Lee University Catalog 2016-2017 [Archived Catalog]
Graduate Studies in Education
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Helen DeVos College of Education Graduate Studies
William E. Estes, Dean
Graduate Studies in Education
William A. Kamm, Graduate Program Director
Master of Education in Curriculum & Instruction, Special Education, or Educational Leadership (M.Ed.)
The purpose of this program is to provide post-baccalaureate study for persons preparing for careers in professional education and for those teachers and school administrators who want to refine their professional skills. Specifically, the degree will:
- Provide advanced preparation, theory, integration of faith and learning, and practical application.
- Encourage candidates to solve professional problems by independent investigation through study and research.
- Further develop the professional competencies attained in undergraduate programs.
For those school personnel who have a need for further professional training but who may not be interested in pursuing a graduate degree, this program of study may provide in-service educational opportunities.
Master of Arts in Teaching (M.A.T.)
The purpose of this program in Elementary, Secondary, or Special Education is to provide a route to initial teacher licensure with graduate work leading to a master’s degree. Students who successfully complete the degree program and meet all standardized test requirements will be eligible for licensure by the Tennessee Department of Education.
Master of Science in Higher Education Administration (MSHEA.MS)
The purpose of this program is to prepare individuals for careers in the college and university setting. With attention given to student development, assessment, learning communities, financial and legal issues, students are exposed to most sectors of a modern higher education institution. This degree culminates with an internship.
Educational Specialist (Ed.S.)
The Lee University Educational Specialist Degree with a concentration in either Curriculum and Instruction or Educational Leadership is a post master’s degree level program of study. The purpose of the program is to equip successful educators with the tools, knowledge and understanding necessary to provide innovative classroom instruction to the schools and school systems of the twenty-first century. This program is intended to serve three related purposes:
- To provide professional educators with an opportunity to develop specialized expertise and best practice skills in the area of classroom teaching or educational leadership.
- To provide those professional educators who desire it, a bridge from their master’s level work to doctoral level study in the areas of educational administration or curriculum and instruction.
- To provide a career path for classroom teachers to pursue the highest professional ranking in the profession: National Board Certification. Consequently, the Educational Specialist in Curriculum and Instruction will be organized around the five core propositions of the National Board for Professional Teaching Standards. These standards are intended to produce professional educators who:
Are committed to students and their learning.
Know the subjects they teach and how to teach those subjects to students.
Are responsible for managing and monitoring student learning.
Think systematically about their practice and learn from experience.
Are members of professional learning communities.
General Description of the Educational Specialist (Ed.S.) Programs
Curriculum and Instruction: The Educational Specialist degree with a concentration in Curriculum and Instruction is a 30 semester hour (10 courses) undertaking. Of those, 18 hours are required courses and the 12 additional hours will be selected from the graduate course electives.
Educational Leadership: The Educational Specialist degree with a concentration in Educational Leadership is a 33 semester hour (11 courses) undertaking. Of the 33 hours, 18 hours (6 courses) consist of required courses and 15 hours (5 courses) will be selected from a specified list of electives.
The Conceptual Framework
The following brief outline is an abridged version of the extended Conceptual Framework that guides the Graduate Education Program or Unit’s work. This abstraction delineates the linkage between the Unit’s Vision, Mission, Philosophy, and Goals and is the basic rationale for all its activities.
Vision
The vision of the Graduate Education Program at Lee University is to be an institution of international significance in professional education. That vision is expressed in the following mission statement summarizing and organizing this Unit’s efforts toward that end.
Mission
This Unit’s mission is to produce candidates who are…
Lifelong Learners
Effective Educators
Ethical Practitioners
Each of the three statements in the mission is an organizing principle that shapes and informs this Unit’s activities and is the summation of the following fundamental philosophical assumptions undergirding these lofty ideals.
Philosophy
Competent, caring, and qualified educational professionals are essential in securing the future of this country and the world. These men and women must be prepared to discern wisely, think creatively, teach effectively, and lead courageously. Toward that end, the Lee University Graduate Education programs are designed to encourage problem finding, problem solving and reflective practice within the framework of Biblical truth and commitment of service in the kingdom of God. The program should enhance the candidates’ present teaching and leadership skills, help develop new talents, and improve educational research abilities. Expected outcomes include scholarly contribution to the profession, significantly improved classroom teaching, and modeling of able and compassionate leadership. This philosophical ideal is best achieved if our candidates are Lifelong learners, Effective Educators, and Ethical Practitioners.
Goals
Specifically, the goals that follow are the expected pragmatic outcomes of the Unit’s vision, mission and philosophy. Along the way, the assessment of these benchmarks helps ensure adequate progress toward the realization of the Unit’s philosophy, its mission and ultimately its vision.
For each of the levels in the Unit - the Masters and Specialists - the seven fundamental goals are the same. In each of the levels, these goals are further refined to reflect program specifics and are linked to additional external measures that help clarify and differentiate the expected outcome by program. Further, each of the fundamental goals will be related to one or more of the mission outcomes, Lifelong Learner, Effective Educator, Ethical Practitioner. As indicated above, the subsections for each level of these fundamental goals will be identified and cited from a variety of organizations including outcome goals established by the National Board for Professional Teaching Standards, Tennessee State Board of Education for the Administrator License (TSBEAL), and those identified by this Unit (12 Unit Goals).
Graduate Goals
Masters Level Curriculum and Instruction Teaching Candidates will demonstrate evidence of intellectual and personal growth defined by the prescriptive activities in the 12 undergraduate Unit Goals (initial license) linked to each of the following goals for the Master Level candidate.
