Graduate Faculty

701-231-7202

School of Education Graduate Faculty

Mari Borr, Ph.D.
University of North Dakota, 2005
Research interests:
Experiential Learning, Family and Consumer Sciences, Professional Development Evaluation

Stacy Duffield, Ph.D.
University of North Dakota, 2003
Research interests:
Teacher Preparation, the Professional Development School Model, and Literacy Issues

Myron Eighmy, Ph.D.
University of Minnesota, 1995
Research Interests:
Higher Education Policy, Training and Human Resources Development, State and Federal Policy for Workforce Education and Training

Kathy B. Enger, Ph.D.
University of North Dakota, 2003
Research Interests:
Collaborative leadership in higher education, Women and leadership in th feminized professions, Strategic planning, Citation analysis

Brenda Hall, Ed.D
Virginia Polytechnic Institute and State University, 1993
Research Interests:
Intimate Partner Violence, Community/School partnerships, Collaborative Group Practices

Thomas Hall, Ed.D.
University of South Dakota, 2005
Research Interests:
Community Education, Adult Learning

J. Wade Hannon, Ed.D.
University of Arkansas, 1983
Research Interests:
Counselor Education; Community Counseling; Multicultural Counseling; Critical Theory, Feminism, Professional Ethics; Research; Public Policy; and the Person-Centered Approach

Carol B. Hoheisel, Ph.D.
Kansas State University, 2005
Research interests: School Counseling; Career Education, Crisis Management Preparation, Trauma

Gerald Ketterling, Ph.D.
University of Iowa, 1992
Research interests:
Implementation and design of inquiry based methods in the science classroom (K-college), Small group interactions, Science learning environments, and Effectiveness of alternative certification programs

Denise K. Lajimodiere, Ed.D
University of North Dakota, 2006
Research Interests/Area of Expertise: Native American Female Leadership; Horizontal Violence/Relational Aggression and girl bullying among young Native females living on reservations

William O. Martin, Ph.D.
University of Wisconsin, 1993
Research interests:
Mathematics Education

Jill Nelson , Ph.D.
Kent State, 2005
Research interests: Community Counseling, Counselor Education Counselor Supervision, Brief and Solution-Focused Approaches

Robert C. Nielsen, Ed.D.
University of Northern Colorado, 1973
Research Interests:
School Counseling, Stress Management, Cognitive Counseling

Mark Schmidt, Ph.D.
The Florida State University, 2000
Research Interests:
Institutional Analysis, Program Assessment, Interinstitutional Collaboration

Ronald M. Stammen, Ph.D.
Ohio State University, 1990
Research Interests: Research Methods
Telecommunications, Computer Support to School Instruction/Administration, Vocational Education

Justin J. Wageman, Ph.D.
University of North Dakota, 1999
Research Interests:
Standards, Curriculum, Instruction, Assessment, Professional Development and Evaluation

Brent Young, Ph.D.
Oklahoma State University, 2006
Research Interests/Area of Expertise: Academic achievement in the context of agricultural education, student teacher-cooperating teacher relationships, and experiential learning

Health, Nutrition, and Exercise Science Graduate Faculty

David Barney , Ph.D.
Florida State University, 2002
Research Interests:
Physical Education Pedagogy

Thomas C. Barnhart, Ph.D.
University of New Mexico, 1978
Research Interests:
Recreation Management, Playground Safety

Ardith Brunt, Ph.D.
Iowa State University, 1999
Research Interests:
Nutrition, Gerontology

Bryan Christensen, Ph.D.
University of Kansas, 2002
Research Interests:
Biomechanics, Sport Psychology

Pam Hansen, Ed.D.
University of South Dakota, 2000
Research Interests:
Athletic Training

Arthur W. Maughan, M.S.
North Dakota State University, 1966
Research Interests:
Coaching

Frank Pleban, Ph.D.
Southern Illinois University-Carbondale, 2002
Research Interests:
Adolescent health, juvenile delinquency, gangs, school bullying

Yeong Rhee, Ph.D.
Oklahoma State University
Research Interests:
Trace elements, chronic disease, immune function, functional foods

Julie Garden Robinson, Ph.D.
North Dakota State University, 1994
Research Interests:
Food Safety, Applied Nutrition

Brandford N. Strand, Ph.D.
University of New Mexico, 1988
Research Interests:
Physical Education Curriculum and Instruction

Donna Terbizan, Ph.D.
The Ohio State University, 1982
Research Interests:
Exercise Physiology, Fitness, Wellness, Human Performance

Music Graduate Faculty

Andrew Froelich, D.M.A.
Michigan State University, 1969
Research Interests/Area of Expertise:
Piano Performance, Theory/Composition

Robert Groves, Ph.D.
University of Iowa, 1981
Research Interests/Area of Expertise:
Piano Performance, Literature, Popular Music Literature

Robert Jones, D.M.A.
University of Oklahoma, 1991
Research Interests/Area of Expertise:
Vocal Performance and Pedagogy, Opera, World Music

Kyle Mack, D.A.
Ball State University, 1992
Research Interests/Area of Expertise: Conducting, Low Brass, Instrumental Jazz, Band

