2012-14 Academic Catalog

Department of Curriculum and Instruction

 (College of Education)

 www.uni.edu/coe/departments/curriculum-instruction

The Department of Curriculum and Instruction offers the following undergraduate and graduate programs.  Specific requirements for these programs are listed within this Department of Curriculum and Instruction section in the following order:

Undergraduate Majors (B.A.)

Early Childhood Education-Teaching
Elementary Education-Teaching (K-6 General Classroom Teacher)

Middle Level Education Dual Major-Teaching

Minors

Educational Technology
Literacy Education-Teaching

Graduate Majors (M.A.)

Curriculum and Instruction: Instructional Technology
Performance and Training Technology
School Library Studies

Graduate Majors (M.A.E.)

Curriculum and Instruction: Early Childhood Education
Curriculum and Instruction: Elementary Education
Curriculum and Instruction: Literacy Education

Graduate Major (Ed.D.)

Doctor of Education: Curriculum and Instruction intensive study area

Program Certificate

Instructional Technology Facilitator Certificate

 

Bachelor of Arts Degree Programs

Early Childhood Education Major-Teaching

This major leads to licensure for teaching young children from birth through grade 3. The student will complete the Liberal Arts Core requirements, the Professional Education Requirements, the specified major requirements, plus electives to complete a minimum of 120 hours. The prescribed program is as follows:

I. Professional Education Requirements-Early Childhood Education

Required:
Special Education:
SPED 3150 (220:150)Meeting the Needs of Diverse Learners in Classrooms2
Instructional Technology:
INSTTECH 1031 (240:031)Educational Technology and Design3

Level I

Educational Psychology:
EDPSYCH 2017 (200:017)Field Experience: Exploring Teaching1
EDPSYCH 2030 (200:030)Dynamics of Human Development3

Level II

(Before enrolling in Level II, the student must be fully admitted to the Teacher Education Program.)

Educational Psychology:
EDPSYCH 3128 (200:128)Field Experience: Teacher as Change Agent1
EDPSYCH 3148 (200:148)Learning and Instruction in Classroom Contexts3
Human Relations:
TEACHING 4170/5170 (280:170g)Human Relations: Awareness and Application3
Measurement and Research:
MEASRES 3150 (250:150)Classroom Assessment2

Level III

(Before enrolling in Level III, the student must be fully admitted to the Teacher Education Program.)

Social Foundations:
SOCFOUND 3119 (260:119)Schools and American Society3
Teaching:12
Early Childhood Teaching
Total Hours Professional Education Requirements-Early Childhood33

II. Early Childhood Education Major Requirements

Required:
Applied Human Sciences, School of:2
Nutrition for Early Childhood Education
Educational Psychology:3
Development and Assessment of Young Children
Elementary, Early Childhood, and Middle Level Education:20
Teaching Elementary School Science
Teaching Elementary School Social Studies
Infant and Toddler Curriculum and Guidance
Guidance and Instruction in Early Childhood Education
Child, Family, School and Community Relationships
Early Childhood Curriculum Development and Organization
Experience *
Literacy Education:6
Children's Literature
Methods of Teaching Early Literacy
Mathematics:13
Mathematical Reasoning for Teaching I
Mathematical Reasoning for Teaching II
Teaching Mathematics in the Elementary School
Introduction to Algebraic Thinking for Elementary Teachers
Science Education:11-12
Inquiry into Life Science
Inquiry into Physical Science
One of the following:
Inquiry into Earth and Space Science
Astronomy
Elements of Weather
Introduction to Geology
Total Hours55-56

Students seeking dual endorsement, Early Childhood Education with Elementary, may do so by completing a program which includes the following additional course work:

Elementary, Early Childhood, and Middle Level Education:6
Classroom Management K-8
Elementary Curriculum
Elementary, Early Childhood, and Middle Level Education/Music/Art:3-6
Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom
or all of the following:
Fine Arts Practices in the Classroom: Art
Fine Arts Practices in the Classroom: Music
Fine Arts Practices in the Classroom: Drama and Theatre
Health Promotion and Education/Physical Education/Health, Physical Education and Lesiure Services-Interdepartmental:3-5
Health and Physical Education for Elementary Teachers
or both of the following courses:
Elementary School Health Education Methods
Physical Education for the Elementary Grades
Literacy Education:3
Methods of Teaching Content Literacy in the Intermediate Grades
Total Hours15-20

A 2.50 grade index in all course work at the University of Northern Iowa, and, also, a 2.50 GPA in all course work at this university and elsewhere, or the approval of the head of the Department of Curriculum and Instruction is required for registration in major courses in the department.

Students should plan their course work so that all Early Childhood courses are taken prior to student teaching. Students must have a cumulative, UNI, and major GPA of 2.50 in order to student teach. In addition, students must achieve a grade of C (2.00) or higher in the following methods classes in order to student teach:

ELEMECML 3161 (210:161)Teaching Elementary School Science3
ELEMECML 3164 (210:164)Teaching Elementary School Social Studies3
ELEMECML 4121/5121 (210:121g)Infant and Toddler Curriculum and Guidance3
ELEMECML 4130/5130 (210:130g)Guidance and Instruction in Early Childhood Education3
ELEMECML 4149/5149 (210:149g)Child, Family, School and Community Relationships3
ELEMECML 4151/5151 (210:151g)Early Childhood Curriculum Development and Organization3
LITED 3115 (230:115)Methods of Teaching Early Literacy3
MATH 3203 (800:134)Teaching Mathematics in the Elementary School3

Students should apply for their student teaching one year in advance.

Elementary Education Major-Teaching (K-6 General Classroom Teacher)


The student will complete the Liberal Arts Core requirements, the Professional Education Requirements, the major requirements, a 12-hour area of specialization, and electives to complete a minimum of 120 hours. The prescribed program is as follows:

I. Professional Education Requirements-Elementary Education

Required:
Special Education:2
Meeting the Needs of Diverse Learners in Classrooms
Instructional Technology:3
Educational Technology and Design *

*

Students must select INSTTECH 1031 (240:031) Educational Technology and Design in place of INSTTECH 1020 (240:020) Secondary Educational Technology and Design in the Professional Education Requirements unless the computer requirement is addressed in a minor subject field or elective course.

Level I

Educational Psychology:4
Field Experience: Exploring Teaching
Dynamics of Human Development

Level II

(Before enrolling in Level II, the student must be fully admitted to the Teacher Education Program.)

Educational Psychology:4
Field Experience: Teacher as Change Agent
Learning and Instruction in Classroom Contexts
Human Relations:3
Human Relations: Awareness and Application
Measurement and Research:2
Classroom Assessment

Level III

(Before enrolling in Level III, the student must be fully admitted to the Teacher Education Program.)

Social Foundations:3
Schools and American Society
Teaching:12
Elementary Teaching
Total hours Professional Education Requirements-Elementary Education33

II. Elementary Education Major Requirements

Required:
Elementary, Early Childhood, and Middle Level Education:12
Classroom Management K-8
Teaching Elementary School Science
Teaching Elementary School Social Studies
Elementary Curriculum
Elementary, Early Childhood, and Middle Level Education/Music/Art:3-6
Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom
or all of the following:
Fine Arts Practices in the Classroom: Art
Fine Arts Practices in the Classroom: Music
Fine Arts Practices in the Classroom: Drama and Theatre
Literacy Education:9
Children's Literature
Methods of Teaching Early Literacy
Methods of Teaching Content Literacy in the Intermediate Grades *
Health Promotion and Education/Physical Education/Health, Physical Education and Leisure Services-Interdepartmental (from the following):3-5
Health and Physical Education for Elementary Teachers
or both of the following courses:
Elementary School Health Education Methods
Physical Education for the Elementary Grades
Mathematics:13
Mathematical Reasoning for Teaching I
Mathematical Reasoning for Teaching II
Teaching Mathematics in the Elementary School
Introduction to Algebraic Thinking for Elementary Teachers
Science Education/Earth Science:11-12
Inquiry into Life Science
Inquiry into Physical Science
and one of the following courses:
Inquiry into Earth and Space Science
Astronomy
Elements of Weather
Introduction to Geology
Total Hours51-57

*

Middle Level/Elementary Education double majors may substitute LITED 4117/5117 (230:117g) Methods of Teaching Content Literacy at the Middle and Secondary Levels for LITED 3116 (230:116) Methods of Teaching Content Literacy in the Intermediate Grades.

A 2.50 grade index in all work at the University of Northern Iowa and, also, a 2.50 GPA on all course work at this university and elsewhere, or the approval of the head of the Department of Curriculum and Instruction is required for registration in major courses in the department.

Students should plan their course work so that the following courses are taken concurrently as a professional semester block, prior to student teaching:

Elementary, Early Childhood, and Middle Level Education:
Classroom Management K-8
Teaching Elementary School Science
Teaching Elementary School Social Studies
Literacy Education:
Methods of Teaching Content Literacy in the Intermediate Grades
Mathematics:
Teaching Mathematics in the Elementary School

To be eligible for the courses in the Professional Semester block, students must have completed Level II of the Professional Education Requirements, a curriculum course [ELEMECML 4150/5150 (210:152g) Elementary Curriculum], and have a cumulative 2.50 GPA. Students should plan their course work so that all Elementary Education courses are taken prior to student teaching. Students must have a cumulative, UNI, and major GPA of 2.50 in order to student teach. In addition, students must achieve a grade of C (2.00) or higher in the following methods classes in order to student teach the following courses:

ELEMECML 3120 (210:120)Classroom Management K-83
ELEMECML 3161 (210:161)Teaching Elementary School Science3
ELEMECML 3164 (210:164)Teaching Elementary School Social Studies3
LITED 3115 (230:115)Methods of Teaching Early Literacy3
LITED 3116 (230:116)Methods of Teaching Content Literacy in the Intermediate Grades3
MATH 3203 (800:134)Teaching Mathematics in the Elementary School3

Students should apply for their student teaching one year in advance.

