Organization and structure of the school system, legal basis of school administration, agencies of administration and control, and standards for administration in the various functional areas. (Summer I)

For teachers and school administrators. Characteristics of the community school, including the multicultural quality of the community; adapting the education program to community needs; use of community resources in instruction; planning school-community relations programs. (Summer I)

For future educational leaders, but appropriate for all educators; provides an overview of the K-12 curriculum; explores principles of curriculum development, design, and evaluation; and examines forces that influence curricular change. (Fall)

This course provides experiences in administering, analyzing, and evaluating standardized tests and their results. Emphasis will be placed on how to provide leadership in using test data to improve classroom instruction. (Fall)

The course will explore the roles and functions of K-12 building level educational leader. Major focus will be on the managerial skills required to improve school effectivness. Through independent research, collaborative class activities and meaningful dialogue, students will exchange ideas and practical information concerning school administration. (Fall)

Overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupils' rights, staff- student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation. (Summer II)

Modern concepts of supervision and the elevation process through which they have emerged. Supervisory work of the principal and supervisor or consultant. Study of group processes in a democratic school system. (Spring)

The purpose of this course is to provide pre-service school principals a general understanding of the educational entitlement and civil rights of children with disabilities, take an in-depth look at federal and state legislation, IDEA 2004 and Revised Article 7; examine specific exceptionalities and their educational implications, and examine the process of cultivating and keeping teachers of the exceptional student. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures and administrative agencies, and interpreted by the courts. It is through the interaction of these various components of the legal system, legislative and judicial, that the field of special education has evolved. The knowledge and skills gained in this course shape the advocacy and ethical dispositions of the building principal. (Summer)

Provides for closely supervised field experience in various areas of school administration. (Fall, Spring)

P: admission to the Teacher Education Program and EDUC-E 335. Methods and materials used in the education of children from three to six years of age. Observation and participation. Grades: S or F. (As requested)

Explores the sociological background of education and surveys subject matter, materials, and methods in the content area. (Fall, Spring)

The focus is on developing teacher competencies in writing performance objectives, question asking, evaluation, and sequencing. Those competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children. (Fall, Spring)

Describes and appraises the materials, methods, and techniques employed for schoolchildren from early childhood through early adolescence in the language arts program. (Fall, Spring)

Examines the basis of, describes, and appraises the methods and techniques employed in developmental reading programs for school children from early childhood through early adolescence. (Fall, Spring)

Describes and appraises the methods, materials, and techniques employed in reading diagnosis and prescription for children from early childhood through early adolescence. (Fall, Spring)

Emphasis on the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child. (Fall, Spring)

The study of different organizational plans for early childhood programs from infancy through age eight. Includes discussion of school philosophy, goals, curriculum, housing, staffing, budget policies for admission, grouping, health, licensing requirements, and school-community relations. (Fall)

Education and guidance of children two to six years of age in the home, nursery school, and kindergarten. Observation, reading, and discussion.

Individual and group study of problems within the field ofelementary education. One credit hour is offered for each week of full-time work. Grades S or F. (As needed)

Social, economic, and educational forces influencing changes in the curriculum of the elementary school; observation and study of the curriculum of the elementary school and methods of evaluating it. (Summer II)

Modern concepts of supervision and the evaluation processes through which they have emerged. Supervisory work of the principal and supervisor or consultant. Study of group processes in a democratic school system. (Spring)

Designed to help a student make a career decision, better conceptualize the kind of teacher the student wishes to become, and reconcile any preliminary concerns that may be hampering a personal examination of self as teacher. Student will design a major portion of the work (Fall, Spring, Summer II).

Help pre-service teachers develop an understanding of mathematics content and pedagogy relevant to be a successful elementary school teacher. Focus is on content and methods that are consistent with recent recommendations about mathematics learning and teaching and the state of Indiana Academic Standards.

This course explores the methods of creative active, collaborative, innovative learning assignments and activities using a Learning Management System as well as other web-based learning tools like audio, video, and interactive games.  

This course focuses on the study and application of fundamentals of course navigation, layout, and content design, and methods of curriculum planning for online courses including the study of appropriate workload by course level and subject.

The present educational system, its social impact and future implications viewed in historical, philosophical, and sociological perspectives. Special attention is given to minorities and the ethnic and cultural dimensions of the educational system. (Fall, Spring)

Identification and analysis of major problems in education and the pluralistic nature of American society. (Fall, Summer I, Summer II)

Critical examination of a problem area in history of education or comparative education that has been extensively studied by the instructor.  Includes discussions of how issues of race, class, and gender affect the education of students in the past and present.  Analyzes the political, economic, and social relations in the U.S. that led to changes in perceptions of race, class, and gender.  Discusses multicultural and global perspectives on change that affect education.