Masters Level Educational Leadership Candidates will demonstrate evidence of intellectual and personal growth in standards implicit in the seven areas described in the Tennessee State Board of Education for the Administrator License (TSBEAL -A-G) as they are linked to the following fundamental goals for the Master Level candidate.
Educational Specialist Level Curriculum and Instruction Teaching Candidates: The graduate education goals are extended for the Educational Specialist candidates in Curriculum and Instruction Teaching to include outcomes identified by the Unit (U1-12), the EDS candidates in Curriculum and Instruction will satisfy the objectives inherent in the five (5) Core Propositions (P1-5) of the National Board for Professional Teaching Standards (NBPTS).
Educational Specialist Level Educational Leadership Candidates: The fundamental graduate education goals are extended for the Educational Specialist candidates in Educational Leadership. In addition to the general outcomes identified by the NBPTS Five (5) Core Propositions (P1-5: please note that in the NBPTS sections, the word “Teachers” has been replaced by the word “Educator”), these candidates will satisfy the outcomes mandated by the Tennessee State Board of Education for the Administrator License (TSBEAL).
All MAT, M.Ed. and Ed.S. candidates will demonstrate competencies in an (a):
1. Extend Knowledge and experience in the area of learning and instruction, including conceptual and practical applications of practices that support the process.
2. Understanding and utilization of research methods that improve practices in schools and classrooms.
3. Ability to apply knowledge of multi-media technology to school and classroom practices.
4. Understanding and application of practice of inclusive educational opportunities for learners from diverse backgrounds and disabilities.
5. Enhancement and extension of knowledge of current trends and issues in education.
6. *Demonstration of professional contributions, such as leadership in professional organizations, provision of in-service education for peers and mentorship of beginning teachers.
7. Articulation of a Christian worldview of teaching.
*NOT REQUIRED for Master of Arts in Teaching (MAT) candidates
All MSHEA candidates will demonstrate the following program outcome goals:
1. Students will analyze, evaluate, and apply concepts and theories in College Student Development, organizational theory, and practical administration.
2. Students will use both qualitative and quantitative assessment tools in researching and engaging problems in higher education environments.
3. Students will use the critical thinking skills of selection, organization, and evaluation of information when preparing solutions to higher education issues.
4. Students will identify and properly use higher education resources in maintaining personal data, financial budgeting, and human resources.
5. Students will see the university as a social system, being able to identify diverse human needs and expectations.
6. Students will initiate their own leadership skill set and have the opportunity to use these skills in a variety of settings.
7. Students will begin to demonstrate proficiency in the professional competency areas for student affairs practitioners.
8. Students will see the unique and changing mission of a university in serving the students academically, socially, and morally.
9. Students will integrate their personal faith with practice in the field as evidenced by their ability to articulate their perspective on how faith influences their practice and impacts their approach to faith development and spirituality in students they serve.
Admission Requirements
The Graduate Education Committee will make individual admission decisions after considering weighted criteria from the candidate’s completed application file.
Candidates for admission to the Master of Education program must submit the following materials to be considered for admission:
- Completed Lee University Application to Graduate Studies including all supporting materials. Online application at www.applytolee.com.
- Two original transcripts from all undergraduate and graduate institutions.
- Completion of an approved Teacher Education Program.
- MMR Immunization Verification (if born after January 1, 1957). The Certificate of Immunization form (leeuniversity.edu/uploadedFiles/Content/health-clinic/ImmunizationForms.pdf) must be completed and signed by a licensed health care provider and returned to the Lee University Health Clinic prior to registration.
- Proof of Chicken Pox Immunity (Required for all full-time students born after 1979).
The Graduate Education Committee will consider the following weighted criteria in the final admission decisions:
- Official Grade Point Average (GPA) from all undergraduate and graduate programs.
- Scores within the last ten years on a nationally normed test (e.g. Graduate Record Exam (GRE Institutional Code: 1401); Miller’s Analogy Test (MAT Institutional Code: 2540); Graduate Management Admissions Test (GMAT Institutional Code: 8QV-QG-11), Law School Admissions Test, (LSAT), etc.).
- Interview with the Graduate Education Committee or its representatives.
- A 500 word writing sample based on questions included in the application.
- Three recommendations from professionals acquainted with the candidate’s work.
Master of Arts in Teaching (M.A.T.)
Candidates for admission to the Master of Arts in Teaching program must submit the following materials to be considered for admission:
- Completed Lee University Application to Graduate Studies including all supporting materials. Online application at www.applytolee.com.
- Two original transcripts from all undergraduate and graduate institutions.
- MMR Immunization Verification (if born after January 1, 1957). The Certificate of Immunization form (leeuniversity.edu/uploadedFiles/Content/health-clinic/ImmunizationForms.pdf) must be completed and signed by a licensed health care provider and returned to the Lee University Health Clinic prior to registration.
- Proof of Chicken Pox Immunity (Required for all full-time students born after 1979).
The Graduate Education Committee will consider the following weighted criteria in final admission decisions:
- Official Grade Point Average (GPA) from all undergraduate and graduate programs.
- Scores within the last ten years on a nationally normed test (e.g. Graduate Record Exam (GRE Institutional Code: 1401); Miller’s Analogy Test (MAT Institutional Code: 2540); Graduate Management Admissions Test (GMAT Institutional Code: 8QV-QG-11), Law School Admissions Test, (LSAT), etc.).
- Interview with the Graduate Education Committee or its representatives.
- A 500-word writing sample based on questions included in the application.
- Three recommendations from professionals acquainted with the candidate’s work.
Master of Science in Higher Education Administration (MSHEA.MS)
Candidates for admission to the Master of Science in Higher Education Administration program must submit the following materials to be considered for admission:
- Completed Lee University Application to Graduate Studies including all supporting materials. Online application at www.applytolee.com.
