College of Education

This section of the 2011-2012 FAU University Catalog includes revisions approved after the catalog's publish date of March 3, 2011. Revisions appear in red.

Course Descriptions

Communication Sciences and Disorders

Counselor Education

Curriculum, Culture, and Educational Inquiry

Educational Leadership and Research Methodology

Exceptional Student Education

Exercise Science and Health Promotion

Teaching and Learning


Link to College of Education Programs


Communication Sciences and Disorders

Undergraduate 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.

Hearing and Hearing Problems (SPA 4030) 3 credits
The physics of sound production, transmission and analysis. Study of related anatomy and physiology, techniques in pure tone and speech audiometry. Effect of hearing loss, etiologies of hearing loss.

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.

Neural Bases of Speech, Language and Hearing (SPA 4104) 3 credits
Study of the neuroanatomy and neurophysiology underlying normal speech, language, and hearing. Study of central and peripheral nervous systems. Consideration of embryologic development.

Graduate Courses

Introduction to Sign Language (ASL 5406) 3 credits
The purpose of this course is to introduce the concept and usage of sign language as an alternative method of communication with exceptional individuals.

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.

Treatment Principles and Procedures in Communication Disorders (SPA 6055) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, SPA 4104, and permission of instructor
The principles and procedures employed in the treatment of communication disorders, including behavior modification, lesson planning, setting goals and objectives, and the measurement of treatment outcomes.

Disorders of Articulation and Phonology (SPA 6204) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, SPA 4104, 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, SPA 4104, 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, SPA 4104, 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, SPA 4104, 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.

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.

Diagnostic Principles and Procedures in Communication Disorders (SPA 6553) 3 credits
Prerequisites: SPA 4002, SPA 4011, SPA 4101, SPA 4104, 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, SPA 4104, 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, SPA 4104, 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

Introduction to Rehabilitation Services (RCS 2032) 3 credits
Orientation to the rehabilitation process, including a survey of the history, principles, philosophy, and legal aspects of rehabilitation.

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.

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.

Graduate Courses

Processes in Counseling (MHS 5005) 3 credits
An introduction to principles and procedures utilized in providing human services through the helping relationship. Experiential components will focus on facilitative skill-building.

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.

Counseling Special Needs Populations (MHS 5428) 3 credits
Course explores special issues and methods involved in counseling minority, bilingual, disabled, low SES, and other special population groups.

Special Topics (MHS 5930) 1-5 credits
Prerequisite: Permission of instructor

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 multiaxial system. Specific mental disorders are reviewed with an emphasis on recognizing symptoms associated with the disorder and treatment.

Appraisal and Evaluation in Counseling (MHS 6220) 3 credits
Prerequisite: Permission of instructor
The use, interpretation, and application of tests and other tools of a psychological nature in the assessment and diagnosis of individual, marital, family, group, and systemic dysfunctions are examined.

Career Development (MHS 6340) 3 credits
Prerequisite: Permission of instructor
Factors contributing to career development that need to be considered by counselors assisting clients with career planning and decision-making. There will be presentation of career guidance models, materials, and strategies for various client groups.

Personality Theories in Counseling (MHS 6400) 3 credits
Prerequisite: Permission of instructor
Personality theory and application of foundational counseling models.

Counseling Theories and Techniques (MHS 6401) 3 credits
Prerequisite: Permission of instructor
Theory and application of cognitive/behavioral counseling models and other current counseling theories and models.

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. Emphasizes family systems perspective to presenting issues. Includes techniques, ethics, and current status of family counseling in various work settings.

Substance Abuse Counseling (MHS 6450) 3 credits
Prerequisite: Permission of instructor
Course addresses the history, policies, etiology and maintenance factors, diagnosis, and counseling treatments for the abuse of alcohol and other drugs.

Counseling and Human Sexuality (MHS 6470) 3 credits
Prerequisite: Permission of instructor
Human sexuality issues will be explored with an emphasis on assessment and intervention in mental health counseling practice.

Life Span Development (MHS 6482) 3 credits
Addresses the major theories of human development across the life span. Relates how life span stages and developmental tasks relate to normal development, prevention, and counseling. Concerns of individuals at different life span stages are addressed.

Group Counseling (MHS 6510) 3 credits
Prerequisite: Permission of instructor
Stresses development of effective group counseling leadership skills 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 counseling are viewed from a national, state, and local perspective.

Issues in Mental Health Counseling Practice (MHS 6701) 3 credits
Course addresses professional practice issues in mental health counseling. Includes history, identity, roles, and trends affecting the field and practice of mental health counseling.

Research in Counseling (MHS 6710) 3 credits
Prerequisite: Permission of instructor
Addresses research designs and methods related to variables and constructs found in the counseling literature. Includes field experiences and counseling program evaluation.

Practicum in Counseling (MHS 6800) 3 credits
Prerequisite: Permission of instructor
Supervised counseling practice involving individuals, families, and groups in field placement settings.

Advanced Practicum in Counseling (MHS 6801) 3 credits
Prerequisites: MHS 6800 and permission of instructor
The class requires additional clinical responsibilities with the intent to deepen counseling skills. The student is expected to demonstrate advanced knowledge, skills, and abilities congruent with a personal “orientation” based on the integration of theoretical and empirical knowledge.

Internship Mental Health Counseling (MHS 6830) 3-6 credits
Prerequisites: MHS 6801 and permission of instructor
The internship provides students with a supervised opportunity to perform a broad range of counseling activities that regular employees, with similar or equivalent educational background, conduct in a given clinical setting.

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: Brief Therapies (MHS 7402) 3 credits
Prerequisite: MHS 6401
Course is intended to introduce students to theoretical principles and applied skills in current counseling with an emphasis on brief 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.

Psychotherapy and Illness (MHS 7407) 3 credits
Prerequisite: MHS 7402
Course discusses the application of focused psychotherapy strategies to acute and chronic medical illness.

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 Supervision and Instruction in Counseling (MHS 7611) 3 credits
Designed to enhance knowledge, attitudes, and skills in competency-based supervision and instruction. Includes relational, contextual, and developmental processes and issues in supervision and instruction.

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.

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: Department approval
Special topics in rehabilitation counseling.

Foundations of Rehabilitation Counseling (RCS 6031) 3 credits
Prerequisites: Graduate admission and department approval
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 department approval
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: Department approval
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: Department approval, 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.

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.

Group Counseling for School Counselors (SDS 6510) 3 credits
Explores structured small groups counseling, including methods and topics specifically oriented to school settings K-12.

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, Culture, and Educational Inquiry

Undergraduate Courses

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

Introduction to Diversity for Educators (EDF 2085) 3 credits
This course will examine how various ethnic/cultural groups are served in U.S. schools. Multicultural content and materials to be incorporated into various disciplines will be surveyed. A field experience component in a culturally diverse school/setting in Palm Beach County 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.

