Advanced Education Programs
The Department of Advanced Education Programs is organized and staffed: (1) to provide professional preparation programs for all advanced education programs; (2) to extend assistance to schools and related professional groups through research, surveys, and consultative services; and (3) to cooperate with local, state, regional, and national agencies in working for improvement in education.
Department of Advanced Education Programs
Department of Advanced Education Programs Faculty Listing
Academic Programs
Advanced Professional Studies Education Specialist - EdS Counseling Masters - MS Data Literacy for District Administrators Certificate Driver Education Certificate Education Administration Masters - MS Education Masters - MSE Instructional Technology Masters - MS Library Media Specialist Graduate Non-Degree Reading Specialist Graduate Non-Degree Special Education Masters - MS Teacher Licensure Graduate Non-Degree Transition to Teaching Graduate Non-DegreeCourses
Includes theories, types of groups, group dynamics and advanced leadership skills. Emphasis is on practical applications.
A workshop is designed for intensive study of an educational topic or problem.
A workshop is designed for intensive study of an educational topic or problem.
The institute is designed to provide preparation for teachers and administrators in a specialized area.
The institute is designed to provide preparation for teachers and administrators in a specialized area.
Directed professional reading according to the needs of the individual.
Directed professional reading according to the needs of the individual.
A critical study of selected problems relating to the educational area under consideration.
A critical study of selected problems relating to the educational area under consideration.
A critical study of selected problems relating to the educational area under consideration.
A critical study of selected problems relating to the educational area under consideration.
This course takes a deeper examination on the purpose of assessment and qualifies the value of feedback and distinguishes between formative assessment and summative assessments. The features of validity, reliability, precision, practicality, and efficiency will be as they relate to assessment. The components of classroom assessment: purpose, measurement, interpretation, and use will be investigated. The implications of special education and student Individual Education Plans (IEP’s) as the relate to differentiation for some students will be examined. The value and use of learning targets and effective questioning both for instruction and assessment purposes will be identified. Resources for teaching student assessment taking skills will be given.
This course is designed to help instructors meet the goal of having an inclusive classroom. Although all students are unique, there are categories of students that require special effort and focus by the teacher to include them. Federal laws have identified and labeled specific categories of students who are to receive specific accommodations and types of instruction. There additional categories identified at the state government level and some district levels that instructors are required to recognize and accommodate. These considerations are important for the students’ educational experience but they are also important for the teacher to comply because the requirements carry the weight of law. In addition, this course provides guidance in ways to promote an inclusive classroom atmosphere and to help students develop skills in studying and test taking.
This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of innovative, free webbased digital materials to be utilized in multiple settings. Through the tenets of andragogy, candidates are introduced to project-based learning which allows the candidate to develop customized projects integrating relevant research and best practices. These projects created can be replicated for immediate integrations into the classroom or worklplace.
This course is a study of the nature and complexities of the educational research process. Indentification and completion of any approved educational project is a course requirement. Students will be provided opportunities to acquire greater awareness, familiarity and knowledge of the most basic concepts and principles of improving schools through research designs. Both the traditional content and electronic resources of research are emphasized. The student will study how to identify, delineate, operationalize, and write a research proposal.
In this foundation course in the Driver Education program, candidates will be introduced to key components of driving safety required in driver education programs. Candidates will develop their understanding of the complexity of teaching driving safety with specific focus on driving techniques, traffic laws, risk prevention, and management practices and procedures.
This required methodology course in the Driver Education program provides a foundation for how to engage in high-quality instructional practices for developing and implementing a driver education program, and for providing instruction to students in driver education courses both face-to-face in the classroom and behind the wheel. Specific focus will be on developing curriculum and utilizing evidence-based instructional practices for teaching students safe operation of motor vehicles, adherence to traffic laws, and general rules of the road.
In this required course in the Driver Education program, candidates will work with a licensed supervisor and university faculty to apply their knowledge and skills in implementing driver education curriculum with case-study students, both face-to-face in the classroom and behind the wheel. Upon successful completion of this course, candidates will be prepared to plan, implement, maintain, and assess their own driver education program.
Emphasis is placed on the social institutions, family, and community as they affect the school system and as the school system affects them.
The Educational Psychology course explains the cognitive, linguistic, personal, social, and moral development of individuals as well as individual and group differences. This lesson also describes behaviorist and social cognitive views of learning, intrinsic and extrinsic motivation, and informal and formal assessments.
The Classroom Management course is to provide classroom instructors with the information needed to focus on the core principles and practices of classroom management. This course blends a humanistic, competency-based approach with an applied, research-based, behavior management approach to provide instructors with the best current thinking on effective classroom management.
The Secondary Methods course discusses how to teach effectively in today's secondary schools. This course develops an understanding of various learning modes, learning styles, multiple intelligences, questioning techniques, and other instructional strategies to engage students and be effective in today's secondary classroom. This course demonstrates strategies for ongoing professional development for teachers.
The Learning and the Brain course describes the roles, functions, processes, and physical makeup of the brain and how it can be leveraged for optimal learning. This course defines the structure of the brain, how it functions, and how to enhance student cognition and development of academic skills. The course will also provide the classroom instructor with tools to help the student understand short and long term memory, identify factors that influence students' ability to remember, and understand higher level thinking and effective problem solving. Finally, this course will also help explain how multiple intelligences and learning styles can affect curriculum development and learning.
The Thinking Maps course is designed to enable teachers at all levels to use Thinking Maps as a common visual language for learning. These thinking process tools are the foundation for learners' continuous cognitive development, from school to work. Thinking Maps are used for content-specific and interdisciplinary learning, thus giving schools a common set of tools for integrating teaching, learning and assessment. Given direct training in using these maps, students have concrete tools for independently and interdependently seeking patterns in information. These unique attributes of Thinking Maps support students becoming independent, reflective, lifelong problem solvers and learners. Students are empowered to draw on a range of different and related thinking processes, and they are motivated to persevere during complex tasks.
The purpose of this online asynchronous delivered two-part course is to develop new knowledge to help those witnessing sexual misconduct by colleagues to make appropriate interventions. As a character in an interactive movie participants will maneuver through the complex, emotional, and often morally ambiguous world of teaching. Students will make decisions at strategic points in the interactive movie answering thoughtprovoking questions about seemingly insignificant yet pivotal situations teachers, administrators, and others who interact with young people face throughout the year.