III.  Area of Specialization

Students will include a 12-hour area of specialization. Liberal Arts Core courses may be counted in the 12-hour area of specialization.

Listed below are teaching minors that are available to students pursuing K-6 General Classroom teacher licensure. Completion of a minor will grant the appropriate endorsement in addition to the K-6 General Classroom teacher endorsement.

Endorsement Minors:
Basic Science (K-8)-Teaching (listed in Science and Science Education)
Health Education (K-8)-Teaching (listed in School of Health, Promotion, and Leisure Services)
Mathematics (K-8)-Teaching (listed in Department of Mathematics)
Modern Languages (K-8)-Teaching (listed in Department of Modern Languages)
Physical Education (K-8)-Teaching (listed in School of Health, Promotion, and Leisure Services)
Social Studies (K-8)-Teaching (listed below)
Special Education-Teaching (listed in Department of Special Education)

Social Studies Minor (K-8)-Teaching

Required:
Elementary, Early Childhood, and Middle Level Education:3
Applications/Content in Elementary Social Studies
Completion of 21 hours in social studies to include course work from at least 3 of the following areas:21
Psychology (PSYCH xxxx/400:xxx)
Economics (ECON xxxx/920:xxx)
American Government (POL AMER xxxx/942:xxx)
History: (HIST xxxx/960:xxx) (HISUS xxxx/961:xxx) (HISEUA xxxx/962:xxx) (HISEUB xxxx/963:xxx) (HISNW xxxx/964:xxx)
Geography (GEOG xxxx/970:xxx)
Sociology (SOC xxxx/980:xxx) (CRIM xxxx/982:xxx)
In addition to the course work in three areas above, courses may be taken from:
Social Science (SOC SCI xxxx/900:xxx)
Anthropology (ANTH xxxx/990:xxx)
Total Hours24

Middle Level Education Dual Major-Teaching

This major is designed to prepare students to teach young adolescents at the middle level of education (grades 5-8). This is a dual major and must be combined with either an elementary or secondary education teaching major. This major leads to State of Iowa Middle School Endorsement. Students will complete Liberal Arts Core requirements, the Professional Education Requirements, major requirements for middle level education, major requirements for elementary or secondary education, and endorsement requirements for the Iowa Middle School endorsement for a minimum total of 129 hours.

The holder of this endorsement is authorized to teach in grades five through eight in two to four concentration areas in which the specific requirements have been completed. The holder is not authorized to teach art, industrial arts, music, reading, physical education and special education, but may teach in other areas allowed by the State of Iowa.

Required:
Educational Psychology:3
Development of the Middle School Aged Child
Middle Level Education:8
Classroom Management K-8
Approaches to Classroom Management for Secondary Students
Middle Level Instruction, Differentiation, and Assessment
Middle Level Curriculum
Literacy Education:4
Methods of Teaching Content Literacy at the Middle and Secondary Levels
English Language Structures and Usage for K-8 Educators
Total Hours15

Students will complete a minimum of 12 hours of course work in two, three, or four subject area concentrations. Subject area concentrations are limited to the following four areas and must include the specified course work.

Required:
Language Arts: to include composition, language usage, speech, young adult literature, and literature across cultures12
Mathematics: to include algebra12
Science: to include life, earth, and physical 12
Social Studies: to include United States history, world history, government, and geography 12
Minimum of 24 hours

Some or all of this course work may be completed as part of the Liberal Arts Core requirements. Students should contact their advisor, the College of Education Advising Center, or the undergraduate record analyst in the Office of the Registrar to determine specific courses required for the endorsement.

Students should plan their course work so that all Middle Level Education courses are taken prior to student teaching. Students must have a cumulative, UNI, and major GPA of 2.50 in order to student teach. In addition, students must achieve a grade of C (2.00) or higher in the following methods classes in order to student teach: 

ELEMECML 3120 (210:120)Classroom Management K-83
ELEMECML 4135/5135 (210:135g)Middle Level Instruction, Differentiation, and Assessment3
LITED 4117/5117 (230:117g)Methods of Teaching Content Literacy at the Middle and Secondary Levels3

and other methods courses required by their second major. Students should apply for their student teaching one year in advance.

Each program of study should be planned so the following courses are completed after Level II of the Professional Education Requirements and prior to student teaching: 

ELEMECML 3120 (210:120)Classroom Management K-83
ELEMECML 4135/5135 (210:135g)Middle Level Instruction, Differentiation, and Assessment3
ELEMECML 4152/5152 (210:150g)Middle Level Curriculum2

and all methods courses.  The student teaching semester will include two experiences, one in either an elementary or secondary classroom, depending on the primary major, and the other in a teamed or departmentalized, grades 5-8, middle level classroom. Students enroll for TEACHING 3137 (280:137) and TEACHING 3134 (280:134) or TEACHING 3138 (280:138) for a total of 12 hours.

Minors

Educational Technology Minor

Required:
Instructional Technology:8-9
Secondary Educational Technology and Design
Educational Technology and Design
Creating Technology-Enhanced Learning Environments
Technology in Education
Electives (must be approved by program advisor):9
Studies in Media (Studies in)
Visual Literacy
Instructional Multimedia Planning and Production
Data-Driven Decision Making in Education
Digital Imaging
Digital Instructional Video Production
Emerging Instructional Technologies
Instructional Technology Projects
Web-based Instructional Development
Total Hours17-18

Literacy Education Minor -Teaching

Required:
Literacy Education:4
Assessment and Evaluation of Literacy
Experience in Reading: Field
Course work chosen for appropriate endorsement21
Total Hours25

Reading K-8 Endorsement

Literacy Education:
LITED 1044 (230:044)Children's Literature3
LITED 3115 (230:115)Methods of Teaching Early Literacy3
LITED 3116 (230:116)Methods of Teaching Content Literacy in the Intermediate Grades3
or LITED 4117/5117 (230:117g) Methods of Teaching Content Literacy at the Middle and Secondary Levels
LITED 3119 (230:119)Language Development and Emergent Literacy3
LITED 3121 (230:121)Advanced Children's Literature3
LITED 3147 (230:147)Remedial Reading3
LITED 3192 (230:192)Experience in Reading: Tutoring3
Total Hours21

Reading 5-12 Endorsement

Literacy Education:
LITED 3119 (230:119)Language Development and Emergent Literacy3
or TESOL 4510/5510 (630:165g) Language Development
LITED 3147 (230:147)Remedial Reading3
LITED 3192 (230:192)Experience in Reading: Tutoring3
LITED 4117/5117 (230:117g)Methods of Teaching Content Literacy at the Middle and Secondary Levels3
Languages and Literatures/Linguistics:
ENGLISH 2520 (620:040)Multicultural Literature3
or ENGLISH 2420 (620:053) Survey of American Literature
ENGLISH 4940/5940 (620:165g)Literature for Young Adults3
ENGLISH 4920/5920 (620:193g)The Teaching of Writing3
or TESOL 4120/5120 (630:125g) Introduction to Linguistics
or TESOL 4110/5110 (630:130g) The Structure of English
Total Hours21

English/Language Arts K-8 Endorsement

Literacy Education:
LITED 1044 (230:044)Children's Literature3
LITED 3115 (230:115)Methods of Teaching Early Literacy3
LITED 3116 (230:116)Methods of Teaching Content Literacy in the Intermediate Grades3
LITED 3119 (230:119)Language Development and Emergent Literacy3
LITED 3121 (230:121)Advanced Children's Literature3
Languages and Literatures/Linguistics:
ENGLISH 2520 (620:040)Multicultural Literature3
or ENGLISH 2420 (620:053) Survey of American Literature
or ENGLISH 4940/5940 (620:165g) Literature for Young Adults
Theatre:
THEATRE 3000 (490:101)Creative Drama3
or ELEMECML 4123/5123 (210:123g) Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom
Total Hours21

In order to declare the Literacy Education Minor, a student must have a cumulative and UNI GPA of 3.00 or higher. To continue in the minor, students must earn a grade of B- (2.67) or above in minor courses numbered LITED 3119 (230:119) Language Development and Emergent Literacy or above and maintain a cumulative and UNI GPA of 3.00 or higher.

Persons selecting this program are eligible for the State of Iowa Reading K-8, Reading 5-12, or English/Language Arts K-8 endorsement, depending on their choice of courses.

Master of Arts Degree Programs

Major in Curriculum and Instruction: Instructional Technology

This major is designed to prepare educators for a variety of professional positions in educational settings, including school building level, school district level, and alternative schools.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Curriculum and Instruction for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed.  No exceptions will be made. 

This major is available on both the thesis and non-thesis options, and requires a minimum of 35-44 semester hours depending on the option chosen. A minimum of 15 semester hours of 200/6000-level course work is required for the thesis option. A minimum of 12 semester hours of 200/6000-level course work is required for the non-thesis option.

All students completing the thesis option are required to pass an oral comprehensive examination prepared and administered by the thesis committee. This comprehensive examination will normally accompany the thesis defense. A student completing the thesis option must include 6 hours of INSTTECH 6299 (240:299) in the program of study.

All students completing the non-thesis option are required to complete the departmental graduate research requirement and prepare a comprehensive ePortfolio at the end of the student's program of study.

Required:
Curriculum and Instruction:3
Issues and Trends in Curriculum
Literacy Education 3
Methods and Materials in Literacy Education
Instructional Technology:14
Instructional Multimedia Planning and Production
Selection and Integration of Instructional Technology
Coordinating Technology in an Educational Setting
Instructional Design
Seminar in Instructional Technology
Measurement and Research:3
Educational Research
Research:2-6
Research
Thesis Option (6 hours)
Non-thesis Option (2 hours)
Electives: Choose Option 1 or 2 below: 6-15
Option 1 (6 hours - thesis) (10 hours - non-thesis)
Option 2 (15 hours)
Total hours Option 1 - thesis or non-thesis option35
Total hours Option 2 thesis option44
Total hours Option 2 non-thesis option40

Option 1

Electives:
Educational Psychology:
Foundations of Instructional Psychology
Instructional Technology:
Technology in Education
Visual Literacy
Data-Driven Decision Making in Education
Digital Imaging
Digital Instructional Video Production
Emerging Instructional Technologies
Web-based Instructional Development
Instructional Computing Design
Distance Education
Advanced Instructional Technology Projects
Readings in Instructional Technology
Studies in Instructional Technology
Practicum in Instructional Technology

Option 2

Electives:
School Library Studies:
Introduction to the School Library Program
Library Resources for Children
Library Resources for Young Adults
Administration of the School Library Program
Reference Services and Information Retrieval
Practicum (3 hrs.)