Education in a Multicultural Society (EDF 3610) 3 credits
Prerequisite: EDF 2085 or equivalent
A study of the multicultural dimensions of American society and their impact on the educational process. International dimensions of curriculum are examined.

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.

Blended Early Childhood Methods: Birth to Age 5 (EEC 4313) 4 credits
Prerequisite: EEC 3214
Course 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.

Teaching English To Speakers of Other Languages (TESOL)

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.

Graduate Courses

Curriculum and Instruction

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.

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.

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.

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.

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.

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.

Directed Independent Study (EDG 6906) 1-5 credits

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

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.
(New course effective summer 2012.)

Constructing Models of School Curriculum (EDG 7250) 3 credits
Presents a comprehensive overview of curriculum in terms of its definitions, historical perspective, philosophical bases for curriculum decision-making, including evaluation and implementation and curriculum design principles to construct curriculum models for the 21st century. (Course no longer offered, effective spring 2012.)

Curriculum Implementation for School Improvement (EDG 7251) 3 credits
Prerequisites: Admission to doctoral program 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 credit

Doctoral Seminar (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 to establish a collegial setting and to familiarize candidates with various aspects of higher education and university life. Candidates will be responsible for selecting, designing, and completing teaching, research, and service projects. These projects must be completed before qualifying exams are taken.

Research in Curriculum and Instruction (EDG 7944) 3 credits
Prerequisites: EDF 7758, EDF 7917, EDG 7250, 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

Methods and Materials for Teaching the Holocaust and Other Genocides SSE 6860) 3 credits
This course is designed to introduce teachers K-12 to the methods and materials available to teach the Holocaust and other genocides in an age-appropriate manner.

Multicultural Education/Sociological Foundations

Teaching the African-American Student (EDF 6615) 3 credits
A study of selected topics in the education of the African-American student. Included in these are historical elements, effective pedagogy and cultural variables.

Race, Class, and Gender in Education (EDF 6637) 3 credits
This course will examine how the issues of race, class, and gender influence classroom climate, instructional practices, and academic achievement. Curricula will be examined through these perspectives to determine effectiveness.

Historical Issues in Education (EDF 6517) 3 credits
American educational institutions: values and practices are traced from their European origins to the present day.

Social Forces and Education (EDF 6608) 3 credits
A study of the influences of contemporary social forces on the organization and function of the educative process and a look at the role of education in social change.

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
A synopsis on each of the major ethnic groups in the United States will be presented. The creation of multicultural curriculum will be modeled.

Critical Foundations of Education Inquiry (EDF 7578) 3 credits
Prerequisites: EDA 6415, EDF 6481
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.

Multicultural Education (EDG 5705) 3 credits
This course will present the research base in multicultural education. Among the areas covered are language fluency, prejudice reduction, culture fair instruction and the relationship of class, race, gender and ethnicity to academic achievement.

PreKindergarten/Primary Education

Early Childhood Education (EEC 5730) 3 credits
This course is designed to stress the importance of being well-informed concerning the health, nutrition, and safety of children as well as becoming knowledgeable and capable of teaching children personal health, nutrition, and safety skills. Special emphasis will focus on the relationships among these factors and how the quality of one affects the others.

Guiding Young Children in Child Care and Early Education (EEC 5225) 3 credits
Focus is on an introduction to methods of historical, philosophical, and sociological perspectives in early childhood education, including an exploration of the major theories of child development and their implications for providing developmentally appropriate programmatic and curricula models for young children.

Program Design in Early Childhood (EEC 6206) 3 credits
Explores basic concepts, goals, and principles underlying the development of appropriate environments, administrative, supervisory considerations, the development of balanced curriculum, program planning, materials, and equipment. Focuses on child guidance from a variety of disciplines leading to the development of appropriate classroom management.

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.

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.

Studies in Curriculum Enrichment for Early Childhood (EEC 6275) 3 credits
In-depth studies of developmentally appropriate integrated curriculum and practices in programs serving children age three through grade three. Particular emphasis will address social science experiences, science activities, and mathematics.

Community-School Concepts in Early Childhood (EEC 6405) 3 credits
Improvement of the total environment in the education of young children, including issues and practices to promote family and community involvement. Attention will be given to the comprehensive treatment concerning the role of the teacher, interdisciplinary specialists, and service agencies; family-school relationships; and effective school-home communication and planning.

The Communication Arts in Early Childhood Education (EEC 6711) 3 credits
The focus of this course is on experiences designed to sequentially develop, extend, and improve basic communication skills in early childhood education and the development of instructional approaches that effectively relate the communication arts to the total curriculum.

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 course work
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 Exceptional Student Education courses, this section)

Teaching English to Speakers of Other Languages (TESOL)

Multicultural Education (EDG 5705) 3 credits
(See Multicultural Education/Sociological Foundations courses, this department)

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 preK-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

Educational Measurement and Evaluation (EDF 3430) 3 credits
Developing instructional objectives and classroom assessment techniques. Interpretation of standardized tests. Evaluating student progress using measurement results.

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,

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.

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 4: Education Management (EDA 6205) 3 credits
A comprehensive overview of competencies of high- performing educational organizations and managers at all levels. This capacity-building course builds on the leadership framework by exploring organizational theory and the administrative functions (planning, organizing, allocating, and monitoring) necessary to manage and lead organizations.

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.

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) Track

The Context of Educational Administration (EDA 5061) 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.

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.

School Finance (EDA 6201) 3 credits
An in-depth study of the Florida Educational Finance Program, FTE accounting, budgeting, purchasing, property control, and accounting.

Managing School Operations (EDA 6207) 3 credits
Prerequisite: Educational Leadership majors only
An introductory professional knowledge course for aspiring K-12 administrators. This course focuses on the role of school administrators who are responsible for the day-to-day managerial tasks in accordance with state and national standards for school management.

Practical School Law (EDA 6232) 3 credits
Prerequisites: Educational Leadership majors only and EDF 6786
Focuses on the practical aspects and applications of constitutional, statutory, and case law relating to education, with particular emphasis on Florida. Additionally, ethical leadership frameworks are introduced to assist aspiring school leaders when implementing law and policy in the schoolhouse.

Community School Partnerships and Diversity (EDA 6300) 3 credits
Prerequisite: Educational Leadership majors only
This course studies the philosophy, principles, practices, agencies and organizations involved in or influencing school community programs and initiatives. The course addresses the identification and utilization of community resources and the creation of family engagement partnerships, community linkages, and collaborative efforts to provide for the educational, cultural, health, lifelong learning, vocational, and out-of-school needs of students and citizens in a multicultural community.

Fall School Leadership Internship (EDA 6945) 2 credits
Prerequisite: Permission of Instructor
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.

Spring School Leadership Internship (EDA 6946) 2 credits
Prerequisite: Permission of Instructor
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.

Summer School Leadership Internship (EDA 6947) 2 credits
Prerequisite: Permission of Instructor
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.

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.

