Department of Learning, Leadership, and Community

INTDEPED 7301. Major Thinkers in Education over the Last 3,000 Years — 3 hrs.

An investigation of main ideas and perspectives from foundational scholars across fields of philosophy, sociology, history, and psychology who are perceived to have made major contributions in the field of education. Prerequisite(s): doctoral status or consent of college. (Variable)

INTDEPED 7303. Foundations of Inquiry — 3 hrs.

Introduction to the intellectual foundations of educational and social inquiry. Includes the history and major positions of philosophy as well as their application to the practice of inquiry. Includes attention to the theory and practice of scholarship through critical reading and academic writing. Prerequisite(s): doctoral status or consent of college. (Variable)

INTDEPED 7314. Qualitative Research Design for Practice — 3 hrs.

This course focuses on qualitative research designs. Various qualitative methodologies will be used related to identifying, understanding, and solving complex problems of practice. The course will focus on developing conceptual understandings of a problem, ethics of inquiry and practice, and design of an inquiry plan from a qualitative perspective. Students will complete collection, analysis, and synthesis of data for problems of practice, including reporting results and use of data in practice and for broader dissemination. Prerequisite(s): MEASRES 6205 or KAHHS 6290 or equivalent, and a substantial introductory statistics course (MEASRES 4180 or KAHHS 6210 or equivalent); INTDEPED 7326; Admission to the Ed.D. program. (Variable)

INTDEPED 7316. Quantitative Research Design for Practice — 3 hrs.

This course focuses on quantitative research designs. Various quantitative methodologies are used for identifying, understanding, and solving complex problems of practice. The course will focus on developing conceptual understandings of a problem, ethics of inquiry and practice, and design of an inquiry plan from a quantitative perspective. Students will complete collection, analysis, and synthesis of data for problems of practice, including reporting results and use of data in practice and for broader dissemination. Prerequisite(s): MEASRES 6205 or KAHHS 6290 or equivalent, and a substantial introductory statistics course (MEASRES 4180 or KAHHS 6210 or equivalent); INTDEPED 7326; Admission to the Ed.D. program. (Variable)

INTDEPED 7318. Evidence-Based Practices, Assessment, Accountability, and Program Evaluation — 3 hrs.

In today's world of professional practice, simply running a program is not good enough. Modern practice must use assessment and evaluation results. This course provides needed tools. Provides multiple theoretical perspectives as well as hands-on practice. Prerequisite(s): admission to Ed.D. program; INTDEPED 7303. (Variable)

INTDEPED 7320. Leadership in Formal and Informal Learning Environments — 3 hrs.

This course examines leadership, theory, and practice in formal and informal learning environments and promotes comprehensive application strategies to such settings as schools, human services, and leisure, tourism, and environmental organizations. Prerequisite(s): admission to Ed.D. program. (Variable)

INTDEPED 7322. Organizational and Community Transformation — 3 hrs.

Exploration of transformational processes and the forces that shape change in communities and organizations on a macro, meso, and micro scale within the context of promoting and responding to social, cultural, political, economic, and environmental change including institutions and agencies. Prerequisite(s): admission to Ed.D. program; INTDEPED 7303. (Variable)

INTDEPED 7324. Critical Analysis of Social and Cultural Contexts in Education — 3 hrs.

Explores historic and contemporary social, legal, and cultural movements in education and professional practice from sociological and critical perspectives. Indepth focus on philosophy, science, attitudes, belief patterns, and practices related to social and cultural diversity. Prerequisite(s): Doctoral status or consent of college, INTDEPED 7303 (Variable)

INTDEPED 7326. Integrating Theory with Practice — 3 hrs.

This course is designed to prepare entry-level doctoral students in the Ed.D. program for examining complex theoretical frameworks and how theory relates to practice. Students will be exposed to numerous theories from a variety of content areas, faculty research endeavors, and strategies for linking current research trends to their current practice. Prerequisite(s): admission to the Ed.D. program. (Fall and Spring)

INTDEPED 7389. Doctoral Seminar — 3 hrs.

This course supports Ed.D. students in examining the facets of the doctoral degree, setting scholarly agendas, and developing publication skills. More specifically, the course will focus on doctoral core and intensive study area requirements, advisor selection, dissertation committee selection, and general and specific expectations for the completion of the Ed.D Graded. Prerequisite(s): INTDEPED 7314, INTDEPED 7316, Doctoral status or consent of college. (Variable)

INTDEPED 7399. Dissertation Research.

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

EDLEAD 4198. Independent Study — 1-6 hrs.

(Variable)

EDLEAD 4319. Political and Ethical Issues in Education — 3 hrs.

Students will become familiar with issues of power, politics and ethics in education systems. The course will examine ways in which individuals in leadership positions use power and political skills to influence the effectiveness of educational systems and the ethical challenges that arise from such efforts. Prerequisite(s): consent of instructor. (Variable)

EDLEAD 6206. Orientation to Educational Leadership Standards — 2 hrs.

Orientation to the study and practice of school leadership, Iowa Educational Leadership Standards, current and historical trends impacting school and the principalship, and philosophical perspectives impacting school leadership. Corequisite(s): EDLEAD 6247. (Fall)

EDLEAD 6212. Teacher Leadership in International Schools — 3 hrs.

An in-depth look at the knowledge and skills necessary to be teacher leaders in international school settings. Prerequisite(s): Admission to the M.A. Major in Teacher Leadership for International Educators. (Variable)

EDLEAD 6225. Activities Administration — 2 hrs.

The study and in-school application of current research and promising practices related to the administration of PK-12 school activities programs, including athletics, fine arts, clubs, etc. and their role in school's overall programming and mission. Prerequisite(s): EDLEAD 6206; EDLEAD 6247; or consent of instructor. (Variable)

EDLEAD 6232. School Governance, Law and Intersystems Relations — 3 hrs.

Development of knowledge of the many aspects of local, regional, state, and federal governance of public schools, legal issues, school funding, respect for people's rights, and competence in managing school risk to avoid legal liability. Prerequisite(s): EDLEAD 6206; EDLEAD 6245. (Variable)

EDLEAD 6235. Community Connections — 2 hrs.

Exploration and in-school/community application of current research on promising practices and strategies that support parental and community engagement in the school's mission and the principal's role in facilitating stakeholder engagement. Prerequisite(s): EDLEAD 6206; EDLEAD 6247; or consent of instructor. (Variable)

EDLEAD 6240. Technology for School Leaders — 2 hrs.

Course explores current promising practice in technology use for building school leaders. Prerequisite(s): admitted to the M.A. Major in Teacher Leadership for International Educators. (Variable)

EDLEAD 6245. Leadership for Effective Schools — 3 hrs.

Study of contemporary leadership, change, and staff development in school organizations. (Variable)

EDLEAD 6247. School Management for Student Learning — 3 hrs.

Examination of key administrative management concepts and techniques employed by effective school principals to support student learning and achievement. Corequisite(s): EDLEAD 6206. (Variable)

EDLEAD 6248. Leading Instruction in Schools — 3 hrs.

Intensive study of the knowledge and skills needed by teacher leaders to support Professional Learning Communities, effectively use technology, develop teacher leadership, and embrace the role of the instructional leader. (Variable)

EDLEAD 6249. Leading Learning, Teaching, and Curriculum — 3 hrs.

(Tailored for teacher leaders in American international schools) Extensive study in the knowledge and skills needed by teacher leaders to help lead the development and delivery of curriculum, assessment and instruction focused on student achievement. (Variable)

EDLEAD 6251. Supporting Instruction in the Classroom — 3 hrs.