E. John Miller, Ph.D.
Northwestern University, 1991
Research Interests/Area of Expertise:
Music Theory, Technology

Jo Ann Miller, D.M.A.
University of Cincinnati-College Conservatory of Music, 1989
Research Interests/Area of Expertise:
Choral Conducting, Literature, Choirs

Neil Mueller, D.M.A.
Boston University School for the Arts, 1998
Research Interests/Area of Expertise:
Trumpet Performance

Warren Olfert, Ph.D.
Florida State University, 1992
Research Interests/Area of Expertise:
Music Education, Conducting, Instrumental Music

Matthew Patnode, D.M.A.
Arizona State University, 1999
Research Interests/Area of Expertise: Woodwinds, Jazz Studies

 

Program Description

The School of Education offers graduate study leading to the Master of Education (M.Ed.) and Master of Science (M.S.) degrees. Graduate majors in the areas of counseling (school and community), educational leadership (school administration and community education), teacher education (curriculum and instruction or discipline-specific programs), agricultural education, and family and consumer sciences are offered. The Master's and Specialist degrees in Educational Leadership (Ed.S.) involves course work through the Tri-College University . A doctoral program in Education (Ph.D. and Ed.D.) with options in Institutional Analysis and Occupational and Adult Education, and a Human Development -Counselor Education track in the Human Development and Education Ph.D. program are also offered.

The NDSU programs in education are accredited by National Council for Accreditation of Teacher Education and are approved by the ND Education Standards and Practices Board. Changes in national and state legislation, standards, or rules can affect academic program requirements.

Doctoral Program in Education

The following doctoral degrees in Institutional Analysis and Occupational and Adult Education are offered. The Doctor of Education (Ed.D.), degree requires extensive field service involving qualitative and/or quantitative research, leading to a dissertation that will apply a theory at an institution. The Doctor of Philosophy (Ph.D.) degree requires extensive inquiry involving quantitative and/or qualitative research, culminating in a dissertation that will develop and/or test theory.

The Institutional Analysis option is unique and focuses on mid-management needs regarding assessment, evaluation, research, and institutional analysis. This program involves data-drive statistical knowledge, comprehensive research skills, and dispositions needed to work with both academia and other environments, such as business, military, and government.

The Occupational and Adult Education option uniquely addresses emerging needs in all aspects of adult education. This option specifically relates to entrepreneurial-alternative deliveries that enhance emerging professional development and advanced training for business, industry, government, and military enterprises. This program integrates assessment and evaluation techniques, statistical skill, and research knowledge with curriculum and instructional development for workplace needs.

Counseling Program ( Counselor Education)

The Counselor Educational program, accredited by the Council for Accreditation of Counseling and Related Programs (CACREP), within the School of Education prepares counselors to work professionally with persons from diverse cultural backgrounds and in a variety of settings. Program specializations are available in school counseling and in community counseling at the master's degree level, and in Human Development - Counselor Education at the Ph.D. level. Review of application for degree programs is once each year beginning on February 1, with master's degree course work required to start the following summer.

Educational Leadership

The principle purpose of the program is to provide professional/academic education for individuals preparing for mid-management administrative positions (i.e., elementary school principal, secondary school principal, or community education director), staff administrative positions (i.e., school district business managers, technology coordinators, or curriculum coordinators), and upper-level administrative positions (i.e., superintendent of schools). The Educational Leadership program prepares students for Master of Education(M.Ed), Master of Science (M.S.) and Education Specialist (Ed.S.) degrees in Educational Administration. Programs meet certification requirements in the various areas appropriate to K-12 administration.

Teacher Education

The graduate program in Teacher Education is committed to the further development of educational leaders who are dedicated to educational equity for all persons. The Teacher Education graduate program is aligned with the National Board for Professional Teaching Standards (NBPTS) to reflect the importance of applied research and content development of educators.

Programs offered in Teacher Education focus on the development of educational leaders and are designed for the practitioner. Students will engage in action research as a component of the program. Due to the unique nature of the program, candidates must have access to a teaching setting.

Plans of study for either the M.Ed. or M.S. in Teacher Education may emphasize curriculum and instruction or specific education disciplines including: Agricultural Education, English, Modern Languages, Health, Family and Consumer Sciences, Mathematics, Music, Physical Education, Science, History, Social Studies and Speech. Students are encouraged to work closely with an academic adviser to ensure that personal and professional goals are clear and achievable. Some of the options with unique features are described in more detail below and on the next page.

Curriculum and Instruction

The program focuses on further development of teacher leaders through study of instructional delivery and enhancement. The program curriculum includes areas of human development, learning, foundations of education, school curriculum, roles of schools and society, and further study in areas of interest. Candidates choosing this option for an M.S. degree must also complete a thesis.

Music Education

The Master of Education (M.Ed.) degree with a Music Education option is a dual program offered collaboratively by the School of Education and the Department of Music. The program is designed to facilitate the needs of currently working music teachers as well as students who wish to continue their education to the master's level after having completed the baccalaureate degree. It is possible to complete the M.Ed. degree in Music Education by attending three consecutive summer sessions, two years in residence during the academic year, or a combination of both. Most courses in the degree program are offered in the late afternoon or evening.