Educational Facilities (EDA 7260) 3 credits
Prerequisite: Educational Leadership majors only
Administration of educational facilities such as surveys, finance plans and specifications, equipment, contracts, construction procedures, maintenance, and custodial services. Explores new dimensions in joint planning and multiple use of community facilities.

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. Variable title.

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
Prerequisites: Educational Leadership majors only and EDS 6050
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.

Personnel Development in Education (EDS 6160) 3 credits
The course examines the processes of personnel administration in educational organizations. It provides a comprehensive overview of personnel administration as it relates to recruitment, selection, orientation, inservice education and motivation and work incentives, grievance management, reductions in force, employee discipline, and salary and fringe benefits.

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

Professional Knowledge Adult and Community Educational Leaders Track

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.

Education for Exceptional Adults (ADE 6196) 3 credits
Prerequisite: Educational Leadership majors only
The motivation, experiences, and uniqueness of adult basic education students are considered. Practical and theoretical bases for creative learning programs are stressed.

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.

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.

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.

Administration in Vocational Education (ECW 6205) 3 credits
Problems, terminology, definitions, and philosophic rationale affecting vocational education administrators. Overview of administrative theory including organization, leadership, decision-making, administrative structure, major functions, and issues in the administration of vocational education.

Professional Knowledge Higher Education Leaders Track

Seminar in Higher Education Administration (EDA 6551) 3 credits
Prerequisite: Permission of instructor
Practical and pragmatic approach to varying aspects of higher education institutions. Case studies, on-site experience, and visiting speakers illustrate administrative problems and solutions.

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.

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.

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.

Organization and Administration of Higher Education (EDA 6540) EDH 6635 3 credits (change effective fall 2011)
Prerequisite: Educational Leadership majors only
Purposes, organization, and administration of institutions of higher education in the U.S., both public and private, are studied.

Legal Issues in Higher Education (EDA 7236) EDH 7405 3 credits (change effective spring 2012)
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 (EDA 6244) (EDH 7505) 3 credits (change effective fall 2011)
Prerequisite: Educational Leadership majors only
An introduction to concepts and practices of administering business and financial operation in colleges and universities.

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) 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

Internship/Exchange (EDA 6941) 6 credits
The course requires 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

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) 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

Research and Technology Foundation

Special Topics (EDA 5931) 1-5 credits

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.

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.

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.

Educational Governance (EDF 6786) 3 credits
Prerequisite: Educational Leadership majors only
This course explores the development and application of policies and laws that control the delivery of education in the United States and selected developed countries.

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.

Administrative Applications of Education Technology (EME 6426) 3 credits
(See Teaching and Learning 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.



Exceptional Student Education

Undergraduate Courses

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.

Survey of Exceptionalities (EEX 2010) 3 credits
A basic course in the study of the major areas of exceptional student education. Emphasis is on etiology, terminology, classification, prevalence, history and philosophy of education, educational approaches, legal and medical implications, and personal and social growth and adjustment of students labeled exceptional. Three lecture hours per week plus 20 clock hours in field-based observation with elementary and secondary students are required.

Disability and Society (EEX 2091) 3 credits
An introductory course providing life-span perspectives of disability, applicable to both non-education and education majors. Course sets background for analyzing personal, historical, political, economic, and societal perspectives of individuals with disabilities in our society. This is a General Education course.
(General Education effective summer 2011.)

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 (Change effective spring 2012.)
Prerequisites: EDF 3430, EEX 3201
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
Prerequisite: EEX 3226
Course 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
Course 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 (Change effective spring 2012.)
Prerequisite or corequisite: EEX 2010 or 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 (Changes effective spring 2012.)
Prerequisite or corequisite: EEX 2091 or equivalent EEX 2010 or equivalent, EEX 4050, programmed major
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 (Changes effective spring 2012.)
Prerequisites: EEX 2010 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 (Changes effective spring 2012.)
Prerequisites: EEX 2010 2091 or equivalent, EEX 4050, EEX 4101, LAE 4353, ESE majors only
Corequisites: EEX 4221, 4101
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 (Changes effective spring 2012.)
(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 2010, 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.

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 or EEX 2010), 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.

Special Topics (EEX 4937) 1-3 credits

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)

Program Delivery of Services for Students with Disabilities (EEX 4057) 3 credits
Prerequisite: Accepted in Out-of-Field Program; Corequisite: EEX 4611
An overview course examining issues and providing educational services to individuals with various exceptionalities. Emphasis will be placed on definition and concepts, theories of learning, classification, prevalence, etiology, and behavioral characteristics, prevention and intervention strategies.

Strategies for Teaching Content Areas (EEX 4059) 1 credit
Prerequisites: EEX 4057, 4611, 4223, 4081, 4241, 4613; Corequisites: EEX 4102, 4861
An applied course covering curriculum materials including academic and functional living skills used in programs for individuals with disabilities. This course has a field-based requirement for completion of the accomplished practice assignment.

Instructional Planning (EEX 4081) 1 credit
Prerequisites: EEX 4057, 4611; Corequisites: EEX 4223, 4241, 4613
A practical course involving the planning implementation and evaluation of academic, behavioral, and functional living skills used in programs for individuals with mild to moderate learning and behavioral disabilities. This course has a field-based requirement for completion of the accomplished practice assignment.

Enhancing Communication for Students (EEX 4102) 1 credit
Prerequisites: EEX 4057, 4611, 4223, 4081, 4241, 4613; Corequisites: EEX 4059, 4861
A practical course covering all components of language as well as various speech and language disorders affecting students with disabilities. The impact of communication skills and cultural language differences on students’ learning will be discussed. This course has a field-based requirement for completion of the accomplished practice assignment.

Assessment for IEP Development (EEX 4223) 2 credits
Prerequisites: EEX 4057, 4611; Corequisites: EEX 4613, 4241, 4081
A practical course in assessment for individuals with mild to moderate learning and behavioral disabilities. Emphasis is placed upon assessment and interpretation of informal and standardized assessment procedures and IEP development. This course has a field-based requirement for completion of the accomplished practice assignment.

Instructional Delivery Techniques (EEX 4241) 1 credit
Prerequisites: EEX 4057, 4611; Corequisites: EEX 4223, 4081, 4613
A practical course covering research-based instructional delivery techniques to increase learning outcomes. This course has a field-based requirement for completion of the accomplished practice assignment.

Secondary Issues (EEX 4243) 1 credit
Prerequisites: EEX 4057, 4611, 4223, 4081, 4241, 4613, 4059, 4102; Corequisites: EEX 4753, 4243, 4861
A course that links adolescent development with effective academic instruction and planning for transition.

Classroom Organization (EEX 4611) 1 credit
Prerequisite: Acceptance in Out-of-Field Program; Corequisite: EEX 4057
This course helps teachers establish a workable system of discipline to maximize learning for students with disabilities. Different strategies for managing routines, promoting student motivation, and maintaining a positive classroom environment is emphasized. This course has a field-based requirement for completion of the accomplished practice assignment.