Major in Performance and Training Technology

This major is offered by the Department of Curriculum and Instruction as a program in performance and training technology for persons planning to work in non-K-12 school or corporate settings.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Curriculum and Instruction for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed.  No exceptions will be made. 

This major is available on the thesis and non-thesis options, and is designed for a minimum of 35 semester hours. A minimum of 15 semester hours of 200/6000-level course work is required for the thesis option. A minimum of 12 semester hours of 200/6000-level course work is required for the non-thesis option.

All students completing the thesis option are required to pass an oral examination prepared and administered by the thesis committee. The examination will be comprehensive in nature and will normally accompany the thesis defense. A student completing the thesis option must include 6 hours of INSTTECH 6299 (240:299) Research in the program of study.

All students completing the non-thesis option are required to complete the departmental graduate research requirement and prepare a comprehensive portfolio at the end of the student's program of study.

Majors in this area will complete a basic core of course work applicable to all preparing to work as trainers, instructional designers, or production specialists. Specific areas of interest will determine the supporting electives. Teacher licensure is not required. The student's baccalaureate degree may be in any field.

Required:
Instructional Technology:14
Instructional Multimedia Planning and Production
Performance Management and Technology
Instructional Design
Applied Instructional Design
Seminar in Instructional Technology
Measurement and Research:3
Educational Research
Research:2-6
Research
Thesis Option (6 hours)
Non-thesis Option (2 hours)
Electives:
A minimum of 12 hours of electives are required from the following courses:
Instructional Technology:12
Digital Instructional Video Production
Emerging Instructional Technologies
Web-based Instructional Development
Instructional Computing Design
Distance Education
Communication Theory in Media
Advanced Instructional Technology Projects
Readings in Instructional Technology
Studies in Instructional Technology
Practicum in Instructional Technology
Other Electives as advised (non-thesis option only)4
Total hours35

Major in School Library Studies

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Curriculum and Instruction for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed.  No exceptions will be made.

This major is available on the thesis and non-thesis options. A minimum of 36 semester hours is required for the thesis option, and a minimum of 33 semester hours is required for the non-thesis option. A minimum of 15 hours of 200/6000-level course work is required for the thesis option. A minimum of 12 hours of 200/6000-level course work is required for the non-thesis option.

Students choosing the thesis option are required to write a thesis and pass an oral defense conducted by the thesis committee. Students choosing the non-thesis option are required to complete the departmental graduate research requirement. In lieu of a comprehensive examination, all students must complete a comprehensive portfolio, during their final semester of course work, that meets the requirements of the division faculty.

The program is open to students who hold or have completed coursework for teaching licensure. Students completing this major are eligible for the K-12 School Teacher Librarian endorsement if they hold or are eligible to hold a teaching license.

Required:
School Library Studies:30
Introduction to the School Library Program
Organization of Information
Library Resources for Children
Library Resources for Young Adults
School Library Curriculum Development
Administration of the School Library Program
Library Automation Systems and Networks
Reference Services and Information Retrieval
Practicum
Research in Library and Information Science
Research:3 or 6
Research
Thesis Option (6 hours)
Non-thesis Option (3 hours)
Thesis Option36
Non-thesis Option33

Students who have previous course work which is equivalent to required courses are encouraged to take elective courses in instructional technology, gifted education, postsecondary education, or other education-related programs.

Master of Arts in Education Degree Programs

Major in Curriculum and Instruction: Specialty Area Focus

The Curriculum and Instruction: Specialty Area Focus master’s programs have as their focus the improvement of learning environments for K-12 children. The programs have a common core. Students entering this master’s program will need to select a specialty area for their primary area of study. The diploma for the degree will indicate the specialty area.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Curriculum and Instruction for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed.  No exceptions will be made.

This master’s degree is available on the thesis and non-thesis options. A minimum of 15 hours of 200/6000-level course work is required for the thesis option. A minimum of 12 hours of 200/6000-level course work is required for the non-thesis option. Students completing the thesis option are required to pass an oral comprehensive examination prepared and administered by the thesis committee. This comprehensive examination will normally accompany the thesis defense. Students completing the thesis option must include 6 hours of xxxx 6299/xxx:299 Research on the program of study. Students completing the non-thesis option are required to meet the individual specialty area’s requirements for the non-thesis option. These are cited within the description for each specialty area.

The student must complete the Curriculum and Instruction core, the professional core, required courses in the specialty area, and electives for a specified number of semester hours in the program of study.

Required professional core (Core A):
Educational Psychology/Social Foundations (select one of the following):3
Foundations of Instructional Psychology
Philosophy of Education
Measurement and Research:3
Educational Research
Required Curriculum and Instruction:3
Issues and Trends in Curriculum
Literacy Education:3
Methods and Materials in Literacy Education
Instructional Technology:3
Selection and Integration of Instructional Technology
Total Hours15

Curriculum and Instruction: Early Childhood Education

This program is designed to improve the students' competence in teaching young children and in providing leadership for program development and implementation.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Curriculum and Instruction for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed.  No exceptions will be made.

The degree program in this specialty area focus requires a minimum of 30 semester hours for non-thesis option or 33 semester hours for thesis option.

Students completing the thesis option are required to pass an oral comprehensive examination prepared and administered by the thesis committee. The examination will be comprehensive in nature and will normally accompany the thesis defense. Students completing the thesis option must include 6 hours of ELEMECML 6299 (210:299) Research on the program of study. Students completing the non-thesis option are required to complete:

  1. The department graduate research requirement
  2. A performance-based and/or standard-based measure demonstrating student competency upon completion of the program.

The program may be extended by students wishing to complete the State of Iowa licensure endorsement for Early Childhood Education.

Required professional core:
EDPSYCH 6214 (200:214)Foundations of Instructional Psychology3
MEASRES 6205 (250:205)Educational Research3
Curriculum and Instruction Core:
ELEMECML 6201 (210:201)Issues and Trends in Curriculum3
LITED 6212 (230:212)Methods and Materials in Literacy Education3
INSTTECH 6232 (240:232)Selection and Integration of Instructional Technology3
Specialty area:
Curriculum and Instruction:
ELEMECML 6210Diversity in Early Childhood Education: Theory and Practice3
ELEMECML 6214 (210:214)Recent Research in Early Childhood Education3
ELEMECML 6221 (210:221)Analysis and Design of Curriculum for Young Children3
ELEMECML 6236Assessment in Early Childhood3
Curriculum and Instruction:3 or 6
Research
Thesis Option (6 hours)
Non-thesis Option (3 hours)
Total hours thesis option33
Total hours non-thesis option30

Curriculum and Instruction: Elementary Education

This program is designed to improve the student’s effectiveness as a classroom teacher, instructional leader, and curriculum developer.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Curriculum and Instruction for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed.  No exceptions will be made.

The degree program in this specialty area focus requires a minimum of 30 semester hours.

Students completing the thesis option are required to pass an oral comprehensive examination prepared and administered by the thesis committee. This comprehensive examination will normally accompany the thesis defense. Students on the thesis option must include 6 hours of ELEMECML 6299 (210:299) Research on the program of study. Students completing the non-thesis option are required to complete the department graduate research requirement.

The program may be extended by students wishing to complete the State of Iowa licensure endorsement for Elementary Education.

Required professional core and Curriculum and Instruction core (see Major in Curriculum and Instruction: Special Area Focus)15
Specialty Area:
Curriculum and Instruction:8
Analysis and Improvement of Science Instruction in the Elementary School
Analysis and Improvement of Social Studies Instruction in the Elementary School
Seminar in Education
Curriculum and Instruction:1-3 or 6
Research
Thesis Option (6 hours)
Non-thesis Option (1-3 hours)
Approved Electives:1-6
Total hours30

Curriculum and Instruction: Literacy Education

This program is designed to develop and extend the expertise of educators in both leadership and classroom positions who wish to specialize in the area of literacy education. Students examine theories, programs and practices in the teaching of literacy, the evaluation of literacy development and the integration of literacy across curricular areas.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Curriculum and Instruction for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

In addition to the university requirements for admission to graduate study, admission to this program includes the following requirements:

  1. Two recommendations from professional educators
  2. Satisfactory completion of writing examination.  Preference may be given to applications with academic background and/or professional experience in education.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed.  No exceptions will be made.

The degree program in this specialty area focus requires a minimum of 33 semester hours.

Students completing the thesis option are required to pass an oral comprehensive examination prepared and administered by the thesis committee. This comprehensive examination will normally accompany the thesis defense. Students on the thesis option must include 6 hours of LITED 6299 (230:299) Research on the program of study. Students completing the non-thesis option are required to complete

  1. The department graduate research requirement
  2. A performance-based and/or standard-based measure demonstrating student competency upon completion of the program.

The program may be extended by students wishing to complete any of the four State of Iowa licensure endorsements: K-8 Reading, Reading Specialist, English/Language Arts K-8, or Secondary Reading.