- Two original transcripts from all undergraduate and graduate institutions.
- MMR Immunization Verification (if born after January 1, 1957). The Certificate of Immunization form (leeuniversity.edu/uploadedFiles/Content/health-clinic/ImmunizationForms.pdf) must be completed and signed by a licensed health care provider and returned to the Lee University Health Clinic prior to registration.
- Proof of Chicken Pox Immunity (Required for all full-time students born after 1979).
The Graduate Education Committee will consider the following weighted criteria in final admission decisions:
- Official Grade Point Average (GPA) from all undergraduate and graduate programs.
- Scores within the last ten years on a nationally normed test (e.g. Graduate Record Exam (GRE Institutional Code: 1401); Miller’s Analogy Test (MAT Institutional Code: 2540); Graduate Management Admissions Test (GMAT Institutional Code: 8QV-QG-11), Law School Admissions Test, (LSAT), etc.).
- Interview with the Graduate Education Committee or its representatives.
- A 500-word writing sample.
- Three recommendations from professionals (one must be from a higher education professional) acquainted with the candidate’s work.
Educational Specialist (Ed.S.)
Candidates for admission to the Educational Leadership program must submit the following materials to be considered for admission:
- Completed Lee University Application to Graduate Studies including all supporting materials. Online application at www.applytolee.com.
- Two original transcripts from all undergraduate and graduate institutions.
- Completion of a Master’s degree from an accredited institution with a minimum grade point average of 2.75 on a 4.0 scale.
- MMR Immunization Verification (if born after January 1, 1957). The Certificate of Immunization form (leeuniversity.edu/uploadedFiles/Content/health-clinic/ImmunizationForms.pdf) must be completed and signed by a licensed health care provider and returned to the Lee University Health Clinic prior to registration.
- Proof of Chicken Pox Immunity (Required for all full-time students born after 1979).
The Graduate Education Committee will consider the following weighted criteria in the final admission decisions:
- Official Grade Point Average (GPA) from all undergraduate and graduate programs.
- Scores within the last ten years on a nationally normed test (e.g. Graduate Record Exam (GRE Institutional Code: 1401); Miller’s Analogy Test (MAT Institutional Code: 2540); Graduate Management Admissions Test (GMAT Institutional Code: 8QV-QG-11), Law School Admissions Test, (LSAT), etc.).
- Interview with the Graduate Education Committee or its representatives.
- A writing sample to be assessed by the Graduate Education Committee.
- Three recommendations from professionals acquainted with the candidate’s work.
International Students
The university is authorized under federal law to enroll non-immigrant alien students on an F-1 visa. International applicants are expected to apply well in advance of their projected beginning date. All academic records and other credentials must be accompanied by an official English translation. If transfer credit from an institution outside the United States is desired, an evaluation from World Education Services (WES) must be submitted. [Refer to the “Transfer Credit” section under Graduate Academic Policies for additional information.]
In addition to general admissions requirements, international students must supply the following:
- All applicants who are not native speakers of English and who will be attending the university on a student visa, and who are not graduates of an American college or university, are required to take the Test of English as a Foreign Language (TOEFL). Information on this test can be attained by writing to TOEFL Educational Testing Service; Princeton, New Jersey, 08540, U.S.A. (or go to www.toefl.org). All test scores should be sent directly from the testing agency to Lee University (Lee University Code: 1401). To be admitted to Lee University graduate studies without English remediation, a minimum TOEFL score of 61(iBT) is required. Remediation requirements are determined by the individual graduate programs.
- Financial Statement: An applicant on an F-1 student visa must supply, on the form provided by the university, sufficient evidence of financial support for the applicant and all members of his/her family who will accompany the applicant to Lee. This requires that the applicant certify that his/her intent is to attend full time and that no employment will be required.
All of the above credentials must be received and approved before a SEVIS Form I-20 can be issued to the applicant. More information can be found in the Graduate International Student Booklet.
Admission Status
The Graduate Education Committee may admit candidates in one of the following categories:
- Full Admission: Applicant meets all admission requirements.
- Provisional Admission: May be granted if the candidate does not meet minimum standards in one or more of the weighted criteria above. However, the candidate may not take more than nine (9) hours, which may be prescribed as a condition of acceptance, as a Provisionally Admitted candidate. To continue beyond the nine (9) hours, the candidate must be considered for Full Admission by the Graduate Education Committee.
- Non-Degree Admission: A candidate may be granted Non-Degree Admission status to take up to nine (9) hours of coursework. Non-Degree status may be granted if the following minimum criteria are met:
- Completion of a Bachelor’s Degree from an accredited university.
- Presentation of official transcripts of all completed coursework.
- Completion of demographic information on the application.
A Non-Degree candidate may take a maximum of nine (9) hours in this status. To continue, the candidate must complete the requirements for consideration for Full Admission by the Graduate Education Committee.
Completion Requirements
- A maximum of six (6) hours of transfer work from an accredited institution and approved by the Dean of the Helen DeVos College of Education may be counted toward the graduate degree.
- Candidates must maintain a minimum 3.0 GPA.
- Grades below a “C” are unacceptable and may be grounds for dismissal from the program.
- No more than two “C’s” are acceptable. The candidate will be dismissed from the program with a third “C” or below.
- Candidates must apply for graduation in accordance with the university’s published policy.
- Candidates must complete application for Admission to Candidacy by mid-point in their program.
- Students must complete the program within six (6) calendar years from the completion of the first course.
- Candidates electing the thesis option will present the results of their Graduate Research Exercise in an open forum as a culmination of the Thesis Seminar class. This constitutes the candidate’s oral examination. (For MAT/MED students only.)