Applied study may be in the areas of vocal, instrumental, or conducting. Students electing the choral emphasis will take vocal pedagogy and survey of choral literature. Students electing the instrumental emphasis will take instrumental pedagogy (woodwind, brass, or percussion) and survey of band literature. No thesis is required; rather, students will complete 2 three-credit hour practicum experiences: one in education and one in music. The practica will be agreed upon and planned jointly by the student and his/her adviser(s).

Science Education

The M.Ed. (Science Education) degree option provides secondary science teachers with an enriched foundation in pedagogy, the sciences, and scientific research. The degree consists of 16 semester hours of education courses, 15 semester hours of graduate-level science courses, a practicum (classroom teaching) project, and a science research experience. The final requirement of this M.Ed. degree is the oral defense of a portfolio of accomplishments completed during the program.

The science requirements may be fulfilled by completing a variety of graduate science courses, many of which are offered during the summer months. Teachers are encouraged to discuss this degree option with a Science Education adviser from the NDSU Center for Science and Mathematics Education.

Agricultural Education

Agricultural Education offers graduate study leading to the M.Ed. and M.S. degrees. Advanced work may involve specialized training in vocational education, extension education, international extension, and agricultural education.

Degree programs are planned cooperatively to meet the needs of individual students. Candidates are encouraged to include supporting work relevant to subject matter areas of interest. Some courses focus on problems related to various phases of Agricultural Education, including secondary, post-secondary, adult, and extension programs. Others emphasize issues common to all service areas in agricultural and extension education. Provision may be made for candidates to include internships in agribusiness, natural resources education, or other aspects of agricultural and extension education in their programs. Candidates should work closely with an adviser.

Family and Consumer Sciences Education

Students have the option of pursuing an M.Ed. or M.S. degree in Family and Consumer Sciences Education. Advanced work may be taken in FCSE, vocational education, extension, and curriculum design and development.

This program is designed to provide students with an expanded background in Family and Consumer Sciences Education as well as the broader field of education with a solid foundation in research methodology. Students are encouraged to complete additional course work in areas of interest. Internships can be incorporated into the program of study and provide an opportunity for students to examine current issues. Candidates should work closely with an adviser.

Admissions Requirements

Qualified students may apply for admission to graduate programs in the School of Education leading to Doctor of Education (Ed.D.), Doctor of Philosophy (Ph.D.), Education Specialist, (Ed.S.), Master of Education (M.Ed.), or Master of Science (M.S.) degrees. In addition to requirements described under academic information elsewhere in this bulletin, criteria are stated below that will be considered at the time of application for admission into graduate study. Admission to a doctoral, master's or education specialist program is considered only after all required application materials have been received and reviewed. Where appropriate, all international student requirements must be met. If a program has a cohort group with enrollment limitations, an entrance interview will be required.

For the doctoral programs in Education the required materials are:

1. A statement of career goals consistent with the goals of either the Ed.D. or Phd.D. program.,
2. Official transcripts of baccalaureate and master's (or equivalent) degrees from accredited institutions,
3. Three letters of recommendation attesting to demonstrated academic strength in undergraduate and/or master's (or equivalent) degrees, and
4. A master's degree GPA of 3.0 or equivalent.

For the Human Development -Counselor Education Ph.D. program see Human Development and Education.

Required materials for the Education Specialist (Ed.S.) degree in Educational Leadership are:

1. A written statement of career goals;
2. Official transcripts of baccalaureate and master's (or equivalent) degrees form accredited institutions,
3. A master's degree GPA of 3.0 or equivalent, and
4. The letters of recommendation attesting to demonstrated academic strength in undergraduate and/or master's (or equivalent) degrees.

For either the Master of Education (M.Ed.) or the Master of Science (M.S.) programs the required materials are:

1. A completed, signed application form;
2. Official transcripts of all previous collegiate work, including one verifying graduation with a baccalaureate degree from an accredited institution;
3. Three references that evaluate the applicant's potential for success as a graduate student in the chosen master's degree program.
4. An exhibit of the applicant's written competency through an essay discussing professional philosophy and professional goals. The statement of career goals should be consistent with the five propositions of the National Board of Professional Teaching Standards (NBPTS - http://www.nbpts.org ), as well as provide reasons for applying to the program.
5. Applicant's baccalaureate degree cumulative GPA must be at least 3.0 on a 4.0 scale or equivalent.

The School of Education reserves the right to obtain additional information about the student's professional competence from qualified professionals.

Admission decisions are based upon the predicted success of the applicant as a student and professional in the chosen field and are made only after considering all available data. The criteria for admission are as follows:

NOTE: Earning an academic/professional degree does not necessarily lead to state credential or licensure. People seeking licensure must provide evidence of the required number of years of teaching or counseling, and, in the case of school administration, administrative experience. Potential and current students should consult with the appropriate academic program coordinator for advice about licensure, certification, or credentialing after communicating with the appropriate state official.

