College of Education

Course Descriptions

• Communication Sciences and Disorders
• Counselor Education
• Curriculum and Instruction
• Educational Leadership and Research Methodology
• Special Education

Link to College of Education Programs

Communication Sciences and Disorders

Undergraduate Courses /link to graduate courses

Normal Processes of Speech and Language Development (LIN 4710) 3 credits
Phonological, semantic, syntactic and pragmatic sequence and processes in the normal development of speech and language.

Introduction to Communication Disorders (SPA 4002) 3 credits
Survey course in communication disorders across the lifespan. Study of normal and disordered speech, language, and hearing.

Speech/Hearing Science (SPA 4011) 3 credits
Study of the physiological, acoustical, and perceptual bases of speech and hearing; the mechanics of phonation, audition, vocal theory, consonant production; the acoustic and physiologic study of speech output and auditory reception.

Anatomy and Physiology of the Speech and Hearing Mechanisms (SPA 4101) 3 credits
Study of the anatomy and physiology of the respiratory system, auditory system, and head and neck related to the production of speech and hearing.

Clinical Phonetics for Communication Disorders (SPA 4112) 3 credits
This course is a prerequisite for the graduate speech-language pathology program. It provides instruction in the fundamentals of general American English speech production including phonetic representation of English, anatomy and physiology of the speech mechanism, vowel and consonant transcription, suprasegmentals and diacritic markers, transcription of connected speech, transcription of dialectal variation of speech and disordered speech, as well as acoustical analysis.

Communication Sciences and Disorders Graduate Courses

Introduction to Audiological Sciences (SPA 5033) 3 credits
This course examines a variety of techniques used for the evaluation of hearing. Additionally, a wide range of conditions resulting in hearing loss is explored. The use of rehabilitation strategies and electronic devices such as hearing aids and cochlear implants and the role of audiologists in the management of hearing loss are described.

Neural Bases of Human Communication (SPA 5107) 3 credits
Study of the neuroanatomy and neurophysiology underlying normal speech, language and hearing. Study of central and peripheral nervous systems related to human communication. Consideration of embryologic development.

Clinical Phonetics for Communication Disorders (SPA 5113) 3 credits
Students learn how to identify the phonemes of Standard American English as well as dialectical differences and child developmental differences. In addition, students learn to transcribe connected speech and changes based on foreign accent influences in order to identify normal versus disordered speech.

Special Topics (SPA 5936) 1-3 credits
Prerequisite: Permission of instructor

Professional Practice and Program Organization (SPA 6006) 3 credits
Prerequisite: Permission of instructor
Practice of speech/language pathology in terms of nature, scope, ethics, and exploration of organizational structure of variety of programs with emphasis on settings in which the preschool and school age population
are found.

Disorders of Articulation and Phonology (SPA 6204) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, and permission of instructor
In-depth study of articulation and phonological disorders with varying etiologies. Study of evaluation and treatment procedures and instruments.

Voice and Velopharyngeal Disorders (SPA 6211) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, and permission of instructor
The normal anatomy and physiology of the phonatory system will be used as a framework for discussing the development and perpetuation of voice disorders. Appropriate diagnosis and remediation will be emphasized, including the use of alternative/augmentative communication in the management of voice disorders to reflect the growing use of AAC in the field.

Disorders of Fluency (SPA 6225) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, and permission of instructor
An in-depth investigation into the nature, diagnosis, and treatment of stuttering, cluttering, and other disturbances of speech fluency. Current and historical approaches to etiological theories, differential diagnosis of etiological components, and treatment strategies are presented.

Motor Speech Disorders and Augmentative Communication (SPA 6230) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, SPA 4104, and permission of instructor
The etiology, diagnosis, and treatment of speech disorders resulting from neurological diseases and injuries, including TBI and cerebral palsy. Study of augmentative communication technology.

Aural Habilitation/Rehabilitation (SPA 6322) 3 credits
Prerequisites: SPA 4030 and permission of instructor
An examination of the traditional aural rehabilitation programs that are usually initiated following audiological evaluation and completion of medical care. Management programs such as speech reading, auditory training, speech pathology treatment programs, etc., will be presented.

Language Disorders: Birth to Four (SPA 6401) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, SPA 4104, and permission of instructor
The study of the nature, diagnosis, and treatment of language disorders in infants, toddlers, and preschoolers. The study of methods and tools for assessment. Clinical intervention techniques and programs.

Language Disorders: School Age and Adolescent (SPA 6403) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101 and permission of instructor
The study of the nature, etiologies, evaluation, and treatment of language disorders in school-age children and adolescents.

Adult Language Disorders (SPA 6410) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101 and permission of instructor
The study of language disorders in adulthood including aphasia, TBI, and senility. The normal changes in language and memory as a result of aging. The evaluation and treatment of adult language disorders.

Genetics of Communication Disorders (SPA 6438) 3 credits
Students study the basic concepts of genetics and its relation to communication sciences and disorders, including but not limited to, the disorders of speech and hearing. They also learn about the hereditary syndromes and birth defects associated with speech, language, cognition and hearing impairments. They gain knowledge about genetic counseling and interpretation of genetic data.

Clinical Practicum in Speech/Language Pathology (SPA 6505) 1-4 credits
Prerequisite: Permission of instructor
Supervised field experience and opportunity to demonstrate competencies in evaluation, diagnosis, and remediation of children and adults with varieties of communication disorders.

Counseling and Supervision in Speech-Language Pathology (SPA 6513) 3 credits
Prerequisites: Communication Sciences and Disorders (CSD) students: Permission of department; Non-CSD students: Permission of instructor
This course provides examination and discussion of counseling and supervision issues affecting speech-language pathologists and the discipline of communication disorders. Theories of supervision and counseling are explored, giving students the opportunity to discuss clinical experiences in each area.

Diagnostic Principles and Procedures in Communication Disorders (SPA 6553) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101 and permission of instructor
The study of general techniques in the evaluation of communication disorders. Emphasis on diagnostic procedures, history-taking, and differential diagnosis.

Evaluation and Treatment of Linguistically and Culturally Different Populations (SPA 6558) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101 and permission of instructor
The principles and procedures employed in the diagnosis and treatment of communication disorders in linguistically and culturally diverse populations. Patterns of speech and language differences.

Augmentative and Alternative Communication (SPA 6559) 3 credits
Provides information on augmentative and alternative (AAC) methods for persons with severe communication disorders. Assessment, intervention, and application of AAC systems are covered.

Dysphagia (SPA 6565) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101 and LIN 4710
Course provides students with an understanding of anatomy and physiology of the oral and pharyngeal stages of deglutition and disorders of swallowing. Students develop skills in the evaluation and management of swallowing disorders in children and adults.

Current Research in Communication Sciences and Disorders (SPA 6825) 3 credits
Prerequisites: SPA 4002, 4011, 4030, 4101, 4104, 6553
An in-depth treatment of current theory and research within the field of communication sciences and disorders (CSD). Associations between empirical studies and effective clinical practice will be presented to teach students to properly analyze and utilize research.

Directed Independent Study (SPA 6905) 1-3 credits
Prerequisite: Permission of instructor

Directed Research (SPA 6910) 3 credits
Prerequisite: Permission of instructor

Master's Thesis (SPA 6971) 1-6 credits
Prerequisite: SPA 6825
The expected outcome of this learning experience is the completion of a quality master's thesis, including an approved draft and a successful public defense.

Counselor Education

Undergraduate Courses /link to graduate courses

Career and Lifespan Development (SDS 3340) 3 credits
This course addresses the history, trends and future direction of the world of work. It focuses on career development theories, searching and exploring job and career opportunities, self-assessment, and being successful in the job market. Attention is also given to issues in the workplace, such as diversity and strategies for advancement.

University Student Mentoring and Peer Coaching (SDS 3483) 2 credits
Prerequisites: Permission of instructor; more than 60 undergraduate credits
This course addresses the importance of mentoring and peer coaching skills and how these skills affect the individual’s academic and personal/social development. The focus of the course is on developing mentoring and peer coaching skills to promote and reinforce strategies known for improving the fundamental learning, academic achievement and retention of undergraduate students.

Interpersonal Communication Skills (SDS 4410) 3 credits
This course addresses the nature and process of interpersonal communication. It focuses on perceptions, self-disclosure, stages of relationships, spoken and unspoken communication, listening and responding strategies and problem-solving skills. Attention is given to understanding cultural diversity, conflict management and communication via electronic means.

High School to University Transition (SLS 1101) 3 credits
Prerequisite: Permission of instructor
Course prepares students in grades 10 - 12 attending Florida Atlantic University High School for a successful transition from high school to university. Emphasis is on presenting a comprehensive set of skills and strategies aimed at student success.

Counselor Education Graduate Courses

Processes in Counseling (MHS 5005) 3 credits
Examines the development and maintenance of effective counseling relationships and emphasizes the corresponding competencies and skills in counseling clients.

Play Techniques for Counseling Children and Adolescents (MHS 5422) 3 credits
Prerequisites: Permission of instructor
An experiential course designed to increase knowledge and skills in the use of play media and play process as a counselor intervention for working with children and adolescents. Course is designed for students and professionals in the helping professions.

Multicultural Counseling for Diverse Populations (MHS 5428) 3 credits
Examines special issues and methods involved in counseling special populations, including minority, bilingual, low SES and those with disabilities. Emphasizes the competencies of cultural sensitivity and culturally sensitive interventions in counseling clients.

Special Topics (MHS 5930) 1-5 credits
Prerequisite: Permission of instructor
Special topics in mental health counseling.

Psychopathology in Counseling (MHS 6070) 3 credits
Prerequisite: Permission of instructor
Examines the theory and practice of diagnosis in the assessment and treatment of mental disorders and the use of the DSM-IV multi-axial system; emphasizes diagnostic and treatment competencies in professional counseling settings.

Appraisal and Evaluation in Counseling (MHS 6220) 3 credits
Prerequisite: Permission of instructor
Examines the administration, interpretations and applications of tests and other appraisal devices in the competent assessment of clients.

Career Development (MHS 6340) 3 credits
Prerequisite: Permission of instructor
Examines career development and emphasizes competency in the process of assisting clients in career planning and decision making.

Counseling Theories and Techniques (MHS 6401) 3 credits
Prerequisite: Permission of instructor
Examines the cognitive-behavioral and other counseling theories with an emphasis on case conceptualization and other competencies, skills and techniques in counseling clients.

Counseling Children (MHS 6421) 3 credits
Prerequisite: Permission of instructor
Course explores methods and special issues involved in counseling children.

Counseling Adolescents (MHS 6423) 3 credits
Prerequisite: Permission of instructor
Course explores methods and special issues involved in counseling adolescents.

Family Counseling (MHS 6430) 3 credits
Examines family systems and family counseling practice and emphasizes the family systems perspective. Includes competencies, skills, ethics, culture and the role of family counseling in various settings.

Substance Abuse Counseling (MHS 6450) 3 credits
Prerequisite: Permission of instructor
Examines the history, etiology and maintenance factors and the diagnostic assessment and treatment competencies in counseling clients with substance abuse issues.

Traumatic Stress, Trauma and Crisis Counseling (MHS 6466) 3 credits
This course is designed to help students understand the theory and practice of counseling individuals, groups and/or families in response to a crisis or traumatic event. Students will be able to understand the principles of intervention as well as the impact of crisis, traumatic stress, natural disasters and other trauma-causing events on people. Students will also be able to demonstrate the ability for assessing and managing suicide risk.

Counseling and Human Sexuality (MHS 6470) 3 credits
Prerequisite: Permission of instructor
Examines human sexuality considerations in counseling clients with an emphasis on assessment and intervention competencies.

Life Span Development (MHS 6482) 3 credits
Examines the major theories of human development across the lifespan and emphasizes the relationship of developmental stages and tasks to the process of normal development. Skills and competencies in fostering resilience in clients are addressed.

Group Counseling (MHS 6510) 3 credits
Prerequisite: Permission of instructor
Examines effective group counseling practice, which emphasizes leadership skills, competencies and knowledge of organizing, implementing and evaluating group counseling programs. Includes an experiential group component.

Consultation and Behavior Management (MHS 6600) 3 credits
Prerequisite: Permission of instructor
A school-based model for school counselor consultation with parents, teachers, and other professionals is introduced and practiced. Emphasis on understanding and managing student behavior in large and small groups. A knowledge base is developed along with skills for creating and maintaining positive learning and social environments. Practice of counselor skills assists in managing groups of students and consulting with parents and teachers.

Legal, Ethical, and Professional Issues in Counseling (MHS 6700) 3 credits
Legal, ethical and professional issues in competent counseling practice are viewed from national, state and local perspectives.

Issues in Mental Health Counseling Practice (MHS 6701) 3 credits
Examines mental health counseling as a profession, including history, identity, roles and trends affecting the field and practice of mental health counseling, and overviews the essential skills and competencies of effective mental health counseling practice.

Counseling Research and Evidence-Based Practice  (MHS 6710) 3 credits
Prerequisites: STA 6113, admission to Counselor Education degree program
This course focuses on increasing the learner’s capacity to critically appraise research to inform evidence-based practice (EBP) in counseling. This entails comprehending statistical methods used in conducting research and program evaluation; interpreting quantitative and qualitative research and applying this knowledge to furthering the use of EBP in counseling.

Practicum in Mental Health Counseling (MHS 6800) 3 credits
Prerequisite: Permission of instructor
Supervised counseling practice at a beginning level involving individuals, families and groups in field-placement settings. Includes a University-based seminar in which skills and competencies are evaluated in case reports and session presentations.

Advanced Practicum in Counseling (MHS 6801) 3 credits
Prerequisites: MHS 6800 and permission of instructor
Supervised counseling practice at an intermediate level involving individuals, families and groups in field- placement settings. Includes a University-based seminar in which skills and competencies are evaluated in case reports and session presentations.

Internship Mental Health Counseling (MHS 6830) 3-6 credits
Prerequisites: MHS 6801 and permission of instructor
Supervised counseling practice at a more advanced level involving individuals, families and groups in field-placement settings. Includes a University-based seminar in which skills and competencies are evaluated in case reports and session presentations.

Directed Independent Study (MHS 6905) 1-5 credits
Prerequisite: Permission of instructor

Professional Seminar (MHS 6930) 3 credits
Prerequisite: Permission of instructor
Major issues and problems in relation to current research, trends, and developments in counseling.

Appraisal of Children, Adults, Couples, and Families (MHS 7222) 3 credits
Prerequisite: MHS 6220
Course is designed to extend the student's knowledge and skills in the appraisal and evaluation of children, adolescents, adults, couples, and families.

Advanced Counseling Theories: Contemporary Therapies (MHS 7402) 3 credits
Prerequisite: MHS 6401
Course introduces students to theoretical principles and applied skills in current counseling with an emphasis on  contemporary  therapy models.

Optimal Human Functioning and Development in Counseling (MHS 7406) 3 credits
A critical review and application of theory and research on human strengths and positive psychology relating to developmental issues in counseling and psychotherapy, including physical and mental health, close intimate relationships, and career development.

Counseling Interventions with Children and Adolescents (MHS 7424) 3 credits
Prerequisites: MHS 6421, 6423
Advanced verbal and action techniques and methods with children and young adolescents, with an emphasis on play therapy and action therapy methods.

Multicultural, Spiritual, and Professional Issues in Counseling (MHS 7429) 3 credits
Prerequisites: MHS 6700, 6701
An advanced examination of multicultural, religion, spirituality, and professional issues, particularly involving advocacy for clients and the profession as they relate to counseling leadership and practice.