- The candidate’s Portfolio must be submitted to the Graduate Education Office ten (10) days prior to graduation.
- For the Master’s level candidates, there will be an option to complete a formal thesis or take an approved graduate class elective. This choice will be made subsequent to the candidate’s completion of EDUC-501 and prior to Admission to Candidacy. In addition, the candidate contemplating the thesis will attach a Thesis Application to the documents for Admission to Candidacy. The Thesis Application will require the signature of at least one Graduate Education Faculty member indicating approval of the candidate’s choice. Candidates approved for the thesis will enroll in EDUC-595 at least one semester prior to graduation. The completed theses, including faculty signatures indicating full acceptance, will be due in the Graduate Education Office at least ten (10) days prior to graduation. In the event a candidate completes the program’s course work but lacks the thesis, graduation will be delayed and the candidate will enroll in GRAD-591 Graduate Supervision each semester thereafter until the thesis is submitted and accepted. GRAD-591 carries no credit, but is billed at the equivalent of one graduate credit hour. (For MAT/MED students only.)
Professional Certification/Licensure
Completing the degree requirements does not constitute Professional Certification/Licensure as an educator. The candidate must complete all of the state mandated undergraduate certification courses and pass the appropriate national exams (i.e., Praxis II series) to be recommended for licensure by the Certification Officer. All required Praxis II exams must be completed before students enroll in Internship II.
The candidate is advised to have official transcripts evaluated early in the program by the Certification Officer to determine the required undergraduate certification courses.
The Graduate Education Committee
The Graduate Education Committee’s responsibility is to provide administrative oversight to the graduate program. The committee considers and recommends curricular changes to the Graduate Council, approves all program policies, assesses effectiveness of the graduate program, serves as the Admissions Committee, reviews candidacy, and approves applicants for graduation. The Graduate Education Committee consists of the Dean of the Helen DeVos College of Education; the Director of Graduate Studies in Education; the Chairs of the Departments of Early Childhood, Elementary, and Special Education and Health, Exercise Science, and Secondary Education; the Director of Teacher Education and Field Experiences; three faculty members; and one candidate representative.
Educational Specialist
Master of Arts in Teaching
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Master of Arts in Teaching, Art, K-12 Licensure (ARTSV.MAT)
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Master of Arts in Teaching, Biology, 6-12 Licensure (BIOLS.MAT)
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Master of Arts in Teaching, Business, 6-12 Licensure (BUSED.MAT)
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Master of Arts in Teaching, Chemistry, 6-12 Licensure (CHEMS.MAT)
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Master of Arts in Teaching, Communications, 6-12 Licensure (COMST.MAT)
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Master of Arts in Teaching, Early Childhood, PreK-3 Licensure (ECHED.MAT)
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Master of Arts in Teaching, Elementary, K-5 Licensure (ELMED.MAT)
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Master of Arts in Teaching, English, 6-12 Licensure (ENGLI.MAT)
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Master of Arts in Teaching, French, 6-12 Licensure (FRNCH.MAT)
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Master of Arts in Teaching, Health/Wellness, K-12 Licensure (HLTWL.MAT)
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Master of Arts in Teaching, History, 6-12 Licensure (HSTRY.MAT)
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Master of Arts in Teaching, Mathematics, 6-12 Licensure (MATHS.MAT)
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Master of Arts in Teaching, Middle Grades, 6-8 Licensure (MGxxx.MAT)
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Master of Arts in Teaching, Psychology, 9-12 Licensure (PSYCH.MAT)
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Master of Arts in Teaching, Spanish, 6-12 Licensure (SPNSH.MAT)
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Master of Arts in Teaching, Special Education, 6-12 Licensure (SPEDS.MAT)
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Master of Arts in Teaching, Special Education, Comprehensive Disabilities, K-12 Licensure (SPEDC.MAT)
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Master of Arts in Teaching, Special Education, Early Childhood, PreK-3 Licensure (SPEDP.MAT)
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Master of Arts in Teaching, Special Education, K-8 Licensure (SPEDE.MAT)
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Master of Arts in Teaching, TESOL, PreK-12 Licensure (TESOL.MAT)
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Master of Arts in Teaching, Theatre, K-12 Licensure (THEAT.MAT)
Master of Education
Master of Science
Education
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EDUC 501 - Research Methods in Education
This is a fundamental research course designed to help students become intelligent consumers of educational research. This course will cover the basic methods of research design, measurement and evaluation, and the interpretation and communication of results. Based on personal interest and experience, the student will select one professional educational topic/concern as a guiding emphasis throughout the master’s program.
Credit Hours: 3
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EDUC 502 - Philosophy and Worldview in Education
This course reviews philosophical foundations of education with an emphasis on synthesizing and refining a personal philosophy of education.
Credit Hours: 3
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EDUC 503 - Human Development and Exceptionalities in Education
This course will examine the role of human development in the education of children from pre-kindergarten through high school. Students will explore the historical foundations, special education laws, issues and trends, and current practices pertaining to working with a diverse school population, including special needs students. Descriptions of handicapping conditions, along with various techniques and procedures for working with the exceptional child using school and community resources will be emphasized. This course is required for MAT programs.
Credit Hours: 3
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EDUC 505 - Critical Thinking
This course is designed to describe, explain and apply critical thinking as a creative problem solving tool. Fundamental skills in creativity, reasoning, personal conflict resolution and content thinking will be integrated in this general review of the critical thinking process and its applications in creative problem solving.
Credit Hours: 2
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EDUC 513 - Seminar on College Student Development
An overview of the student affairs profession, particularly in Christian higher education.
Credit Hours: 1
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EDUC 514 - College Student Development
An overview of student development theories and practices in higher education, emphasizing current standards of practice and emerging trends, particularly in Christian higher education.
