2025-26 Academic Catalog
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Department of Learning, Leadership, and Community

(College of Education)

coe.uni.edu/epfls

The Department of Learning, Leadership, and Community offers the following programs:

Undergraduate Majors (B.A.)

Minors

Graduate Major (M.A.)

Graduate Major (M.A.E.)

Graduate Major (Ed.S.)

Program Certificates

Recreation, Tourism, and Nonprofit Leadership Academic Policies

Major Requirements

The following criteria shall be used to determine student eligibility for the Recreation, Tourism and Nonprofit Leadership major:

  1. 2.00 or above cumulative UNI GPA.
  2. A grade of C (2.00) or higher in all courses applied to the major. If the student earns less than a C in a major course, s(he) must retake the course within two semesters in order to apply it to the major.

In order to remain in good academic standing, students must maintain a cumulative major GPA of 2.50 or above. Students whose GPAs fall below 2.50 will have one semester in which to raise grades to the required level. If they are unable to do so, they must retake the course or courses that caused the GPA to fall below 2.50, and they will be administratively dropped from any other major courses for which they have registered.

In order to be eligible for internship and graduation, students must:

  1. Meet the academic criteria above.
  2. Complete a minimum of 500 Professional Experience hours in Recreation, Tourism and Nonprofit Leadership settings.
  3. Hold or obtain current certification in American Red Cross CPR PRO (Professional Rescuer), American Red Cross AED (Automatic External Defibrillation), American Red Cross First Aid, American Red Cross PDT (Prevention of Disease Transmission), and Child/Dependent Adult Abuse Mandatory Reporter Training.

Minor Requirements

Admission to the Recreation, Tourism and Nonprofit Leadership minor requires students to have a cumulative UNI GPA of 2.00. To graduate with a minor in Recreation, Tourism and Nonprofit Leadership, students must have a minor GPA of 2.50, with a grade of C (2.00) or higher in all courses applied to the minor. Students must officially declare the minor.

Bachelor of Arts Degree Programs

Environmental Resource Management

The Environmental Resource Management major is aimed at students searching for career options in the broadly-defined 'outdoor environment' that are related to natural resources, environmental systems, and sustainable development. This program will prepare students for careers in the environmental and human management of public and private spaces across differing categories of environmental systems - from public parks and lands to conservancy units managed by governmental and other non-profit agencies and organizations. This program aims to serve those students who do not wish to pursue careers as environmental scientists per se from more tightly focused 'environmental science' programs.

  • STUDENTS ARE REQUIRED TO TAKE THE CORE REQUIREMENTS (31 HOURS) AND MAY CHOOSE ONLY ONE OF THE FOUR SPECIALIZATION TRACKS (30-32 HOURS).
  • Each track is composed of clusters of courses with a specific concentration, each of which has a separate hourly requirement.
  • For purposes of this degree program, those prerequisite courses required by BIOL, EARTHSCI, GEOG, and RTNL for mid/upper-level courses in each Track THAT ARE NOT INCLUDED IN THE CORE REQUIREMENTS will normally be waived by the appropriate departments.
  • The separate tracks allow students to specialize in the area of most general interest while the primary & secondary foci within each track make sure students also are exposed to a wide range of important auxiliary coursework.
  • A student with a major in the interdisciplinary B.A. Environmental Resource Management: Ecosystems Track may not declare another major or minor in biology.
  • By permission of the Provost’s Office, students enrolled in the B.A. Environmental Resource Management major will be considered majors in all four of the participating departments.
Core Requirements
BIOL 2051General Biology: Organismal Diversity4
BIOL 3100Evolution, Ecology and the Nature of Science *3
CHEM 1110General Chemistry I4
EARTHSCI 1300Introduction to Geology4
or
Planet Earth
and Planet Earth Laboratory
EARTHSCI 3330/5330Geomorphology4
GEOG 2260Environmental Resource Management3
GEOG 2410Geographic Information Systems I3
RTNL 4320Financial Resource Management in Recreation, Tourism and Nonprofit Leadership3
HIST 4170/5170U.S. Environmental History3
Total Hours31
*

For students pursuing the Environmental Resource Management B.A. degree, the Department of Biology will waive the BIOL 2052 and CHEM 1120 prerequisites for enrollment into BIOL 3100.

Encouraged Certificates: Certificate programs that are appropriate to couple with the ERM major and help to expand specific, relevant experiences for students.

    - GIS & Cartography (Department of Geography)

    - Sustainability (Interdisciplinary)

    - Outdoor Leadership and Education (Department of Learning, Leadership, and Community)

    - Tourism (Department of Learning, Leadership, and Community)

    - Nonprofit Leadership (Department of Learning, Leadership, and Community)

    - Public History (Department of History)

Ecosystems Track

A total of 31-32 hours are needed for this track. There are 11-12 hours of required courses. In addition, student select courses from all three elective categories (A, B, & C) to accumulate to a minimum of 20 hours. At least one course must be taken from each elective category.

Required
BIOL 4168/5168Ecology **4
CHEM 1120General Chemistry II §4
MATH 1140Precalculus3-4
or STAT 1772 Introduction to Statistical Methods
Electives:20
Category A - Content Management Related Courses (pick at least 1 course)
Wildlife Ecology and Management **
Biodiversity Conservation Policy **
Conservation Biology **
Restoration Ecology **
Category B - Content Related Courses (pick at least 1 course)
Plants of North America
Field Zoology of Vertebrates *
Entomology *
Biostatistics **
Mammalogy **
Developmental Plant Anatomy **
GIS Applications: (Variable Topic)
Geographic Information Systems II
Category C - Cognates (pick at least 1 course)
Elements of Weather
Applied Writing: Projects, Grants and Careers ^
Modern Climate Change: Evidence and Predictions
Natural Hazards and Disasters
Cooperative Education in Geography ^
Cooperative Education
Internship
Internship in Recreation, Tourism and Nonprofit Leadership
Internship
Environmental Geography: Variable Topic ^
Soils and Landscapes
Science of Scenery
The Ice Age ^
Laboratory Methods in Environmental Geography
Remote Sensing of the Environment
Leadership Skills ^
Project Management ^
Foundations of Tourism
Trends and Issues in Outdoor Recreation
History of Outdoor Recreation
Total Hours31-32
*

 For students pursuing the Environmental Resource Management B.A. degree, the Department of Biology will waive BIOL 2052 and CHEM 1120 for BIOL 3000-level courses.

**

For students pursuing the Environmental Resource Management B.A. degree, the Department of Biology will waive BIOL 3140 as a prerequisite for BIOL 4000-level courses.

§

Students pursuing the Ecosystems track can take CHEM 1110 and CHEM 1120 (8 credits) OR CHEM 1130 (5 credits). CHEM 1130 is designed for students with exceptional preparation in Chemistry. Taking CHEM 1130 changes the total degree requirement from 62-63 credit hours to 59-60 credit hours.

^

These courses have additional prerequisites as follows:

ENGLISH 4785/5785 has prerequisites of ENGLISH 2770 or consent of instructor; junior standing.

GEOG 3220 has a prerequisite of GEOG 1120 or GEOG 1210 or GEOG 2210 or GEOG 1110 or consent of instructor.

GEOG 4240/5240 has prerequisites of GEOG 1210; GEOG 2210; EARTHSCI 1300; or consent of instructor; junior standing.

MGMT 3183 has a prerequisite of MGMT 3965/5965.

GEOG 3179 has prerequisites of 15 hours of geography at UNI; cumulative GPA of 2.50; junior standing; consent of department.

RTNL 4320 has prerequisites of three (3) credit hours of RTNL 31XX; junior standing. For students pursuing the Environmental Resource Management major, Department of Learning, Leadership, and Community will waive the prerequisites of 3 hours of RTNL 31XX.

RTNL 4510 has prerequisites of senior standing; consent of Internship Coordinator and a corequisite of RTNL 4520. For students pursuing the Environmental Resource Management major, Department of Learning, Leadership, and Community will waive this corequisite.