This course is designed to help instructors meet the goal of having an inclusive classroom. Although all students are unique, there are categories of students that require special effort and focus by the teacher to include them. Federal laws have identified and labeled specific categories of students who are to receive specific accommodations and types of instruction. There are additional categories identified at the state government level and some district levels that instructors are required to recognize and accommodate. These considerations are important for the students’ educational experience, but they are also important for the teacher to comply with because the requirements carry the weight of law. In addition, this course provides guidance in ways to promote an inclusive classroom atmosphere and to help students develop skills in studying and test taking.
This course explores the purpose of assessment and examine the value of feedback and distinguish between formative assessment and summative assessment. The features of validity, reliability, precision, practicality, and efficiency will be as they relate to assessment. The components of classroom assessment: purpose, measurement, interpretation, and use will be investigated. The implications of special education and student Individual Education Plans (IEP’s) as the relate to differentiation for some students will be examined. The value and use of learning targets and effective questioning both for instruction and assessment purposes will be identified. Resources for teaching student assessment taking skills will be given.
Designed for HESA students, this course is a study of the nature and complexities of the educational research processes. Identification and completion of any approved educational research project is a course requirement. Students will be provided opportunities to acquire greater awareness, familiarity and knowledge of the most basic concepts and principles of improving schools through research designs. Both the traditional context and electronic resources of research are emphasized. The student will study how to identify, delineate, operationalize, and write a research proposal.
Includes major theories of learning, related research and issues.
A study of the responsibilities of the elementary and the secondary school principal with an emphasis on modern administrative and supervisory techniques.
This course is designed to examine those practical issues and practices associated with this management side of principalship. A study of the management skills necessary for building-level certification.
This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of educational organization leadership by examining leadership in a variety of settings and methodologies. Candidates are exposed to a wide range of activities that include theory and practical application.
Principles and practices in the administration and evaluation of teachers, pupils, and non-certified employees of a school organization.
This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of data-driven decision making for effective building leadership. Candidates will be exposed to various forms of assessments and ways to interpret, evaluate, and how to use the results for school-wide improvement.
This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of curriculum and evaluation. Key topics addressed in this course are: basic steps to revise or develop system-wide curricula; involving key stakeholders such as personnel; forming committees, reviewing facilities; and utilizing or allocating resources.
This course focuses on research-based principles for engaging PK-12 learners with the aim of fostering in them a disposition of lifelong learning. Topics include: strategies for fostering intrinsic motivation, using technology to stimulate engagement, strategies for engaging the reluctant learner, and maintaining your own motivation as an educator. The course emphasis is on the practical application of strategies customized to the graduate student’s own field of educational interest.
This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of instructional design (ID) models; to design peer review, and field test research-based instrutional units; and to assist learners to make sense of new information they receive, understood in the context of 21st century skills.
A graduate-level workshop designed for intensive study of an educational topic or problem.
The institute is designed to provide preparation for teachers and administrators in a specialized area.
Directed professional reading according to the needs of the individual.
Independent study of an educational problem.
Opportunities for students who have graduated to obtain additional competencies.
A critical study of selected problems relating to the educational area under consideration.
Opportunity for graduate-level students to obtain experience in instruction under the supervision of the graduate faculty.
Provides the student an opportunity to obtain practical experience in an area of interest. The student will be under the supervision of a selected practitioner.
This course is designed to relate theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating directly or indirectly to the area being studied.
This course is intended to assist the classroom teacher to develop appropriate teaching strategies by alerting the teacher to needs of major cultures represented in school classrooms. The course will address: conflicts between traditional American culture and major diverse cultures, specific teaching approaches/strategies, and techniques for fostering growth of healthy self-concepts of culturally diverse students.
A study of the status, nature, historical development, and present content areas of secondary education including foundations, development, and trends and issues for the future secondary school curriculum.
Research of a problem or situation.
Includes intermediate concepts, principles, and procedures as they apply to research. A laboratory experience is included with this course.
This lab must be taken in conjunction with EAC 931.
The student designs a research proposal which culminates in a field study or written report.
Directed professional reading according to the needs of the individual.
Independent study of an educational problem.
A critical study of selected problems relating to the educational area under consideration.
Opportunity for post-graduate students to relate theory to practice in a school setting.
This course is designed to relate theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating directly or indirectly to the area being studied.
Research of a situation or problem.
Those enrolled in this course will examine the foundations, definitions, concepts, and application of major theories, models, and theorists of giftedness, including the following themes:<ul><li>The Foundations and History of Giftedness</li><li>Lewis Terman’s Longitudinal Studies of Gifted Children</li><li>Francoys Gagné’s Differentiated Model of Giftedness and Talent</li><li>Joseph Renzulli’s Triad Model of Giftedness</li><li>Robert Sternberg’s Theory of Successful Intelligence</li><li>Howard Gardner’s Theory of Multiple Intelligences</li><li>J.P. Guilford’s Structure of Intellect Model and Model of Creativity</li><li>Kerrie Unsworth’s Matrix of Creativity Types</li><li>George Betts’s Autonomous Learner Model</li><li>Donald Treffinger and Edwin Selby’s Levels of Service Model</li><li>Available Resources on Theories and Models</li><li>Contemporary Definitions of Giftedness</li></ul>
This on-campus induction course provides an orientation into the field of education. This course prepares the candidates for those first days of school and builds a foundation of resources and understanding that is necesssary for success in the classroom.
This course is an online professional education course designed for on-the-job training and includes topics such as a workplace, classroon management, effective practices and trends, student motivation, teaching strategies, lesson and unit plans, assessment and grading, and portfolios.
This course is an online professional education course. Topics include curriculum planning, differentiated instruction, incorporation of standards, instructional models, structuring the learning environment, assessment, reflective practice, and integrating technology.
Assisting the student in understanding how our educational system was shaped by historical events, people and how schools function and are governed. It will provide the information necessary for the student to understand the interactions of school and society in creating our system of education. While knowledge gained will also reflect other standards, the general areas of study for this course include History and Philosophy of Education, Social Foundations of Education and the Administrations and Governance of our schools.
This course is to emphasize the critical elements of teaching that students encounter during their initial experiences in schools. Topics include human development, psychology of learning, classroom management, student motivation, adolescence, emotional influences on learning and memory, characteristic patterns and differentiated instruction, reflection practice and technology resources for teaching.