Behavioral Supports and Management (EEX 4613) 1 credit
Prerequisites: EEX 4057, 4611; Corequisites: EEX 4223, 4241, 4081
A follow-up course to the Classroom Organization course focusing on the use of positive behavioral intervention procedures in the education of exceptional learners. This course has a field-based requirement for completion of the accomplished practice assignment.

Collaboration and Consultation (EEX 4753) 1 credit
Prerequisites: EEX 4057, 4611, 4223, 4081, 4241, 4613, 4059, 4102; Corequisites: EEX 4243, 4762, 4861
A course that promotes methods for cooperating and collaborating with families and professionals in the provision of services for students with disabilities. This course has a field-based requirement for completion of the accomplished practice assignment.

Technology and Exceptional Students (EEX 4762) 1 credit
Prerequisites: EEX 4057, 4611, 4223, 4081, 4241, 4613, 4059, 4102; Corequisites: EEX 4243, 4861, 4753
A practical course that builds on basic computer knowledge to increase teacher skill and student learning with a personal computer. The course will focus on adaptations and modifications of technology (hardware and software) for students with disabilities.

Developing Teacher Internship (EEX 4861) 1 credit
Prerequisites: EEX 4057, 4611, 4223, 4081, 4241, 4613
Corequisites: EEX 4059, 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.

Graduate Courses

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.

Collaboration and Consultation Skills for Educators (EEX 5622) 3 credits
Course is designed to present school professionals with an overview of collaborative interaction skills and to provide opportunities to practice these skills in real and simulated settings. Course covers basic interpersonal communication skills, such as listening, speaking, effective problem solving, and conflict resolution.

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.

Graduate Teaching Practicum in ESE (EEX 5841) 1 credit
Corequisite: EEX 6247
Course is designed to give graduate students the opportunity to gain supervised teaching experience prior to their graduate internship and to apply skills presented in EEX 6247. During this experience, the students will practice and be evaluated on their ability to demonstrate beginning level teaching skills. 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.

Theories and Characteristics of Individuals with Disabilities (EEX 6056) 3 credits
This course examines educational services to individuals with mild/moderate disabilities. Emphasis is on definitions, concepts, classification, prevalence, etiology, behavior, and classroom technology. Three lecture hours per week and 15 hours in field experience required.

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 2010 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.

Assessment and Evaluation of Students with Disabilities (EEX 6225) 3 credits
Prerequisite: EEX 2010 or EEX 5051 or permission of instructor
An advanced assessment course for the ESE teacher. The emphasis is on the use and interpretation of instruments and procedures available to the teacher.

Adapting the Instructional Environment for the Severely and Profoundly Handicapped (EEX 6237) 3 credits
Prerequisite: EEX 5016
An in-depth presentation and demonstration of adaptations that are necessary for the education of the severely and profoundly handicapped. Included will be coverage of techniques to use to inhibit and/or integrate primitive reflexes, positioning skills, and types and uses of adaptive/prosthetic equipment.
(Course no longer offered, effective summer 2011.)

Designing Programs for Students in Special Education (EEX 6247) 3 credits
Prerequisites: EEX 5602, 5612, 6056, and 6225; Corequisite: EEX 5841
A comprehensive course covering curriculum, methods and materials including academic, behavioral and functional skills. Topics include the application of assessment, instructional planning and instructional delivery.

Cognitive and Metacognitive Learning Strategies (EEX 6259) 3 credits
Prerequisite: EEX 6247 or permission of instructor
Designed to prepare teachers to develop and use cognitive and metacognitive 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.

Intervention for Social, Communication, Academic and Functional Skills for Students
with Autism Spectrum Disorders (EEX 6298) 3 credits
Prerequisites: EBD 5246 or EEX 2010 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).

Appraisal and Programming of the Severely and Profoundly Handicapped
(EEX 6476) 3 credits
Prerequisite: EEX 5016
An analysis of appraisal and programming alternatives to use with severely and profoundly handicapped in the areas of motor development, cognition, communication, social/emotional development, and initial daily living skills.

Prevocational and Vocational Skill Development of the Severely and Profoundly Handicapped
(EEX 6477) 3 credits
Prerequisite: EEX 5016
An analysis of appraisal and programming alternatives to use with public-school-age severely and profoundly handicapped in the areas of activities of daily living, independent living skills, home living skills, and other behaviors related to prevocational and vocational concerns.

Special Education Policy and Leadership Issues (EEX 6515) 3 credits
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 or an equivalent course in applied behavior analysis and EEX 5051 or an introductory course in special education or a course in nature and characteristics of autism spectrum disorders.
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
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 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.

Strategies and Environments that Promote Positive Behavior in Young Children (EEX 6704) 3 credits
Prerequisite: EEX 5015
Presents systems that promote positive behavior using research-based practices in early childhood, including program-wide supports and interventions that meet classroom and individual student needs.

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.

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 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 Exceptional Student 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

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 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.

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

Seminar in Exceptional Student Education Leadership (EEX 7938) 1 credit
Prerequisite: Admission into ESE doctoral program
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.

Internship (EEX 7945) 3-6 credits
Prerequisite: Permission of instructor
A supervised field-based or University-related experience with regularly scheduled seminars, providing students with a vehicle for demonstrating competencies in special education. Grading: S/U

Dissertation (EEX 7980) 1-10 credits
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)

Exercise Science and Health Promotion

Undergraduate Courses

Health, Fitness for Life (HSC 2100) 2 credits
A study of the strategies and techniques of healthful living. A wellness model will provide the framework for this course. Personal health and fitness appraisals will be conducted.

First Aid and CPR (HSC 2400) 2 credits
Study of the techniques of emergency first aid, cardiopulmonary resuscitation and accident prevention. Emphasis will be placed on examining the interrelationships among human behavior of the environment and accidents. Opportunity exists for each student to earn First Aid, CPR, and AED certification.

Perspectives in Health (HSC 3102) 3 credits
Prerequisite: Junior standing or higher and HSC 2100 with a grade of “C” or better
A study of the major health and wellness issues facing humankind. Emphasis will be placed on examining appropriate health enhancement strategies.

Stress Management (HSC 4104) 3 credits
Prerequisite: Junior standing or higher
The course includes a comprehensive study of the scientific foundations of stress. These include lifestyle conditions and their relationship to disease, recognizing stressors in various settings and stages of life, behavioral change interventions, and stress management techniques. This course examines and applies stress management concepts based on individual response and adaptation to internal and external influences.

Weight Management (HSC 4139) 3 credits
Prerequisite: Junior standing or higher
Course examines the different aspects of weight management. Weight loss and weight gain methods are discussed and insight is provided into the healthy approach of weight loss and weight gain. A variety of commercial diets are explored and critiqued.

Substance Abuse (HSC 4143) 3 credits
Prerequisite: Junior standing or higher
The course examines the different aspects of substance abuse on personal health, identifies factors associated with substance use and abuse, describes the signs and symptoms of possible substance use and abuse, and identifies methods of prevention and control.