This course provides teachers with an opportunity to use educational enquiry to explore new learning opportunities in online learning environments.  Teachers will review, evaluate, and critique educational research in online learning envirnoments to inform policy, theory, and prctices as well as learn how to safeguard student privacy.  

Students will critically examine several approaches to individualizing instruction. Emphasis is on developing strategies for determining characteristics of the learner and on creating a variety of classroom strategies designed to individualize learning (K-12). Course project is development of classroom instructional materials, in-service program design, or proposal for research.

An overview of the characteristics and identification of exceptional children. The course presents the issues in serving exceptional children as they participate in the educational, recreational, and social aspects of their lives. (Fall, Spring, Summer I)

A survey of the literature related to behavioral and emotional disturbances in children, including historical information, theoretical approaches, characteristics, and issues.  (Fall, Spring)

A survey of educational curricula, procedures, and materials for children who are socially and emotionally disturbed.  Development of teaching skills is emphasized.  (Fall, Spring)

Educational programs for optimum growth and development of educable mentally retarded and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials. (Course also includes knowledge of techniques in behavioral control, how to develop and implement prescriptive programs based on diagnostic findings, awareness of referral agencies available for aid to students with learning disabilities.) (Fall, Spring)

Survey of historical development and current status of definitions, classifications, assessment, and treatment procedures for learning disabled students. (Course also includes discussion of Article 7 requirements for identification of learning disability in Indiana public schools.) (Fall, Spring)

Provides experience for each student in the respective area of exceptionality under the direction of a supervising teacher in an educational school setting. (Fall, Spring)

Closely supervised field experience in special education (Fall, Spring)

Provides background information and experiences necessary to plan for and integrate special education technology into the curriculum of special education classrooms and for individuals with handicaps in the mainstream situation: software/uses, integration/implementation planning, IEP/ data management, adaptive devices and funding. (Spring, Summer II)

Basic special education principles for graduate students with no previous course work in special education. (Fall, Spring, Summer I)

An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children, including historical information, theoretical approaches, characteristics, and issues. (Fall)

An advanced survey of the literature relating to mild disabilities, including historical foundations, definitions, and current issues facing workers in the field.  

Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in such academic areas as reading and mathematics. (Spring)

Focuses on the analysis and selection of instructional materials, use of assessment information, and development and implementation of individual educational plans for mildly handicapped children. (Summer I)

A basic survey of the field of emotional disturbance and social maladjustment. Definitions, classifications, and characteristics: diagnostic and treatment procedures from a psychoeducational point of view. (Fall)

Investigates methods employed in reading diagnosis and prescription for students with special needs.

Closely supervised field experience in areas of Mild Interventions.  This course is intended to provide practical application of content taught throughout the mild interventions licensure program. 

Focuses on advanced senior high/junior high/middle school curriculum, methods and materials for teaching students to read more effectively (with emphasis on appraisal and reflection of methods), and materials and techniques used in developmental reading programs.

Students observe and participate in the use of methods and materials of elementary schools and reflect on how they relate to classroom management. (Fall, Spring)

Students observe and participate in the use of methods and materials of elementary schools and reflect on how they relate to the diversity of learners. (Fall, Spring)

An introduction to instructional design, media, and methodology appropriate to all teaching levels. Provides an orientation to classroom management, legal rights and responsibilities of students and teachers, disability awareness, human relations skills, and other general methods concerns. (Fall, Spring)

General methodology and organization and knowledge about the teaching process, including general methods, instructional media, measurement, curriculum development, organization of the senior high/junior high/middle school, and techniques to promote individualized and interdisciplinary learning. (Fall)

Fundamental procedures of teaching elementary school music, stressing music materials suitable for the first six grades. (Fall, Summer I)

Learning to teach art at the middle school level. (Spring) 

The selection, organization, and guidance and evaluation of art activities, individual and group. Laboratory experiences with materials and methods of presenting projects. (Fall, Summer I)

Classroom teaching and other activities associated with the work of the full-time elementary classroom teacher. (Fall, Spring)

Learning to teach art at the high school level. (Fall) 

Focus on curriculum decisions teachers make every day. Specifically, students in this course will examine current learning theories and apply these theories to instructional practices at the middle grades and high school. (Spring)

Develops concepts and theories from social science, humanities, and education into practice of successful social studies instruction. Integrates social issues and reflective thinking skills into the social studies curriculum. Emphasis on curriculum development skills and repertoire of teaching strategies appropriate for learners. (Spring)