Required professional core and Curriculum and Instruction core (see Major in Curriculum and Instruction: Specialty Area Focus)15
Specialty Area:
Literacy Education:12
Advanced Assessment and Evaluation of Literacy Development
Advanced Literacy Studies
Language Development and Variability
Ideological, Cultural, and Sociopolitical Issues in Children's Literature
Literacy Education:3 or 6
Research
Thesis Option (6 hours)
Non-thesis Option (3 hours)
Approved Electives:0 or 3
Thesis Option (0 hours)
Non-thesis Option (3 hours)
Total hours33

Doctor of Education Degree Program

This program is intended to provide practicing educators the opportunity to continue their study and earn the terminal professional degree in their field. The Ed.D. degree requires a minimum of 60 semester hours of credit beyond the master's degree, including a minimum of 45 hours of course work at the 200/6000-level or 300/7000-level. Some intensive study areas may require more hours of 200/6000-level or 300/7000-level course work.

There are three components to the program: 15 semester hours in a Professional Common Core of work in educational foundations, fundamentals, and research; 38 semester hours of Advanced Professional Study in one of four areas of intensive study and a related area; and a Dissertation of 7 semester hours.

By design, then, all students are required to study in basic areas that undergird and define educational practice and develop skills of problem definition, data collection and analysis, and interpretation. The four areas of intensive study provide for a specialized focus on practice. The four intensive study areas are: Curriculum and Instruction; Educational Leadership; Allied Health, Recreation, and Community Services; and Special Education. (In some areas, it is possible to combine doctoral degree study with work toward an endorsement to perform a particular role in K-12 education.) Brief definitions of the four areas are listed within respective departments.

The Curriculum and Instruction intensive study area is designed to prepare scholar-practitioners to plan, implement, evaluate, and supervise educational programs for children and adult learners. (For more information, contact the Head, Department of Curriculum and Instruction.)

The Graduate Record Examination (General Test) is required for admission to the program.

Students interested in this program must submit a completed Application for Admission to Graduate Study. Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission. See this University Catalog for requirements concerning admission, candidacy, scholarship, residence, examinations, dissertation, and graduation for the Doctor of Education degree and also visit www.uni.edu/coe/departments/curriculum-instruction/graduate-study/doctoral-study

I. Professional Common Core (15 hours)
Education Foundations:
Interdepartmental Education:3
Context of Contemporary Education
Research:
Interdepartmental Education:9
Inquiry
Qualitative Methods in Educational Research
Quantitative Methods in Educational Research
Measurement and Research:3
Select one of the following:
Educational Program Evaluation
Descriptive Educational Research
Advanced Experimental Research in Education
Advanced Qualitative Methods in Educational Research

 

II. Advanced Professional Studies (38 hours)
Requirements for the Curriculum and Instruction intensive study area are:
Required courses in Curriculum and Instruction:
Curriculum and Instruction:6
Curriculum Theory and Development
Curriculum Implementation and Evaluation
Curriculum and Instruction Seminar:2-4
Seminar in Curriculum and Instruction
Curriculum and Instruction Practicum:1-4
Practicum in Curriculum and Instruction
Instructional Technology:3
Designing Instructional Systems
Instructional Design
Electives:21-26

 

III. Dissertation (7 hours)
This is the program component in which the student demonstrates proficiency in the integration of theory and practice (i.e., it involves the application of existing knowledge and/or results of individual research to an educational problem or situation).
Required:
INTDEPED 7389 (190:389)Doctoral Seminar1
INTDEPED 7399 (190:399)Dissertation Research6
Total hours for Doctor of Education: Curriculum and Instruction intensive study area60

Program Certificate

The University of Northern Iowa makes available, in addition to traditional programs, the opportunity for students to earn program certificates. Program certificates provide an alternative to programs leading to a degree, a major, or a minor; they certify that an individual has completed a program approved by the university. For information on the following certificate, contact the Department of Curriculum and Instruction or the Office of the Registrar, which serves as the centralized registry.

Instructional Technology Facilitator Certificate

Required:
Instructional Technology:18
Technology in Education
Emerging Instructional Technologies
Web-based Instructional Development
Selection and Integration of Instructional Technology
Coordinating Technology in an Educational Setting
Advanced Instructional Technology Projects
Total Hours18

 

 

 

B.A. Degree - Early Childhood Education Teaching Major (Major Code 210)

 

Freshman
FallHoursSpringHours
Writing And Reading3Liberal Arts6
Liberal Arts5Speaking And Listening3
MATH 1201 (800:031)3SCI ED 1300 (820:031)4
SCI ED 1200 (820:032)4MATH 3211 (800:111g)3
 15 16
Sophomore
FallHoursSpringHours
Liberal Arts10Liberal Arts3
LITED 1044 (230:044)3EDPSYCH 2017 (200:017)1
MATH 3202 (800:131)3EDPSYCH 2030 (200:030)3
 INSTTECH 1031 (240:031)3
 NUTR 1031 (310:031)2
 16 12
Junior
FallHoursSpringHours
University Electives2Liberal Arts2
LITED 3115 (230:115)3ELEMECML 4121/5121 (210:121g)3
EDPSYCH 3128 (200:128)1ELEMECML 4151/5151 (210:151g)3
EDPSYCH 3148 (200:148)3SOCFOUND 3119 (260:119)3
EDPSYCH 4109/5109 (200:109g)3SPED 3150 (220:150)2
ELEMECML 4149/5149 (210:149g)3TEACHING 4170/5170 (280:170g)3
MEASRES 3150 (250:150)2 
 17 16
Senior
FallHoursSpringHours
ELEMECML 3161 (210:161)3Student Teaching12
ELEMECML 3164 (210:164)3 
ELEMECML 4130/5130 (210:130g)3 
ELEMECML 4192/5192 (210:192g)2-4 
MATH 3203 (800:134)3 
 14-16 12
Total credit hours: 118-120

 

B.A. Degree - Elementary Education Teaching Major (Major Code 212)

 

Freshman
FallHoursSpringHours
University Electives2Liberal Arts9
Speaking And Listening3SCI ED 1300 (820:031)4
SCI ED 1200 (820:032)4Writing And Reading3
Liberal Arts4 
MATH 1201 (800:031)3 
 16 16
Sophomore
FallHoursSpringHours
One from SCI ED 1100, EARTH SCI 1100, 1200, or 13003-4University Electives5
Liberal Arts3Liberal Arts3
INSTTECH 1031 (240:031)3EDPSYCH 2017 (200:017)1
MATH 3211 (800:111g)3EDPSYCH 2030 (200:030)3
LITED 1044 (230:044)3MATH 3202 (800:131)3
 15-16 15
Junior
FallHoursSpringHours
Liberal Arts2University Electives4
EDPSYCH 3128 (200:128)1ELEMECML 4150/5150 (210:152g)3
EDPSYCH 3148 (200:148)3SOCFOUND 3119 (260:119)3
MEASRES 3150 (250:150)2HPELS 2045 (440:045) (Or choose one from HPELS 3135 or PEMES 2045)3-5
ELEMECML 4123/5123 (210:123g) (Or all of the following: MUSIC 3020; THEATRE 3112; ARTED 15003-6 
SPED 3150 (220:150)2 
LITED 3115 (230:115)3 
 16-19 13-15
Senior
FallHoursSpringHours
ELEMECML 3120 (210:120)3Student Teaching12
ELEMECML 3161 (210:161)3 
ELEMECML 3164 (210:164)3 
LITED 3116 (230:116)3 
MATH 3203 (800:134)3 
TEACHING 4170/5170 (280:170g)3 
 18 12
Total credit hours: 121-127

 

B.A. Degree - Middle Level Education Teaching Major (Major Code 21V)

Dual major which must be combined with either an elementary or secondary teaching major.

 

Education, Interdepartmental Courses

INTDEPED 7301 (190:301). Context of Contemporary Education — 3 hrs.

Examination of issues and problems of concern to educational practitioners from the perspective of educational philosophy, history, and sociology. Prerequisite(s): doctoral status or consent of college. (Variable)

INTDEPED 7303 (190:303). Inquiry — 3 hrs.

Introduction to the major philosophical schools of thought that underpin the practice of social and educational inquiry. Includes empiricism, critical theory, hermeneutics, and constructivism perspectives. Prerequisite(s): doctoral status or consent of college. (Variable)

INTDEPED 7305 (190:305). Qualitative Methods in Educational Research — 3 hrs.

Study of the techniques of direct observation and analysis of human behavior in ongoing, naturalistic settings. Focus on problems associated with the two main approaches used in qualitative research — participant observation and in-depth interviewing. Prerequisite(s): INTDEPED 7303 (190:303). (Variable)

INTDEPED 7307 (190:307). Quantitative Methods in Educational Research — 3 hrs.

Quantitative research approaches applicable to problem-solving in educational practice. Major methods including experiment, quasi-experiment, and survey; major forms of instrumentation; frequently used quantitative analyses, both descriptive and inferential; report and proposal writing. Prerequisite(s): INTDEPED 7303 (190:303); MEASRES 6205 (250:205); an upper-division course in statistical methods; doctoral status or consent of college. (Variable)

INTDEPED 7389 (190:389). Doctoral Seminar.

Credit/no credit only. (Fall, Spring)

INTDEPED 7399 (190:399). Dissertation Research.

Credit/no credit only. Initial enrollment requires attendance at doctoral research seminar. (Fall, Spring)

Elementary, Early Childhood and Middle Level Education Courses

ELEMECML 3120 (210:120). Classroom Management K-8 — 3 hrs.

Focus on skills needed to plan, organize, manage, implement, and evaluate appropriate instruction in the elementary classroom. Prerequisite(s): ELEMECML 4150/5150 (210:152g); junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring, Summer)

ELEMECML 3161 (210:161). Teaching Elementary School Science — 3 hrs.

Investigation of current textbook series, trends, teaching materials, and appropriate instructional strategies for contemporary elementary school science programs. Prerequisite(s): ELEMECML 4150/5150 (210:152g) or ELEMECML 4151/5151 (210:151g); junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring, Summer)

ELEMECML 3164 (210:164). Teaching Elementary School Social Studies — 3 hrs.