This course is an online professional education course designed to address the following: (a) foundations (law, standards, values and beliefs); (b) collaboration (families, professionals, and community members); (c) identifying students with exceptionalities and linguistic diversity (from pre-assessment to service delivery); (d) chararacteristics of exceptionality and linguistic diversity and impact on learning; (e) teaching students with exceptionalities and linguistic diversity through use of adaptations/modifications and assistive technology; and (f) assessing for and reporting progress.
This course covers the principles and strategies used in effective instruction, including comprehension, reading, and writing skills needed to become more literate in content areas. In addition, students will receive training on how to use the 6-Trait Analytical Reading Guide for assessing writing, which is the method used to score Kansas State writing assessments.
This course addresses the nature of being a reflection practitioner. Primary topics included are curriculum planning, best practice, teaching approaches, methods and strategies, structuring the learning environment, assessment, reflective practice, and integrating technology.
This course is an online professional education practicum designed to link course content with professional practice through mentoring and professional supervision and evaluation. One hour of practicum is require with each of the following courses: ALTC 802, ALTC 804, ALTC 805 and ALTC 807.
This course is the first of four required professional education practicums designed for teachers in the Transition to Teaching Program. Each practicum course is linked to each of the following Transition to Teaching courses: ALTC 802, 804, 805, and 807. Students in this course set, monitor and reflect on continuous improvement goals. In this course they submit those reflections as assignments for evaluation.
This course is the second of four required professional education practicums designed for teachers in the Transition to Teaching Program. Each practicum course is linked to each of the following Transition to Teaching courses: ALTC 802, 804, 805, and 807. Students in this course set, monitor and reflect on continuous improvement goals. In this course they submit those reflections as assignments for evaluation.
This course is the third of four required professional education practicums designed for teachers in the Transition to Teaching Program. Each practicum course is linked to each of the following Transition to Teaching courses: ALTC 802, 804, 805, and 807. Students in this course set, monitor and reflect on continuous improvement goals. In this course they submit those reflections as assignments for evaluation.
This course is the fourth and final course of four required professional education practicums designed for teachers in the Transition to Teaching Program. Each practicum course is linked to each of the following Transition to Teaching courses: ALTC 802, 804, 805, and 807. Students in this course set, monitor and reflect on continuous improvement goals. In this course they submit those reflections as assignments for evaluation.
This foundational course is designed to develop a broad knowledge base as well as scholarly thinking, researching and writing skills needed for doctoral study and research. The course will examine the framework of the scholar practitioner, including philosophical and ethical issues in education, and integrating theoretical and scholarly knowledge in the context of research and practice.
This foundational course is designed to develop an integrated and comprehensive approach to strategic planning in an educational context. The course will evaluate the political, social, economic, legal and cultural trends and structures that must inform strategic leadership. Emphasis is placed on evidence-based decision-making that is focused on advocating for all learners in innovation, solution finding, and educational reform. This course will explore the role of leaders, theory, and strategies to develop a framework for effective leadership in an educational organization.
This foundational course will examine the framework of the scholarly mind, including characteristics and dispositions. Candidates will analyze the roles and responsibilities of the scholar-practitioner.
This foundational course will explore the skills of a scholar as applied to complex issues, and innovative trends in education. The course is designed to develop a broad knowledge base and skills needed for postgraduate study and research.
The course will evaluate the political, social, economic, legal and cultural trends and structures that must inform strategic leadership. Emphasis is placed on evidence-based decision-making that is focused on advocating for all learners in innovation, solution finding, and educational reform.
This foundational course is designed to develop an integrated and comprehensive approach to strategic planning in an educational context. This course will explore the role of leaders, theory, and strategies to develop a framework for effective leadership in an educational organization.
The student explores research designs and develops foundational research skills, which culminates in a literature review.
This course will explore best practices for organizing, delivering, and engaging professional learners. Emphasis will be on developing of a culture of innovation, risk-taking and continuous improvement.
This course is designed to develop assessment and implementation strategies to evaluate educational programs. The course will examine design and evaluation of the educational performance of students, teachers, and schools. The impact of policies, leadership theories and practice, efficacy of curriculum and instructional programs, and development of quality instruments will be explored.
This course prepares candidates to lead professional learning experiences. Candidates will explore best practices for organizing, delivering, and engaging participants. The course emphasizes development of a growth culture, quality mentoring, and supports for professional learning.
This course prepares students to lead research-informed curriculum development. The course emphasizes best practices in curriculum innovation. Students will also explore effective strategies for leading curricular changes and implementation.
Students will investigate the American educational policy landscape across various levels and sectors (early childhood, primary & secondary, higher education, adult education / workforce development). Public policy will be considered at local, state, and/or national levels, as well as independent advocacy groups. Local policy applications will then be considered as organizations attempt to implement related policy goals from higher levels. Consideration will also be given to the management of policy through regulation and demonstrated compliance.
The course will explore the policies and laws related to digital teaching and learning. Public policy will be considered at local, state, and/or national levels and emphasis will be given to digital content, media, and copyright laws.
This course is designed to relate educational leadership theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating to positions in educational leadership.
Research a practical educational problem and develop a strategic plan for improvement. The Capstone is a research-based, inquiry-focused, practice-centered project.
Proposal development for continuation of EdD programming. Students will initiate their research proposals and work under the guidance of the course instructor to prepare for doctoral level study.
This course is a study of the nature and complexities of the educational research processes. Identification and completion of any approved educational research project is a course requirement. Students will be provided opportunities to acquire greater awareness, familiarity and knowledge of the most basic concepts and principles of improving schools through research. Both the traditional content and electronic resources of counseling research are emphasized. The student will study how to identify, delineate, operationalize, write a research proposal and program evaluation.
Development of skills needed in counseling and consulting.
A clinical experience that focuses on counseling student skill development in working with children, youth, and adults. Provides student with supervised actual experience.
Overview of counseling issues relating to human growth and development through the lifespan.
This lab must be taken in conjunction with EAC 830, Statistics for Research.
Includes elementary concepts, principles and procedures.
Historical background, the helping relationship, ethical issues, and counseling as a profession are emphasized.
Includes the meaning of work in our society through the life-span and the relevance of careerdevelopment to counseling in a variety of settings. Career theory, assessment, information andcommunity resources are emphasized.
