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10.6.1 DEPARTMENT
OF EDUCATIONAL LEADERSHIP, POLICY, AND TECHNOLOGY STUDIES COURSES
Course Descriptions (CAT)
CAT 520 Computer Graphics Education. Three
hours.
Prerequisite: CAT
531
or CAT
532.
Application course dealing with the use of graphics in learning, including
implications for designing materials for education and training applications.
Core of course is student's individual product development and research.
CAT 531 Computer-Based Instructional
Technologies. Three hours.
An introductory course for teacher educators in the fundamentals of computer
applications for educational use. It covers historical and social contexts of
computer development, fundamentals in computer systems, Macintosh and DOS,
configuring hardware, and the use of word-processing, database, and
spreadsheet software applications for personal productivity and educational
uses.
CAT 532 Current and Emerging Instructional
Technologies. Three hours.
Prerequisite: CAT
531.
The course focuses on the educational applications of emerging chronologies,
including Internet, fax, bulletin boards, voice mail, and networks. Students
will use electronic mail and transfer files through Internet. Production
skills are required in desktop publishing and use of graphics, including draw
and paint programs and animation. A significant part of the course concerns
production in hypermedia software. Also, students will engage in the uses of
telecommunications other than computer, such as one-way interactive satellite
class, two-way video phone course sequence transmission, and two-way IITS
instructional event.
CAT 533 Curriculum Integration of Technology. Three hours.
Prerequisite: CAT
532.
This course is a culminating course that will involve the production of
technological pieces and uses of existing technologies for the development of
learning activities appropriate for the student's grade level and subject
matter.
CAT 534 Issues and Trends in Educational
Technology. Three hours.
Study of current issues and trends affecting educational computing. Examines
emerging technologies; legal, social, and ethical issues affecting
technology; technology funding and grants; technology planning; professional
development; and multicultural issues.
CAT 589 Practicum Research Educational
Computer Technology. Three hours.
Prerequisites: CAT
531,
and either CAT
532
or CAT
533.
Students pursue individual research in educational computer technology; they are
required to implement, analyze, and report findings in APA format.
CAT 689 Practicum in Educational Computer
Technology. Three to six hours.
Prerequisites: CAT
531,
and either CAT
532
or CAT
533.
Students pursue individual research in the program in educational computer
technology; they are required to implement, analyze, and report findings in
APA format.
Course
Descriptions (AEL)
AEL 520 Leadership for Communities and Stakeholders. Three hours.
A study of individual and group leadership skills for purposes of addressing
issues that impact student learning, engaging families in decisions at the
school and district levels, and building community support for schools.
AEL 521 Leadership
for Continuous Improvement. Three hours.
This course is designed to prepare prospective educational administrators for
grades P-12 to provide the instructional leadership for continuous
improvement of schools. The course focuses on knowledge and understanding
about learning, methods, and strategies for program planning, design,
implementation, and evaluation. The fit among the needs of the learner, a
planned program of instruction, and an implemented program of instruction is
examined critically.
AEL 522 Leadership for Teaching and Learning. Three hours.
The course places emphasis on developing the school leader’s knowledge of
teaching and learning, and her/his abilities to lead, coach, participate in,
and enhance teacher dialogue about student learning. It includes study of
newer research on learning (i.e., constructivist learning theory), leadership
for collaborative learning communities, and study of strategies that teachers
can use to ensure that all students learn, as well as use of lesson and test data
to diagnose, plan and design targeted learning activities for individual and
groups of students.
AEL 523 Human Resource Development. Three hours.
A comprehensive study of the basic concepts of effective supervision,
including supervisory roles and functions, communicative interaction, and
formative and summative strategies for improving instruction. Focuses on
practical application of approaches to, organization of, and techniques of
supervision for use with individuals and groups to facilitate continued
professional development and contribution to the educational enterprise.
Graduate standing required.
AEL 524 Ethics
and Law.
Three hours.
Prerequisite:
admission to MA degree program in Instructional Leadership.