Designed for students who plan to teach biology, chemistry, earth / space science, general science, or physical science in the Senior High/Junior High/Middle School. (Fall)

Methods, techniques, content, and materials applicable to the teaching of English in the Senior High/Junior High/Middle School. (Spring)

Study of methodology, heuristics of problem solving, curriculum design, application of instructional computing, professional affiliations, and teaching of daily lessons as related to instructional units appropriate for the Senior High/Junior High/Middle School mathematics classroom. (Spring)

This course will focus on the curriculum and instruction issues that teachers face every day in the classroom. Specifically, students in the course will examine current theories and apply these theories to instructional practices. (Fall)

Focuses on the Senior High/Junior High/Middle School curriculum, methods and materials for teaching students to read more effectively (with emphasis on description and appraisal of methods), and materials and techniques used in developmental reading programs. (Spring)

Focuses on middle, junior, and senior high school. Curriculum, methods and materials for teaching students to read and learn more effectively in all content areas. (Fall)

Students assume, under the direction of the supervising teacher, responsibility for teaching in their own subject-matter area in a public school in the state. (Fall, Spring)

Historical and contemporary roles of social studies will be explored with an emphasis on roles played by history, the social sciences, and the humanities. Particular attention is given to development of skills essential to successful social studies instruction and a resource bank of instructional ideas. (Fall)

Field Experience:  Emotional Disabilities.  Supervised field experience in area of emotional disabilities.  M501 must be taken concerrently with K543.  This course is intended to provide practical application of content covered in K543 Education of the Socially and Emotionally Disturbed. 

Field Experience:  Mild Disabilities.  Supervised field experience in area of mild disabilities.  M501 must be taken concurrently with K535.  This course is intended to provide practical application of content covered in K535 Assessment/Remediation of Mildly Handicapped I. 

Field Experience in Urban Classrooms.  Supervised field experience in urban education. This course is designed to acquaint students with concepts and practices that are appropriate for successful urban teaching. The course will focus on Critical pedagogy in theory and practice.  The seminar will accompany the hours spent in an urban secondary school.  it is the intent of this course to integrate urban strategies with content methods.  

Teaching or experience in an accredited school, usually in Indiana. (S/F graded.) (Fall, Spring)

The study and application of psychological concepts and principles as related to the teaching-learning process. Topics covered include educational research methods, cognitive and language development; personal, social, and moral development; behavioral learning; motivation; effective teaching; and measurement and evaluation. (Fall, Spring)

Instruments used to assess intellectual, educational, and social comptencies of exceptional children. (Fall, Spring)

Application and measurement principles of classroom testing, construction, and evaluation of classroom tests; evaluation of student performance; interpretation and use of measurement data; assessment of aptitudes, achievement, and interests via standardized tests; school testing programs. (Fall, Spring, Summer II)

This course is designed to explore the methods of managing effective and supportive online learning environments by using various communication tools and approaches to student issues.  In addition, teachers will explore formative and summative assessment strategies for ongoing evaluation of student performance and progress, modifying instructlonal strategies as needed from assessment data.   

Construction of classroom tests and other evaluation devices. Teacher's use of standardized tests. Designated for master's-level teacher-training students who had no undergraduate course in measurement. (Spring, Summer II)

Gives experience in constructing and analyzing teacher-made tests and administering, analyzing, and evaluating standardized tests. Emphasis is on group and individual tests that do not require extensive training in administration and analysis. (Indiana University Northwest will offer EDUC P508 as a 3 credit hour course.) (Spring, Summer II)

Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems of the teacher's assumptions about human behavior and its development. (Summer II)

A survey course of human development from infancy through old age emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications for all life stages fro birth to death.

Instruments used to assess intellectual, educational, and social competencies of exceptional children. Additional credit for supervised practice in administering those tests to children with visual or acoustical handicaps, cerebral palsy, language impairment, or mental retardation.  (Fall)

An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupil’s problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules and group processes. Designed for teachers, administrators and pupil personnel workers. (Summer II)

This course provides education majors an opportunity to think and explore science through active participation.  Students will plan investigations and formulate working explanations using questions, data, claims, and evidence based on their own experiences and appropriate resources.  The course emphasizes developing the practice of critical thinking and argument-based science inquiry.  

Individual research. Consent of instructor required prior to enrollment.

Designed to provide an overview for the teacher of the basic theories underlying the secondary school curriculum as well as an examination of the subject areas, problems, trends, challenges for the future, and significant research in the field. (Spring, Summer I)

Analysis of a common problem in the field of secondary education. (Fall, Spring)

This course is designed to acquaint you with appropriate methods and materials for successful teaching in secondary urban classrooms, covering grades 5-12.  The course will include an overview of the latest research and practice related to urban teaching.  Their implications for planning, delivering and assessing instruction will be discussed.  EDUC-S 510 will acquaint the student with both the philosophies and practices associated with teaching in the urban environment. 

