs). Uses an ecological approach to assess present levels of performance and individual characteristics. Apply assessment outcomes to develop functional outcomes, to select instructional strategies, and utilize empirically-based interventions.
SPED
820
Mathematics Instruction for Diverse Learners LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
SPED *820 and associated practicum is designed to meet professional standards (i.e., Council for Exceptional Children, Teacher Education Accreditation Council) for teachers in the area of instruction for divers learners.
Supplemental basic skills and concepts instruction for diverse learners within a response to intervention models and on mathematics instruction. Selection, delivery, and evaluation of standard protocol and individualized interventions to diverse learners.
SPED
824
Functional Behavioral Assessment LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Functional behavioral assessments (FBAs) and development of behavior intervention plans (BIPs) based on the assessments. Contextual and curriculum manipulations, and replacement behavior training.
SPED
824A
Practicum in Functional Behavioral Assessment LINK| Credit Hours: | 2 |
| Course Format: | Field |
| Campus: | |
| Course Delivery: | Classroom |
Opportunities to engage in the activities and practice the skills associated with SPED 824. Culmination of the practicum is performing a complete functional behavioral assessment and developing a behavior intervention plan for a student who displays challenging behaviors.
SPED
833
Behavioral Systems and Interventions LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 813 or equivalent
Three-tier models for encouraging and maintaining students' appropriate behaviors. Evaluation and implementation of interventions at the school-wide, classroom and/or small group, and individual levels. Presentation of different models i.e., Response to Intervention (RtI) and School-Wide Positive Behavior Support (SWPBS).
SPED
834
Introduction to Special Vocational Needs LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Foundational course emphasizing the characteristics and identification of special needs learners in vocational settings. Determines needs, interests, and abilities of these students.
SPED
841
Emotional and Behavioral Disorders LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 800 or permission
Etiology, theories and assessment of child and adolescent emotional and behavioral disorders. Addresses issues of definitions and classification (DSM-IV and special education) or deviant behavior and psychopathology, as well as an overview of service delivery systems in education and mental health.
SPED
843
Characteristics of Emotional and Learning Disorders LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Learning, academic, behavioral, social-emotional and language characteristics of students who are classified as having disabilities for purposes of special education. Definitions, classification systems, assessment and verification criteria, and medications for students with learning and emotional disabilities.
SPED
846
Foundations of Visual Impairment: Programs and Services for Individuals with Visual Impairments LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to visually impaired program; hold or concurrently earn subject/field endorsement
Current educational programs and services for children with visual impairments, as well as children with multiple disabilities. History of educational services, developmental characteristics, psycho-social aspects, history of legislation, and grade I Braille.
SPED
847
Introduction to Eye Anatomy of Students with Visual Impairments LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *846 or permission
Structure and function of the visual system, conditions that effect visual ability, and the functional and environmental implications of low vision. Strategies for enhancing visual ability in children with visual impairments and children who have additional disabilities.
SPED
849
Braille Codes and Material Adaptations for Students with Visual Impairments LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *846 and *847, or permission
Basic skills in literary Braille transcription and codes. Acquire competence in reading and writing Braille and using the Perkins braillewriter and slate/stylus.
SPED
851
Intermediate Braille Codes and Instructional Material Adaptations for Students with Visual Impairments LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *846, *847, and *849
Advanced skills in Nemeth (mathematics code) and/or Literary code. Basic activities in braille formatting, foreign language, music and identification of braille technology devices and resources.
SPED
852
Instructional Methods for Teachers of Students with Visual Impairments LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *846, *847, *849, and *851
Methods and materials for educating children who are totally blind or have low vision, including students with multiple impairments. Practical skills in selecting, designing, and/or modifying materials for content area subjects: mathematics, science, social studies, creative arts, foreign language, and other subjects.
SPED
852A
Applied Technology Methods for Students with Visual Impairments LINK| Credit Hours: | 1 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *846 and *847, or equivalents
Theory and skill development in the selection and use of technology for students with visual impairments. Technology assessments, data collection, equipment feature, source of equipment, funding sources, writing technology instructional plans, and demonstration of using various equipment and technology.
SPED
852B
Applied Instructional Methods to Teach Students with Visual Impairments LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *846, *847, *849, *851, and *852; or equivalents
Practice using appropriate instructional methods and materials for educating the blind and low vision child.
SPED
853
Orientation and Mobility Skills for Students with Visual Impairments LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *846, *847, *849, *851, and *852
Theory and applied practice in basic orientation and mobility techniques for use with students with visual impairments. Practical methods for work in concept development, orientation skills, travel skills and techniques, personal safety and independent travel. Needs of specific populations such as people with low vision and individuals with additional disabilities. Vision simulators and occluders. An introduction to the history and development of the profession.
SPED
860
Issues in Early Childhood Special Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Introduction to the history, philosophy, and research related to early intervention practices with children 0-5 years of age. Discussion of issues related to legal mandates, model programs, family involvement, integration, transitions, service delivery systems, teamwork and assessment for young children.
SPED
861
Infants with Disabilities and Home Visiting LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 960 and permission.
SPED *861 requires a practicum in home visiting.
Assessment and intervention strategies for developing appropriate early intervention programs for infants and toddlers with disabilities. Rationale and principles for conducting home-based, family-centered, and transdisciplinary services.
SPED
862
Preschool Children with Disabilities in a Classroom LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
An assessment and behavior management course; and permission.
SPED *862 requires an applied experience.
Selection, design and implementation of developmentally appropriate, activity-based interventions for preschool-age children with disabilities. Ecological assessments. Instructional factors, such as classroom environments, activity planning, selection, use and modification of strategies, home-school communications, and consulting to staff in inclusive settings.
SPED
873
Teaching the Content Areas to the Hearing Impaired LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
SPED 873 is for all students in the hearing impaired program.
Methods for teaching content areas (science, math, and social studies) to hearing impaired students from preschool through grade12. Adapting curricula and materials from these areas for the hearing impaired students.
SPED
874
Language Arts and Literacy for the Hearing Impaired LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Assessment instruments, curricula and instructional methods for developing language and literacy in classrooms for hearing impaired children, preschool through grade 12. Methods for coordinating speech and/or language and/or auditory training program in the classroom with that in the speech and/or language therapy program.
SPED
875
Itinerant Teaching Methods for Students who are Deaf or Hard of Hearing LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Methods for providing services for students with hearing loss, using itinerant and consultative models. Professional and parent in-service development, team-based problem solving, curriculum based pull-out services. Ecological assessment and management of deafness related technology in inclusive settings. Supervision of interpreters and paraprofessionals.
SPED
876
Language Development for Teachers LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Web |
Introduction to the foundations of normal speech and language development and potential difficulties in both early stages and in the classroom. Analysis of child language samples. Strategies for explaining language development to parents and professional colleagues.
SPED
881
Methods for Students with Intellectual and Severe Disabilities LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
SPED 881 requires observations in schools and applied assignments.
Planning, implementing, and evaluating effective longitudinal education for individuals with intellectual impairments and severe disabilities. Knowledge and skills regarding best practices within inclusive education settings for these learners emphasizing an ecological and functional model that addresses useful skills in current and future environments.
SPED
882
Specialized Instruction for Students with Severe and Multiple Disabilities LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *881 for the Severely/Multihandicapped endorsement program or SPED *862 for Preschool Handicapped endorsement program; and permission. Majors in severe disabilities must parallel with SPED 896P (1 cr).
SPED *882 requires observations in schools and applied assignments.
Selection, design, and implementation of best practice instruction for students with severe disabilities, multiple disabilities, or deaf-blindness.
SPED
886
Assessment, Evaluation, and Instruction of LINKCrosslisted as TEAC 886| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
TEAC/SPED *886 includes case study and planning for special student populations.
Analysis and use of informal and formal assessment and instructional strategies in clinic and classroom settings.
A. Special Topics in Literacy Assessment (SPED *886A) (1-3 cr) Lec.
B. Internship in Literacy Assessment and Instruction (SPED *886B) (1-3 cr)
A. Special Topics in Literacy Assessment (SPED *886A) (1-3 cr) Lec.
B. Internship in Literacy Assessment and Instruction (SPED *886B) (1-3 cr)
SPED
890
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
SPED
892
Special Topics in Education LINKCrosslisted as EDAD 892, EDPS 892, CYAF 892, EDUC 892, TEAC 892| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Aspects of education not covered elsewhere in the curriculum.
SPED
893
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
SPED
897
Student Teaching: Exceptional Learners LINK| Credit Hours: | 1-9 |
| Max credits per degree: | 15 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Laboratory and teaching experience in the area(s) of specialization.
A. Mainstream (1-12 cr)
B. Behavior Disorders
D. Deaf/Hard of Hearing
E. General Special Education
J. Gifted/Talented (EDPS *897J)
L. Learning Disabilities
M. Mildly/Moderate Disabilities
P. Severe Disabilities
Q. Early Childhood Special Education
V. Visual Impairments
Y. Inclusion
Z. Multicultural Education
A. Mainstream (1-12 cr)
B. Behavior Disorders
D. Deaf/Hard of Hearing
E. General Special Education
J. Gifted/Talented (EDPS *897J)
L. Learning Disabilities
M. Mildly/Moderate Disabilities
P. Severe Disabilities
Q. Early Childhood Special Education
V. Visual Impairments
Y. Inclusion
Z. Multicultural Education
SPED
899
Masters Thesis LINK| Credit Hours: | 1-10 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to masters degree program and permission of major adviser
SPED
907
Seminar in Special Education LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
B. Behavior Disorders
D. Deaf/Hard of Hearing
E. General Special Education
J. Gifted/Talented
L. Learning Disabilities
M. Mildly/Moderate Disabilities
P. Severe Disabilities
Q. Early Childhood Special Education
V. Visual Impairments
D. Deaf/Hard of Hearing
E. General Special Education
J. Gifted/Talented
L. Learning Disabilities
M. Mildly/Moderate Disabilities
P. Severe Disabilities
Q. Early Childhood Special Education
V. Visual Impairments
SPED
908
Resource Consultation Services LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 800, and one of the following: *831, *851, *861, *881; or permission
Roles and functions of school resource personnel in serving as educational consultants to regular school staff.
SPED
932
Cognitive Strategy Instruction LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 800, *803, and *831 or permission
How to implement cognitive strategy instruction with students learning difficulties. Practical model which allows students to successfully teach cognitive strategies. Metacognition, attribution training, and attention deficit disorders.
SPED
942
Strategic Interventions for Students with Behavioral Needs LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Strategic therapy structures and cognitive-behavioral interventions for school and clinical professionals dealing with students who present significant behavioral challenges. Issues in assessment, intervention, and consultation are addressed.
SPED
960
Family and School Collaboration in Special Education LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Professional experience or completion of one practicum and/or field experience with young children (birth to age 5) or other individuals ages 5 to 21 years who have disabilities
Functions and interactions of both family and education systems. Impact of having a child with a disability on the normal and stressed family system. Promote family-professional partnerships in assessment and intervention for the child and/or student with an IFSP/IEP. Communication skills are reviewed and practiced for effective teaming among educators and for interviewing, consulting, collaborating and coaching with family members and other community team members.
SPED
980
Assessment of Students with Severe, Sensory, and Developmental Disabilities LINK| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *881 and *882; and permission
Designed to meet the needs of educators who conduct assessment of students with low incidence disabilities in school settings. Strategies emphasize assessing capabilities and needs in relationship to valued life outcomes. Processes of instructional outcomes. Some assessment conducted in schools and community settings. Learning outcomes individualized to match special education certification program.
SPED
981
Functional Assessment and Behavioral Support for Students with Severe Developmental Disabilities LINK| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED 981 requires observation in schools and applied assignments.
Assessment and intervention strategies for developing positive behavior support for students with severe disabilities or developmental disabilities who have challenging behavior. Rationale and principles for using an educative approach, functional behavior analysis, and a variety of individualized ecological and curricular interventions. Process of assessment conducted in school settings.
