CURRICULUM AND INSTRUCTION
Introduction to Graduate Studies.
A requirement of the Graduate Studies in Education Program is the successful completion of the course, EDU 500 Introduction to Graduate Studies, through which the student is provided an orientation to the university, graduate studies, use of library resources, preparation of a portfolio, and advising. NOTE: Students cannot go beyond six hours in their program without completing this course.
The student will demonstrate the ability to interpret and critique research in the field of education. The student will demonstrate familiarity with statistical techniques and be able to take a question and develop a research plan to answer the question.
An advanced study of the physical, emotional, social, and cognitive characteristics of children within grades K-4, 5-8, and 9-12. Students will concentrate on the implications these characteristics have for the classroom setting within the appropriate grade level. Clinical observations will be required.
Instructional Theory and Design.
This course is an in-depth study of selected models of teaching and supporting research with emphasis on practical application in K-12 classrooms. Importance is placed on designing, applying, and evaluating instructional activities; lesson planning and lesson presentation to produce a community of learners.
Computer Applications in Education.
A projects-based course in instructional technology which provides learners with the opportunity to enhance their skills and understanding of the use of varied media (e.g., electronic mail, electronic spreadsheets, HTML authoring systems, presentations software, etc.) to present, record, and share information by engaging them in the creation and application of electronic technologies in their educational settings. This course contains significant writing and technology components; therefore, clinical experiences in fundamentals of computer use for novices are made available outside of class time in the Technology Training Center during its open lab hours.
Practicum in Instructional Strategies (Elementary).
Practicum in Instructional Strategies (Secondary).
This course is a practicum phase of the Post-baccalaureate Teacher Preparation Program and will involve research, instructional design and technology, methods, materials, and media appropriate to the student’s area of licensure. A 30-hour field experience in a local school system is an integral part of this practicum.
Foundations of Curriculum.
This course is an introduction to curriculum and the relationship of social goals and educational purposes regarding community, district, region, nation, and world. Organizational patterns of schools, curriculum settings and issues relevant to content areas are included. Attention is given to the teacher's role and values in the school and society.
Diagnosis and Remediation of Math Difficulties.
This course is an in-depth study of math curriculum for grades K-8. An emphasis on constructivist teaching practices with hands-on learning, problem solving, and communicating mathematical difficulties stressed. Attention to grade level and remediation are included.
Diagnosis and Remediation of Reading Difficulties.
Focuses on principles of measurement and evaluation in reading. Stresses formal and informal techniques used by the classroom teacher in assessing a child’s reading potential. Includes materials, programs, and techniques used to correct reading disabilities. Emphasizes corrective, remedial, and clinical approaches to the treatment of reading problems.
Procedures in Classroom Management.
A study and application of procedures for dealing with pupil discipline and management in the elementary and secondary grades. Special attention is given to management of pupils in the classroom.
A study of laws and court decisions having direct implications for the teacher and/or administrator in the professional setting. The teacher/administrator as an employee, classroom management and safety/security issues, negligence and torts, students’ rights, instruction, and administration/supervision are among topics to be covered.
Preparation and Use of Instructional Materials.
This course will cover how to produce and use teacher-made materials to enrich and extend the school curriculum. Emphasis will be on developing alternatives to traditional materials.
Studies in various academic content areas and instructional practice directly related to levels of instruction from pre-school through post-secondary. For graduate and professional students.
Teaching Strategies K-4.
A study of materials and methods for teaching children in grades K-4. This course involves instructional design, methods, materials, and technology appropriate for those ages and a 15-hour practicum in a kindergarten setting.
Reading in the Content Area.
A general study of strategies used in building and reinforcing reading skills in respective content areas of secondary grades. Prerequisite: Admission to teacher education. Same as RDG 321.
Thesis Research and Planning.
This course is the first part of the six-hour thesis process in partial fulfillment for the Master of Education Degree. In this course, students will review significant aspects of research, learn the thesis process, select their thesis project, research the literature, and develop the thesis proposal. The student must hold "regular admission" status.