Admission with Full Standing

A student must meet all requirements for full admission. The following criteria act as guidelines for full acceptance: A cumulative baccalaureate GPA of 3.0 or better on a 4.0 scale, a GPA of at least 3.25 during the final 30 semester credits of graded undergraduate course work, or a minimum GPA of 3.0 on 10 semester credits of graduate course work.

Admission with Conditions

A student who does not meet all requirements for full admission may be admitted with conditions by showing evidence that the applicant's potential is not adequately reflected by her/his record. The following criteria act as guidelines for conditional acceptance: A minimum cumulative GPA of 2.80 or better on a 4.0 scale, and MAT (or GRE) scores that show prospects of satisfactory graduate school performance.

A student admitted to this status will be provided with a statement of the conditions necessary to be satisfied before advancement to full standing. A student must be advanced to full standing before a plan of study can be approved.

After being accepted for graduate study in the School of Education , the student should contact an adviser assigned to her/him for assistance in filing a plan of study for consideration by the School of Education .

All enrollments in Education courses before the student files a graduate plan of study must be approved by the adviser. The School of Education will evaluate graduate courses taken prior to filing the graduate plan of study when the student's plan of study is being considered. Only those courses approved by the School of Education may be included on the final plan of study leading to the degree.

Financial Assistance

Graduate assistantships are available in the School of Education . Applications are considered on the basis of scholarship, potential to undertake advanced study and research, and financial need. Students must be accepted into The Graduate School before they are eligible for an assistantship.

Degree Requirements

Doctoral degree programs within the School of Education require a minimum of 90 semester hours beyond the bachelor's degree (a minimum of 50 semester hours beyond the master's degree). For the Human Development -Counselor Education doctoral program, see Human Development and Education.

Master's programs within the School of Education require a minimum of 30 semester credits (minimums vary by academic program). The Master of Science (M.S.) degree requires a disquisition. The Master of Education (M.Ed.) degree is a non-disquisition, practitioner-oriented degree. Programs vary on requiring a written comprehensive exam or a portfolio/oral.

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Courses Offered

Counselor Education (CNED)

710 Counseling Techniques 3

Basic principles and techniques in the counseling process. Emphasis given to counseling techniques from several counseling orientations. Prereq: Admission to program.

711 Counseling Theory 3

Study of various theories and philosophies of counseling and therapy. Prereq: Admission to program.

712 Dynamics of Self 3

Application of personality theory and the life stages to human behavior and the counseling process. Prereq: Admission to program or instructor's permission.

713 Assessment Techniques 3

Techniques and procedures of studying the individual and diagnostic process in identifying client issues. Prereq: Admission to program or instructor's permission.

714 Career Counseling and Testing 3

Study of theories of career development and the use of career information and testing in career counseling. Prereq: Admission to program or instructor's permission.

715 Professional Orientation and Ethics 3

Introduction to dealing with professional and ethical responsibilities and multicultural issues in the counseling field. Prereq: Admission to the program.

716 Social and Cultural Foundations in Counseling 3

Issues and trends in counseling with multicultural and diverse populations within our society. Prereq: Educ 710, 711, Admission to program.

720 Group Counseling 3

Study of group counseling principles appropriate to various counseling settings, including schools, treatment centers, and agencies. Includes a group experience. Prereq: Admission to program.

723 Advanced Assessment in Counseling 3

Assessment and diagnostic procedures: how to use appropriate tools for accurate diagnosis and assessment, how to interpret assessment and diagnostic instruments, and how to make effective use of assessment results in counseling with clients. Prereq: Admission to program or instructor's permission.

725 Elementary School Counseling 2

Exploration of models of elementary counseling and examination of counseling materials in implementing a counseling program. Prereq: Admission to program or instructor's permission.

726 Middle School Counseling 2

Exploration of models for middle school counseling and examination of counseling materials for middle school counseling programs. Prereq: Admission to program or instructor's permission.

727 Secondary School Counseling 2

Overview of principles and functions of a secondary school counseling program and examination of secondary school counseling materials. Prereq: Admission to program or instructor's permission.

728 Guidance Administration and Consulting 2

Role of administrators, counseling personnel and teachers in the management of and consulting in K-12 counseling programs. Prereq: Admission to program or instructor's permission.

730 Sexual Functioning and Abuse Issues in Counseling 3

Study of sexual dysfunction, incest and abuse and strategies of intervention and counseling and victims and perpetrators. Prereq: 710, 711, admission to program.

731 Counseling Children and Adolescents 3

Counseling with children and adolescents, including specific counseling strategies; mental, physical, and emotional development issues related to counseling. Prereq: 710, 711, admission to program.

732 Family Counseling 3

Principles and techniques of family counseling, study of family dynamics, family systems, and theories of family counseling. Prereq: 710, 711, admission to program.

733 Marital Counseling 3

Survey of marital counseling theories and techniques; analyses of dysfunctional communications. Prereq: 710, 711, admission to program.

734 Dynamics of Addiction 3

Study of the theories and scope of addiction from both the personal and social viewpoints with consideration given to the impact on the family. Prereq: 710, 711, admission to program.

763 Advanced Testing and Appraisal 3

Theory, methods and techniques of assessment of client strength(s) and deficit(s) will be examined. Common instruments used in counseling will be studied, as well as their administration and interpretation. Prereq: admission to doctoral program.

