Dr. Laurie Edmondson
Interim Director of the School of Education & Child Development
Office: (417) 873-7271
Fax: (417) 873-7269
ledmondson@drury.edu
Kerry Elam
Graduate Programs Coordinator
Office: (417) 873-6948
Toll Free: 1 (888) 740-4638
Fax: (417) 873-6681
grad@drury.edu
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Master in Education Course Descriptions
Professional Education Courses (EDUC)
Humanities & Fine Arts Courses (HFA)
Science & Mathematics Courses (SCI)
Social Science Courses (SS)
Professional Education Courses (EDUC)
Courses in the professional education area are designed to meet the needs and interests of elementary and secondary schoolteachers, special education teachers, and human services professionals.
EDUC 602: Introduction to Educational Research
EDUC 603: Middle School Philosophy and Organization
EDUC 605: Advanced Educational Psychology
EDUC 607: Psychology of Human Growth and Development
EDUC 608: Classroom Management for Teachers
EDUC 609: Methods of Teaching Language Arts
EDUC 610: Behavior Analysis and Intervention
EDUC 611: Counseling Parents of Exceptional Children
EDUC 616: New Teacher Connection
EDUC 617: Early Career Connections
EDUC 618: Step Up Program Completion
EDUC 625: Correction of Mathematical Difficulties
EDUC 633: Middle School Curriculum and Instruction
EDUC 634: Advanced Curriculum and Instruction
EDUC 647: Improvement of Instruction of Children's and Adolescents' Literature
EDUC 648: K-6 Science and Mathematics Teaching
EDUC 649: Introduction to Cross-Categorical Disabilities
EDUC 650: Transition and Career Education
EDUC 651: Evaluation of Abilities and Achievement
EDUC 652: Language Development of the Exceptional Child
EDUC 653: Methods of Teaching Students/Cross-Categorical Disabilities
EDUC 654: Clinical Experience – Elementary
EDUC 655: Clinical Experience – Secondary
EDUC 656: Legal Issues in Education
EDUC 658: Strategies in Teaching Math K-6
EDUC 659: Strategies in Teaching Life Science K-6
EDUC 660: Reading Practicum I: Elementary
EDUC 661: Reading Practicum II: Secondary
EDUC 665: Improvement of Reading Instruction
EDUC 667: Analysis and Correction of Reading Disabilities
EDUC 668: Strategies in Teaching Physical Science K-6
EDUC 669: Strategies in Teaching Earth Science K-6
EDUC 670: Leadership in Reading
EDUC 675: Teaching the Gifted in the Regular Classroom
EDUC 676: A Survey of Gifted and Talented Education
EDUC 677: Curriculum and Instruction for the Gifted
EDUC 678: Administration and Supervision of Gifted Programs
EDUC 679: Counseling and Guidance of the Gifted
EDUC 686: Practicum in Working with Gifted Students
EDUC 689: Introduction to Educational Research
EDUC 690: Selected Topics
EDUC 691: Research
EDUC 700: Capstone Seminar
EDUC 602: Introduction to Educational Research. 3 hours. (See EDUC 689)
EDUC 603: Middle School Philosophy and Organization. 3 hours.
This course provides an understanding of the philosophy, history, structure and future direction of middle-level education, as well as how those topics relate to the characteristics of the transcendent. Topics include an overview of curriculum and instructional strategies appropriate for middle-level education. These topics also consider the culturally diverse populations and special needs students.
EDUC 605 Advanced Educational Psychology. 3 hours.
This is an advanced study of the cognitive process, and the psychological foundations of educational practice and research. Emphasis is given to the principles for the development of cognitive skills and conditions of learning.
EDUC 607: Psychology of Human Growth and Development. 3 hours.
This is a study of the process of human development from conception through adolescence with particular emphasis on development during the elementary school, middle school and high school-age periods of growth and development. The course emphasizes the contemporary research, theory and findings in the areas of cognitive, emotional and physical development with a focus on psychological processes and structures and their implications for the education process.
EDUC 608: Classroom Management for Teachers. 3 hours.
The purpose of this course is to present effective techniques for eliciting appropriate social and academic behaviors in the classroom. Several models for behavioral intervention in both regular and special education classrooms are examined, with special emphasis on the management of behaviors that interfere with the learning process.
EDUC 609: Methods of Teaching Language Arts. 3 hours.
A course designed for the in-service teacher to consider the fundamental nature and structure of the language arts and strategies for improving instruction of language arts in the middle school curriculum. Special attention will be given to curriculum frameworks provided by the Missouri Department of Elementary and Secondary Education and the National Council of Teachers of English. Candidates are provided the opportunity to understand and explore the theories, models, and strategies for teaching and learning the components associated with language arts. The course emphasizes the acquisition of language arts knowledge and the application of instructional strategies aligned with reading, writing, listening, speaking, viewing, and visual representations. The course includes examination and evaluation of textbooks and other curriculum materials; planning of lessons and units; discussion of issues involving professional educators; development of means to assess learning; and discussion of methods to teach the language arts discipline.