Credit Hours: 3
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EDUC 515 - Teaching Business, Grades 6-12
This course will analyze and evaluate methods, techniques, and problems of teaching business on the secondary level. Students will explore and apply various methods and techniques while in their professional internship.
Credit Hours: 2
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EDUC 516 - Teaching Social Studies, Grades 6-12
This course will analyze and evaluate methods, techniques, and problems of teaching the social studies on the secondary level. Students will explore and apply various teaching methods and techniques while in their professional internship.
Credit Hours: 2
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EDUC 517 - Teaching English, Grades 6-12
This course will analyze and evaluate the selection, development, organization of materials as related to the teaching of literature and language arts in secondary schools. Students will explore and apply various methods and techniques which are theoretically grounded and practically effective for teaching English to individuals, groups, and classrooms.
Credit Hours: 2
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EDUC 518 - Teaching Languages, Grades 6-12
This course will analyze and evaluate the selection, development, organization of materials as related to the teaching of foreign languages in secondary schools. Students will explore and apply various methods and techniques which are theoretically grounded and practically effective for teaching English to individuals, groups, and classrooms.
Credit Hours: 2
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EDUC 519 - Teaching Mathematics, Grades 6-12
This course explores and evaluates the major theories and practices of instruction in American secondary schools; aims, materials, teaching methods, learner activities, and evaluation procedures in the mathematics discipline; how these relate to the program of the school.
Credit Hours: 2
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EDUC 520 - Teaching Science, Grades 6-12
This course explores and evaluates the major theories and practices of instruction in American secondary schools; aims, materials, teaching methods, learner activities, and evaluation procedures in the science disciplines; how these relate to the program of the school.
Credit Hours: 2
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EDUC 554 - Early Childhood Methods: Numeracy and Literacy
This course explores effective methods and materials for teaching and promoting developmentally appropriate skills for young children.
Credit Hours: 2
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EDUC 561 - Multicultural Education
This course is designed to help students develop the strategies to be effective teaching professional in multicultural settings. They will evaluate current programs and will be encouraged to evaluate their own approaches to dealing with students from a variety of cultural backgrounds including ethnic, economic, religious and regional.
Credit Hours: 2
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EDUC 562 - Inclusion and Diversity in the Classroom
This course examines the contemporary classroom and the task of the teacher in facilitating the education of students with divergent abilities, needs, interests, as well as cultural and ethnic backgrounds. This course focuses on inclusion in accordance with the mandate from IDEA for the least restrictive environment. This course is required for M.Ed. programs.
Credit Hours: 3
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EDUC 563 - Assessment of Student Learning
This course addresses traditional and current trends in educational testing and measurement.
Credit Hours: 3
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EDUC 565 - Introduction to School Law
This is an introduction course which examines fundamental issues of law and ethics as they are applied to the teaching profession. Areas to be studied include educational structure and governance, church/state relations, students’ rights, teachers’ rights and responsibilities, as well as tort liability.
Credit Hours: 3
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EDUC 568 - General Methods
Effective teaching research and practice will be presented in this course. This course is designed to equip students in the Master of Arts in Teaching program with the methods, skills and strategies for successful classroom teaching.
Credit Hours: 3
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EDUC 569 - Teaching Math, Science, and Social Studies in Elementary
Effective methods and materials for teaching math, science, and social studies in the elementary classroom will be presented in this course. Required for elementary and special education licensure.
Credit Hours: 3
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EDUC 570 - Current Issues and Strategies in Education
This course examines current and emerging instructional strategies, popular curricular approaches, and issues in education. Students will apply skills in critical thinking and creative problem solving as they examine a variety of current topics and evaluate the underlying assumptions of each.
Credit Hours: 3
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EDUC 571 - Arts Across the Curriculum
This course focuses on the multiple roles of the arts as languages of learning and methods for teaching in the multicultural and multilingual classroom.
Credit Hours: 3
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EDUC 572 - Middle Grades Foundations
This course is designed to give the prospective teacher an overview of the theoretical models of middle level education and to provide a broad overview of the historical, sociological, and philosophical foundations of the American education system. Students will explore preadolescent and young adolescent characteristics, middle grades teaching, student learning, and organizational characterisitics of a middle level school.
Credit Hours: 2
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EDUC 575 - Technology in the Classroom
An introduction to various technologies used in classrooms with emphasis on microcomputer-based systems.
Credit Hours: 1
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EDUC 576 - Multimedia Design and Production in Education
This course will comprehensively examine the multimedia production process as a tool for instructional presentations. It will introduce, analyze, and review the hardware and software products necessary for success in multimedia production in educational settings. A strong emphasis will be placed on a team approach in order to simulate the collaborative efforts necessary for success in the wider learning community.
Prerequisites
EDUC-575 or equivalent experience/competency.
Credit Hours: 3
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EDUC 580 - Teaching Reading Skills
This course is designed to provide graduate students with research based methods and materials for reading instruction, along with principles to help them choose among these options for their specific students and situations.
Credit Hours: 3
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EDUC 581 - Writing Across the Curriculum
This course will help professional teachers develop strategies for ways to use writing activities as a tool of learning within their specific classroom settings. Required for elementary licensure only.
Credit Hours: 2
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EDUC 582 - Teaching Reading in the Content Areas
This course is designed to provide graduate students with research based methods and materials for helping students in grades 6-12 read to learn in the content areas.
Credit Hours: 3
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EDUC 591 - Directed Research
This course enables the student to pursue topics of interest in greater depth than is done in the regular curriculum. The course may be repeated. The Pass/Fail grade scale will be used. Approval by the Director of Graduate Studies in Education is needed.