PH 4180 has prerequisites of PH 3170; senior standing; 2.50 cumulative GPA; consent of Internship Coordinator of Student Field Experiences.


Geosystems Track

A total of 30 hours are needed for this track, with a minimum of 21 hours from the Primary Focus group and 9 hours from the Secondary Focus group.

Electives
Primary Focus - Content Related Courses21
Elements of Weather
Environmental Hydrology ^
Earth Materials ^
Modern Climate Change: Evidence and Predictions
Natural Hazards and Disasters
Environmental Geography: Variable Topic * ^
or
Environmental Geology ***
Soils and Landscapes
Rivers
Laboratory Methods in Environmental Geography
Remote Sensing of the Environment
Foundations of the Nonprofit Sector
Trends and Issues in Outdoor Recreation
Managing Recreation Impacts on the Natural Environment
Secondary Focus - Management Cognates9
Wildlife Ecology and Management **
Restoration Ecology **
Sedimentary Geology ****
Field and Laboratory Methods in Hydrology
Environmental Economics ^
Applied Writing: Projects, Grants and Careers ^
Climate Action Planning
The Ice Age *
Science of Scenery
GIS Applications: (Variable Topic) ^
Geographic Information Systems II
Foundations of Tourism
History of Outdoor Recreation
Eco, Adventure and Sport Tourism
Project Management ^
Public Budgeting ^
Cooperative Education ^
Cooperative Education in Geography
Internship
Internship in Recreation, Tourism and Nonprofit Leadership
Internship
Other courses as approved by advisors and program director
Total Hours30
*

 * For students pursuing the Geosystems Track, the Geography Department will accept GEOG 1210 and GEOG 1211 or EARTHSCI 1300 as the prerequisite for enrollment into all listed Geography courses except GEOG 4310/5310 and GEOG 4320/5320.

**

 ** The Biology Department will waive BIOL 3140 as a prerequisite for BIOL 4105/5105 and BIOL 4180/5180.

***

 *** The Earth and Environmental Sciences Department will accept GEOG 1210 and GEOG 1211 as substitutes for courses that require EARTHSCI 1300.

****

 **** The Earth and Environmental Sciences Department will waive the requirement of EARTHSCI 1320 for EARTHSCI 3325/5325.

#

 # The Department of Learning, Leadership, and Community will waive RTNL 2120 as a prerequisite for RTNL 4776/5776.

^

 ^ These courses have additional prerequisites as follows:

EARTHSCI 3322 has a prerequisite of EARTHSCI 1300.

EARTHSCI 3350/5350 has prerequisites of EARTHSCI 1300; junior standing.

GEOG 3220 has a prerequisite of GEOG 1120 or GEOG 1210 or GEOG 2210 or GEOG 1110 or consent of instructor.

ECON 3225/5225 has prerequisites of ECON 1041, ECON 1051; junior standing.

ENGLISH 4785/5785 has prerequisites of ENGLISH 2770 or consent of instructor; junior standing.

GEOG 4310/5310 has prerequisites of GEOG 2410; junior standing.

GEOG 4320/5320 has prerequisites of GEOG 2410 or consent of instructor; junior standing.

POL AMER 3172 has prerequisites of POL AMER 1014; POL AMER 1048.

GEOG 3179 has prerequisites of 15 hours of geography at UNI; cumulative GPA of 2.50; junior standing; consent of department.

RTNL 4510 has prerequisites of senior standing; consent of Internship Coordinator and a corequisite of RTNL 4520. For students pursuing the Environmental Resource Management major, the Department of Learning, Leadership, and Community will waive this corequisite.

PH 4180 has prerequisites of PH 3170; senior standing; 2.50 cumulative GPA; consent of Internship Coordinator of Student Field Experiences.

Resource Administration Track

A total of 30 hours are needed for this track, with a minimum of 21 hours from the Primary Focus group and 9 hours from the Secondary Focus group.

Primary Focus - Content Related Courses21
Modern Climate Change: Evidence and Predictions
Natural Hazards and Disasters
Climate Action Planning
Environmental and Occupational Health Regulations
Foundations of the Nonprofit Sector
Human Resource Development for Recreation, Tourism and Nonprofit Leadership
Areas and Facilities in Recreation, Tourism and Nonprofit Leadership
Managing Recreation Impacts on the Natural Environment
History of Outdoor Recreation
Eco, Adventure and Sport Tourism
Secondary Focus - Cognates9
Conservation Biology **
Soils and Landscapes
Rivers
Laboratory Methods in Environmental Geography
Science of Scenery
GIS Applications: (Variable Topic)
Geographic Information Systems II
Remote Sensing of the Environment
Applied Writing: Specialized Documents ^
Applied Writing: Projects, Grants and Careers
Environmental Health Science
Foundations of Tourism
Theory and Practice of Outdoor Education
Trends and Issues in Outdoor Recreation
Community Planning Workshop
Project Management ^
Public Budgeting ^
Cooperative Education in Geography ^
Cooperative Education
Internship
Internship in Recreation, Tourism and Nonprofit Leadership
Internship
Other courses as approved by advisors and program director
Total Hours30
*

 * The Biology Department will waive BIOL 3140 as a prerequisite for BIOL 4167/5167.

**

 ** The Geography Department and the Department of Learning, Leadership, and Community will waive RTNL 2120 as a prerequisite for enrollment into RTNL 4310/5310.

^

 ^ These courses have additional prerequisites as follows:

RTNL 4776/5776 has prerequisites of RTNL 2120 or consent of instructor; junior standing.

ENGLISH 4775/5775 has prerequisites of MGMT 2080 or ENGLISH 2770 or consent of instructor; junior standing.

ENGLISH 4785/5785 has prerequisites of ENGLISH 2770 or consent of instructor; junior standing.

POL AMER 3172 has prerequisites of POL AMER 1014; POL AMER 1048.

GEOG 3179 has prerequisites of 15 hours of geography at UNI; cumulative GPA of 2.50; junior standing; consent of department.

RTNL 4510 has prerequisites of senior standing; consent of Internship Coordinator and a corequisite of RTNL 4520. For students pursuing the Environmental Resource Management major, the Department of Learning, Leadership, and Community will waive this corequisite.

PH 4180 has prerequisites of PH 3170; senior standing; 2.50 cumulative GPA; consent of Internship Coordinator of Student Field Experiences.

Environmental Compliance Track

A total of 32 hours need for this focus area, with 15 hours of required courses, a minimum of 10 hours from the Primary Focus group and 7 hours from the Secondary Focus group.

Required
ECON 1041Principles of Macroeconomics3
ECON 1051Principles of Microeconomics3
ECON 3225/5225Environmental Economics3
PH 3720Environmental and Occupational Health Regulations3
PHIL 2550Environmental Ethics3
Primary Focus - Content Related Courses10
Elements of Weather
Introduction to Environmental Earth Science
Air Quality ^
Environmental Geology *
or
Environmental Geography: Variable Topic
Environmental Hydrology *
Secondary Focus - Cognates7
Air Quality Modeling ^
Measurement and Analysis of Air Quality ** ^
Sedimentary Geology ***
Hydrogeology *
Soils and Landscapes
Rivers
Remote Sensing of the Environment
Environmental Health Science
Managing Recreation Impacts on the Natural Environment
Organizational Management *
Project Management ^
Introduction to Public Administration
Cooperative Education in Geography ^
Cooperative Education
Internship
Internship in Recreation, Tourism and Nonprofit Leadership
Internship
Other courses as approved by advisors and program director
Total Hours32
*

 * The Earth and Environmental Sciences Department will accept GEOG 1210 and GEOG 1211 as a substitute for courses that require EARTHSCI 1300.

**

 ** The Earth and Environmental Sciences Department will waive EARTHSCI 3230/5230 as a prerequisite for enrollment into EARTHSCI 3250/5250.

***

 *** The Earth and Environmental Sciences Department will waive the requirement for EARTHSCI 1320 for EARTHSCI 3325/5325.

^

 ^ These courses have additional prerequisites as follows:

GEOG 3220 has a prerequisite of GEOG 1120 or GEOG 1210 or GEOG 2210 or GEOG 1110 or consent of instructor.