SPED
987E
Seminar in Special Education LINK| Credit Hours: | 1-12 |
| Campus: | |
| Course Delivery: | Classroom |
SPED
990
Workshop Seminar LINK| Credit Hours: | 1-12 |
| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
SPED
995
Doctoral Seminar LINK| Credit Hours: | 3 |
| Max credits per degree: | 18 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
The course is intended primarily for doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor. Students are immersed in outcome-based scholarly activities with a faculty mentor. Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice.
SPED
996A
Research Other Than Thesis LINK| Campus: | |
| Course Delivery: | Classroom |
(1-12, max 12) Independent operational research under faculty supervision.
SPED
996B
Readings in Special Education LINK| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
(1-12, max 12) Readings on selected problems in special education.
SPED
997E
Resource Teacher Externship LINK| Credit Hours: | 1-6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SPED *802, *803
Extensive practicum experience in school settings for individuals preparing to serve as school resource teachers and consultants.
SPED
999
Doctoral Dissertation LINK| Credit Hours: | 1-24 |
| Max credits per degree: | 55 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to doctoral degree program and permission of supervisory committee chair
Courses for SLPA (SLPA)
CYAF
891
Special Topics in Human Sciences LINKCrosslisted as HUMS 891, NUTR 891, SLPA 891, TEAC 891, TMFD 891| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Aspects of human sciences not covered elsewhere in the curriculum.
SLPA
450/850
Audiology for Educators of the Deaf or Hard of Hearing LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | UNO |
| Course Delivery: | Web |
Anatomy and physiology of hearing; components of adequate evaluation for placement and educational planning; diagnosis using audiogram, functional and communication assessment; stimulation and utilization of residual hearing; and managment of assistive and/or augemntative devices.
SLPA
452/852
Normal Language Development During School Years LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Normal syntactic, semantic, and pragmatic language development in school-age children and youth. Complex syntax, semantic development, pragmatic development, using language to learn, language-literacy relations, and abstract language development.
SLPA
454/854
Research Methodology in Speech-Language Pathology and Audiology LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Speech-language pathology and audiology major.
Introduction to research principles, methods, and design. Survey and critique of research in special education and communication disorders.
SLPA
461/861
Language Disorders: Preschool Level LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Characteristics of language impaired preschool children and the nature of their disorders. Introduction to principles of assessment and treatment.
SLPA
461L/861L
Language Disorders: Preschool Level Lab LINK| Credit Hours: | 1 |
| Course Format: | Lab |
| Course Delivery: | Classroom |
Practical application of language assessment and intervention in preschool children with language disorders.
SLPA
486/886
Augmentative Communication LINK| Credit Hours: | 2-3 |
| Course Delivery: | Classroom |
Speech pathology students must register for 3 cr only; specil education students may rights for 2-3
Introduction to the augmentative communication options for persons unable to speak or write because of physical, language, or cognitive disability.
SLPA
488/888
Linguistic Needs of Bilingual and Culturally Different Students LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
| ACE Outcomes: | 9 |
Theoretical and applied information about situational factors which have an impact on spoken and written language; addresses how individual differences due to gender, handicapping conditions, socio-economic status, and cultural-ethnic background contribute to diversity in communication patterns and often act as a barrier to successful interactions in learning and social settings.
SLPA
496/896
Readings and Research in Speech-Language Pathology and Audiology LINK| Credit Hours: | 1-3 |
| Course Delivery: | Classroom |
Prereqs:
Permission.
SLPA
851
Clinical Phonology: Assessment and Management LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Theoretical foundations; applied clinical phonology.
SLPA
853
Neurological Foundations of Speech and Language LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Basic concepts of neurology, protection and blood supply of the Central Nervous System (CNS), anatomical structures of the CNS, neuromotor control of speech, cranial nerves for speech production and neuron motor disorders.
SLPA
862
Language Disorders in Special Populations LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Advanced information about language disorders, assessment, and intervention in various populations.
A. Birth to Three: Communication Assessment and Intervention
E. Preadolescents and Adolescents
J. Severe Disabilities and Autism: Communication Assessment and Intervention
K. Special Topics in Language Disorders
A. Birth to Three: Communication Assessment and Intervention
E. Preadolescents and Adolescents
J. Severe Disabilities and Autism: Communication Assessment and Intervention
K. Special Topics in Language Disorders
SLPA
863
Language Disorders in Elementary School-aged Population LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Advanced information about language disorders, assessment, and intervention in elementary school-aged children.
SLPA
865
Voice Disorders LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Etiology and symptoms of voice disorders, procedures used in clinical evaluation, and methods and procedures used in therapy.
SLPA
884
Speech and Language Development of the Hearing Impaired LINKCrosslisted as SPED 884| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Theories of speech and language development as they apply to hearing impaired children. Evaluation and intervention of speech and language with emphasis on maintenance of communicative skills.
SLPA
885
Fluency Disorders LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Research related to the nature, diagnosis and clinical management of stuttering is considered. Therapy models are presented along with data bearing on the efficacy of particular approaches. Specific rehabilitation procedures.
SLPA
887
Language and Learning Disorders LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
For non-SLPA majors only
Review of prominent theories relating language to cognitive development and learning; student interaction on how varying styles and abnormal skills influence normal learning; how modifications can be made in materials content and classrooms to accommodate a child that has a language and learning disorder.
SLPA
890
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
SLPA
892
Counseling and Behavior Issues in Speech Language Pathology LINK| Credit Hours: | 1 |
| Course Format: | Lecture 1 |
| Campus: | |
| Course Delivery: | Classroom |
Basic skills in counseling and behavior management as applied to the field of communication disorders. Practical, direct application to students' clinical work with individuals with a variety of communication disorders.
SLPA
893
Clinical Decision Making LINK| Credit Hours: | 1 |
| Course Format: | Lecture 1 |
| Campus: | |
| Course Delivery: | Classroom |
Critical Thinking skills necessary for decision-making during the assessment and treatment of individuals with communication disorders. Understanding and applying clinical processes related to the practice of speech-language pathology.
SLPA
897
Advanced Practicum LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Course Format: | Field |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Completion of the undergraduate preprofessional program
Supervised practicum experiences provided with difficult speech, language and/or hearing problems in a variety of clinical, medical, geriatric, rehabilitational and public school settings.
A. Audiology (1-3 cr per sem)
B. Speech/Language Pathology (1-3 cr per sem)
E. Externship (1-3 cr per sem)
G. Public Schools (1-3 cr per sem)
T. Externship in Audiology (1-6 cr per sem, max 12)
A. Audiology (1-3 cr per sem)
B. Speech/Language Pathology (1-3 cr per sem)
E. Externship (1-3 cr per sem)
G. Public Schools (1-3 cr per sem)
T. Externship in Audiology (1-6 cr per sem, max 12)
SLPA
898
Special Topics in Speech Pathology and Audiology LINK| Credit Hours: | 1-24 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Special topics in speech pathology and audiology.
SLPA
899
Masters Thesis LINK| Credit Hours: | 1-10 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to masters degree program and permission of major adviser
SLPA
902
Advanced Clinical Evaluation LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Instruction and practice in understanding, applying, and interpreting advanced clinical tests. Understanding the use of differential diagnostic tests used in assessment of peripheral and central lesions.
SLPA
904
Basic Instrumentation LINK| Credit Hours: | 3 |
| Course Format: | Lab, Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Basic electrical theory and practical electronic information for the audiologist. Basic electrical and electronic information applicable to hearing, perception and acoustics. Basic electronics and electronic components, analog and digital circuits, transducers, calibration of audiometric instruments, amplifiers, attenuators and test equipment.
SLPA
906
Advanced Clinical Assessment II LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Issues of professionalism and the development of best-practice models in Audiology. Relationship-centered patient care and the impact of multicultural issues on the practice of Audiology. Use of clinical decision analysis and evidence-based practice. Application to the common clinical assessment tools discussed in the “Advanced Audiological Assessment I” course.
SLPA
908
Physiological Acoustics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Pneumatic/mechanical/hydraulic/electrical interfaces involved in the transduction of acoustic energy through the auditory system. Investigation of external ear biophysics, the middle ear transfer function, cochlear hydrodynamics and hydro-mechanics, and auditory biopotentials.
SLPA
910
Auditory Signal Processing LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Principles of signal processing relevant to tests of hearing and to theories of functioning of the auditory system. Introduction of concepts in mathematics, vibration and acoustics. Time- and frequency-domain representations of signals, digital filtering, analysis of lumped-element circuits, linear and nonlinear signal analyses, modulation theory, and the effect of noise on measurements. Applications relevant to audiology including hearing aid performance and measurements, middle-ear transmission, cochlear mechanics, and auditory-nerve firing patterns. Application of these models to understanding physiological sources of conductive and sensorineural hearing loss.
SLPA
912
Psychoacoustics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Psychoacoustic aspects of audition, including psychoacoustic instrumentation, masking level differences, psychoacoustical scaling, difference limen for intensity and frequency, loudness, critical bands and critical ratios, absolute threshold measurement, differential threshold measurement, and temporal summation. Brief investigations of certain psychoacoustic phenomena.
SLPA
916
Medical Aspects of Audiology LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Effects of, and principles of, medical management of disorders of the cochlea, retrocochlear region, and central auditory mechanism. Anatomy and physiology of the inner ear and central auditory pathways, function and physiology of the vestibule and labyrinth, and histology and biochemistry of the inner ear and ascending auditory tracts.
SLPA
918
Auditory Assessment of Infants and Children LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA 271 or equivalent
Development of the auditory system in infants and young children. Techniques used in differential diagnosis, and screening of auditory disorders in the pediatric population.
SLPA
920
Electrophysiological Assessment of Hearing LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Instrumentation and procedures for electrophysiologic evaluation of the auditory system. Procedures and special tests include Electrocochleography, Auditory Brainstem Response, Middle Latency Response, Late Cortical Response, and others.
SLPA
922
Pharmacology for Audiology LINK| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Campus: | |
| Course Delivery: | Classroom |
Introduction to pharmacological chemistry, drugs, and drug interactions. Ototoxic drugs and other drugs frequently seen in patients in audiology practice settings.
SLPA
924
Sensory Technology and Rehabilitation for the Hearing Impaired I LINK| Credit Hours: | 4 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA 271 or equivalent
Students will initiate and carry out directed laboratory assignments. Conventional analog hearing aids which includes: the design and operation of hearing aids, electroacoustic measurements and accompanying instrumentation, earmold and plumbing acoustics, evaluation and selection procedures (adults), orientation
SLPA
926
Sensory Technology and Rehabilitation for the Hearing Impaired II LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA 271 or equivalent
Students will be expected to engage in class presentations. Various assistive technologies, other than conventional analog hearing aids, utilized by persons who are deaf and hard of hearing. Technologies such as cochlear implants, tactile devices, radio frequency systems, digital hearing aids, and telephone, television and alerting devices. Information regarding pediatric amplification, counseling, and speechreading introduced.
SLPA
928
Hearing Conservation and Industrial Audiology LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Theories and basic resources for participation in industrial, government, or community hearing conservation programs.
SLPA
930
Genetics of Hearing Loss LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
The genetic basis for hearing loss.
SLPA
932
Vestibular Assessment I LINK| Credit Hours: | 4 |
| Course Format: | Lab, Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Students will initiate and carry out directed laboratory assignments.
The first of a two-course series on the normal and pathophysiology of the human balance system and tools for its investigation and treatment. Normal anatomy and physiology of the balance and ocular motor systems, contrasted with a wide range of pathological conditions. Electronystagmography (video-nystagmography two- and three-dimensional recordings) and assessment of the otolith organs.
SLPA
934
Vestibular Assessment II LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
The second of a two-course series on the normal and pathophysiology of the human balance system and tools for its investigation and treatment. Advanced techniques for patient assessment using rotational chair and posturography protocols. Techniques for full assessment in an office situation without extensive equipment. Options for treatment and management of this group of patients. Vestibular and balance rehabilitation therapy program development.