Theory, Research, and Interventions with Couples, Families (MHS 7431) 3 credits
An advanced course on contemporary theories and research as they impact interventions in couples and family counseling and therapy.

Advanced Group Counseling (MHS 7512) 3 credits
Prerequisite: MHS 6510
An examination of group theory and research-based best practices for the advanced group leader.

Consultation and Leadership in Counseling (MHS 7606) 3 credits
Course is designed to increase students' awareness of, and skills in, the roles of consultant, leader, and advocate in various clinical, community, and administrative roles.

Consultation in School and Community (MHS 7608) 3 credits
Designed to increase students' awareness of, and skills in, needs assessment and planning, implementation and evaluation of counseling services, and preventive programs for children in communities and schools.

Advanced  Instruction in Counselor Education  (MHS 7611) 3 credits
Prerequisite: Permission of instructor
The course is a beginning field experience designed to meet CACREP requirements for advanced training and experience in teaching.

Outcomes Assessment and Evaluation in Counseling (MHS 7714) 3 credits
Prerequisite: MHS 6710
Course critically reviews the literature on intervention outcomes in counseling and related fields.

Advanced Research in Counseling (MHS 7730) 3 credits
Prerequisites: EDF 7482, STA 6113, STA 7114
Course critically reviews the core constructs, process, and outcome variables in the counseling and psychotherapy research literature with emphasis on research design, measurement, and analysis considerations.

Advanced Supervision in Counselor Education (MHS 7809) 3 credits
Prerequisite: Permission of instructor
This course is a beginning field experience designed to meet CACREP requirements for advanced training and experience in supervision.

Directed Independent Study (MHS 7905) 1-5 credits

Special Topics (MHS 7930) 3 credits
Prerequisite: Permission of instructor
Topics related to the doctoral program in Counselor Education.

Practicum in Supervision (MHS 7940) 3 credits
Prerequisite: MHS 7611
This doctoral-level seminar and practicum is designed to provide students with the opportunity to enhance counseling supervision skills.

Advanced Practicum in Counselor Education (MHS 7942) 3 credits
Prerequisite: Program of study approved by doctoral committee
Course is composed of two parts: (a) a field experience designed to meet CACREP and program requirements for advanced training and experience in counseling practice, supervision, teaching, research, and publication, and/or leadership and professional service; and (b) guided development of a dissertation prospectus.

Internship (MHS 7945) 3-6 credits
Prerequisite: MHS 6830
An advanced internship designed to enhance the counselor's knowledge, skills, and abilities in assessment, case conceptualization, treatment planning, intervention, and the monitoring and evaluation of the counseling and psychotherapeutic process and outcome.

Dissertation Seminar (MHS 7978) 3 credits
Prerequisite: MHS 7730
Introduces and oversees dissertation research. Designed to facilitate the process of conceptualization, planning, implementing, and defending a quality doctoral dissertation.

Dissertation (MHS 7980) 1-6 credits
Prerequisite: MHS 7978
A minimum of 12 dissertation credits is required to complete the doctoral program.  Grading: S/U

Special Topics (RCS 5930) 3 credits
Prerequisite: Permission of department
Special topics in rehabilitation counseling.

Foundations of Rehabilitation Counseling (RCS 6031) 3 credits
Prerequisites: Graduate admission and permission of department
A survey of the historical, sociological, legislative, and operational foundations of rehabilitation and service delivery.

Medical and Psychosocial Aspects of Disability (RCS 6080) 3 credits
Prerequisite: Graduate admission and permission of department
A survey of the medical, psychosocial, and social aspects of disability.

Occupational Information and Job Placement (RCS 6320) 3 credits
Prerequisite: Graduate admission and permission of instructor
A survey of the vocational aspects of disability, occupational classification, and career development of persons with disabilities.

Case Management in Vocational Rehabilitation (RCS 6644) 3 credits
A survey of the various case management models within a variety of rehabilitation settings: state VR, IL centers, community mental health centers/agencies, private rehabilitation companies, and disability management programs.

Rehabilitation Counseling Practicum (RCS 6801) 3 credits
Prerequisite: Permission of department
Supervised, highly structured clinical and practical experience in rehabilitation counseling.

Advanced Practicum in Rehabilitation Counseling (RCS 6805) 3 credits
Prerequisite: RCS 6801
Course provides supervised clinical and practical experience in rehabilitation counseling, rehabilitation case management, and related rehabilitation service provisions. The practicum requires 250 hours of approved clinical time both on campus and off campus at an approved agency setting.

Rehabilitation Counseling Internship (RCS 6825) 3-6 credits
Prerequisites: Permission of department and RCS 6801
Supervised, but more autonomous, clinical and practical experience in rehabilitation counseling.

Fundamentals of School Guidance (SDS 5010) 3 credits
A survey of guidance services available in a school setting including principles, procedures, and emerging trends in guidance services.

Data Driven Practices in School Counseling (SDS 6316) 3 credits
Prerequisites: Counselor Education major and permission of instructor
An experiential course designed to increase knowledge and skills for managing counselors' time effectively and also to manage comprehensive school programs to assist students, families, and educators, including students with disabilities and students in diverse populations.

Counseling Interventions for College Readiness and Student Success (SDS 6344) 3 credits
Prerequisite: Permission of instructor
Course examines counseling interventions that enhance academic performance, including meta-cognitive and psychosocial variables, learning styles and social-emotional issues. The course covers counseling strategies for enhancing student academic performance and personal/social development.

Guidance and Counseling of Gifted Students (SDS 6426) 3 credits
Guidance and counseling needs of gifted and talented students will be explored. Strategies for use by counselors and teachers in guiding the gifted will be demonstrated.

Internship-Counselor Education (SDS 6820) 3-6 credits
Prerequisite: Approval of advisor
This full-time field placement in a public school guidance program is required for all students in the school counseling track.

Master's Thesis (SDS 6970) 3 credits
Grading: S/U

Curriculum and Instruction

Undergraduate Courses /link to graduate courses

Special Methods - Art (ARE 4240) 3 credits
Students focus on practical experience in teaching visual art at the middle and secondary levels. Field experience in a visual art class setting at the middle and secondary levels is required.

Art: Elementary School (ARE 4313) 3 credits
Students focus on foundational methods  for teaching visual art in the elementary classroom.

Student Teaching-Art (ARE 4940) 6-12 credits

Yearlong Student Teaching-Art (ARE 4942) 9-12 credits

Student Teaching-Elementary ( EDE 4943) 3-9 credits
Prerequisite: Permission of instructor
Course provides a one-semester clinical experience in an approved school setting. Emphasis is on the Florida Educator Accomplished Practices and a state-approved assessment system. Five day/full day clinical experience required.  Grading: S/U

Yearlong Elementary Student Teaching (EDE 4945)  3-6 credits
Prerequisite: Permission of instructor
A yearlong clinical experience provided in an approved school setting. Emphasis is on the Florida Educator Accomplished Practices and a state-approved assessment system. Available fall/spring semester sequence only. Includes significant field work.  Grading: S/U

Introduction to the Teaching Profession (EDF 2005) 3 credits
An introduction to the historical, philosophical and sociological foundations of education. Also examined are the legal, social, financial and political environment of schools. A field experience component is required. Not offered in the summer.

Introduction to Diversity for Educators (EDF 2085) 3 credits
Writing Across Curriculum (Gordon Rule)
Examines how various ethnic/cultural groups are served in U.S. schools. Multicultural content and materials incorporated into various disciplines are surveyed. A field experience component in a culturally diverse school/setting is required.

The Educated Citizen in a Global Context (EDF 2854) 3 credits
A critical examination of education as a human right through investigation of educational purpose, policy, and practice in international contexts. The impact of colonization and modernization and their challenges will be examined.  This is a General Education course.

Special Topics (EDF 2930) 1-3 credits
This course offers introductory study of special topics in curriculum, culture and educational inquiry.

Equity Issues in Multicultural Education (EDF 3203) 3 credits
Prerequisite: EDF 2085 with minimum grade of "C"
Based on the principles of culturally responsive pedagogy, this course explores contemporary educational issues, policies and teaching practices that support or hinder educational equity for diverse student populations.

Applied Learning Theory (EDF 3210) 3 credits
Factors influencing the general and special learner and the learning process. Implications of learning theories for curriculum, instruction and classroom management. Recent research as reflected in the knowledge base and applied to the classroom.

Education in a Multicultural Society (EDF 3610) 3 credits
Explores the historical perspectives on issues central to education in the context of diversity at the local, national and global levels. Students conduct research on topics in multicultural and global education that highlight the experience and perspectives of under-represented groups.

Special Topics (EDF 3930) 1-3 credits
This course offers a study of special topics in curriculum, culture and educational inquiry. The number of credits varies according to the term and context in which the course is offered. All students receive the same number of credits in a given section/semester.

Community Engagement for Global Consciousness (EDF 4802) 3 credits
Prerequisite: EDF 2854 with minimum grade of "C"
An Academic Service Learning (ASL) course in which students critically reflect on their roles as emergent professionals and decision makers in a changing world through the study of a range of global challenges and opportunities pertinent to democracy, sustainability and social justice. Students complete a community engagement project as part of the ASL requirement (15 hours).

Directed Independent Study (EDF 4905) 1-5 credits

Special Topics (EDF 4930) 1-3 credits
This course offers an advanced study of special topics in curriculum, culture and educational inquiry.

Special Topics (EDF 4935) 1-5 credits
May be used with the approval of the department chair and dean.  Grading: S/U

University Honors Seminar in Education (EDG 1930) 3 credits
Writing Across Curriculum (Gordon Rule)
A seminar in the University Honors Program on topics in education.

Effective Teaching Practices 1 (EDG 3323)  2  credits
Prerequisites: LAE 4353, TSL 4080, admission to Elementary Education program or permission of instructor; Postrequisite: EDG 3324
An introduction to research-based effective teaching practices, focusing on classroom management, organization and development of instruction and verbal and non-verbal communication. Emphasis is on the Florida Educator Accomplished Practices and state-approved assessment system. One day clinical experience per week.

Effective Teaching Practices  (EDG 3324) 3 credits
Prerequisite: Admission to Elementary Education program or permission of instructor
Preparation for and implementation of current research-supported, effective teaching practices, focusing on planning, presentation of subject matter and assessment. Emphasis is on the Florida Performance Measurement System and the Educator Accomplished Practices. One day clinical experience per week. Students are placed in schools according to the campus where the student has enrolled. Not offered in the summer. This is an Academic Service Learning (ASL) course.

EDG 3323 and EDG 3324 Grading Policy: If a student earns a "D" or an "F" in the field evaluation component or a "D" or an "F" in the course work component, then the highest grade the student can receive for the course is a "C-." A "C-" is not considered a passing grade, and the course must be retaken. Students may not take any ETP classes more than twice. (Change effective fall 2024.)

Survey of Current Environmental Issues through Service Learning (EDG 4044) 3 credits
Prerequisite: Admission to the Pine Jog Fellowship Program
Emphasis is on knowledge and first-hand exploration of current environmental issues impacting the South Florida region. All issues are addressed by using service learning methodologies. Enrollment in this course is limited to dually enrolled high school and area college students admitted to the Pine Jog Fellowship Program. Course is  taught at the Pine Jog Environmental Education Center.

Civic Engagement through Environmental Service Learning (EDG 4045) 3 credits
Prerequisite: EDG 4044
Emphasis is on knowledge and practical application of key components required to achieve effective community-based social marketing, civic advocacy, and service learning action projects that address environmental issues. Enrollment is limited to dually enrolled high school and area college students admitted to the Pine Jog Fellowship Program. Course is  taught at the Pine Jog Environmental Education Center.

The Role of Fine Arts in Education (EDG 4202) 3 credits
Focuses on the impact that visual and performing arts should have on the K-12 classroom and the strategies for incorporating them into the TEA curriculum. For TEA students only.

Classroom Instructional and Assessment Strategies (EDG 4343) 3 credits
Prerequisites: Permission of department
A professional preparation course using research-based strategies that focus on the organization and development of instruction, effective assessment strategies with emphasis on data-driven decision-making, and instructional strategies that include the needs of diverse learners. Course emphasizes the education competencies of the Florida Educator Accomplished Practices.

Directed Independent Study (EDG 4905) 1-5 credits

Special Topics (EDG 4930) 1-5 credits
Topics not covered by other courses. Topics will vary.

Special Topics (EDG 4932) 1-5 credits
Topics not covered by other courses. Topics will vary.  Grading: S/U

Environmental Education Internship (EDG 4940) 3 credits
Prerequisite: EDG 4044
Emphasis is on application and implementation of environmental education curriculum in a variety of settings and with diverse populations. Supervision is provided by qualified personnel on both the local and university levels. Enrollment is limited to dual enrolled high school and area college students admitted to the Pine Jog Fellowship Program. Course is  taught at the Pine Jog Environmental Education Center.

Designing and Implementing a Blended Curriculum: Birth to Age 8 (EEC 3214) 3 credits
Course focuses on designing and implementing developmentally appropriate, blended curriculum and materials for young children, birth to age 8, both those developing typically and those with disabilities. Field experience required.

Foundations of Early Childhood Environmental Education (EEC 4020) 3 credits
Focuses on issues as well as trends affecting children’s development, health and learning from environmental education and sustainability perspectives. Study of recommended practices as well as programmatic and system requirements in enhancing access to nature, environmental literacy and healthy development of children. Field experience required.

Exploring Natural Habitats as a Curriculum for Young Learners (EEC 4237) 3 credits
Studies of natural habitats as contexts for developing integrated environmental education curriculum appropriate for young children. Participation in field trips and on-site practice of effective teaching approaches are required.

Creative Arts for Young Children (EEC 4303) 3 credits
This course provides developmentally appropriate, inclusive and integrated creative arts curriculum activities for young children in visual arts, dance/movement, music and drama. Practical and hands-on learning provides the context for a thematic approach, including community arts resources and multicultural perspectives. Arts for young children with special needs and English language learners are addressed. Field experience minimum requirement of 10 hours.

Blended Early Childhood Methods: Birth to Age 5 (EEC 4313) 4 credits
Prerequisites: EEC 3214 with minimum grade of "C"; B.E.C.E. majors only
Explores an organized approach of teaching young children, with and without disabilities, developmental, educational and functional skills useful in natural environments, including home and educational settings. Field experience required.

Community Engagement in Early Childhood Environmental Education (EEC 4404) 3 credits
This practicum requires collaboration with community agencies in advancing learning, development and health of children through environmental education. In partnership with a community organization, the student engages in learning experiences and contributes in enhancing the community partners' efforts to further the aims of early childhood environmental education. Thirty-six hours of practicum and three hours of consultations with instructor are required. This is an Academic Service Learning (ASL) course.

Introduction to Technology for Educators (EME 2040) 3 credits
An introduction and analysis of educational technologies available to prospective classroom teachers for use in the development and delivery of improved instruction. The technologies and accompanying materials will be demonstrated and used in a wide variety of subjects.

Digital Literacy in a Globally Connected World (EME 2620) 3 credits
Digital technologies have become an influential part of our everyday life. For this reason, digital technology skills have become central across disciplines and are valued as an essential career competency. In this course, students learn how to access, evaluate, apply, participate and interact within the educational and professional digital environments as they solve complex problems within a technology rich world. This is a General Education course.

Educational Technology for 21st Century Teaching (EME 4312) 3 credits
This course prepares learners to integrate technology into the classroom. Emphasis is on the use of current technology tools to facilitate teaching, learning and assessment.

Applied Educational Technology (EME 4810) 3 credits
Systems approach to using traditional and emerging technology in instruction. Emphasis is upon integration of instructional design principles with uses of technology as instructional tools to enhance the quality of classroom instruction and to facilitate the work of the teacher. Includes hands-on experience with traditional educational media, emerging technologies and microcomputer hardware and software.