Supporting Instruction in the Classroom - will address the theoretical and practical models for instructional coaching and the tools to support teachers (and the coaches themselves) while using school data to inform instruction. Students will master content regarding Student-Centered Coaching developed by Diane Sweeney, learn and apply principles of Instructional Rounds in Education by City, Elmore, Fairman, and Lee, and attain knowledge and strategies for Building Teachers' Capacity for Success by Hall and Simeral. Students will have opportunities to reflect on current practices, identify, develop and implement coaching strategies that best fit their personal situations, and collaborate with other instructional coaches through various forms of social media. Prerequisite(s): EDLEAD 6248. (Fall and Spring)

EDLEAD 6252. Coaching Teachers — 3 hrs.

This graduate credit course is designed to apply educational research and leadership principles in a shared leadership environment. Those interested in, or currently engaged in, teacher leadership roles in their buildings and/or districts will find this course to be practical and applicable. Prerequisite(s): EDLEAD 6248, EDLEAD 6251. (Fall and Spring)

EDLEAD 6260. Power, Politics & Ethics for International Educators — 3 hrs.

The study of power, politics and ethics identifies the critical roles of educators and the network of individuals, agencies, and organizations that impact an education system. This course will develop an understanding of how to use power and political skills in ethical ways to create opportunities to improve student performance, administrative, faculty, staff, and organizational effectiveness; with a specific focus in international school settings. Prerequisite(s): declared M.A. Teacher Leadership for International Educators major. (Fall and Spring)

EDLEAD 6282. Leading School Growth and Improvement — 2 hrs.

Study of the teacher leader's role in leading school growth and improvement and the change process. (Variable)

EDLEAD 6284. Evaluator Approval for Improved Student Learning — 3 hrs.

Development of knowledge of various problems and procedures in the organization of elementary and secondary school professional growth. Special emphasis on supervision processes and identifying and analyzing effective teaching and performance behaviors. (Variable)

EDLEAD 6285. Readings in Educational Leadership.

Prerequisite(s): written consent of instructor. (Variable)

EDLEAD 6289. Seminar in Educational Leadership.

Seminars offered on special topics as indicated in the Schedule of Classes. (Variable)

EDLEAD 6291. Internship — 1 hr.

Advanced supervised experience to further develop skills in Teacher Leader Model Standards. Offered on credit/no credit basis only. May be repeated for maximum of 2 hours. (Variable)

EDLEAD 6292. Capstone to Educational Leadership — 1 hr.

Final work project that demonstrates application and synthesizes the educational standards adopted by the state of Iowa. Prerequisite(s): EDLEAD 6206; EDLEAD 6247; or consent of instructor. (Variable)

EDLEAD 6299. Research.

Prerequisite(s): consent of department. (Variable)

EDLEAD 7310. Human Resource Administration — 3 hrs.

Teacher selection and placement, promotion, tenure, collective bargaining and retirement; administration of pupil personnel facilitating services. (Variable)

EDLEAD 7311. Educational Leadership and Systems Change — 3 hrs.

Examination of knowledge base for both change and leadership. Emphasis on understanding how change factors and leadership styles interact to influence receptiveness to and acceptance of change. Prerequisite(s): doctoral status or admittance into the Advanced Studies Certificate (ASC)- Superintendency program (Same as POSTSEC 7311) (Variable)

EDLEAD 7315. Leading Teaching, Learning and Assessment — 3 hrs.

Focus on what boards of education need to know and be able to do; and the leadership role of the board/superintendent team for improving student achievement by sharing culture and conditions within the school district that contribute to productive change. Prerequisite(s): students must be enrolled in the superintendency preparation program cohort or doctoral program in educational leadership or have permission of instructor. (Variable)

EDLEAD 7318. Evaluation of Administrators — 2 hrs.

Provides superintendents and other educational leaders with knowledge and skills necessary in the supervision and evaluation process in K-12 schools. The Iowa Professional Development Model serves as a foundation for this course. Prerequisite(s): students must be enrolled in the superintendency preparation program cohort or the doctoral program. The instructor may grant special permission to graduate students outside educational leadership. (Variable)

EDLEAD 7319. Power, Politics, and Ethics in School District Leadership — 3 hrs.

Identifies critical roles of teacher leaders and network of individuals/agencies/organizations that impact education system. Develops understanding of how to identify community's power structure and use power/political skills in ethical ways to improve student achievement. Prerequisite(s): Consent of program coordinator. (Variable)

EDLEAD 7340. Funding the Educational Program for Improved Student Achievement — 3 hrs.

Focus on how public schools in U.S. are funded, with special attention to funding public schools in Iowa. Major emphasis on funding and allocation of resources for the improvement of student achievement. (Variable)

EDLEAD 7346. School Business Management — 3 hrs.

Develops the rationale for the function of school business administration. Assists school administrators in managing business affairs and auxiliary services of the school district. Prerequisite(s): EDLEAD 7340; master's degree in Educational Leadership or the Principalship certification. (Variable)

EDLEAD 7385. Readings in Educational Leadership.

Individualized list of selected readings in an area of emphasis, as determined by instructor and student. May be repeated. Prerequisite(s): written consent of instructor. (Variable)

EDLEAD 7389. Seminar in Educational Leadership.

Offered on special topics as determined and scheduled by the department. May be repeated. Limited to post-master's students. (Variable)

EDLEAD 7391. Internship in Educational Leadership — 1-9 hrs.

Advanced supervised experience to further develop skills. May be repeated. Offered on credit/no credit basis only. Prerequisite(s): consent of advisor. (Variable)

EDLEAD 7397. Practicum in Educational Leadership — 2-4 hrs.

May be repeated. Offered on credit/no credit basis only. Limited to post-master's students. Prerequisite(s): consent of advisor. (Fall and Spring)

EDPSYCH 1500. Reflections on Learning — 3 hrs.

This course examines the question, "What is learning?". The question is broadly considered for both in-school and non-school settings, and for improving one's own learning and the learning of others. Towards this end, topics in this course will include how learning can be viewed through cognitive, developmental, sociocultural, behavioral and strategic lenses. Readings, activities, lectures, case analyses, and class discussions will focus on learning processes and evidence-based practices for promoting learning. (Fall, Spring, Summer)

EDPSYCH 2030. Dynamics of Human Development — 3 hrs.

Students in this course will examine the social contexts of human development (0-18 years of age) and the theoretical and historical perspectives that inform our understanding of development. In particular cross-cultural lenses will be used to uncover the cultural nature of development. Implications of these perspectives for supporting the development of individuals across multiple domains (e.g., physical, cognitive, psychosocial) will be discussed. Examination of diverse viewpoints, theories, and methods of inquiry provide an avenue for students to develop skills in critical thinking and analysis and communicate their findings both orally and in writing. (Fall, Spring, Summer)

EDPSYCH 2068. Development and Learning in Sociocultural Contexts — 3 hrs.

Students in this course will examine the process of human development and learning in childhood and adolescence. Throughout the course, students will be guided to learn about the interactions between individuals and sociocultural contexts in shaping developmental outcomes. Different theoretical perspectives on human development and learning will be introduced in this course. Implications of these perspectives for supporting the development and learning of individuals across multiple domains (e.g., physical, cognitive, social-emotional) will be discussed. In particular aspects of social-emotional development will be emphasized to examine the dynamics of development and learning outcomes. Studying a diversity of viewpoints and theories offers students an opportunity to develop critical thinking and analysis skills that can help build different strategies to enhance development and learning. (Fall, Spring, and Summer Variable)

EDPSYCH 2100. Creativity and Higher Order Thinking in the Classroom — 3 hrs.

Creativity and Higher Order Thinking is designed to equip pre-service teachers with a working knowledge of critical thinking and creativity and how to promote them in the school environment. Students will learn developmentally appropriate approaches to thinking about, designing, and re-designing learning experiences for students to promote critical and creative thinking. (Fall and Spring)

EDPSYCH 3109/5109. Development and Assessment of Young Children — 3 hrs.