EARTHSCI 3240/5240 has prerequisites of EARTHSCI 1200; junior standing.

EARTHSCI 3250/5250 has prerequisites of EARTHSCI 1200; junior standing and a prerequisite or corequisite of EARTHSCI 3230/5230.

GEOG 3179 has prerequisites of 15 hours of geography at UNI; cumulative GPA of 2.50; junior standing; consent of department.

RTNL 4510 has prerequisites of senior standing; consent of Internship Coordinator and a corequisite of RTNL 4520. For students pursuing the Environmental Resource Management major, the Department of Learning, Leadership, and Community will waive this corequisite.

PH 4180 has prerequisites of PH 3170; senior standing; 2.50 cumulative GPA; consent of Internship Coordinator of Student Field Experiences.

 

Recreation, Tourism and Nonprofit Leadership Major

The Recreation, Tourism and Nonprofit Leadership major requires a minimum of 120 total hours to graduate. This total includes UNIFI/General Education requirements and the following specified major requirements, plus electives to complete the minimum of 120 hours.

The Recreation, Tourism and Nonprofit Leadership major prepares students to deliver programs and manage facilities designed to meet human, community, and social needs in public, governmental, and nonprofit community agencies. Graduates may find employment in agencies that serve people of all ages from diverse backgrounds in areas such as municipal parks and recreation, commercial recreation, tourism, outdoor recreation, therapeutic recreation (clinical and community-based settings), the nonprofit and youth serving agencies, armed forces recreation, campus recreation, and other leisure service delivery sectors. The major focuses on direct service programming with an emphasis on supervisory and managerial skills. The Recreation, Tourism and Nonprofit Leadership program is accredited by COAPRT

Recreation, Tourism and Nonprofit Leadership:
Required:
RTNL 2110Introduction to RTNL: Programs, Services and Facilities3
RTNL 2020Leadership in Recreation, Tourism and Nonprofit Leadership3
RTNL 2160Inclusive Recreation: Pathways to Participation3
RTNL 3110Management and Human Resources in Recreation, Tourism and Nonprofit Leadership3
RTNL 3120Programming for Recreation, Tourism and Nonprofit Leadership3
RTNL 3130Marketing in Recreation, Tourism and Nonprofit Leadership3
RTNL 4310/5310Areas and Facilities in Recreation, Tourism and Nonprofit Leadership3
RTNL 4320Financial Resource Management in Recreation, Tourism and Nonprofit Leadership3
RTNL 4330/5330Research and Evaluation in Recreation, Tourism and Nonprofit Leadership3
RTNL 4340Seminar in Recreation, Tourism and Nonprofit Leadership3
or HRCS 4000 Professional Readiness Seminar
RTNL 4510Internship in Recreation, Tourism and Nonprofit Leadership9
RTNL 4520Senior Project in Recreation, Tourism and Nonprofit Leadership3
Select nine hours from the following: 9
Nonprofit Leadership Practicum, Level I
Readings in Recreation, Tourism and Nonprofit Leadership
Prevention & Intervention Programs in Youth Work
Special Events Management
Community Based Tourism
Nonprofit Leadership Practicum, Level II *
Recreation, Tourism and Nonprofit Leadership Field Experience
Theory and Practice of Outdoor Education
Trends and Issues in Outdoor Recreation
Managing Recreation Impacts on the Natural Environment
History of Outdoor Recreation
Field Experience in Camp Counseling
Eco, Adventure and Sport Tourism
Community Planning Workshop
Total Hours51
*

RTNL 4210/5210 has a prerequisite of RTNL 2210.

Minors

Recreation, Tourism, and Nonprofit Leadership Minor

Required:
Select six (6) credit hours from the following:6
Introduction to RTNL: Programs, Services and Facilities
Foundations of Tourism
Foundations of the Nonprofit Sector
Foundations of Outdoor Recreation
Foundations of Youth Work
Inclusive Recreation: Pathways to Participation
Nonprofit Leadership Practicum, Level I
Select six (6) credit hours from the following:*6
Management and Human Resources in Recreation, Tourism and Nonprofit Leadership
Programming for Recreation, Tourism and Nonprofit Leadership
Marketing in Recreation, Tourism and Nonprofit Leadership
Special Events Management
Community Based Tourism
Select six (6) credit hours from the following:*6
Prevention & Intervention Programs in Youth Work
Nonprofit Leadership Practicum, Level II
Areas and Facilities in Recreation, Tourism and Nonprofit Leadership
Financial Resource Management in Recreation, Tourism and Nonprofit Leadership
Research and Evaluation in Recreation, Tourism and Nonprofit Leadership
Theory and Practice of Outdoor Education
Trends and Issues in Outdoor Recreation
Managing Recreation Impacts on the Natural Environment
History of Outdoor Recreation
Eco, Adventure and Sport Tourism
Community Planning Workshop
Total Hours18
*

Prerequisites waived for non-Recreation, Tourism and Nonprofit Leadership majors. 

Social and Emotional Learning Minor

The Social & Emotional Learning Minor is composed of 21-24 credits of course work and 3 workshops which are embedded into the ELEMECML 3186 seminar. The goal of the minor program is to support elementary and secondary educators becoming leaders in their schools and communities in the area of Social & Emotional Learning (SEL). Early Childhood majors should work with a CATS advisor if interested in this minor. Students who complete this minor will have a deeper understanding of how to create safe spaces for all students, promote empathy, engage in and teach well-being practices, support student self-awareness, and facilitate shared decision-making.

Elementary Education Majors:
Required:
ELEMECML 3120Classroom Management K-83
ELEMECML 4123/5123Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom3
ELEMECML 4150Elementary Curriculum3
EDPSYCH 2030Dynamics of Human Development3
or PSYCH 2202 Developmental Psychology
TEACHING 4170/5170Human Relations: Awareness and Application3
SPIE 3150Meeting the Needs of Diverse Learners in Classrooms3
ELEMECML 3186: The Science & Practice of Well-Being: Mindfulness, Compassion, & Joy for Teachers3
Elective (select one of the following):3
Introduction to Sociology
Human Identity and Relationships
Mental Health and Well-Being in the Classroom
Interpersonal Forgiveness
Risk and Resilience: Child, Family, School and Community Factors
Social Psychology *
Character, Wisdom, and Mind: Philosophical Perspectives
The Self in Social Context *
Self-Care and Stress Management in Helping Professions
Constructions of Behavior and Humanistic Supports *
Total Hours24
Secondary Education Majors:
Required:
EDPSYCH 2030Dynamics of Human Development3
or PSYCH 2202 Developmental Psychology
TEACHING 4170/5170Human Relations: Awareness and Application3
SPIE 3150Meeting the Needs of Diverse Learners in Classrooms3
ELEMECML 3186: The Science & Practice of Well-Being: Mindfulness, Compassion, & Joy for Teachers3
Electives (select three of the following):9
Introduction to Sociology
Human Identity and Relationships
Mental Health and Well-Being in the Classroom
Interpersonal Forgiveness
Risk and Resilience: Child, Family, School and Community Factors
Social Psychology *
Character, Wisdom, and Mind: Philosophical Perspectives
The Self in Social Context *
Self-Care and Stress Management in Helping Professions
Constructions of Behavior and Humanistic Supports *
Total Hours21
*

The following courses have prerequisites:

PSYCH 2203 has a prerequisite of PSYCH 1001.

SOC 2075 has a prerequisite of SOC 1000 or SOC 1060.

SPIE 4161/5161 has a prerequisite of SPIE 3150 and a corequisite of SPIE 4162/5162 and SPIE 4163/5163 and a prerequisite or corequisite of SPIE 4150/5150.