Thesis Preparation and Defense.
This course is the second part of the six-hour thesis process in which students will work independently to follow their planned thesis proposal, periodically meeting with their assigned mentor and defending the final product before a thesis committee. Prerequisite: EDU 522A Thesis Research and Planning.
Internship (Curriculum and Instruction).
3, 6 hours.
The internship provides focused supervised opportunities to extend knowledge and professional competencies in curriculum and instruction. Each internship is designed individually and must be approved by the Director of Graduate Studies in Education. Approximately 40 hours of preparation, work, and evaluation, exclusive of travel will be required for each hour of credit.
Enhanced Student Teaching.
The enhanced field experience consists of an entire semester with the student working as a student teacher in two sequentially assigned classroom settings. During this time the student is expected to demonstrate skills in teaching appropriate to the age of the children and the subject for which licensure is being sought according to specific areas of knowledge and skills. Students will also meet in a weekly, on-campus seminar to discuss experiences and other areas of interest and/or need.
Learning Theory and Principles.
525. Learning Theory and Principles. 3 hours. This course will cover theories of learning and ways of implementing this body of knowledge in a school-wide counseling program and in assisting teachers in their professional responsibilities with students.
This course is intended to help students demonstrate knowledge, skills, and dispositions related to working with children with exceptionalities. The focus will be on best teaching practices in general and special education and the understanding of students with widely different academic, social-emotional, and sensory-physical abilities.
An analysis of literacy development in preschool through primary grades which includes methods,
materials, organization, and evaluation techniques for fostering beginning reading and writing
consistent with current research. Same as RDG 325.
Professional Reflective Seminar.
A course bringing closure to the initial licensure program in which the student will present a portfolio, complete content competencies required for licensure, prepare for and pass Praxis, and take any remedial steps required to obtain a teaching/counseling licensure. The student will also develop and implement a professional development plan for the following year.
Theories of Child Counseling and Consulting.
This course provides a comprehensive study in person-centered, behavioral and related theories in counseling children. Experiences include exercises in counseling, consulting, and coordinating with a focus on elementary and middle school students.
Career Development, Counseling, and Consulting in Schools.
This course provides intensive study in the processes of career development and planning, career and lifestyle counseling, planning, and development with a focus on secondary students.
Introduction to Group Counseling in Schools.
This course is designed to provide students with methods, materials, leadership skills and counseling techniques appropriate for group work in a school setting. The course will address group and classroom approaches for promoting academic achievement and success in school for the at-risk student. Principles and practices of group counseling, group dynamics, teaching and training models and skills, teaming and collaboration and working with parent groups will be covered. This course is designed to provide students with methods, materials, leadership skills and counseling techniques appropriate for group work and collaboration with teams in a school setting.
Counseling Diverse Populations in Schools.
This course involves an in-depth study in the theory and research on individual and group multicultural counseling in schools with particular attention to social development and academic achievement.
Clinical Techniques in School Counseling (Practicum).
This course provides the implementation and practice of counseling theories; modeling, school counseling strategies for preK-12 students, and critique of counseling skills for school counselors. This course includes a 50-hour practicum to be completed during the semester in which the course is taken. (Students will complete this practicum at the elementary/middle level, or secondary level.) Prerequisites: EDU 665 Organization and Administration to School Counseling, EDU 532 Theories of Child Counseling and Consulting, EDU 534 Introduction to Group Counseling, and EDU 538 Assessments.
Assessments for School Counselors.
This course provides an advanced study of standardized tests used in schools, including achievement, aptitude, intelligence, interests, motivation, and structured interview instruments. Students will also be introduced to principles of measurement, rationale for tests selection, guidelines for administration and the use of appraisal data for decision-making.
Legal and Ethical Issues in Education.
A study of the laws, court decisions, codes of ethics, and ethical issues having direct implications on the school counselor and administrator in the professional setting.
Mentoring in the Classroom.
This mentoring will include face to face meetings, classroom observations, formal evaluations, attendance at in-service in identified areas of need, and attendance at group meetings of all candidates. Course is pass/fail and can be repeated for credit.