In-depth study of children's development and its assessment from birth through grade three. Emphasis on examining developmental differences among individual children and implications for developmentally and individually appropriate classroom practice. Prerequisite(s): EDPSYCH 2068 or equivalent or consent of instructor; junior standing. (Fall, Spring, Summer)

EDPSYCH 3148. Learning and Motivation in Classroom Contexts — 3 hrs.

Examination of the influence of cognitive, motivational, and socio-cultural factors on students' learning in classroom contexts, with an emphasis on implications for classroom instruction and improved student achievement. Prerequisite(s): EDPSYCH 2030; or equivalents. Registration requires full admission to the Teacher Education Program. Must have a cumulative 2.50 or higher to enroll in this course. (Fall, Spring, Summer)

EDPSYCH 3200. Deeper Motivation and the Highly Engaged Classroom — 3 hrs.

Motivation plays a central role in classroom learning environments. Developing a space that fosters enthusiasm, interest, enjoyment, and belonging comes about through careful attention to how we develop and conduct spaces for learning. Students will learn to analyze, design, and re-design, learning environments to promote deeper motivation. (Fall, Spring, Summer)

EDPSYCH 3300. Level Up: Gamified Learning Environments — 3 hrs.

In Level Up we will use the study of learning environments from the perspective of learner centered design as well as game design principles to engage classroom learners with excitement, storytelling, problem solving, and collaboration. A learning environment is any space, physical or digital, where learning is fostered, facilitated, and expected, and includes everything from job training to museums to classrooms. So the question is not what can we learn from playing a game, as that is not the approach of this course, but rather what have game designers learned about creating motivating learning environments and how can we integrate these principles into the classroom environment. This course is designed for students interested in creating learning environments, and while gamers might benefit from such a course, classroom learning, student motivation, and positive social collaboration are at the heart of the course. Note: This course focuses on in-person classroom-based activities and computer programing is neither taught nor required. A blend of tabletop games, computer games, and simulations is used in the course. All students interested in learning environment designs are welcome to level up their teaching in this course. (Fall and Spring)

EDPSYCH 4116/5116. Psychology of Adolescence — 2 hrs.

Psychological concepts applied to adolescent intellectual, physical, and psychosocial behaviors; designed to improve understanding of, and relationships with, adolescents and their search for identity. Prerequisite(s): EDPSYCH 2030 or equivalent; junior standing. (Variable)

EDPSYCH 4118/5118. Mental Health and Well-Being in the Classroom — 3 hrs.

Basic principles of mental health as they apply to the entirety of the educative enterprise. Focus on causative factors relating to the mental health of teachers and students, and ways of arranging classroom environments which maximize learning and minimize threat and self devaluation. Prerequisite(s): EDPSYCH 2030 or equivalent; junior standing. (Variable)

EDPSYCH 4140/5140. Social Psychology in Educational Contexts — 3 hrs.

Students in this course learn to apply social psychological perspectives when interpreting educational situations and events. Through reading and discussion students map the influence of self-definition, motivation, relationships, and familial, school, and neighborhood contexts to educational outcomes. Students evaluate interventions based on social psychological principles and consider their role in educational and social transformation. Prerequisite(s): junior standing. (Variable)

EDPSYCH 4151/5151. Approaches to Classroom Management for Secondary Students — 3 hrs.

Strategies and processes designed to create and maintain classroom management intended to nurture the atmosphere leading to increased academic achievement and personal development of adolescent students. Prerequisite(s): EDPSYCH 2030; EDPSYCH 3148; or equivalents; junior standing. (Variable)

EDPSYCH 4152/5152. Development of the Middle School Aged Child — 3 hrs.

Focus on the cognitive, physical, social and emotional development of the middle school aged child (ages 11 to 15). Examination of the contexts of the middle school child including the home, school, and peers. Prerequisite(s): junior standing. (Variable)

EDPSYCH 4157/5157. Interpersonal Forgiveness — 3 hrs.

This course consists of a psychological and philosophical examination of forgiveness and will focus primarily on interpersonal forgiveness, the gift an injured person gives to the one who hurt him or her. Topics include what forgiveness is and is not, forgiveness in philosophy, the process of forgiveness, applications and benefits of forgiveness, forgiveness in education, and forgiveness and bullying. Students will also read about self-forgiveness, group and cultural perspectives of forgiveness and community and national issues related to forgiveness. By the end of the course, students will have gained a greater understanding and knowledge of the psychology of interpersonal forgiveness. The course will also help students improve their writing and critical thinking skills. Prerequisite(s): junior standing. (Fall or Spring)

EDPSYCH 4176/5176. Learning and Behavioral Problems in Education — 3 hrs.

Learning and behavior problems of students with focus on issues of identification, etiology, assessment, developmental changes, and intervention including consideration of personal, social, cultural, historical, and economic contexts. Prerequisite(s): junior standing. (Variable)

EDPSYCH 4180/5180. Community Service: Academic Skills Achievement Center — 2-4 hrs.

Tutorial experience in multicultural school setting. Collateral seminar for sharing personal insights and discussion of core readings on cultural pluralism. May be repeated once for credit. Prerequisite(s): junior standing or consent of department head. (Fall and Spring)

EDPSYCH 4188/5188. Current Approaches to Multicultural Education — 3 hrs.

Comparison of alternative models of multicultural education and study of their application in school settings. Prerequisite(s): junior standing. (Spring)

EDPSYCH 4198. Independent Study — 1-6 hrs.

(Variable)

EDPSYCH 4232/5232. Risk and Resilience: Child, Family, School and Community Factors — 3 hrs.

Examination of children's cognitive and psychosocial development within family, school and community contexts, socio-historical factors which impact children, families, schools and communities, and implications for elementary school curricula and pedagogy. Prerequisite(s): junior standing. (Variable)

EDPSYCH 6214. Foundations of Instructional Psychology — 3 hrs.

Study of factors involved in designing and implementing effective instructional environments. (Fall, Spring, Summer)

EDPSYCH 6215. Advances in Educational Psychology: The Science of Learning — 3 hrs.

This course examines what current research in psychological science has to say about the learning process, individual differences, and its implications for instruction. We begin by examining the construct of talent/ability and the development of skill/expertise. Next, we examine domain-general learning strategies (e.g., retrieval practice) and how they support the learning process. Finally, we take a closer look at the development of mathematical and reading proficiency/difficulties - as detailed domain specific "snapshots" of the transition from novice to expert. A major goal of this course will be to consider how insight gained from this research can be applied to help shape our understanding and design of effective educational practices and interventions for students. (Fall or Spring)

EDPSYCH 6216. Advances in Educational Psychology: The Psychology of Literacy — 3 hrs.

This course examines what current research in psychological science has to say about the learning process, individual differences, and its implications for literacy instruction. Specifically, we take a closer look at the development of reading and writing proficiency/difficulties, how this understanding may inform approaches to literacy instruction and highlight some of the differences in perspectives that currently exist among educators. (Variable)

EDPSYCH 6224. Adult Development and Learning — 3 hrs.

Overview of individual development from young adulthood through middle adulthood. Emphasis is breadth and range of individual growth and development during the adult years. Focus on psychological issues associated with social, emotional, and cognitive development, and adult learning and teaching. (Variable)

EDPSYCH 6235. Theories of Human Development — 3 hrs.

Major theories of human development (e.g., psychoanalytic, cognitive, developmental, humanistic, and social learning theory). Includes study of noted theorists in each area and educational implications and applications of their work. Prerequisite(s): EDPSYCH 3109/5109 or EDPSYCH 4116/5116. (Variable)

EDPSYCH 6240. Introduction to School Psychology — 3 hrs.