SLPA
936
Implantable Prosthetics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Design, operation, candidacy, assessment, surgical procedures, fitting, verification, and rehabilitation procedures related to implantable prosthetic devices for individuals who are deaf and hard of hearing. Cochlear implants, bone anchored hearing aids, implantable middle ear devices, and auditory brainstem implants.
SLPA
938
Private Practice and/or Clinic Management LINK| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Campus: | |
| Course Delivery: | Classroom |
Principles and procedures for starting and surviving as an independent practitioner in audiology. Practice management strategies for use in any audiological setting.
SLPA
940
Aural Rehabilitation Across the Lifespan LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Habilitation (for pre-lingual deaf and hard of hearing infants and toddlers) and rehabilitation efforts for individuals of all ages who ar deaf or hard of hearing.
SLPA
942
Seminar in Audiology LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Research and clinical procedures; findings and implications in audiology and hearing science.
SLPA
956
Language Study of Teachers of Deaf and Hard of Hearing (DHH) LINKCrosslisted as SPED 956| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
Theoretical and practical aspects of American Sign Language (ASL) structure. Issues relevant to the use of sign language in education, written English as a second language, classroom discourse, and educational interpreting. Sociolinguistic aspects of sign language among deaf and hearing individuals.
SLPA
964
Speech Perception and Processing LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Human and computer perception and processing of speech. The speech code and its representation in the brain, laboratory techniques for perceptual experimentation, acoustic analysis of speech, and computer synthesis of speech.
SLPA
966
Swallowing Disorders LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Swallowing disorders of children and adults. Procedures used in assessment, diagnosis, and intervention.
SLPA
967
Cleft Palate LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA 464 or equivalent
Communication, dental, medical, and associated problems related to cleft palate.
SLPA
968
Motor Speech Disorders LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA *853
Motor speech disorders resulting from neuropathology of the central and peripheral nervous systems as found in cerebral palsy, Parkinsonism, and other developmental and acquired neuromotor problems of children and adults.
SLPA
980A
Seminar in Speech Physiology LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Research procedures, findings, and implications in speech and hearing science (experimental phonetics) in the areas of physiology, acoustics, and psychoacoustics.
SLPA
980B
Seminar in Speech Acoustics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Research procedures, findings, and implications in speech and hearing science (experimental phonetics) in the areas of physiology, acoustics, and psychoacoustics.
SLPA
981
Seminar in Speech Pathology LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA *851, *865, 967, and/or 968
Research procedures, findings and clinical implications in the following areas:
B. Fluency Disorders (1-3 cr)
D. Voice Disorders (1-3 cr)
E. Motor Speech Disorder (1-3 cr)
B. Fluency Disorders (1-3 cr)
D. Voice Disorders (1-3 cr)
E. Motor Speech Disorder (1-3 cr)
SLPA
983
Seminar in Language LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Research procedures, findings and implications in language pathology and treatment in the areas of development, evaluation and habilitation.
A. Child Language Development and Disorders (1-3 cr)
B. Adolescent/Adult Language Development and Disorders (1-3 cr)
E. Augmentative/Alternative Communication (1-3 cr)
A. Child Language Development and Disorders (1-3 cr)
B. Adolescent/Adult Language Development and Disorders (1-3 cr)
E. Augmentative/Alternative Communication (1-3 cr)
SLPA
984
Seminar in Augmentative Communication LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Advanced seminar on research literature in the augmentative communication field.
SLPA
985
Traumatic Brain Injury LINK| Credit Hours: | 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA *853
Assessment and treatment of child and adult cognitive and communication disorders resulting from traumatic brain injury.
SLPA
987
Aphasia in Adults LINK| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
SLPA *853
Adult language disorders resulting from stroke or other acquired central nervous system insult. Includes historical/theoretical development of understanding, cerebral dominance for language, classifications, rationale for diagnostic and therapeutic management, prognostic factors, agnosias and apraxia.
SLPA
990
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
SLPA
994
Doctoral Capstone Thesis LINK| Credit Hours: | 3 |
| Max credits per degree: | 9 |
| Course Format: | Independent Study |
| Campus: | |
| Course Delivery: | Classroom |
Selection of the topic for this project should take place no later than the summer of the third year by consultation with the project adviser. Enrollment in SLPA 994 is required during each semester that the project is underway. Capstone experience prepared in the form of a research project paper containing a significant treatment of some aspect of audiology.
SLPA
995
Doctoral Seminar LINK| Credit Hours: | 3 |
| Max credits per degree: | 18 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
The course is intended primarily for doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor. Students are immersed in outcome-based scholarly activities with a faculty mentor. Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice.
SLPA
996
Research Problems Other Than Thesis LINK| Credit Hours: | 1-9 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
SLPA
999
Doctoral Dissertation LINK| Credit Hours: | 1-24 |
| Max credits per degree: | 55 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to doctoral degree program and permission of supervisory committee chair
Courses for TEAC (TEAC)
BIOC
869
Chemistry for Secondary School Classrooms LINKCrosslisted as BIOS 883, CHEM 869, TEAC 869| Credit Hours: | 1 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Credit in this course will not count towards a graduate degree in chemistry or biochemistry or biological sciences. Course taught via World Wide Web. Chemistry content for high school teachers organized according to the National Science Education Standards. Individual course coverage includes: content, integration with other sciences and mathematics, graphing calculators, probe-experiments, simulations, at-home experiments, teaching materials, and industrial applications related to the title description.
A. Structure and Properties of Matter: Water and Solutions (1 cr)
B. Structure and Properties of Matter: Periodicity (1 cr)
D. Structure and Properties of Matter: Bonding and Structure (1 cr)
E. Structure and Properties of Matter: Carbon Chemistry and Polymers (1 cr)
J. Structure and Properties of Matter: Gases and the Atmosphere (1 cr)
K. Chemistry of Life Processes: Biomolecules (1 cr)
L. Structure and Properties of Matter: Condensed States and Materials Science (1 cr)
M. Interactions of Matter and Energy (1 cr)
N. Chemistry of Life Processes: DNA (1 cr)
P. Chemistry of Life Processes: Energy and Metabolism (1 cr)
Q. Chemical Reactions: Equations and their Consequences (1 cr)
R. Chemical Reactions: Acids and Bases (1 cr)
T. Chemical Reactions: Kinetics (1 cr)
U. Chemical Reactions: Oxidation, Reduction and Electrochemistry (1 cr)
V. Equilibrium: Unifying Theme (1 cr)
W. Conservation of Energy and the Increase in Disorder: Thermodynamics (1 cr)
Y. Inquiry and the Nature of Science: Analysis and Instrumentation (1 cr)
Z. Structure of Atoms: Nuclear Chemistry (1 cr)
A. Structure and Properties of Matter: Water and Solutions (1 cr)
B. Structure and Properties of Matter: Periodicity (1 cr)
D. Structure and Properties of Matter: Bonding and Structure (1 cr)
E. Structure and Properties of Matter: Carbon Chemistry and Polymers (1 cr)
J. Structure and Properties of Matter: Gases and the Atmosphere (1 cr)
K. Chemistry of Life Processes: Biomolecules (1 cr)
L. Structure and Properties of Matter: Condensed States and Materials Science (1 cr)
M. Interactions of Matter and Energy (1 cr)
N. Chemistry of Life Processes: DNA (1 cr)
P. Chemistry of Life Processes: Energy and Metabolism (1 cr)
Q. Chemical Reactions: Equations and their Consequences (1 cr)
R. Chemical Reactions: Acids and Bases (1 cr)
T. Chemical Reactions: Kinetics (1 cr)
U. Chemical Reactions: Oxidation, Reduction and Electrochemistry (1 cr)
V. Equilibrium: Unifying Theme (1 cr)
W. Conservation of Energy and the Increase in Disorder: Thermodynamics (1 cr)
Y. Inquiry and the Nature of Science: Analysis and Instrumentation (1 cr)
Z. Structure of Atoms: Nuclear Chemistry (1 cr)
CHEM
874
Topics in Chemical Pedagogy LINKCrosslisted as TEAC 874| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
A maximum combined total of 12 hours from TEAC *869 and/or *874 may be counted toward a masters degree. Credit in this course will not count towards a graduate degree in chemistry. Courses are Web-based. Topical chemistry content for high school teachers organized according to the National Science Education Standards.
A. Green Chemistry (2-3 cr)
D. Demonstrations for High School Chemistry (1-3 cr)
E. Experiments for High School Chemistry (1-3 cr)
J. Developing a Safety Culture (1 cr)
K. Chemistry of Life Processes: Biomolecules (1-3 cr)
L. Addressing Misconceptions (1-3 cr)
M. Mathematics Integration (MATH 874M) (2-3 cr) May be counted towards the MAT and MScT degrees in mathematics and statistics, not the MA, MS, or PhD.
N. Inquiry Strategies (1-3 cr)
P. Chemistry in the Workplace (1-3 cr)
Y. Graphing Calculator Activities (2-3 cr)
A. Green Chemistry (2-3 cr)
D. Demonstrations for High School Chemistry (1-3 cr)
E. Experiments for High School Chemistry (1-3 cr)
J. Developing a Safety Culture (1 cr)
K. Chemistry of Life Processes: Biomolecules (1-3 cr)
L. Addressing Misconceptions (1-3 cr)
M. Mathematics Integration (MATH 874M) (2-3 cr) May be counted towards the MAT and MScT degrees in mathematics and statistics, not the MA, MS, or PhD.
N. Inquiry Strategies (1-3 cr)
P. Chemistry in the Workplace (1-3 cr)
Y. Graphing Calculator Activities (2-3 cr)
CHEM
875
Chemical Pedagogy in the High School Laboratory LINKCrosslisted as TEAC 875| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Credit in this course will not count towards a graduate degree in chemistry. Laboratory-based courses addressing specific issues connected with teaching laboratory work in high school chemistry programs.
A. Small-scale Experiments (1-3 cr)
B. Technology Integration (3-6 cr)
E. Inquiry Experiments (1-3 cr)
K. At-home Experiments (1-3 cr)
P. Probe Experiments (1-3 cr)
T. Traditional Experiments (1-3 cr)
A. Small-scale Experiments (1-3 cr)
B. Technology Integration (3-6 cr)
E. Inquiry Experiments (1-3 cr)
K. At-home Experiments (1-3 cr)
P. Probe Experiments (1-3 cr)
T. Traditional Experiments (1-3 cr)
COMM
427/827
Instructional Communication LINKCrosslisted as TEAC 429/829| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Advanced introductory course in instructional communication, focusing on understanding variables associated with the communication process in instructional settings and managing instructional communication more effectively. Provides an experimental and a cognitive understanding of the role of communication in the instructional process.
CYAF
814
Evaluation in Career and Technical Education LINKCrosslisted as TEAC 814| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Two aspects of evaluation in the classroom: 1) selection and use of evaluation in assessing learning, and 2) consideration of conceptual and methodological issues in conducting evaluation to determine and account for the effectiveness of programs.
CYAF
891
Special Topics in Human Sciences LINKCrosslisted as HUMS 891, NUTR 891, SLPA 891, TEAC 891, TMFD 891| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Aspects of human sciences not covered elsewhere in the curriculum.
EDAD
855
Teaching Learners to Learn LINKCrosslisted as EDPS 855, NUTR 855, SPED 855, TEAC 855| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.
EDAD
948
Instructional Leadership: Emerging Trends and Practices LINKCrosslisted as TEAC 948| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Changing roles for persons engaged in instructional and curricular leadership in educational institutions. Literature on staff development, assessment and evaluation, and effective schools serve as the basis for studying and applying this information to a variety of educational settings. Issues such as teacher empowerment and site-based management, along with cooperative learning provide the focus of the activities.
EDAD
991
Field Studies in Education LINKCrosslisted as NUTR 991, TEAC 991| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Identification and solutions of problems associated with program planning; organizational, administrative, and instructional procedures within an institutional setting. Designing, implementing, and evaluating new or modified patterns of operation and teaching within a public school, postsecondary institution, or adult education agency.