Secondary School Effective Instruction (ESE 3940) 3 credits
A guided field experience including classroom instruction on learner characteristics, cooperative learning, management of student conduct and various domains of the Florida Performance Measurement System (FPMS) and the Educator Accomplished Practices. One day clinical field experience required. Students are placed in schools according to the campus where the student has enrolled. Not offered in the summer.

Methods of Teaching Foreign Language K-12 (FLE 4333) 4 credits
Methods of teaching foreign language for students majoring in Foreign Language Education.

Student Teaching-Foreign Language (FLE 4945) 6-12 credits

Yearlong Student Teaching-Foreign Language (FLE 4947) 9-12 credits

Language Arts and Literature: Birth through Grade 8 (LAE 4353) 3 credits
Methods and materials for teaching language arts skills and children's literature from birth through middle school

Language Arts: Middle and Secondary School (LAE 4360) 3 credits
Prerequisite: Permission of instructor
Techniques of instruction.

Yearlong Student Teaching-English (LAE 4942) 9-12 credits

Student Teaching-English (LAE 4948) 6-12 credits

Mathematics Content and Standards for K-6 Teachers (M AE 4310) 3 credits
Prerequisites: 6 credits of college-level mathematics with minimum grade of "C"; Elementary Education majors only
In-depth review of content required to teach K-6 mathematics effectively. Emphasizes relevant Florida mathematics standards and competencies.

Principles and Methods: K-9 School Math (MAE 4350) 3 credits
Prerequisite: MAE 4310, LAE 4353, TSL 4080 (Note: Students majoring in ESE are required to complete 6 credits of college-level math, but are not required to complete MAE 4310 as a prerequisite to this course.)
A review of mathematics information and skills and a study of methods/materials related to K-9 mathematics teaching in a diverse setting.

Teaching Middle and Secondary School Mathematics (MAE 4360) 3 credits
Current materials and strategies for implementing the senior high mathematics curriculum.

Yearlong Student Teaching-Mathematics (MAE 4944) 9-12 credits

Student Teaching-Mathematics (MAE 4945) 6-12 credits

Music: Elementary School 1 (MUE 4013) 2 credits
Students learn the fundamentals of music applicable to teaching music in the elementary classroom. Content includes learning basic music notation reading, historical and cultural musical styles, as well as the proper techniques for singing and playing instruments. Not open to Music majors.

Music: Elementary School 2 (MUE 4311) 2 credits
Open to Music majors only.
(See Music courses, College of Arts and Letters section)

Secondary Instrumental Methods (MUE 4330) 2 credits
(See Music courses, College of Arts and Letters section)

Student Teaching-Music (MUE 4940) 6-12 credits

Yearlong Student Teaching-Music (MUE 4941) 9-12 credits

Reading Development 1: Birth through Grade 3 (RED 4308) 3 credits
Prerequisites: LAE 4353, TSL 4080 with minimum grades of "C"
This courses focuses on emergent and beginning literacy development in children, birth through grade 3. Topics covered include: philosophy; factors affecting literacy success such as child characteristics, family, environment, cultural/ethnic diversity; literacy skills and concepts; assessments; evaluation; approaches, methods and materials using research-based, developmentally appropriate curriculum and practices. Field experience in a classroom setting is required.

Content Reading: Middle and Secondary Schools (RED 4335) 3 credits
This course is designed to facilitate the acquisition and integration of reading, writing, and study skills into middle and secondary school content areas.

Supervised Literacy Practicum (RED 4348) 3 credits
Prerequisites: RED 4552 or permission of instructor; for Elementary Education majors only
Corequisite: EDE 4943
Emphasizes relevant Florida Subject Matter Content Standards and Reading Endorsement Competencies. Supervised field experience (60 in-service hours).

Reading Diagnosis and Remediation: Pre-K through Grade 8 (RED 4552) 3 credits
Prerequisites: EEX 4250 or (TSL 4080 and LAE 4353 and RED 4308 and RED 4750)
Prerequisite or corequisite: RED 4750
Prerequisite or corequisite: EEX 4250
Focuses on the recognition and diagnosis of reading difficulties using a variety of assessment tools and on prescribing and implementing a variety of appropriate methods and materials to improve reading performance. Field experience in a classroom setting is required.

Reading Development 2: Grades 3 through 8 (RED 4750) 3 credits
Prerequisite: RED 4308
This course concentrates on strategies and materials appropriate for literacy instruction in grades 3 through 8. Emphasis is placed upon reading and integrating writing into teaching, narrative and non-fiction genres. Utilizing reading to learn is the primary focus.

Science Content and Standards for K-6 Teachers (SCE 4113) 3 credits
Prerequisites: 7 credits of college level science including 3 credits in physical science, 3 credits in biological science and at least one science laboratory, all with minimum grades of "C"; Elementary Education majors only
In-depth review of content required to teach K-6 science effectively. Emphasizes relevant Florida Science Standards and Competencies. This is an Academic Service Learning (ASL) course.

Principles and Methods: K-9 School Science (SCE 4350) 3 credits
Prerequisites: LAE 4353, TSL 4080,  SCE 4113 all with minimum grades of "C"
A review of concepts in science and a study of methods/materials related to K-9 science teaching.

Science: Middle and Secondary School (SCE 4360) 3 credits
Prerequisite: Senior-level standing in a science discipline
Techniques of instruction for students enrolled in teacher education programs.  This is an Academic Service Learning (ASL) course.

South Florida Hydrological Systems (SCE 4843) 3 credits
Prerequisite: For high school dual enrollment students
This course introduces students to scientists who are working in the field of environmental research. Dual enrollment high school students work with scientists and educators to develop an understanding of the interconnectedness and complexity of South Florida water systems and the environmental issues facing them. Students are exposed to engineered research tools that are currently being tested as solutions to South Florida’s environmental challenges. 

Yearlong Student Teaching-Science (SCE 4941) 9-12 credits

Student Teaching-Science (SCE 4944) 6-12 credits

K-9 Social Studies (SSE 4150) 3 credits
Prerequisites: LAE 4353 and TSL 4080,  with minimum grades of "C"
Concepts and approaches for teaching social studies in grades K-9.

Social Studies Content and Standards for K-6 Teachers (SSE 4312) 2 credits
Prerequisite: For Elementary Education majors only
In-depth review of content required to teach K-6 social studies effectively. Emphasizes relevant Florida Social Studies Standards and Competencies.

Social Studies: Middle and Secondary School (SSE 4361) 3 credits
Techniques of instruction for students enrolled in teacher education programs.

Yearlong Student Teaching-Social Science (SSE 4941) 9-12 credits

Student Teaching-Social Science (SSE 4944) 6-12 credits

Introduction to Theories and Practices of TESOL (TSL 4080) 3 credits
TSL 4080 is a practical course designed to introduce students to the special methods and unique experiences involved in the teaching of English to speakers of other languages.

TESOL Issues and Practices (TSL 4081) 3 credits
Prerequisite: TSL 4080
Designed to serve as the culminating experience in the area of ESOL for the elementary education major. The main goal of this course is to make the connection between theory and practice. Special attention will be given to the areas of methodology and curriculum. Limited summer enrollment may be available by special permission only.

Applied Linguistics and TESOL (TSL 4251) 3 credits
Applying linguistics, psycholinguistics, and sociolinguistics to teaching English as a second language with emphasis on pronunciation, intonation, structural analysis, morphophonemics and decoding from print to sound.

ESOL Strategies for Content Area Teachers (TSL 4324) 3 credits
This course features the study and application of methods, strategies, issues, and materials for teaching Limited English Proficient students. Emphasis will be placed on the areas of language acquisition, multicultural concerns, ESOL through the content areas, and current trends in ESL teaching and learning. The LULAC-META Consent Decree will be explored. This course meets all DOE identified competencies for all special area teachers and all secondary education in service or preservice teachers in all content areas except English.

Curriculum and Instruction Graduate Courses

Curriculum in Art Education (ARE 6141) 3 credits
Explores planning, organizing, and writing curriculum guides in art for various educational levels: elementary, secondary, K-12 programs, community college, and adult education.

Art Education (ARE 6142) 3 credits
Course focuses on current and historical philosophy of art education, including aesthetics, art criticism, and studio methods, to develop an understanding of contemporary issues and their application to practice.

Art: Elementary School 2 (ARE 6315) 3 credits
Prerequisite: ARE 4313 or equivalent
An advanced study in techniques and materials in art for the elementary school.

Art Education in Elementary School (ARE 6317) 3 credits
Course focuses on foundational methods for teaching visual art in the elementary classroom with special attention to art integration. Field experience in a visual art class setting at the elementary level is required.

Art Education in Secondary School (ARE 6342) 3 credits
Focuses on art education in middle and high schools through analysis and study of theories, use of visual art materials, curriculum planning and review of practices and research in art education.

Curriculum: Elementary School (EDE 6205) 3 credits
A study of curriculum theory and practice in elementary school.

Yearlong Elementary (Grades 1-6) Internship (EDE 6947) 6-9 credits/two semesters
Yearlong clinical experience in an urban or rural disadvantaged area. Emphasis on Educator Accomplished Practices. First semester: four partial days, one full day clinical experience and two, three-hour class sessions per week. Second semester: five full days per week clinical experience.

Classroom Evaluation (EDF 5460) 3 credits
A general survey of practical methods, designed especially for non-degree-seeking students, for evaluation in the classroom.

Research (EDF 5480) 3 credits

Human Development: Applications for Education (EDF 6113) 3 credits
Explores human development from infancy through adulthood with a focus on its relevance for educational contexts. Topics include physical, cognitive, social, emotional and moral development. Implications of developmental theories for curriculum, instruction and classroom management are discussed.

Child Development in Educational Psychology (EDF 6126) 3 credits
Focus is on the development of understanding concerning physical, social, emotional, and cognitive growth, learning skills, and special needs of children from conception to age eight.

Adolescence and Young Adulthood in Educational Psychology (EDF 6138) 3 credits
Focus is on human development from puberty through young adulthood, including physical, cognitive, social, emotional and moral development to enable teachers to more effectively understand and assist student learning in secondary and higher education.

Learning and Cognition in Education (EDF 6142) 3 credits
Examination of the influence of applied cognition and learning theories to enable educational practitioners to more effectively understand and assist students in the learning process.

Educational Psychology (EDF 6229) 3 credits
Application of psychological principles and related research to assist teachers in promoting academic achievement and fostering progress toward educational goals.

Personality Theories in Education (EDF 6339) 3 credits
Research in personality development, personality theories and social and emotional learning as applied to classroom and educational settings are examined in order to assist educational professionals in promoting students' learning.

Discourse Analysis in Education (EDF 6499) 3 credits
This course introduces theories and methodologies for the study of language in use (i.e., discourse) and offers students a conceptual and analytical framework that can provide a means to make visible the cultural assumptions and "commonsense" values in educational texts and discourses. Different discourse analysis approaches, such as multimodal analysis, interactional sociolinguistics, grounded theory and ethnography of communication (among others) are discussed as context to then focus on exploring issues of power relations in education and other realms through critical discourse analysis and systemic functional linguistics.

Black Perspectives in Education (EDF 6615) 3 credits
Drawing on black epistemologies and research traditions, this course examines historical and contemporary issues and their impact on diverse immigrant and nonimmigrant black populations.

Race, Class and Gender in Education (EDF 6637) 3 credits
Drawing on the principles of critical pedagogy, this course examines how the social constructions of race, class and gender influence educational decision making. Analyzes data related to social diversity and examines the implications for equity in education. 

Foundations of Global Education (EDF 6800) 3 credits
Addresses the nature and scope of global education, multiple national cultures, and their impact on educational practice, international responses to common educational issues, and the representation of global social problems in curricula.

Foundations of Multicultural Curricula (EDF 6887) 3 credits
An overview of the historical, philosophical and social foundations of curriculum in the context of the education of diverse populations. Diverse curriculum theories and their implications for curriculum development, educational policy and pedagogical practice are explored.

Directed Independent Study (EDF 6905) 1-5 credits
Requires approval by assigned faculty advisor.

Action Research in Schools and Communities (EDF 6918) 3 credits
Students engage in collaborative planning for doing action research based on an inquiry question grounded in practice. The readings provide historical, critical, and conceptual frameworks for action research locally, nationally, and internationally.

Master's Thesis (EDF 6971) 3 credits
Requires approval by assigned faculty advisor.

Critical Foundations of Education Inquiry (EDF 7578) 3 credits
A survey of the multiple forms of critical theory in educational inquiry and their methodological implications. Students will analyze critical research studies and develop theoretical and methodological frameworks for research involving diverse populations. 

Trends in Analyzing Instructional Practices (EDF 7758) 3 credits
Students examine teaching practices as "models" or "structures" that guide teaching. Students analyze their own teaching, conduct analysis of student work, and explore research on pedagogy.

Instructional Policies and the Teaching Profession (EDF 7917) 3 credits
Students examine the current political, economic, and social challenges and dilemmas for the teaching profession. The course includes analysis of teacher certification trends, teacher education models, and research on teacher learning.

Multicultural Education (EDG 5705) 3 credits
An introduction to the field of multicultural education, the multiple dimensions of sociocultural diversity and the implications and challenges for equitable education.

Special Topics (EDG 5931) 1-5 credits

Curriculum Leadership (EDG 6223) 3 credits
Course focuses on historical, theoretical, and practical perspectives of curriculum and instruction at the national, state, and local levels. Course is designed for graduate students preparing to assume professional responsibilities as administrators and curriculum developers in institutions associated with K-12 education.

U.S. Curricular Trends and Issues (EDG 6224) 3 credits
Major trends impacting school curriculum from national, state, and local levels and their interactions in terms of the development, implementation, and evaluation of curriculum.

Design Components of Curriculum (EDG 6253) 3 credits
Emphasis upon knowledge and application of design components of curriculum including scope, integration, sequence, continuity, balance, and knowledge representation systems.

Instructional Program Development (EDG 6255) 3 credits
Prerequisite: Permission of instructor
Specific methods for organizing knowledge based upon contemporary ideas of how humans think and learn. Examines the latest ideas and research in instructional program development.

Program Evaluation in Curriculum and Instruction (EDG 6285) 3 credits
This course enables students in Curriculum and Instruction to survey program evaluation strategies used in C and I content areas. An emphasis is placed on analyzing and interpreting evaluation literature in subject specific areas. In addition, students examine national and state trends in program evaluation.

Instructional Strategies and Assessment Practices (EDG 6345) 3 credits
A professional initial certification course using research-based strategies to focus on organization and development of instruction, effective lesson planning, instructional strategies to meet the needs of diverse learners through differentiated instruction, and assessment techniques with emphasis on data-driven decision making. FEAPS are emphasized.

Global Perspectives of Curricular Trends Across Nations (EDG 6625) 3 credits
Focuses on comparison, analysis, and evaluation of curricular trends, issues, pedagogy, and resources in education systems in developing and industrialized nations, and implications for national and global citizenship for the 21st century.

Documentation and Assessment in Curriculum and Instruction (EDG 6628) 3 credits
Prerequisite: Graduate standing
Offers participants operational definitions and experiences in documentation and assessment for educators. Students combine readings, analyses of experiences in learning environments, critiques of the existing assessment culture and field work.

Directed Independent Study (EDG 6906) 1-5 credits

Special Topics (EDG 6931) 1-3 credits
This course offers an in-depth study of a specialized topic in curriculum, culture and educational inquiry at the graduate level.