Psychological services in schools; roles and functions of school psychologists; review of professional, legal and ethical standards and implications for practice. Prerequisite(s): Admission to the MAE in Educational Psychology with Context and Techniques of Assessment Emphasis (School Psychology program). (Fall)

EDPSYCH 6260. Counseling Interventions in School — 3 hrs.

This course provides specialized knowledge and skills training in counseling children and adolescents. Students will learn to assess behavior and incorporate developmental, cultural, legal, and gender appropriate strategies and techniques to meet the needs of counseling children and adolescents in a school context. Students will examine various theoretical, behavioral, and play therapy techniques for counseling children and adolescents. Prerequisite(s): Admission to the Ed.S. program in School Psychology or instructor permission. (Spring)

EDPSYCH 6270. Behavioral Interventions in School Settings — 3 hrs.

Overview of evidence-based interventions to address the social, emotional, and behavioral needs of students; using assessment data to develop student goals and monitor student progress; supervised practice developing, implementing, and monitoring interventions in the schools. Prerequisite(s): Admission to the Ed.S. program in School Psychology or instructor permission. (Fall)

EDPSYCH 6272. Systems Consultation — 3 hrs.

Examination of the multiple systems involved in PK-12 education, the organizational change process, and the context of current educational practice and reform. Application of these concepts to various systems level issues. Prerequisite(s): Admission to the Ed.S. program in School Psychology or instructor permission. (Spring)

EDPSYCH 6280. Psychological Consultation in Schools — 3 hrs.

Overview of major theoretical models of consultation (including systems level consultation), an in-depth opportunity to develop behavioral consultation and intervention skills through an authentic referral, and an emphasis on professional accountability through monitoring the effects of intervention. Prerequisite(s): Admission to the MAE in Educational Psychology with Context and Techniques of Assessment Emphasis (School Psychology program). (Spring)

EDPSYCH 6285. Readings.

(Variable)

EDPSYCH 6288. M.A.E. Practicum in Education and Psychology — 1-3 hrs.

Practicum placement for first year graduate school psychology students. Placements coordinated with instructor of record. Class meetings and assignments required. May be repeated. Prerequisite(s): Admission to the MAE in Educational Psychology with Context and Techniques of Assessment Emphasis or instructor permission. (Fall and Spring)

EDPSYCH 6289. Seminar in Education and Psychology — 1-6 hrs.

May be repeated for credit. Prerequisite(s): consent of instructor. (Variable)

EDPSYCH 6290. Ed.S. Practicum in Education and Psychology — 1-6 hrs.

Practicum placement for second year graduate school psychology students. Placements coordinated with instructor of record. Class meetings and assignments required. May be repeated. Prerequisite(s): Admission to the Ed.S. program in School Psychology. (Fall and Spring)

EDPSYCH 6291. Internship in School Psychology — 1-6 hrs.

Supervised off-campus field experience. May be repeated for maximum 6 hours. (Fall and Spring)

EDPSYCH 6299. Research.

Prerequisite(s): consent of department. (Fall and Spring)

HRCS 4000. Professional Readiness Seminar — 3 hrs.

Professional readiness seminar builds academic, communication, and critical thinking skills needed to successfully meet the challenges you will encounter in the workplace. The focus of the course is on development of professional tools including portfolios, resumes, interviewing skills, relevant certifications, and internship placements. This course is a prerequisite to RTNL, AT and PH internship. Prerequisite(s): Senior standing, instructor consent. (Fall and Spring)

HRCS 6000. Foundations of Community Health and Recreation — 3 hrs.

Analysis of philosophical foundations and ethical principles related to community health and recreation. (Fall)

HRCS 6290. Research Methods in Health, Recreation and Community Services — 3 hrs.

This course discusses quantitative, qualitative and mixed method research design and procedures for topics in recreation, public health, and community services. Graduate students will compare different forms of qualitative and quantitative methodologies to determine the appropriate research approach for a selected topic. (Spring)

HRCS 6299. Research.

Fee assessed separately for laboratory materials and/or binding of thesis/research paper. Prerequisite(s): consent of department. (Fall, Spring, Summer)

LRNTECH 1031. Educational Technology and Design — 3 hrs.

This is a foundational course that prepares early childhood, elementary, and middle level pre-service educators to facilitate student learning in technology-rich Pre-K-12 environments. The course provides hands-on experiences that integrate technology, pedagogy, and content knowledge to support clearly-defined student learning outcomes. Pre-service teachers select and design technology-enhanced learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. In support of Iowa DoE's adoption of Computer Science Teachers Association (CSTA) Standards, the course includes a unit on integrating computer science and computational thinking in the mainstream K-12 curriculum. Students explore contemporary topics related to educational media and technology trends in education. (Fall and Spring)

LRNTECH 3600. Technology, Pedagogy, and Learning in the Digital Age — 3 hrs.

This course provides practical skills in integrating technology, pedagogy, and content knowledge, enabling educators to create engaging and accommodating learning environments. Emphasis is placed on developing proficiency in digital citizenship, media literacy, Universal Design for Learning (UDL), and integrating fundamental computer science and generative artificial intelligence (GenAI) concepts within school curriculum frameworks. Through hands-on activities, students learn to use appropriate technology to differentiate instruction and assessments to meet specific learning objectives. They will plan, design, and curate materials that foster creativity, collaboration, computational thinking, and problem-solving skills necessary for the digital age. (Fall and Spring)

LRNTECH 4110/5110. Foundations of Distance Learning and Development — 3 hrs.

This course offers students who are interested in online teaching with best practices and instructional principles essential for effective distance learning. It provides an overview of theoretical frameworks and explores emerging trends in distance education. Students will examine processes specific to online environments and evaluates relevant research in online education. Prerequisite(s): junior standing. (Spring)

LRNTECH 4120/5120. Designing Accessible and Inclusive Learning Environments — 3 hrs.

This course provides a comprehensive understanding of how to design digital learning experiences that are accessible and inclusive to all learners including those with disabilities. Students will explore the principles of the Universal Design for Learning (UDL), accessibility standards, and best practices for creating equitable digital environments. Additionally, the course includes a review of assistive technologies and their role in empowering learners with disabilities. Prerequisite(s): junior standing. (Spring)

LRNTECH 4131/5131. Selection and Application of Learning Technologies — 3 hrs.

This course explores the principles and methods of utilizing computer technology alongside various auditory, visual, and tactile instructional media and technologies. These tools are applied across diverse educational, instructional, informational, and communication settings. Additionally, the course covers research, instructional design skills, equipment operation, and materials production in relation to effective learning strategies. Prerequisite(s): junior standing. (Fall)

LRNTECH 4153/5153. Developing Digital Learning Environments — 3 hrs.

This course centers on instructional system design models for the systematic development of e-learning instruction. The course examines theories and practices within e-learning environments, with an emphasis on enhancing usability and accessibility. It includes instructional methods for assessing learner needs, selecting and implementing suitable technologies, and evaluating the overall effectiveness of e-learning initiatives. Students are tasked with applying their skills to integrate instructional technology effectively, enabling them to plan, create, and manage e-learning projects in a real-world setting. Prerequisite(s): junior standing. (Fall)

LRNTECH 4160. Learning Technology Projects — 1-3 hrs.

Independent learning technology projects. Credit to be determined at the time of registration; project, credit, and evaluation criteria require advance consent of instructor. May be repeated for a maximum of 3 hours. (Variable)

LRNTECH 4186/5186. Studies in Learning Technology — 1-3 hrs.

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

LRNTECH 4189. Readings in Learning Technology — 1-3 hrs.

Independent instructional technology projects. Credit to be determined at time of registration; project, credit and evaluation criteria require advance consent of instructor. (Fall, Spring, Summer)

LRNTECH 6205. Understanding and Evaluating Research — 3 hrs.