EDPS
935
Seminar in Qualitative Research LINKCrosslisted as TEAC 935| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
EDUC 900K or permission
Seminar intended for doctoral-level students who have completed an initial qualitative research methodology course and who want to increase their skills in qualitative research. Data collection and analysis strategies and the application of those strategies to research problems.
EDPS
989
Psychology of Reading LINKCrosslisted as TEAC 989| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
TEAC *811 or 841 or SPED 886
Relationship of psychological processes of attention, perception, memory and problem solving to reading and reading comprehension. Theories and models of reading, especially of the comprehensive process, applied to all levels of reading from beginning reading through mature reading.
ENGL
895A
Nebraska Writing Project Internship LINKCrosslisted as TEAC 895A| Credit Hours: | 1-3 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
ENGL
992
Nebraska Humanities Project LINKCrosslisted as TEAC 992| Credit Hours: | 1-24 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
ENGL
992B
Place Conscious Teaching LINKCrosslisted as TEAC 992B| Credit Hours: | 1-6 |
| Max credits per degree: | 6 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Theory and practice of teaching writing, literature, and rhetoric in connection with local place, region, and community.
MUED
450/850
American Cultural Perspectives through Popular Music and Guitar LINKCrosslisted as MUNM 450, TEAC 450/850| Credit Hours: | 3 |
| Max credits per degree: | 3 |
| Course Delivery: | Classroom |
| ACE Outcomes: | 5, 7 |
| Groups: | Music Education (MUED) |
Exploration of the historical, social and cultural context of late 19th and 20th century America through learning to play jazz and popular music on the guitar to provide an authentic, performance-based encounter in music.
MUED
473/873
Approaches to Middle School General Music LINKCrosslisted as TEAC 873| Credit Hours: | 3 |
| Max credits per degree: | 3 |
| Course Delivery: | Classroom |
| Groups: | Music Education (MUED) |
Prereqs:
MUED 344 or permission.
For prospective new and experienced general music/middle school teachers. Characteristics of middle school students, materials, methodology, guitar and recorder techniques, and curriculum development.
MUED
845
Historical and Philosophical Foundations of American Music Education LINKCrosslisted as TEAC 845| Credit Hours: | 2-3 |
| Max credits per degree: | 3 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Prereqs:
Undergraduate degree in MUED.
MUED 845 is required for a graduate degree in music education.
Historical overview of American music education practices from the Singing School tradition to today. Major philosophical influences in American music education, writings regarding aesthetic education, equity, ethical practice, gender, meaning, and profundity. The writings of Stubley, Reimer, Mark, Gary, Hylton, Richmond and others are conisdered.
SPED
406/806
Reading and Writing Disabilities: Adolescents LINKCrosslisted as TEAC 806| Credit Hours: | 2 |
| Course Format: | Lecture 2 |
| Course Delivery: | Classroom |
Prereqs:
Theory and techniques for assessing and teaching word identification, vocabulary, comprehension and writing skills in grades 7 to 12.
SPED
406A/806A
Reading Center Practicum II LINKCrosslisted as TEAC 806A| Credit Hours: | 2 |
| Course Format: | Lab 2 |
| Course Delivery: | Classroom |
Prereqs:
Teaching and/or tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, instructional planning, delivery of instruction, writing diagnostic reports and parent communication.
SPED
886
Assessment, Evaluation, and Instruction of LINKCrosslisted as TEAC 886| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
TEAC/SPED *886 includes case study and planning for special student populations.
Analysis and use of informal and formal assessment and instructional strategies in clinic and classroom settings.
A. Special Topics in Literacy Assessment (SPED *886A) (1-3 cr) Lec.
B. Internship in Literacy Assessment and Instruction (SPED *886B) (1-3 cr)
A. Special Topics in Literacy Assessment (SPED *886A) (1-3 cr) Lec.
B. Internship in Literacy Assessment and Instruction (SPED *886B) (1-3 cr)
SPED
892
Special Topics in Education LINKCrosslisted as EDAD 892, EDPS 892, CYAF 892, EDUC 892, TEAC 892| Credit Hours: | 1-3 |
| Max credits per degree: | 12 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Aspects of education not covered elsewhere in the curriculum.
TEAC
402/802
Contemporary Children's Literature: Principles and Practices LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Prereqs:
TEAC 302 and successful completion of student teaching or permission.
Contempoary literature for children, all forms and genres; development of meaningful and creative learning activities for children; professional readings and research related to children's literature.
TEAC
408/808
Improvement of Instruction in School Mathematics LINK| Credit Hours: | 3 |
| Max credits per degree: | 12 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom, Web |
Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials. A. Primary: K-3 (3 cr) B. Elementary: 4-6 (3 cr) E. Secondary: 7-12 (3 cr) J. Special Topics (3 cr)
TEAC
411/811
Reading Processes and Practices LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Overview of reading processes and programs with attention to strategies for comprehension and word identification, approaches, and materials. A. Teaching Reading (3 cr) B. Special Topics in Reading (1-6 cr)
TEAC
413/813
Studies in Teaching English as a Second Language LINK| Credit Hours: | 1-15 |
| Max credits per degree: | 15 |
| Course Delivery: | Classroom |
Preparation for teaching K-12 learners whose language of nurture is not English.
TEAC
413A/813A
ESL: Acquisition LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 3 |
| Course Delivery: | Classroom |
Preparation for teaching K-12 learners whose language of nurture is not English.
TEAC
413B/813B
ESL: Teaching and Curriculum LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 3 |
| Course Delivery: | Classroom |
Preparation for teaching K-12 learners whose language of nurture is not English.
TEAC
413D/813D
ESL: Assessment LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 3 |
| Course Delivery: | Classroom |
Preparation for teaching K-12 learners whose language of nurture is not English.
TEAC
413E/813E
Special Topics in Teaching ESL LINK| Credit Hours: | 1-6 |
| Max credits per degree: | 6 |
| Course Delivery: | Classroom |
Preparation for teaching K-12 learners whose language of nurture is not English.
TEAC
413M/813M
Teaching English Language Learners (ELLs) in Content Areas LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Theory and pedagogy in the teaching of English Language Learners (ELLs) in course content areas at all levels of K-12 education. Identify and design linguistically and culturally responsive instruction for English learners in the disciplines (e.g. language arts, science, mathematics, social sciences).
TEAC
413P/813P
Teaching English Overseas LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom, Web |
Methodologies for teaching English to speakers of other languages (TESOL) in international settings.
TEAC
416/816
Inclusive Early Childhood Methods LINK| Credit Hours: | 3 |
| Max credits per semester: | 9 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Prereqs:
The creation and practice of developmentally appropriate instruction in curricular areas for K to 3rd grades. Role of the teacher and/or facilitator in relationship to the primary curriculum and learning environment. A. Literacy Methods for the Primary Student: K to 3rd (3 cr) Prereq: Parallel TEAC 397D. B. Social Studies and Science Methods for the Primary Student: K to 3rd (3 cr) Prereq: Parallel TEAC 397D. D. Mathematics Methods for the Primary Student: K to 3rd (3 cr) Prereq: Parallel Math 200.
TEAC
418/818
Teaching Writing in the Elementary School LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Learning and teaching of writing with consideration given to developmental factors of children and adolescents.
TEAC
420/820
Teaching Foreign Language in the Elementary School LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Theory, research and practice of most recent foreign language models and strategies.
TEAC
425/825
Coordination in Occupational Training Programs LINKCrosslisted as EDAD 825| Credit Hours: | 1-3 |
| Course Delivery: | Classroom |
Foundation and scope of current and projected vocational cooperative education programs and general education work experience. Coordination techniques, selection and placement, instructional procedures, youth leadership activities, organization and administration, and evaluation of cooperative occupational education.
TEAC
430/830
Introduction to Philosophy of Education LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Open to advanced undergraduates and graduate students
Fundamental ideas and skills that students can use to begin to form personal philosophical perspectives on education that can be justified intellectually, practically, and ethically. Using case studies of realistic school situations and the theoretical work of a range of writers in education, students explore conceptions of teaching, learning, curriculum, and the relationship between school and society.
TEAC
431/831
Studies in the Foundations of Education LINK| Credit Hours: | 3 |
| Max credits per degree: | 12 |
| Course Delivery: | Classroom |
Social and cultural analyses of curriculum, teaching, and education policy from disciplinary perspectives. A. The Anthropology of Education (3 cr) B. The History of Education (3 cr) E. The Sociology of Education (3 cr) J. Special Topics (3 cr)
TEAC
432/832
Higher Education in America LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
12 hrs education.
History and development of America's colleges and universities and recent trends and problems in higher education.
TEAC
433/833
Comparative Education LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Foundations, trends, and problems of selected national systems of education as seen in cultural perspective.
TEAC
433A/833A
Comparative Education Survey LINK| Credit Hours: | 3 |
| Max credits per semester: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Comparative Education investigates origins, goals, organization, challenges, and accomplishments of various countries' school systems with intentional comparisons to American practices. The 'A' format is a survey course that considers examples from all over the world. The 'B' format focuses on a single country (plus the U.S. for comparative purposes) and includes overseas travel-study (e.g., to South Korea, South Africa, or Chile) and visits to schools in the visited countries.
TEAC
433B/833B
Comparative Education: Special Topics/Travel Study LINK| Credit Hours: | 3 |
| Max credits per semester: | 3 |
| Max credits per degree: | 9 |
| Course Format: | Field 3 |
| Course Delivery: | Classroom |
Prereqs:
None
This course could be taken more than once for additional credits assuming the student uses it for travel-study to different places. For example, a student could not visit South Korea twice with the same professor teaching the same syllabus, but could visit South Korea once (as one 3-hour course) and South Africa (as another 3-hour course).
Course investigates origins, goals, organization, challenges, and accomplishments of various countries' school systems with intentional comparisons to American practices. The 'B' format focuses on a single country (plus the U.S. for comparative purposes) and includes overseas travel-study (e.g., to South Korea, South Africa, or Chile) and visits to schools in the visited countries.
TEAC
434/834
Ethics and Education LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Open to advanced undergraduates and graduate students
Basic issues in ethics and education. Using theoretical material and case studies, students consider such ideas and issues as the nature of moral judgment, equality, justice, caring, and respect for persons, and discuss how educators might respond in ethically justifiable ways to difficult situations they may encounter.
TEAC
436/836
Latin American Education LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
12 hours education, social sciences, or Latin American Studies; or permission.
Survey of contemporary practices and problems in Latin American education, with special emphasis on the role of education in the national development.
TEAC
438/838
Linguistics for the Classroom School Teacher LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program.
Analysis of various aspects of linguistic study including dialects, usage, modern grammar, semantics, lexicography, etc., and their application in the K-12 school English classroom. Investigation and clarification of language concepts and the development of teaching materials that can be used in the classroom.
TEAC
439/839
Literature for Adolescents LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Prereqs:
Admission to a Teacher Education Program.
Wide range of young adult literature available for use in schools. Critical and rhetorical tools for responding to a variety of literary texts and techniques for eliciting a wider range of responses to literature; consideration for readers aged 11-16.
TEAC
441/841
Content Area Reading, Grades 4-12 LINK| Credit Hours: | 3 |
| Course Delivery: | Classroom |
Simultaneous teaching of academic content and functional teaching of reading in the content areas; assessment of comprehension, vocabulary/concept attainment; analyses of text; improvement of content area learning through reading/writing development.
TEAC
451/851
Learning and Teaching Principles and Practices LINK| Credit Hours: | 3-4 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better.