Seminar in Curriculum (EDG 6935) 3 credits
A study of curriculum principles, structure, and theories.

Special Topics (EDG 6937) 1-5 credits
Selected topics in education.

Internship (EDG 6940) 6-10 credits
Prerequisite: Approval of student's major advisor in the appropriate graduate program
The advisor in the department in which the student is enrolled works mutually with the student and the Director of Student Teaching in assigning the student specialized and professional field experiences. Supervision is provided by qualified personnel on both the local and University level.  Grading S/U

Master's Thesis (EDG 6971) 3 credits

Curriculum Theory (EDG 7221) 3 credits
The analysis of the historical and philosophical foundations of curriculum theory in the U.S. through the study of the original work of key theorists.

Curriculum Implementation for School Improvement (EDG 7251) 3 credits
Prerequisites: Must be enrolled in one of the following levels: Doctoral and Education Specialist and permission of instructor
Prepares educators to proceed to curriculum approval, dissemination and implementation once a curriculum is designed. Content will include preparing and presenting a comprehensive implementation plan and subsequent/on-going curriculum refinement.

Directed Independent Study (EDG 7906) 1-5 credits

Praxis in Curriculum and Instruction (EDG 7918) 3 credits
A capstone experience in which students are guided through the design, implementation and reporting on a study of professional practice in diverse community- or school-based contexts The final capstone project comprises an oral presentation and a written report.

Special Topics (EDG 7932) 1-3 credits
This course offers an in-depth study of a specialized topic in curriculum, culture and educational inquiry at the doctoral level.

Foundations of Curriculum Inquiry (EDG 7938) 3 credits
Prerequisite: Admission to doctoral program
This course should be taken immediately after the candidate is admitted to the doctoral program. It is designed as an introduction to the process of doctoral studies and the nature and purpose of educational research in curriculum and instruction. 

Research in Curriculum and Instruction (EDG 7944) 3 credits
Prerequisites: EDF 7758, EDF 7917, EDG 7221, EDG 7938
Projects completed in doctoral seminar will be scrutinized to determine their research quality and educational contributions. Emphasis is placed on accurate integration among research, curriculum, and instruction protocols.

Dissertation (EDG 7980) 1-15 credits

Motivational Theories in Educational Psychology (EDP 6218) 3 credits
Application of motivational principles to educational settings in order to assist educational professionals in promoting and maintaining student motivation. Emphasis on learners' internal motivation, including students' goal orientations and mindset, self-efficacy, self-regulated learning and resilience. Both instructional influences and school-family partnerships are discussed.

Field Project in Educational Psychology (EDP 6944) 3 credits
Prerequisite: Permission of instructor
This course is individually designed according to student professional goals. It focuses on extending theoretical knowledge in educational psychology through a field-based experiential capstone learning project.

Foundations of Early Childhood Environmental Education (EEC 6026) 3 credits
Focus on issues as well as trends affecting children’s development, health and learning from environmental education and sustainability perspectives. Study of recommended practices as well as programmatic and system requirements in enhancing access to nature, environmental literacy and healthy development of children. Field experience required.

Principles and Models of Early Childhood Curriculum (EEC 6236) 3 credits
This course will provide a conceptual framework for the analysis and practical implementation of early childhood curriculum models. 10 hours of field experience required.

Exploring Natural Habitats as a Curriculum for Young Learners (EEC 6239) 3 credits
Study of natural habitats as contexts for developing integrated environmental education curriculum appropriate for young children. Participation in field trips and on-site practice of effective teaching approaches are required.

Integrated Curriculum in Early Childhood (EEC 6246) 3 credits
Prerequisites: EEC 6236, EEX 5015
This course focuses on an integrated math, science, and social studies curriculum for preschool programs. Special emphasis on teaching, planning, implementing, and evaluating integrated curriculum. 20 hours of field experience will be required.

Effective Practices in Early Childhood Environmental Education (EEC 6327) 3 credits
Focus on environmental awareness and learning in both indoor and outdoor settings. Developing a sense of place through curricular activities promoting active content learning, healthy habit development, environmental literacy skills and sustainable choice-making are emphasized. Field trips required.

Creative Arts for Young Children (EEC 6711) 3 credits
Addresses children's creative processes and classroom practices with the goal of promoting children's artistic expression in the visual arts, dance/movement, music and drama. Includes assessment of creative processes and products, as well as inclusive and multicultural contexts and arts activities.

Seminar in Early Childhood Education (EEC 6932) 3 credits
Prerequisite Permission of instructor
An overview of current practices, problems, programs, and issues. It includes analysis of current research and its implications for early childhood education.

Field Project/Portfolio in Early Childhood Education (EEC 6947) 3 credits
Prerequisites or Corequisites: EDF 6481 and STA 6113 and completion of at least 21 credits of early childhood coursework
The field project is an individually designed learning activity and a culminating experience for graduate early childhood education students. Students have the opportunity to develop their professional strengths and interests and create a professional portfolio.

Survey of Early Childhood in Exceptional Student Education (EEX 5015) 3 credits
Methods in Early Childhood Student Education (EEX 5245) 3 credits
(See Special Education courses, this section)

Models of Learning and Instruction (EME 6051) 3 credits
Models for designing instruction with emphasis on interface design, feedback mechanisms, new instructional paradigms, trends, issues, and current research.

Self-Regulated Learning Systems (EME 6209) 3 credits
An in-depth examination of the development of instructional materials and the design of instructional systems based upon contemporary learning theories and the evolving view of a technological future.

Courseware Design (EME 6415) 3 credits
Prerequisite: Permission of instructor
An introduction to design, development, implementation, and assessment of technology-based learning environments.

Digital Literacy for Global Educators (EME 6426) 3 credits
A survey of the fundamental applications of technology for instructional delivery, digital citizenship, current technology issues and trends.

K-12 Online Teaching Foundations (EME 6456) 3 credits
This course examines strategies to design, manage and deliver meaningful online learning experiences in K-12 learning environments. The practical skills and pedagogical principles to teach K-12 online learning environments utilizing current and emerging technologies are explored.

Distance Education in Theory and Practice (EME 6458) 3 credits
Provides skills and knowledge to plan, develop, and deliver instruction using distance learning education technology. Students will be exposed to knowledge, skills, and tools useful in creating and maintaining an online learning environment. Topics covered include interactivity, communications, curriculum design, instructional design, website design, and distance education software.

Instructional Design (EME 6601) 3 credits
A systems model for instructional design.

Technological and Theoretical Foundations of Learning (EME 6623) 3 credits
An examination of the role of learning theories, including behaviorist, cognitivist, and constructivist perspectives, in the context of technology-rich and technology-infused classroom settings. The integrative use of computer- and internet-based technology to support each of the learning theory perspectives is presented and examined.

Organization and Management Learning Technologies (EME 6716) 3 credits
Organization and management principles, models, and contemporary ideas that point to a redefinition, rebuilding, and reorganization of traditional educational environments. Emphasis is on Total Quality Learning.

Authentic, Standards-Based Assessment for 21st Century Learners (EME 6816) 3 credits
Prerequisite:  Permission of instructor
A comprehensive overview of the theory and practice of assessment, emphasizing the role of technology in conducting assessments, analyzing data, and using assessment data to improve student achievement. Technology-based assessment tools are explored, including online standardized testing tools, constructivist-based alternative assessment tools, and other web-based technologies.

Field Experience in Education and Technology (EME 6945) 1-8 credits
Prerequisite: Media core courses
Practical and professional experiences under qualified supervision and in specific areas of educational media and technology.

Senior High School Curriculum (ESE 6215) 3 credits
Curriculum theory, principles, and practices for the senior high school.

Language Arts: Elementary School (LAE 6352) 3 credits
Modern viewpoints and approaches in teaching language arts; the relation of the contemporary language description and research to the teaching of language arts in the elementary school. It also offers an in-depth study of selected topics.

Literature: Elementary School (LAE 6415) 3 credits
Methods and materials for the creative teaching of children's literature in the elementary school.

Mathematics: Elementary and Middle School (MAE 6151) 3 credits
A study of contemporary thinking, practices, and research in the teaching of mathematics to elementary and middle school children.

Teaching Mathematics: Middle and High School (MAE 6155) 3 credits
A study of contemporary thinking, practices, and research in the teaching of mathematics to middle and high school students.

Beginning Reading K-3 (RED 6303) 3 credits
Prerequisites: RED 4552, with permission of instructor and/or advisor, and teaching experience
Designed for the classroom teacher and focuses on an overview of current beginning reading philosophy, curriculum, programs, and materials. Some emphasis is placed on diagnostic and remedial techniques suitable for the K-3 classroom.

Developmental Reading (RED 6351) 3 credits
Prerequisite: LAE 4353
Course provides an advanced study of theory and practice related to developmental reading instruction. Emphasis is on theoretical considerations of basic reading skills using an interdisciplinary approach.
(Change effective spring 2025.)

Picture Books for Content Learning (RED 6356) 3 credits
This course emphasizes the identification and integration of picture books and the use of read-alouds for the development of reading and literacy skills in content areas.

Teaching Reading in Secondary and Middle School (RED 6361) 3 credits
Emphasis is placed on the reading efficiency and study habits of high school and middle school students. Integrating reading and writing into content fields and reviewing reading materials will also be emphasized.

Reading Diagnosis (RED 6546) 3 credits
Prerequisite: RED 6351
A formal as well as informal diagnosis of reading problems in a clinical setting. An introduction to and writing of case reports is included. (Change effective spring 2025.)

Remedial Reading (RED 6548) 3 credits
Prerequisite: RED 6351 
Detailed analyses of case studies in reading with primary emphases on theoretical and etiological factors of reading disability. Classical remedial approaches are included. (Change effective spring 2025.)

Trends and Issues in Reading Education (RED 6656) 3 credits
Prerequisite: RED 6351 or permission of instructor
Modern approaches to reading instruction; includes a critical review of issues and innovations.

Reading Practicum (RED 6836) 3 credits
Prerequisite: RED 6546 6548
Supervised tutorial experience in working with children exhibiting special reading problems.
(Change effective spring 2025.)

Topics in Reading Education (RED 7933) 3 credits
An analysis of specific topics in the area of reading which the instructor will choose. Emphasis will be on the review of literature and active programs related to the topic(s).

Seminar in Reading Education (RED 7948) 3 credits
An analysis of doctoral research proposals in reading education. Emphasis is on critiquing individual student presentations, projects, and investigations.

Science: Elementary and Middle School (SCE 6151) 3 credits
This course covers contemporary thinking, practices, and research in the teaching of science to elementary and middle school children. This is an Academic Service Learning (ASL) course.

Capstone Study in Environmental Education (SCE 6196) 3 credits
Prerequisites: SCE 6644 and permission of instructor; Graduate Environmental Education majors only
Course content is individualized according to goals and interests. Requirements: readings, directed independent study/internship, poster/media presentation and research paper linking content in all courses to goals after graduation. Completed during the last semester of the master's degree in Environmental Education.  Course is taught at the Pine Jog Environmental Education Center.

Advanced Methods of Environmental Education (SCE 6344) 3 credits
Examines multiple contexts for modern environmental education by visiting community providers including parks, nature centers and wildlife rehabiltators. Requirements: readings, discussions, field trips, interviews, final project. Course is taught at the Pine Jog Environmental Education Center.

Perspectives of Environmental Education (SCE 6345) 3 credits
Provides an overview of the historical and conceptual frameworks that define the field of environmental education, with a focus on future growth and possibilities. Includes readings, discussions, service learning, presentations, field trips and a project linking course content to career goals. Course is taught at the Pine Jog Environmental Education Center.

Trends and Issues in Environmental Education (SCE 6644) 3 credits
This course analyzes trends, issues and new research impacting the field of environmental education, including effective program design and assessment. Requirements include readings, discussions, papers, curriculum design and critical review.   Course is taught at the Pine Jog Environmental Education Center.

Social Studies: Elementary and Middle School (SSE 6151) 3 credits
This course studies and analyzes social studies research and includes selection and organization of learning designs.

Curriculum Development in TESOL and Bilingual Education (TSL 5142) 3 credits
Focuses on curriculum and materials selection and development in TESOL and bilingual education from Pre-K to adult for a variety of national and international contexts.

Methods of TESOL and Bilingual Education (TSL 5345) 3 credits
The study and applications of methodologies, strategies and materials for teaching English learners (ELs) and bilingual students in a variety of educational settings. For teachers of Pre-K students and adults .

Assessment Issues for ESOL and Bilingual Populations (TSL 5440) 3 credits
This course focuses on the theory, research, and practice of assessment related to equity and the education of English and bilingual learners.

Pedagogical Grammar for ESOL and Bilingual Populations (TSL 6350) 3 credits
Course focuses on helping teachers develop a repertoire of strategies for planning and delivering "balanced" grammar instruction using fluency- and accuracy-oriented activities to help ESOL and bilingual students use standard English effectively in a variety of educational contexts.

Teaching Pronunciation in ESOL and Bilingual Programs (TSL 6375) 3 credits
Course addresses theoretical and practical issues associated with teaching pronunciation to children and adults in English as a second language (ESL), English as a foreign language (EFL), bilingual education, and foreign language education settings.

Developing Literacy for ESOL and Bilingual Populations (TSL 6376) 3 credits
Prerequisites: TSL 6642 and TSL 6700
Course presents an overview of the research and field-tested methods of teaching literacy in ESOL, EFL (English as a foreign language) and bilingual education programs for Pre-K-12 learners and adults.

Theories of TESOL and Bilingual Education (TSL 6642) 3 credits
For school administrators, in-service teachers, and graduate students in TESOL/Bilingual Education. Addresses theories, underlying principles, and research related to TESOL and bilingual education, especially as they relate to school policies, programs, and services.

Language Policy and Planning in Education (TSL 6700) 3 credits
For school administrators and graduate students in Teaching English to Speakers of Other Languages (TESOL)/Bilingual Education. Addresses language-related policies and procedures in educational settings.

TESOL and Bilingual Education Practicum (TSL 6944) 3-9 credits
Prerequisites: Completion of all other core courses and permission of instructor
An intensive observation, learning, and teaching experience in which participants work in a classroom setting under the supervision of a master teacher and/or supervisor of TESOL or Bilingual Education.

Educational Leadership and Research Methodology

Undergraduate Courses /link to graduate courses

Multidisciplinary Introduction to Research (EDF  2910) 1-3 credits
This course provides students an introduction to research in a variety of disciplines. It is inclusive of multiple disciplines and methodologies, as opposed to a comprehensive survey, and covers material that is both common to research in all disciplines and specific to the students' research interests. Over the course of the semester, students not only begin to build basic research knowledge and skills common to all disciplines, but they also begin to hone their own research interests.

Multidisciplinary Research Methods 1 (EDF 2911) 1 credit
This course allows students to build common research skills and receive guidance in finding a faculty research mentor. It is inclusive of multiple disciplines and methodologies, as opposed to a comprehensive survey, and covers material that is both common to research in all disciplines and specific to the student's research interests. Over the course of the semester, students begin to build basic research knowledge and skills common to all disciplines. They will also begin to hone their own research interests.

Educational Measurement and Evaluation (EDF 3430) 3 credits
A basic course to train students/teachers to integrate classroom assessment into instructional planning to improve student learning. Along with basic terminology, students develop particular skills in writing instructional objectives, developing test items of various types, constructing rating scales and understanding the interpretation of standardized tests .

RI: Multidisciplinary Research Methods 2 (EDF 3912) 1-3 credits
This course supports students who already have a faculty research mentor as they navigate the undergraduate research process. It is inclusive of multiple disciplines and methodologies, as opposed to a comprehensive survey. Additionally, it covers material that is both common to research in all disciplines and specific to the students' research interests. As a part of this course, students have the opportunity to apply for research grants to fund their own research study. This is a research-intensive (RI) course.