This course is designed to familiarize students with the process of reading for understanding and evaluating research reports. This course emphasizes becoming proficient consumers of research by gaining the skills necessary to critically evaluate published research findings from any field. The focus of this course is to become familiar with the sections of research reports, the jargon, and how to read with criticality in order to effectively evaluate the potential usefulness of any research report. (Fall)

LRNTECH 6208. Enhancing Learning Through Action Research — 3 hrs.

Action research engages educators with systematic investigation of practical solutions that improve their teaching practice. This course engages students in creating an action research proposal and preparing an IRB application for research. This proposal may be used as a starting point for the final masters paper. Prerequisite(s): LRNTECH 6240. (Fall)

LRNTECH 6215. Designing and Implementing Professional Development — 3 hrs.

This course emphasizes planning and producing activities essential for creating effective professional development in a range of formats. This course provides students with the vision and skill to design professional development experiences in a variety of formats, including flipped, hybrid, web-enhanced, and fully online. Students in the cohort will collaborate on the development, marketing, and implementation of a professional development conference, webinar, or other PD experience offered to a real-world audience. Prerequisite(s): LRNTECH 6240. (Variable)

LRNTECH 6216. Adult Learning Instructional Strategies — 3 hrs.

The focus of this course is adult learning theories and practices and their application to designing instruction. The course covers basic instructional design concepts followed by a comprehensive exploration of andragogy and adult learning theories and practices. Emphasis is placed on the distinctions between creating instructional materials for adults versus traditional pedagogical approaches. The course integrates andragogical practices with learning theories applicable to adult learners in the digital age. (Fall)

LRNTECH 6237. Creating Change through Digital Leadership — 3 hrs.

Explores leading change towards 21st century learning. Change theory is introduced and then applied to everyday educational systems. Leadership skills are developed through both theory and practical applications. (Fall)

LRNTECH 6238. Topics and Emerging Trends in Learning Technology — 3 hrs.

This course is tailored for educators and trainers that focuses on the latest advancements and emerging trends in learning technologies. As the landscape of learning technology evolves, so too will the topics covered in this course. The primary objective is to empower educators and trainers with the essential skills necessary to integrate current and emerging learning technologies into their professional settings. (Summer)

LRNTECH 6240. Instructional Design for 21st Century Learning — 3 hrs.

This course is designed to equip students with the skills necessary to effectively plan, develop, implement, and evaluate instructional strategies across diverse learning environments. This project-based course integrates instructional design models with contemporary learning theories, enabling students to craft instruction for both educational and professional contexts, and is tailored to large-group, small-group, and individual learners. (Spring)

LRNTECH 6245. Creating Educational Multimedia Content — 3 hrs.

This course introduces students to the principles and practical skills necessary for producing effective instructional media materials. Throughout the course, students will be involved in hands-on projects of various aspects of media production, focusing on creating content that enhances learning experiences in diverse educational settings. (Summer)

LRNTECH 6250. Writing a Graduate Paper/ePortfolio — 3 hrs.

This course refines skills in writing a Masters level Literature Review through the research, reading, writing and formatting of the paper. The Masters ePortfolio is organized, formatted and development begun. (Fall)

LRNTECH 6260. Advanced Learning Technology Projects — 1-3 hrs.

Independent learning technology 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 3 hours. (Fall, Spring, Summer)

LRNTECH 6285. Readings in Learning 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)

LRNTECH 6286. Studies in Learning Technology — 1-3 hrs.

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

LRNTECH 6289. Seminar in Learning Technology — 3 hrs.

Provides the opportunity for candidates to explore a variety of topics in preparation for their profession. (Variable)

LRNTECH 6297. Practicum in Learning Technology — 2-3 hrs.

Students will be provided the opportunity to spend significant time on-site in a supervised position. This practicum experience assists students in discovering, developing and refining necessary competencies and skills for their proposed career goals. (Variable)

LRNTECH 6298. Capstone Field Experience — 3 hrs.

This course provides students with the practical application of a capstone field experience within the context of their current educational, corporate, or other professional work environment. The course is an opportunity for students to apply the knowledge and skills learned throughout the program to facilitate a hands-on, capstone instructional experience relevant to their work setting. The outcome of this course is a comprehensive set of curricular or training materials directly applicable to the vocational environment.

LRNTECH 6299. Research — 3 hrs.

Students complete their masters literature review/project report/original research/journal article during this course. This is the final course of the program. Prerequisite(s): consent of department. (Fall, Spring, Summer)

LRNTECH 7340. Designing Instructional Systems — 3 hrs.

This doctoral level course engages students in creating innovative instructional projects by applying current research, multiple instructional design models and learning theories in the systematic instructional design process. (Variable)

MEASRES 3150. Classroom Assessment — 2 hrs.

This course is an introduction to the purposes and development of classroom assessment with a focus on diagnostic, formative, and summative assessment. Additional course topics include assessment ethics, standards of quality in assessment, communication of assessment data, the use of assessment data to make instructional decisions, and standardized assessment. Physical Education majors may substitute KINES 3174 for MEASRES 3150. Early Childhood Education majors and Music Education majors will be waived from MEASRES 3150. Prerequisite(s): EDPSYCH 2030. Registration requires full admission to the Teacher Education Program. Must have a cumulative 2.50 GPA or higher to enroll in this course. Prerequisite(s) or corequisite(s): EDPSYCH 3148. (Fall, Spring, Summer)

MEASRES 3510. Assessment for Learning — 3 hrs.

This course will focus on the Multi-Tiered Systems of Support (MTSS) framework and the knowledge and skills needed to use data to inform instruction. Students will learn to design, adapt, or select appropriate assessments to match learning goals, analyze the assessment results, and use the results to plan appropriate instruction for both individual and groups of students across various populations. The use of technology to support data analysis, as well as instruction and/or intervention planning and implementation will also be discussed. (Fall and Spring)

MEASRES 4181/5181. Educational Evaluation in Teaching — 3 hrs.

Principles of measurement and evaluation in the elementary, secondary, and postsecondary schools. Test construction techniques for written tests and performance tests, with norm-referenced and criterion-referenced interpretations; uses of teacher-made instruments and standardized tests. Prerequisite(s): EDPSYCH 3148; MEASRES 3150 or equivalent; junior standing. (Variable)

MEASRES 6205. Educational Research — 3 hrs.

An introduction to research methods relevant to educational research with an emphasis on how these methods address the challenges of conducting research in applied settings such as schools. Course content includes a survey of major types of research designs (both quantitative and qualitative) and their associated approaches for minimizing bias, establishing validity, collecting data, and drawing conclusions. A primary goal of this course is to equip students with an understanding of basic concepts and tools so they can systematically locate, efficiently read and critically evaluate empirical research studies. (Fall, Spring, Summer)

MEASRES 6250. Descriptive Educational Research — 3 hrs.

Examination of theoretical and practical aspects of survey research including sampling, instrumental design and administration, and application of computer techniques to the analysis of survey information. Prerequisite(s): MEASRES 6205. (Variable)

MEASRES 6260. Monitoring Progress in Individuals and Groups — 3 hrs.

Examination of models, data collection methods, analysis, and report preparation for educational single-case, small group, and program evaluations. Attention to application of intervention evaluation in school settings. Prerequisite(s): Admission to the School Psychology Ed.S. Program. (Fall)

MEASRES 6270. Educational Program Evaluation — 3 hrs.

Examination of models, data-gathering methods, analysis, and report preparation for educational program evaluation; attention to application of evaluation research to specific school and non-school settings. Prerequisite(s): MEASRES 6205. (Variable)

MEASRES 6281. Statistics and Measurement — 3 hrs.

Application of statistical principles to research in school psychology. Topics selected from correlational analysis; reliability and validity; analysis of variance; sampling; chi-square, t, and F distributions. Emphasis on statistical inference and basic measurement principles. (Summer)

MEASRES 6282. Individual Intellectual Assessment — 4 hrs.