Conceptual mode for appraising individuals, including methods, instruments, and interpretation.
A study of the major theories of counseling and related issues.
This course covers the principles and practices of managing a counseling program. Candidates will draw from theories of and techniques of group and individual counseling to promote academic, career, and personal/social development of learners. Candidates will demonstrate their use of technology to implement individual and group counseling theories in the classroom. The course is created to help the candidate understand the foundations and rationale for comprehensive developmental school counseling programs. Further, candidates will develop the understanding and skills to use teaming and consultation, collaboration, and coordination in an effort to develop programs that facilitate interaction between learners and their environment. Content addresses career and personal social issues, with the end goal of removing barriers to, and improving educational performance.
This course will be composed of student development theories relevant to student learning and personal, career, and identity development in relation to the college counseling and student affairs profession. Students will understand the principles of student development in the college setting, and how these factors impact life, education, and career choices. Resources to meet the needs of students will be explored in how they improve student learning personal growth, professional identity development, and mental health.
Includes theories, types of groups, group leadership, group dynamics, and a group experience.
An examination of the major categories of socioeconomic change likely to affect the purposes, techniques, and settings for counseling. An ongoing inquiry into the interactions between the social, political and economic systems. It provides a forum for developing a personal orientation to individual behavior, and the form and substance of counseling.
The course will center on the contextual dimensions and practice of college counseling and student affairs in higher education settings. The course content will address organizational trends in higher education settings and the impact of systemic barriers on student access to education and services. Additionally, students will understand the functions and strategies to address a broad range of issues in higher education settings. Students will apply models and preventative strategies to address violence, mental health and behavioral disorders, and addictions effecting student success.
Family systems program philosophy, networking, collaboration, and partnerships are excluded in the development of a solution-focused model of program planning.
Study of the counseling approaches, skills, techniques, and intervention strategies relevant to the educational, social and developmental needs of children. Also appropriate for elementary school teachers seeking certification renewal and/ or enhancement of interpersonal relationship skills.
Prepares counselors with an educated sensitivity to selection of appropriate strategies in working with diverse population.
Major ethical issues facing counselors in marital and family counseling, group work, community, and private practice counseling.
This course is designed to provide an opportunity for understanding the concept of recognition and categorizing dysfunctional behaviors and mental processes. Standards for categorizing purposes, uses, and ethics of categorization will be explored in a seminar/discussion format emphasizing the DSM-IV.
This course aims to address a foundation of principles and history that provide a base of concepts and skills that promote students’ professional identity and preparation for a career in clinical mental health counseling settings.
An examination of dysfunctional family processes and current theories of counseling. An inquiry into healthy family functioning and the role of marital instability and divorce. Opportunities are provided to develop a basic orientation and apply techniques in counseling couples and families.
This course serves as a foundational introduction to the medical foundations of addictions in the context of clinical mental health counseling. This course will explore the nature of addiction theory and skills in counseling. The etiology of addictive behaviors will be examined in the context of human development, counseling skills, and the clinical mental health counseling profession.
The purpose of this course is to provide students with an overview of the theories and practices of Childhood and Adolescent counseling. Students will understand the practice of childhood and adolescent counseling in the context of mental health counseling. The etiology of childhood specific disorders will be examined in the context of diverse populations, counseling skills and diagnosis.
Students will examine the nature of advanced counseling skills in the context of the mental health counseling profession. This course is designed to provide experiences in the exploration and application of individual counseling techniques. The course will present frameworks for applying and examining the counseling process. Role playing, self exploration and structuring of the counseling relationship will be emphasized to measure student learning.
This course serves as an advanced clinical for the application of group counseling theory and techniques in the mental health counseling profession. Through direct experiences, students will explore group counseling in regard to dynamics and advanced theories. The course will focus on the characteristics and functions of exceptional group leaders.
Practicum is a clinical experience that focuses on the counseling student's skill development in working with children and youth to enhance their own healthy adjustment and decision-making. Therefore, this course is designed to provide the students with actual experience in a counseling setting to provide an orientation to the variety of responsibilities of counselors and to further develop and refine their skills. Further, the intent of the course is to expose students to a variety of clients and client problems and to give them counseling experience of moderate length (4-8 sessions). In addition, students will be given the opportunity to test their own theoretical point of view in an actual counseling setting.
This course is designed to relate theory to practice in a realistic fashion. COUN 878 meets Standard 3: The professional school counselor understands and demonstrates appropriate counseling skills to address the needs of individuals throughout the stages of human development, processes knowledge of related human behavior at all developmental levels, in multicultural contexts, and the impact of the stages and behaviors on learning and family dynamics. The candidate is placed in a situation where experiences will relate directly to the area studied. Candidates demonstrate counseling related skills and evaluate their impact in multicultural contexts, human development, and familial dynamics. Candidates are evaluated b their on-site and university supervisor. Assignments include planning, scheduling, class-room guidance, observations, case conceptualizations, taped demonstrations, and reflections.
This course is designed to relate theory to practice in a realistic fashion. COUN 879 meets Standard 3: The professional school counselor understands and demonstrates appropriate counseling skills to address the needs of individuals throughout the stages of human development, possesses knowledge of related human behavior at all developmental levels, in multicultural contexts, and the impact of the stages and behaviors on learning and family dynamics. The candidate is placed in a situation where experiences will relate directly to the area studied. Candidates demonstrate counseling related skills and evaluate their impact in multicultural contexts, human development, and familial dynamics. Candidates are evaluated by their onsite and university supervisor. Assignments include planning, scheduling, class-room guidance, observations, case conceptualizations, taped demonstrations, and reflections.
This class provides the counselor with experience in a work setting appropriate to the individual's major area of emphasis. A minimum of 300 clock hours isrequired for each three hours of credit.
The capstone assessment activity for the program utilizing the portfolio process.
Utilize empirical procedures to expand on course knowledge through exposure to the professional literature. A written project provides documentation of this learning process.
Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the advanced knowledge and skills they have acquired.
Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the advanced knowledge and skills they have acquired.
Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the knowledge advanced knowledge and skills innate to school counseling.
Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the knowledge advanced knowledge and skills innate to school counseling.