EDUC 610: Behavior Analysis and Intervention. 3 hours.
This course is intended only for students admitted to the DATSE program. The purpose of this course is to present effective techniques for eliciting appropriate social and academic behaviors in the classroom. Several models for behavioral intervention in both regular and special education classrooms are examined, with special emphasis on the management of behaviors that interfere with the learning process.
EDUC 611: Counseling Parents of Exceptional Children. 3 hours.
Children learn best when close cooperation exists between school and home. For children with learning problems it is all the more necessary for skills learned in school to be reinforced in the home. This course presents counseling techniques for helping teachers to elicit and maintain the parental cooperation needed to maximize student learning and development.
EDUC 616: New Teacher Connection. 1 hour.
These courses, delivered in collaboration with the Springfield Public Schools, are designed to effectively induct new teachers to the education profession. This is accomplished by delivering support at multiple levels including thoughtful, sustained mentoring/coaching of the new teacher. New teachers will receive common language and common practices for effective teacher, thus reducing the variance of implementation and practice of effective teaching skills among new teachers. Syllabus
EDUC 617: Early Career Connections. 2 hours.
These courses, delivered in collaboration with the Springfield Public Schools, are designed to effectively induct new teachers to the education profession. This is accomplished by delivering support at multiple levels including thoughtful, sustained mentoring/coaching of the new teacher. New teachers will receive common language and common practices for effective teacher, thus reducing the variance of implementation and practice of effective teaching skills among new teachers. Syllabus
EDUC 618: Step Up Program Completion. 3 hours.
These courses, delivered in collaboration with the Springfield Public Schools, are designed to effectively induct new teachers to the education profession. This is accomplished by delivering support at multiple levels including thoughtful, sustained mentoring/coaching of the new teacher. New teachers will receive common language and common practices for effective teacher, thus reducing the variance of implementation and practice of effective teaching skills among new teachers. Syllabus
EDUC 625: Correction of Mathematical Difficulties. 3 hours.
This course is designed to provide in-service teachers the opportunity to improve their skills and techniques for identifying, diagnosing and correcting student difficulties in mathematics.
EDUC 633: Middle School Curriculum and Instruction. 3 hours.
Students examine educational programs appropriate for students in late childhood and early adolescence. The course emphasizes philosophy, curriculum, instruction and organization of middle schools. Major components of effective middle schools are studied. Programs designed especially for pre-adolescent youth are examined and contrasted to elementary, traditional junior high and high school education. Innovative ways of meeting the distinctive physical, emotional, social and intellectual needs of the middle school student are studied.
EDUC 634: Advanced Curriculum and Instruction.3 hours.
A course for the in-service teacher, major emphasis is placed on curriculum construction, types of curricula, the influence of social developments and the present-day student population on the school program, underlying psychological and education theory and problems in curriculum development.
EDUC 647: Improvement of Instruction of Children's and Adolescents' Literature. 3 hours.
This is a course designed for in-service teachers in the elementary and secondary schools. Various types of literature for elementary and secondary school-age groups are surveyed. The ability to evaluate children's and adolescents' literature critically, to understand its history, to assess children's and young adults' needs and developmental levels, and to be able to select and effectively use quality literature are major objectives of the course.
EDUC 648: K-6 Science and Mathematics Teaching. 3 hours.
A KSAM training course for lead teachers and prospective lead teachers, this course includes methodology of teaching hands-on, process-oriented science and mathematics in K-6 and is demonstrated and practiced in a concentrated 40-hour ( 5 days) summer workshop.
EDUC 649: Introduction to Cross-Categorical Disabilities. 3 hours.
The physical, psychological, social and educational characteristics of school-age students with mild/moderate disabilities will be surveyed. Students will learn strategies for differentiation of instruction, approaches for integrating these students into regular education classrooms, methods for collaborating with other educators to identify and address the needs of students with disabilities. Students also will design instructional strategies in programs to meet the particular learning needs of students with disabilities.
EDUC 650: Transition and Career Education. 3 hours.
This course will provide information and resources needed by special educators to meet the federal requirements for preparing students with disabilities for post-secondary experiences. Course content will include the study of application for aptitude/vocational assessment results, review of life-skills curricula and career exploration resources, identification of employment supports, use of community resources for transition planning, and coordination of transition providers and services. Students also will develop demonstrative individual and school-based programs to assist students' social, cultural and economic integration into their local communities.
EDUC 651: Evaluation of Abilities and Achievement. 3 hours.
