Click on the course name to view a generic syllabus for the course.

Coll 601 - Admission to Candidacy (0 hours)

Prerequisite: Educ 512, Educ 600, Educ 601, LiveText portfolio candidacy approval

When this course is listed on a student's transcript, the student has completed all requirements for candidacy and may enroll in upper-level (600-level) courses.

Core Courses - Required

Educ 512 Technology and Mediated Instruction (3 hours)

Co-requisite: Educ 601

This course will provide participants with a solid understanding of educational technology and how to integrate computers and instructional technology into an educational environment. Students will research current educational issues related to instruction and learning with technology. Students will reflect on standards-based instruction through the application of the ISTE NETS-T and Peru State College Graduate Conceptual Framework.

Educ 600 Sociology of Education (3 hours)

Prerequisite: Educ 512, Educ 601

This course will involve an in-depth study of the environment of students and the relationship to the field of education. Emphasis will be placed on the educational institution’s multiple social roles within the community, the social structures found within educational organizations, and their implications for improving educational practice. This course requires a one-day practicum outside of the school setting where the degree-seeking candidate currently teaches.

Educ 601 Study Design and Data Collection (3 hours)

Co-requisite: Educ 512

This course focuses on understanding research methods and writing a research proposal.  The development of appropriately phrased research questions and alternative methods of inquiry are considered, as are factors influencing validity and reliability.  Although survey methods are considered in detail, qualitative approaches also receive attention.

Educ 602 Statistical Methods and Data Analysis (3 hours)

Prerequisite: Coll 601

This course offers training and understanding of common descriptive, and inferential statistical techniques for conducting research and engaging in scholarly activities.

Educ 605 Cognition and Learning (3 hours)

Prerequisite: Coll 601

The starting point for any understanding of learning in the classroom is what we scientifically know about how the brain learns.  This course will study brain organization as it applies to classroom learning.  The focus of this course will be on the latest research on the executive functions of the brain.  From recent brain research, principles of learning will be established and applied to classroom practice.  The principles of learning will be developed around three fundamentals:  climate for learning, instruction and student processing.

Educ 621 Curriculum Development (3 hours)
Prerequisite: Coll 601

This course is designed to examine the principles underlying the development of educational curriculum and the relationship to standards, instructional methodology, and assessment. Emphasis will be placed on the methods of determining priorities, objectives, scope and sequence, and organizational processes. The role of federal, state, and local governance will be examined.

Educ 623 Assessment of Instruction (3 hours)

Prerequisite: Coll 601

This course is designed to examine the principles underlying the development of appropriate assessment practices and methodology. Emphasis will be placed on the relationship between assessment, instruction, and student achievement. The roles of federal, state and local government, as well as diversity issues, will be examined. An understanding of how to improve student achievement and standardized test results will be scrutinized.

Courses for Certificates of Achievement

Classroom Behavior and Management (CBM)

Educ 533 Classroom Management & Leadership (3 hours)

Prerequisite: Graduate Student Status

This course encompasses the role of management and leadership in the classroom as a system that is inter-linked with the individual, class, school, community, state, etc. Research on key aspects of management and/or leadership styles will be analyzed.

Educ 570 Attachment and the Defiant School Child (3 hours)

Prerequisite: Graduate Student Status

This course will study the relationship between attachment organization and the development of defiant school behavior.  It will focus on developing interventions for teachers to use in classroom management of oppositional, defiant children.

SpEd 540 Behavior Management (3 hours)

Prerequisite: Graduate Student Status

This course will focus on basic principles of behavior modification as well as survey practical applications of this approach.  Course content will include theoretical implications, behavioral and functional analysis, targeting behaviors, collecting information, interventions, positive behavioral support, and monitoring for change.

Instructional Mastery (IM)

Educ 530 Contemporary Instruction: Theory to Practice (3 hours)

Prerequisite: Graduate Student Status

This course is designed to provide the professional educator with opportunities to test educational theory and apply best practices in actual classrooms. The course should enhance and further develop the knowledge, skills, and dispositions of effective teaching. The five propositions of accomplished teaching (as defined by the National Board for Professional Teaching Standards - NPBTS) will be analyzed and their applications investigated within working classroom environments at the elementary and secondary levels.

Educ 540 The Master Teacher (3 hours)

Prerequisite: Graduate Student Status

This is a course for classroom teachers who wish to analyze their teaching styles and methods to improve their repertoire with additional methods of teaching. Teachers will do micro-teachings in their subject, participate in critiques of micro-teachings, and learn and practice new methods.

Educ 569 Teachers as Collaborative Leaders (3 hours)

Prerequisite: Graduate Student Status
In this course, teachers will understand the phenomenon of teacher leadership that will help teachers develop skills required to act as leaders and learners to impact school improvement from within.  By examining their personal and professional roles, teachers will learn to be more effective leaders in their professional communities.  Students will better understand the new opportunities for leadership in schools through communication strategies, facilitation methods, and mentoring.