Master of Arts Degree Programs

Major in Instructional Design and Learning Technologies

The Master of Arts in Instructional Design and Learning Technologies Program is designed to prepare graduate students for successful careers involving instructional design and associated learning technologies. Candidates include those who wish to learn or improve their instructional design and technology skills for use in any learning environment or professional field. It begins with essential tools and foundations leading up to creative and experiential learning opportunities that equip graduates to lead change and promote successful implementation of instructional design strategies in the classroom, corporate training settings, non-profits, or other learning spaces.

To be admitted to the Instructional Design and Learning Technologies Master’s Program, the student must apply through the UNI Admission Application to Graduate Study. Graduate information and the application for graduate admission can be found at https://admissions.uni.edu/application. The applicants should refer to their MyUNIverse Student Center To-Do list or contact the Department of Learning, Leadership, and Community for other application requirements.

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 program is offered as a non-thesis option, requiring a minimum of 12 semester hours of 6000-level coursework. The culmination of this program involves completing the required internship course (LRNTECH 6298 Capstone Field Experience). Students complete a supervised internship project with proposal, documentation, and presentation.

The M.A. in Instructional Design and Learning Technologies encourages University of Northern Iowa undergraduate students to take graduate courses during their senior year. Students interested in pursuing graduate coursework should consult with their advisor to select appropriate courses.

Required Professional Core:
LRNTECH 6205Understanding and Evaluating Research3
Required Instructional Design Courses:
LRNTECH 6240Instructional Design for 21st Century Learning3
LRNTECH 6216Adult Learning Instructional Strategies3
Required Learning Technology Courses:
LRNTECH 4110/5110Foundations of Distance Learning and Development3
LRNTECH 4131/5131Selection and Application of Learning Technologies3
LRNTECH 4153/5153Developing Digital Learning Environments3
LRNTECH 4120/5120Designing Accessible and Inclusive Learning Environments3
LRNTECH 6238Topics and Emerging Trends in Learning Technology3
LRNTECH 6245Creating Educational Multimedia Content3
Required Internship Course:
LRNTECH 6298Capstone Field Experience3
Total Hours30

Major in Philanthropy and Nonprofit Development

The M.A. program in Philanthropy and Nonprofit Development is designed for individuals who have experience in the philanthropy and/or nonprofit areas. The degree will be offered through the Division of Continuing Education with extensive use of distance education technologies. The program is designed to offer professionals the opportunity to continue their study, advancing their knowledge while earning graduate credit in course work targeted toward the following objectives:

  1. to develop and enhance professionals’ skills and knowledge in the fundraising and nonprofit sectors;
  2. to further students’ understanding of ethical policy and legal issues as they relate to philanthropy and nonprofit development;
  3. to advance students’ knowledge of scholarly research, theories and models in the area of nonprofit organizational development, donor relations, grant writing, corporate/foundation relations, advocacy, public funding, and evaluation/accountability; and
  4. to enhance students’ mastery of skills in the aforementioned areas.

Students interested in this program must submit a completed Application for Admission to Graduate Study, which includes transcripts of undergraduate and graduate credits, and have three letters of recommendation sent to the Office of Admissions. Interested students should refer to their MyUNIverse Student Center To-Do list or contact the program director for any other application requirements. It is expected that students will have experience in the field prior to admission. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.

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 non-thesis option only. A minimum of 31 semester hours of graduate course work is required. A minimum of 21 hours of 6000-level course work, including 3 hours of HRCS 6299 is required . The 31 hours are prescribed below.

Required
Communication and Media:
COMM PR 4855/5855Public Relations Campaign Methods3
Management:
MGMT 6260Leading People, Driving Success: Leadership and HR Management3
Public Policy:
PUBPOL 6220Public Policy, Advocacy and Public Funding2
Recreation, Tourism and Nonprofit Leadership:
RTNL 6203Philanthropy and Nonprofit Development: An Overview3
RTNL 6285Readings2
HRCS 6299Research3
RTNL 6406Fundraising and Grant Seeking for Nonprofit Agencies3
RTNL 6408Financial Decision Making for Youth/Human Service Agencies3
RTNL 6410Evaluation, Research and Accountability3
RTNL 6419Psychology, Law, and Philanthropy2
RTNL 6420Critical Thinking in Philanthropic and Nonprofit Issues2
RTNL 6422Applied Research Methods2
Total Hours31

Major in Postsecondary Education: Student Affairs

This major is designed to prepare an individual for a career in the administration of student affairs programs in college and university settings.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Learning, Leadership, and Community for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application. (Also www.uni.edu/coe/departments/educational-leadership-postsecondary-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.

This major is available on the thesis and non-thesis options. The thesis option requires a minimum of 42 semester hours, and the non-thesis option requires a minimum of 36 semester hours. A minimum of twelve (12) hours of 6000-level course work is required for the thesis option. A minimum of twelve (12) hours of 6000-level course work is required for the non-thesis option.

Students will be required to complete and present a portfolio for the exit requirement.

POSTSEC 6220Leading and Advising3
POSTSEC 6265Organizational and Personal Foundations for Student Affairs3
POSTSEC 6264Values, Philosophies and History of Student Affairs3
POSTSEC 6268Social Justice and Inclusion in Higher Education3
POSTSEC 6270College Student Development3
POSTSEC 6274Higher Education Law3
POSTSEC 6273Research and Assessment3
POSTSEC 6275Professional Helping in College Student Affairs3
POSTSEC 6289Seminar in Postsecondary Education: Current Issues in Student Affairs3
Electives may include, but are not limited to, the following:9
Teaching in College
The Two-Year College
Internship in Postsecondary Education (This course may be repeated for maximum of 12 hrs.)
Research
College Effects on Students
Foundations of Instructional Psychology
Advances in Educational Psychology: The Science of Learning
Multicultural Counseling
Leading People, Driving Success: Leadership and HR Management
Advances and Developments in Social Psychology
Diversity & Human Rights
Total hours for non-thesis option (may include 3 hrs. of POSTSEC 6299 as an elective choice)36
Thesis Option add
POSTSEC 6299Research6
Total Hours thesis option42
*

Note: Upon advisement, some students may substitute course work for internship. A license to teach is not required for this major.

 

Major in Recreation, Tourism, and Nonprofit Leadership

The Master of Arts degree in Recreation, Tourism and Nonprofit Leadership prepares students for leadership roles in a variety of settings including the public/government, academic, non-profit, and corporate sectors.  Upon program completion, graduates will possess the skills necessary for effective and efficient delivery of community health and recreation programs. The program supports professional development through the utilization of relevant philosophy, content, and research skills and offers the student the opportunity to take an active role in determining personal learning objectives and developing individual programs of study. Students can design programs of study for work in campus recreation, health education, nonprofit management, community recreation, public health, tourism, and outdoor resource management.  Students are encouraged to focus on study that has direct relevance to professional practice. 

Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Learning, Leadership, and Community for other application requirements.  Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.

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 with both thesis and non-thesis options.  A minimum of 33 semester hours is required, with a minimum of 12 hours at the 6000-level, exclusive of HRCS 6299.  The thesis option requires 6 hours of HRCS 6299. The non-thesis option requires a research paper for 3 hours of HRCS 6299. Additional hours may be required, if upon entering the graduate program, the student needs background courses.

Required:
PH 3310/5310Health Equity, Advocacy, and Policy3
HRCS 6000Foundations of Community Health and Recreation3
KAHHS 6210Quantitative Methods in KAHHS3
KAHHS 6290Research Methods for KAHHS3
One of the following:3
Social Policy and Issues in Recreation, Tourism and Nonprofit Leadership
Social Psychology of Leisure
Required:
HRCS 6299Research3 or 6
Thesis option (6 hrs.)
Non-thesis option (3 hrs.)
Electives (select 15 hours from the following for non-thesis track or 12 hours for the thesis track)
Global Service Mission
Health of Vulnerable Populations
Planning and Evaluating Public Health Programs
Epidemiological Methods, Research Design, and Analysis
Worksite Health Promotion
Public Health Theory
International Health
Environmental Health Science
Toxins and Health
Strategic Program Management
Marketing the Youth/Human Service Agency
Financial Decision Making for Youth/Human Service Agencies
Management Issues in Recreation, Tourism and Nonprofit Leadership
Models for Intervention With Youth
Youth Development in Nonprofit Organizations
Personnel Management and Supervision in Youth/Human Services
Total hours thesis option33
Total hours non-thesis option33

Major in Teacher Leadership for International Educators 

Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Learning, Leadership, and Community for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application. (Also http://www.uni.edu/coe/departments/educational-leadership-postsecondary-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.