Administration, scoring, and interpretation of widely used scales of intelligence. Consideration of cognitive assessment issues, including conceptualizations of intelligence, racial and ethnic bias, and applications in school settings. Prerequisite(s): Admission to the MAE in Educational Psychology with Context and Techniques of Assessment Emphasis program (School Psychology program). (Fall)

MEASRES 6283. Academic Assessment and Intervention — 4 hrs.

Ecological approach to academic assessment and intervention; discussion of curriculum-based and standardized measures, ethical considerations and measurement principles; and introduction to academic interventions. Prerequisite(s): Admission to the MAE in Educational Psychology with Context and Techniques of Assessment Emphasis program (School Psychology program). (Spring)

MEASRES 6284. Psychosocial Assessment — 4 hrs.

Assessment of socio-emotional development of individual students, including interpretation and dissemination of results; ethical considerations and measurement principles. Prerequisite(s): Admission to the Ed.S. in School Psychology program. (Fall)

MEASRES 6285. Readings.

(Variable)

MEASRES 6287. Early Childhood Assessment and Intervention — 3 hrs.

In-depth study of the young child, birth through age 8, with a focus on development, assessment, intervention, and mental health. Prerequisite(s): admission to the Ed.S. program in School Psychology or instructor permission. (Spring)

MEASRES 6289. Seminar in Evaluation and Research.

(Variable)

MEASRES 6299. Research.

Prerequisite(s): consent of department. (Variable)

MEASRES 7310. Advanced Qualitative Methods in Educational Research — 3 hrs.

Seminar-style course to increase understanding of qualitative research approaches. Focus on mentoring of dissertation projects. Prerequisite(s): INTDEPED 7303; INTDEPED 7314; INTDEPED 7316. (Variable)

MEASRES 7330. Advanced Quantitative Research in Education — 3 hrs.

Seminar-style course intended to increase understanding of and ability to carry out quantitative research approaches. Focus on mentoring dissertation projects. Prerequisite(s): INTDEPED 7303, INTDEPED 7314, INTDEPED 7316, INTDEPED 7389. (Variable)

POSTSEC 3000. Exploring College Resources and the Student Affairs Profession — 1 hr.

The purpose of this course is to provide an overview of resources across campus. This course will introduce undergraduate students to the field of student affairs in the context of higher education. Course will include both instruction and hands-on learning opportunities. (Fall and Spring)

POSTSEC 3161. Undergraduate Internship in Student Affairs — 1-3 hrs.

Supervised experience in a postsecondary setting. Course is intended to be as a follow up to the Exploring the Student Affairs Profession course. May be repeated for maximum of 6 hours. Prerequisite(s): junior standing. Prerequisite(s) or corequisite(s): POSTSEC 3000. (Spring)

POSTSEC 6220. Leading and Advising — 3 hrs.

Provides an overview and skill development in the areas of Leadership and Advising. (Fall)

POSTSEC 6250. Teaching in College — 3 hrs.

Examination of issues and problems in college teaching including roles of the college teacher, factors affecting teaching and learning environment, learning theory, course planning, and teaching strategies. (Spring and Summer)

POSTSEC 6256. The Two-Year College — 3 hrs.

Provides an understanding of the mission, governance, operation, and student and faculty issues unique to the two-year college in the United States, with particular attention to Iowa. (Spring and Summer)

POSTSEC 6260. History of U.S. Higher Education — 3 hrs.

Overview of the historical development, issues, philosophies, and cultural backgrounds of higher education in America. (Fall)

POSTSEC 6264. Values, Philosophies and History of Student Affairs — 3 hrs.

Introduction to the field of college/university student services with applications of theory to practice, and including elements of history. (Fall)

POSTSEC 6265. Organizational and Personal Foundations for Student Affairs — 3 hrs.

This course will serve as a follow up to the Values, Philosophies and History of Student Affairs course. Topics covered include the administration of student affairs, history of student affairs and central concepts to the student affairs profession. (Spring)

POSTSEC 6268. Social Justice and Inclusion in Higher Education — 3 hrs.

The student affairs profession maintains a deep commitment to diversity and inclusion. This course will engage learners (both the student and instructor) in the critical reflection and analysis of multicultural theory and social justice advocacy in higher education, with the intent to further integrate them into our research and practice. Moreover, this course aims to equip learners with the skills to bring about positive social change on their campuses, while attending to the needs of the learning community with complex social identities. (Fall)

POSTSEC 6270. College Student Development — 3 hrs.

Addresses student development theories (moral, ethical, intellectual, and psychosocial), and their application in student affairs settings. (Fall)

POSTSEC 6273. Research and Assessment — 3 hrs.

Introduction to the basic research literacy necessary for student affairs profession. Prerequisite(s): admission to Postsecondary Education: Student Affairs program. (Fall)

POSTSEC 6274. Higher Education Law — 3 hrs.

Discusses Federal, State and local law and its impact on higher education. (Spring)

POSTSEC 6275. Professional Helping in College Student Affairs — 3 hrs.

Provides an overview of helping skills needed in the student affairs profession. Prerequisite(s): consent of instructor. (Spring)

POSTSEC 6289. Seminar in Postsecondary Education: Current Issues in Student Affairs — 3 hrs.

Provides preparation for work in the student affairs profession, including providing instruction on preparation of the final portfolio presentation. Prerequisite(s): consent of instructor. (Spring)

POSTSEC 6291. Internship in Postsecondary Education — 1-6 hrs.

Supervised substantive experience in a postsecondary setting. May be repeated for a maximum of 12 hours. (Variable)

POSTSEC 6299. Research.

Prerequisite(s): consent of department. (Variable)

POSTSEC 7274. Doctoral Higher Education Law — 3 hrs.

Discusses Federal, State, and local law from an administrative level perspective. Includes impact on higher education at both the institutional and general field level. (Spring)

POSTSEC 7311. Educational Leadership and Systems Change — 3 hrs.

Examination of knowledge base for both change and leadership. Emphasis on understanding how change factors and leadership styles interact to influence receptiveness to and acceptance of change. Prerequisite(s): doctoral status or consent of college. (Same as EDLEAD 7311) (Variable)

POSTSEC 7372. College Effects on Students — 3 hrs.

Reviews the research on the effects of higher education on students. Prerequisite(s): admission to the M.A. Postsecondary Education: Student Affairs program or admission to the Doctor of Education. (Variable)

POSTSEC 7373. Administration and Finance in Higher Education — 3 hrs.

This course is designed to provide information in the areas of administration and finance in higher education. (Variable)

POSTSEC 7374. Organizational Processes and Communication in Higher Education — 3 hrs.

This course is designed to provide information in the areas of organizational processes and communication in higher education. (Variable)

POSTSEC 7389. Seminar in Postsecondary Education.

Special topics as indicated in the schedule of classes. Prerequisite(s): consent of instructor. (Variable)

POSTSEC 7397. Practicum: Postsecondary Education — 1-3 hrs.

Advanced orientation and experience for Student Affairs majors in a professional setting. Offered on credit/no credit basis only. May be repeated for maximum of 6 hours. Prerequisite(s): consent of instructor. (Variable)

RTNL 2020. Leadership in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Theories, principles, and practices of recreation, tourism and nonprofit leadership; techniques and methods of working with individuals and groups. (Variable)

RTNL 2110. Introduction to RTNL: Programs, Services and Facilities — 3 hrs.

Introduction to recreation, tourism and nonprofit leadership includes historical and philosophical foundations of the parks and recreation field, demand for and organization of different resources and services, and career and professional opportunities. (Fall)

RTNL 2120. Foundations of Tourism — 3 hrs.

Investigation of many roles travel and tourism play in contemporary society. Overview of the travel and tourism industry, examination of definitions of travel/tourism, and exploration of the history and development of tourism. (Fall)

RTNL 2130. Foundations of the Nonprofit Sector — 3 hrs.