Health Promotion (HSC 4581) 3 credits
Prerequisite: HSC 2100 with a grade of “C” or better
A study of the fundamental concepts of health education and health promotion. Emphasis will be given to the process and practice of health promotion and the application of related health behavioral theories and models.

Special Topics (HSC 4930) 3 credits
Prerequisite: HSC 3102 with a grade of “C” or better
Subjects of special interest including but not limited to stress management, substance abuse, and weight control will be considered.

Pilates Exercise (PEM 1127) 2 credits
A comprehensive exercise course designed to instruct students to the exercise techniques and philosophy of Joseph H. Pilates.

Weight Training (PEM 1130) 2 credits
Course introduces students to the basic fundamental and scientific principles of weight training and conditioning, as well as to improve overall fitness level and skill. Students learn to weight lift independently, while improving at their own pace to reach their fitness goals.

Jogging (PEM 1145) 2 credits
This course provides basic knowledge regarding proper jogging techniques, training, and overall physical fitness. Areas covered include clothing/shoes, training techniques, walking injuries, importance of heart rate, and psychological barriers to jogging. Importance of individual fitness, primarily in respect to cardiovascular endurance, will be emphasized with flexibility and strength.

Karate (PEM 1441) 1 credit
Introduction and practice in the martial art of Karate.

Yoga (PEM 2121) 1 credit
This course is designed to introduce students to yoga. The class includes theory and physical practice of body position, breathing, and meditation.

Sport Training Systems (PEM 2141) 2 credits
Theory and practice in the organization and instruction of selected sport activities that are indigenous to the physical fitness and recreation industry.

Low Impact Aerobics (PEM 2173) 2 credits
Instruction and practice in various forms of low impact aerobic exercise. Emphasis will be placed on enhancing cardiovascular endurance and flexibility.

Tai Chi (PEM 2445) 1 credit
Introduction and practice in ancient art of Tai Chi.

Swimming (PEN 2121) 1 credit
Instruction and practice in the elementary forms of swimming.

Swim Fitness (PEN 2172) 1 credit
Prerequisite: Ability to swim
Introduction of the principles and techniques of swimming for fitness enhancement.

Exercise Leadership 1 (PEP 3192) 3 credits
Prerequisites: HSC 2100, PSY 1012 with grades of “C” or better or equivalent
Prerequisites or corequisites: PET 4351 and 4351L
Principles and methods of exercise leadership. Includes exercise programming and participation, teaching methods, technique evaluation, supervision, and leadership for various types of group aerobic exercise programs including aquatic exercise.

Exercise Leadership 2 (PEP 3136) 3 credits
Prerequisites: HSC 2100, PSY 1012 with grades of “C” or better or equivalent
Prerequisites or corequisites: PET 4351 and 4351L
Methods and techniques in the use of various weight training equipment and machines. Scientific principles of strength training, program development, exercise leadership and supervision of weight training and other group exercise activities are included.

Advanced Methods in Strength and Conditioning (PEP 4136) 3 credits
Prerequisites: PEP 3136, PET 4351, 4351L, 4551 with grades of “C” or better
Advanced methods and techniques associated with conditioning of athletes and specific populations. Sport specific conditioning of both aerobic and anaerobic systems and practice of methods to specifically assess performance parameters in athletes are included.

Care and Prevention of Athletic Injuries (PET 2622) 3 credits
A study of the prevention and care of athletic injuries. Emphasis will be placed on protective measures and clinical procedures. An analysis of the organization and operation of an athletic training facility will also be stressed.

Motor Learning and Control Neurophysiology of Human Movement (PET 3050) 3 credits
Prerequisites: BSC 2085, 2085L, 2086, 2086L, PSY 1012 with grades of “C” or better or permission of instructor
A study of nervous system function across molecular, cellular and systems levels to explain involuntary and voluntary human movement.
(Changes are effective spring 2012.)

Introduction to Exercise Science and Health Promotion (PET 3102) 3 credits
Prerequisites: Exercise Science and Health Promotion majors only, minimum 60 credits required
An introductory course designed to examine the philosophical, historical, psychosocial origin of the fields of exercise science and health promotion. Current issues and future directions will be explored.
(Changes are effective spring 2012.)

Nutrition in Health and Exercise (PET 3361) 3 credits
Study of the nutritional needs of the athlete and active person. Emphasis includes: fat, carbohydrate, protein, vitamin, mineral and water needs of the active person; energy metabolism, food and fluid intake prior to, during, and after exercise; nutritional management of anemia and diabetes; nutrient needs of the young and old athlete.

Kinesiology (PET 4330C) 4 credits
Prerequisites: BSC 2085, 2085L, 2086, 2086L with grades of “C” or better
A study of functional anatomy and elementary biomechanics. Emphasis will be placed on the analysis of the skeletal, muscular and nervous systems and the biomechanical factors associated with efficient motor performance.

Biomechanics (PET 4340C) 3 credits
Prerequisite: PET 4330C with a grade of “C” or better or its equivalent
A study of the biomechanics of sport and exercise. Emphasis will be placed on an analysis of efficiency in human movement.

Exercise Physiology (PET 4351) 3 credits
Prerequisites: BSC 2085, 2085L, 2086, 2086L, CHM 2045, 2045L, and HSC 2100 with grades of “C” or better
Corequisite: PET 4351L
A lecture course dealing with the physiological responses and adaptations to acute and chronic forms of exercise. Areas of emphasis include: energy metabolism, cardiovascular, physiology, pulmonary function, muscular system, body composition, and aging.
(Change effective spring 2012.)

Exercise Physiology Lab (PET 4351L) 1 credit
Prerequisites: BSC 2085, 2085L, 2086, 2086L, CHM 2045, 2045L, HSC 2100 with grades of “C” or better
Corequisite: PET 4351
The application of physiological principles toward understanding the physiological adjustments that occur to maintain homeostasis in the exercising human.
(Change effective spring 2012.)

Exercise Programming for the Older Adult (PET 4402) 3 credits
Prerequisites: PET 4351 and 4351L with grades of “C” or better; junior standing or higher
Designed to provide current information regarding exercise programming, fitness assessment and evaluation for the older adult (50+). Skills will be obtained to develop and lead moderate-intensity exercise for this population. Assessment/evaluation of exercise adaptation for individuals with non-disabling chronic disease (i.e., balance disorders, obesity, hypertension, arthritis, osteoporosis, and diabetes) will be reviewed.

Management Principles in Exercise Science and Health Promotion (PET 4404) 3 credits
Prerequisite: PET 3102 with a grade of “C” or better
Study of management principles in the field of exercise science and health promotion. Emphasis will be placed on entrepreneurial skills, leadership techniques, advertising, media issues, and time management. Budget, facility design, purchasing, scheduling, supervision, personnel issues, and development strategies relating to creating a business will be covered.