This course outlines the conceptual and empirical literature on clinical supervision, including models, approaches, techniques, relationship and process issues, groups, evaluation, and ethical and legal considerations. Students will develop conceptual knowledge, skills, and self-awareness related to core topics in clinical supervision while exploring curriculum areas through readings, discussions, and application via supervision skills role plays. Students will also explore cultural issues in clinical supervision and understand the process to facilitate productive outcomes between the supervisor and supervisee.
The advanced practicum experience provides students the opportunity to develop and assess their counseling and consulting skills within the EdS program. The expectation is that students are licensed in their field and performing duties they will document in the experience. Students will propose a plan of activities designed to enhance their ability to conduct individual counseling, group counseling, consultation, and leadership activities with a variety of clients in diverse settings. The experience places considerable responsibility on the student to plan, implement, and evaluate their progress toward goals that are approved by the program faculty.
Digital citizenship expands beyond online safety and our digital footprint! It’s about creating and leading thoughtful, empathetic digital citizens who can tackle important ethical questions as technology and humanity intersect. This course will explore, teach and assist you to model digital citizenship (digcit) and begin to assist<br/>others as responsible and active in various online settings. The course will be framed around the ISTE Standards and ISTE digcit competencies.
This course is designed to examine and explore visual and digital literacies and the relationships of visual and digital literacy theories to instruction and learning in both formal and informal contexts. Students construct texts in the non-traditional forms, such as digital video, concept mapping, and podcasting. The course critically examines alternative literacies or social contexts for learner engagement and empowerment via digital media utilizing the ISTE and ACRL Standards.
This foundational course will explore the skills of a scholar as applied to change in culture and leading in communities of change. The course is designed to develop a broad knowledge base and skills needed for postgraduate study and research. By understanding the role of culture in leading in a digital world, <br/>values are better understood and social relationships strengthened.
This course will explore and evaluate how you can lead in a changing culture so you can influence community engagement and model dynamic change in your organization. The course will be framed around the ISTE Standards and CAEP Shared Values and Beliefs. By understanding how leaders support a community of change and the people in it, educators are empowered to excel in their roles.
This foundational course will explore the skills of the learner as applied to leadership in digital communities. The course is designed to develop a broad knowledge base and skills needed for postgraduate study and research. By understanding the value of innovation for the learner, the leader is equipped to inspire a culture of innovation and creativity.
This foundational course will explore the skills of the learner as applied to leadership in digital communities. The course is designed to develop a broad knowledge base and skills needed for postgraduate study and research. By understanding the value of innovation for the learner, the leader is equipped to inspire a culture of innovation and creativity.
This course is designed to develop skills for leading and managing change in an educational institution. An organization’s performance depends critically on its ability to implement strategic change. To be successful in the future, we need to pay attention to new organizing principles that realign how we deal with the world. This involves diagnosing a situation, developing a guiding policy, and carry out a set of coherent actions to effectively address the situation (Rumelt, 2011).
Finding the ‘right’ new technology or process to solve organizational problems or provide ways to improve processes and practices isn’t about predicting the future. “It proceeds from a deep engagement with the present.” <b>Coolhunting, </b>in the context of educational leadership<b>,</b> is about evaluating essential educational processes and practices and determining how well they align with optimally desired outcomes, user behavioral patterns and technological possibilities. ‘Cool’ means discovering solutions that account for disruption, make the processes and practices easier and more intuitive, while simultaneously improving outcomes.
Finding the ‘right’ new technology or process to solve organizational problems is not a “one and done” process. To communicate the impact of changes and even why changes need to be made in the first place we need to translate numbers and data into relatable stories that stakeholders can understand. The purpose of this course is to advance students’ awareness and understanding of the rich data generated in our organizations, and to develop skills to visualize and communicate data to support implementation, adoption, and successful utilization of processes that will positively impact those organizations.
‘Closing the loop’ is often used to indicate the follow through necessary to see a project through to a successful conclusion. However, implementing technology designed to solve organizational problems is not a “one and done” process. Organizational buy-in and training are necessary first steps, but change is a journey. Successful organizational change requires clear and measurable goals and objectives. Progress needs to be tracked and communicated. Projects involving organizational change are also not solo activities. Cooperation, collaboration, and teamwork are essential to smooth adoption and ultimate success.
This course is designed to connect digital leadership theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating to positions in digital leadership. The Practicum Portfolio Project is completed to document the experience and demonstrate proficiency in the education leadership competencies.Students are responsible for securing a practicum placement and mentor. These experiences are most often completed in the district or institution in which students are employed. Alternative placements are available.
This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of educational organization leadership by examining ethical leadership in a variety of settings and methodologies. Candidates are exposed to a wide range of activities that include theory and practical application.
A study of the influential people, social movement, and intellectual ideas associated with the development of American history and education from Colonial times to the present. Emphasis is place on historical themes which recur as either contemporary educational problems or solutions.
This course will help future building leaders gain a better understanding of action research methods by examining their personal instructional practice systematically, using the techniques of action research to target an area of personal concern, and exploring possible solutions and interventions that can improve their practice. This online course discloses course content associated with action research and the processes and procedures for conducting action research culminating in the development of an action research plan. Students will develop educational leadership skills that include conducting a literature review, collecting and analyzing data, and developing the first cycle of an action plan with the purpose of enriching an educational setting.
This course is designed to assist prospective educational leaders in developing a fundamental knowledge and application of school law. Topics discussed include a broad range of current and historical legal issues including: federal and state laws and regulations; school board policies; teacher and student rights; supreme court cases affecting varied aspects of public school operations, social media, cyberbullying, and other liability exposures.
This course is designed to assist prospective building administrators in developing fundamental knowledge and application of supervision and evaluation responsibilities of a building administrator. Current innovative techniques, improvement of instruction, and selection of building personnel are discussed.
This course is designed to assist prospective building administrators in developing fundamental knowledge and application of administrative roles and responsibilities. Six key ares of administration are introduced: vision and goals; teaching and learning; managing organizational systems and safety; collaboration with key stakeholders; ethics and behavior; and educational systems.
This course is designed to assist prospective building administrators in developing fundamental knowledge and application of exceptionalities and their unique learning and behavioral challenges. Key issues related to the building administrator's role and influence on special education services that will be addressed are: laws that protect the educational righst of students with exceptionalities; communication and collaboration with school community stakeholders about special edcuation services; promoting awareness of exceptionalities and various assessment instruments, procedures and technologies used in special education; and monitoring and evaluating special education decisions and services.