Students will review administration and interpretation procedures for formal and informal assessments used in the evaluative process for identifying educational disabilities in school-age students, such as criterion-referenced and normed tests, interview techniques, observational methods and developmental profiles. Students will be required to complete supervised administration of specific tests and will prepare evaluation reports from data collected through assessment. Cultural, social and educational influences affecting the test performance of students will disabilities also will be reviewed.
EDUC 652: Language Development of the Exceptional Child. 3 hours.
This course will include an in-depth study of the form and function of language patterns of normally developing children as compared to those patterns of children with exceptionalities. Students will use analysis of language samples as a basis for developing prescriptive interventions.
EDUC 653: Methods of Teaching Students/Cross-Categorical Disabilities. 3 hours.
Focus of the course will be on the study of theoretical perspectives and research-based methods for instructing schoolchildren with mild/moderate disabilities. Collection and analysis of educational information pertaining to instruction, management, and social development will be used for developing educational programs. Applications of knowledge to inclusive settings will be included.
EDUC 654: Clinical Experience – Elementary. 3 hours.
Working in settings, which include elementary school students with mild/moderate disabilities, students will collaborate with members of multi-disciplinary teams to develop and implement individual education programs and will collect and analyze data pertaining to student diagnosis/academic achievement. The outcome of the clinical experience will be an extensive, thorough, and formal case study of a student with a specified disability.
EDUC 655: Clinical Experience – Secondary. 3 hours.
Working in settings, which include secondary school students with mild/moderate disabilities, students will collaborate with members of multi-disciplinary teams to develop and implement individual education programs and will collect and analyze data pertaining to student diagnosis/academic achievement. The outcome of the clinical experience will be an extensive, thorough, and formal case study of a student with a specified disability.
EDUC 656: Legal Issues in Education. 3 hours.
This course is designed as a practical study of law as it pertains to the educational process in public and private schools. Areas to be covered in the course are: (1) study of the vocabulary and general process of law; (2) history of legal issues in education; (3) review of the legal educational documents for Missouri and the United States; (4) review of current legal issues in education.
EDUC 658: Strategies in Teaching Math K-6. 1 hour.
Strategies of teaching K-6 mathematics in a hands-on, process-oriented style utilizing demonstration followed by participant classroom practice are included in seven 3 -hour sessions, once weekly.
EDUC 659: Strategies in Teaching Life Science K-6. 1 hour.
Strategies of teaching K-6 life science in a hands-on, process-oriented style utilizing demonstration followed by participant classroom practice are included in seven 3 -hour sessions, once weekly.
EDUC 660: Reading Practicum I: Elementary. 3 hours.
This course provides graduate candidates with clinical experiences at the elementary level to administer clinical assessments designed to identify reading levels, summarize assessment information, and write recommendations in the form of reports. The experience includes accurate use and interpretation of instructional practices, suitable application of reading instruction based on assessment data results, application of differentiated instruction to meet student reading needs, and appropriate use of reading resources and strategies.
EDUC 661: Reading Practicum II: Secondary. 3 hours.
An advanced course designed to provide graduate candidates with the opportunity to refine, apply, and extend their knowledge of diagnosis, instruction, observation techniques, teaching activities, evaluation strategies, student supervision, coordination of reading programs, and selection/development/implementation of reading materials at the secondary level. The candidate will propose and conduct an action research project in conjunction with the practicum experience.
EDUC 665: Improvement of Reading Instruction. 3 hours.
A course designed for the in-service elementary and secondary teacher, this includes examination of current diagnostic and corrective treatments for reading difficulties. Exemplary reading programs and instructional techniques for teaching subject matter to utilize and develop functional reading will be studied.
EDUC 667: Analysis and Correction of Reading Disabilities. 3 hours.
A course designed to study school age children experiencing difficulties in reading through the examination and utilization of diagnostic testing methods and remedial practices. Candidates learn to adapt testing materials and remedial techniques to the developmental level, diagnostic needs, and cultural and linguistic background of the pupils.
EDUC 668: Strategies in Teaching Physical Science K-6. 1 hour.
Strategies of teaching K-6 physical science in a hands-on, process-oriented style utilizing demonstration followed by participant classroom practice are examined in seven 3 -hour sessions, once weekly.
EDUC 669: Strategies in Teaching Earth Science K-6. 1 hour.
Strategies of teaching K-6 earth science in a hands-on, process-oriented style utilizing demonstration followed by participant classroom practice are examined in seven 3 -hour sessions, once weekly.
EDUC 670: Leadership in Reading. 3 hours.
This course prepares participants to act as change agents within the school-based reading program in areas of curriculum/methodology, organization, administration, and staff development. This course surveys the research regarding the history, approaches, current trends and practical applications of teaching-learning theories of reading instruction, literacy development, comprehension, instructional programs, teaching strategies, and skill development in the area of reading.