A study of ethics
and law as it relates to the educational leader’s role as the “first citizen”
of the school/district community. Emphasis is on the development of effective
instructional leaders who demonstrate honesty, integrity, and fairness to
guide school policies and practices consistent with current legal and ethical
standards for professional educators.
AEL 525
Management of Learning Organizations. Three hours.
This course is a study of the theories, principles, and practices of managing
an educational organization. Emphasis will be on the practical management of
the local school.
AEL 526 Data-Informed Decision-Making. Three hours.
AEL 526 is a course that uses school-based data as a vehicle to illustrate
the applicability of decision-making models in the resolution of school problems.
AEL 527 Internship in Instructional Leadership. Three hours.
Designed to apply theory, knowledge, and skills in meaningful and practical
experiences in actual school settings. A residency of uninterrupted service
of no less than ten consecutive full days with students present is required.
AEL 599 Thesis Research. Variable credit.
Directed thesis research in the field of educational leadership. Enrollment
is subject to program regulations and consent of the student's program
committee.
AEL
600
Introduction to Educational Law. Three hours.
An introduction to how legal methods and kinds of laws, such as torts,
contracts, agency, equity, and constitutional law, apply to educational
situations. Students will be exposed to research and will be tested on state
and federal statutes, state and federal administrative law, and case law.
AEL 602 Educational Leadership and School
Restructuring. Three hours.
Prerequisites: permission of instructor
An inquiry into identification, analysis, and application of leadership
theories and interpersonal dynamics and the relationship of leadership
theories to other disciplines. Implications of these for school restructuring
and change for the improvement of instruction are emphasized.
AEL 605 Internship in Educational Leadership. Three hours.
The application of theory, knowledge, and skills in authentic educational
settings. Students are required to complete two consecutive semesters of
internship for a total of 6 hours of credit.
AEL 608 Educational Finance: Theory and
Practice. Three hours.
A study of litigation, legislation, and implementation of public-school
finance programs in the 50 states. Concentrates on four aspects of equity:
resource equity, input equity, output equity, and tax equity.
AEL 610 Personnel Administration: Theory and
Practice. Three hours.
A comprehensive analysis of personnel functions in educational
administration, including dimensions of personnel needs, fulfillment of those
needs, and the maintenance and improvement of personnel services.
AEL 611 Superintendency and the Leadership
Team. Three hours.
An inquiry—utilizing the perspectives of effective delegation and
participation—into the nature of the superintendency and the development of a
leadership team.
AEL 612 Instructional Supervision and
Mentoring: Theory and Practice. Three hours. Prerequisite: AEL 523 or permission of the instructor.
A comprehensive critical examination of advanced philosophy, theory, and
research of instructional supervision, including an interdisciplinary focus
on forces impinging upon instruction. Implications of these findings for
individual and group development and the improvement of instruction and the
instructional environment are emphasized.
AEL 616 Operational and Strategic Planning:
Theory and Practice. Three hours.
A focus on the major strategies and tactics of long-term and short-term
planning for education and other organizations. Integration of various
planning functions is stressed. The course includes 6 hours of field
experience.
AEL 618 Advanced Educational Law. Three
hours.
Prerequisite: AEL 524 or permission of the instructor.
Emphasizes original legal research by the student. After reviewing general
principles of educational law, each student selects a topic for intense research.
With the instructor's assistance, each student will prepare a publishable
article on some area of educational law. Proper use of legal notations,
forms, and research methods is stressed.
AEL 619 Politics of Education. Three
hours.
Prerequisite: Advanced graduate standing.
Study of politics as it relates to educational decision making, with emphasis
on political theory, history of politics in education, and the legislative
process. Offered once during the academic year.
AEL 620 Curriculum: Theory and Practice. Three
hours.
Prerequisite: AEL 521 or permission of the instructor.
Presents a synoptic overview of historical and contemporary discourses
necessary to understand curriculum as a synergetic field of study and an area
of professional practice. Emphasis is placed on the contributions of
individual scholars and the 1970s shift in the field from traditionalist to
reconceptualist perspectives. Applications to practice are explored.