Individual and group study of issues or concerns relating to the field ofsecondary education (in workshop format). Grades S or F. (As needed)

For experienced mathematics teachers. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards and determination of essentials of content. Developing mathematics programs for specific school situations. (Fall)

For science teachers. Improved techniques, current literature, textbooks, and free and low-cost materials. Solutions to specific practical problems confronting science teachers in the classroom and laboratory. (Spring)

For experienced teachers. Restudying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations. (Spring)

The roles and functions of supervisors, the modern concept of supervision, techniques of supervision, improvement of teaching procedures, and new trends in the organization of instruction. (Fall, Spring)

Promotes modification of instructional strategies within diverse educational settings by providing opportunities to analyze community forces and cultures through cultural orientation workshops and seminars, culturally focused readings, direct residential participation in community-related activities, and site-based culture/strategies reports. (Summer I)

Introduction to instructional computing, educational computing literature, and BASIC programming. Review of and hands-on experience with educational software packages and commonly used microcomputer hardware. (Fall, Spring, Summer I)

Master's Capstone Seminar.  This seminar is designed as a capstone experience in which candidates will select artifacts and develop rationales for teaching decisions.  Through the portfolio, students will demonstrate their knowledge and skills related to the Lead Teacher conceptual framework. (Fall, Spring, Summer) 

This course is designed to be a capstone experience that culminates with the teacher created online course (TCOC)  The TCC will demonstrate and exemplify the knowledge and abilities of research-based and national standards-based online course design.   

Introduction to instructional computing, educational computing literature, and BASIC programming.  Review of and hands-on experience with educational software packages and commonly used microcomputer hardware. (Fall, Spring)

Develops higher levels of learning skills with instruction and practice in critical reading and listening and test-taking techniques. Students are required to spend at least two hours per week in the Reading Laboratory. Credit does not apply toward a degree. (Fall, Spring, Summer I)

A course which helps students gain a better understanding of how people think and learn, accomplished through processes such as self- reflection and discovery, critical thinking, and reading analysis. Credit does not apply toward a degree. (Fall, Spring, Summer II)

A course designed to increase student success in college through the study of time management, learning styles, test taking, note taking, and study techniques. Credit does not apply toward a degree. (Fall, Spring, Summer II)

Describes and appraises the methods, materials, and techniques employed in diagnosis and prescription of reading instruction in middle and high schools. (As needed)

Aids elementary and secondary teachers in the development of instructional strategies that assist students in the comprehension, critical analysis, and integration of ideas present in print material and various subject matter areas. (As needed)

Students work in selected elementary and secondary classrooms diagnosing and assisting pupils in the area of reading. This experience will always include a series of seminars in conjunction with the field placement. Grades S or F. (As needed)

Examines the use of children's literature, trade books, and other nontext materials in reading instruction. Contemporary and historical selections for children and adolescents included. (As needed)

Explores the linguistic and cognitive dimensions of language. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on semantics, grammar, and dialect. (Spring)

Individual research dealing with diagnosis of reading difficulty and solutions and problems through research, conferences, and practice in the use of materials and equipment. Grades S or F. (As needed)

Aids elementary and secondary teachers in the development of instructional strategies, which assist students in the comprehension, critical analysis, and integration of ideas present in print material and various subject matter areas. (Summer I)

EDUC X502 Psycholinguistics of Reading (3 cr.) Explores the linguistics and cognitive dimensions of language. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on semantics, grammar, and dialect. (Summer II)

Diagnostic testing, remedial classroom teaching, compiling clinical records, and reporting to academic counselors. Grades S or F. (Spring)

Examines the use of children's literature, trade books, and other nontext materials in reading instruction. Contemporary and historical selections for children and adolescents included. (Summer II)

Treats the theory; correlates instruments and techniques of diagnosing reading difficulties in the classroom. (Fall)

Individual and group study of special topics in the field of reading. Means for improving the teaching of reading. One (1) credit hour offered for each week of full-time work. Grades S or F. (Summer I)

Consent of instructor required prior to enrollment. Grades S or F. (As needed)

The thesis may be an organized scientific study or a systematic and comprehensive analysis of theory and practice in a specific area. (Fall, Spring, Summer I, Summer II)

Introductory course intended to orient beginning graduate students to the conduct of social science inquiry in general and educational inquiry in particular and to acquaint them with key terms and generally accepted procedures in qualitative and quantitative inquiry. (Fall, Spring, Summer II)