EDUC 675: Teaching the Gifted in the Regular Classroom. 3 hours.
This course is designed to assist teachers address the need for appropriate educational experiences for gifted students in regular classroom settings as part of an overall programming effort for this population.
EDUC 676: A Survey of Gifted and Talented Education. 3 hours.
This is an introduction to knowledge of the nature and needs of gifted children, identification strategies, broad programming issues and concepts and teacher qualities and skills. This course presents entry-level concepts and is a prerequisite for future study in the field.
EDUC 677: Curriculum and Instruction for the Gifted. 3 hours.
This course delineates the core issues and provides a framework for understanding the content, process and product considerations in developing a comprehensive, articulated curriculum for the gifted. Skills are developed in scope and sequence, promoting appropriate higher level cognitive functioning and assessment of individual student learning styles and needs. Prerequisite: EDUC 676.
EDUC 678: Administration and Supervision of Gifted Programs. 3 hours.
This course introduces the fundamental principles of program planning and development for the gifted. Topics include role functions and referent groups, general educational procedures, steps in basic program development, provision for appropriate resources and refinement of effective supervision strategies. Prerequisite: EDUC 676.
EDUC 679: Counseling and Guidance of the Gifted. 3 hours.
This course focuses on the differential affective characteristics and needs of gifted students. General counseling theories are studied as they apply to helping gifted students discover and utilize effectively their special gifts and talents to aid in the development of potential. Prerequisite: EDUC 676.
EDUC 686: Practicum in Working with Gifted Students. 3 hours.
This is an intensive practicum, which involves the application of knowledge, skills, strategies, and competencies delineated in the basic courses for teachers of the gifted. Emphasis is given to working with gifted pupils. Prerequisites: EDUC 676, EDUC 677, EDUC 678, and EDUC 679.
EDUC 689: Introduction to Educational Research. 3 hours. (formerly EDUC 602 )
This course is designed to acquaint students with different methods of educational research and statistical procedures. Emphasis is placed on procedures for writing research papers and proposals. This course is designed to be completed the semester prior to EDUC 700: Capstone Seminar.
This course is offered when a special educational need has been identified that can be met through courses on timely and relevant topics in the areas of professional education, science, social science and humanities that will not, at the time scheduled, be added to the regular offerings listed in the catalog.
Students who wish to enroll in EDUC 691: Research for independent study must, with the assistance of the supervising teacher, prepare a written statement defining the purpose and procedures of study. This written statement must be approved by the student's advisor and by the director of the graduate program.
EDUC 700: Capstone Seminar (for all graduating students). 3 hours.
It is deemed appropriate that every person completing a master in education degree be familiar with the current innovations of the profession. It is of equal importance that he or she relate knowledge derived from various courses to his or her own area of specialization and evaluate personal cognitive and affective growth. The Capstone Seminar aims to fill these needs. Completion of a seminar paper or project is a requirement for a satisfactory grade in this course. The paper will focus on the area of specialty for the graduate student. Successful completion of a written, comprehensive, master's degree examination is required as a part of the Capstone Seminar course. The course is graded satisfactory or unsatisfactory.
Humanities & Fine Arts Courses (HFA)
Courses in the humanities and fine arts area seek to provide the individual with an understanding of humankind's cultural heritage and an awareness of contemporary trends in the fields of art, English, music, philosophy, religion, and drama. Secondary school teachers electing a program of study emphasizing the humanities and fine arts are expected to take 12 to 15 hours in this area.
HFA 600: Humanities
HFA 603: Linguistics
HFA 623: Eastern Experience Through Art and Architecture
HFA 624: Western Experience Through Art and Architecture
HFA 630: Media Literacy
HFA 634: Creativity in Language Arts
HFA 636: Current Trends in Teaching and Evaluation of Writing
HFA 640: The Adolescent Hero in American Fiction
HFA 649: Ethics in Media
HFA 667: Experimentation in Communication Arts
HFA 671: Philosophical Issues in Contemporary Society
HFA 673: Religious Perspectives and Practices
HFA 681: Culture of the Ozarks
HFA 683: 20th Century World Literature
HFA 684: 20th Century American Literature
HFA 687: African-American Literature
HFA 690: Selected Topics
HFA 691: Research
This course includes investigations into the nature of the humanities through the study of drama, philosophy, music, literature, and art.
HFA 603: Linguistics. 3 hours.
This is a survey of language (with study and examples stressing English) covering variously, grammar (syntax, morphology, phonology); origin and development; dialects (social and regional); onomastics; semantics; writing and spelling; lexicography, etc.