This course is designed to assist prospective building administrators in developing fundamental knowledge and application of school financial procedures. Key issues presented include: how to keep school records timely, accurate, and in compliance with state and district regulations; financial matters affecting school activity funds; sound budgetary and accounting procedures; internal controls to safeguard school funds; protecting staff, parents and students from fiscal irresponsibility due to loss, misuse, or theft; and other school money issues and complexities.
This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of educational organization leadership by examining ethical leadership in a variety of settings and methodologies. Candidates are exposed to a wide range of activities that include theory and practical application.
This course is designed to assist prospective building administrators in developing fundamental knowledge and application of innovative communication tools that provide timely, two-way communication between administrators, faculty, students, parents and community. Social media and the use of free, web-based communication tools will be a primary focus of this course.
A consideration of contemporary issues and problems of social concern to educational leaders. Extensive reading in non-educational areas is required.
This course was designed to help potential building administrators become culturally responsive leaders. It is essential that aspiring principals develop the culturally responsive leadership skills needed to support their school and their school community in ensuring that all children and adults receive what they each need within an environment and system that is intentionally built for them to achieve academic, social, and emotional success regardless of race, ethnicity, language or other characteristics of their identity.
This course was designed to help potential building administrators become culturally responsive leaders. It is essential that aspiring principals develop the culturally responsive leadership skills needed to support their school and their school community in ensuring that all children and adults receive what they each need within an environment and system that is intentionally built for them to achieve academic, social, and emotional success regardless of race, ethnicity, language or other characteristics of their identity.
A critical examination of the history and philosophy of education for leaders in specialized or advanced positions in American schools.
This course is designed to help candidates seeking district-level positions within a preK-12 school district understand and demonstrate the capacity to promote the use of the <b>Future Ready Technology Leaders Framework</b> and International Standards for Teacher Education (ISTE) <b>Standards for Educational Leaders</b>. This course will develop students’ skills in becoming an advocate for equity and citizenship, visionary planner, empowering leader, systems designer, and connected learner.
This course will overview data literacy skills required for leading PK-12 Districts. This course will explore data collection, sources, management, security, ethics, assumptions, and limitations. Students will explore big data to learn strategies for organizing, managing security and interpreting data analytics.
This course explores the use of quantitative and qualitative analysis strategies using district data. This course will develop students’ skills in using appropriate statistical measures as well as qualitative coding strategies to accurately analyze and interpret data.
This course is designed to build students’ skills in interpreting, communicating and presenting data results in a meaningful way. Emphasis will be on evaluating and appropriately using data analyses as a basis for decisions and actions. <br/>
In exercising the rights and responsibilities affecting the governance of the District, the Board will adopt policies serving as guidelines for the organization and administration of schools. Administrative authority, and the power to delegate such authority, will be given to the superintendent who has sufficient legal authority to implement the board’s policies and run the day-to-day operations of the district. This course will discuss policies that represent official positions of the Board, and (2) federal, state, and local statutes that drive the legal basis for these policies and regulations. These procedures must be in compliance with all laws, rules, and regulations that apply to the district.
This course is designed to assist prospective district building administrators in developing a fundamental knowledge and application of administrative roles and responsibilities for the efficient operation of the school district as mandated by state statutes and the local school board. Key topics addressed are: supervision and evaluation of school personnel; scope of authority over operations; fiscal, curriculum, instruction; collective bargaining process; and long range planning.
This course is designed to assist prospective district administrators in developing fundamental knowledge and application of current trends and practices that impact distric administration. Key topics addressed are: understanding district vision for learning, networking and collaboration, district culture of learning, attitudes toward social media, district management and policy, technology integration and 21st century learning, data driven decision making, and the implication of Open Educational Resources.
The school superintendent is in charge of more than just instructional aspects or the supervision of the employees and educators of a school district. A large part of the superintendent's duties includes the financial responsibilities of the district. This course is designed to develop the skills needed for working with the fiscal activities in public education, including knowledge of state and local responsibilities, sources of revenue, and other functions related to financing public school education at the district level.
This course is designed to assist prospective district administrators in developing fundamental knowledge and application of the responsibilities asociated with the planning, remodiling, maintaining, and operating an educational facility. Key facility topics addressed are: bond elections, transportation, technology infrastructure, maintenance planning; audits; providing a safe learning environment; school and ground maintenance; staff and contractor management; and evaluation of maintenance efforts.
A study of the processes and approaches to curriculum planning and development which includes evaluation of the curriculum.
This course is designed to relate educational administration theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating to positions in Central Office Administration.
This course is intended to prepare teachers desiring ESOL endorsement with a background in linguistics that will allow them to understand the structure and function of language. It will provide the theoretical underpinnings that will allow teachers to better plan curriculum for their students. Using the information, they will be able to determine which elements of English may be most problemtic for their students. They will learn ways in which languages may differ and what the universal characteristics of language are.
This course is intended to prepare teachers desiring ESOL endorsement with a background in assessment that will allow them to assess and evaluate their ESOL students accurately. It will provide information regarding second language development and the theoretical underpinning necessary for nonbiased assessment, as well as considering methods of both traditional, formal assessment and nontraditional, informal assessment. Interpretation of results and their application will be considered.
The purpose of this course is to introduce students to comtemporary methods and materials used in English for speakers of other languages PreK-12 classrooms. It will introduce methods and materials used in teaching non-native speakers with limited or non-existent english proficiency. Emphasis will be placed on the contextualized aspects of second language learning and the preparation of activities, materials, and evaluation techniques for classroom use.
This course is designed to relate theory to practice in a realistic fashion. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.
<b>This course will help future building leaders gain a better understanding of action research methods by examining their personal instructional practice systematically, using the techniques of action research to target an area of personal concern, and exploring possible solutions and interventions that can improve their practice. This online course discloses <b>course content</b> associated with action research and the processes and procedures for conducting action research culminating in the development of an action research plan. Students will develop <b>educational leadership skills</b> that include conducting a literature review, collecting and analyzing data, and developing the first cycle of an action plan with the purpose of enriching an educational setting. </b>
Students will examine various methodologies used in educational research, analyze ethical issues associated with it, and design practical application of research methodology to assessment and evaluation in higher education.