Evaluating Research in Exercise Science (PET 4500C) 3 credits
Prerequisite: MAC 1105 with a grade of “C” or better
Reading research and statistics in exercise science. Emphasis includes research nomenclature, recognizing the hypothesis, understanding the basis of experimentation, evaluating the research design, interpreting the statistical analysis and determining the validity of an experiment.

Exercise Testing (PET 4550) 3 credits
Prerequisite: HSC 2100, PET 4351, 4351L with grades of “C” or better or permission of instructor; Corequisite: PET 4550L
A practical course in exercise test administration including program design, preset health status assessment, protocols for the evaluation of cardiovascular functions, aerobic capacity, muscular fitness, pulmonary function and body composition, basic electrocardiography, interpretation of test results, and handling emergency situations.

Exercise Testing Laboratory (PET 4550L) 1 credit
Prerequisites: BSC 2085, 2085L, 2086, 2086L, CHM 2045, 2045L, PET 4351, 4351L; Corequisite: PET 4550
Course covers the application of physiological principles in the evaluation of health and performance-related fitness. Methods and protocols to measure cardiovascular, respiratory, muscular strength, power, and/or endurance as well as flexibility and body composition are addressed. The interpretation of test results is included.

Fitness Assessment and Exercise Prescription (PET 4551) 3 credits
Prerequisites: HSC 2100, PET 4351, 4351L with grades of “C” or better or equivalent
Introduces techniques appropriate for screening for exercise, health appraisal, assessment, and exercise prescription for apparently healthy individuals or those who have controlled disease.

Exercise Testing and Prescription for Special Populations (PET 4552) 3 credits
Prerequisites: PEP 3192, PET 4351, 4351L, 4551 with grades of “C” or better or permission of instructor
Focuses on exercise programs specifically designed for special populations including cardiac rehabilitation. Includes pharmacology, electrocardiography, pathophysiology of chronic diseases, exercise testing, prescription, and leadership for special cases.

Adapted Physical Education (PET 4640C) 3 credits
Curriculum development and program planning in specialized physical education for the atypical child.

Physical Education in the Elementary School (PET 4720C) 2 credits
Methods and materials for teaching physical education in the elementary school. Emphasis will be placed on fundamental play needs and interest of children.

Directed Independent Study (PET 4905) 1-3 credits

Special Topics (PET 4930) 1-3 credits

Internship (PET 4946) 9 credits
Prerequisite: All ESHP program course work and permission of program director
Supervised field experience in one or more of the following professional settings: recreation, administration, physical fitness leadership, health promotion, sports management. Supervision is provided by both the cooperating agency and university.

Practicum in Exercise Science and Health Promotion (PET 4947) 3 credits
Prerequisites: HSC 2400, PEP 3136, PEP 3192, PET 3102, 4330C, 4351, 4550, 4551 with grades of “C” or better and permission of program director
Introduction to field experiences in exercise science and health promotion.

Graduate Courses

Personal and Community Health (HSC 5203) 3 credits
Health problems and issues relating to the individual and to the community.

Teaching Health in Elementary School (HSC 5315) 3 credits
Curriculum, theory, and practices in teaching health in the elementary school.

Health Curriculum in Public Schools (HSC 5317) 3 credits
Curriculum needs, scope, and sequence of health education in the public schools.

Evaluation of Health Promotion and Health Education Programs (HSC 6115) 3 credits
Prerequisites: HSC 3102 and 4581
Introduces procedures and skills essential to the evaluation of health promotion and health education programs in a variety of settings. Major areas include selecting evaluation design, issues, and steps involved in conducting an evaluation and communicating evaluation results.

Needs Assessment and Program Planning in Health Promotion (HSC 6248) 3 credits
Prerequisites: HSC 3102 and 4581
Provides students with the practical knowledge and skills to assess health resources and needs and to develop and implement health promotion programs in different settings.

Epidemiological Basis of Health (HSC 6505) 3 credits
A study of the human and environmental factors that enhance or diminish health. An examination of the strategies for health enhancement will be emphasized.

Health Behavior, Health Education, and Health Promotion (HSC 6585) 3 credits
Prerequisites: HSC 3102 and 4581
Provides the fundamental concepts of health behavior within social and psychological contexts. Focus is on applying health behavior theories to development of effective health promotion programs. Health education skills addressing problems relating to lifestyle and physical health will be introduced.

Advanced Sport Nutrition (HUN 6247) 3 credits
Prerequisite: PET 3361 or equivalent
An advanced study of the role of nutrition as a means to enhance performance in exercise and sport. Topics include principles of energy metabolism, nutrients in their use during exercise, regulation of metabolism by macro and micro nutrients and their role in weight control with athletes. The validity and safety of proposed ergogenic aids are also explored.

Aging, Decision-Making, and Mobility (PET 5077) 3 credits
Prerequisite: PET 4351
A study of age-related changes in decision-making and mobility based on a continuum of perception, cognition, and action. The role of exercise in attenuating these age-related concerns is emphasized.

Comprehensive Concepts of Strength and Conditioning (PET 5389) 3 credits
Prerequisites: PET 4351, 4351L
Advanced methods and techniques associated with conditioning of athletes and specific populations. Sport-specific conditioning of both aerobic and anaerobic systems and practice of methods to specifically assess performance parameters is included.

Strength and Conditioning Program Design (PET 5391) 3 credits
Prerequisite: PEP 3136 or equivalent
Course teaches students how to design strength and conditioning programs for heterogeneous populations. Development of these programs is through the advanced periodized manipulation of acute training variables. The course covers high-level sport-specific exercise prescription that aids injury prevention and performance enhancement.

Exercise Programming for the Older Adult (PET 5417) 3 credits
Designed for individuals who will provide exercise programming, fitness assessment, and evaluation for the mid-life and older adults (50+ years). Individuals will acquire the skills to design and lead moderate intensity exercise for older adults.

Exercise Science Lab Methods (PET 5521) 3 credits
A study of the common techniques and equipment used in the exercise science field. Practical applications will be examined and discussed. Areas of emphasis will include electrocardiography, blood pressure, body composition, oxygen consumption, and respiratory measures.

Special Topics (PET 5930) 1-4 credits
Grading: S/U

Practical Applications in Exercise Science and Health Promotion (PET 5947) 1-3 credits
Prerequisite: PET 4550, PET 6355, or permission of instructor
Supervised clinical experience in fitness development and health enhancement education.

Behavior and Performance in Sport and Exercise (PET 6216) 3 credits
A study of the social and psychological variables affecting sport and exercise performance. Emphasis will be placed on topics such as lifestyle assessment, theories of play, stress, motivation, aggression, and group cohesion.

Functional Biomechanics (PET 6346) 3 credits
Prerequisite: PET 4330C or equivalent
Students gain knowledge of biomechanical measurement techniques involving movement and technique analysis, force-posture relationships, investigation of dynamic muscular parameters, and electromyography. Students apply the principles of biomechanics in an analysis, study, and reporting of selected exercise and sports movements.