Overview of the nonprofit sector including history, philosophy, mission, management, activities, and trends. Special emphases on the affiliate agencies of the Nonprofit Leadership Alliance. Students earning a "C" or better simultaneously earn a certificate from the Iowa Nonprofit Resource Center. (Fall)

RTNL 2140. Foundations of Outdoor Recreation — 3 hrs.

Overview of development, implementation, and evaluation of outdoor recreation programs. Examination of benefits and challenges of outdoor recreation, with focus on outdoor leadership competencies. (Spring)

RTNL 2150. Foundations of Youth Work — 3 hrs.

A survey and discussion of the practices associated with youth development from a historical and philosophical standpoint. An introduction of the various contexts and methods associated with youth development. (Spring)

RTNL 2160. Inclusive Recreation: Pathways to Participation — 3 hrs.

This course provides practical knowledge and skills to understand the characteristics, needs, and abilities of individuals with common disabilities across cultures. Students will learn person-centered modification techniques to enhance participation in recreational activities. RTNL students will understand how to modify activities, ensuring full engagement and benefit for all participants regardless of their abilities. (Spring)

RTNL 2210. Nonprofit Leadership Practicum, Level I — 3 hrs.

Professional development forum for experiential education and practical application in recreation, tourism and community services. Activities and programming designed for students seeking a Certified Nonprofit Professional (CNP) credential, as part of the Nonprofit Leadership Alliance program. May be repeated for maximum of 6 hours. Prerequisite(s): consent of instructor. (Fall and Spring)

RTNL 3030. Inclusive Recreation and Diversity in RTNL — 3 hrs.

Overview of interaction of leisure services and the elements of diversity (e.g., race/ethnicity, gender, age, and ability/disability). (Variable)

RTNL 3110. Management and Human Resources in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

An examination of the foundations associated with recreation, tourism and nonprofit leadership management and human resources, including marketing, legal aspects, fiscal responsibilities, and risk management. Students will be introduced to technological innovations associated with marketing and promoting recreation, tourism and nonprofit leadership management and human resources. (Fall)

RTNL 3120. Programming for Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Introduction to methods and procedures for planning, budgeting, implementing, and evaluating recreation, tourism and community service programs. (Spring)

RTNL 3121. Philosophical Foundations of Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Examination of historical and philosophical foundations of recreation, tourism and nonprofit leadership, including leisure and play theory, leisure behavior and societal issues, leisure and the environment, and application of theories and behavioral concepts required to understand and manage services, activities, and environments. (Variable)

RTNL 3130. Marketing in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Core concepts of marketing in recreation, tourism and community services including promotion, management, planning, environment, research, consumer behavior, and market segmentation. Demand, supply and community based assets will be examined with a focus on marketing in Iowa and beyond. (Fall and Spring)

RTNL 3280. Readings in Recreation, Tourism and Nonprofit Leadership — 1-3 hrs.

Individual reading and literature review in recreation, tourism and nonprofit leaderships. Credit to be determined at time of registration based on student's proposal. Prerequisite(s): junior standing; consent of instructor. (Fall, Spring, Summer)

RTNL 3337. Human Resource Development for Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Recruitment, hiring, management, performance evaluation, supervision and termination of staff, volunteers and board members. Emphasis on nonprofit and government personnel practices and procedures. (Variable)

RTNL 3338. Planning Strategies in Nonprofit and Youth Agencies — 3 hrs.

Examination and evaluation of various planning models used in nonprofit and youth agencies to meet the needs of participants. Emphasis on matching developmental needs to planning strategies and models. Prerequisite(s): junior standing or consent of instructor. (Variable)

RTNL 3340. Prevention & Intervention Programs in Youth Work — 3 hrs.

An exploration and discussion of the design, implementation and evaluation associated with prevention and intervention programs for youth in a variety of contexts. An introduction of the various types of programs that may aid in supporting youth during their developmental years. (Fall)

RTNL 3360. Playful Learning and Project-Based Experiences: Techniques for Ed and Recreational Environments — 3 hrs.

This course examines educational principles and their connection with project-based learning (PBL) across all educational levels. Students will learn to apply Froebel's concepts-such as play, creativity, and nature-in various settings while using PBL principles like critical thinking and collaboration. The focus is on creating meaningful, real-world learning experiences. (Summer)

RTNL 3774. Conferences, Expositions and Conventions in Tourism — 3 hrs.

Exploration of the field of conferences, expositions, and conventions and their niche in the tourism industry. Study of organizational logistics, program development, economic impact, meeting technology, legal issues, employment opportunities, and topics of current interest related to the field. Prerequisite(s): RTNL 2770 or consent of instructor. (Variable)

RTNL 3777/5777. Special Events Management — 3 hrs.

Planning and management of special events including research, coordination, marketing, and evaluation. Theories and practices relevant to successful event planning for host community residents and tourists. Prerequisite(s): junior standing. (Odd Springs)

RTNL 3778/5778. Community Based Tourism — 3 hrs.

Promotes student competencies that will enable them to assist small communities in tourism development through an organized planning process. Prerequisite(s): junior standing. (Even Springs)

RTNL 4210/5210. Nonprofit Leadership Practicum, Level II — 3 hrs.

Leadership development forum embracing experiential education and practical application for activities in recreation, tourism and nonprofit leadership. Activities and programming designed for students seeking a Certified Nonprofit Professional (CNP) credential, as part of the Nonprofit Leadership Alliance program. May be repeated for maximum of 6 hours. Prerequisite(s): RTNL 2210; junior standing; consent of instructor. (Fall and Spring)

RTNL 4290/5290. Recreation, Tourism and Nonprofit Leadership Field Experience — 1-12 hrs.

Supervised observation and leadership experience in recreation, tourism and nonprofit leadership. May be repeated with consent of department. Offered on credit/no credit basis only. Prerequisite(s): junior standing. (Fall, Spring, Summer)

RTNL 4310/5310. Areas and Facilities in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

An introduction to the principles and procedures for planning, designing, managing, and evaluating recreation, tourism, park, and community service settings, areas and facilities. Prerequisite(s): junior standing. (Fall)

RTNL 4320. Financial Resource Management in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Theory and practice of budget development, fundraising, financial control, and grant seeking in programs within recreation, tourism and nonprofit leadership Prerequisite(s): junior standing. (Fall and Spring)

RTNL 4330/5330. Research and Evaluation in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Introduction to research, evaluation, needs assessment concepts, procedures, and analyses in recreation, tourism and nonprofit leadership. Prerequisite(s): junior standing. (Spring)

RTNL 4340. Seminar in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Prepares students for internship and future employment in recreation, tourism and nonprofit leadership organizations. Focus on development of professional documentation (portfolio, resume, etc.), skills, and internship placement. Prerequisite(s): senior standing; consent of instructor. (Fall and Spring)

RTNL 4510. Internship in Recreation, Tourism and Nonprofit Leadership — 1-12 hrs.

Comprehensive practical experience in recreation, tourism and nonprofit leadership. RTNL majors must register for 9 hours. Offered on credit/no credit basis only. Prerequisite(s): senior standing; consent of Internship Coordinator. Corequisite(s): for Leisure, Youth and Human Services majors only: RTNL 4520. (Spring and Summer)

RTNL 4520. Senior Project in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Programming, resource, or research project to be completed during internship. Written report and oral presentation required after the completion of internship. Prerequisite(s): senior standing; consent of Internship Coordinator. Corequisite(s): RTNL 4510. (Spring and Summer)

RTNL 4552/5552. Theory and Practice of Outdoor Education — 3 hrs.

Principles and practices of outdoor education and interpretation for teaching in schools, communities, nature centers, camps and parks. Focus on application in environmental education/adventure settings. Field trip(s)required. Prerequisite(s): junior standing. (Spring)

RTNL 4553/5553. Trends and Issues in Outdoor Recreation — 3 hrs.