Theoretical issues in the area of teaching and learning as applied to the individual disciplines. I. Secondary Art Prereq: As listed above and TEAC 306 or 406/806. Investigates topics/issues impacting the teaching of art, including the theory and practice of discipline-based art education. Planning and incorporation of innovative approaches embracing the diversity of students. K. Career and Technical Education Prereq: As listed above. Procedures for writing, selecting and organizing subject matter for instruction. L. Methods of Teaching Information Technology (3 cr) Prereq: As listed above and TEAC 259; parallel TEAC 397L or 894L. Objectives, teaching materials, and methods of presentation emphasizing the organization and management of computer science instruction. [IS]N. Secondary Language Arts (3 or 4 cr) Prereq: As listed above, including ENGL 357, 377; and TEAC 438/838; and grade average of "B" (3.0) or better in subject-area. Theoretical issues in the teaching and learning of writing, language, and literature. *O. Marketing Education Prereq: As listed above and TEAC 452K. Objectives, teaching materials, selection, and organization of subject matter, and methods of instruction and evaluation in marketing. [IS]P. Secondary Mathematics Prereq: As listed above. Innovative methodology and planning, teaching, and evaluating math lessons for diverse learners. [IS]R. Secondary Modern Languages Prereq: As listed above. Investigates issues in second language learning and teaching from the perspective of proficiency: contextualized practice in reading, writing, speaking, listening, and culture. Methodological approaches, review of research, testing guidelines, accuracy, the affective and cognitive needs of students, and the incorporation of authentic materials/language. [IS]V. Secondary Science Prereq: As listed above and parallel with TEAC 397I. Investigates issues in secondary science learning and teaching with emphasis on contextualized practice in each field as well as interdisciplinary approaches to planning, research, testing, laboratory safety, and the affective and cognitive needs of diverse learners. [IS]W. Secondary Social Science Prereq: As listed above. Theoretical issues in teaching and learning in the individual and integrated social sciences.
TEAC
451K/851K
Learning and Teaching Principles and Practices: Career and Technical Education LINK| Credit Hours: | 3-4 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better.
Theoretical issues in the area of teaching and learning as applied to the individual disciplines. Procedures for writing, selecting and organizing subject matter for instruction.
TEAC
451P/851P
Learning and Teaching Principles and Practices: Secondary Mathematics LINK| Credit Hours: | 3-4 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better.
Theoretical issues in the area of teaching and learning as applied to the individual disciplines. Innovative methodology and planning, teaching, and evaluating math lessons for diverse learners.
TEAC
451V/851V
Learning and Teaching Principles and Practices: LINK| Credit Hours: | 3-4 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with a 2.5 GPA or better. Parallel with TEAC 397V.
Theoretical issues in the area of teaching and learning as applied to the individual disciplines. Investigates issues in secondary science learning and teaching with emphasis on contextualized practice in each field as well as interdisciplinary approaches to planning, research, testing, laboratory safety, and the affective and cognitive needs of diverse learners.
TEAC
452/852
Curriculum Principles and Practices LINK| Credit Hours: | 2-3 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program; completion of 80 percent of subject-area course work with 2.5 GPA or better.
Focus on practical issues in the area of teaching and learning as applied to the individual disciplines. I. Secondary Art Prereq: As listed above and TEAC 306 or 406/806. Theory and research into curriculum incorporating technology, interdisciplinary approaches, active learning, and course content designed to enhance art understanding by students of diversity. J. Business Education Prereq: As listed above and TEAC 451K and parallel with TEAC 397J. Objectives, teaching materials, selection and organization of subject matter, and methods of instruction and evaluation in business subjects. M. Industrial Education Prereq: As listed above and TEAC 451K and parallel TEAC 397M. Objectives, curricula, methodology, evaluation, planning, classroom management and course organization. [IS]N. Secondary Language Arts Prereq: As listed above and parallel with TEAC 397I. Planning, teaching, and evaluating language arts lessons for diverse learners. P. Secondary Mathematics Prereq: As listed above and TEAC 451P/851P with a grade of "C+" or better. Conceptualizing the 7-12 curriculum through multimedia and active, discovery learning. [IS]R. Secondary Modern Languages Prereq: As listed above. Second-language acquisition and learning theory and their relationship to curriculum planning and development. Practice in creative language-use activities designed to build second language reading, writing, speaking, listening, and culture skills. Development of teacher as observer, reflector, and recorder of individual student needs. [IS]V. Secondary Science Prereq: As listed above and TEAC 451V/851V. Curricular materials, including the application of technology, as they relate to classroom instruction with diverse populations. [IS]W. Secondary Social Science Prereq: As listed above. Societal diversity and its impact on the 7-12 social science curriculum, regional and national curricular trends, and emerging theory and research in social studies education.
TEAC
453/853
The Middle Level Professional Methods LINK| Credit Hours: | 1-12 |
| Max credits per semester: | 12 |
| Course Delivery: | Classroom |
Prereqs:
Admission to the Teacher Education Program.
Development of competence in planning, teaching, classroom management and assessment. Covers the scope, content, and organization of curriculum and instructional materials. I. Art (2 cr) N. Language Arts (2 cr) P. Mathematics (2 cr) T. Reading (2 cr) V. Science (2 cr) W. Social Science (2 cr)
TEAC
454/854
Literature in Education LINK| Credit Hours: | 3-9 |
| Max credits per semester: | 9 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Comparative analyses of literature and the role of the reader as meaning maker in educational settings. A. Literary Response and Analysis (3 cr) B. Multiethnic Literature for Children and Adolescents (3 cr) E. Special Topics (3 cr)
TEAC
480/880
Teaching with Technology LINK| Credit Hours: | 1-3 |
| Max credits per semester: | 15 |
| Course Delivery: | Classroom |
Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies. A. Survey of Instructional Technology (1-3 cr) B. Designing Instructional Technology K-12 (1-3 cr) E. Instructional Technology in Mathematics (1-3 cr) J. Instructional Technology in Language Arts (1-3 cr) K. Instructional Technology in Science (1-3 cr) L. Instructional Technology in Social Sciences (1-3 cr) M. Technology Supported Assessment and Evaluation (1-3 cr) N. Web Teaching (1-3 cr) P. Special Topics (1-3 cr)
TEAC
482/882
Instructional Applications of Computers-Practicum LINK| Credit Hours: | 2-3 |
| Course Delivery: | Classroom |
Prereqs:
Permission.
A task-oriented practicum in instructional application of computer to provide an opportunity for repetition and/or demonstration of fundamental practice skills. Combines discussion and demonstration with supervised task-centered field experiences.
TEAC
495/895
Independent Study LINK| Credit Hours: | 1-6 |
| Course Delivery: | Classroom |
TEAC
496/896
Problems in Secondary Education LINK| Credit Hours: | 1-6 |
| Course Delivery: | Classroom |
Prereqs:
Permission.
Opportunities for experienced teachers and administrators to develop plans, procedures, or experiments directed to the improvement of the curriculum or administration of the secondary school.
TEAC
498/898
Problems in Elementary Education LINK| Credit Hours: | 2-3 |
| Course Delivery: | Classroom |
Prereqs:
Permission.
Opportunities to develop plans, procedures, experiments, and models directed to the improvement of elementary school education on an independent study basis.
TEAC
800
Inquiry into Teaching and Learning LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Contemporary educational research from multiple theoretical perspectives.
TEAC
801
Curriculum Inquiry LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
The relationship between curriculum theory and/or research to educational practices.
TEAC
803
Student Teaching Internship Seminar LINK| Credit Hours: | 1-2 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Parallel TEAC 897
Analysis of school programs with attention to teacher certification, teacher/student rights/responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues.
A. Elementary (K-6) (1-2 cr) Parallel TEAC 897A.
B. Elementary Art (1-2 cr) Parallel TEAC 897B.
G. Elementary Foreign Language (1-2 cr) Parallel TEAC 897G.
I. Secondary Art (1-2 cr) Parallel TEAC 897I.
N. Secondary Language Arts (1-2 cr) Parallel TEAC 897N.
P. Secondary Mathematics (1-2 cr) Parallel TEAC 897P.
Q. Middle School (1-2 cr) Parallel TEAC 897Q.
R. Secondary Modern Language (1-2 cr) Parallel TEAC 897R.
V. Secondary Science (1-2 cr) Parallel TEAC 897V.
W. Secondary Social Science (1-2 cr) Parallel TEAC 897W.
Y. Mainstreaming (1-2 cr) Parallel TEAC 897Y.
Z. Multicultural (1-2 cr) Parallel TEAC 897Z.
A. Elementary (K-6) (1-2 cr) Parallel TEAC 897A.
B. Elementary Art (1-2 cr) Parallel TEAC 897B.
G. Elementary Foreign Language (1-2 cr) Parallel TEAC 897G.
I. Secondary Art (1-2 cr) Parallel TEAC 897I.
N. Secondary Language Arts (1-2 cr) Parallel TEAC 897N.
P. Secondary Mathematics (1-2 cr) Parallel TEAC 897P.
Q. Middle School (1-2 cr) Parallel TEAC 897Q.
R. Secondary Modern Language (1-2 cr) Parallel TEAC 897R.
V. Secondary Science (1-2 cr) Parallel TEAC 897V.
W. Secondary Social Science (1-2 cr) Parallel TEAC 897W.
Y. Mainstreaming (1-2 cr) Parallel TEAC 897Y.
Z. Multicultural (1-2 cr) Parallel TEAC 897Z.
TEAC
805
Advanced Teaching Strategies LINKCrosslisted as ALEC 805, NUTR 806| Credit Hours: | 3 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Contemporary and innovative teaching strategies, emphasizing learner-centered instruction, suitable to teaching in college and postsecondary institutions, outreach programs public schools, and other settings. Students participate in active learning as they apply learning theory in practice, prepare and demonstrate teaching methods, and plan for instruction in discipline areas of their choice.
TEAC
812
Improvement of Instruction in Elementary School Science LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
12 hrs education including TEAC 315 or permission; teaching experience or student teaching
Techniques, plans, and procedures for improving instruction in elementary school science. Current practices, issues, and trends; evaluation of instructional materials.
TEAC
813J
Intercultural Communication LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Introduction to intercultural communication and the theoretical and methodological tools needed to understand the tenets and implications of intercultural communication for application in personal and professional practices. Readings will deal with misunderstandings and the impact of cultural factors on the making of meaning, as well as discrimination and the impact of unequal power relations on communication, media impact in a globalized world, language, identity and communication, and intercultural competence.
TEAC
817
Emerging Reading and Language LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Elementary endorsement
Research, theory and practice associated with literacy development in children from birth to age 8. Language and concept development, emerging reading and writing behaviors, appropriate materials and evaluation within a holistic view teaching and learning.
TEAC
822
Principles and Practices in Social Studies Education LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 9 |
| Campus: | |
| Course Delivery: | Classroom |
Current issues and trends in the curriculum and teaching of social studies.
A. Special Topics (1-3 cr)
A. Special Topics (1-3 cr)
TEAC
828
Improvement of Instruction in Industrial Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Special contemporary curricular and teaching aspects of industrial education. Research, curriculum content, teaching strategies, and the application to the instructional setting.
TEAC
833
Comparative Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Foundations, trends, and problems of selected national systems of education as seen in cultural perspective.
TEAC
835
Ethnic Minorities and American Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Chronological entry of European immigrant groups into an American society during the formative years of the development of the American public school system. Record of American social and educational history is replete with examples of inter- and intra-group human conflict as each immigrant group attempted to carve out its niche in a New World setting during a period of mass migration from Europe. Historical, sociological, and psychological barriers that became inherent during a dynamic period of nation building.
TEAC
840
Culture and Schooling LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 15 |
| Campus: | |
| Course Delivery: | Classroom |
Description and explanation of cultural values as they relate to education.
A. Gender (1-3 cr)
B. Gender and Science (1-3 cr)
D. Special Topics (1-6 cr)
E. Rural Education (1-3 cr)
A. Gender (1-3 cr)
B. Gender and Science (1-3 cr)
D. Special Topics (1-6 cr)
E. Rural Education (1-3 cr)
TEAC
842
Objectives and Methods of Science Teaching LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Development of objectives, course offerings, and organization of subject matter and methods of instruction in science courses. Current national science education curriculum trends.
A. Elementary
B. Middle School
D. Secondary and Community College
E. Special Topics (1-6 cr)
A. Elementary
B. Middle School
D. Secondary and Community College
E. Special Topics (1-6 cr)
TEAC
844
School Media Programs LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Role of the media specialist as a member of the instructional team.