HFA 623: Eastern Experience Through Art and Architecture. 3 hours.
This course examines experiences in non-Western culture through the study of the arts, architecture, and ideas of China, Japan, Korea, and South Asia.
HFA 624: Western Experience Through Art and Architecture. 3 hours.
This course examines experiences in Western culture through a study of the arts, architecture, and ideas of Europe and the Americas.
HFA 630: Media Literacy. 3 hours.
This is a study of media (newspapers, radio, and TV ) as sources of information in America. The course will focus on how the media may be used in the classroom.
HFA 634: Creativity in Language Arts. 3 hours.
This is a study in the development and fostering of creativity in the classroom, with particular regard to written and oral communication activities.
HFA 636: Current Trends in Teaching and Evaluation of Writing. 3 hours.
A survey of new theories of writing and language development in elementary, middle school, and secondary schools. Students read and evaluate new approaches and test them in their writing.
HFA 640: The Adolescent Hero in American Fiction. 3 hours.
The purpose of this course is to study the problems of American youth as they are reflected and analyzed in literature. The course emphasizes discussion of each author's views on the causes and consequences of adolescent unrest in our society and it asks students in the class to formulate their own conclusions on the problems of American adolescents. There is ample opportunity to consider the traditions and techniques of our own literary culture as well as the figure of the adolescent.
HFA 649: Ethics in Media. 3 hours.
Exploring ethical guidelines for professional behavior, this course surveys federal, state and municipal laws governing freedom of speech and commerce in journalism, public relations and advertising. It covers the reasoning and precedents behind the laws and regulations that affect communication and media.
HFA 667: Experimentation in Communication Arts. 3 hours.
This course proposes to explore new methods of creating verbal facility in teachers and students from kindergarten
to college. Emphasis is also given to new approaches to the understanding of non-verbal communication.
HFA 671: Philosophical Issues in Contemporary Society. 3 hours.
Students examine the nature of value judgments, the methods of their analysis and verification, and their systematic application in the areas of science, religion, art, morality, education, and social policy.
HFA 673: Religious Perspectives and Practices. 3 hours.
The contemporary influence and characteristics of major Christian church groups and major living world religions is the focus of this class.
HFA 681: Culture of the Ozarks. 3 hours.
This course, designed to develop an understanding and appreciation of the native culture of the Ozarks, deals with the cultural development of Ozarks peoples from the first Native-Americans and early settlers to their contemporary descendants. This course fulfills nonprofessional requirement in either the social science or in the area of humanities and fine arts.
HFA 683: 20th Century World Literature. 3 hours.
Students examine the work of major 20th century writers or literary themes with special emphasis upon contemporary poetry and fiction.
HFA 684: 20th Century American Literature. 3 hours.
A study of important themes and writers as they relate to the ideals and values of American culture, particular emphasis is placed on the insights, offered by authors and their characters, into common attitudes and problems of youth in dealing with family, friends, school, and conventions of adult society.
HFA 687: African-American Literature. 3 hours.
Designed primarily to develop in elementary, middle school and secondary teachers a more complex, sympathetic, and profound understanding of African-American experience, this course focuses on literature of black Americans. Attention is paid to the history and total culture of black America.
This course is offered when a special educational need has been identified that can be met through courses on timely and relevant topics in the areas of professional education, science, social science, and humanities which will not, at the time scheduled, be added to the regular offerings listed in the catalog.
Students who wish to enroll in HFA691: Research for independent study must, with the assistance of the supervising teacher, prepare a written statement defining the purpose and procedures of study. This written statement must be approved by the student's advisor and by the director of the graduate program.
Science & Mathematics Courses (SCI)
Courses in this field are designed to supplement the training of the general or specialized teacher, broadening the student's background in the various fields of science, acquainting him or her with current frontiers of scientific investigation and providing an understanding of the fundamental principles of science that should be included in the education of every citizen. Secondary school teachers electing a program of study emphasizing science are expected to take 12 to 15 hours in this area.
SCI 601: Science: Its Impact on Society
SCI 609: Physical Science Concepts
SCI 620: Technology in the Classroom
SCI 622: Improvement of K-12 Mathematics Instruction
SCI 623: History, Security and Ethics of Technology
SCI 625: Online Pedagogy
SCI 626: Writing for the Web
SCI 627: Web Design
SCI 628: Technology Infrastructure and Support
SCI 629: Technology Internship
SCI 631: Improvement of K-12 Science Instruction
SCI 632: Educational Evaluation
SCI 633: Instructional Product Development
SCI 634: Instructional Design and Delivery
SCI 635: Simulations and Virtual Reality
SCI 638: Applied Statistics
SCI 639: Data Analysis
SCI 640 Integers, Brain Research and Differentiated Instruction
SCI 641: From Pattern to Functions
SCI 642: Introduction to Continuous Functions
SCI 643: Rational Numbers
SCI 644: Geometry and Measurements
SCI 645: Solving Equations
SCI 646: Exercise Physiology
SCI 661: Field Biology
SCI 662: Studies in Environmental Problems
SCI 663: Astronomy Today
SCI 670: Chemistry and Current Problems
SCI 690: Selected Topics
SCI 691: Research
SCI 601: Science: Its Impact on Society. 3 hours.