Instructional Technology (IT)

Educ 552 Introduction to Multimedia Authoring (3 hours)

Prerequisite: Graduate Student Status

This course is designed to provide participants with the knowledge and skills associated with the principles of multimedia, and the means whereby they can utilize their knowledge and skills effectively in an educational setting. Through a variety of project-base learning experiences, students will explore the hardware and software related to multimedia authoring.
 

Educ 553 Using the Internet (3 hours)

Prerequisite: Graduate Student Status

The purpose of this course is to provide participants with a working knowledge of how to utilize the various components of the Internet and integrate that knowledge into their professional practice. As students study a variety of topics associated with the Internet and its uses in the classroom, they will have the opportunity to share experiences and data with their peers, examine Web sites and develop curriculum for use in their own educational settings.

Educ 556 Desktop Publishing for Teachers (3 hours)

Prerequisite: Graduate Student Status

The course provides experiences in the production of quality documents and publications for use in educational settings. Students combine text and graphics to create a variety of documents including resumes, reports, flyers, brochures, etc. Application projects are integral to the course.

Elective Courses

Educ 505 Diversity in Education (3 hours)

Prerequisite: Graduate Student Status

Diversity in Education is a course designed to give teacher candidates a strong background in the conceptual, theoretical and philosophical issues surrounding diversity in educational settings.  Course content will offer the opportunity for students to adopt a philosophical position, design and implement effective teaching strategies that reflect ethnic and cultural diversity, and will explore notions of equity that will provide students with the information they need to create learning environments that are free of bias and provide a high quality education to all students.

Educ 510 Current Issues in Education (3 hours)

Prerequisite: Graduate Student Status
This course will provide participants with current information about a multitude of topics relating to educational programs and institutions. Issues include topics related to student and instructor rights and responsibilities, effective instructional and management strategies, legal aspects of providing an education, and employee accountability.

Educ 520 Moving from Discipline to Self-Discipline: A Developmental Approach (3 hours)

Prerequisite: Graduate Student Status

This course is designed to provide classroom teachers the opportunity to take a three hour graduate level course which will examine the key issues of classroom management as well as provide a model for teaching self discipline skills to students.  Research on key aspects of  classroom management strategies will be analyzed.

Educ 542 Supervision of Student Teachers (3 hours)

Prerequisite: Graduate Student Status

The thrust of this course will be to provide classroom teachers the opportunity to learn a systematic process of supervising student teachers based on scientific knowledge and theoretical constructs.  Supervision of teachers will be discussed, supervisory conferences will be explored, and evaluation models will be developed.

Prerequisite: Teacher Certification and employment in a school system.

Educ 551 Advanced Software Applications (3 hours)

Prerequisite: Graduate Student Status

This course will provide participants with an advanced understanding of computer operating systems, word processing, spreadsheet, and presentation programs in relation to an educational setting. The course is project-based and emphasizes how these programs can be applied in educational settings to improve instruction and the learning process. The course will also provide an introduction to Web page design.
Prerequisite: Educ 550 or successful completion of Technology Skills Assessment

Educ 555 Maintenance and Troubleshooting (3 hours)

Prerequisite: Graduate Student Status

This course will provide participants with advanced computer knowledge with the skills for basic diagnostics and repair of computer software and hardware.  Topics will include various strategies and skills needed by individuals working with hardware and software problems that arise in educational settings.

Prerequisite:  Educ 551 or consent if non-degree student

Educ 695 Graduate Internship (3 hours)

Prerequisite:  Coll 601; Permission of the Dean of Graduate Programs

Educ 696 Thesis/Action Research Project I (3 hours)

Prerequisite:  Coll 601; Permission of the Dean of Graduate Programs

Prerequisite:  Coll 601; Permission of the Dean of Graduate Programs

Psyc 565 Child Abuse and Neglect in the Work Environment (3 hours)

Prerequisite: Graduate Student Status

The purpose of this course is to provide graduate students in Education with a comprehensive overview of the topic of child abuse and neglect.  The course will begin with an in-depth evaluation of the problem of abuse and neglect it impacts our school society and progress to detection techniques for all forms of abuse and neglect; the societal structures established to cope with the problem; the implementation of effective school coping structures; legal aspects including an examination of problems of offender prosecution.

SpEd 500 Inclusionary Practices for Special Education (3 hours)

Prerequisite: Graduate Student Status
This course will provide an overview of the handicapping conditions served under the legislation of IDEA. A review of the law and the eligibility requirements for each identified handicapping condition will be examined. The purpose of the course will be to train general and special educators in practices conducive to creating inclusionary environments in which to teach both regular education and special education students. Best practices regarding the development of an inclusionary program will be presented. Methods of alternative instruction designed to meet individual needs within large group settings at the K-12 level will be discussed. Practice in collaborative techniques will be provided.