A cooperatively planned reading-research course or special project guided and evaluated by a member of the graduate faculty. May be repeated. Prerequisite: student must have “regular admission” status, have completed 12 graduate hours with 3.0 or above, and complete required forms with appropriate signatures before the drop/add date of the semester for which the credit is to be earned. It is the student’s responsibility to develop a proposal, initiate contact with a faculty member willing to serve as mentor, and see that all requirements are met. A maximum of six semester hours may be counted toward a master’s degree at FHU.
Foundations of School Administration and Supervision.
A study of the relationships between people’s behavior and their beliefs and/or value structures; the relationships between people’s beliefs about the nature of humans and their leadership behavior: group process as a problem solving device; various leadership styles and their consequences; the student’s own concept of educational administration; and the importance of the continuance of one’s own professional growth. Prerequisite: 12 hours of 500-level core courses. This course will include field experiences and projects or activities in the areas covered.
Leadership Theories and Applications.
A study of the organizational structure for the administrator to facilitate the goals and objectives of the unit; implementation of a management process for the administrator most appropriate to a specific administrator’s position; prediction of the consequences of selected management processes; verbalization and demonstration of technical skills that are necessary to perform formative and summative teacher evaluations; verbalization and demonstration of supervisory skills. Field experiences and/or projects and activities will be included in this course. Prerequisite: EDU 601 and admission to Administration Program.
School Business Management.
This course requires that students identify a specific school district and verbalize the budgetary responsibilities of each of its administrative components; do an operating cost analysis of a specific program after having been given a specific program in a school and a traditional line-item budget; compare the procedures and capabilities of a Planning Programming Budgeting System of budgeting model with a traditional budgeting model; develop an appropriate budgeting model and identify the steps necessary for its implementation for an identified school district; conceptualize the business management competencies necessary to function as a business administrator or unit head in a specified school. National and state finance issues and trends will be addressed. Field experiences, projects, and activities will be included. Prerequisite: EDU 601 and admission to administration program.
School and Community Relations.
A study of processes, systems and instruments for obtaining and disseminating information pertaining to school and community; the investigation and analysis of procedures for utilizing human and physical community resources for improving education. This course will include field activities, group projects, and individual activities. Prerequisite: EDU 601 and admission to administration program.
This course will focus on the role and responsibilities of the school leader in effectively moving his/her school toward improved student achievement. Instructional techniques and strategies, personal and professional development, teacher-process-program evaluation, success for all students, and motivational morale will be covered. Other topics would include dealing with change, collecting and using data, curriculum, scheduling, and facilities and services. Field experiences, group and individual activities, and assigned projects will be included during this course.
Service Learning: Principles and Practices.
A practical experience designed to prepare educators to develop and lead service learning experiences through experiential education, theories of service and service learning, strategies for facilitation and effective teaching practice, and critical reflection. The course requires each student to present a paper in a FHU Saturday “Service Learning” Conference.
This course will study the requisite knowledge and skills necessary to develop programs dependent on competitive funding. It will include an overview of proposal development strategies; skills in determining, critiquing, and assessing criteria of successful proposals; a systems approach in project development; and skills in identifying and critiquing viable sources of funding for developed projects.
Administrative Issues in Special Education.
This course will explore various legal and administrative issues associated with special education programs in the public school setting. It is intended primarily for those working as school administrators in the Education Specialist Degree Program.
Advanced Educational Leadership.
School leaders are entrusted with overseeing the education of the present and the next generation. They are held by the public and by their staff and faculty to high professional standards and expectations. This course is designed for prospective school administrators and supervisors to expand and enhance their knowledge and skills in leadership areas.
Thesis Research and Planning.
Prerequisite: Students enrolled in the Ed.S. program are required to complete a minimum of 18 hours before registering for this course. This course is the first part of the six-hour thesis process. In this course, students will review significant aspects of research, learn the thesis process, select their thesis project, research the literature, and develop the thesis proposal.
Thesis Preparation and Defense.