This course constitutes a study of the important discoveries in science, the people involved in making them and their effect on society as a whole. Innovative teaching techniques are employed and selected case histories are used to illustrate the growth and development of the scientific method and to increase appreciation of the complexities science has in its effect on society.
SCI 609: Physical Science Concepts. 3 hours.
This course is intended to give the non-science major a background in the basic concepts of physical science. Topics are selected from the areas of astronomy, physics, chemistry, and earth science. Topics are handled with a minimum of mathematics and the historical aspect of the development of science is included in the discussions.
*SCI 620: Technology in the Classroom. 3 hours.
This course is required for all programs leading to the master in education degree, and provides an introduction to educational technology. The focus of the course includes how to operate the technologies, use the technologies to enhance personal productivity, and apply technologies in a learning/instructional environment.
* Students are required to take this course during their first two semesters of graduate study.
SCI 622: Improvement of K-12 Mathematics Instruction. 3 hours.
A course designed for the in-service teacher to consider the fundamental structure of mathematics and strategies for improving instruction of mathematics in the K-12 school curriculum. Special attention is given to the curriculum frameworks provided by the National Council of Teachers of Mathematics and other educational agencies.
SCI 623: History, Security and Ethics of Technology. 3 hours.
This course is designed to prepare educators with historical, security, and ethical situations that will be encountered in educational technology. Prerequisite: SCI 620.
SCI 625: Online Pedagogy. 3 hours.
Teaching and learning online is the primary focus of this course. Students will know and be able to design learning environments that are presented entirely online utilizing the Web CT technology design tool. The emphasis is on designing and learning environments that encourage and motivate students as their knowledge and skills in using Web CT are developed. Prerequisite: SCI 620.
SCI 626: Writing for the Web. 3 hours.
This course is designed to acclimate students to proper Web design knowledge and skills as they enter the Web design field. Writing effectively in the Web environment will be a major focus of this course. Prerequisite: SCI 620.
This course will provide the knowledge and skills to design Web pages that support the school setting. A variety of Web tools will be infused as students design and post their own Web page. Emphasis will be on writing for the Web, graphic design and practical applications of school-based Web design. Prerequisite: SCI 620.
SCI 628: Technology Infrastructure and Support. 3 hours.
Educators will have the opportunity to design, develop and implement technology plans at the classroom, building and district level. Visits and interaction with area school district technology coordinators will be an integral part of this course. Primary focus will be on systems, servers, technology layout and design, as well as purchasing and procurement of technology. Prerequisite: SCI 620.
SCI 629: Technology Internship. 3 hours.
Students will be placed in an educational setting to develop hands-on knowledge and skills necessary to become a technology director at the building and/or district level. The primary focus will be the utilization of the knowledge and skills gained from all of the "Instructional Technology" courses (except for EDUC 700: Capstone Seminar) and applying that information to the school setting. Prerequisite: A in SCI 620. This course must be taken as the last course in the Instructional Technology Track program.
SCI 631: Improvement of K-12 Science Instruction. 3 hours.
A course designed for the in-service teacher to improve background knowledge in science concepts and instructional strategies in the elementary, middle school or high school curriculum. Emphasis is given to a hands-on, process-oriented instructional approach incorporating active research related to water quality monitoring, science fair preparation, minority scientists, and community resources for science education.
SCI 632: Educational Evaluation. 3 hours.
This course is designed to provide basic instruction terminology and methods of educational evaluation. Students will study techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments, and determining reliability and validity of evaluation instruments. Students will be able to define vocabulary terms, explain the evaluation process and procedures used in various evaluation models, identify evaluation purposes, determine which evaluation design is most appropriate, use the library and Internet, construct data gathering instruments, collect and interpret data, read evaluation reports and interpret their results, and write comprehensive evaluation reports based upon an original study. This course will not lead to a public school teaching certificate.
SCI 633: Instructional Product Development. 3 hours.
Students will examine the use of educational models to create instruction that is appropriate from a pedagogical and practical viewpoint. Emphasis will be on theories and models to support the following: analysis of the learner environment and needs; design of a set of specifications for an effective, efficient and relevant learner environment; development of all learner and management materials; and evaluation of the results of the development using formative and summation methods. Students will be asked to make well-informed decisions regarding modification to products/materials/
programs (formative) and determining the value of existing products/materials/programs for possible adoption (summation). This course will not lead to a public school teaching certificate.