AEL 622 Staff Development. Three hours.
Prerequisite: AEL 612.
A study of
principles and techniques for the continued professional development of
individuals and groups who are responsible for establishing learning
environments. The course is designed for those in instructional leadership
positions who are responsible for the development, implementation, and
evaluation of staff development (in-service) programs, including conferences,
workshops, single sessions, and comprehensive programs.
AEL 624 Practicum
in Educational Leadership. Three hours.
Prerequisite: Completion of all AEL required courses.
Directed opportunities to use educational leadership knowledge and skills to
design projects and solve problems. Students develop a field-based project
that includes the identification and analysis of a local school or district
problem and the implementation and evaluation of a solution to the identified
problem.
AEL 636 School
Business Management. Three hours.
This course provides an introduction and overview of school and school system
business management and related technologies, including generally accepted
accounting principles (GAAP); fund accounting; school budgets and the
budgeting process; stewardship of resources and internal control; asset
acquisition, purchasing and contracts; local school revenues, reporting and
relationships to school support organizations and student activities.
AEL 649 Advanced Research. Variable
credit.
Directed research activities related to educational leadership topics.
Enrollment is subject to program regulations and permission of the student's
program committee. Credit is based on the nature and degree of student
involvement.
AEL 650 Organizational Theory. Three
hours (core course for PhD/EdD in educational administration).
An exploration of the relationship among concepts, generalizations, and
theoretical models found in the behavioral and social sciences. The
application of these to administrative practice in educational settings is
addressed.
AEL 655 Human Resource Development: Theory
and Practice. Three hours.
Prerequisite: AEL
610
or permission of the instructor.
An analysis of the major functions involved in administering a staff
personnel program. Stresses the interrelationship of functions and focuses on
the administrative level and the organizational development/human resource
development relationship.
AEL 661 Major Issues and Trends. Three
hours.
An advanced analysis of current issues and trends impacting educational
organizations and the leaders of those organizations.
AEL 664 The Dynamics of Change. Three
hours.
Components of change will be identified and theories of social and personal
dynamics will be adapted and applied to planned programs of change in
education.
AEL 666 Educational Facilities Planning and
Utilization. Three hours.
Emphasis on the practical applications of planning building programs for
school districts. Includes bond issues, educational specifications,
architectural specifics, and construction.
AEL 667 Multicultural and Social Education
for Leadership Personnel. Three hours.
An advanced inquiry into contemporary social and cultural dimensions of
education and their relationships to leadership. Includes issues of
diversity, gender, ethnicity, pluralism, and equality.
AEL 669 Curriculum and the Study of
Schooling. Three hours.
Prerequisite: AEL
620
or permission of the instructor.
An inquiry into the curriculum of schooling. Critical analysis of the
relationship of curricular decision making to social and political systems
and other school context variables is emphasized. Application is made to
contemporary issues and problems in school leadership and restructuring.
AEL 671 Survey of Instructional Supervision. Three
hours.
Prerequisite: AEL
612
or permission of the instructor.
A critical examination, interpretation, and evaluation of significant current
and classical writings in the field of instructional supervision with
particular emphasis on research findings, the emergence of instructional
trends and issues across the literature, and applications for effective
leadership of instructional supervision.
AEL 681 Ethics and Education. Three
hours.
Doctoral core course. An exploration and examination of traditional and
contemporary ethical issues confronting educational leaders, managers, and teachers
at all levels of the educational process. Emphasis on an interdisciplinary
approach to foundations in ethical theory and establishing a conceptual
framework for the resolution of moral and ethical questions prevalent across
the education spectrum.
AEL 682 Leadership and Organizations: Theory
and Applications. Three hours (core course for PhD/EdD in educational
administration).
Prerequisite: AEL
602
or permission of the instructor.
An examination of historical and contemporary theories, models, concepts, and
practices for effective and efficient approaches to leadership within
organizations and how these apply to educational settings.