Credit Hours: 1
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EDUC 592 - Directed Research
This course enables the student to pursue topics of interest in greater depth than is done in the regular curriculum. The course may be repeated. The Pass/Fail grade scale will be used. Approval by the Director of Graduate Studies in Education is needed.
Credit Hours: 2
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EDUC 593 - Directed Research
This course enables the student to pursue topics of interest in greater depth than is done in the regular curriculum. The course may be repeated. The Pass/Fail grade scale will be used. Approval by the Director of Graduate Studies in Education is needed.
Credit Hours: 3
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EDUC 595 - Thesis Seminar
This course will provide the structure, the format, the support, and the encouragement for the student to complete the thesis and present it to colleagues.
Prerequisites
Passing of mid-program evaluation.
Credit Hours: 3
Notes
In some programs, the student may be able to select an approved elective in lieu of EDUC-595, but this varies depending on the degree program in which the student is enrolled. Students should work closely with the advisor or program director to ensure that they select the appropriate option for their individual program of study.
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EDUC 596 - Internship I
This internship will provide a broad, general perspective of an area school to the M.A.T. student. Interns will experience the multiple roles of the classroom teacher, as well as the organization and operation of the elementary, middle, or high school.
Credit Hours: 3
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EDUC 597 - Internship II
The internship will provide extensive instructional experiences to the M.A.T. student. The intern at this level will, under the direction of a cooperating teacher and principal, assume responsibility for instructional planning, implementation and evaluation.
Prerequisites
EDUC-568, and the appropriate specialty methods class depending upon licensure and discipline.
Credit Hours: 6
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EDUC 598 - Job-Embedded Practitioner Mentoring I
This course is open to teachers who have been hired by a Tennessee school district on a Job-Embedded Practitioner License and are in their first year of employment. Enrollment is required in both fall and spring semesters. Course requirements include meeting in a seminar format to discuss classroom issues and the Professional Education Competencies. The university mentor will observe and provide support for each teacher in his/her classroom on a regularly scheduled basis.
Prerequisites
Acceptance into the Job-Embedded Practitioner License program.
Instructor permission required.
Credit Hours: 2
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EDUC 599 - Job-Embedded Practitioner Mentoring II
This course is open to teachers who have been hired by a Tennessee school district on a Job-Embedded Practitioner License and are in their second or third year of employment. Enrollment is required in both fall and spring semesters. Course requirements include meeting in a seminar format to discuss classroom issues and the Professional Education Competencies. The university mentor will observe and provide support for each teacher in his/her classroom on a regularly scheduled basis.
Prerequisites
Acceptance into the Job-Embedded Practitioner License program.
Instructor permission is required.
Credit Hours: 1
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EDUC 601 - Advanced Educational Research
In this course, students will critically engage educational research as an expression of the scientific method and reflect on this process as it relates to the educator’s role. Graduate students will be challenged to know and comprehend paradigms of educational research; apply and analyze, statistical methodologies in current and proposed research, and finally synthesize and evaluate professional contributions in research. These experiences should prepare the candidate to develop and critically assess professional teaching and learning activities and then reflect on the process in a paper suitable for professional publication.
Prerequisites
EDUC 501 or equivalent
Credit Hours: 3
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EDUC 602 - History of American Education
This course explores both formal schooling and informal education in America by analyzing the ways in which social and intellectual trends have influenced educational policy and practice. The course delineates many of the competing theories surrounding historic educational debates and relates the conflicts of the past to contemporary concerns about education in the United States.
Credit Hours: 3
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EDUC 603 - Advanced Child Studies
This course provides an advanced study of various theories of psychological and psychosocial development and implications of those theories on student learning.
Credit Hours: 3
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EDUC 665 - Legal and Ethical Issues in Education
This is a course in school law and ethics related to teaching and school administration. The course explores how America’s legal system copes with moral ambiguity and controversial ethical questions as they relate to teaching and learning. The course evaluates decisions and assesses various approaches to fundamental ethical dilemmas and the impact of law in contemporary society.
Credit Hours: 3
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EDUC 675 - Multimedia Design and Production in Education
This course will comprehensively examine the multimedia production process as a tool for instructional presentations. It will introduce, analyze, and review the hardware and software products necessary for success in multimedia production in educational settings. A strong emphasis will be placed on a team approach in order to simulate the collaborative efforts necessary for success in the wider learning community.
Prerequisites
EDUC 575 or equivalent knowledge
Credit Hours: 3
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EDUC 680 - Literacy Instruction for Diverse Populations
This course is designed to help candidates teach children from diverse populations who encounter literacy problems. Diagnostic tools and instructional strategies will be provided to help teachers understand students’ literacy problems and to better prepare them to instruct children who struggle with learning to read.
Credit Hours: 3
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EDUC 683 - Instructional Leadership and Coaching
This core course will focus on that which makes a school successful. During the course of instruction, students will investigate the nature of instruction, curriculum, assessment, and professional development. A secondary focus will be on using assessment and professional development to improve measured outcomes. The course will also explore leadership, change, and school culture as tools in improving the quality of instruction.
Credit Hours: 3
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EDUC 684 - Curriculum Theory: Design and Assessment
This course examines historical approaches, current theories, types of planning, and acceptable evaluative techniques in regard to curriculum and curriculum development. Guidelines for the use of assessment data and implementation issues related to accountability will also be studied.
Credit Hours: 3
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EDUC 685 - National Board Certification Application
This is an optional course that will offer credit for completing the National Board Certification materials. Students will receive assistance and guidance as they undertake this challenging task.