SCI 634: Instructional Design and Delivery. 3 hours.
A study of the systematic processes of translating principles of learning and instruction into plans for instructional materials and activities. These processes include designing training programs, developing design strategies and models, and improving instructional effectiveness. Specifications for educational products and systematic planning procedures will be developed. The use of computer models and simulations will enhance the instructional design process. This course will not lead to a public school teaching certificate.
SCI 635: Simulations and Virtual Reality. 3 hours.
An introduction to creating and using simulations in an online classroom setting. This course will not lead to a public school
teaching certificate.
SCI 638: Applied Statistics. 3 hours.
Students focus on a comprehensive package of statistical techniques, measurement theory, and testing procedures designed to provide theoretical and practical learning experiences for physical educators. Statistical concepts covered include frequency distribution, measures of central tendency, measures of variability, percentile ranks, standard scores, probability, and correlation techniques.
SCI 639: Data Analysis. 3 hours.
In this course, teachers learn the mathematical content for teaching their students about descriptive data. They learn to ask questions, gather necessary data, organize, visualize, and analyze the data and communicate that analysis. They use spreadsheets as a tool to organize, visualize, and communicate data.
SCI 640 Integers, Brain Research and Differentiated Instruction. 3 hours.
Teachers develop a mathematical understanding of the key concepts of integers from teaching algebra. The course integrates standards-based lessons with strategies for differentiated instruction and brain-based research classroom applications. Participants have opportunities to view video clips of master teachers working with their students, followed with online discussions and professional online reflection journals
SCI 641: From Pattern to Functions. 3 hours.
Teachers investigate how patterns lead to an understanding of discrete functions. The course explores number sequences, geometric patterns, function machines, t-tables, graphs, and how to generalize rules in function notation.
SCI 642: Introduction to Continuous Functions. 3 hours.
Teachers continue to learn more on the study of functions. Attention focuses on direct variation, other linear equations, their slope and y-intercept, and the standard form of a line: y-mx+b. The course culminates with a discussion of simple quadratic and cubic functions.
SCI 643: Rational Numbers. 3 hours.
This course introduces teachers to rational numbers as an extension of integers. Emphasis is placed on using concrete models to develop conceptual understanding of rational number operations, their algorithms, and the application of
proportional reasons.
SCI 644: Geometry and Measurements. 3 hours.
Focus is given to two- and three-dimensional geometric figures and their properties. Measurement concepts lead to computational algorithms for perimeter, circumference, area, and volume.
SCI 645: Solving Equations. 3 hours.
Focus is placed on reviewing algebraic notation and the properties of algebra and their use in translating word problems into algebraic sentences.
SCI 646: Exercise Physiology. 3 hours.
This course is designed to help students gain an appreciation and knowledge of how the body functions under conditions of exercise stress. Special emphasis is placed on the development of training programs, diagnosis of exercise and sport-related problems, tests of physiological capacity and the effects of exercise on general health, growth, and aging.
SCI 661: Field Biology. 3 hours.
This is a course to increase the teacher's familiarity with, and understanding of, living things in their natural surroundings; study plants and animals in the more important types of habitats of the region; and illustrate various ways of life. Methods of collection, identification and preservation of specimens are included in the course.
SCI 662: Studies in Environmental Problems. 3 hours.
A course designed to meet the current needs of the educator in respect to developing environmental-awareness. Basic principles of ecology are explored as a means of establishing a framework within which the student can relate to the total environment. Some time is devoted to consideration of existing environmental problems, their causes and effects on the environment and corrective measures available.
SCI 663: Astronomy Today. 3 hours.
This course reviews the history of astronomy but concentrates on the developments of the last 20 years. The course is developed to help the teacher use the new astronomical information as it appears in the popular press. For the non-science teacher, this course is a science enrichment study.
SCI 670: Chemistry and Current Problems. 3 hours.
A study of basic chemical concepts that prepares the teacher and students to become effectively involved in understanding and evaluating relevant issues of today, such as recent advances in environmental chemistry, the energy crisis, drug abuse, forensic chemistry, and chemistry and society.
This course is offered when a special educational need has been identified which can be met through courses on timely and relevant topics in the areas of professional education, science, social science and humanities which will not, at the time scheduled, be added to the regular offerings listed in the catalog.
Students who wish to enroll in SCI 691: Research for independent study must, with the assistance of the supervising teacher, prepare a written statement defining the purpose and procedures of study. This written statement must be approved by the student's advisor and by the director of the graduate program.