AEL 683 Contemporary Political and Economic
Issues in Education. Three hours (core course for PhD/EdD in
educational administration).
An exploration of contemporary economic and political dimensions of education
and their relationships to leadership. Includes issues related to issues of democracy,
governance, power, equity, and choice.
AEL 694 Clinical Research Project
Dissertation. Variable credit.
Twelve semester hours (EdD) or 24 semester hours (PhD) required. Research
for and preparation of EdD clinical research project dissertation designed
to address a policy or problem of practice. Student must maintain continuous
enrollment for a minimum of 3 semester hours per semester until dissertation
is completed. Enrollment is subject to program regulations and permission of
the student's dissertation committee.
AEL 695 Seminar in Curriculum Leadership. Three
hours.
An advanced seminar for students to explore, discuss, and interpret
contemporary curriculum practice and research. Provides students with
opportunities for critical inquiry into an area of specialized need and
interest.
AEL 696 Seminar in Administration and
Planning. Three hours.
An advanced seminar for students to explore, discuss, and interpret
contemporary curriculum practice and research in leadership for administration
and planning. Provides students with opportunities for critical inquiry into
an area of specialized need and interest.
AEL 697 Seminar in Instructional Leadership. Three
hours.
An advanced seminar for students to explore, discuss, and interpret contemporary
curriculum practice and research in instructional leadership. Provides
students with opportunities for critical inquiry into an area of specialized
need and interest.
AEL 698 Dissertation Seminar in Educational
Leadership. One hour.
Prerequisite: Admission to doctoral study.
Analysis and discussion of current research topics, effective research
approaches, and exemplary research practices and programs related to
educational leadership. Outlines expectations for graduate work, explores
possible areas of investigation for doctoral dissertations, examines research
designs and proposals, and provides opportunities for refinement of student
manuscripts prior to formal presentation. A minimum total of 3 semester hours
of credit is required.
AEL 699 Dissertation Research. Variable
credit.
Twelve semester hours (EdD) or 24 semester hours (PhD) required. Directed
dissertation research in the area of educational leadership. Student must
maintain continuous enrollment for a minimum of 3 semester hours per semester
until the dissertation is completed. Enrollment is subject to program
regulations and permission of the student's dissertation committee.
Course
Descriptions (AHE)
AHE 500 Perspectives on Higher Education
Administration. Three hours.
How higher education has been shaped by the major trends in American society,
how it has contributed to the development of this country, and what may be
expected of higher education in the future. Higher education is also viewed
in institutional and conceptual forms from the perspective of students,
faculty, and administrators.
AHE 510 The Community and Junior College. Three
hours.
An overview of the development, format, issues, and purposes of the
contemporary community and junior college.
AHE 511 Orientation in Higher Education. Three
hours.
Introduction to structure, processes, and study of higher education
organizations, including community colleges, technical schools, and
universities.
AHE 520 The Student in Higher Education. Three
hours.
A survey of the needs, characteristics, and cultures of the American college
student within various types of higher education institutions.
AHE 521 Student
Affairs. Three
hours.
An overview of
the organization, personnel, and practices of student affairs and related
higher education functions in U.S. colleges and universities. The course is
designed to increase student understanding of how student services, student
activities, and student development tasks are organized, administered, and
assessed. Students will explore the main issues, roles, constituencies and
expectations affecting individual professionals as well as the profession as
a whole.
AHE 530 Law in Higher Education. Three
hours.
Investigates and explicates the structure and background of law and equity in
higher education, with emphasis on how statutory law, administrative law, and
case law respond to and affect faculty, students, administrators, and
trustees. Constitutional law, contracts, torts, the law of private
associations, civil rights statutes, executive orders, injunctions, specific
performance, corporate and partnership law, law of agency, and laws on
liability are studied as they apply to higher education.
AHE 540 Organization and Administration of
Higher Education. Three hours.
Overview of the organization, administrative roles and positions,
administrative process, and administrator relationships within various
institutions of higher learning.