This course is primarily designed for current and future higher education professionals and will explore many of the technology issues facing the modern institution of higher education. The course will focus on the use of digital tools, resources and technologies for the advancement of student learning, development and success, as well as the improved performance of student affairs professionals. Included in this course are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities.
This course is primarily designed for current and future higher education professionals and will explore many of the legal issues facing the modern institution of higher education. The course will begin with an overview of the history of the relationship and evolution of higher education and the law. As the course progresses, current critical legal issues including student speech and associational rights, due process concepts, equal protection and discrimination, compliance with federal laws relating to higher education, and governance. Supplemental materials will be provided in addition to required readings in the text. The course is intended to be an overview, not an in-depth analysis of any given topic. Likewise, the course is not designed to provide an introduction to or overview of every facet of the law regarding higher education.
Analysis of the governance, administration and finance of institutions of higher education in the United States. This course includes lectures, discussions, visiting presentations, and interactive case narratives.
The primary focus of this course is to provide a foundation for graduate students to develop an understanding of major and emerging college student development theories. Students will identify and understand the relationship between theory, practice and research.
Designed to develop an understanding of the philosophy, role, problems, trends and administration of student personnel programs in higher education.
Learners will explore the models of and skills for advising, with special focuses upon mentoring, crisis intervention/referral, interpersonal communication, and serving special populations. Techniques in giving direction, feedback, critique, referral, and guidance will be considered. Student support will then be applied to retention efforts by institutions.
<div><div><div>Students will learn the knowledge, skills, and dispositions associated with successful leadership in a higher education setting. </div></div></div>
This course explores the theoretical foundations of diversity and social justice that emerge from various fields. These will then be applied to the higher education setting. Perspectives from various ideological positions will be explored.
The practicum is designed to serve as an to develop and practice skills and it also provides a transition into the next steps of the student's professional employment. The practicum provides the opportunity for the students to apply the theories and skills gained from course work and apply it within a practical setting while integrating the experience into a conceptual frame of reference. Successful completion of the practicum will increase the student's competence and marketability upon graduation. The practicum will offer the opportunity to observe or participate in the activities and responsibilities that are considered to be the major functions of the office in which the practicum is located.
<b>This is an online professional education course designed for candidates in the Master’s Program for the Department of Advanced Education Programs (AEP). Candidates will investigate, design, peer review, and field test research-based instructional units. The role of the instructional coach will be explored.</b>
This course introduces the principles governing building, maintaining, and using materials (both printed and non-print) adequate for the basic needs of elementary and secondary school library media centers.
Acquaints students with the process of listing information resources-books, sound recordings, moving images, etc.-for inclusion in a database. Principles and practices of resource description, subject cataloging, and classification in a school library setting.
This course provides an instroduction to the theory, practice and application of the principles of cataloging and classification. Subject classification and simple entries are emphasized, along with catalog and filing rules.
Provides an introduction to the organization and principles of library administration. Study is made of basic procedures and requirements for administration of a library media program and center. A procedures manual is established by the individual student for personal use.
Library media observation and practice, with instruction in the use of materials and services in school libraries that are curated in an electronic portfolio. Supervised work experience in a school library is arranged.
<b>This is an online professional education course designed for candidates in the Master’s Program for the Department of Advanced Education Programs (AEP). Candidates will investigate, design, peer review, and field test research-based instructional units. Emphasis will be on project management and relationship building with key stakeholders in the ID process.</b>
<b>This is an online professional education course designed for candidates in the Master’s Program for the Department of Advanced Education Programs (AEP). Candidates will investigate, design, peer review, and field test research-based instructional units. Emphasis will be placed on understanding the Instructional Coach Role and Process. </b>
<b>This is an online professional education course designed for candidates in the Master’s Program for the Department of Advanced Education Programs (AEP). Candidates will investigate, design, peer review, and field test research-based instructional units. Communication and collaboration form the backbone of a global society. In this course students will explore a wide range of technologies supporting these activities. We will practice with both synchronous and asynchronous communication tools, while exploring issues related to social media, regulatory concerns, and ethics.</b>
This course covers current topics such as instructional change, student and teacher roles, student engagement, and providing examples that balance theory with practice.
This course presents an overall picture of distance education, an understanding of technologies used in online learning, and skills to develop web-based instruction.
<b>This is an online professional education course designed for candidates in the Master’s Program for the Department of Advanced Education Programs (AEP). Candidates will investigate, design, peer review, and field test research-based instructional units. </b>
This course presents an introduction to multimedia technologies and applications. The course is designed to allow students with no previous experience as well as those with experience to extend their competiencies in the use of visual and audio-visual computer materials.
Instructional Message Design presents an overview of educational and corporate instructional message design methodologies and skills. The course is designed to allow students with no previous experience as well as those with experience to learn basic message design skills and create innovative instructional materials.
<b><b>COURSE DESCRIPTION - </b>This course is designed to strengthen your knowledge and skill ability as a leader in innovative utilization and integration of Google in Education. At the completion of this course, you will be able to explain the differences between Google Apps for Education and other commercially available software products. You will also be able to demonstrate and train others on how to use Google products to enhance or improve teaching and learning. In addition, you will be exposed to materials that will help prepare you to take the <a href="https://edutrainingcenter.withgoogle.com/certification_level1" target="_blank">Google Certified Educator Level 1</a> exam so that you can help other educators and schools integrate Google tools by providing direct training and other services.</b>
This course is designed for students in the Master of Instructional Technology program. It provides an overview of hypermedia and hyptertext applications for instructional technology.
Comprehensive toools, student-lead training, presentations, and materials are developed within a professional electronic portfolio to illustrate the student's knowledge, skills, and ability.
Candidates participate in a deep study of the science of reading over an extended period. Through independent learning and live trainings, candidates will develop an understanding of the key components of literacy development, literacy assessment, and effective literacy instruction. Engagement in case studies allows candidates opportunities to put concepts into practice as they learn.
Candidates participate in a deep study of the science of reading over an extended period. Through independent learning and live trainings, candidates will develop an understanding of the key components of language comprehension and effective comprehension instruction. Engagement in case studies allows candidates opportunities to put concepts into practice as they learn.
This course is designed to build on what candidates gain from training in LETRS Volumes 1 and 2. Candidates will engage deeper with concepts of phonological and phonemic awareness, phonics, morphology, etymology, syntax, fluency, and comprehension. Candidates will also broaden their understanding of writing and literacy assessment. This course prepares candidates for the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI) exam.