This major is available on the non-thesis option only. A minimum of 30 hours is required on the non-thesis option. A minimum of 22 hours of 6000-level course work is required for the non-thesis option.  Students must be currently teaching in an international school to be eligible for this program.

Successful completion of a final oral portfolio defense, as well as an extensive action research project is required prior to graduation. This program is offered to cohort groups of 15-20 students through synchronous and asynchronous instruction. New cohort groups start each year at the beginning of the spring semester.

Required
Measurement and Research:
MEASRES 6205Educational Research3
TESOL/Applied Linguistics:
TESOL 6286 Studies in Multilcultural Contexts3
Additional educational leadership courses:
EDLEAD 6212Teacher Leadership in International Schools3
EDLEAD 6240Technology for School Leaders2
EDLEAD 6248Leading Instruction in Schools3
EDLEAD 6249Leading Learning, Teaching, and Curriculum3
EDLEAD 6260Power, Politics & Ethics for International Educators3
EDLEAD 6282Leading School Growth and Improvement2
EDLEAD 6284Evaluator Approval for Improved Student Learning3
EDLEAD 6291Internship (must be taken for 2 hours)2
EDLEAD 6206Orientation to Educational Leadership Standards2
EDLEAD 6292Capstone to Educational Leadership1
Total Hours30
 

Master of Arts in Education Degree Program

Major in Educational Psychology: Context and Techniques of Assessment

This major is designed for students planning further graduate studies in educational or school psychology.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Learning, Leadership, and Community for any other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.

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

Only graduate courses (course number 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 35 semester hours is required for the thesis option and a minimum of 32 semester hours for the non-thesis option. A minimum of 15 hours 6000-level course work is required for the thesis option. A minimum of 12 hours 6000-level course work is required for the non-thesis option.

Required professional core
Educational Psychology:
EDPSYCH 6215Advances in Educational Psychology: The Science of Learning3
Measurement and Research:
MEASRES 6205Educational Research3
Professional Studies3 or 6
Thesis Option (6 hours)
Research
Non-Thesis Option (3 hours)
Readings
M.A.E. Practicum in Education and Psychology
Research
Context and Techniques of Assessment:
Educational Psychology:
EDPSYCH 4176/5176Learning and Behavioral Problems in Education3
or SPIE 4180/5180 Interdisciplinary Study of Disability
EDPSYCH 6240Introduction to School Psychology3
EDPSYCH 6280Psychological Consultation in Schools3
Measurement and Research:
MEASRES 6281Statistics and Measurement3
MEASRES 6282Individual Intellectual Assessment4
MEASRES 6283Academic Assessment and Intervention4
Literacy Education:
LITED 6238Advanced Assessment and Evaluation of Literacy Development3
Total hours for non-thesis option32
Total hours for thesis option35

Major in Principalship

Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Learning, Leadership, and Community for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application. (Also http://www.uni.edu/coe/departments/educational-leadership-postsecondary-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.

This major is available on the thesis and non-thesis options. A minimum of 41 semester hours is required on the thesis option; a minimum of 35 hours is required on the non-thesis option. A minimum of 32 hours of 6000-level course work, including 6 hours of EDLEAD 6299, is required for the thesis option. A minimum of 32 hours of 6000-level course work is required for the non-thesis option.

Successful completion of a final oral comprehensive examination is required for the thesis option. The student must complete the usual degree and licensure/endorsement requirements and must complete a minimum of one year of successful teaching appropriate to the major prior to graduation. For endorsement the student must have three years of teaching experience at either the elementary or secondary level. This program is offered to cohort groups of 20-25 students on and off campus through the Web, and in face-to-face instructional sessions. New cohort groups start each year at the beginning of the fall semester.

Required program courses
Special Education:
SPIE 6260Special Education Law and Policy3
Measurement and Research:
MEASRES 6205Educational Research3
Additional educational leadership courses
Educational Leadership:
EDLEAD 6248Leading Instruction in Schools3
EDLEAD 6206Orientation to Educational Leadership Standards2
EDLEAD 6232School Governance, Law and Intersystems Relations3
EDLEAD 6245Leadership for Effective Schools3
EDLEAD 6247School Management for Student Learning3
EDLEAD 6249Leading Learning, Teaching, and Curriculum3
EDLEAD 6282Leading School Growth and Improvement2
EDLEAD 6284Evaluator Approval for Improved Student Learning3
EDLEAD 6289Seminar in Educational Leadership2
EDLEAD 6225Activities Administration2
or EDLEAD 6235 Community Connections
EDLEAD 6291Internship2
EDLEAD 6292Capstone to Educational Leadership1
Total hours non-thesis option35
Thesis Option add
EDLEAD 6299Research6
Total Hours thesis option41
 

Specialist in Education Degree Program

The major in School Psychology at the University of Northern Iowa leading to the Specialist in Education Degree involves breadth of preparation as well as depth in a particular field of specialization.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Learning, Leadership, and Community for other application requirements and detailed information on the School Psychology major. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application. For requirements concerning admission, program approval, candidacy, scholarship, residence, examinations, thesis, and graduation for the Specialist in Education Degree see the "Graduate Information" section of this University Catalog.

Only graduate courses (course number 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.

Course work requirements for the Specialist in Education Degree are defined in terms of a three-year graduate program, including internship and work taken on the master's degree. A minimum of 68 semester hours beyond the bachelor's degree is required for completing the program.

The School Psychology major is open to students who hold a master's degree from an accredited graduate school, and who meet the requirements set forth below.

Major in School Psychology

Admission to the Ed.S. program in School Psychology requires EITHER:

1. Admission to the Ed.S. program in School Psychology requires an earned, accredited master's degree and a prior graduate preparation equivalent to UNI's M.A.E. in Educational Psychology with an emphasis in Context and Techniques of Assessment. Since UNI’s Ed.S. program is less than the 68 credits required for the degree, students that meet this admissions requirement will have all previous graduate work reflected as transfer credit in exception to the Graduate Transfer Credit Policy.; OR

2. Concurrent enrollment in UNI's M.A.E. in Educational Psychology with an emphasis in Context and Techniques of Assessment degree program along with approval from the program faculty to enroll in both programs concurrently.

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

Students with deficiencies will be notified prior to admission. Any deficiencies in the student's background will be added to the student's Ed.S. program requirements.

This major is available on the thesis option and non-thesis option.

For the thesis option, a minimum of 39 semester hours is required. For the non-thesis option, a minimum of 36 semester hours is required. A minimum of 15 hours of 6000-level course work is required for either option. Successful completion of a final oral and written examination is required.

Required
Educational Psychology:
EDPSYCH 4232/5232Risk and Resilience: Child, Family, School and Community Factors3
EDPSYCH 6270Behavioral Interventions in School Settings3
EDPSYCH 6272Systems Consultation3
Measurement and Research:
MEASRES 6284Psychosocial Assessment4
MEASRES 6287Early Childhood Assessment and Intervention3
Professional Studies:
EDPSYCH 6290Ed.S. Practicum in Education and Psychology5
EDPSYCH 6291Internship in School Psychology6
Special Education:
SPIE 6260Special Education Law and Policy3
Counseling & Behavior Modification
EDPSYCH 6260Counseling Interventions in School3
Thesis Option
EDPSYCH 6299Research6
Non-Thesis Option
MEASRES 6270Educational Program Evaluation3
Total Hours36-39

Program Certificates

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 program certificates contact the Department of Learning, Leadership, and Community or the Office of the Registrar, which serves as the centralized registry.