Basic methods and materials for teaching the knowledge, skills, attitudes and values in history, geography, political science/civic literacy, economics and behavioral sciences. Prerequisite(s): ELEMECML 4150/5150 (210:152g) or ELEMECML 4151/5151 (210:151g); junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring, Summer)

ELEMECML 4121/5121 (210:121g). Infant and Toddler Curriculum and Guidance — 3 hrs.

Methods of implementing appropriate curriculum for, and guidance of very young children, including children with diverse needs in inclusive group settings. Prerequisite(s): EDPSYCH 4109/5109 (200:109g); junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

ELEMECML 4123/5123 (210:123g). Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom — 3 hrs.

Introduction, exploration and application of various methods for teaching and assessing visual and performing arts integration with content across the elementary curriculum. Prerequisite(s): junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring, Summer)

ELEMECML 4130/5130 (210:130g). Guidance and Instruction in Early Childhood Education — 3 hrs.

Discussion of the role of the teacher in guiding young children in their learning activities. Emphasis on planning and implementing early childhood programs. Prerequisite(s): ELEMECML 4151/5151 (210:151g); junior standing. Corequisite(s): ELEMECML 4192/5192 (210:192g). Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

ELEMECML 4135/5135 (210:135g). Middle Level Instruction, Differentiation, and Assessment — 3 hrs.

Strategies for instruction, differentiation, and assessment for addressing the cognitive characteristics and needs of young adolescents in grades five through eight. Prerequisite(s): EDPSYCH 3148 (200:148); EDPSYCH 4152/5152 (200:152g); junior standing. Prerequisite(s) or corequisite(s): ELEMECML 4152/5152 (210:150g) or equivalent. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

ELEMECML 4141/5141 (210:141g). Integrated Activities in Elementary School Science and Mathematics — 3 hrs.

Activity based on pedagogical investigation of manipulative materials and activities used in elementary science and mathematics followed by critical analysis using task analysis and research investigations. Prerequisite(s): MATH 3203 (800:134) or equivalent; junior standing. Registration requires full admission to the Teacher Education Program. (Spring)

ELEMECML 4142/5142 (210:142g). Applications in Elementary Science Teaching — 3 hrs.

Resources, content background and materials in elementary science with emphasis on applications. Special attention to integrating theory and practice with techniques, materials, and equipment. Stresses interrelations between the various sciences and application of skill subjects. Prerequisite(s): junior standing. Registration requires full admission to the Teacher Education Program. (Variable)

ELEMECML 4143/5143 (210:143g). Applications/Content in Elementary Social Studies — 3 hrs.

Applying knowledge of current trends, resources, and content as a means of developing, enriching, and expanding the social studies curriculum. Prerequisite(s): ELEMECML 3164 (210:164); junior standing. Registration requires full admission to the Teacher Education Program. (Fall)

ELEMECML 4149/5149 (210:149g). Child, Family, School and Community Relationships — 3 hrs.

Procedures for developing home-community-school relationships to promote the education of each child in reaching her/his maximum potential. Emphasis on preschool-kindergarten level. Prerequisite(s): junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

ELEMECML 4150/5150 (210:152g). Elementary Curriculum — 3 hrs.

Recent trends in the curriculum for children in grades K-6. Prerequisite(s): completion of Level I of the Professional Education Requirements - Elementary Education; junior standing. Prerequisite(s) or corequisite(s): Level II of the Professional Education Requirements. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

ELEMECML 4151/5151 (210:151g). Early Childhood Curriculum Development and Organization — 3 hrs.

Current trends in curriculum for preschool and primary children. Prerequisite(s): EDPSYCH 4109/5109 (200:109g); completion of Level I of the Professional Education Requirements - Early Childhood Education; junior standing. Prerequisite(s) or corequisite(s): Level II of the Professional Education Requirements. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

ELEMECML 4152/5152 (210:150g). Middle Level Curriculum — 2 hrs.

Examination of middle school design, programs, and practices for meeting the needs of young adolescents in grades 5-8, including middle school philosophy, history, interdisciplinary instruction and teaming, core curriculum, exploratory courses, and advisory programs. Students must be available for a 10-hour field experience. Prerequisite(s): junior standing. Prerequisite(s) or corequisite(s): Level II of the Professional Education Requirements. Registration requires full admission to the teacher education program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Students must be available for a 10-hour field experience. (Fall, Spring)

ELEMECML 4155/5155 (210:155g). Constructivist Early Education — 3 hrs.

Overview of theory and practice in constructivist early childhood education. Survey of sociomoral atmosphere (including group time, rule making, voting, social and moral discussion, academics, etc.), physical knowledge activities, group games, and classroom management. Prerequisite(s): junior standing. (Variable)

ELEMECML 4192/5192 (210:192g). Experience — 2-4 hrs.

May be offered in various specialized fields as indicated in Schedule of Classes, but may be taken only twice for credit in the same area. Prerequisite(s): successful completion of EDPSYCH 2017 (200:017) and EDPSYCH 3128 (200:128); junior standing. Corequisite(s): ELEMECML 4130/5130 (210:130g). Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

ELEMECML 6201 (210:201). Issues and Trends in Curriculum — 3 hrs.

Current ideas influencing the planning and implementation of curriculum. Prerequisite(s): consent of department. (Variable)

ELEMECML 6204 (210:204). Curriculum Construction — 3 hrs.

Role of the classroom teacher in curriculum development projects, focusing on educational change process, procedures, and product evaluation. Prerequisite(s): ELEMECML 6201 (210:201) or consent of the head of the Department of Curriculum and Instruction. (Variable)

ELEMECML 6210. Diversity in Early Childhood Education: Theory and Practice — 3 hrs.

Current theory and practical strategies for planning and implementing appropriate experiences for young children and families. Students will learn current understandings re: race, ethnicity, culture, socio-economic status, and inclusion of children with special needs. Prerequisite(s): ELEMECML 6201 (210:201). (Variable)

ELEMECML 6214 (210:214). Recent Research in Early Childhood Education — 3 hrs.

Review of implications of research to gain techniques for improving instruction and programs for young children. Prerequisite(s): ELEMECML 4151/5151 (210:151g) or equivalent. (Variable)

ELEMECML 6220 (210:220). Administration and Supervision of Programs for Young Children — 3 hrs.

Preparation to plan, organize, and operate public and private programs for young children, including working with families and with other social agencies, obtaining and administering funds, staffing, providing for health and safety, and curriculum decisions. (Variable)

ELEMECML 6221 (210:221). Analysis and Design of Curriculum for Young Children — 3 hrs.

Basic assumptions underlying curriculum for young children to prepare students to improve teaching practices, and provide direction to future decision making on programs and materials. (Variable)

ELEMECML 6225 (210:225). Advanced Constructivist Education — 3 hrs.

Study of theory, research, and curriculum in constructivist education. Selected theoretical topics. Prerequisite(s): ELEMECML 4155/5155 (210:155g); ELEMECML 6221 (210:221). (Variable)

ELEMECML 6228 (210:228). Comparative Early Childhood Curricula — 2 hrs.

Comparative study of curricula and programs of early education including the Montessori Method, Bank Street theory and practice, and various programs based on Piagetian theory. Prerequisite(s): ELEMECML 4155/5155 (210:155g); ELEMECML 6221 (210:221). (Variable)

ELEMECML 6230 (210:230). Advanced Techniques in Instructional Management — 3 hrs.

Data-driven applications of skills, methods and strategies for improved personal and systemic professional practices in elementary and middle level classrooms. Preventive, supportive, corrective, adaptive management techniques for meeting the needs of diverse learners. Prerequisite(s): ELEMECML 6201 (210:201) or consent of the head of the Department of Curriculum and Instruction. (Variable)

ELEMECML 6236. Assessment in Early Childhood — 3 hrs.

Uses and interpretations of formal and informal measures to assess physical, social, intellectual and emotional development in young children, including English language learners and children with special needs. Program evaluation will be addressed. Prerequisite(s): ELEMECML 6201 (210:201). (Variable)

ELEMECML 6242 (210:242). Analysis and Improvement of Science Instruction in the Elementary School — 3 hrs.

Application of developmental psychology to the scope and depth of science instruction; analysis of strengths and weaknesses of alternative science programs including initial and subsequent costs, facility requirements, and implementation difficulties. Prerequisite(s): ELEMECML 4142/5142 (210:142g) or ELEMECML 4150/5150 (210:152g) or consent of department. (Variable)

ELEMECML 6243 (210:243). Analysis and Improvement of Social Studies Instruction in the Elementary School — 3 hrs.

Assists teacher in exploring historical and current practices in social studies to create new approaches by using available resources and ideas. Prerequisite(s): ELEMECML 4143/5143 (210:143g) or ELEMECML 4150/5150 (210:152g) or consent of department. (Variable)

ELEMECML 6254 (210:254). The Gifted and Talented — 3 hrs.

Educational needs of gifted and talented children and youth. Emphasis on characteristics, identification/assessment, special populations, counseling, parenting, and program intervention. (Variable)

ELEMECML 6255 (210:255). Educational Strategies for Gifted and Talented — 3 hrs.

Current trends in educational programming for the gifted and talented. Prescription, implementation, and evaluation of differentiated curriculum/educational strategies used in the comprehensive program. Prerequisite(s): ELEMECML 6254 (210:254) or consent of instructor. (Variable)

ELEMECML 6257 (210:257). Coordinating Programs for the Gifted and Talented — 3 hrs.

Methods/procedures for coordinating/directing school district PK-12 programs for the gifted and talented. Emphasis on program planning, management, supervision, and evaluation. Prerequisite(s): ELEMECML 6254 (210:254); ELEMECML 6255 (210:255); or consent of instructor. (Variable)

ELEMECML 6270 (210:270). Recent Developments in Middle Level Curriculum — 3 hrs.

Recent developments regarding curricular decision making, organizational structures, and instructional strategies appropriate for middle and junior high schools based on the developmental characteristics of young adolescents. (Variable)

ELEMECML 6285 (210:285). Readings in Education — 1-3 hrs.