A. Administration (3 cr)
B. Reference (3 cr)
D. Cataloguing (3 cr)
E. Selection (3 cr)
J. Special Topics in School Media
A. Administration (3 cr)
B. Reference (3 cr)
D. Cataloguing (3 cr)
E. Selection (3 cr)
J. Special Topics in School Media
TEAC
846
Studies in Middle Level Schooling LINK| Credit Hours: | 1-9 |
| Max credits per degree: | 9 |
| Campus: | |
| Course Delivery: | Classroom |
Historical development, philosophy, and current literature of the middle school.
A. Curriculum (1-3 cr, max 3)
B. Leadership (1-3 cr, max 3)
D. Teacher-Based Advisory (1-3 cr, max 3)
E. Special Topics (1-3 cr, max 9)
A. Curriculum (1-3 cr, max 3)
B. Leadership (1-3 cr, max 3)
D. Teacher-Based Advisory (1-3 cr, max 3)
E. Special Topics (1-3 cr, max 9)
TEAC
847
Principles of Business Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Principles, philosophy, historical development, and emerging role of business education in America. Current issues in business education, resource development, examination of learning theories, and needs assessment.
TEAC
848
Introduction to Curriculum Studies LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Historical development and philosophy of high school curricula. Review of research on schooling, curriculum trends, and school organizational structures.
A. Elementary Schools
B. Middle Schools
D. Secondary Schools
E. Special Topics in Curriculum (1-6 cr)
A. Elementary Schools
B. Middle Schools
D. Secondary Schools
E. Special Topics in Curriculum (1-6 cr)
TEAC
849
Studies in Assessment and Leadership for Learning LINK| Credit Hours: | 6 |
| Max credits per degree: | 18 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Preparation for assessing K-12 learners and leading K-12 Teacher Learning Communities.
A. Classroom Assessment (3 cr)
B. Large-scale Assessment (3 cr)
E. Leadership in Assessment (3 cr)
J. Leading Classroom Assessment (3 cr)
K. Special Topis in Assessment and Leadership for Learning (3 or 6 cr, max 6)
A. Classroom Assessment (3 cr)
B. Large-scale Assessment (3 cr)
E. Leadership in Assessment (3 cr)
J. Leading Classroom Assessment (3 cr)
K. Special Topis in Assessment and Leadership for Learning (3 or 6 cr, max 6)
TEAC
857B
Nebraska Writing Project LINKCrosslisted as ENGL 857B| Credit Hours: | 1-3 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Topics in writing instruction, explored via the National Writing Project Institute model, for K-12 and college teachers of writing in all curricular areas.
TEAC
858
Utilization of Modern Technology LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Strategies of incorporating modern technology into the professional workplace; provides a thorough understanding of the operation and evaluation of integrating technology into the curriculum.
TEAC
859
Instructional Message Design LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Using selected principles from behavior science (perception, memory, attitudes, concepts), students analyze and design instructional messages. Systematic process for instructional development.
TEAC
860
Production and Utilization of Instructional Materials LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
This course is meant to be taken after and in sequence with TEAC *859. Unique characteristics and contributions of selected instructional media and technologies to the teaching/learning and communication processes. Students produce materials for specific instructional messages.
TEAC
861
Education for a Pluralistic Society: Foundation and Issues LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Educational practices and policies for people from historically oppressed groups in the United States Foundation of multicultural education. Discussion of contemporary educational issues within the context of multicultural and cultural diversity. Critique of curricular materials and resources promoting a multicultural perspective.
TEAC
881
Music in Early Childhood Education LINKCrosslisted as MUED 881| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prepares the teacher of the young child (3-8 years) in the musical skills, methodology, and materials needed to carry out a successful program of music in the public and private schools, the nursery schools, and day-care centers.
TEAC
887
Effecting High School Improvement LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Campus: | |
| Course Delivery: | Classroom |
The relationships and interactions among the high school student, a teacher, and the curriculum to the issues of school district, higher education, philanthropy, state department of education, and federal involvement in high school improvement efforts. The imperative and challenges for improving high schooling for all students.
TEAC
888
Teacher as Scholarly Practitioner LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Seminar on the principles of practitioner inquiry and development of a proposal for an inquiry project.
A. Special Topics in Inquiry
A. Special Topics in Inquiry
TEAC
889
Masters Seminar LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 9 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Working with a faculty mentor on either an individual or small-group basis, the student plans, conducts, and reports a summative work project.
TEAC
890
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
TEAC
893
Workshop Seminar LINK| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
TEAC
894
Professional Practicum Experiences LINK| Credit Hours: | 1-10 |
| Max credits per degree: | 10 |
| Course Format: | Field |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to Teacher Education Program
TEAC *894 does not count toward the MA or MEd degree. P/N only. Guided observations and/or clinical experiences in schools and/or agencies offering programs for children/youth.
A. Elementary (K-6) (1-10 cr)
B. Elementary Art (1-10 cr)
E. English as a Second Language (1-10 cr)
G. Elementary Foreign Language (1-10 cr)
I. Secondary Art (1-10 cr)
J. Business Education (1-10 cr)
L. Information Technology (1-10 cr, max 10)
M. Industrial Education (1-10 cr)
N. Secondary Language Arts (1-10 cr)
O. Marketing Education (1-10 cr)
P. Secondary Mathematics (1-10 cr)
Q. Middle School (1-10 cr)
R. Secondary Modern Language (1-10 cr)
T. Reading (1-10 cr)
V. Secondary Science (1-10 cr)
W. Secondary Social Science (1-10 cr)
Y. Mainstreaming (1-10 cr)
Z. Multicultural (1-10 cr)
A. Elementary (K-6) (1-10 cr)
B. Elementary Art (1-10 cr)
E. English as a Second Language (1-10 cr)
G. Elementary Foreign Language (1-10 cr)
I. Secondary Art (1-10 cr)
J. Business Education (1-10 cr)
L. Information Technology (1-10 cr, max 10)
M. Industrial Education (1-10 cr)
N. Secondary Language Arts (1-10 cr)
O. Marketing Education (1-10 cr)
P. Secondary Mathematics (1-10 cr)
Q. Middle School (1-10 cr)
R. Secondary Modern Language (1-10 cr)
T. Reading (1-10 cr)
V. Secondary Science (1-10 cr)
W. Secondary Social Science (1-10 cr)
Y. Mainstreaming (1-10 cr)
Z. Multicultural (1-10 cr)
TEAC
897
Student Teaching Internship LINK| Credit Hours: | 1-10 |
| Course Delivery: | Classroom |
Prereqs:
Admission by application only
(See “Admission to Student Teaching” in the UNL Undergraduate Bulletin.) This course will not count towards the MA or MEd degree. P/N only. Supervised teaching experience in schools.
A. Elementary (K-6)
B. Elementary Art
E. English as a Second Language
D. Elementary Physical Education
G. Elementary Foreign Language
I. Secondary Art
J. Business Education
K. Health
M. Industrial Education
N. Secondary Language Arts
P. Secondary Mathematics
Q. Middle School
R. Secondary Modern Language
U. Secondary Physical Education
V. Secondary Science
W. Secondary Social Science
Y. Mainstreaming
Z. Multicultural
A. Elementary (K-6)
B. Elementary Art
E. English as a Second Language
D. Elementary Physical Education
G. Elementary Foreign Language
I. Secondary Art
J. Business Education
K. Health
M. Industrial Education
N. Secondary Language Arts
P. Secondary Mathematics
Q. Middle School
R. Secondary Modern Language
U. Secondary Physical Education
V. Secondary Science
W. Secondary Social Science
Y. Mainstreaming
Z. Multicultural
TEAC
899
Masters Thesis LINK| Credit Hours: | 6-10 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to masters degree program and permission of major adviser
TEAC
901
Supervision and Administration in Vocational Education LINK| Credit Hours: | 1-3 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
For course description, see ALEC 901.
TEAC
902
Colloquium in Educational Policy and Practice LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 6 |
| Campus: | |
| Course Delivery: | Classroom |
Educational policy and practice and their interconnection.
A. Special Topics in Educational Policy and Practice (1- 3 cr)
A. Special Topics in Educational Policy and Practice (1- 3 cr)
TEAC
903
Current Trends in the Education of Young Children LINK| Credit Hours: | 2-3 |
| Campus: | |
| Course Delivery: | Classroom |
Participation in special problems of teachers in service. Guidance, evaluations, research.
TEAC
905
Practicum in Postsecondary Teaching LINKCrosslisted as ALEC 905| Credit Hours: | 1-3 |
| Course Format: | Lab |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
ALEC *805 or permission
Work with a faculty mentor in a discipline of choice and an instructional supervisor to prepare instruction and teach students in a postsecondary setting. Practicum students are assisted in arranging for the practicum and are provided consultation and feedback during the practicum. Lesson planning and reflective papers are part of the practicum experience.
TEAC
907
Seminar in Elementary School Mathematics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
TEAC 808 or equivalent
Theories, literature, and research procedures relative to elementary mathematics education.
TEAC
908
Seminar in Teacher Education LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Overview of literature and scholarship in teacher education.
A. Supervision of Pre-service Teachers (1-3 cr)
B. Teacher Development (3 cr)
D. Initial Teacher Preparation (1-3 cr)
E. Special Topics in Teacher Education (1-3 cr)
A. Supervision of Pre-service Teachers (1-3 cr)
B. Teacher Development (3 cr)
D. Initial Teacher Preparation (1-3 cr)
E. Special Topics in Teacher Education (1-3 cr)
TEAC
911
Seminar in Elementary School Science LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Literature which deals with research and experimentation in science for the elementary school. Aspects of the teaching and supervision of elementary school science that require investigation and research.
TEAC
920
Seminar in Curriculum and Teaching of Career and Technical Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Current research and theory within the curriculum and teaching of career and technical education.
TEAC
921
Seminar in Literacy Studies LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 9 |
| Course Format: | Lecture |
| Campus: | |
| Course Delivery: | Classroom |
Research in literacy and schooling.
A. Curriculum and Teaching (3 cr)
B. Special Topics (1-3 cr)
D. Language, Culture, and Education (1-3 cr)
A. Curriculum and Teaching (3 cr)
B. Special Topics (1-3 cr)
D. Language, Culture, and Education (1-3 cr)
TEAC
922
Seminar in the Learning and Teaching of Foreign Languages LINK| Credit Hours: | 1-21 |
| Max credits per degree: | 21 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Undergraduate teaching major in a foreign language and teaching experience in a foreign language
Critical review and evaluation of current literature, research and theory.
A. Reading in the Foreign Language Classroom (1-3 cr, max 3)
B. Writing in the Foreign Language Classroom (1-3 cr, max 3)
D. Listening in the Foreign Language Classroom (1-3 cr, max 3)
E. Speaking in the Foreign Language Classroom (1-3 cr, max 3)
J. Planning in the Foreign Language Classroom (1-3 cr, max 3)
K. Technology-Enhanced Language Instruction (1-3 cr, max 3)
A. Reading in the Foreign Language Classroom (1-3 cr, max 3)
B. Writing in the Foreign Language Classroom (1-3 cr, max 3)
D. Listening in the Foreign Language Classroom (1-3 cr, max 3)
E. Speaking in the Foreign Language Classroom (1-3 cr, max 3)
J. Planning in the Foreign Language Classroom (1-3 cr, max 3)
K. Technology-Enhanced Language Instruction (1-3 cr, max 3)
TEAC
923
Seminar in the Curriculum and Teaching of Secondary School Mathematics LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Undergraduate teaching major and teaching experience in mathematics
Critical evaluation of current literature, yearbooks, research, and experiments in the curriculum and teaching of mathematics.
TEAC
924
Seminar in the Curriculum and Teaching of Science LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Exploration of current literature, yearbooks, research, and experiments in the curriculum and teaching of science.