Theory and practical application of current issues, concerns, and trends as they relate to the field of outdoor recreation. Covers some of the historical roots of the American wilderness movement, some of the philosophers who influenced that movement, and some of the major philosophical schools of thoughts that have influenced the way we consider wilderness. Prerequisite(s): junior standing. (Fall)

RTNL 4554/5554. Managing Recreation Impacts on the Natural Environment — 3 hrs.

Basic concepts and techniques used in planning, managing, and sustaining natural settings for human activities and experiences to ensure that negative impacts are minimized and opportunities for recreation are enhanced and sustainable. Psycho-social concepts of how parks and green spaces can have a positive effect on human health and well-being if properly designed and managed will also be explored. Prerequisite(s): junior standing. (Fall)

RTNL 4556/5556. History of Outdoor Recreation — 3 hrs.

Explores the history of outdoor recreation in the United States and its role in defining American identity by tracing its global roots, its production and management from the local to the federal level, and by examining controversies surrounding various recreational forms. Prerequisite(s): junior standing. (Same as HIST 4556/5556) (Fall)

RTNL 4557. Field Experience in Adventure Facilitation — 1-3 hrs.

Field experience in adventure facilitation. Outdoor Adventure Coordinators will manage trip planning, logistics, and promotion while developing leadership, risk management, group dynamics, and outdoor education skills. Out-of-class fieldwork and meetings required. Instructor consent needed. May be repeated with departmental approval. Credit/no credit only. Prerequisite(s): RTNL 2140; RTNL 4552/5552; junior standing; instructor consent. (Fall, Spring, Summer)

RTNL 4621/5621. Camp Staff Development — 2-8 hrs.

Staff development and program planning principles, methods, and procedures used in the development of camp services. Lecture and lab. Offered on credit/no credit basis only. May be repeated for maximum of 8 hours. Prerequisite(s): junior standing. (Spring)

RTNL 4623/5623. Field Experience in Camp Counseling — 1-12 hrs.

Supervised counseling experience in an organized camp. May be repeated with consent of department. Offered on credit/no credit basis only. Prerequisite(s): junior standing. (Fall, Spring, Summer)

RTNL 4625/5625. Camp Management Systems — 1-12 hrs.

Actual administration of a camp program. Includes personnel supervision, program implementation, and evaluation of camp system. Lecture and lab. May be repeated with consent of department. Offered on credit/no credit basis only. Prerequisite(s): junior standing. (Fall, Spring, Summer)

RTNL 4776/5776. Eco, Adventure and Sport Tourism — 3 hrs.

Study of special tourism such as eco, adventure and sport tourism. Dynamics of responsible tourist travel that conserves natural environments and sustains the well-being of local people. Definitions, objectives, and profiles of programs involved in eco, adventure, and sport tourism. Field trips required. Prerequisite(s): junior standing. (Odd Falls)

RTNL 4779/5779. Community Planning Workshop — 3-6 hrs.

Project-based community planning and research course. Provides applied research and communication skills to function creatively and competently in professional settings. Design and execution of planning projects that address recreation and tourism issues. May be repeated for maximum of 6 hours. Prerequisite(s): junior standing. (Even Falls)

RTNL 6200. Historical and Philosophical Foundations of Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Historical and philosophical perspective for understanding leisure, leisure behavior, and professional practices in recreation, tourism and nonprofit leadership. (Variable)

RTNL 6201. Social Policy and Issues in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Examination and analysis of current trends, issues, and social policy confronting practitioners in voluntary/not-for-profit, public, and commercial recreation, tourism and nonprofit leadership agencies. (Variable)

RTNL 6202. Social Psychology of Leisure — 3 hrs.

Exploration of socio-psychological dimensions of leisure as they affect recreation, tourism and nonprofit leadership practitioners and agencies, focusing on theories from sociology, psychology, and social psychology. (Spring)

RTNL 6203. Philanthropy and Nonprofit Development: An Overview — 3 hrs.

Introductory course to the Philanthropy and Nonprofit Development program designed to give broad coverage for professionals and an overview of studies in philanthropy and nonprofit development. Prerequisite(s): admission into the Philanthropy and Nonprofit Development graduate program or consent of instructor. (Variable)

RTNL 6285. Readings — 1-6 hrs.

May be repeated for credit. (Fall, Spring, Summer)

RTNL 6295. Internship — 1-12 hrs.

Practical experience in recreation, tourism and nonprofit leadership with community agencies. May be repeated with consent of student's advisor. Prerequisite(s): consent of graduate committee. (Fall, Spring, Summer)

RTNL 6402. Strategic Program Management — 3 hrs.

Examination of concepts and theories of program management in recreation, tourism and nonprofit leadership, focusing on analysis of specific programming strategies as they relate to community organization theory using a systems approach. (Fall)

RTNL 6404. Marketing the Youth/Human Service Agency — 3 hrs.

Marketing strategies in implementing the exchange relationship between nonprofit organizations and their constituents. (Variable)

RTNL 6406. Fundraising and Grant Seeking for Nonprofit Agencies — 3 hrs.

Comprehensive study of various funding sources and the methodology of nonprofit organizations to secure resources. (Fall)

RTNL 6408. Financial Decision Making for Youth/Human Service Agencies — 3 hrs.

Financial function of the nonprofit agency incorporating technical materials applicable to the decision-making role of the agency. (Variable)

RTNL 6410. Evaluation, Research and Accountability — 3 hrs.

Survey of advanced nonprofit organization research methods. Research in the area selected by student. Preparation and presentation of research proposal or major paper. Prerequisite(s): admission into the Philanthropy and Nonprofit Development graduate program or consent of instructor. (Variable)

RTNL 6412. Management Issues in Recreation, Tourism and Nonprofit Leadership — 3 hrs.

Study of management and administration issues in relation to recreation, tourism and nonprofit leadership agencies. (Variable)

RTNL 6414. Models for Intervention With Youth — 3 hrs.

Develops understanding of the various models of intervention utilized by professionals who work with youth in youth-serving agencies. (Variable)

RTNL 6416. Youth Development in Nonprofit Organizations — 3 hrs.

Examination of concepts and theories of youth development, as related to the design of programs and services for positive role development in nonprofit youth organizations. (Variable)

RTNL 6418. Personnel Management and Supervision in Youth/Human Services — 3 hrs.

Elements, processes, and dynamics of personnel management and supervision as it is applied to youth/human services organizations, with an emphasis on nonprofit agencies. (Variable)

RTNL 6419. Psychology, Law, and Philanthropy — 2 hrs.

Students will learn about the psychology underlying giving including topics such as altruism and persuasion. Legal and ethical issues will be covered as they relate to philanthropy, including regulation/governance, tax law, and standards for professional conduct. Prerequisite(s): admission into the Philanthropy and Nonprofit Development graduate program. (Even Springs)

RTNL 6420. Critical Thinking in Philanthropic and Nonprofit Issues — 2 hrs.

Provides a forum for students to explore the latest trends in giving and nonprofit management as framework for analyzing the trends and issues in the field of philanthropy and nonprofit development is provided. A guide for critical thinking and asking the right questions is outlined giving students the tools to identify, analyze and summarize current trends and issues of the nonprofit sector. Prerequisite(s): admission into the Philanthropy and Nonprofit Development graduate program or consent of instructor. (Variable)

RTNL 6422. Applied Research Methods — 2 hrs.

This course is designed to provide a framework for writing a research paper/applied project. Specifically, the literature review is outlined, identifying the purpose, steps, and guidelines important to the process of writing a research paper/identifying & implementing a project. Skills including performing literature searches, questionnaire development, data analysis, and interpretations and report writing will be taught. (Variable)