767 Advanced Group Counseling 3

Theory and practice of group facilitation will be covered, building on the student's current expertise. Supervision of group facilitators is included. Prereq: admission to doctoral program.

769 Theory and Practice for Counselor Educators 3

Instructional models, educational techniques and the unique relationship between Counselor Educator and counseling student will be featured. Supervised experience in facilitating student learning will be included as well as feedback from the professor and fellow classmates. Prereq: admission to doctoral program.

770 Counselor Supervision 3

Theory and practice of counselor supervision. Major schools of thought in counselor supervision will be examined, as well as the process of supervision and relationship between supervisor and supervisee. Prereq: admission to doctoral program.

771 Counselor Education and Supervision in a Multicultural Society 3

An overview of becoming a professor in Counselor Education. The nature, scope and vista of being a scho9lor, educator, supervisor and practitioner in a multicultural context will be explored. Prereq: Admission to program.

772 Advanced Counseling Theories 3

An exploration of what constitutes the human condition. Appropriate components of good theory will be addressed and the major schools of thought within counseling theory will be surveyed. Prereq: Admission to program.

776 Qualitative Research and Program Evaluation 3

Major approaches in qualitative research in counseling and counselor education will be examined. Theory and practice issues will be included as well as data analysis. Positivistic and non-positivistic approaches will be explored. Prereq: Admission to doctoral program.

779 Quantitative and Survey Research 3

In-depth analysis of theory, method and technique for conceptualizing and conducting quantitative research in counseling and counselor education will be examined. Survey design and methodology will be included. Specific emphasis will be on issues related to qualitative and survey theory, research and practice related to counseling and counselor education. Prereq: Admission to doctoral program.

780 Ethical and Legal Issues in Counselor Education 3

Current challenges in Counselor Education regarding ethical and legal issues in the practice of counselor education and supervision. Prereq: Admission to doctoral program.

787 Professional Issues: Professional Development, Consultation, and Publishing 3

A seminar that addresses the following needs of practitioners for professional development, both as consumers and providers; theory and practice of consultation; and, the process of developing, writing and submitting manuscripts for publication. Prereq: Admission to program.

The following require admission to the program or instructor's permission

 

790 Graduate Seminar 1-4

793 Individual Study/Tutorial 1-5

794 Practicum/Internship 1-9

795 Field Experience 1-15

796 Special Topics 1-5

797 Master's Paper 1-3

799 Dissertation 1-15

Education (Educ)

671 Middle School Philosophy and Curriculum 2

Educational foundations for middle schools, essential to meeting young adolescent needs and improving their learning. Identifies and expands central ideas in philosophy, historical background, curriculum, facilitating learning, organizational structures and practices, assessment, and planning. Prereq: Educ 451 or graduate standing.

672 Middle Level Teaching Methods 3

Instruction and guidance in the design, implementation, and assessment of teaching strategies adapted to young adolescents. Prereq: Educ 451 or graduate standing.

702 Statistics in Educational Research 2

Basic theory, techniques for using descriptive and inferential statistics, application in educational research designs.

703 Research, Measurement, and Program Evaluation 3

Methodology and design of research studies; organization, reporting analysis, and interpretation of research.

710 Philosophy of Education 2

Major philosophical concepts and principles of education from Plato to the present.

712 Social, Cultural, and Political Dimensions of Schools 4

Social processes and interaction among diverse populations in educational settings. Relationship of schools to society.

714 History of American Education 2

Historical and intellectual development of education in the United States from the colonial period to the present.

715 The Superintendecy 2

This course deals with examining the role and functions of the public school district administrator.

716 Comparative Education 2

Analysis of educational systems of selected nations, including emerging and economically developed countries.

717 Adult Learning 2

Includes recent research concerning adult learning in the context of planning and operating effective adult education programs.

718 Community Education 2

Study of the theory base on which community education is founded. Consideration is given to implementing the concept in the community with available resources.

719 Planning and Conducting Needs and Assessment 3

A three-phase model will be compared and contrasted to provide the skill and knowledge necessary for conduction needs assessments for educational schools and institutions.

720 Supervision of Student Teachers 2

See Human and Community Education for description.

721 Assessment Techniques for Educational Institutions 3

The purposes of this course is to introduce educators about all aspects of assessments in order to select the assessment technique that meets specific accountability mandates in the field of education.

722 Instructional Systems, Media, Materials 2

Preparation of instructional systems in support of a variety of teaching techniques and alternative media approaches.

723 Diversity and Educational Policy 3

The purpose of this course is to help educators understand ethinic and racial identity formations among high school and college students of racially mixed heritage.

724 Advanced Educational Psychology 2

Principles of effective human learning. Discussion of learning theories, the teacher as a director of learning experiences, and factors in students representing a variety of cultures and abilities in the educational setting.

725 Institutional Analysis Techniques 3

Surveys, focus groups, longitudinal studies, national data sets, correct statistical design and analyses, and effective reporting techniques will be reviewed and utilized in depth to address questions of institutional performance in academic and student affairs.

726 Diagnosis of Learning Disabilities 2

Identification of different types of learning disabilities with an overview of diagnostic techniques and remediation procedures.