Advanced Studies Certificate in Educational Leadership

Emphasis: Principalship

This is a post-master's program consisting of a minimum of 35 semester hours leading to the issuance of an Advanced Studies Certificate in Educational Leadership. The purpose of this program is to allow the student to broaden and sharpen their skills in competency areas. This is solely for the purpose of gaining endorsement in the Principalship.

The program will consist of a minimum of 35 semester hours in graduate studies in the area of educational leadership and/or related studies.

Required
Measurement and Research:
MEASRES 6205Educational Research3
Special Education:
SPIE 6260Special Education Law and Policy3
Educational Leadership:
EDLEAD 6248Leading Instruction in Schools3
EDLEAD 6206Orientation to Educational Leadership Standards2
EDLEAD 6232School Governance, Law and Intersystems Relations3
EDLEAD 6245Leadership for Effective Schools3
EDLEAD 6247School Management for Student Learning3
EDLEAD 6249Leading Learning, Teaching, and Curriculum3
EDLEAD 6282Leading School Growth and Improvement2
EDLEAD 6284Evaluator Approval for Improved Student Learning3
EDLEAD 6289Seminar in Educational Leadership2
EDLEAD 6225Activities Administration2
or EDLEAD 6235 Community Connections
Educational Leadership Internship:
EDLEAD 6291Internship2
EDLEAD 6292Capstone to Educational Leadership1
Total Hours35

Emphasis: Superintendency Preparation Program

The superintendent preparation program consists of 33 hours which includes a four hour Seminar in Educational Leadership delivered in three separate segments (2 credit hours, 1 credit hour, 1 credit hour); six 3-credit hour courses, one 2-credit hour course, and 9 credit hours of internship requiring 450 contact hours in multiple school districts.

Required
Educational Leadership:
EDLEAD 7310Human Resource Administration3
EDLEAD 7311Educational Leadership and Systems Change3
EDLEAD 7315Leading Teaching, Learning and Assessment3
EDLEAD 7318Evaluation of Administrators2
EDLEAD 7319Power, Politics, and Ethics in School District Leadership3
EDLEAD 7340Funding the Educational Program for Improved Student Achievement3
EDLEAD 7346School Business Management3
Educational Leadership seminar:
EDLEAD 7389Seminar in Educational Leadership *4
Educational Leadership work toward development of internship plan:
EDLEAD 7391Internship in Educational Leadership1
Educational Leadership internship:
EDLEAD 7391Internship in Educational Leadership8
Total Hours33
*

2 credit hours (four Saturdays); 1 credit hour (2 days each summer).

Internship

The nine credit hours of internship is designed to "provide opportunities for candidates to identify and experience the complexities of the superintendency in a structured, accountable manner."

To ensure that candidates have a range of experiences and "the program provides opportunities for candidates to identify and experience the complexities of the superintendency in a structured, accountable manner," each course in the Superintendent Preparation Program will have a knowledge module (what the superintendent should know) and a field performance module (what the superintendent should be able to do).

The internship requires a minimum of 450 hours. The field performance module (course assigned internship activities) requirements are expected to total between 210 and 280 hours. In addition to the course assigned internship activities, the candidate's Internship Plan will be guided by experience needs of the candidate in the areas of Leader of Learners, Leader of Service, and Leader of Change.

The Internship requires a meaningful long-term (substantial) clinical experience within a district. This extended experience combines with the performance module (course assigned) internship activities to form the candidate's Internship Plan.

Each candidate will have a lead mentor, approved by the Educational Leadership faculty, who will guide the candidate throughout the internship experience. Even though some clinical experiences may take place in another district or districts, the lead mentor will serve as a sounding board while providing coaching and support. In addition to the lead mentor, each candidate will have at least one other mentor (mentor with special expertise), approved by the faculty, to ensure diversity of school size, diversity of thought, diversity of expertise, and diversity of experiences. While a candidate may use a mentor from their district of employment who meets the Mentor Selection Criteria, the candidate must also have an approved mentor (lead mentor or mentor with special expertise) outside the district of employment.

Assessment

A performance-based program requires evidence that Iowa Standards for School Leaders (ISSL) and 16 superintendent leadership exit proficiencies are met. Standards and proficiencies must be demonstrated through work products that clearly show skill development and an expansive knowledge base.

 

Certificate in Artificial Intelligence in Education (graduate certificate)

The Artificial Intelligence (AI) in Education Graduate Certificate targets teacher/instructor practitioners. The program engages professional educators with the workings of AI, its uses, its limits, and how it can be used by educators to support curriculum development and differentiation that respond to the diverse needs of students. The Graduate Certificate will also engage educators with emerging trends in AI and how it is being used to support teaching and learning. This certificate may be stacked into the MAE in Transformative Education.

Required:
CI 6500Adapting and Creating Curriculum with AI3
LIBRARY 6100Information Literacy: Learning to Question in the 21st Century3
LRNTECH 6238Topics and Emerging Trends in Learning Technology3
SOCFOUND 4200/5200The Ethics of Education in the Age of Technological Innovation3
Total Hours12

Certificate in Instructional Design (graduate certificate)

The Instructional Design Graduate Certificate Program is tailored to professionals seeking expertise in creating effective learning experiences. This program provides students the knowledge and skills to develop and implement online learning solutions. Included are instructional design models, theoretical foundations, experiential learning opportunities, and pedagogical and andragogical strategies. Instructional system design models for systematically developing e-learning instruction are also included. Graduates will be prepared to navigate instructional design challenges in diverse learning environments. 

This certificate may be stacked into the MAE in Transformative Education.

Required:
LRNTECH 4153/5153Developing Digital Learning Environments3
LRNTECH 6240Instructional Design for 21st Century Learning3
LRNTECH 6216Adult Learning Instructional Strategies3
Total Hours9

Certificate in Learning Technologies (graduate certificate)

The Learning Technologies Graduate Certificate Program provides educators and other professionals with techniques to improve learning outcomes. Theories and practical uses of learning technologies and the development of digital learning environments are included. Key areas encompass multimedia integration, online technology tools, online teaching strategies, and educational technology effectiveness in diverse educational contexts. 

This certificate may be stacked into the MAE in Transformative Education.

Required:
LRNTECH 4110/5110Foundations of Distance Learning and Development3
LRNTECH 4131/5131Selection and Application of Learning Technologies3
LRNTECH 4153/5153Developing Digital Learning Environments3
Total Hours9
 

Certificate in Nonprofit Leadership

This certificate provides knowledge, skill-building and professional experience for students interested in working in the nonprofit sector. Earning this certificate at UNI also enables students to earn a national certificate in Nonprofit Management from Nonprofit Leadership Alliance.

Required:
RTNL 2130Foundations of the Nonprofit Sector3
RTNL 2210Nonprofit Leadership Practicum, Level I3
RTNL 3110Management and Human Resources in Recreation, Tourism and Nonprofit Leadership3
RTNL 3130Marketing in Recreation, Tourism and Nonprofit Leadership3
RTNL 4320Financial Resource Management in Recreation, Tourism and Nonprofit Leadership3
or ACCT 2120 Principles of Financial Accounting
Total Hours15

Certificate in Online Teaching (graduate certificate)

The Online Teaching Graduate Certificate Program is designed to equip students with the necessary skills and knowledge to excel as effective online educators and trainers. The certificate's curriculum focuses on key elements of online instruction, such as synchronous and asynchronous learning models, learning management systems, and online instructional strategies. This certificate may be stacked into the MAE in Transformative Education.

Required:
LRNTECH 4110/5110Foundations of Distance Learning and Development3
LRNTECH 4153/5153Developing Digital Learning Environments3
LRNTECH 6240Instructional Design for 21st Century Learning3
Total Hours9
 

Certificate in Outdoor Leadership and Education

The Outdoor Leadership and Education Certificate program is designed to train students for professional employment in the varied and growing field of outdoor recreation and adventure education. This program offers students the opportunity to develop skills in a variety of outdoor recreation activities while studying the theories, trends and issues involved in working with groups, facilitating adventure education, and managing the impacts of recreation on our natural environment. The Certificate in Outdoor Leadership and Education is available to students in all majors.