AHE 550 Finance and Business Affairs in
Higher Education. Three hours.
An overview of the budgeting processes, sources of revenue, types of
expenditures, and issues and innovations in financing various types of
contemporary institutions of higher education. Also a survey of the various
business and planning operations vital to the operation of colleges and
universities.
AHE 560 Comparative Higher Education. Three
hours.
This course is designed to provide a cross-cultural perspective on issues
related to higher education throughout the world. The course will focus on
topics such as reform, students and student activism, internal and external
governance of universities, unions, and the academic profession in key world
regions.
AHE 570 Higher
Education Policy and Finance. Three hours.
This course will
introduce students to the essential elements of higher education policy and
finance. Students will examine the main financing options of colleges and
universities; college costs and pricing; financial aid policy, and emerging
policy issues.
AHE 590 Independent Study in Higher
Education. Three hours.
Prerequisite: Permission of the instructor.
Directed independent study in the literature of higher education, designed
for the student seeking a minor or pursuing master's work in the program in
higher education (AHE).
AHE 591 Seminar in Higher Education. Three
hours.
A topical seminar on a current issue or problem in higher or postsecondary
education. On occasion, the seminar involves travel or on-site visitations to
institutions or oversight bodies.
AHE 592 Internship in Higher Education. Three hours.
Prerequisite:
Admitted to the Higher Education Program
The application
of theory, knowledge, and skills in authentic educational settings. Students
are required to complete one semester of internship for a total of three
hours credit.
AHE 599 Thesis
Research. Three
to six hours.
Directed thesis research.
AHE 600 Student Development Theory I. Three
hours.
Introduction to the theoretical basis for the delivery of services through
organizational student development, and a study of the research basis for
student development.
AHE 601 Professional Seminar in Higher
Education. Three hours.
This course is designed for students newly admitted to the doctoral program
in higher education administration. As such, the seminar concentrates on
issues and concerns that arise as part of the doctoral experience. Course
activities and experiences may vary according to the professional experience
and academic background of course participants.
AHE 602 Problems in Higher Education. Three
hours.
Seminar studying the current issues and trends related to higher education.
AHE 603 College and University Teaching. Three
hours.
An intensive graduate seminar that provides an overview of the issues,
principles, and practices associated with effective college teaching. Topics
include learning and diversity; teaching models and strategies; teacher and
student behaviors and learning outcomes; and instructional improvement
strategies.
AHE 607 Student Development Theory II. Three
hours.
Provides a comprehensive study of student growth and development during the
college years. The course is designed to address professionals in student
affairs and higher education administration.
AHE 610 Academic Cultures and Learning in
Academe. Three hours.
An intensive examination of the student, faculty, and administrative cultures
in higher education environments. The impact of various internal and external
factors on institutional culture and behavior will also be studied,
particularly as they relate to teaching, learning, research, and service.
AHE 620 Power, Politics, and Change in Higher
Education Systems. Three hours.
A study of higher education institutions as complex organizations within a
framework of local, state, and federal domains. Attention is focused on the
institution as a dynamic political entity that continually undergoes change.
State-level coordination and systems behavior are also examined.
AHE 640 Organizational Change in Higher Education. Three
hours.
Colleges and
universities face tremendous challenges; the need for change—and for change
agents—has never been greater. This course examines organizational change
both theoretically and practically in higher education.
AHE 641 Personnel
and Human Resource Management in Higher Education. Three hours.
Need for and
types of personnel; recruitment, advancement, and security of personnel;
salaries, wages, and benefits; and problems peculiar to college personnel.
AHE 642 Institutional Research and Assessment
in Higher Education. Three hours.
An overview of the institutional research and analysis techniques utilized in
contemporary higher education. The course is configured for those with an
interest in conducting institutional research and/or working in offices of
institutional research on the campus, system, and/or state level.
AHE 643 Grant Writing and Contract
Management. Three hours.
Prerequisite: AHE 630 or permission of the instructor.