(Fall, Spring, Summer)

ELEMECML 6289 (210:289). Seminar in Education — 2 hrs.

Special topics listed in Schedule of Classes. (Fall, Spring, Summer)

ELEMECML 6297 (210:297). Practicum — 2-3 hrs.

(Fall, Spring, Summer)

ELEMECML 6299 (210:299). Research — 1-6 hrs.

(Fall, Spring, Summer)

ELEMECML 7352 (210:352). Curriculum Theory and Development — 3 hrs.

Assists the advanced graduate student in viewing, analyzing, and interpreting the curriculum and instruction program of an educational institution and in developing skills for implementing change. (Variable)

ELEMECML 7354 (210:354). Curriculum Implementation and Evaluation — 3 hrs.

Exploration of systems for program evaluation and revision and the dynamics of change processes. (Variable)

ELEMECML 7389 (210:389). Seminar in Curriculum and Instruction — 3 hrs.

Intensive study and seminar presentations of current issues, trends, procedures, and obstacles to change in curriculum and instructional practice. May be repeated. Prerequisite(s): doctoral status or consent of department. (Variable)

ELEMECML 7397 (210:397). Practicum in Curriculum and Instruction — 2-4 hrs.

Supervised practice in working as a co-facilitator and/or as a facilitator in program evaluation and revision and/or instructional design and improvement in an educational setting. May be repeated for maximum of 4 hours. Prerequisite(s): ELEMECML 7352 (210:352); and consent of instructor. (Fall, Spring, Summer)

Instructional Technology Courses

INSTTECH 1020 (240:020). Secondary Educational Technology and Design — 2 hrs.

Design and production of media and the operation of hardware and software for grades 5-12 educational use. Includes selection and use of various educational technologies within an instructional design framework. The following majors are waived from INSTTECH 1020 (240:020): Department of Technology Technology majors, Music Education majors, Art Education majors, Secondary Science teaching majors (Science Education, biology, Chemistry, Earth Science, and Physics), Secondary Business Education teaching majors, Modern Language education majors. (Fall, Spring, Summer)

INSTTECH 1030 (240:030). Creating Technology-Enhanced Learning Environments — 3 hrs.

Students explore how project, problem and inquiry-based learning can be enhanced through technology. Using research as the foundation, students will experience and design blended learning environments where technology tools expand students' opportunities to learn and create. Prerequisite(s): INSTTECH 1020 (240:020) or INSTTECH 1031 (240:031). (Spring)

INSTTECH 1031 (240:031). Educational Technology and Design — 3 hrs.

Selection and use of various educational technologies within an instructional design framework. Includes the design and production of media and the operation of hardware and software for Pre-K-8 educational use. (Fall, Spring, Summer)

INSTTECH 3186 (240:186). Studies in Media — 1-4 hrs.

(Fall, Summer)

INSTTECH 4131/5131 (240:131g). Technology in Education — 3 hrs.

Issues confronting contemporary education and the effective integration of technology to support learning. Investigation of the historical, social and scientific uses of technology in education from various perspectives. Prerequisite(s): junior standing. (Fall)

INSTTECH 4138/5138 (240:138g). Visual Literacy — 3 hrs.

Familiarizes students with the definition and concepts of visual literacy, the impact of visual images on our culture, the creation and use of visuals, the inclusion of visuals in instruction, and teaching critical viewing skills to various audiences. Prerequisite(s): junior standing. (Spring)

INSTTECH 4139/5139 (240:139g). Instructional Multimedia Planning and Production — 3 hrs.

Teaches planning and production steps essential for creating instructional multimedia projects. Students produce a real-world instructional multimedia product using the framework of the AECT instructional technology standards. Lab as arranged. Prerequisite(s): INSTTECH 1020 (240:020) or INSTTECH 1031 (240:031) or consent of instructor; junior standing. (Fall, Spring, Summer)

INSTTECH 4140/5140 (240:140g). Data-Driven Decision Making in Education — 3 hrs.

Provides an introduction to using databases in an educational setting. Students study use of the data-driven decision making process in an educational setting. Identify and evaluate relevant school information/data for the improvement of teaching and learning. Prerequisite(s): INSTTECH 1020 (240:020) or INSTTECH 1031 (240:031); junior standing. (Fall, Summer)

INSTTECH 4147/5147 (240:147g). Digital Imaging — 3 hrs.

Project-based discovery of basic principles, skills, and techniques for preparing digital images. Students explore the use of image and video editing software and integrate digital imagery, including comics and digital storytelling, into classroom or corporate learning contexts. Prerequisite(s): junior standing. (Fall, Summer)

INSTTECH 4150/5150 (240:150g). Digital Instructional Video Production — 3 hrs.

Theoretical/practical aspects of digital instructional TV production. Includes composition, sound, editing, graphics, and planning using digital video technology. Students plan and produce a real-world instructional television production. Lab as arranged. Prerequisite(s): INSTTECH 4139/5139 (240:139g); junior standing; consent of instructor. (Spring)

INSTTECH 4153/5153 (240:153g). Emerging Instructional Technologies — 3 hrs.

Integrating leading-edge research about emerging instructional technologies with hands-on experience. Study of existing applications and instructional implementations. Students create an interactive instructional environment and document their pedagogical choices. Prerequisite(s): INSTTECH 1030 (240:030) or INSTTECH 4139/5139 (240:139g); junior standing; consent of instructor. (Fall, Summer)

INSTTECH 4160 (240:160). Instructional Technology Projects — 1-4 hrs.

Independent media projects. Credit to be determined at time of registration; project, credit and evaluation criteria require advance consent of instructor. May be repeated for maximum of 4 hours for any section.
Sec. 1. Computer Applications. Prerequisite(s): INSTTECH 1020 (240:020) or INSTTECH 1031 (240:031).
Sec. 2. Digital Imaging. Prerequisite(s): INSTTECH 4147/5147 (240:147g).
Sec. 3. Learning Environments.
Sec. 4. Multi-Media Authoring. Prerequisite(s): INSTTECH 1030 (240:030).
Sec. 5. Television. Prerequisite(s): INSTTECH 4150/5150 (240:150g).
Sec. 6. Visualization.
Sec. 7. Web Development. Prerequisite(s): INSTTECH 1020 (240:020) or INSTTECH 1031 (240:031).
May be repeated for maximum of 4 hours for any section. (Fall, Spring, Summer)

INSTTECH 4170/5170 (240:170g). Web-based Instructional Development — 3 hrs.

Focuses on the evaluation and design of electronically-produced materials. Provides students with opportunities to apply basic visual design principles to the development of web-based instructional media. Includes hands-on experience with web site design. Prerequisite(s): junior standing. (Fall, Spring, Summer)

INSTTECH 4189 (240:189). Readings in Media — 1-3 hrs.

(Fall, Spring, Summer)

INSTTECH 6205 (240:205). Instructional Computing Design — 3 hrs.

Evaluation and design of computer-based instructional materials. Involves hands-on experience in designing computer-based lessons and/or tutorials. Prerequisite(s): INSTTECH 6240 (240:240). (Spring, Summer)

INSTTECH 6210 (240:210). Distance Education — 3 hrs.

Distance education and the special needs/concerns of teaching at a distance. Guidelines for effective distance education; engaging online learners; addressing learner needs, and interactive learning environments. (Spring)

INSTTECH 6230 (240:230). Communication Theory in Media — 3 hrs.

Contemporary theory of human and mass communication, learning, perception, and propaganda as they apply to message design utilizing communication media. (Spring)

INSTTECH 6232 (240:232). Selection and Integration of Instructional Technology — 3 hrs.

Examines new technologies that generate need for new literacies for 21st century students. Includes procedures for selection and integration of instructional technologies to support learning. (Variable)

INSTTECH 6235 (240:235). Performance Management and Technology — 3 hrs.

Enables students to analyze the field of instructional technology, human resource development, instructional development, and training. Focus includes the role of the professional as an instructional designer, related definitions, applicable associations, and relevant periodicals, current issues, and self-assessment on competencies. Requirements include joining a professional association related to the field and attending a local meeting of a professional association related to the field. (Fall)

INSTTECH 6237 (240:237). Coordinating Technology in an Educational Setting — 3 hrs.

Examines many roles assumed by a technology coordinator in an educational setting. Explores the processes of technology planning, management, and support in both theory and through practical applications. (Spring)

INSTTECH 6240 (240:240). Instructional Design — 3 hrs.

Students will apply a systematic instructional design model from the initial analysis through design, development and evaluation. Students will master the fundamental practices upon which the instructional design process is based. (Fall)

INSTTECH 6245 (240:245). Applied Instructional Design — 3 hrs.

Case-based analysis of instructional design scenarios and application of current research and theory into the instructional design process. Prerequisite(s): INSTTECH 6240 (240:240) (Spring)

INSTTECH 6260 (240:260). Advanced Instructional Technology Projects — 1-4 hrs.

Independent media projects. Credit to be determined at time of registration; project, credit and evaluation criteria require advance consent of instructor. May be repeated for maximum of 4 hours for any section.
Sec. 1. Computer Applications. Prerequisite(s): INSTTECH 4139/5139 (240:139g).
Sec. 2. Digital Imaging. Prerequisite(s): INSTTECH 4147/5147 (240:147g).
Sec. 3. Learning Environments.
Sec. 4. Multimedia Authoring.
Sec. 5. Television. Prerequisite(s): INSTTECH 4150/5150 (240:150g).
Sec. 6. Visualization.
Sec. 7. Web Development. Prerequisite(s): INSTTECH 4170/5170 (240:170g).
May be repeated for maximum of 4 hours for any section. (Fall, Spring, Summer)

INSTTECH 6285 (240:285). Readings in Instructional Technology — 1-3 hrs.