727 Higher Education Law 3

To develop expertise in legal issues for students whose current positions or future career goals include administrative and management positions in higher education where they will work on legal issues with attorneys.

728 Instructional Technology for Teaching and Learning 3

This course provides and advanced understanding of technology concepts and contemporary computer-based programs for contemporary computer-based programs for the teaching and learning processes.

729 Organization and Administration of Telecommunication Technologies

This course provides the procedures for developing videoconferencing training materials to prepare faculty, students, and staff to effectively use the video-conferencing equipment both for meetings and instruction.

730 Leadership, Planning, and Organizational Behavior 3

Introduction to models of educational leadership including organizational structure, theory, and leadership styles. Consideration of concepts, problems, and issues in administration.

731 Educational Law and Organizational Structure of Schools 3

Examination of the legislative and judicial actions affecting the public schools. Consideration is given to contemporary legal issues for teachers, administrators, and boards.

732 Curriculum, Instruction, and Learning Theory 4

Investigation of curricular decision-making and program evaluation strategies as they affect the educational program. Problem-solving skills are presented through theory and simulation. Prereq: Educ 730.

733 Technology and Information Systems 2

Provides an understanding of selected computer applications for educational administrators at the building and district office levels.

734 Personal Communications and Ethics 3

Prepares aspiring school leaders to plan for their personal and professional development and to understand and use the principles of communication, ethics, and values.

735 Personnel, Supervision, and Staff Development 4

Specific techniques and systems to supervise instruction. Review of interpersonal communication and group process skills as applied to administrative supervision. Prereq: Educ 730.

736 Policy and Educational Finance 2

Provides school leaders with an understanding of managing and allocating resources in a political climate in which policy decisions are based on historical resource allocations.

737 The Helping Relationship and the Elderly 3

The theoretical foundations and the techniques of the helping relationship between the helper and people of advanced age will be studied and applied.

738 Administration of Elementary Schools 2

Common elements of leadership as they apply to the principalship. Consideration of practical applications in an elementary school setting. Prereq: Educ 730.

739 Administration of Secondary Schools 2

Common elements of leadership as they apply to the principalship. Consideration of practical applications in a secondary school setting. Prereq: Educ 730.

740 Financing Higher Education 3

This course provides funding theories and procedures necessary to develop and maintain to finance higher education.

741 Higher Education Student Affairs and Enrollment Management 3

The purpose of this course is to teach about the roles of student affairs professional in schools, colleges, and other educational organizations, including recruitment, selection, orientation, development, compensation, and evaluations.

742 Elementary School Curriculum 2

History, development, evaluation, and revision of the curriculum. Review of recent research in elementary school curriculum.

743 Secondary School Curriculum 2

Study of contemporary curriculum patterns with emphasis on curricular construction
and evaluation.

744 Administration of the Middle School 2

Organization and administration of educational programs for early adolescents with special consideration given to block scheduling, interdisciplinary teams, and adviser-advisee problems. Prereq: Educ 730.

745 Program Evaluation Research 3

Major theoretical approaches to the evaluation of educational programs are reviewed, analyzed, and critiqued. Pragmatic implications for educational and social policy are addressed, as well as constructive impact on program decision-making

746 Institutional Quality Control 3

History and effecting of quality control will be briefly reviewed. Global, U.S. societal, state government, accreditation, and student accountability forces will be elucidated. Successful, failed, and future institutional responses to these forces will be discussed.

747 Analysis of Elementary Reading Instruction 2

Reading process; psychological and linguistic foundations; program assessments; and diagnostic approaches, skills, and individualization.

748 Collective Bargaining and Negotiation in Education 2

Study of the principles and processes of collective bargaining in public educational institutions. Development of negotiation skills through participation in simulations.

749 Case-based Educational Research and Statistics 3

The purpose of this course is have graduate students understand statistical meanings and concepts which will provide the professional expertise needed to serve schools and institutions with their contemporary research and accountability needs.

750 Reflective Practice and Research in Education 3

An examination of teaching and professional practice based on reflective practice. Analyze educational research as relates to and informs practice.

751 Students and Their Learning 3

Exploration of student differences and ways of adjusting teaching practice to meet individual needs. Application of learning theories to educate the whole child (cognitive, affective, social). Equitable treatment of students.

752 Curriculum Design and Delivery 3

An inquiry-based course for the reflective practicioner to develop deep understandings of curriculum content emphasized by state and national standards documents and acquire an effective repertoire of instructional skills.

753 Managing and Monitoring Learning 3

This course is based on the concepts that assessment drives instruction. A working definition of student learning will be defined. Multiple measures of assessment will be investigated and impacts in student learning will be explored.

763 Education and Training for Business and Industry 3

The purpose of this course is to teach the fundamentals necessary to educate and train people for the workforce according to evolving training needs of businesses, industry, military, and government.

767 Organization and Administration of Higher Education 3

This course deals with the organization and administration of higher education and the current and evolving problems and possibilities for higher education.

769 Politics and Policy Analysis in Education 2

The purpose of this course to examine political and policy development in American public education in order to understand current local, state, and national issues.