A. Elementary
B. Middle School
D. Secondary
E. Inclusive Science Teaching
J. Special Topics (1-6 cr)
A. Elementary
B. Middle School
D. Secondary
E. Inclusive Science Teaching
J. Special Topics (1-6 cr)
TEAC
925
Seminar in the Curriculum and Teaching of Social Sciences LINK| Credit Hours: | 3 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Current research and literature in social sciences education.
A. Elementary (1-3 cr)
B. Middle School (1-3 cr)
D. Secondary (1-3 cr)
E. Great Plains Studies (1-3 cr)
G. Special Topics in Social Sciences (1-3 cr)
A. Elementary (1-3 cr)
B. Middle School (1-3 cr)
D. Secondary (1-3 cr)
E. Great Plains Studies (1-3 cr)
G. Special Topics in Social Sciences (1-3 cr)
TEAC
929
Seminar in Individualized Instruction for Gifted, Talented, and Creative Students LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Nature of curricular and instructional programs and practices for gifted, talented, and creative students in elementary and secondary schools. Range of learner outcomes, identification of instructional principles, personalizing instruction for this group of learners.
TEAC
930
Sociological/Anthropological Research Methods in Education LINKCrosslisted as EDPS 930, CYAF 930, NUTR 930| Credit Hours: | 1-3 |
| Max credits per degree: | 15 |
| Course Format: | Lecture |
| Course Delivery: | Classroom |
Empirical and theoretical research into the sociocultural problems and the lived experiences of people across educational, family and community settings.
A. Ethnographic Methods (1-3 cr, max 3)
B. Special Topics in Qualitative and/or Quantitative Research Methods (1-3 cr, max 9)
D. Discourse Analysis Across School, Home and Community Settings (1-3 cr, max 3)
E. Introduction to Linguistic Analysis of Classroom Interaction (1-3 cr, max 3)
J. Hermeneutic Traditions in Education (1-3 cr, max 3)
K. Quantitative Research Traditions in Education (1-3 cr, max 3)
A. Ethnographic Methods (1-3 cr, max 3)
B. Special Topics in Qualitative and/or Quantitative Research Methods (1-3 cr, max 9)
D. Discourse Analysis Across School, Home and Community Settings (1-3 cr, max 3)
E. Introduction to Linguistic Analysis of Classroom Interaction (1-3 cr, max 3)
J. Hermeneutic Traditions in Education (1-3 cr, max 3)
K. Quantitative Research Traditions in Education (1-3 cr, max 3)
TEAC
931
Research in the History of Education LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Historical research methods in education culminating in the research and writing of a historical article as publication report.
TEAC
932
Contract Studies in International Education LINK| Credit Hours: | 1-6 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Student proposed course of studies in international education: may include field experiences, individual/group research, participation in mini-seminars, etc.
TEAC
936
Seminar in College Teaching LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Overview of teaching in post-secondary settings.
TEAC
937
Philosophy of Science and Educational Research LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Major themes in philosophy of science and relates these to conceptions of research on human beings and social institutions, particularly as this is applied to schooling. Students consider such fundamental issues as whether educational research is a science, the form and purpose of educational research, and what research might imply for practice.
TEAC
944
Seminar in Curriculum Studies LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 15 |
| Campus: | |
| Course Delivery: | Classroom |
Critical examination of issues in curriculum development with an analysis of research and literature on the subject.
A. Curriculum as Aesthetic Text (1-3 cr)
B. Special Topics in Curriculum (1-3 cr)
D. Curriculum Evaluation (1-3 cr)
E. Curriculum as Spatial Text (1-3 cr)
A. Curriculum as Aesthetic Text (1-3 cr)
B. Special Topics in Curriculum (1-3 cr)
D. Curriculum Evaluation (1-3 cr)
E. Curriculum as Spatial Text (1-3 cr)
TEAC
946
Instructional Improvement and Decision Making LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Study and application of teaching models and techniques based on research, theory, and exemplary practice.
A. Instructional Assessment
B. Special Topics in Instruction
A. Instructional Assessment
B. Special Topics in Instruction
TEAC
949
Seminar in Education LINK| Credit Hours: | 1-3 |
| Max credits per degree: | 9 |
| Campus: | |
| Course Delivery: | Classroom |
Critical analysis of literature and research on teaching, learning, and schooling.
A. Special Topics in Education (1-3 cr)
A. Special Topics in Education (1-3 cr)
TEAC
950
Contextual Research in English/Language Arts LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Uses of qualitative research in English language arts; interpreting, planning, conducting, and reporting contextual research results.
TEAC
951
Seminar in Reading Education LINK| Credit Hours: | 3-9 |
| Max credits per degree: | 9 |
| Campus: | |
| Course Delivery: | Classroom |
Scholarship in reading education, including the nature, results and implications of past and present research and non-research and contributions of historically significant scholars in the field of reading.
A. Research in Reading Education (3 cr)
B. Special Topics (1-6 cr, 6 max)
A. Research in Reading Education (3 cr)
B. Special Topics (1-6 cr, 6 max)
TEAC
952
Language and Learning LINK| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Role that language plays in empowering and constraining children as they attempt to make sense of their world. Consideration of application of language scholarship for general instruction.
TEAC
953
Seminar on Writing in the Curriculum LINK| Credit Hours: | 3 |
| Course Format: | Lecture 3 |
| Course Delivery: | Classroom |
Writing development, writing instruction, and the use of writing in the content areas. Consideration of application of scholarship in writing for general learning and instruction.
TEAC
957B
Nebraska Writing Project LINKCrosslisted as ENGL 957B| Credit Hours: | 6 |
| Course Format: | Lecture 6 |
| Campus: | |
| Course Delivery: | Classroom |
Summer institute for K-12 and college teachers of writing in all curricular areas, taught on the National Writing Project model.
TEAC
959
Portfolio in Instructional Technology Competencies LINK| Credit Hours: | 1-12 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
No more than six credits of TEAC 959 may be counted towards a masters degree. Portfolio components represent a significant contribution to the solution of an instructional problem and reflect broadly the major competencies of instructional technology: problem definition, learner analysis, media selection and message design, production, and evaluation.
TEAC
960
Topical Seminar in Instructional Technology LINK| Credit Hours: | 1-3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Critical analysis of research in a delimited problem area within instructional technology (e.g., ITV, CAI, videodisc, simulations, programmed instruction). Empirically testable research questions related to the topic.
TEAC
961
Current Approaches to Elementary Music Education LINKCrosslisted as MUED 961| Credit Hours: | 3 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Teaching experience
Implementation of current programs, materials, and techniques for the improvement of music instruction in the elementary school.
TEAC
990
Workshop Seminar LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
TEAC
993
Workshop Seminar LINK| Credit Hours: | 1-12 |
| Max credits per degree: | 12 |
| Campus: | |
| Course Delivery: | Classroom |
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
TEAC
995
Doctoral Seminar LINK| Credit Hours: | 3 |
| Max credits per degree: | 18 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Intended primarily for doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor. Students are immersed in outcome-based scholarly activities with a faculty mentor. Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice.
TEAC
996
Individual Research Projects LINK| Credit Hours: | 1-10 |
| Max credits per degree: | 10 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Permission
Individual research under faculty supervision.
TEAC
997
Minor Research LINK| Credit Hours: | 1-6 |
| Campus: | |
| Course Delivery: | Classroom |
Individual research on approved topics in Elementary Education.
TEAC
999
Doctoral Dissertation LINK| Credit Hours: | 1-24 |
| Max credits per degree: | 55 |
| Campus: | |
| Course Delivery: | Classroom |
Prereqs:
Admission to doctoral degree program and permission of supervisory committee chair
Contents |
Description
The College of Education and Human Sciences (CEHS) offers graduate degree programs through its seven CEHS departments: Child, Youth and Family Studies; Educational Administration; Educational Psychology; Nutrition and Health Sciences; Special Education and Communication Disorders; Teaching, Learning and Teacher Education; and Textiles, Clothing and Design. In addition to graduate degree programs, CEHS also offers graduate, non-degree programs leading to certification in areas such as teaching, curriculum leadership and school administration.
Workshop Seminars in Education
The purpose of the Workshop Seminars (890, 893, 990 or 993) is to give students in the departments of education an opportunity to work singly or in groups on practical educational problems which are of special focused interest but which are not included in other professional education courses. Workshops are offered on a variety of topics by College faculty and selected educational consultants. As a rule, the individual or group is expected to produce some kind of a product as a part of the workshop experience. The amount of credit in a Workshop Seminar at either the 800 or 900 level may not exceed 12 semester hours in meeting requirements for the masters degree. Upon approval, a maximum of 12 additional semester hours may be included in the program for the doctoral degree.
CEHS offers three masters degrees in nine majors and the education specialist degree in three majors. The MEd is offered only in Educational Administration; Special Education and Communication Disorders; and Teaching, Learning, and Teacher Education. The following requirements for the MEd are College requirements. Departmental requirements may exceed these. In work for the master of education degree, at least 6 semester hours selected from College of Education and Human Sciences courses outside the major must be included and supporting work may be substituted for the minor(s). For information on masters and specialist degree programs, consult the relevant department’s listing in this bulletin.
CEHS offers two doctoral degrees, both the EdD and the PhD, under three majors: educational studies, human sciences, and psychological studies in education. In addition, CEHS participates in two additional doctoral majors.
The Educational Studies major includes six specializations. Instructional Technology; Internet-based Education; and Teaching, Curriculum and Learning are hosted by the Department of Teaching, Learning and Teacher Education. Special Education is sponsored by the Department of Special Education and Communication Disorders. The Department of Educational Administration hosts Educational Leadership and Higher Education and co-hosts, with Architecture, Architecture Education.
The Human Sciences major includes five specializations. Communication Disorders is housed in the Department of Special Education and Communication Disorders; Child, Youth and Family Studies is sponsored by the Department of Child, Youth and Family Studies; Nutrition and Health Sciences is hosted by the Department of Nutrition and Health Sciences; Textiles, Clothing and Design is based in the Department of Textiles, Clothing and Design; and Leadership Studies is housed in the Department of Agricultural Leadership, Education and Communication.
The Psychological Studies in Education major includes four specializations, all hosted by the Department of Educational Psychology: Cognition, Learning and Development; Counseling Psychology; Qualitative and Quantitative Methodologies in Education; and School Psychology.
In addition, the Department of Educational Administration--in cooperation with UNO’s Department of Educational Administration--offers a major in Educational Administration, and the Department of Nutrition and Health Sciences participates in the Interdepartmental Nutrition major.
Specific program and application information is available under each department’s listing in this bulletin. Up-to-date information is also available on-line at cehs.unl.edu. Inquiries may be directed to cehsgrad@unl.edu or to (402) 472-5333.
Educational Administration
For a brief description of the program, application requirements and contact information, view the graduate program summary.
Interim Department Chair: Brent D. Cejda, Ph.D.
Graduate Committee Chair: Jody Isernhagen, Ph.D.
The Department of Educational Administration offers programs leading to masters (MEd, MA) and doctoral degrees (PhD, EdD) as well as certificates of specialization.
Masters degree programs
The Masters Degree program meets the academic requirements for either a Master of Arts (MA) or a Master of Education (MEd) degree with a major in Educational Administration. The MA degree requires the completion of a thesis. Students enrolled in the Masters Degree program are interested in both K-12 and higher education administration.
The majority of students interested in K-12 education intend to satisfy the requirements for a Nebraska Administrative and Supervisory Certificate, at either the standard or professional level, with administrative endorsements that will qualify them for employment as administrators in K-12 school systems. Students interested in higher education administration have the opportunity to pursue specializations in student affairs or human resource development or complete a general higher education program.
Doctoral degree programs
There are two approved doctoral areas of emphasis: 1) Educational Leadership and Higher Education (ELHE), which leads to either the PhD or EdD degree in education studies, and 2) a jointly operated program with UNO (EDJT) which leads to the EdD in educational administration. All students pursuing a doctorate degree are required to complete a dissertation and students pursuing a PhD are required to complete an on-campus residency.