Reviews individualized selected readings in an area of emphasis as determined by instructor and student. May be repeated for maximum of 3 hours. (Fall, Spring, Summer)

INSTTECH 6286 (240:286). Studies in Instructional Technology — 1-4 hrs.

Individualized study of a specific problem or application in an area as determined by instructor and student. (Fall, Spring, Summer)

INSTTECH 6289 (240:289). Seminar in Instructional Technology — 2 hrs.

Refines the necessary skills to write a Master's paper; includes researching, reading, writing, and formatting the paper. May not be repeated. (Fall, Spring, Summer)

INSTTECH 6297 (240:297). Practicum in Instructional Technology — 2-3 hrs.

(Fall, Spring, Summer)

INSTTECH 6299 (240:299). Research.

(Fall, Spring, Summer)

INSTTECH 7340 (240:340). Designing Instructional Systems — 3 hrs.

Application of current research and theory to the instructional design process. Systematic process of translating principles of learning and instruction, employing several instructional design models. (Variable)

Literacy Education Courses

LITED 1044 (230:044). Children's Literature — 3 hrs.

Evaluation, selection, and teaching of literature in the elementary school language arts program. Prerequisite(s): Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

LITED 3115 (230:115). Methods of Teaching Early Literacy — 3 hrs.

Reading and writing instruction in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas. Prerequisite(s): Registration requires admission to Teacher Education program. Prerequisite(s) or corequisite(s): LITED 1044 (230:044). Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring, Summer)

LITED 3116 (230:116). Methods of Teaching Content Literacy in the Intermediate Grades — 3 hrs.

Reading and writing instruction in grades 3-6, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas. Prerequisite(s): ELEMECML 4150/5150 (210:152g); LITED 1044 (230:044); junior standing. Requires admission to teacher education program. Prerequisite(s) or corequisite(s): LITED 3115 (230:115). Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring, Summer)

LITED 3119 (230:119). Language Development and Emergent Literacy — 3 hrs.

Theories underlying young children's acquisition of oral language and early reading and writing. Emphasis on implications for literacy curriculum in the primary grades. Prerequisite(s): LITED 1044 (230:044) and one of the following: LITED 3115 (230:115), LITED 3116 (230:116) or LITED 4117/5117 (230:117g) or consent of instructor; junior standing. Students must earn a grade of B- (2.67) or above in Literacy Education minor courses numbered LITED 3119 (230:119) or above and have a cumulative and UNI GPA of 3.00 or higher to enroll in this course. (Fall, Even Summers, and Spring)

LITED 3121 (230:121). Advanced Children's Literature — 3 hrs.

Issues and trends in children's literature, including use in elementary school programs. Focus on values, uses, and controversies related to children's literature by and about major American minority groups, including ethnic, religious, and socioeconomic minorities. Prerequisite(s): LITED 1044 (230:044); junior standing. Students must earn a grade of B- (2.67) or above in Literacy Education minor courses numbered LITED 3119 (230:119) or above and have a cumulative and UNI GPA of 3.00 or higher to enroll in this course. (Fall, Odd Summers, and Spring)

LITED 3140 (230:140). Assessment and Evaluation of Literacy — 3 hrs.

Introductory course in evaluating the reading and language abilities of individual children through instruction within a classroom setting. Includes group and individual evaluation, informal assessment procedures, selection of materials, and instructional strategies to meet the needs of individual learners. Prerequisite(s): LITED 1044 (230:044) or ENGLISH 4940/5940 (620:165g); LITED 3115 (230:115), LITED 3116 (230:116), or LITED 4117/5117 (230:117g); LITED 3119 (230:119) or LITED 3121 (230:121) or TESOL 4510/5510 (630:165g); or consent of instructor; junior standing. Students must earn a grade of B- (2.67) or above in Literacy Education minor courses numbered LITED 3119 (230:119) or above and have a cumulative and UNI GPA of 3.00 or higher to enroll in this course. Priority registration for Literacy Education minors and English majors and minors. (Fall, Spring, Summer)

LITED 3147 (230:147). Remedial Reading — 3 hrs.

Selection, implementation, and interpretation of a variety of reading and language arts assessment procedures and the development of effective individualized instructional programs. Prerequisite(s): LITED 1044 (230:044) or ENGLISH 4940/5940 (620:165g); LITED 3115 (230:115), LITED 3116 (230:116), or LITED 4117/5117 (230:117g); LITED 3119 (230:119) or LITED 3121 (230:121); LITED 3140 (230:140); or consent of instructor; junior standing. Students must earn a grade of B- (2.67) or above in Literacy Education minor courses numbered LITED 3119 (230:119) or above and have a cumulative and UNI GPA of 3.00 or higher to enroll in this course. Priority registration for Literacy Education minors and English majors and minors. (Fall, Spring, Summer)

LITED 3192 (230:192). Experience in Reading: Tutoring — 3 hrs.

Supervised tutoring in the University Reading Center or in a public school reading center. Prerequisite(s): LITED 3140 (230:140); junior standing. Students must earn a grade of B- (2.67) or above in Literacy Education minor courses numbered LITED 3119 (230:119) or above and have a cumulative and UNI GPA of 3.00 or higher to enroll in this course. Corequisite(s): LITED 3147 (230:147). (Fall, Spring, Summer)

LITED 4117/5117 (230:117g). Methods of Teaching Content Literacy at the Middle and Secondary Levels — 3 hrs.

Literacy instruction in the middle and secondary grades, including understanding the reading process, literacy across the curriculum, improving fluency, and assessment of literacy. Prerequisite(s): junior standing. Registration requires admission to Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall, Spring)

LITED 4155/5155 (230:155g). English Language Structures and Usage for K-8 Educators — 1 hr.

The study of English language structures, usage, conventions, and variations across contexts. Emphasis on learning to teach these concepts to K-8 students, including English Language Learners. Prerequisite(s): junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Priority registration for Middle Level Education Dual majors. (Fall, Spring)

LITED 4193/5193 (230:193g). Experience in Reading: Field — 1-2 hrs.

Supervised experience teaching in elementary or secondary reading programs. May be repeated for maximum of 4 hours. Prerequisite(s): junior standing. Students must earn a grade of B- (2.67) or above in Literacy Education minor courses numbered LITED 3119 (230:119) or above and have a cumulative and UNI GPA of 3.00 or higher to enroll in this course. (Fall, Spring, Summer)

LITED 6212 (230:212). Methods and Materials in Literacy Education — 3 hrs.

Integrated approach to language learning within and across grades K-12, with a strong emphasis on reading and writing connections within content areas and across children's and young adult literature. Prerequisite(s): graduate standing; previous course work in literacy education or consent of instructor. (Variable)

LITED 6238 (230:238). Advanced Assessment and Evaluation of Literacy Development — 3 hrs.

Experience in assessment and evaluation of literacy processes. Survey of interrelationship of assessment and evaluation to literacy development including current issues and practices. Prerequisite(s): graduate standing, previous course work in literacy education, or consent of instructor. (Variable)

LITED 6239 (230:239). Advanced Literacy Studies — 3 hrs.

Students locate, read, examine, analyze, and evaluate a variety of historical and contemporary literacy research pieces; make plans for research studies and write literature reviews, conference and grant proposals. Prerequisite(s): graduate standing or consent of instructor. (Variable)

LITED 6240 (230:240). Language Development and Variability — 3 hrs.

Exploration of research on factors generally associated with variability in language and literacy development, on methods designed to promote language and literacy development, and on roles of teachers and parents in promoting this development in children with differences. Prerequisite(s): graduate standing, previous course work in literacy education, or consent of instructor. (Variable)

LITED 6245 (230:245). Ideological, Cultural, and Sociopolitical Issues in Children's Literature — 3 hrs.

Advanced literacy course exploring ideological, cultural, social, and political issues in children's literature. Study in sociocultural contexts of literacy instruction, with critical analysis of literature as an instrument to inform and transform life as well as learning. Prerequisite(s): LITED 1044 (230:044) or consent of instructor. (Variable)

LITED 6247 (230:247). Remedial Reading — 3 hrs.

Selection, implementation, and interpretation of a variety of literacy assessment procedures and the development of effective individualized instructional programs. Prerequisite(s): LITED 3140 (230:140) or LITED 6238 (230:238) or written consent of instructor. Corequisite(s): LITED 6292 (230:292). (Variable)

LITED 6260 (230:260). Roles of the Reading Specialist — 3 hrs.

Exploration of the five major leadership roles required of school personnel who serve as reading and language arts specialists. Prerequisite(s): graduate standing or consent of instructor. (Variable)

LITED 6289 (230:289). Seminar — 2-4 hrs.

Seminar topics to be announced in Schedule of Classes. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)

LITED 6290 (230:290). Practicum — 2-4 hrs.

Supervised experience in teaching and/or supervision of instruction. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Fall, Spring, Summer)

LITED 6292 (230:292). Experience in Reading: Tutoring — 3 hrs.

Supervised tutoring in the field, involving assessment procedures and literacy instruction. Prerequisite(s): LITED 3140 (230:140) or LITED 6238 (230:238) or written consent of instructor. Corequisite(s): LITED 6247 (230:247). (Variable)

LITED 6299 (230:299). Research — 1-6 hrs.

Intended as the final course in the Curriculum and Instruction: Literacy Education program; focuses on completion of final research project and preparation for comprehensive examination in a collaborative seminar setting. Thesis requires a total of 6 hours. Non-thesis requires a total of 3 hours. (Fall, Spring, Summer)

LITED 6301. Reading Recovery Teacher Clinical I — 3 hrs.

Participants in this course will develop understanding and expertise in: administering and analyzing the Observation Survey of Early Literacy Achievement, teaching Reading Recovery children, and understanding the theoretical basis of Reading Recovery instruction. Prerequisite(s): Students must be hired for the position of Reading Recovery teacher in a school. (Fall)

LITED 6302. Reading Recovery Teacher Clinical II — 3 hrs.