Credit Hours: 3
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EDUC 686 - Establishing and Maintaining Learning Communities
This course examines the ways to connect schools and the various publics served by them in both a macro and micro perspective. Connections between community institutions and their roles and responsibilities to the school and family will be explored through class lectures, video presentations, field trips, observations, guest speakers, group discussions, and group activities.
Credit Hours: 3
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EDUC 687 - Managing the Learning Environment
This course is designed for practicing professionals (regular and special educators, school psychologists and counselors) as well those in leadership roles who function as advisors to teachers who serve children and youth that present behavioral challenges in the school or community. Using a case study approach it will revisit the theoretical models of human behavior and examine ways to analyze, identify, change, and maintain positive behavior in the classroom or community. An emphasis will be placed on the student’s leadership role as reflective practitioner who, as an agent of change, can advise in the establishment of class and school wide policies to effectively manage the learning environment.
Credit Hours: 3
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EDUC 688 - Professional Writing for Publication
This course is designed to help graduate students analyze, evaluate, and produce the types of writing commonly associated with academic publication.
Credit Hours: 3
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ENGL 530 - Seminar: Appalachian Literature
This course will provide an overview of Appalachian history and culture, emphasizing the way in which the history of the region has impacted its art, music and literature, as well as the ways in which the culture of the Appalachian region has significantly affected Amercian culture.
Credit Hours: 3
Educational Leadership
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EDLR 510 - Foundations of Educational Leadership
This course will provide an overview of American public school administration to include basic concepts, policies, practices, and principles of educational leadership at the local, state, and federal levels. Participants will examine the role and responsibilities of school administrators and issues impacting school administration.
Credit Hours: 3
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EDLR 571 - School Finance and Management
This course examines the fundamental financial management tasks and procedures in an individual school setting. Further, it develops concepts and skills necessary for the quality operation of educational facilities.
Credit Hours: 3
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EDLR 572 - Organizational Theory
The intent of this course is to study the behavior, structures, and underlying principles of educational organizations.
Credit Hours: 3
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EDLR 573 - Curriculum and Supervision
Students will gain knowledge and understanding about supervision and curriculum theory and its application to classrooms today.
Credit Hours: 3
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EDLR 574 - Interpersonal Relationships
This is an introductory, graduate-level course in interpersonal relations and group processes. It surveys a broad range of topics, including communication, power, managing conflict, leadership styles, and others related to the field of study.
Credit Hours: 3
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EDLR 581 - School and Community Relations
This course will comprehensively examine communication principles and the variety of forces that are involved in school and community relations. Application of essential public relations tools to enhance a school’s mission focused on student learning is a major course objective.
Credit Hours: 3
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EDLR 582 - School Personnel Administration
This course represents a study of personnel administration in public school systems. The course examines selection, orientation, placement, compensation, transfers, separation, and staff development of instructional and support staff.
Prerequisites
EDUC-565.
Credit Hours: 3
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EDLR 585 - Advanced School Law
This course is designed to acquaint students with emerging legal issues that will affect them in roles as educational decision-makers. Students enrolled in this course are expected to have a working knowledge of school law and the material covered in EDUC-565 or a comparable course.
Prerequisites
EDUC-565 or equivalent.
Credit Hours: 3
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EDLR 596 - Education Leadership Practicum
This course provides students with extensive supervised administrative experiences in local schools in levels PreK – 12.
Credit Hours: 3
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EDLR 610 - School District Leadership
Desire to obtain certification in school leadershipThis is a course in the theory and practice of organizational leadership skills, tasks, responsibilities and challenges as they are applicable to the school superintendency and other district level administrative positions.
Prerequisites
Desire to obtain certification in school leadership
Credit Hours: 3
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EDLR 667 - The Law of Higher Education
This course examines legal issues relevant to American colleges and universities to provide students with the fundamental knowledge of higher education law for administrators. Topics include the legal governance of higher education, academic freedom, affirmative action, tort liability, and legal issues pertinent to the faculty and students.
Prerequisites
Graduate standing
Credit Hours: 3
When Offered
every spring
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EDLR 671 - School Business Leadership
This course examines the fundamental financial management tasks and procedures at the school district level; further, it equips students with skills necessary for planning and operating educational facilities.
Prerequisites
EDLR 571, equivalent course or permission of instructor
Credit Hours: 3
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EDLR 681 - School and Community Relations
This course will comprehensively examine communication principles and the variety of forces that are involved in school and community relations. Application of essential public relations tools to enhance a school’s mission focused on student learning is a major course objective.
Prerequisites
Graduate standing
Credit Hours: 3
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EDLR 682 - School Personnel Administration
This course represents a study of personnel administration in public school systems. The course examines selection, orientation, placement, compensation, transfers, separation and staff development of instructional and support staff.
Prerequisites
Successful completion of EDU 565 or equivalent
Credit Hours: 3
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EDLR 685 - Advanced School Law
This course is designed to acquaint students with emerging legal issues that will affect them in roles as educational decision-makers. Students enrolled in this course are expected to have a working knowledge of school law and the material covered in EDUC 565 (School Law) or a comparable course.
Prerequisites
Successful completion of EDUC 565 or equivalent.
Credit Hours: 3
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EDLR 690 - Middle School Leadership
This course is designed to study the historical, sociological, psychological, and philosophical aspects of the middle level school. Discussion and activities focus on the purpose, function, and implications of current thinking regarding the learner, curriculum, and the middle level school. Students will explore middle grades teaching practice and student learning as well as examine the current literature regarding the middle level organization and practice. The goal of this course is to provide candidates with philosophical perspectives and the knowledge needed to provide leadership in supporting or implementing exemplary middle grades practices.