770 Empowerment and Advocacy in Human Development and Education 3

An examination of theory, research and practice in individual and group empowerment and advocacy in the multicultural and diverse contexts that contemporary human beings find themselves.

771 Structural and Equation Modeling Fundamentals 3

This course is designed for faculty and doctoral-level students who need a significant familiarity with those statistical techniques known collectively as "structural equation modeling".

772 Curriculum and Instructional Development 3

A five-phase model will be compared and contrasted to provide the skill and knowledge necessary to establish a systematic curriculum and instructional development.

775 Content Area Reading 2

Examination of content, instructional methodologies, and evaluation techniques for reading in content classes.

776 Qualitative Research 3

The purpose of this course is to address theory and practice approaches in qualitative research for education settings that include data analysis, content analysis, interpretive analysis, positivistic, and non-positivistic.

777 Tort Liability 2

Examination of the legal liability of teachers, administrators, and public school boards for injurious intentional or unintentional acts. Prereq: Educ 731.

778 School Fund Management 3

Proper recording and reporting of financial accounts for elementary and secondary schools. Use of procedures and concepts for governmental fund accounting and financial management. Prereq: M.S. or equivalent in educational administration.

779 Quantitative and Survey Research 3

The purpose of this course is to have an in-depth analysis of theory, method, and technique for conceptualizing and conducting quantitative research, survey design and methodology in educational leadership.

780 Instructional Models 2

Investigation of current practices and trends in instructional models. Emphasis is on the relationship of current research to contemporary practice.

781 Science Teaching and Curriculum 3

Overview of recent research on science teaching, learning, and curriculum. Special attention given to contemporary theories on science teaching models that enhance student understanding.

782 Supervisory and Administrative Theories 4

Study of management models and techniques, needs assessment, goal setting, planning and evaluation systems, and decision-making problems as they relate to the school improvement process. Prereq: Educ 732.

783 Computer Data Management and Decision Making 2

Interpretation of effective computer applications for computer use as a decision-making and planning tool for school finance and managerial functions relating to the field of school business administration and school district superintendency. Prereq: Educ 730 and 10 credits in educational administration.

784 School Personnel Administration 2

Study of personnel administration in public school systems. Includes an examination of the purposes, policies, plans, procedures, and personnel administration. Prereq: Educ 782.

785 Organization and Administration of Vocational/Technical Education 2

Overview of the vocational education services of local educational agencies and their relation to post-secondary education. Emphasis on planning, organizing, administering, and managing resources.

786 School Facility Planning 2

Overview of the principles in planning, construction, and maintenance of school buildings. Visits to educational facilities and the assessment of school buildings. Prereq: M.S. or equivalent.

787 Issues in Education 2

This course delves into the issues of why a person would pursue a doctoral degree in light of the current issues facing educators. Helps define a professional course of study available in respect to educational issues. Leads to studying creators and leaders in different realms by people who have special interest in creativity and ethical pursuits.

788 School Finance and Business Management 4

Overview of school fund revenues and expenditures pertaining to local, state, and federal funding. Includes in-depth study of the practices of school business administration pertaining to all fund activities in instruction and ancillary operations.

789 School Community Relations 2

Purposes, organization, agencies, and criteria of good school-community relationships; knowledge and techniques for effective public relations. Prereq: Educ 739, M.S. or equivalent in educational administration.

790 Graduate Seminar 1-3

793 Individual Study/Tutorial 1-5

794 Practicum/Internship 1-8

795 Field Experience 1-15

796 Special Topics 1-5

797 Master's Paper 1-3

798 Master's Theses 1-10

798s Specialist's Field Study (TCU) 1-6

Human and Community Education (H&CE)

702 Introduction to College Teaching in the Humanities and Social Sciences 3

Techniques for effective teaching and assessing learning at the college level. Includes special issues and responsibilities related to college-level teaching.

724 Program Development in Vocational Education 2

Methods and curricula development in vocational family and consumer sciences education in accordance with state and federal guidelines. Includes long-range and strategic planning competencies.

740 Vocational Philosophy and Policy 3

Philosophy in developing, planning, and conducting vocational education programs at federal, state, and local levels. Importance of legislation on state and local policymaking.

743 SAE/Adult Programs 3

Principles of leadership, design, analysis, record keeping, student organizations, and activities in adult/youth programs. Community-based programs in adult farm business management education. Prereq: Teaching experience.

746 International Extension 3

The ideological and theoretical basis of world agricultural assistance programs and their effects on different sectors and classes. Prereq: H&CE 345.

751 Rural Survey in Agricultural Education 3

Research-type survey of the agricultural education resources unique to the local area/community, research data implications, and current technology implementation. Prereq: Teaching experience, Educ 702.

756 Program Development and Evaluation 3

Methods and procedures of long-range planning, strategic planning techniques, integrating new/emerging biotechnology, guidance and counseling, and evaluating program effectiveness.

772 Curriculum Development in Family and Consumer Sciences 2

Examination of the major concepts, philosophies, and strategies that influence curriculum
decisions in family and consumer sciences programs at all educational levels. Includes assessment of curriculum goals and materials.