RI: Multidisciplinary Research Methods 3 (EDF 3913) 1 credit
This course supports students who have a faculty research mentor as they navigate the undergraduate research process. This course is inclusive of multiple disciplines and methodologies, as opposed to a comprehensive survey and covers material that is both common to research in all disciplines and specific to the student's research interests. Students learn how to find presentation/publication opportunities and develop their own project into a research presentation for the FAU Undergraduate Research Symposium. This is a research-intensive (RI) course.

Exploring Multidisciplinary Research (EDF 4911) 3 credits
This course guides students through an exploration of the world of academic and applied research, covering concepts that are both common to research in all disciplines and specific to the students’ individual research interests. Over the course of the semester, students identify and connect the unifying principles of research across disciplines, gain content knowledge in their areas of interest, experience firsthand the benefits and challenges of conducting a research study from beginning to end and become equipped to make an informed decision on how to incorporate research into their academic and professional paths.

Special Topics (EDF 4932) 1-3 credits
This course offers an advanced study of special topics in educational leadership and research methodology.

Introduction to Leadership (LDR 2010) 1-2 credits
Exposes students to the basic foundation of leadership and its application to college experiences in student leadership roles. Students engage in activities and projects that increase self awareness through the exploration of values, beliefs, culture and identity.

Contemporary Issues in Leadership (LDR 3115) 3 credits
This course offers students interested in the dynamics of contemporary leadership the opportunity to explore relevant leadership trends and examine contemporary leadership theories and schools of thought using articles, film/documentaries, group learning/projects and experiential activities as the learning medium.

Leadership in the Fraternal Movement (LDR 3214) 3 credits
Designed for members of the FAU Fraternity and Sorority Community. Through discussion, group process, experiential learning and application, students learn best practices for building and leading their fraternity or sorority from both a corporate and fraternal perspective. Further, the course positions students to develop and define their leadership through a values-based, ethical leadership lens.

Leadership and Social Change (LDR 3216) 3 credits
Explores the role of leadership in movements of social change. Grand feats to small initiatives and even failed attempts are analyzed in order to consider the common practices of those who seek to improve society.

Theories of Leadership (LDR 4104) 3 credits
This course provides learners with a review of major leadership theories designed to incorporate research findings, practice, skill-building and direct application to real-work scenarios. Specifically, this course covers a variety of topics impacting today’s student, public leaders and private-section leaders as a foundation for learning, including power and ethics, diversity, teamwork, leadership development, politics, coaching and mentoring, motivation, creativity, conflict and communication.

Ethics and Power in Leadership (LDR 4204) 3 credits
This course reviews the arguments for ethics in leadership as proposed contemporary leadership theories. It also examines theories of power and authority and seeks answers to the apparent dilemmas through applied moral theory and psychology.

Introduction to Field Leadership (LDR 4250) 3 credits
This course is an introduction to field leadership delivered in an experiential education format. Content includes field leadership theories, program management and design and basic technical skills. The course is a mix of classroom and in-field experiences.

Media Literacy and Leadership (LDR 4276) 3 credits
This course provides an introduction to leadership and media literacy and teaches the skills needed to examine many genres of media, including news, the Internet and more. The class focuses on the ethical principles of leadership via journalism and examines convergence, media ownership and the role of the “citizen journalist.” Through analysis of current leadership styles, research, deconstructing media and guest lectures, the course focuses on the importance of leadership, media literacy and learning how to use media to become active citizens and empowered leaders. 

Facilitation and Group Development (LDR 4366) 3 credits
Provides theoretical and experiential understanding of the use of group development activities for facilitating individual and group learning.

Capstone Seminar on Leadership (LDR 4951) 3 credits
The goal of this course is to assist students in the integration of their academic study of leadership and their leadership experiences in preparation for their roles as members of the contemporary work force. Students analyze and synthesize the concept of leadership using cultural, ethical, sociological and historical perspectives.

Educational Leadership and Research Methodology Graduate Courses

Leadership Foundation

Leadership 1: Adult Learning and Assessment (ADE 6381) 3 credits
Prerequisite: Graduate standing
This foundational course focuses on the continuous learning that is essential for all individuals in an effective, dynamic educational unit or organization. It emphasizes analysis of oneself and of organizations and groups as learners and provides an opportunity to explore concepts, processes, and barriers in adult learning.

Leadership 2: Theories and Assessment (EDS 6100) 3 credits
Prerequisite: Graduate standing
The study of leadership theories, characteristics, behaviors, and use of instruments that will provide indicators of leadership style with emphasis on the development of skills and abilities essential for effective leadership for different group situations, and applying knowledge and skills in context of a workplace environment.

Leadership 3: Administrative Processes (EDA 6103) 3 credits
Prerequisite: Graduate standing
Explores processes necessary for leadership. Allows practitioners to develop the decision-making, problem-solving, communications, motivation, and conflict management skills for team building, consensus building, and group leadership.

Leadership 5: Reframing Educational Organizations (EDA 7106) 3 credits
Prerequisite: Graduate standing
This course focuses on the structural, human resource, political, and symbolic dynamics of organizational life and the skills necessary to develop a learning organization. Provides understanding of: (1) organizational models, (2) use of organizational structures and behavior, and (3) change models and processes.

Educational Leadership Foundations (EDA 7196) 3 credits
Prerequisite: Permission of instructor
This course examines the major philosophies of education and contemporary education sociology and education psychology theories that are foundational to educational leadership. Knowledge of these philosophies and theories of applied disciplines in education inform deeper understanding of current issues and problems facing educational leaders (aims of education, methods of education, teaching and learning, the role of educators and educational leaders) and educational leadership policy and practice. Course content includes: the relationship between philosophy and education and the major schools of philosophy; the relationship between sociology and education; the relationship between psychology and education; and the history of how these three disciplines have changed and influenced educational leadership.

Advanced Research Seminar in Educational Leadership for School Leaders (EDA 7918) 3 credits
Prerequisite: For doctoral candidates or permission of instructor
This course is limited to Ph.D. students who have reached candidacy. This is an advanced research course that offers supervised research and instruction on dissertation proposal development and scholarly writing. It may be taken more than once and can be counted towards the 20 required dissertation credits or substituted for EDA 7980. Grading: S/U

Leadership 6: Seminar in Leadership (EDA 7931) 3 credits
Prerequisite: Graduate standing
Focuses on mind-set and process skills used to lead organizations. Provides practitioners with skills to (1) envision the future, (2) develop coherence, (3) build organizational capacity, and (4) continuously improve their organization.

Professional Knowledge School Leaders (K-12)

School Improvement (EDA 6062) 3 credits
This course examines current issues in school reform and effective strategies for change. It develops an understanding of the role of school leaders in improving school programs and performance. The major focus is placed on school organization, curriculum, and assessment, with the aim of establishing a process of continuous school improvement.

Leadership for Social Justice (EDA 6191) 3 credits
Course provides school leadership learning needed for advocating for student voice through awareness and action. Centered on social, political and economic injustices that should be addressed within schools and their populations, it promotes an inclusive environment that is equitable and culturally relevant for schools' students, teachers, staff, parents and communities. 

School Operations (EDA 6207) 3 credits
Course focuses on developing and analyzing school organizational systems for effective and continuous improvement. The course covers how the systems are interconnected to support student learning, understanding the impact of other systems, developing systems for communications with school stakeholders and community, and developing a comprehensive plan for improving their school's systems. 

Law and Policy (EDA 6232) 3 credits
This course focuses on the practical aspects and applications of constitutional, statutory and case law relating to education, with particular emphasis on Florida and the law and policy implications and processes related to school leadership.

Systems and Community (EDA 6300) 3 credits
This course covers the philosophy, principles, practices, agencies and organizations involved in or influencing school community programs and initiatives, including collaborative efforts to provide for the educational needs of a multicultural community. 

Education and Philanthropy (EDA 6375) 3 credits
The study of the integral role that philanthropy and fundraising play in sustaining educational institutions. Practical and theoretical foundations and emerging trends are also covered.

Clinical Evaluation (EDA 6507) 3 credits
This course focuses on developmental skills for instructional coaches and mentors in formative observation, clinical supervision, feedback skills and professional development planning for increased instructional effectiveness with K-12 teacher preparation students.

Evaluation and Leadership Theory for Educational Leaders (EDA 6508) 3 credits
This course studies leadership theories, characteristics, behaviors and the use of instruments that provide indicators of leadership styles, especially those most applicable to teacher leadership. Students apply knowledge and skills with specific emphasis on impacting K-12 students' learning and achievement in the school setting.

Internship 1: Fall (EDA 6945) 3 credits
One of three internship courses, this is also a corequisite requirement for all school leader educational leadership programs leading to level 1 certification. A stand-alone course, it requires six on-campus seminars and 150 hours of logged tasks, during which interns will be involved on the continuum of observing, participating and leading. 

Internship 2: Spring (EDA 6946) 3 credits
One of three internship courses, this is also a corequisite requirement for all school leader educational leadership programs leading to level 1 certification. A stand-alone course, it requires six on-campus seminars and 150 hours of logged tasks, during which interns will be involved on the continuum of observing, participating and leading. 

Internship 3: Summer (EDA 6947)3 credits
This course is one of three internship courses that are a corequisite requirement for all school leader educational leadership programs leading to Level 1 certification. A stand-alone course, it requires six on-campus seminars and 150 hours of logged tasks during which interns will be involved on the continuum of observing, participating and leading. 

The Context of Educational Administration (EDA  7061 ) 3 credits
Prerequisite: Educational Leadership majors only
The purpose of the course is to prepare school leaders to understand the role of administrators in differing organizational, governance, and policy contexts in which leadership is practiced. The course centers on the belief that administrators must understand the context in which they work prior to attempts at leadership.

Ethics and Policy Alternatives (EDA 7069) 3 credits
Prerequisite: Educational Leadership majors only
This course provides a reflective (and reflexive) overview of the educational policy-making process at local, state, and national levels, and of the ethical principles that can influence such policy-making.

Seminar in School Law (EDA 7235) 3 credits
Prerequisites: Educational Leadership majors only and EDA 6232
A seminar exploring, through the problem method, various legal aspects related to the administration and organization of American education. Individuals will study and research selected topics in depth.

Seminar in School Administration (EDA 7930) 3 credits
Prerequisite: Educational Leadership majors only
Discussion of problems in school administration, patterns of curriculum organization, and research projects. Open only to Educational Leadership  and Research Methodology  Ed.S. and Ed.D. students who have completed the core courses. 

Instructional Leadership 1: Role of the Leader in Continuous School Improvement (EDS 6050) 3 credits
Prerequisite: Educational Leadership majors only
The focus of this course is on the role of the instructional leader in continuous whole school improvement to meet state and national requirements; to develop objectives for implementing, assessing, and revising a school improvement plan; and to monitor its ongoing progress and the attainment of its goals.

Instructional Leadership 2: Role of the Leader in Improvement of Student Learning (EDS 6052) 3 credits
The focus of this course is on the instructional leader's role in improvement of student learning and meeting students' needs through professional development growth plans, supervision, and evaluation of teachers to improve classroom performance and student learning. 

Legal Foundations of Special Education (EEX 7520) 3 credits
(See Special Education courses, this section)

Professional Knowledge Adult and Community Educational Leaders

Adult and Community Education in a Changing Society (ADE 5185) 3 credits
Prerequisite: Educational Leadership majors only
An overview of adult and community education: history, philosophical-based scope, processes, and trends. Special emphasis is placed on the role of lifelong learning in a rapidly changing society.

Program and Curriculum Development for Adults (ADE 6184) 3 credits
Prerequisite: Educational Leadership majors only
Philosophy, principles, and practices in designing, implementing, and evaluating programs and curricula for adults in a wide variety of settings.

Aging Consideration and Programs (ADE 6194) 3 credits
Prerequisite: Educational Leadership majors only
An examination of the issues, concerns, and best practice in the provision of continuing educational opportunities for the older adult.

Organization and Administration of Adult and Community Education (ADE 6265) 3 credits
Prerequisite: Educational Leadership majors only
A comprehensive overview of the principles and processes essential for effective management of adult or community education programs. Addresses the state competencies for adult education administrators.

Leading Adult and Professional Learning in Schools (ADE 6268) 3 credits
This course focuses on the continuous professional learning that is essential for all adults in school settings. It emphasizes self-directed learning and self-analysis while analyzing school and instructional teams through the lens of andragogy and constructive developmental theories.

Grant Writing and Program Management for Adult and Community Nonprofit Organizations (ADE 6285) 3 credits
Prerequisites: ADE 6381 or permission of instructor; graduate standing
An opportunity to explore the historical and philosophical approaches to grant writing and resource development in adult and community education, nonprofit organizations or other community-serving organizations, as well as the trends that are evolving such as the use of technology, sustainable practices, data management and analysis.

Workplace Learning and Development (ADE 6387) 3 credits
Prerequisite: Graduate standing
Course introduces learners to theoretical foundations and practical applications of workplace learning and development in educational, governmental, community, and private organizations. Formal learning and training, informal and self-directed learning, and career development will be considered from the individual, group, and organizational levels from a multidisciplinary perspective.

Assessment, Planning and Sustainability with Geospatial Technologies (ADE 6774) 3 credits
Prerequisite: Graduate standing
An overview of evolving geospatial technologies, the impact of developments in geospatial technology on the individual and society and questions regarding how economics, politics, culture and values affect technological development.

Sustainability Leadership for ACE Entrepreneurs and Change Agents (ADE 6695) 3 credits
Prerequisites: ADE 6381 or permission of instructor; graduate standing
This course offers a comprehensive overview of the field of sustainability leadership and the best practices of starting and growing successful triple-bottom line (TBL) for-profit/nonprofit ventures as the sustainability leaders serve more people and deliver more of their nonprofit services to wider audiences.

Seminar in Adult/Community Education (ADE 6930) 1-5 credits
Prerequisites: Permission of instructor and two courses in adult education
Selected topics in adult education. Students may select any one or a combination of topics for a maximum of 5 credits.

Advanced  Seminar in Adult/Community Education (ADE 7935) 3 credits
Prerequisite: Graduate standing
Course provides an opportunity for learners to critically and reflectively examine important topic areas, questions, issues or trends in the field, considering diverse perspectives and identifying productive areas of research. Forming a learning community, the group will examine basic source data and then will develop a major project (individual, group or both) related to the topic.

Professional Knowledge Higher Education Leaders

Student Development Theory (EDH 6040) 3 credits
Prerequisite: Graduate standing
Focuses on the study of student development theories in higher-education settings. Meaningful connections between theory, practice and research will be emphasized in the context of colleges, universities and proprietary institutions.

Student Affairs Leadership (EDH 6045) 3 credits
Prerequisite: Educational Leadership majors only
Course examines student affairs programs in public and private colleges and universities. Topics include services and programs, issues and ethics, and historical and philosophical foundations.

Introduction to Higher Education (EDH 6051) 3 credits
Prerequisite: Graduate standing
Course examines key aspects of higher education in the U.S. within four frameworks: academic affairs, student services, administration, and governance/policy issues. Comparative perspectives are also provided. Students become familiar with leading professional resources and associations.

International Comparative Higher Education (EDH 6058) 3 credits
Prerequisite: Open to post-baccalaureate, master's and doctoral students only
Course provides a broad survey of international comparative higher education, including a cross-cultural perspective on historical and contemporary issues related to the structure and governance of higher education systems in various world regions and individual countries.