Certificates of Specialization
In addition to masters and doctoral degrees, the department offers four certificates of specialization.
Individuals who already have a Masters Degree in education can pursue a certificate endorsement program that will satisfy the requirements for a Nebraska Administrative and Supervisory Certificate, a requirement for employment as an administrator in a K-12 school system.
The Certificate of Specialization in Educational Administration is designed to meet the requirements of a Nebraska Professional and Administrative Supervisory Certificate with an endorsement of superintendent.
The School Improvement Certificate Program that focuses on the K-12 school improvement process. The School Improvement Program benefits you-the teacher, by preparing you as a school leader while gaining the specialist credential, allowing you to increase your skills and build career opportunities.
The Community College Leadership Certificate is designed for those already employed in community colleges who aspire to administrative appointments as well as those who are in leadership positions and need or desire additional preparation.
Course Delivery
The Department of Educational Administration has been a campus leader in reaching out to students who need or wish to study from off campus and offers most of the course work for the MEd and EdD online. The primary emphasis in all courses is on the principles, processes, and practical skills necessary for the leadership, organization, and administration of educational institutions.
Further information about graduate degree programs and about certification programs may be located on the department’s Website, located at cehs.unl.edu/edad.
Educational Psychology
For a brief description of the program, application requirements and contact information, view the graduate program summary.
Department Chair: R. J. De Ayala, Ph.D.
Graduate Committee Chair: Edward Daly, Ph.D.
Website: edpsyc.unl.edu
The Department of Educational Psychology consists of four program areas: counseling psychology; cognition, learning and development (CLD); quantitative, qualitative, and psychometric methods (QQPM); and school psychology.
Masters Degree
The master of arts (MA) degree may be obtained with a specialization in cognition, learning and development (CLD program),or with a concentration in counseling psychology, or research and psychometric methods (QQPM program). Individuals in the CLD program may select the general CLD specialization or an option in health behavior or in college learning center. Endorsement programs are offered in secondary school counseling, and elementary school counseling.
Educational Specialist Degree
The Department of Educational Psychology offers the educational specialist degree (EdS) (67-72 hours beyond the BA) in school psychology. The EdS in school psychology leads to certification as a school psychologist.
Doctoral Degrees
The PhD degree is available to students wishing careers in cognition, learning and development, research methods, measurement, counseling psychology, and school psychology through the field of educational specialization called psychological studies in education. For further information, see and contact the chair of the Department’s Graduate Committee.
Counseling and School Psychology Clinic
The Counseling and School Psychology Clinic in the Department of Educational Psychology serves the dual function of (1) providing training for qualified graduate students and of (2) providing services to individuals, public schools, families, and community agencies. Clinic therapists assist adults, families, children and youth experiencing academic, psychological, and behavioral concerns. In addition to therapeutic services, clinic therapists provide psychological testing and consultation for school related concerns. Therapeutic services are also provided for educational and vocational concerns. Service is provided by appointment.
Buros Center for Testing
The Buros Center for Testing comprises two separate institutes dedicated to improving the quality of contemporary assessment practices. Founded by Oscar K. Buros in 1937, the Buros Institute of Mental Measurements (BIMM) publishes critical evaluations of commercially available tests. In addition to its international reputation for providing test reviews, BIMM maintains the largest collection of tests and testing materials in the world. The Buros Institute for Assessment Consultation and Outreach (BIACO) was established in 1994 to expand the range of available assessment services to proprietary testing programs that include credentialing, state educational assessment, employment testing, and assessment literacy. Together, the two Buros Institutes advance the goals of the Department of Educational Psychology and the College of Education and Human Sciences by providing consultation and instructional services to graduate programs, by training and supporting graduate students in current assessment practices, and by serving assessment outreach needs both within and outside the state of Nebraska.
Special Education and Communication Disorders
For a brief description of the program, application requirements and contact information, view the graduate program summary.
Department Chair: Sherri Jones, Ph.D.
Graduate Committee Chair: Karen Hux, Ph.D.
The Department of Special Education and Communication Disorders offers graduate programs leading to the master of science degree in speech-language pathology and the master of arts and master of education degrees in special education. The department administers a PhD in human sciences with a specialization in communication disorders and the PhD or EdD in educational studies with a specialization in special education. The department also offers the professional doctor of audiology (AuD) degree in audiology and a combined AuD/PhD Program. For more information on doctoral programs in education call (402) 472-2141 or visit our website at www.unl.edu/barkley.
The masters degree program in speech-language pathology and the AuD program in audiology are accredited by the Council on Academic Accreditation in Audiology/Speech-Language Pathology.
For more information regarding graduate and professional programs offered by the Department of Special Education and Communication Disorders, please call (402) 472-2141 or visit our website at www.unl.edu/barkley.
Masters Degree Programs. Students seeking admission into a masters program should: 1) apply on-line to the Office of Graduate Studies at www.unl.edu/gradstudies and 2) obtain the departmental application materials from the web site at www.unl.edu/barkley or by emailing the Graduate Secretary at special@unl.edu. Three letters of recommendation, preferably from former college instructors, should be submitted to the departmental Graduate Governance Committee Chair along with the departmental application. Each applicant should also arrange to have a current academic transcript and scores for the General Test of the Graduate Record Examination submitted to the Graduate Studies Office at the University of Nebraska-Lincoln. Early submission of the scores is important because the application file cannot be given consideration until the file is complete.
For a master of science degree in speech-language pathology, completion of an appropriate undergraduate or pre-professional program is required for full graduate standing. Students with strong potential but without an academic background in the major may be admitted on a provisional basis until deficiencies have been met. Completion of the masters degree requires a minimum of 48 hours of approved graduate work, including appropriate clinical practicum experiences for those seeking certification/licensure. The application deadline for fall admission into the M.S. program in Speech-Language Pathology is January 15.
Teacher Certification (licensure) and the Masters Degree. Masters degrees may be obtained with teaching certificate endorsements for special education and speech-language pathology. Candidates must qualify for a Nebraska Teaching Certificate (see the Undergraduate Bulletin) for employment in the public schools.
Distance Education. The Department has several special education masters degrees, an educational specialist degree, and/or teaching endorsement programs that are available in part or fully through distance education. These include Early Childhood Special Education, Deaf and Hard of Hearing, Mild/Moderate Disabilities, Visual Impairments, Autism, Severe Disabilities, and Supervisor of Special Education (joint with Educational Administration) programs. Distance courses are delivered via the Internet with Blackboard and/or Breeze software. Some distance courses may also require some weekend meetings, telephone or Breeze connections to the on-campus course section, and may have scheduled participation requirements. Field experience and practicum courses can be arranged in or near local communities but may require special fees. Where required courses are not currently available via distance delivery, an equivalent course (either on-campus or at a distance) from another institution can be substituted with the approval of the advisor or may be taken on the UNL campus during the summer. See the department website for information about computer requirements for distance on-line courses and distance course availability.
Educational Specialist (EdS) Degree. This program in special education provides opportunity for practitioners in the field to upgrade their skills and/or develop leadership skills as a special educator in a particular area of specialization. Two years successful professional experience as a special educator is a minimum requirement for admission. A minimum of 66 credit hours past the bachelors degree is required, with at least 24 credits to be taken after admission to UNL's EdS program. These include at least 40 hours of core content courses, 6 credits of electives or practica, and 3 credits of research. Relevant coursework completed as part of a prior masters degree can be used toward this degree. The program also requires a written comprehensive examination. Degree requirements can be used for additional teaching endorsements. Other relevant information and the application form can be found online at: www.unl.edu/barkley/sped/eds.shtml.
Doctor of Audiology (AuD) Degree. The Department of Special Education and Communication Disorders offers a professional audiology degree, the Doctor of Audiology (AuD) degree. The AuD program is a four-year course of study post B.A. or B.S. designed to provide students with academic and clinical practicum experiences that will meet or exceed the requirements of the American Speech-Language-Hearing Association (ASHA) for the Certificate of Clinical Competence in Audiology (CCC-AUD) as well as licensure requirements in most states.
Students seeking admission to the AuD program should download the application from www.unl.edu/barkley. Three letters of recommendation, preferably from former college instructors, should be submitted to the AuD program coordinator along with the departmental application. Students do not apply to the Office of Graduate Studies and submission of the Graduate Record Examination is not required for admission. Students should contact the Graduate Support Staff at special@unl.edu for further application instructions.
PhD/EdD Degree Programs. Students planning to work toward PhD or EdD degrees will follow essentially the same procedures for admission as described above under the masters degree programs. Students seeking admission into one of these programs should: 1) apply online to the Office of Graduate Studies at www.unl.edu/gradstudies and 2) obtain the departmental application materials from the website at www.unl.edu/barkley or by emailing the Graduate Support Staff at special@unl.edu. Prospective students should submit three letters of recommendation along with the department application, a copy of their masters thesis and other relevant publications (if the student completed a thesis or has published) to the departmental Graduate Committee Chair. A current academic transcript and scores for the General Test of the Graduate Record Examination need to accompany the application when it is submitted to the Graduate Studies Office. Initial review of all applications is made within the Department of Special Education and Communication Disorders where consideration is given to whether an applicant meets the qualifications for entrance into the program and whether a student’s interests are in accord with the type of education and direction the department faculty can provide. Final review of an application is made by the appropriate doctoral field graduate committee in special education or communications disorders.
Teaching, Learning and Teacher Education
For a brief description of the program, application requirements and contact information, view the graduate program summary.
Interim Department Chair: L. James Walter, Ph.D.
Graduate Committee Chair: Kathleen Wilson, Ph.D.
The Department of Teaching, Learning and Teacher Education (TLTE) provides masters, specialist and doctoral degree courses and programs for teachers, administrators, and other educational leaders and practitioners with a focus on scholarship and practice in curriculum and instruction in schools and non-school educational settings. Graduate endorsements are also offered in Reading Specialist K-12 and ESL.
Masters Degrees.
The aim of the TLTE masters program is to help educators build on their own experience, achieve a broad and deep understanding of educational practice, develop a professional identity, and engage in informed conversations about important teaching and learning issues towards making wise judgments regarding the many complex issues educators face. All candidates must complete a program which conforms to the requirements listed on the TLTE masters program web page. There are two masters degrees available in TLTE: the MA and MEd. Both degree programs offer a good deal of flexibility to enable the student--in concert with a faculty adviser--to develop a course of study that meets the student’s needs and interests.
If you are interested in earning teacher certification at the elementary level in combination with a master degree, a 14 month full time program (MAet) is available. If instead you see yourself teaching at the middle school or high school level with a specialization in science or mathematics, read about our newest 14 month full time programs (MAmt and MAst) where you can qualify for teacher certification and earn a Master of Arts degree. A limited number of fellowships are available with the MAst and MAmt programs.
Educational Specialist (EdS) Degree.
This program in curriculum and instruction provides an opportunity for practitioners in the field to upgrade their professional skills. Two years of successful professional experiences is a minimum requirement for admission. Sixty-six hours beyond the bachelors degree, research competence, practicum experiences, and a written comprehensive examination are basic requirements for the program. It is recommended that you contact the department Graduate Chair before applying.
Doctoral Programs.
The EdD and PhD degrees are available under the major heading Educational Studies refer to the web page doctoral programs in education. The EdD is recommended for those whose primary interest is in the application of theory and knowledge to improve educational practice. The PhD is designed for students seeking to conduct research in order to generate new knowledge or reform educational theory. The Department of Teaching, Learning and Teacher Education administers three doctoral-level specializations, available for both the EdD and PhD in Educational Studies. Teaching, Curriculum and Learning focuses on teaching and learning processes; Instructional Technology focuses on using technology as a learning tool in various educational settings; and Internet-based Education focuses on using the Internet as a platform for teaching and learning. The most current information on these specializations is kept up-to-date on the web page for TLTE doctoral programs.
For additional information, see or of this bulletin. The Graduate Record Examination (GRE) is required for admission to the doctoral programs and foreign students must also submit a TOEFL score.