Advanced Exercise Physiology (PET 6355) 4 credits
Prerequisite: PET 4351
An advanced study of human physiology and its interactions with physical activity and training. Emphasis will be placed on the study of the mechanisms underlying the acute and chronic responses to stress.

Human Systems Physiology in Exercise Science (PET 6356) 3 credits
Prerequisite: PET 4351 or equivalent
A comprehensive examination of the major organ systems contributing to the physiological response to exercise, both acute and chronic. Specifically, this course focuses on three of these systems: cardiovascular, pulmonary, and neuromuscular.

Respiratory Physiology (PET 6364) 3 credits
An introduction to advanced physiological principles that provide an in-depth understanding of respiratory physiology to the graduate student. Emphasis will include the analysis of the mechanisms responsible for the functional aspects of respiration.

Cardiovascular Physiology (PET 6365) 3 credits
An advanced study of cardiovascular physiology with a special emphasis placed on the study of the mechanisms involved with control and regulation of the cardiovascular system during exercise.

Research and Evaluation (PET 6505C) 3 credits
A study of basic and applied research principles and methodology and their application to the testing and evaluation of physical performance and associated behaviors in recreation and athletics.

Directed Independent Study (PET 6905) 1-5 credits

Current Issues in Exercise Science and Wellness Education (PET 6930) 3 credits
This course deals with the study of special topics of interest to the exercise science and wellness education fields. Topics will vary.

Master’s Thesis (PET 6971) 1-6 credits

Entrepreneurship in Health/Fitness Industry (SPM 6116) 3 credits
Study of the management process of health/fitness programs in corporate, community, and commercial settings.

Educational Statistics (STA 6113) 3 credits
(See Educational Leadership and Research Methodology, this section)

Teaching and Learning

Undergraduate Courses

Field experiences in school settings are required in teacher preparation methods courses.

Introduction to the Teaching Profession (EDF 2005) 3 credits
(See Curriculum, Culture, and Educational Inquiry courses, this section)

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.

Directed Independent Study (EDF 4905) 1-5 credits

Special Topics (EDF 4935) 1-5 credits
May be used with the approval of the department chairman 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.

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.

Educational Programming 1 (EME 4411) 3 credits
Introduction to educational programming. Hypertext; Procedural, Declarative and Object oriented Computer Languages; Hypermedia; Designing interactive learning systems; Writing intelligent CAI instruction-learning systems.

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.

Elementary Education

Art: Elementary School (ARE 4313) 2 credits
Students focus on foundational methods for teaching visual art in the elementary classroom. Not open to Fine Arts or Art Education majors.

Curriculum in Elementary Art (ARE 4316) 3 credits
Students focus on planning, teaching, and evaluating visual art curriculum for the elementary school. Open to Fine Arts and Art Education majors.

Student Teaching-Elementary (EDE 4943) 9-12 credits
Grading: S/U

Yearlong Elementary Student Teaching (EDE 4945) 3-6 credits, fall semester;
6-9 credits, spring semester
Yearlong clinical experience provided in a public school setting. Preparation, application, and implementation of research-supported teaching practices effective in urban and/or rural socially and economically disadvantaged area. Emphasis on Educator Accomplished Practices and Florida Performance Measurement System. First semester (offered fall only): four partial days (school opening to 1:00 p.m.), one full day (7.5 hours) clinical experience, and three, three-hour class sessions per week required. Second semester (offered spring only): five day/full day clinical experience required. Grading: S/U

Effective Teaching Practices 1 (EDG 3323) 3 credits
Prerequisite: EDF 3610, LAE 4353, TSL 4080, admission to Elementary Education program or permission of instructor; Postrequisite: EDG 3324
An introduction to research on effective teaching practices, focusing on classroom management, organization and development of instruction and verbal and non-verbal communication. 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. Limited summer enrollment may be available by special permission only.

Effective Teaching Practices 2 (EDG 3324) 3 credits
Prerequisite: EDG 3323, 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.

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.

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

Special Topics (EDG 4932) 1-5 credits
Grading: S/U

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.

Principles and Methods: K-9 School Math (MAE 4350) 3 credits
Prerequisite: 6 credits of college-level mathematics, EDF 3610, LAE 4353, TSL 4080
A review of mathematics information and skills and a study of methods/materials related to K-9 mathematics teaching in a diverse setting.

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)

Reading Development 1: Birth through Grade 3 (RED 4308) 3 credits
Prerequisites: CLAS, EDF 3610, LAE 4353, TSL 4080 (CLAS is no longer required; effective fall 2011.)
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.

Reading: Elementary School 1 (RED 4510) 3 credits
Prerequisite: LAE 4353 or equivalent, EDF 3610, TSL 4080, admission to College of Education, or permission of instructor
Materials and approaches appropriate to reading instruction in the elementary school. Emphasis will be on reading readiness, perceptual development, work attack skills, vocabulary and comprehension. For state ESE students only.

Reading Diagnosis and Remediation: PreK through Grade 8 (RED 4552) 3 credits
Prerequisites: CLAS, EDF 3610, TSL 4080, LAE 4353, and RED 4308; Corequisite: RED 4750 (CLAS is no longer required; effective fall 2011.)
This course’s focus is 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
Prerequisites: EDF 3610, TSL 4080, LAE 4353, 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.

Principles and Methods: K-9 School Science (SCE 4350) 3 credits
Prerequisite: EDF 3610, LAE 4353, TSL 4080
A review of concepts in science and a study of methods/materials related to K-9 science teaching.

K-9 Social Studies (SSE 4150) 3 credits
Prerequisite: EDF 3610, LAE 4353, TSL 4080
Concepts and approaches for teaching social studies in grades K-9.

Environmental Education
(All courses are taught at the Pine Jog Environmental Education Center.)

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.

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.

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.

Principles and Methods of Environmental Education (SCE 3442) 3 credits
A review of concepts in environmental education and study of methods and materials related to teaching environmental education.

Secondary Education

Secondary Art Education (ARE 4132) 3 credits
In this course, students focus on current and historical philosophy of art education, including aesthetics, art criticism, and studio methods at the secondary level.

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.

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.

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

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

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

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.

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.

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

Student Teaching-Art (ARE 4940) 6-12 credits
Yearlong Student Teaching-Art (ARE 4942) 9-12 credits
Student Teaching-Foreign Language (FLE 4945) 6-12 credits
Yearlong Student Teaching-Foreign Language (FLE 4947) 9-12 credits
Yearlong Student Teaching-English (LAE 4942) 9-12 credits
Student Teaching-English (LAE 4948) 6-12 credits
Yearlong Student Teaching-Mathematics (MAE 4944) 9-12 credits
Student Teaching-Mathematics (MAE 4945) 6-12 credits
Student Teaching-Music (MUE 4940) 6-12 credits
Yearlong Student Teaching-Music (MUE 4941) 9-12 credits
Yearlong Student Teaching-Science (SCE 4941) 9-12 credits
Student Teaching-Science (SCE 4944) 6-12 credits
Yearlong Student Teaching-Social Science (SSE 4941) 9-12 credits
Student Teaching-Social Science (SSE 4944) 6-12 credits

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.