Required:
Recreation, Tourism and Nonprofit Leadership:3
Foundations of Outdoor Recreation
Select 9 credits from the following:9
Recreation, Tourism and Nonprofit Leadership:
Theory and Practice of Outdoor Education
Trends and Issues in Outdoor Recreation *
Managing Recreation Impacts on the Natural Environment
History of Outdoor Recreation
Select 3 credits from the following:3
Athletic Training
Prevention and Care of Athletic Injuries *
Prevention and Care Laboratory *
Recreation, Tourism and Nonprofit Leadership:
RTNL 1A03 Backpacking
RTNL 1A39 Canoeing
RTNL 1A66 Skin and Scuba
RTNL 1A70 Rock Climbing
RTNL 1A81 Ice Climbing
RTNL 1B19 Winter Skills
RTNL 1B21 Bike Conditioning
Recreation, Tourism and Nonprofit Leadership Field Experience
Camp Management Systems
Total Hours15
*

AT 1018 has a prerequisite of KINES 2050.

AT 1019 has a prerequisite of AT 1018.

Certificate in Tourism

Required:
Recreation, Tourism and Nonprofit Leadership:6
Foundations of Tourism
Marketing in Recreation, Tourism and Nonprofit Leadership
Select three courses from the following:
Recreation, Tourism and Nonprofit Leadership:9
Special Events Management
Community Based Tourism
Managing Recreation Impacts on the Natural Environment
Eco, Adventure and Sport Tourism
Community Planning Workshop
Total Hours15
*

If student has successfully completed MKTG 2110 Principles of Marketing, this course can be substituted for RTNL 3130 Marketing in Recreation, Tourism and Nonprofit Leadership.

RTNL 3130 prerequisites waived for non-Recreation, Tourism and Nonprofit Leadership majors

.

Certificate in Youth Work in Religious Settings

The Youth Work in Religious Settings Certificate interdisciplinary program is jointly offered by the Department of Learning, Leadership, and Community and the Department of Philosophy and World Religions. The Youth Work in Religious Settings Certification Program prepares students for work in a variety of religious organizations and contexts.

Required:
Philosophy and World Religions:
RELS 1020Religions of the World3
Recreation, Tourism and Nonprofit Leadership:
RTNL 2150Foundations of Youth Work3
RTNL 3120Programming for Recreation, Tourism and Nonprofit Leadership3
RTNL 3340Prevention & Intervention Programs in Youth Work3
Electives: 6 hours of RELS xxxx courses6
Total Hours18

Recreation, Tourism and Nonprofit Leadership, B.A.

Outcome 1: Critical thinking

  1. Students graduating from the program can demonstrate critical thinking as characterized by the comprehensive exploration of ideas, issues, artifacts, and events before accepting or formulating an opinion or conclusions (Proposed artifact: Case study in RTNL Seminar).

Outcome 2: Communication

  1. Students graduating from the program can communicate effectively in written form in various formats and styles, to a variety of audiences (Artifact: Synthesis paper in RTNL Senior project).

  2. Students graduating from the program can communicate effectively in oral form (Proposed artifact: Recorded presentation in RTNL Internship course).

Outcome 3: Content knowledge/ skills

  1. Students graduating from the program can demonstrate intercultural knowledge and competence through cultural self-awareness, knowledge of cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness (Artifact: Section C of the synthesis paper in RTNL Internship course).

  2. Students graduating from the program can develop, operate and manage a program (Artifact: Portfolio in RTNL Senior project).

  3. Students graduating from the program can evaluate the facility management of a RTCS area or a space (Artifact: Site Evaluation in Areas and Facilities).

Environmental Resource Management: Ecosystems, B.A.

Goals:  Students will gain an understanding of major themes in biology related to ecosystems (organization of life, diversity and its causes) along with deeper exposure to and advanced competency in topics related to ecosystems and their management. Students will be able to think critically and communicate effectively on these discipline-specific topics.

Outcomes:

  1. Students show proficiency in advanced content from the fields of ecology, evolution, and organismal biology that will allow students to evaluate issues important to modern ecosystem management.

  2. Students will communicate effectively using discipline-specific vocabulary and standard written and oral scientific communication skills.

  3. Students will think critically about discipline-specific content as evidenced by an ability to interpret data, to effectively critique arguments, and/or to solve problems relating to natural systems.

Environmental Resource Management: Environmental Compliance, B.A.

Communication

SLO 3: Demonstrate effective written and oral communication skills related to geographic knowledge.

Critical Thinking

SLO 2: Demonstrate abilities in critical thinking and intellectual synthesis including synthesis of Geography’s multidisciplinary focus. This includes, but is not limited to, examples of human-environmental interaction, location theory, and transition models along with their past, present, and future impacts.

SLO 4: Display evidence of professional, career skills such as independent problem solving, exhibiting professional judgment, and dependability.

SLO 5: Conduct research through the development of a research question, identification and integration of relevant literature, select appropriate research methods, and execution of data collection, analysis, and interpretation.

Content Knowledge & Skills

SLO 1: Identify patterns and processes of spatial relationships and interactions, movement, diffusion, and scale to explain their causes and significance, and to understand analytical methods to study them.

Environmental Resource Management: Geosystems, B.A.

Goal 1 - Critical Thinking & Data Analysis: Our students will use concepts from Earth, Space, or Environmental Science to critically analyze and interpret scientific data.

    By the time they graduate, our students will be able to:

Outcome 1.1 - Analyze and interpret scientific data to formulate an evidence-based conclusion

Outcome 1.2 - Use a variety of mathematical tools and computer software to describe scientific phenomena and answer scientific questions

Goal 2 - Communication: Our students will be able to communicate concepts from Earth, Space, or Environmental Science.

By the time they graduate, our students will be able to:

Outcome 2.1 - Create a well-written report or paper that summarizes scientific data and draws evidence-based conclusions

Outcome 2.2 - Create and deliver a well-constructed oral report that summarizes scientific data and draws evidence-based conclusions

Goal 3 - Content Knowledge and Skills: Our students will apply concepts and theories from Earth, Space, or Environmental Science to the real world.

By the time they graduate, our students will be able to:

Outcome 3.1 - Describe fundamental theories and concepts in Earth, Space, or Environmental Science

Outcome 3.2 - Use concepts and theories from Earth, Space, or Environmental Science to create a model of a complex system

Outcome 3.3 - Use concepts and theories from Earth, Space, or Environmental Science to solve a real-world problem

    Outcome 3.4 - Use scientific equipment to collect valid scientific data.  

Environmental Resource Management: Resource Administration, B.A.

Communication

SLO 3: Demonstrate effective written and oral communication skills related to geographic knowledge.

Critical Thinking

SLO 2: Demonstrate abilities in critical thinking and intellectual synthesis including synthesis of Geography’s multidisciplinary focus. This includes, but is not limited to, examples of human-environmental interaction, location theory, and transition models along with their past, present, and future impacts.

SLO 4: Display evidence of professional, career skills such as independent problem solving, exhibiting professional judgment, and dependability.

SLO 5: Conduct research through the development of a research question, identification and integration of relevant literature, select appropriate research methods, and execution of data collection, analysis, and interpretation.

Content Knowledge & Skills

SLO 1: Identify patterns and processes of spatial relationships and interactions, movement, diffusion, and scale to explain their causes and significance, and to understand analytical methods to study them.

Instructional Design and Learning Technologies, M.A.

  1. Demonstrate professional communication through oral discussion, writing, and presentation (viewing & presenting) throughout the coursework, graduate activity, and the culminating project. (UNI SLO - Communication)
  2. Apply, analyze, and evaluate effective instructional design principles of Universal Design for Learning (UDL) and other frameworks appropriate to varied audiences. (UNI SLO - Critical Thinking)
  3. Advocate for and demonstrate safe, legal, and ethical practice with digital tools throughout the program and through application in professional environments.(UNI SLO - Content Knowledge and Skills)

Philanthropy and Nonprofit Development, M.A.