775 Internship 1-3

Supervised experience in a formal or informal environment relevant to the application of educational principles. Setting may include middle, secondary, post-secondary, and adult programs. Prereq: Admission to Graduate School.

777 Evaluation in Family and Consumer Sciences 2

Examination of the role of course assessment, teacher effectiveness, facilities, equipment, and staffing patterns in program evaluation. Review of research on evaluation and exploration of alternative evaluation models.

781 Professional Development in Agricultural Education 1-3

Continued professional development in technical and pedagogical subjects of current importance for professionals in agricultural education.

787 Issues in Education 1-3

Exploration and assessment of a current issue associated with middle and secondary applied academic programs. Prereq: Current employment or experience as middle/secondary teacher.

 

The following variable credit courses are also offered:

 

790 Graduate Seminar 1-3

793 Individual Study/Tutorial 1-5

794 Practicum/Internship 1-8

795 Field Experience 1-15

796 Special Topics 1-5

797 Master's Paper 1-3

798 Master's Theses 1-10

Health, Nutrition, and Exercise Science (HNES)

701 Administrative Leadership in HNES 3

This course provides an introduction to administrative leadership in health, physical education, recreation and sports. The course is designed to provide students with skills, techniques and practices for successful leadership.

702 Sport Marketing and Public Relations in HNES 3

Understanding the issues and areas involved in marketing and public relations in the area of HNES. Discussed are both fund raising strategies and the development of communication skills needed for success in this field.

703 Organization and Administration of Sport and Physical Education 2

Comprehensive study, including current research in physical education, recreation, and sports organization and administrative techniques.

710 Recent Literature and Research 3

Directed readings and class discussions of recent literature, steps involved in problem solving, and critical analysis of research in the field.

711 The Physical Education Curriculum 2

Instruction on the role and importance of physical education in today's society, steps involved in curriculum planning, trends and issues in curriculum, various approaches to curriculum design.

712 Supervision and Analysis in HNES 3

To study the scope of supervision, techniques for improvement of various phases of the learning process of teaching or coaching, and means of evaluating the effectiveness of supervision in the filed. Also, to provide practicing physical education teachers with practical field-based observational experiences via the viewing of teaching situations. Students will learn and use a number of observational techniques as they evaluate teacher behaviors, student behaviors, and teacher-student interaction.

713 Applied Sports Physiology 2-3

Comprehensive state-of-the-art review of the current knowledge of the physiological responses to exercise.

714 Legal Liability in HPER 2

Focused on risk management and legal liability in health, physical education, and recreation. Overview of civil and criminal law related to sport and recreation. Offered alternate years.

715 Teaching Concepts-Based Fitness 2

Theoretical and practical aspects of the role of fitness education in contemporary physical education in a public school setting. Offered alternate years.

716 Analysis of Teaching Physical Education 2

Theoretical and practical aspects of the role of the physical education teacher in educational settings in contemporary society. Offered alternate years.

717 Recreation and Sport Complex Management 2

Current practices in management, planning and design of facilities in sport, physical education, and recreation.

718 Community Relations and Communication Strategies 2

Development of communication skills necessary for the professional success of prospective and current athletic coaches and administrators. Offered alternate years.

719 Wellness and Leisure for Adults 2-3

Leisure services and their effect on the adult population.

720 Fitness/Wellness Management 2-3

Management principles and operational guidelines in fitness/wellness programs/settings.

721 Health Promotion Programs 2-3

Development of health promotion programs in wellness settings.

722 Epidemiology of Physical Activity2-3

Association between sedentary habits, risk for chronic disease, and physical activity recommendations.

 

The following variable credit courses are also offered:

 

790 Seminar 1-3

793 Individual Study 1-5

794 Practicum/Internship 1-6

795 Field Experience 1-15

797 Master's Paper 1-3

798 Master's Thesis 1-15

Music

701 Psychology of Music 2

Study of acoustics, the anatomy and physiology of hearing, and how music and sound are perceived by the listener.

711 Form and Analysis 2

Study of the types of tonal relationships which create musical works of art. Examination of small forms such as motive and phrase, and progressing to large forms such as fugue, variation, and sonata.

712 Survey of Choral Literature 2

Study of the major genres, forms, and style periods of choral music, including major composers and their output. Concert programming included.

713 Band Literature, History, and Development 2

In-depth study of band literature including history, trends, significant works, and related resources.

721 Advanced Vocal Pedagogy and Repertoire 2

In-depth study of the physical and physiological considerations of vocal technique with application to specific voices and suitable repertoire.

722 Advanced Instrumental Music Pedagogy and Literature 2

Advanced study in the pedagogy and literature of wind instruments. Emphasis on techniques of teaching winds in grades 5 through 12. Section 1: Brass pedagogy. Section 2: Woodwind pedagogy.

731 Applied Study 1

Private study in voice, woodwinds, brass, or conducting designed to refine performance skills, and technical and musical proficiency.

790 Seminar in Music History 2

In-depth study of a specific period in music history. Involves specialized readings, score study, and listening. A research paper on some aspect of the period is required.

794 Practicum 3

Independent study in the music field which will relate to the student's chosen teaching situation.