Credit Hours: 3
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EDLR 691 - Instructional Design
This course provides the student with the opportunity to develop a comprehensive understanding of what instructional design is and how it can effectively be used to improve classroom performance. At the center of this course is the use of a systematic process to design instruction in which every component and the learning environment is integral to success. Candidates will learn that careful planning and design are critical factors to the education enterprise.
Credit Hours: 3
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EDLR 692 - School Governance: Problems and Issues
This is an elective course in the Educational Leadership strand of the Ed. S. program. This course explores issues in educational governance and policy in the United States at the federal, state, and local levels. There is a special focus on governance and policy development in Tennessee.
Credit Hours: 3
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EDLR 696 - Practicum in School District Leadership
This course provides students with extensive supervised administrative experiences in local schools in levels PreK – 12.
Credit Hours: 3
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HEDS 500 - Higher Education Environments
This course covers the history and current state of the diverse organizational structures within higher educational settings.
Credit Hours: 3
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HEDS 501 - Research and Program Evaluation in Higher Education
This course covers research theory, statistical methods and assessment techniques as used in the field of college student development.
Credit Hours: 3
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HEDS 510 - College Student Development Apprenticeship
Supervised fieldwork in approved institutional placements. Interns will gain competence in core areas of advising, mentoring, assessment, consultation and professional functioning.
Prerequisites
Pre- or co-requisite: COUN-514
Credit Hours: 3
English Language and Literature
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ENGL 510 - Young Adult Literature
An overview of the genre of young adult literature with emphasis on pedagogical concerns and techniques. The student will be introduced to “classic” authors and works of young adult fiction, as well as contemporary young adult literary works that reflect current interests and concerns.
Credit Hours: 3
Special Education
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SPED 520 - Nature and Characteristics of Individuals with Disabilities
This course is an advanced study of mild/moderate disabilities, exploring history, definitions, characteristics, identification procedures, and problems of the fields of learning disabilities, mild mental retardation, and behavior disorders. This course involves a field experience including interaction and journaling.
Credit Hours: 3
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SPED 521 - Nature and Characteristics of Severe Disabilities
This course explores the nature and needs of individuals with severe disabilities. This broad group of developmental disabilities includes individuals with multiple and chronic disabilities that have lifelong implications and that substantially limit many life functions.
Prerequisites
SPED-520.
Credit Hours: 3
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SPED 522 - Nature and Characteristics of Emotional and Behavioral Disorders
An introduction to the nature and needs of individuals with emotional and behavioral disorders. Attention will be given to the approaches that can be used to give students with these disabilities self-discipline and responsibility.
Credit Hours: 3
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SPED 523 - Young Children (0-8) with Developmental Disabilities
An introduction to the nature and needs of young children with developmental disabilities. A holistic approach will be emphasized.
Credit Hours: 2
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SPED 524 - Assessments for Intervention and Instruction
This course is a study of the analyses and use of diagnostic test materials to assess functional levels of ability of a child with disabilities followed by specific developmental or remedial recommendations consistent with the child’s ability levels. Emphasis will be on matching a child’s strengths and deficits to an appropriate intervention program with techniques that facilitate academic growth to attain the maximum learning potential for the child.
Prerequisites
SPED-520.
Credit Hours: 3
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SPED 531 - Research Based Intervention for Effective Classroom Management
This course analyzes and evaluates approaches to classroom management of students as individuals as well as in groups. Behavior Modification, behavior support plans, and specific techniques for strengthening and reducing behaviors will be explored. Observation and critique of behavior management techniques in the school setting is required.
Credit Hours: 3
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SPED 532 - Applied Behavior Analysis
A study of the principles of behavior analysis in a structured environment and how these principles can be used to teach academic skills, functional skills, and appropriate social behavior.
Credit Hours: 2
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SPED 550 - Interventions and Instructional Methods for Teaching in the Inclusive Setting
This class examines alternatives to segregated special education services and the interface between regular and special education. Examination of materials and methods to meet the needs of exceptional learners is the primary focus. Emphasis will be on the development of instructional intervention strategies and techniques and the presentation of skills and materials to attain maximum child potential growth.
Prerequisites
SPED-520.
Credit Hours: 3
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SPED 551 - Instructional Methods for Students with Comprehensive Disabilities
Effective methods and materials for teaching functional and life skills to students with comprehensive disabilities.
Prerequisites
SPED-521.
Credit Hours: 3
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SPED 552 - Instructional Methods for Students with Emotional and Behavioral Disorders
Effective methods and materials needed for teaching behavioral and social skills and self-discipline to students with emotional and behavioral disorders.
Prerequisites
SPED-522.
Credit Hours: 3
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SPED 553 - Intervention Strategies and Methods For Children (0-8) with Developmental Disabilities
Effective methods and materials for allowing and enabling infants and toddlers with disabilities to progress developmentally. Procedures for inhibiting the progress of atrophy and complications due to disabilities will be examined.
Credit Hours: 2
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SPED 581 - Assessing and Guiding Reading Instruction
A study of the various approaches to teach reading skills to students with reading disabilities.
Credit Hours: 3
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SPED 582 - Collaborative Services for Special Education
This course provides content that focuses on the development of collaborative partnerships in school and community settings. This course examines various services, as outlined in IDEA, provided to individuals with disabilities. Course content focuses on the role of the special educator in various service delivery models, the skills necessary to facilitate successful collaboration, and various theoretical models of collaboration.
Credit Hours: 3
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SPED 590 - Policies, Practices, and Procedures in Special Education
This course emphasizes the understanding of legislation, regulations, and litigation related to the field of special education. It contains detailed comparisons between students requiring special accommodations in the regular education setting and those students requiring special education services. There is a strong parental perspective component.
Prerequisites
SPED-520
Credit Hours: 3
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