Advanced Methods of Environmental Education (SCE 6344) 3 credits
Trends and Issues in Environmental Education (SCE 6644) 3 credits
(See Environmental Education heading, this department)

Directed Independent Study (EDG 6906) 1-5 credits

Master’s Thesis (EDG 6971) 3 credits

Directed Independent Study (EDG 7906) 1-5 credits

Elementary 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.

Contemporary Theory in Art Education (ARE 6318) 3 credits
Prerequisite: ARE 4313 or equivalent
Course focuses on current research and inquiry into relevant issues 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.

Advanced Research (EDF 7483) 5-15 credits

Special Topics (EDG 5931) 1-5 credits

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

Directed Independent Study (EDG 6906) 1-5 credits

Master’s Thesis (EDG 6971) 3 credits

Directed Independent Study (EDG 7906) 1-5 credits

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.

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.

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.

Environmental Education
(All courses are taught at the Pine Jog Environmental Education Center.)

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.

Advanced Methods of Environmental Education (SCE 6344) 3 credits
Prerequisites: SCE 6345, Graduate standing
Focuses on strong collaboration among formal and non-formal educators by integrating environmental education into other content areas. Requirements: readings, discussions, outdoor education field trip, service learning and final project linking course content to lesson/unit plans.

Perspectives of Environmental Education (SCE 6345) 3 credits
Prerequisite: Graduate standing
Provides an overview of the historical and conceptual frameworks that define the field of environmental education. Requirements: readings, discussions, reflection journals, service learning, presentations, possible field trip and final project linking course content to career goals.

Trends and Issues in Environmental Education (SCE 6644) 3 credits
Prerequisite: SCE 6344 with minimum grade of "C" and Graduate Environmental Education majors only
Prerequisite or Corequisite: EDF 6481 or EDG 6285 with minimum grades of "C"
Analyzes trends and issues impacting the field of environmental education. with an emphasis on research preparation. Requirements: Readings, discussions, possible field trip, selection and set-up of the capstone project and full research preparation for the capstone study.
(Changes to this course are effective fall 2012.)

Middle School Education

Middle School Curriculum (EDM 6235) 3 credits
Curriculum theory, principles, and practices for the middle 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.

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.

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.

Reading Education

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 or its equivalent, with permission of instructor
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.

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.

Corrective Reading (RED 6515) 3 credits
Prerequisites: RED 4552 or RED 6518 and graduate reading survey course, or with permission of instructor
Designed for the classroom teacher, this course provides in-depth evaluation of techniques, materials, and approaches to reading instruction for the corrective reader.

Reading Diagnosis and Practicum for Classroom Teachers (RED 6518) 3 credits
Prerequisites: Graduate survey of reading course or their equivalents and permission of instructor or advisor
Designed for the classroom teacher, this course emphasizes classroom diagnostic procedures and planning for instruction through written diagnostic reading reports.

Reading Diagnosis (RED 6546) 3 credits
Prerequisites: RED 6351, EDF 6432, and three years teaching experience, or permission of instructor
A formal as well as informal diagnosis of reading problems in a clinical setting. An introduction to and writing of case reports is included.

Remedial Reading (RED 6548) 3 credits
Prerequisite: RED 6546 or permission of instructor
Detailed analyses of case studies in reading with primary emphases on theoretical and etiological factors of reading disability. Classical remedial approaches are included.

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 6548
Supervised tutorial experience in working with children exhibiting special reading problems.

Supervision of Reading Programs (RED 7247) 3 credits
Prerequisite: 9 credits of 6000-level reading courses
A survey of issues in reading education that directly impact supervisory personnel at school, district, or state levels. It includes strategies for managing and evaluating school-wide reading programs. Field based experiences are required.

Advanced Reading Diagnosis (RED 7595) 3 credits

Research in Reading (RED 7747) 3 credits
Prerequisites: 9 credits of 6000-level RED, RED 7933, and EDF 6481
An advanced, in-depth review of research methodology and application of research design for reading education. Formulation of an actual reading research design for doctoral study is required.

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.

Secondary Education

Art Education in Secondary School (ARE 6342) 3 credits
Prerequisite: ARE 4132 or equivalent
Art education in junior and senior high school: meeting the needs of youth in programs, materials and processes with related activities, analysis and study of theories, practices, and research in art education.

Research (EDF 5480) 3 credits

Advanced Research (EDF 7483) 5-15 credits

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

Social Foundations: Educational Psychology

Early and Middle Childhood (EDF 5126) 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.

The Adolescent and Young Adult (EDF 5137) 3 credits
Developmental characteristics, from puberty through young adulthood, as they relate to classroom learning, counseling, administration, and curriculum design.

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

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.

Thinking Processes and Styles in the Classroom (EDF 6142) 3 credits
Investigation and application of cognitive concepts, theory, research, and models to enable teachers 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.

Concepts of Self (EDF 6339) 3 credits
The development of a personal frame of reference for better understanding of the nature of the “self” and its impact in the educational context through investigation of research and theory relevant to the nature of perception and motivation.

Social Foundations: Educational Technology

Special Topics (EDF 5935) 1-5 credits

Directed Independent Study (EDF 6905) 1-5 credits

Master’s Thesis (EDF 6971) 3 credits

Instructional Program Development (EDG 6255) 3 credits
Prerequisite: EME 6601 or 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.

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.

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.

Telecommunications: Applications for Education (EME 6409) 3 credits (Course no longer offered, effective summer 2011.)
Explores communications technology as it relates to benefits for teaching and learning. The course will cover the access and use of data from a variety of information resources transmitted using different media and technologies. The use of the Internet in education will be explored extensively.

Educational Programming 2 (EME 6413) 3 credits
Prerequisite: EME 4411, its equivalent, or permission of instructor
Educational programming techniques using object-oriented programming languages for the development of interactive, self-regulated learning environments.

Educational Programming 3 (EME 6414) 3 credits
Prerequisite: EME 6413, its equivalent, or permission of instructor
Advanced educational programming techniques utilizing contemporary learning theory and educational computing languages.

Courseware Design (EME 6415) 3 credits
Prerequisites: EME 6601, EME 6414, or permission of instructor
An introduction to design, development, implementation, and assessment of technology-based learning environments.

Administrative Applications of Educational Technology (EME 6426) 3 credits
A survey of the fundamental application of technology to educational administration, including basic knowledge of hardware and software for word processing, database management, telecommunications and electronic spreadsheets.

Distance Education in Theory and Practice (EME 6458) 3 credits
Prerequisite: EME 6409 or equivalent
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: EME 6623 or 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.

Link to College of Education Programs