An introduction to the legal principles of contracts and grants in higher
education, including how to identify funding sources, make the proposal, and
manage the project. Statutory, administrative, and case law will be studied
as they relate to making the proposal and managing the project.
AHE 644 Academic Program Development and
Evaluation in Higher Education. Three hours.
Design and management of academic programs; study of institutional structures
for academic affairs; practice in program review for instructional improvement;
and overview of graduate programs (general and liberal education, as well as
occupational and professional education).
AHE 660 Case Studies in Higher Education. Three
hours.
This course is
designed to enhance an understanding of decision making in higher education.
Based on case studies, students will analyze, propose policies, generate
action plans and implementation procedures, and assess the potential
consequences of their administrative decisions.
AHE 680 Reading
Research in Higher Education. Three hours.
The purpose of
this course is to provide students with skills that enable them to understand
and synthesize current research in higher education.
AHE 690 Directed
Doctoral Study in Higher Education. Two to six hours.
Prerequisites: Permission of the instructor and prior approval of study
topic.
Directed individual study and analysis of a problem confronting higher
education. Note: Frequently, special one-time-only seminars focusing on a
particular aspect of higher education are offered by program faculty under
this course number.
AHE 699 Dissertation Research. Three to
twelve hours.
Directed dissertation research in the field of higher education. Enrollment
is subject to program regulations and permission of the student's
dissertation committee chairperson. Also offered in summer school.
Course
Descriptions (AIL)
AIL 600 Integration of Technology in
Education and Training. Three hours.
An examination of advanced applications of current and emerging instructional
technological applications in a variety of settings and in the context of
various fields of study and job environments. Technologies and applications
addressed in current course include computers, the Internet, presentation
media, and multimedia. Cognitive, product, and skill competencies are
included. Cognitive competencies are integrated into product and skills
evaluations. Products are required to reflect some competencies, while skills
competencies are either observed directly or inferred from the products.
AIL 601 Theories of Learning Applied to
Technological Instruction. Three hours.
Advanced theory and applications of educational technology. Including the
effects of technology on thinking and learning, and the effects of technology
in problem solving and other higher-level thinking skills, the course
examines current research on computerized learning (CAI, simulation, and
tutorials) and other relevant topics such as virtual reality, games and
gaming theory, hypertext (design and comprehension), presentation software,
groupware for cooperative learning, and telecommunications (distant and/or
distributed learning).
AIL 602 Electronic Instructional Design. Three
hours.
Designed to develop basic knowledge and skills for electronic instructional
design—analysis, design, production, evaluation, and revision—for specific
electronic projects.
AIL 603 Telecommunications and Networking. Three
hours.
Designed to explore design, layout, and installation of local and wide area
networks. Addresses topologies, ethernet standards, physical layer, network
operating software, data-link layer, file server, network cards, hubs,
peripherals, routers, and other network operations.
AIL 604 Distance Technologies. Three
hours.
Prepares students with knowledge and skills in methods of distance education,
which incorporates telecommunications and computer technology to instruct
students at remote locations or to serve as an adjunct to classroom
instruction. The technology used includes telephony, cable television,
satellite communications, videocassettes, videoconferencing,
computer-mediated instruction, and/or online computer communication via the
Internet.
AIL 605 Interactive Multimedia Process. Three
hours.
Prepares students with knowledge and skills in modeling, simulation, testing,
or analysis or training in real-world contexts using interactive multimedia
processes.
AIL 606 Software Technology. Three hours.
Intended for students who have had some prior programming experience;
otherwise, students will need to develop competencies prior to taking this
course. Issues include matching the capabilities of the medium to the
intellectual structure of the subject, who directs the interaction between
human and computer; the size of the intellectual field; and pedagogical concerns
in choosing the operations of a software environment. Students are expected
to design and complete a project at the end of the course.
Course
Descriptions (BEF)
BEF 503 History of American Education. Three
hours.
An interpretive history of the educational and social movements and conflicts
leading to understanding contemporary issues of educational aims, curriculum,
teaching methodology, administrative policy, and the professionalization of
teaching. Offered in alternate semesters and in summer school.