Prerequisite: Students enrolled in the Ed.S. program are required to complete a minimum of 18 hours before registering for this course. This course is the second part of the six-hour thesis process in which students will work independently to follow their planned thesis proposal, periodically meeting with their assigned mentor, and defending the final product before a thesis committee. Prerequisite: EDU 622A Thesis Research and Planning.
Professionalism and Ethics.
School leaders are expected to model and promote professional and ethical standards in their actions and in their decisions This course will research national, state, local, and organizational leadership expectations of professional behavior. Students will study, discuss, and practice desired behaviors through written in-basket activities and role play.
Research in Leadership.
The information on types and styles of leadership and on prevalent uses and current changes in leadership needs and expectations is growing rapidly. This course will focus on research through various media sources and on practical application of the results of this study into developing research-driven leadership strategies.
Advanced Legal Issues in School Administration.
This course will concentrate on legal issues that were not covered in EDU 513 and on issues that have recently been changed by the courts in subjects covered in other law courses. This course is designed for local building administrators as well as the central office administrators.
A study and evaluation of the modern practices and strategies used for school improvement with the emphasis on enhancing K-12 school learning.
Instructional Design and Improvement.
An overview of learning centered on leadership, addressing the improvement of instruction through research findings. Emphasis is also placed on the demonstration of instructional improvement in various settings and the development of leaders who can facilitate the process of educational change.
Facilities and Services.
A study of school facilities and a brief overview of the services provided within the facilities as part of the normal operations. Topics to be covered include the following: planning and needs assessment, community expectations, financing of school facilities, site selection criteria, design and construction, agency approvals, food service, maintenance and operations, and transportation services.
Technology for Administrators.
A projects-based course in technology usage for school administrators and/or school counselors and for prospects seeking to enhance their skills in and understanding of varied technology media. The course is intended to help students to assimilate, analyze, and evaluate data through problem-solving strategies related to their educational settings. This course includes significant writing and technology components.
Organization and Administration of School Counseling Services.
This course will expose students to the knowledge and skills necessary to develop, implement and coordinate a comprehensive school-wide counseling program involving students, teachers, parents and outside agencies.
Seminar in Professional Development.
This course provides students the opportunity of a planned field-based experience to demonstrate the development of identified professional competencies related to the student’s concentration and area of professional interest, and scheduled periods for reflection and professional collaboration with peers. Each student will supply documentary validation of demonstrated identified professional competencies. The course is designed to be a guided induction experience and will be the equivalent of at least one semester, spent full-time in a school setting with a mentor principal. Prerequisite: Approval of advisor.
Supervised Elementary/Middle Internship.
This internship course will give graduate students an opportunity to develop school counseling skills
and demonstrate competence as school counselors while participating in a clinical experience at the
elementary/middle level (K-6). Students and the University will mutually arrange a placement with
a licensed school counselor in a participating school district where they will compete 300 clock
hours, engaging in a variety of school counseling related activities. Prerequisites: EDU 532
Theories of Child Counseling and Consulting, EDU 533 Career Development, Counseling and
Consulting in Schools, EDU 534 Introduction to Group Counseling in Schools, EDU 535 Counseling
Diverse Populations in Schools, EDU 537 Clinical Techniques in School Counseling (Practicum), EDU
538 Assessments for School Counselors, and EDU 665 Organization and Administration of School
Supervised Secondary Internship.
This internship course will give graduate students an opportunity to develop school counseling skills
and demonstrate competence as school counselors while participating in a clinical experience at the
secondary level (7-12). Students and the University will mutually arrange a placement with a
licensed school counselor in a participating school district where they will complete 300 clock
hours, engaging in a variety of school counseling related activities. Prerequisites: EDU 532 Theories
of Child Counseling and Consulting, EDU 533 Career Development, Counseling, and Consulting in
Schools, EDU 534 Introduction to Group Counseling in Schools, EDU 535 Counseling Diverse
Populations in Schools, EDU 537 Clinical Techniques in School Counseling (Practicum), EDU 538
Assessments for School Counselors, and EDU 665 Organization and Administration of School
Supervised Internship (Alternative License).