Participants in this course will continue to develop deep understanding and expertise in teaching Reading Recovery children and in understanding the theoretical basis of Reading Recovery instruction. Prerequisite(s): Students are required to have successfully completed LITED 6301 Reading Recovery Teacher Clinical I. (Spring)

LITED 7302 (230:302). Reading Recovery Teacher Leader Clinical I — 3 hrs.

Participants in this course will develop expertise in administering and analyzing the Observation Survey, teaching Reading Recovery children, and understanding the theoretical basis of Reading Recovery instruction. Prerequisite(s): admission to this course requires admittance to Reading Recovery Teacher Leader Training. Requirements for admission to Reading Recovery Teacher Leader training include completion of a Master's degree in education or a related area. Successful completion of the Reading Recovery Teacher Leader training is based on successful completion of all the training courses. (Fall)

LITED 7303 (230:303). Reading Recovery Teacher Leader Clinical II — 3 hrs.

Participants will continue to learn how to teach using Reading Recovery instructional practices. Prerequisite(s): admission to this course requires admittance to Reading Recovery Teacher leader Training and successful completion of LITED 7302 (230:302). Requirements for admission to Reading Recovery Teacher Leader training include completion of a Master's degree in education or a related area. Successful completion of the Reading Recovery Teacher Leader training is based on successful completion of all the training courses. (Spring)

LITED 7304 (230:304). Literacy Leadership I — 3 hrs.

Participants will develop skills required for the role of Reading Recovery teacher leader, Partnerships in Comprehensive Literacy (PCL) coach, or literacy coach in a school. This course includes both classes that meet regularly and field experiences. Prerequisite(s): Admission to this course requires admission to the Reading Recovery teacher leader training program, Partnerships in Comprehensive Literacy Coach program, or an Ed.D. program with experience as a literacy teacher and permission of the instructor. (Fall)

LITED 7305 (230:305). Literacy Leadership II — 3 hrs.

Participants will develop skills required for the role of Reading Recovery teacher leader, Partnerships in Comprehensive Literacy (PCL) coach, or literacy coach in a school. This course includes both classes that meet regularly and field experiences. Prerequisite(s): admission to this course requires admittance to Reading Recovery Teacher Leader Training and successful completion of LITED 7304 (230:304). Requirements for admission to Reading Recovery Teacher Leader training include completion of a Master's degree in education or a related area. Successful completion of the Reading Recovery Teacher Leader training is based on successful completion of all the training courses. (Spring)

LITED 7306 (230:306). Theories of Reading Difficulties — 3 hrs.

Students will learn theories and research about learning development, reading development, and reading difficulties. Prerequisite(s): admission to this course requires admittance to Reading Recovery Teacher Leader Training or a doctoral program in Elementary Education and successful completion of LITED 7307 (230:307). Requirements for admission to Reading Recovery Teacher Leader training include completion of a Master's degree in education or a related area. Successful completion of the Reading Recovery Teacher Leader training is based on successful completion of all the training courses. (Spring)

LITED 7307 (230:307). Theories of Reading and Writing Processes — 3 hrs.

Students will learn about theories of reading and writing development, including the topics of oral language, written language, phonology and orthography, and comprehending. Prerequisite(s): admission to this course requires admission to the Reading Recovery teacher leader training program, Partnerships in Comprehensive Literacy Coach program, or an Ed.D. program with experience as a literacy teacher and permission of the instructor. (Fall)

LITED 7354 (230:354). Curriculum Development and Evaluation in Reading/Language Arts — 3 hrs.

Current models, methodologies, and decision-making approaches for development and evaluation of K-12 programs. Prerequisite(s): ELEMECML 7352 (210:352). (Variable)

LITED 7389 (230:389). Seminar in Reading — 1 hr.

Series of one-hour seminars to accompany doctoral work in statistics, research, and practicum experiences. May be repeated for maximum of 3 hours. Prerequisite(s): consent of instructor. (Variable)

LITED 7397 (230:397). Practicum in Reading — 2-4 hrs.

Supervised professional experience teaching reading education courses at the university level or participating in reading program supervision and consulting within a school district. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)

Safety Education Courses

SAFETYED 4130/5130 (300:130g). Driver and Traffic Safety I — 3 hrs.

Classroom and practice driving units; safety education as a social problem; development of safety skills, habits, attitudes, and ideals; accident causes; study of research. Prerequisite(s): junior standing. (Variable through Continuing Education and Special Programs)

SAFETYED 4131/5131 (300:131g). Driver and Traffic Safety II — 3 hrs.

Classroom and in-the-car techniques of imparting instruction to high school students taking driver education. Prerequisite(s): junior standing. (Variable through Continuing Education and Special Programs)

SAFETYED 4132/5132 (300:132g). Directing the Safety Program — 2 hrs.

Organization and administration of safety programs through the entire school system. Prerequisite(s): junior standing. (Variable through Continuing Education and Special Programs)

SAFETYED 4140/5140 (300:140g). Traffic Law Enforcement — 3 hrs.

Acquaints safety and driver education teachers with the purposes of traffic law enforcement and traffic engineering. Prerequisite(s): junior standing. (Variable through Continuing Education and Special Programs)

SAFETYED 4192/5192 (300:192g). Experience in Safety Education — 2-4 hrs.

Offered in various specialized fields; may be repeated once for credit in a different area. Maximum of 8 hours credit. Prerequisite(s): junior standing. (Variable through Continuing Education and Special Programs)

School Library Studies Courses

SLS 1010 (350:010). Library Orientation — 1 hr.

Practical working knowledge of the library and its resources. Open to freshmen, sophomores, and transfer students. (Variable)

SLS 3112 (350:112). Library Information Sources — 1 hr.

Utilization of indexes, documents, and reference sources in specific subject areas; performance of information searches on specialized topics. Open to juniors/seniors with declared majors. (Not open to School Library Studies majors.) (Variable)

SLS 4114/5114 (350:114g). Introduction to the School Library Program — 3 hrs.

Survey of school librarianship, functions of the school library, national and state professional guidelines and standards, ethical and legal issues; includes a field experience collection management project in a selected school library. Must be taken in the first semester. Prerequisite(s): junior standing; consent of instructor. (Variable)

SLS 4115/5115 (350:115g). Organization of Information — 3 hrs.

Application of standards of descriptive cataloging and MARC record for manual and automated systems and resource sharing. Examination of classification schemes and application of Dewey Decimal Classification and subject headings for school library catalogs. Prerequisite(s): junior standing. Prerequisite(s) or corequisite(s): SLS 4114/5114 (350:114g) or consent of instructor. (Variable)

SLS 4132/5132 (350:132g). Library Resources for Children — 3 hrs.

Collection development process related to resources of elementary school libraries, with a focus on strategies for supporting students' reading motivation and reading comprehension. Roles of the teacher librarian as both information specialist and teacher. Prerequisite(s): junior standing. Prerequisite(s) or corequisite(s): SLS 4114/5114 (350:114g) or consent of instructor. (Variable)

SLS 4134/5134 (350:134g). Library Resources for Young Adults — 3 hrs.

Collection development process related to resources of secondary school libraries, with a focus on the roles of the teacher librarian as both information specialist and teacher. Prerequisite(s): junior standing. Prerequisite(s) or corequisite(s): SLS 4114/5114 (350:114g) or consent of instructor. (Variable)

SLS 6223 (350:223). School Library Curriculum Development — 3 hrs.

Collaborative role of the school teacher librarian in curriculum design. Study of curriculum frameworks and the curriculum integration of information process models, PK-12, with an emphasis on inquiry-based learning. Prerequisite(s): SLS 4114/5114 (350:114g). Prerequisite(s) or corequisite(s): SLS 4132/5132 (350:132g) or SLS 4134/5134 (350:134g) or SLS 6250 (350:250). (Variable)

SLS 6225 (350:225). Administration of the School Library Program — 3 hrs.

Management and leadership role of the school teacher librarian, including organizational strategies, planning, and policy development. Prerequisite(s): SLS 4114/5114 (350:114g). (Variable)

SLS 6230 (350:230). Library Automation Systems and Networks — 3 hrs.

Technology applications and networks in school library programs, including library automation systems, search engines, and federated searching, as well as current and emerging technologies for school library programs. Prerequisite(s) or corequisite(s): SLS 4114/5114 (350:114g); SLS 4115/5115 (350:115g). (Variable)

SLS 6250 (350:250). Reference Services and Information Retrieval — 3 hrs.

Collection management for print and electronic reference resources in elementary and secondary schools. Question-negotiation, search strategies, evaluation of information delivery systems in the context of inquiry based learning. Prerequisite(s): SLS 4115/5115 (350:115g). (Variable)

SLS 6285 (350:285). Individualized Readings — 1-3 hrs.

Directed study of specific issue or problem based on student's needs or aspirations. Prerequisite(s): written consent of instructor. (Variable)

SLS 6289 (350:289). Seminar — 2-6 hrs.

Critical assessment of the elements of school library services such as Inquiry Learning at the building and system levels. May be repeated up to six hours with permission of the Division. Prerequisite(s): SLS 6223 (350:223); SLS 6250 (350:250). (Variable)

SLS 6290 (350:290). Practicum — 3 hrs.

Experience in the function of elementary and secondary school libraries. Principles of effective collaborative teaching and inquiry based learning. May be repeated up to six hours with permission of the Division. Prerequisite(s): SLS 4114/5114 (350:114g); SLS 6223 (350:223); or written consent of instructor. (Variable)

SLS 6295 (350:295). Research in Library and Information Science — 3 hrs.

Survey of basic research methodologies and critical evaluation of school library research studies. The use of the research process to develop a draft proposal for a research study, or project. Prerequisite(s) or corequisite(s): SLS 6250 (350:250). (Variable)

SLS 6299 (350:299). Research.

Focus on the process of completing the research study, project, or thesis. Must be taken during the semester when the study is completed and may be repeated. Student must enroll in at least 1 credit hour during the semester the study is completed. Prerequisite(s): SLS 6295 (350:295). (Variable)