History and Philosophy of Higher Education (EDH 6065) 3 credits
Prerequisite: Educational Leadership majors only
A study of the evolution of western higher education and its philosophical basis. Primary emphasis is on the American college and university movements.

Social Justice in Higher Education  (EDH 6085)  3 credits
In this course, students explore issues surrounding various social identities, examine epistemologies that attempt to explain the role these identities play in understanding culture in higher education settings and critically analyze previous and existing higher education policy and practice to better understand the influence of culture, identity and social justice in higher education.

Community College Curriculum (EDH 6215) 3 credits
Prerequisite: Graduate standing
An examination of the background, development, function, and goals of the curriculum of the community college.

Improvement of Instruction in Colleges (EDH 6305) 3 credits
Prerequisite: Graduate standing
A study in purposes, trends, outcomes, and special programs in the curriculum. It considers techniques for identifying, improving, and rewarding good college teaching. Test construction, measurement, and learning theories are studied.

Contemporary Issues in Student Affairs (EDH 6367) 3 credits
Prerequisite: Baccalaureate degree
Designed to acquaint students with an overview of the contemporary, critical issues and challenges involved in the administration and management of student affairs. In addition to reading in the field, practical applications to current issues are discussed.

Organization and Administration of Higher Education (EDH 6635) 3 credits
Prerequisite: Educational Leadership majors only
Purposes, organization, and administration of institutions of higher education in the U.S., both public and private, are studied.

Special Topics in Higher Education (EDH 6931) 3 credits
Prerequisite: Graduate standing in Higher Education
Focuses on various aspects of higher education in public and private universities, colleges, state colleges and independent, proprietary, private religious and technical institutes.

Internship/Exchange (EDH 6941) 3-6 credits
The course requires 75-150 hours of on-the-job experience and 50 hours of preparation. Supervision is provided by the field professional and the university supervisor. Requires advisor signature to enroll.  Grading: S/U

Legal Issues in Higher Education (EDH 7405) 3 credits
Prerequisite: Educational Leadership majors only
This course explores, through the problem method, various legal issues related to American higher education and will enable the individual to study and research in-depth selected topics.

Higher Education Business and Finance (EDH 7505) 3 credits
Prerequisite: Educational Leadership majors only
An introduction to concepts and practices of administering business and financial operation in colleges
and universities.

Doctoral Special Topics in Higher Education (EDH 7932) 1-3 credits
Prerequisite: Permission of instructor
This is a special topics course is intended for higher education leadership Ph.D. students. The title of the course and the topics vary and focus on higher education and research at the Ph.D. level. 

Higher Education Doctoral Seminar (EDH 7935) 3 credits
Prerequisite: Higher Education doctoral students only
Addresses an eclectic array of issues and challenges facing higher education leaders with an emphasis on connections among theories, practices and research.

Dissertation Seminar in Higher Education (EDH 7983) 3 credits
Prerequisite: Higher Education doctoral candidates only or permission of instructor
This dissertation seminar is for Higher Education Leadership Ph.D. students who have reached candidacy. This dissertation seminar offers supervised research and instruction on dissertation proposal, data collection, research and writing. This seminar is designed to facilitate the process of conceptualization. Planning, implementing and defending a quality doctoral dissertation. This seminar may be taken more than once and can be counted towards the 20 required dissertation credits or substitute EDA 7980. Grading: S/U

Experiential Component

Students must have the approval of their advisor or course professor prior to enrolling in experiential courses. A record of the experiential activity must be filed in their department folder.

Directed Independent Study (EDA 6905) 1-3 credits 
Requires advisor signature to enroll. 

Administrative Externship 1, 2, or 3 (EDA 6925) 3-6 credits
Requires advisor signature to enroll.  Grading: S/U

Principal-Internship (EDA 6942) 3 credits
Prerequisites: Leadership and Professional Knowledge courses, permission of instructor
A capstone course that combines seminars using case study methods and reflective practice along with a 100-hour internship either at the student's home school site or other suitable placement.

Directed Independent Study (EDA 7905) 1-3 credits 
Requires advisor signature to enroll. 

Internship (EDA 7940) 3 credits

Field Project 1 (EDA 7943) 3-6 credits
The field project is a small research project directly related to the student's work and/or interest in educational leadership. The project is to be planned by the student and advisor and may be completed over more than one semester. The field project can include participation in school plant surveys, accreditation visitation, curriculum studies, administrative analysis, and field research. Requires advisor signature to enroll.   Grading: S/U

Field Project 2 (EDA 7944) 3-6 credits
This course requires 75 hours of on-the-job experience and 25 hours of preparation. Supervision is provided by the field professional and the university supervisor. Requires advisor signature to enroll.  Grading: S/U

Advanced Leadership Externship 1, 2 or 3 (EDA 7948) 3-6 credits
Prerequisites: STA 7114, EDA 6415, EDA 7106, graduate standing and permission of instructor
Students apply leadership theory to practice inquiry methods to study a current, complex problem of practice.

Research and Technology Foundation

Special Topics (EDA 5931) 1-5 credits
Topics not covered by other courses. Topics will vary.

Introduction to Qualitative Inquiry (EDA 6415) 3 credits
Prerequisite: Graduate standing
Introduction to qualitative research design, data collection techniques, fieldwork relations, and data analysis.

Educational Research (EDA 6931) 3 credits
A broad-based consumer-oriented research methods course for Educational Specialist students in Educational Leadership  and Research Methodology.

Master's Thesis (EDA 6971) 3 credits
Requires advisor signature to enroll.

Advanced Qualitative Inquiry (EDA 7416) 3 credits
Prerequisite: EDA 6415
Qualitative research design, theory building, data analysis, and how to write up qualitative research will be studied. Students will design and implement an individually defined study. Requires professor signature to enroll.

Introduction to Modes of Inquiry for Educational Leadership (EDA 7421) 3 credits
Prerequisite: Permission of instructor
This course prepares graduate students to think like researchers and to be able to critique and reframe studies using various modes of inquiry and critical lenses. Students explore how the senses, intuition, along with different genres, such as the arts, are modes of inquiry. This course builds upon a foundational knowledge of quantitative and qualitative research methodology. Students have an opportunity to engage with their own research topic through multiple lenses.

Advanced Research (Literature Review) (EDA 7912) 3 credits
Prerequisite: Qualifying Exams
An advanced research methods course with emphasis on review of literature for the dissertation proposal. Requires advisor signature to enroll.

Seminar: Apprenticeship in Educational Leadership Research (EDA 7935C) 3 credits
Prerequisite: Permission of instructor
Applying concepts to practice, doctoral students develop their individual research agendas in the context of a small learning community of scholars. The course builds upon students’ foundation in qualitative and quantitative research methodology together with the educational leadership canon. The seminar is organized to reflect the work and life of a scholar. 

Seminar in Educational Leadership Research: Contemporary Problems of Practice (EDA 7936C) 3 credits
Prerequisite: Permission of instructor
In this course, students examine contemporary problems of practice in educational leadership. They explore how problems can be addressed through the research process and with multiple lenses. The seminar provides opportunities for students to apply new skills and knowledge to their own research projects. 

Seminar: Multiple Frameworks of Educational Leadership Research (EDA 7937C) 3 credits
Prerequisite: Permission of instructor
In this course, students examine critical issues in educational leadership research. Applying concepts of quantitative and/or qualitative research, doctoral students develop their individual research agendas. They explore how critical problems can be addressed through the research process and with multiple lenses. The course builds upon students’ foundation in qualitative and quantitative research methodology together with the educational leadership corpus of knowledge. The seminar provides opportunities for students to apply new skills and knowledge to their own research projects. 

Seminar: Demystifying Complex Research Questions (EDA 7938C) 3 credits
Prerequisite: Permission of instructor
Students address research questions as an integral part of the research process. Doctoral students develop their individual research agendas in the context of a small learning community of scholars and examine problems of practice in educational leadership. The course builds upon students’ foundation in qualitative and quantitative inquiry and provides opportunities for students to apply new skills and knowledge to their own research projects.

Seminar in Theory, Policy and Practice: Implications for Research in Educational Leadership (EDA 7939C) 3 credits
Prerequisite: Permission of instructor
Applying concepts to practice, doctoral students develop their individual research projects and consider strategies to disseminate new research. Students are guided to write up research findings for scholarly Tier 1 journals, books and practitioner journals. Further, students consider the implications of research findings to their research project, including relevance and policy implications. 

Dissertation (EDA 7980) 1-15 credits
Prerequisite: Permission of instructor
A minimum of 20 dissertation credits is required. Students must have been admitted to candidacy and have signature of advisor to enroll.  Grading: S/U

Measurement (EDF 6432) 3 credits
Basic concepts in measurement and statistics and their application to research and the evaluation of classroom learning. Covers important attributes of instruments used in educational situations, with particular emphasis on the selection and development of instruments for the collection of research data.

Educational Research (EDF 6481) 3 credits
Prerequisite or corequisite: STA 6113
Provides the student with the skills necessary to locate, interpret, and analyze educational research. Emphasis is placed on the concepts involved in the critical consumption of educational research.

Policy and Politics  (EDF 6786) 3 credits
Prerequisite: Educational Leadership majors only
This course facilitates school leadership learning concerning the values, governance, legal and political systems that impact the educational process and learning environment. Important elements include professional, ethical and moral leadership; governance structures, school law and policy, advocacy and the interconnection of inclusive systems that impact the decision making that happens in schools.

Educational Research: Presentation and Critique (EDF 6931) 2 credits
Prerequisite: EDF 6940
Formal presentation and evaluation of student's completed investigation of a problem in educational research.

Educational Research: Implementation and Evaluation (EDF 6940) 3 credits
Prerequisites: EDF 6481 and permission of instructor
Further study of educational research and design. Includes seminars on selected research and student placement in the educational field to implement the student's research proposal.

Advanced Educational Research (EDF 7482) 3 credits
Prerequisites: EDF 6481, permission of major professor, and approved dissertation topic
An in-depth analysis of descriptive and experimental research designs that are appropriate for specific educational problems. An original research report will be produced by the student.

Digital Literacy for Global Educators  (EME 6426) 3 credits
(See Curriculum and Instruction courses, this section)

Educational Statistics (STA 6113) 3 credits
Prerequisite: Graduate standing
Provides the student with a broad knowledge of statistical concepts and techniques necessary for critical consumption of educational research.

Advanced Statistics (STA 7114) 3 credits
Prerequisite: STA 6113
Advanced univariate and multivariate statistical techniques used in educational research are covered. Students are expected to gain knowledge and experience in the use of packaged statistical software in data analysis.

Special Education

Undergraduate Courses /link to graduate courses

Link to Academy for Community Inclusion Courses

Responsible Conduct of Research (EDG 4361) 2 credits
This course offers participants across disciplines the opportunity to develop awareness and competence in promoting ethics, integrity and the responsible conduct of research (RCR). Students gain knowledge and skills necessary for academic, industrial and institutional researchers to ensure federal compliance with requirements outlined by the U.S. Department of Health and Human Services, Office of Research Integrity.   Grading: S/U

Building Classroom Management and Discipline (EDG 4419) 3 credits
Course provides an overview of strategies and techniques for organizing and managing classroom settings. Strategies and techniques include arrangements for managing students, materials, time, and space. The course is appropriate for both elementary- and secondary-level teachers.

Disability and Society (EEX 2091) 3 credits
This is an introductory course providing life-span perspectives on disability (applicable to both non-education and education majors), analyzing personal, historical, political, economic, and societal perspectives on individuals with disabilities in society. The course provides a general introduction to disability, using a social science framework understood as sociology, geography, psychology, anthropology, economics, and political science, and their relationships with history and how they work together to help understand the world. This is a General Education course.

RI: Disability and Society (EEX 2091) 3 credits
This is an introductory course providing life-span perspectives on disability (applicable to both non-education and education majors), analyzing personal, historical, political, economic, and societal perspectives on individuals with disabilities in society. The course provides a general introduction to disability, using a social science framework understood as sociology, geography, psychology, anthropology, economics, and political science, and their relationships with history and how they work together to help understand the world. This is a General Education and research-intensive (RI) course.

Typical/Atypical Child Development, Birth to Age Eight (EEX 3201) 3 credits
In-depth examination of the theories of child development, physical/brain development, social/emotional, cognitive, and creative development of children birth to age eight who are developing typically as well as those with delays and disabilities.

Assessment of All Young Children (EEX 3226) 3 credits
Prerequisites: EDF 3430, EEX 3201 with minimum grades of "C"; B.E.C.E. majors only
Focuses on assessment of all young children. Includes identification, administration and interpretation of assessment instruments and processes for intellectual, social, physical, emotional, educational and language evaluation.

Positive Behavioral Supports in Inclusive Early Childhood Settings (EEX 3603) 3 credits
Prerequisites: EEX 3226 with minimum grade of "C"; B.E.C.E. majors only
Focuses on promoting positive behavior and reducing challenging behavior in children with and without disabilities from infancy to grade 3. Methods and materials using research-based, developmentally appropriate practices are covered. Eight hours of field observation are required.

Building Family, Community and School Partnerships (EEX 3754) 2 credits
Prerequisite: B.E.C.E. majors only
Focuses on the skills necessary to create positive working relationships with families. Different approaches, methods and materials using research-based developmentally appropriate practices are covered.

Overview of Programs for Students with Exceptionalities (EEX 4050) 3 credits
Prerequisite or corequisite: EEX 2091 or equivalent
An overview course examining issues in providing educational services to individuals with mild/moderate mental retardation, specific learning disabilities, and/or emotional handicaps. Emphasis will be placed on definitions and concepts, theories of learning, classification, prevalence, etiology, behavioral characteristics, prevention and intervention strategies, multicultural issues, and family involvement. Service delivery systems will be reviewed and current trends discussed. Four lecture hours per week plus 15 clock hours of field-based observation are required.

Instructional Practices for Students with Mild Disabilities (EEX 4066) 3 credits
Prerequisites: All required Education courses, programmed major; Corequisite: EEX 4843
A course covering curriculum methods and materials (academic, behavioral, and life skills) used in programs for individuals with mild learning and behavioral disabilities. Topics include instructional models, curricula development for academic, social, and vocational skills, and accommodations.

Inclusive Education for General Educators (EEX 4070) 3 credits
This course offers education majors the opportunity to understand their roles and responsibilities in teaching students with special needs. Students will explore communication skills necessary for effective collaboration among students, parents, and other school professionals. Three lecture hours per week plus 15 clock hours in field-based observation are required.

Language and Speech Disorders (EEX 4101) 3 credits
Prerequisite  or corequisite: EEX 2091 or equivalent
Language and speech disorders, as well as dialect and language differences, will be studied in relation to physical, mental, and social characteristics of individuals with language and/or speech disorders/differences. The impact of these characteristics on academic and functional skill acquisition is discussed in relationship to implementation strategies. Three lecture hours per week plus 20 clock hours in field-based observation with elementary and secondary students are required.

Language Development and Intervention in Young Children (EEX 4112) 3 credits
Prerequisites: EEX 3226 and B.E.C.E. majors only
Topics include oral language development, strategies to facilitate development, and appropriate intervention strategies for young children birth to age eight with and without language delays or disorders. Field experience required.

Assessment of Exceptional Individuals (EEX 4221) 3 credits
Prerequisites: EEX 2091 or equivalent, EEX 4050, EEX 4101; ESE majors only
An introductory course in the assessment of exceptional students designed to present guidelines for assessment procedures. Emphasis is placed upon the utilization of test results, informal evaluation, and classroom assessment.