Su., F., Sp.
Mentoring for individuals who are working as a school counselor on an Alternative License in the
PreK-12 school setting. It provides individuals an opportunity to develop school counseling skills
and demonstrate competence as school counselors while participating in face-to-face meetings with
their university mentor, observations, formal evaluations, and attendance at professional
development activities in identified areas of need. The course is pass/fail.
A cooperatively planned reading-research course or special project guided and evaluated by the Director of Administration and Supervision Program, or his designee. This course would normally be one applied to the Ed.S. Prerequisite: Admission to the Education Specialist Degree Program. The subject of the independent study cannot be applied by the student to their thesis.
This course addresses techniques for identifying specific learning problems of students with disabilities and developing intervention strategies. It requires clinical observations and practicum experiences. Same as SPE 343.
Managing Special-Needs Children.
This course is designed to acquaint students with the origin of inappropriate behavior on the part of children with special needs. An emphasis is placed on understanding the social and emotional aspects of behavior and how misbehavior impacts academic achievement. Students will also gain an understanding of effective techniques and approaches to deal with inappropriate behavior in the classroom. Attention will also be given to an understanding of at-risk behaviors in children and how those behaviors impact learning. Same as SPE 444.
Assessment in Special Education.
Concerns appropriate assessment instruments and procedures for students with disabilities or suspected of having disabilities. Provides training in the administration and interpretation of psycho-educational tests. Requires a Practicum experience. Same as SPE 447.
Consultation with School, Family, and Community.
This course focuses on the development of skills in communicating and collaborating with parents, general education teachers, school administrators, support service personnel in the school, and with other service agencies in the community. Includes topics such as special education resources, laws and regulations, professional ethics, licensure requirements, and professional organizations and successful strategies for parent interaction. Same as SPE 448.
Characteristics and Needs of Exceptional Children I (Modified).
This course deals with etiology, characteristics, and educational needs of individuals with mild disabilities such as learning disabilities, general mental retardation, behavior disorders, attention deficit disorders, traumatic brain injury, and other health impairments. Discussions and practical applications of educational methods, strategies and techniques will also be incorporated. Same as SPE 461.
Techniques and Strategies I (Modified).
This course focuses on effective instructional techniques and strategies to use in teaching students with mild disabilities. Includes strategies for academic studies as well as social and behavioral skills. Requires clinical observations and practicum experiences. Same as SPE 465.
Characteristics and Needs of Exceptional Children (Comprehensive).
This course addresses the characteristics and educational needs of students with moderate and severe disabilities. Requires clinical observation and practicum experience. Same as SPE 471.
Techniques and Strategies II (Comprehensive).
This course focuses on effective instructional techniques and strategies to use in teaching students with moderate to severe disabilities. Includes strategies for teaching academic, social, and behavior skills in dependent living environments. Includes communication and self-help skills. Requires clinical observation, practicum experience, and the use of technology. Same as SPE 475.
Technology and the Special Education Teacher.
This course focuses on the introduction of assistive technology services and devices to special education teachers in order to help students with disabilities use technology to assist them in learning, make the environment more accessible, enable them to compete in the workplace, and enhance their independence. Same as SPE 348.
Health and Related Issues.
This course examines medical procedures performed as related services for children with disabilities in the classroom. Content includes seizure monitoring, the administration of medication, CPR, first aid, positioning and lifting, respiratory assistance, external drainage procedures, suctioning, and safety precautions.
Practicum in a Comprehensive Setting.
A faculty supervised field experience in a setting with students who have moderate and severe disabilities which will require the student to submit lesson plans, tests, logs, and other work samples.
Practicum in Special Education.
A faculty supervised field experience in special education which will require the student to submit lesson plans, tests, and other work samples as well. An evaluation of performance based on observations by designated faculty will also be involved. This practicum will meet the needs of licensed teachers working in a special education setting who are seeking special education endorsement and the benefit of student teaching in special education.