BEF 504 Philosophy of Education. Three
hours.
An examination into the meaning and purpose of education in light of major
philosophical problems of knowledge, value, and reality. Offered in alternate
semesters and in summer school.
BEF 507 Sociology of Education. Three
hours.
A sociological emphasis on cultural factors (such as ethnic background;
socioeconomic status; family, peers, and community; and sex-role
stereotyping) that influence education in a pluralistic society.
BEF 510 Social and Philosophical Foundations
of Education. Three hours.
Prerequisite: Admission to an alternative certification program or permission
of the instructor.
Education is necessarily concerned with issues of value, knowledge, and reality—philosophy.
Yet these concerns are always understood from the vantage point of cultures
in transition within the framework of a social tradition—sociology and
history. This course examines the development of the public school in
relation to the social, cultural, and intellectual makeup of the nation as a
whole.
BEF 512 Church, State, and the School. Three
hours.
A critical interpretation of the First Amendment and the separation of church
and state in American education.
BEF 534 Multicultural Education. Three
hours.
Selected aspects of the anthropological and sociological foundations of
education, with a critical evaluation of their relevance for increasing
and/or enhancing multicultural understanding.
BEF 575 Foundations of Education through
Film. Three hours.
One of the most powerful media for awakening and reflecting on ideas is film.
This course uses various films with educational themes to examine social and
philosophical issues in education.
BEF 581 Educational Policy and Reform. Three
hours.
A focus on the relation of the public school to the state, on the principles
of education, and on the possibilities for reform.
BEF 585 Language Politics and Education. Three hours.
Course covers the history and politics behind the English-only movement and
its effect on education policy for language minority students. Informed by
international comparisons, second language acquisition theory, and
effectiveness studies, the pros/cons of bilingual and English-only policies
are analyzed.
BEF 598 Nonthesis Research. Variable
credit.
Individual research in history, philosophy, or sociology of education.
BEF 599 Thesis Research. Three to six
hours.
BEF 607 Readings in Sociology of Education. Three hours.
Individualized readings in the sociology of education, with a focus on the
educator as reflective practitioner and facilitator of learning.
BEF 639 Educational Theory and Policy. Three hours.
A critique of educational theory—learning, curricular, instructional,
administrative—and its implications for policy making.
BEF 640 Studies in the History of Education. Three
hours.
A critical examination of significant events, movements, or individuals in
the history of education.
BEF 641 Studies in the Social Foundations of
Education. Three hours.
A special topics course providing an in-depth analysis of important
individuals, theories, and contemporary issues in the social foundations of
education.
BEF 642 Studies in the Philosophy of
Education. Three hours.
This course provides in-depth analyses of important individuals, ideas, or
concepts that have helped to develop, expand, or shed light on our
philosophical understandings of the myriad and contested purposes, policies,
and practices of schooling.
BEF 644 Philosophy of Science and Its Relation
to Educational Research. Three hours.
An inquiry into the basic assumptions and principles underlying scientific
research in education. Offered spring semester.
BEF 653 History of American Higher Education.
Three hours.
A critical interpretation of the institutional development of American higher
education and its cultural and intellectual roots.
BEF 654 Philosophy and American Higher
Education. Three hours.
An analysis of the language, concepts, and value judgments embedded in
higher-education policy issues.
BEF 667 Multicultural and Social Educations
for Leadership Personnel. Three hours.
An advanced inquiry into contemporary social and cultural dimensions of
education and their relationships to leadership. Includes issues of
diversity, gender, ethnicity, pluralism, and equality.
BEF 681 Ethics and Education. Three
hours.
An exploration and examination of traditional and contemporary ethical issues
confronting educational leaders, managers, and teachers at all levels of the
educational process. Emphasis on an interdisciplinary approach to foundations
in ethical theory and establishing a conceptual framework for the resolution
of moral and ethical questions prevalent across the educational spectrum.
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