Reading Instruction in Special Education (EEX 4250) 3 credits
Prerequisites: EEX 2091 or equivalent, EEX 4050, EEX 4101; ESE majors only
Course focuses on acquisition of knowledge and skills associated with instructing students who experience mild to moderate problems in learning how to become fluent, independent readers. Emphasis on the areas of phonological awareness, word identification, vocabulary, fluency, and reading comprehension. For ESE students in grades K-12.

Instructional Practices for Students with Moderate/Severe Disabilities  (EEX 4472) 3 credits
Prerequisites: EEX 2091 or equivalent, EEX 4050, EEX 4101, EEX 4221; ESE majors only
Corequisite: EEX 4601, EEX 4842
Course covers basic instructional practices for students with moderate to severe disabilities. Topics include identification of the population, service delivery, the roles and responsibilities of families and professionals, ethical considerations for curriculum development, cultural and linguistic considerations, and best instructional practices in inclusive and non-inclusive settings.

Behavior Change Strategies (EEX 4601) 3 credits
Prerequisites:  EEX 4050, EEX 4101, EEX 4221, programmed major
This course focuses on applied behavior analysis procedures as used in instructional settings. Emphasis is on designing programs for academic, behavior, and social changes.

Classroom Management (EEX 4604) 3 credits
Prerequisites: All required Education courses, programmed major; Corequisite: EEX 4843
An overview of strategies and techniques for organizing and managing classroom settings. Strategies and techniques include classroom arrangements for managing students, materials, time, and space. Emphasis is on working with large groups and multiple groups of students with diverse learning, behavioral, linguistic, and cultural characteristics.

Classroom Management for Inclusive Elementary Schools (EEX 4616) 3 credits
Corequisite: EDG 3324
This course provides an overview of strategies and techniques for elementary school teachers learning to organize and manage K-5 classroom settings. Emphasis is placed on working with large groups and multiple groups of students with diverse learning, behavioral, linguistic and cultural characteristics.

Collaboration with Professionals and Families (EEX 4751) 2 credits
Corequisite: EEX 4946
Course covers strategies to collaborate with parents and family members of students with disabilities and with school and community personnel who work with these students and families.

Special Education Technology (EEX 4763) 3 credits
Students use, design, and apply the principles of Universal Design for Learning for people with a range of disabilities in class and during field experiences. The course culminates in the development of a technology portfolio that includes teacher tools, assistive technology, curricular content adaptations, and alternatives for instructional delivery and assessment. Field activities are part of this course.

Practicum 1: Students with Moderate/Severe Disabilities (EEX 4842) 1-3 credits
Prerequisites: Programmed major and the following courses with a minimum grade of "C:" EEX 2091,  EEX 4050, EEX 4101, EEX 4250, EEX 4221
Corequisites: EEX 4472, EEX 4601
In this in-depth supervised field experience, the student spends a minimum of 6-9 hours per week over a 3-day period in an educational setting.  Grading: S/U

Professional Development Practicum in Exceptional Student Education  (EEX 4840) 3 credits
Prerequisite: Permission of department chair
A field-based experience in which a professional development plan based upon the needs of the individual student and containing objectives with observable, measurable desired outcomes is implemented.  Grading: S/U

Practicum 2: Students with Mild Disabilities (EEX 4843) 3 credits
Prerequisites: All required Education courses, programmed major; Corequisites: EEX 4066, 4604
An in-depth supervised field experience. The student will spend a minimum of six-to-nine hours per week over a three-day period in an educational setting.  Grading: S/U

Directed Independent Study (EEX 4905) 3 credits

Developing Individual Education Programs (EEX 4932) 1 credit
Prerequisites: Programmed ESE major; all General Education courses and Student Teaching prerequisites
Corequisites: EEX 4946 and EEX 4751
Addresses the development of Individual Education Programs (IEP) for students with disabilities who are served in the school system. The course is delivered in a three-day seminar prior to the beginning of Student Teaching with a follow-up session later in the semester.

Honors Seminar in Exceptional Student Education (EEX 4934) 1-2 credits
Prerequisites: EEX 2091, 4050, 4101, 4250, 4221 with grades of "C" or better; Honors in ESE students only
Guides students to integrate and apply knowledge that serves as the foundation for creating, implementing and evaluating interventions that improve the lives of persons with disabilities across domains, including: employment, independent living, leisure/recreation and social relationships. This seminar is to be taken the first fall semester of the students' senior year in the ESE program.

Special Topics (EEX 4937) 1-3 credits
Topics in Exceptional Student Education not covered by other courses. Topics will vary.

Student Teaching: Exceptional Student Education (EEX 4946) 4-9 credits
Prerequisites: All required Education courses, programmed major, permission of advisor
Final field experience involving demonstration of competencies in assessment, strategic and tactical planning, instructional methods, curricula for academic, social, vocational skills development, and collaborative consultation.   Grading: S/U

Out-of-Field Training Program
(All courses are permission only)

Developing Teacher Internship (EEX 4861) 1 credit
Prerequisites: 4611, 4223, 4081, 4241, 4613
Corequisites: 4102, 4243, 4762, 4753
A supervised field experience, including data-based instruction, classroom management, and assessment. Teachers are provided formative and summary evaluations throughout the semester. This course has a significant field experience requirement. This course is required to be taken for two consecutive semesters.

Academy for Community Inclusion Program

Emergency Preparation (FFP 1801) 2 credits
Course provides a fundamental understanding of strategies for preparing and planning for emergency situations. Increasing awareness and developing a personal plan for emergency response is central to the course.

Health, Fitness for Life (HSC 2100) 2 credits
(See Exercise Science and Health Promotion courses in the College of Science)

Community Citizenship (ISS 1121) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course focuses on concepts and approaches for teaching about citizenship and voting including both rights and responsibilities. It emphasizes the rationale for governance, the history of voting and the process of civic participation through voting.

Reading for Life (REA 1105) 2 credits
Prerequisite: SLS 1200 or permission of instructor
In this class, students learn strategies to increase comprehension and vocabulary skills. Readings in the course are based on students' interests fostering the idea of reading beyond school.

College Experience (SLS 1102) 2 credits
Exploration of the numerous opportunities, resources and services available to university students as well as skills to optimize the college experience.

Increasing Personal Effectiveness (SLS 1200) 2 credits
Prerequisite: ACI students only
Corequisites: SLS 1304 and SLS 1570
This course reviews key strategies for personal growth, analyzes personal strengths and weaknesses, identifies personal goals and motivates the participant toward those goals.

Personal Development (SLS 1201) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course is focused on the development of self-understanding, overcoming obstacles and communicating strengths and weaknesses.

Recreation and Leisure Skills (SLS 1224) 2 credits
Prerequisite: SLS 1200 or permission of instructor
The course offers the fundamentals of choosing, identifying and registering for or planning for recreation activities. Students engage in recreational activities both on and off campus to fulfill the requirements of this course.

Residential Experience (SLS 1250) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course provides a discussion of interpersonal relationships and the use of life skills such as proactive communication skills, active listening and response skills and conflict resolution techniques.

Social Skills (SLS 1251) 2 credits
Prerequisite: SLS 1200 or permission of instructor
Course is designed to assist students in delve loping conversation skills, resolving interpersonal conflict and enhancing interpersonal effectiveness in a variety of settings.

Getting Around the Community (SLS 1266) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course serves as a guide for students to be able to independently access the community through forms of public transportation as well as to review pedestrian and bike safety rules.

Diverse Communities (SLS 1281) 2 credits
Prerequisite:  SLS 1200 or permission of instructor
Course is designed to expand students' awareness of the skills necessary to effectively interact with diverse populations. Emphasizes attitudes and competencies that are important in their lives beyond college as well as their interactions with others.

Career Exploration (SLS 1304) 2 credits
Prerequisite: ACI students only
Corequisites: SLS 1200 and SLS 1570
Structured for self-directed and individualized career exploration. Includes systematic review of career development and exploration with the use of assessment materials and computer-based career development programs such as YES, Self-Directed Searches and preferential inventories. Includes the information of an individual work portfolio.

Professional Career Development (SLS 1305) 2 credits
Prerequisite: SLS 1200 or permission of instructor
Students develop a personal profile of skills, interests and values in the process of clarifying career goals. The course activities include exploring occupational options and responsibilities, developing a career path and making career-based decisions.

World of Work (SLS 1321) 2 credits
This course is designed to assist the student with personal and professional development for employment with a concentration on developing a positive self-image, career expectations, learning job search techniques and résumé preparation.

Employability Skills (SLS 1350) 2 credits
Prerequisite: SLS 1200 or permission of instructor
Students learn to identify methods to locate, apply for and keep a job.

Workplace Relationships (SLS 1354) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course provides students the opportunity to study how to build appropriate interpersonal relationships with coworkers, supervisors and customers.

Business Technology for Community Living (SLS 1392) 2 credits
Prerequisite: SLS 1200 or permission of instructor
Course introduces students to the technology utilized in the business world including résumé writing and editing, seeking information through the Internet, Microsoft Office skills and clerical skills.

Critical Thinking (SLS 1505) 2 credits
Course provides problem-solving techniques and helps students learn how to apply critical thinking skills in their daily activities.

Learning with Technology 1 (SLS 1570) 2 credits
Prerequisite: ACI students only
Corequisites: SLS 1200 and SLS 1304
An introductory course on today’s technology basics to include cellphones, tablets and other types of common technology tools to help students become more skilled in their use in college and on the job. Students also learn skills and techniques in using productivity tools and applications.

Learning with Technology 2 (SLS 1571) 2 credits
Prerequisite: SLS 1200 or permission of instructor
Students continue to develop technology skills that support their academic, social and employment activities. The central focus of the course is to develop skills using mobile technology, including cell phones and tablets, especially on the job.

Be Safe, Stay Safe (SLS 1601) 2 credits
Prerequisite: SLS 1200 or permission of instructor
Students learn basic skills that will help them to be safe and stay safe in a variety of settings. Students learn how to identify and avoid common threats to personal safety.

Living with Roommates (SLS 1602) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course discusses the differences in living situations and explores how to interpret human behavior and how to adjust, share and compromise in multiple residential settings.

Community Resources (SLS 1603) 2 credits
Prerequisite: SLS 1200 or permission of instructor
An overview of how to access community resources that are available in the domains of employment, community access, independent living and recreation/leisure.

Personal Finance for Community Living ( SLS 1605 ) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course teaches students the personal finance skills they need to succeed in adult life. Topics include, but are not limited to, determining financial goals, budgeting, banking and credit.

Service Learning (SLS 1940) 2 credits
Students participate in a variety of service learning activities both on and off campus. Students have the opportunity to reinforce and refine skills including completing a job application, interviewing and personal presentation.

Emotional and Behavioral Control (SLS 2202) 2 credits
Prerequisite or Corequisite: SLS 2212
Students develop self-regulation strategies that fall under executive functioning and effortful control to support their academic, social and employment activities. The central focus of this course is to develop skills using strategies that support students in inhibition, flexibility and conflict resolution, leading students to a successful college career, as well as success in the work environment. This course is open to all FAU students.

Self-Monitoring of Performance and Attention (SLS 2212) 2 credits
Students develop and apply self-monitoring strategies that support their academic, social and employment activities. The central focus of this course is to develop skills using a variety of available resources that will help students monitor and control their attention and behavior, contributing to college and career success. This course is open to all FAU students.

Personal Well-Being (SLS 2222) 2 credits
Prerequisite: SLS 1200 or permission of instructor
This course increases students' understanding of health information. Students learn how to connect with the health care system and become better consumers of health services.

Life Planning (SLS 2225) 2 credits
Prerequisite: ACI students only
Students learn to understand the self and gain an opportunity to develop personal goals and steps needed to achieve those goals. Designed to provide opportunities to gain insights into motivators, values, strengths and personality types.

Planning and Prioritizing (SLS 2227) 2 credits
Prerequisites: SLS 2202 and SLS 2212 with minimum grades of "C"
Students develop strategies that will support their academic, career-related and social/leisure activities. The central focus of this course is to develop and generalize skills using strategies that will support students in utilizing their working memory, while continuously updating information. This leads to students becoming more automatic in their planning, preparing and prioritizing skills, putting major emphasis on time management in these three focal areas. This course is open to all FAU students.

Professional Portfolio (SLS 2340) 2 credits
Prerequisite: SLS 1200 or permission of instructor
Course assists in developing a professional career portfolio that helps students document and showcase specific skill area achievements, competencies and career readiness for potential employers. Students demonstrate positive self-presentations to potential employers.

Effective Living (SLS 2604) 2 credits
Prerequisite: ACI students only
Students learn how to handle stressful issues that can make life hard. Topics include the mind-body connection, stress management and making healthy life choices. Also the course provides students with a broad base of information to enhance personal decision making.

Career Seminar (SLS 2930) 2 credits
Prerequisite: SLS 1200 or permission of instructor
In this course, students learn the necessary details and specifics of their chosen career field so as to enhance their skills and obtain employment.  Grading: S/U

Career Internship (SLS 2943) 2 credits
Prerequisite: ACI students only
An in-depth supervised field experience. Students spend an average of 10 hours per week over a 15-week semester in a job matching their interests.  Grading S/U

Special Education Graduate Courses

Responsible Conduct of Research (EDG 6364) 2 credits
This course offers participants across disciplines the opportunity to develop awareness and competence in promoting ethics, integrity and the responsible conduct of research (RCR). Students gain knowledge and skills necessary for academic, industrial and institutional research to ensure federal compliance with requirements outlined by the U.S. Department of Health and Human Services, Office of Research Integrity.  Grading: S/U

Managing Inclusive Classrooms: Effective Discipline, Curriculum, and Behavior Strategies
(EDG 6408) 3 credits
Course is designed to prepare educators to meet the needs of all students in diverse, inclusive classrooms. Topics include teaching strategies for academic and behavior problems, effective discipline, behavioral support, and academic interventions.

Survey and Assessment in Early Childhood Education and Early Childhood Special Education
(EEX 5015) 3 credits
Historical, legal, educational, and theoretical rationales for the observation and assessment of young children (birth to age 8). Included will be intellectual, psychosocial, physical, emotional, and educational assessment instruments, procedures, and research implications.

Introduction to the Severely and Profoundly Handicapped (EEX 5016) 3 credits
Prerequisite: EEX 5051 or permission of instructor
An overview of concerns related to the severely and profoundly handicapped, including definitions, characteristics, etiological concerns, assessment and programming models, supportive and related services, parent training, and counseling procedures.

Atypical Development in Early Childhood Exceptional Student Education  (EEX 5017) 3 credits
This course will provide students with knowledge of theories of typical and atypical child development, with emphasis on stages and sequences of skill acquisition and the impact of disabilities and biomedical risk factors on learning from birth to age 8.

Individuals with Disabilities (EEX 5051) 3 credits
A survey of the various exceptionalities including etiology, incidence, assessment, characteristics, and philosophical and educational implications. Eight hours of observation in special education programs is required.

Methods in Early Childhood Special Education (EEX 5245) 3 credits
Prerequisite: EEX 5015 or EEX 5017
A comprehensive course on instructional practices, curriculum and materials to facilitate early development and learning for young children with special needs and children at risk for developmental or learning problems. Course will include best practice in teaching and facilitating learning in natural environments and inclusive settings.

Applied Behavior Analysis (EEX 5612) 3 credits
Theoretical perspectives and practical application of behavior analytic techniques including precision teaching are presented. Also includes classroom organization and consultation skills.

Enhancing Collaborations between School, Communities and Families of Students with Special Needs (EEX 5622) 3 credits
Prerequisite: EEX 2091 or EEX 5051 or equivalent
This course emphasizes the collaborative skills for special educators to create and maintain optimal working relationships within families with students with special needs, schools, communities and related stakeholders. Various evidence-based practices or approaches are discussed and applied to various course requirements. 