These are courses in social sciences to provide the individual with an understanding of society. Such an understanding is believed to be essential for mature citizenship and effective leadership in a democracy. The general cultural value of these courses is likewise considered to be a contributing factor to the type of preparation believed to be necessary for effective teaching in the academic world. Secondary school teachers electing a program of study emphasizing the social sciences are expected to take 12 to 15 hours in this area.
SS 601: The Sociological Foundations of Educational Practices
SS 618: Group Dynamics
SS 619: Mental Hygiene
SS 620: Family Living
SS 621: Studies in European Civilization
SS 622: The Adolescent Experience in Contemporary Society
SS 624: The Home, the School and the Community
SS 625: Studies in American Civilization
SS 635: Studies in Contemporary International Affairs
SS 637: Trends and Issues in Health Education
SS 639: Leadership Techniques
SS 641: Stability and Change in American Government
SS 642: Economics for Teachers
SS 681: Culture of the Ozarks: Past and Present
SS 690: Selected Topics
SS 691: Research
SS 601: The Sociological Foundations of Educational Practices. 3 hours.
This is a study of the sociological background of public school children; modern interpretation of the democratic ideology; current social trends and issues as they affect education; application to such school problems as educational objectives, curriculum, guidance, methods, administration, moral education, and multicultural education.
SS 618: Group Dynamics. 3 hours.
This is a study of recent experimental research findings in the area of small groups, with particular attention to interpersonal communications.
SS 619: Mental Hygiene. 3 hours.
This course is designed to develop an understanding of the principles of good mental health and the dynamics involved in healthy personality development. As time permits, special study is made of current mental health programs most relevant to the life situations of the students.
SS 620: Family Living. 3 hours.
A study of the changing role of the family in American society, the course emphasizes trends in family structure, the role of men and women in the family relationship and the means of creating intimacy, communication and growth within the family system.
SS 621: Studies in European Civilization. 3 hours.
Students survey the major intellectual trends in European civilization beginning with the Greek and Biblical traditions; the shape of medieval civilization as formed first by Augustine and then by Aquinas; the old and new in the Renaissance and Reformation; the Enlightenment, Romanticism and Existentialism.
SS 622: The Adolescent Experience in Contemporary Society. 3 hours.
Students examine the developmental influences that lead to adolescence approached from a multidisciplinary, life-span perspective. Adolescence is studied from an integrated biological, psychological, sociological, and historical perspective in an approach focused on the special interests and concerns of the teacher and administrator in the contemporary school.
SS 624: The Home, the School and the Community. 3 hours.
The course focuses on the James Comer School Development Program model for parent participation and community involvement for the improvement of elementary and secondary education. Emphasis is given to the environmental transactions among the home, school, and the community for the purpose of increasing the quality of life and the educational attainment of children and youth.
SS 625: Studies in American Civilization. 3 hours.
These are selected topics in historical interpretation: the colonial mind, nationalism and sectionalism, Jeffersonian democracy, the frontier, slavery and abolition, etc.
SS 635: Studies in Contemporary International Affairs. 3 hours.
An examination of influence and power relationships among nation-states such as the United States, Russia and China, the course combines a basic scheme for analysis of world affairs with a concern of international political events that are timely and relevant.
SS 637: Trends and Issues in Health Education. 3 hours.
This course is designed to familiarize students with the latest trends and programs in health education. Major health problems of the public schools are studied and their best possible solutions discussed by the class. The student is helped to recognize ways in which the school and community can work together to solve health problems.
SS 639: Leadership Techniques. 3 hours.
This course studies the development of concepts of leadership and the techniques through which leadership is exercised. The influence of changing political, social, and economic forces on education in general as they affect the role of the leader is explored.
SS 641: Stability and Change in American Government. 3 hours.
A systematic survey of politics in the United States in the context of the "democratic" tradition, this course examines both current and projected roles and behavior of formal as well as informal institutions and groups in response to social, economic, and political problems in American society.
SS 642: Economics for Teachers. 3 hours.
Students learn basic economic principles, emphasizing the areas most easily transferred into valuable learning experiences at the elementary, middle school, and high school levels.
SS 681: Culture of the Ozarks: Past and Present. 3 hours.
This course, designed to develop an understanding and appreciation of the native culture of the Ozarks, deals with the cultural development of the Ozarks peoples from the first Native-Americans and early settlers to their contemporary descendants. This course fulfills nonprofessional requirement in either the social science or in the area of humanities and fine arts.
This course is offered when a special educational need has been identified that can be met through courses on timely and relevant topics in the areas of professional education, science, social science and humanities that will not, at the time scheduled, be added to the regular offerings listed in the catalog.
Students who wish to enroll in 691 Research for independent study must, with the assistance of the supervising teacher, prepare a written statement defining the purpose and procedures of study. This written statement must be approved by the student's advisor and by the director of the graduate program.