1. Students can effectively communicate philanthropy and nonprofit specific knowledge through written communication.

SLO 1.Demonstrates a thorough understanding of context, audience, and purpose of communication in philanthropy and nonprofit development.

SLO 2.Uses appropriate, relevant, and compelling philanthropy and nonprofit related content.

SLO 3.Demonstrates attention to, and successful execution of organization, presentation of relevant content, formatting, and stylistic choice.

SLO 4.Demonstrates skillful and mastery use of high-quality, credible, relevant sources.

SLO 5.Uses discipline related and highly relevant language that skillfully communicates meaning to readers with clarity and fluency, and is error-free.

2. Students will be able to systematically process a nonprofit and philanthropic issue and analyze evidence.

SLO 1. Synthesizes in- depth information from relevant sources representing various points of view/approaches.

SLO 2. Skillfully develop the methodology or theoretical framework.

SLO 3. Organize and synthesize evidence to reveal insightful patterns, differences, or similarities related to the topic.

SLO 4. State a conclusion that is based on a logical extrapolation from the inquiry findings.

SLO 5. Insightfully discuss in details relevant and supported limitations and implications.

Postsecondary Education: Student Affairs, M.A.

1. Students will demonstrate strong written communication skills on a research project that will involve creation of a topic, review of previous literature, determination of method, and completion of the project.

2. Students will demonstrate oral communication abilities as evidenced during the presentation of their oral portfolios at the end of the program.

3. According to the ten competencies designated by ACPA/NASPA as important for the field of student affairs, students will be able to identify and select appropriate artifacts that demonstrate knowledge in each competency area through the organization and completion of their learning portfolio (completed through the use of a Google Drive). Additionally, students will demonstrate growth in each of the ten competency areas over the program as evidenced by their self-reflections. The ten competency areas are:

  1. Personal and Ethical Foundations
  2. Values, Philosophy, and History
  3. Assessment, Evaluation, and Research
  4. Law, Policy, and Governance
  5. Organizational and Human Resources
  6. Leadership
  7. Social Justice and Inclusion
  8. Student Learning and Development
  9. Technology
  10. Advising and Supporting

Recreation, Tourism, and Nonprofit Leadership, M.A.

  1. Students will demonstrate the skills necessary to effectively and efficiently deliver recreation, tourism and nonprofit leadership programs (Program Content).
  2. Students will demonstrate the ability to design methodologically sound research studies, including the collection and analysis of existing literature and data collection and analysis (Program Content).
  3. Students will demonstrate the ability to integrate theory, research, and curricular content to make appropriate recommendations for action (Program Content and Critical Thinking).
  4. Students will demonstrate the ability to communicate effectively in writing (Communication).
  5. Students will demonstrate the ability to communicate effectively orally (Communication).

Teacher Leadership for International Educators, M.A.

  1. Students will be capable of demonstrating, in written form, thoughtful understanding, application and analysis of specific teacher Leader Model Standards - collaborative culture, research & data to improve practice, promote professional learning, facilitate improvement in instruction and student learning, promote the use of assessments and data, improve outreach, and advocate for the profession;

  2. Students will design, implement, and assess a contextually-based dilemma through action research; and

  3. Students will demonstrate writing skills consistent with graduate level work.

Educational Psychology: Context and Techniques of Assessment, M.A.E.

  1. School psychology students will practice data-based decision making in all areas of school psychology practice.

  2. School psychology students will develop evidence-based interventions in academic,  social-emotional, and behavioral domains.

  3. School psychology students will apply a problem-solving model in making ethical decisions.

  4. School psychology students will use data to support school systems, including preventive and responsive support services

  5. School psychology students will consider and respect differences in gender, culture, ethnicity, language, socioeconomic status, and sexual orientation and will promote a safe and respectful school environment for all individuals.

  6. School psychology students will engage in reflective practice

  7. School psychology students will communicate clearly both verbally and in writing

  8. School psychology students will demonstrate quality consultation and collaboration with educational professionals, families, and students.

  9. School psychology students will display professional behaviors throughout the program (e.g., meeting timelines, professional communication)

  10. School psychology students will provide services that promote family-school collaboration

Principalship, M.A.E.

  1. Students will demonstrate in writing a thoughtful understanding, application and analysis of specific Iowa Standards for School Leaders - shared vision, culture of learning, management, family & community, ethics, and societal context

  2. Students will orally present a thoughtful understanding, application and analysis of specific Iowa Standards for School Leaders - shared vision, culture of learning, management, family & community, ethics, and societal context.

  3. Students will compile a portfolio of evidence demonstrating a thoughtful understanding, application and analysis of specific Iowa Standards for School Leaders - shared vision, culture of learning, management, family & community, ethics, and societal context.  

Specialist in Education: School Psychology, Ed.S.

Goal 1: School psychology students will practice data-based decision making in all areas of school psychology practice.

Goal 2: School psychology students will develop evidence-based interventions in academic, social-emotional, and behavioral domains.

Goal 3: School psychology students will apply a problem-solving model in making ethical decisions.

Goal 4: School psychology students will use data to support school systems, including preventive and responsive support services

Goal 5: School psychology students will consider and respect differences in gender, culture, ethnicity, language, socioeconomic status, and sexual orientation and will promote a safe and respectful school environment for all individuals.

Goal 6: School psychology students will engage in reflective practice

Goal 7: School psychology students will communicate clearly both verbally and in writing

Goal 8: School psychology students will demonstrate quality consultation and collaboration with educational professionals, families, and students.

Goal 9: School psychology students will provide services that promote family-school collaboration

Recreation, Tourism and Nonprofit Leadership, B.A.

This is a sample plan of study with a suggested sequencing of classes for the major.  University electives may be applied to earn additional academic majors, minors, or certificates.  Students should regularly meet with their academic advisor to plan their specific semester schedule to include UNIFI/General Education program and/or university elective hours required.

Plan of Study Grid
Freshman
FallHour
RTNL 21XX Foundations Course 3
UNIFI/General Education or University Electives 12
 Hours15
Spring
RTNL 21XX Foundations Course 3
UNIFI/General Education or University Electives 12
 Hours15
Sophomore
Fall
RTNL 21XX Foundations Course 3
RTNL 3110 Management and Human Resources in Recreation, Tourism and Nonprofit Leadership 3
UNIFI/General Education or University Electives 9
 Hours15
Spring
RTNL 3120 Programming for Recreation, Tourism and Nonprofit Leadership 3
RTNL Major Elective 3
UNIFI/General Education or University Electives 9
 Hours15
Junior
Fall
RTNL 4320 Financial Resource Management in Recreation, Tourism and Nonprofit Leadership 3
RTNL 4310/5310 Areas and Facilities in Recreation, Tourism and Nonprofit Leadership 3
UNIFI/General Education or University Electives 11
 Hours17
Spring
RTNL 4330/5330 Research and Evaluation in Recreation, Tourism and Nonprofit Leadership 3
RTNL 3130 Marketing in Recreation, Tourism and Nonprofit Leadership 3
RTNL Major Elective 3
UNIFI/General Education or University Electives 7
 Hours16
Senior
Fall
RTNL 4340 Seminar in Recreation, Tourism and Nonprofit Leadership 3
RTNL Major Elective 3
UNIFI/General Education or University Electives 9
 Hours15
Spring
RTNL 4510 Internship in Recreation, Tourism and Nonprofit Leadership 9
RTNL 4520 Senior Project in Recreation, Tourism and Nonprofit Leadership 3
 Hours12
 Total Hours120
*

 * Must have a 'C' or higher in all major coursework.

**

 ** 2.5 major GPA requirement.

Education, Interdepartmental Courses

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)

Educational Leadership Courses

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)

Educational Psychology Courses

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)

Health, Recreation and Community Services Courses

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)

Learning Technologies Courses

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)

Measurement and Research Courses

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)

Postsecondary Education: Student Affairs Courses

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)

Recreation, Tourism and Nonprofit Leadership Courses

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)