Family and Community Resources in Early Childhood Special Education (EEX 5755) 3 credits
Course will focus on family collaboration and support, with emphasis on family systems theory and interaction, community resources, case management and transition for infants, toddlers, and young children with special needs.

Observation and Participation  (EEX 5841) 1 credit
Corequisite: EEX 6247
This course is designed to give graduate students the opportunity to learn how schools and classes provide services to students with disabilities. This course requires a minimum of 30 hours in a field placement.  Grading: S/U

Special Topics (EEX 5936) 1-3 credits

Seminar in Special Education (EEX 6027) 3 credits
Prerequisite: Permission of instructor
This course should be taken toward the end of the degree program. Critical issues and trends in both categorical and non-categorical areas of special education will be examined through review of current research findings and legal mandates. Students are expected to participate in small group study of topics such as due process, service delivery, and teacher competency.

Transition Planning for Individuals with Disabilities (EEX 6065) 3 credits
A comprehensive course covering development and implementation of curricula (social, vocational, academic, and daily living) for individuals with disabilities.

Nature and Characteristics of Autism Spectrum Disorders (EEX 6095) 3 credits
Focuses on students with autism spectrum disorders (ASD), including examination of possible etiologies, diagnosis and classification, as well as appropriate curriculum, family involvement and community-referenced behavioral techniques. Requires 20 field experience hours.

Language and Students with Disabilities (EEX 6121) 3 credits
Attention is given to the language patterns of several types of exceptional students. Language models, educational strategies, and evaluative instruments are included. The impact of language disorders on academic and functional skills acquisition is highlighted. Eight hours of observation in special education programs is required.

Diagnosis, Assessment and Instructional Decision Making for Students with Autism Spectrum Disorders (EEX 6210) 3 credits
Prerequisites: EBD 5246  or EEX 4070 or EEX 5051 or EEX 6095 or equivalent
A course in the assessment of individuals with autism spectrum disorders (ASD) designed to examine assessment procedures. Emphasis is placed upon the utilization of assessment results for the purpose of instructional decision making.

Assessing Students with Disabilities (EEX 6225) 3 credits
Prerequisite: EEX 2091 or EEX 5051 or equivalent 
This course describes assessment methods (e.g., instruments, data, procedures) and how they are used and interpreted within multi-tier systems to support and inform instruction of students who are being served in special education and are from cultural, social and economically diverse backgrounds. 

Program Design in Special Education  (EEX 6247) 3 credits
Prerequisites: EEX 5612, 6225, 6602; Corequisite: EEX 5841
A foundational course to help the learner comprehend how assessment, data analysis and instruction are linked in instructional design. This course is paired with a one-credit graduate teaching practicum.

Cognitive and Meta-Cognitive Learning Strategies (EEX 6259) 3 credits
Prerequisite: EEX 6247 or permission of instructor
Designed to prepare teachers to develop and use cognitive and meta-cognitive learning strategies (i.e., direct instruction, scaffolding, reciprocal teaching, attribution retraining, and generalization) to promote independent, motivated users of strategies in both academic and social learning.

Mathematics Remediation and Interventions for Students with Disabilities (EEX 6290) 3 credits
Prerequisite: EEX 6480
This course emphasizes the approaches to evaluate the gaps and misconceptions students with disabilities have in their understanding of mathematical concepts. Evidence-based instructional practices and interventions are modeled and practiced to address gaps in mathematical conceptual understanding and mastery. 

Literacy Remediation and Interventions for Students with Disabilities (EEX 6292) 3 credits
Prerequisite: EEX 6480
This fully online asynchronous course addresses principles and practices of evidence-based literacy interventions for students with learning disabilities and other learning needs. Students are able to identify and implement effective interventions in both reading and writing. Topics include theoretical explanations of reading and writing difficulties, research-based approaches to intervention and procedures for evaluation. This course requires access to a student with a disability to complete the course project. 

Intervention for Social, Communication, Academic and Functional Skills for Students with Autism Spectrum Disorders (EEX 6298) 3 credits
Prerequisites: EBD 5246  or EEX 4070 or EEX 5051 or EEX 6095 or equivalent
A comprehensive course covering effective instructional practices for teaching social, communication, academic and functional skills to students with autism spectrum disorders (ASD).

Program Evaluation of Special Education Programs, Supports and Services (EEX 6320) 3 credits
Prerequisite: EEX 2091 or EEX 5051 or equivalent at advisor's discretion
This course addresses program evaluation for systems, programs and services to enhance the lives of individuals with exceptionalities. The course emphasizes developing a methodology for continuous progress monitoring and improvement of the implementation of evidence-based practices and structures as a part of the process of program proposal development and evaluation. 

Instructional Design in Special Education (EEX 6480) 3 credits
Prerequisite: EEX 2091 or EEX 5051 or equivalent  
This course addresses the methods for special educators to use data and knowledge of general and specialized curricula to improve special education programs for students with exceptionalities using evidence-based practices and effective teaching strategies.

Special Education Leadership, Policy and Ethics (EEX 6515) 3 credits
Prerequisite: EEX 2091 or EEX 5051 or equivalent at advisor's discretion
Course is designed to present school professionals with an overview of the special education leadership and policy issues as well as to examine the skills and knowledge required to supervise and lead high quality programs for students with disabilities. 

Behavior Change and Management Strategies (EEX 6602) 3 credits
Prerequisites: EEX 5612  with grade of "B" or higher; enrollment in Exceptional Student Education or a closely related major or permission of instructor
Specialized behavior-management techniques for use with students who are emotionally handicapped. The course prepares teachers to apply behavior analytic techniques, manage crisis situations and functionally assess problem behaviors. Ethical issues will be considered as will counseling skills for teachers working with disturbed children in schools.

Behavior Analytic Teaching (EEX 6609) 3 credits
Prerequisite: EEX 5612  with grade of "B" or higher; enrollment in Exceptional Student Education or a closely related major or permission of instructor
Course presents a behavior analytic framework for teaching and skill development. Course also addresses the scientific research base, rationale, and context for using behavioral teaching.

Behavior Assessment and Intervention Selection (EEX 6615) 3 credits
Prerequisites: EEX 5612 with grade of "B" or higher; enrollment in Exceptional Student Education or a closely related major or permission of instructor
This course is an advanced study of behavior assessment, emphasizing functions of problem behavior in school, community, and home settings. Students learn steps and tactics of indirect, descriptive, and analogue assessment (emphasizing experimental assessment in natural settings). Students analyze and interpret data and select intervention strategies based on that analysis.

Behavior Analytic Supervision and Management (EEX 6626) 3 credits
Prerequisites: EEX 5612, EEX 6602, EEX 6609, EEX 6615, EEX 7618 or permission of instructor
This course prepares student seeking BCBA certification and special education leadership skills to serve as supervisors for staff disseminating procedures rooted in ABA and related fields. Students learn how to supervise, train, mentor and coach special education professionals and other human service staff based on foundational principles and methods of ABA by working collaboratively with each other and providing constructive feedback. The emphasis is on fostering a work culture that is motivating for all staff while maximizing work performance and minimizing unethical and counter-productive behaviors. Scientific foundations of behavior analysis are integrated in shaping future supervisors as effective trainers, mentors and coaches. Ethical issues are also examined with careful consideration given to supervisory roles across environments and context.

Early Intervention Services (EEX 6707) 3 credits
Prerequisite: EEX 5015 or 5017, or permission of instructor
Course provides knowledge and skills to facilitate family-centered early intervention services to infants and toddlers with disabilities or at risk of developing disabilities. These services promote collaboration with families and intervention in natural environments.

Ethics in Applied Behavior Analysis (EEX 6747) 3 credits
Prerequisites: EEX 5612, EEX 6602, EEX 6609, EEX 6615 a nd EEX 7618 all with a grade of "B" or higher; enrollment in Exceptional Student Education or closely related major o r permission of instructor
The objective of this course is to enhance understanding of ethical and legal issues behavior analysts face when working in the field. This course also aims to build capacity for correctly implementing behavior analytic procedures and equipping students with the skills and knowledge needed to become ethically and professionally skilled behavior analysts.

Assistive Technology for Educators (EEX 6766) 3 credits
Theory and application of assistive and adaptive technology and its impact on persons with disabilities and their special and general education teachers.

Graduate Teaching Practicum (EEX 6849) 1 credit
Prerequisites: EEX 5841, EEX 6247
Corequisite: EEX 6480
This course is an advanced skills practicum for graduates to take before internship but after EEX 5841. In this course students teach students with disabilities and receive feedback on their instruction. This course requires a minimum of 60 hours in a field placement.

Graduate Internship in Special Education (EEX 6863) 3-6 credits
Prerequisite: Permission of instructor
Supervised field experience providing students with an opportunity to demonstrate competencies in diagnosis and programming for students in special education. A 6-credit internship is required for students with no previous student teaching and is a full-time internship (i.e., five full days per week in a school). May be repeated for credit.

Directed Independent Study (EEX 6905) 1-3 credits
Prerequisite: Permission of instructor

Field Project in Special Education (EEX 6942) 3 credits
Prerequisite: Permission of instructor
The field project extends and integrate the student's knowledge and experience. The project involves the demonstration of competencies in selected skills determined by the student's knowledge and interests.

Master's Thesis (EEX 6971) 1-3 credits

Contemporary Trends in Special Education (EEX 7025) 3 credits
Prerequisite: Admission to the Special Education doctoral program or permission of instructor
This course provides emerging scholars in special education with opportunities to engage with critical trends in the field. Students are expected to attain expertise in these trends, reflect on them, value them and respond to questions about how these trends shape the future of special education services.

Historical, Theoretical and Legal Foundations of Special Education (EX 7026) 3 credits
Prerequisite: Admission to the Special Education doctoral program or permission of instructor
This course examines the historical foundations, theoretical frameworks, legal policies and current trends in special education. This course is designed for students to explore the principles of special education and the impact legislation and past policies have on current special education identification and programming. Students also identify and recognize the basic learning and behavioral characteristics of students with disabilities, including those with learning disabilities, intellectual disabilities, autism and emotional behavioral disorders. The goal of the course is for students to acquire a background of the theoretical and empirical research as a foundation for future investigation.

Learning and Behavioral Characteristics of Individuals with Disabilities  (EEX 7055) 3 credits
Prerequisite: Permission of instructor or admission to ESE Doctoral Program
A general overview of the theories and characteristics related to all exceptionalities. Focuses on the behavioral and learning characteristics of each disability through the investigation of historical and classic research findings.

Doctoral Seminar: Exceptional Student Education (EEX 7341) 3 credits
Prerequisites: EEX 7055, EEX 7525, and permission of instructor
An analysis and synthesis of the theoretical and research issues in special education. Allows student to investigate specialization area in depth, generate research proposal, and helps prepare for the comprehensive exam.

Legal Foundations of Special Education (EEX 7525) 3 credits
Prerequisite: Permission of instructor or admission to the ESE Doctoral Program
Exploration of various legal aspects as related to administration, organization, and service delivery models of special education and a study of the ethical and legal principles supporting statutory and judicial activities in special education.

Grant Writing (EEX 7526) 3 credits
Prerequisite: Admission to a graduate program or permission of instructor
Course examines the grant writing process involved in obtaining funds in local, national, foundation, corporate, and state funding environments. Students explore funding in the areas of exceptional student education service delivery, research, and personnel preparation. Emphasis on preparing doctoral-level students to develop and write research proposals.

Advanced Applied Behavior Analysis (EEX 7618) 3 credits
Prerequisite: EEX 5612, EEX 6615, and either EEX 6609 or EEX 6602 all with grades of "B" or higher; enrollment in Exceptional Student Education or a closely related major or permission of instructor
Course is an advanced study of applied behavior analysis that enlarges and expands on behavior analytic procedures. It emphasizes single-subject research and examines the theory and application of a variety of models of behavior analysis applied to education.

Cultural and Linguistic Diversity: Issues and Implications in Special Education (EEX 7795) 3 credits
Prerequisites: ESE doctoral students or permission of instructor
This course is designed to examine the critical cultural and linguistic diversity (CLD) issues specific to special education. Issues such as the influence of CLD on prereferral, assessment, placement of CLD students with disabilities, disproportionality, and effective pedagogy for CLD exceptional learners will be examined through a review of current literature.

Teaching and Learning for Individuals with Disabilities (EEX 7866) 3 credits
Prerequisite: Admission to Special Education doctoral program or permission of instructor
This course provides doctoral students with an in-depth study into teaching and learning for individuals with disabilities. Students are introduced to the teaching and learning process for individuals with disabilities through content (e.g., math, science), populations (i.e.,14 disability categories as described in the Individuals with Disabilities Education Act), learning theory and contexts where teaching and learning take place. The course also provides an overview of large-scale implementation of teaching and learning processes for individuals with disabilities within systems (e.g., classrooms, schools and school districts).

Directed Independent Study (EEX 7906) 1-5 credits
Prerequisite: Permission of instructor

Pre-Candidacy Research in Special Education (EEX 7918) 1-6 credits
Prerequisite: Permission of instructor
Pre-candidacy research is an individually designed research experience, meant to engage doctoral students in an active, field-based study. The course requires the design and implementation of a preliminary research project (e.g., pilot or small-scale study) directly related to the student's scholarly interest in ESE. The study is to be planned by the student and a faculty member and may be repeated for credit. An original research report will be produced by the student.  Grading: S/U

Seminar in Exceptional Student Education Leadership
Doctoral Seminar in Special Education (EEX 7938) 2 credits 1 credit
Prerequisite: Admission to doctoral program in Special Education or by permission of instructor; minimum grade of "B" Admission into ESE doctoral program
This series of seminar courses provides doctoral students with an overview of the roles, responsibilities and expectations of doctoral graduates preparing for leadership roles in the field of special education. Must be taken three times.
Course provides doctoral students with an overview of the roles, responsibilities, and expectations of doctoral leadership graduates. Each seminar includes directed study in a number of topics relating to professional practices in higher education and other leadership positions. Students enroll in this professional seminar for six semesters, earning 1 credit each semester. (Changes effective spring 2025.)

Doctoral Internship in Special Education (EEX 7945) 3 credits
Prerequisites: Admission to doctoral program in Special Education or permission of instructor
The course is designed to help doctoral students gain experience in preparing, delivering and teaching an undergraduate course. Students work under the supervision of a faculty mentor, who will co-teach an undergraduate course in special education. Grading: S/U

Dissertation (EEX 7980) 1-10 credits
Grading: S/U

Doctoral Residency in Special Education (EEX 7982) 3 credits
Prerequisite: Admission to doctoral program in Special Education or permission of instructor
Students work under the supervision of a faculty mentor to further the college teaching experience or engage in a research apprenticeship. Grading: S/U

Educating Special Populations of Gifted Learners (EGI 5246) 3 credits
An in-depth study of diverse populations of gifted learners including gifted students with disabilities, gifted students from minority groups, gifted females, and young gifted children.

Theories and Characteristics of Gifted Learners (EGI 5302) 3 credits
The theories, characteristics, definitions, and identification procedures for the gifted. Field observations are included.

Theory and Development of Creativity (EGI 5305) 3 credits
An in-depth study of creativity, the creative process, the role of creativity in the classroom, and how it can be measured.

Designing Programs for Gifted Learners (EGI 6235) 3 credits
Prerequisite or corequisite: EGI 5302 or EGI 5246
An in-depth study of methods and programming procedures utilized in gifted education.

Guidance and Counseling of Gifted Students (SDS 6426) 3 credits
(See Counselor Education courses, this section)

Link to College of Education Programs