Literacy is a complex topic involving many dimensions. Some of these dimensions will be explored in this class as we take our understanding of literacy development, assessment, and instruction beyond merely a Simple View. Candidates will explore the role of ethics and dispositions in literacy assessment and instruction. Candidates will also develop an understanding of the complexities various issues relating to diversity, disability and trauma add to assessing and teaching literacy skills and explore the role family and community connections can play in supporting students' literacy development.
Designed for teachers, supervisors, administrators, and librarians who have previous background with literature appropriate for children and/or young adults. Emphasis is placed on current titles, using literature to teach concepts across the curriculum, and employing various strategies with literature based on the science of reading to engage readers and support struggling readers.
This course focuses on the reading process and the science behind using strategies to develop proficient content area readers. Candidates design instruction that enhances students’ use of literacy tools to construct a more meaningful understanding of the content area.
This course is designed to build common knowledge, develop depth of understanding, and focus on the critical examination of scientific-based research covering the current issues and trends in literacy and language arts instruction including interventions for children with reading disabilities.
This course provides clinical practice in conducting intensive evaluations of students with reading disabilities based on the science of reading. Candidates will learn to administer, score, and interpret informal and standardized test instruments, including the administration and interpretation of parent and child interviews for background information.
This course explores underlying language and literacy development from a psycholinguistic perspective, allowing candidates to focus on the science behind how students learn various aspects of language. Classroom techniques to foster emergent literacy development are stressed.
This course is a practicum experience in the school setting, focus will be on organization of the reading program in the school and its interrelationships with students, parents, other teachers, and administrators. This practicum involves hands-on experiences working with learners, including those with reading disabilities, in reading instruction rooted in and understanding of the science of reading.
This practicum is an in-depth study and application of knowledge of reading process and product in a setting involving children and/or undergraduates. This practicum combines both hands -on expereinces working with learners in reading instruction and content to be obtained from resource materials, including professional journals, textbooks, and the instructor. Through practicum experiences, interviews, and discussions with cooperating teachers, interviews and the instructor. Through practicum experiences, interviews, and discussions and cooperating teachers, interviews, and discussions with the administrator of the reading program, and thorough reading of textbooks and/or professional journals the participant enrolled in this practicum should demonstrate the objectives set forth by the KSDE in relation to reading specialist endorsement.
Field experience will provide the student an opportunity to obtain practical experience in an area of interest.
A workshop is designed for intensive study of an educational topic or problem.
This course is designed to help students develop cultural awareness and an understanding of how different cultures influence children in school. Directed laboratory experiences with ethnic students is required.
This course is designed to help students develop cultural awareness and an understanding of how different cultures influence children in school. Directed laboratory experiences with ethnic students is required.
A workshop is designed for intensive study of an educational topic or problem.
A workshop is designed for intensive study of an educational topic or problem.
The institute is designed to provide preparation for teachers and administrators in a specialized area.
The institute is designed to provide preparation for teachers and administrators in a specialized area.
Directed professional reading according to the needs of the individual.
Directed professional reading according to the needs of the individual.
A critical study of selected problems relating to the educational area under consideration.
A critical study of selected problems relating to the educational area under consideration.
A critical study of selected problems relating to the educational area under consideration.
A critical study of selected problems relating to the educational area under consideration.
Opportunity for students to obtain experience in instruction under supervision of the graduate faculty.
Opportunity for students to obtain experience in instruction under supervision of the graduate faculty.
Designed to provide education majors with an observation and participation experience in an area of special interest on an advanced level. Students will be placed in an educational setting relevant to their program.
Designed to provide education majors with an observation and participation experience in an area of special interest on an advanced level. Students will be placed in an educational setting relevant to their program.
Provides the student an opportunity to obtain practical experience in an area of interest. The student will be under the supervision of a selected practitioner.
Provides the student an opportunity to obtain practical experience in an area of interest. The student will be under the supervision of a selected practitioner.
This course will present technical and research literature, statistical concepts and computations, and examine use of computer software for statistical analysis. The course also will include skills in accessing reference material. Students will define and prepare a research study.
This course will focus on legal and professional issues in special education. Emphasis is on exceptional children and youth and the provision of educational and related services for this population.
This is a foundational special education course. It entails the theoretical perspectives of individual variance. This course describes procedurs for identifying students with exceptionalities, relevant to cognitive, social, motor, communication, and affective behavior. It also examines the biological and cultural factors as well as family dynamics that impact children with exceptionalities.
Study of the basic principles, tools, and techniques of counseling, conferencing, and consulting related to the parents and professionals working with exceptional children.
A study of behavior of children and youth with emphasis on the diagnosis and modification of behaviors.
This course prepares students to plan, use and report on formal and informal assessments with individuals with exceptionalities. Students will gain knowledge and skills in analyzing data from standardized tests and curriculum based measurements. Students will also acquire skills in using assessments to make decisions that will improve instructional and learning outcomes.
Individual labs for selected areas of assessment: (A) apptitude/Intelligence, (B) achievement, (C) affective/Personality, (D) early childhood tests, (E) multicultural assessment, (F) vocational assessment, (G) counseling assessment. Content in labs will include both formal and informal assessment.
The purpose of this course is to help special educators make appropriate decisions regarding the use of evidence-based instructional practices in literacy, math and content-area learning for students with excpetionalities. The decision making process ensures that all students receive the needed instructional practices and supports to be successful and achieve their potential.
This course provides an introduction to relevant issues related to special education students from culturally diverse backgrounds. The course is designed for educators and other professionals who work with special education students from culturally diverse backgrounds.
A critical study of issues relating to special education and exceptional individuals. The course will center around the collection, dissemination, and discussion of material in the areas of law and ethics, medical aspects of exceptionality, and service delivery.
The purpose of this course is to increase knowledge and skills in the application of assistive and educational technology with exceptional children.
This course provides an overview and introduction to the field of early childhood special education. The course covers topics such as rationale, history, handicapping conditions, assessment, and service delivery considerations.
The purpose of this course is to help prepare students to teach and serve young handicapped children and their families. An emphasis is placed on assessment, programming, instruction, and data collection.
The purpose of this course is to give an overview of the field of early childhood education. Information on the history and theories of child development, as well as information on characteristics of children at different ages, will be discussed. In addition, discussions on play and electronic media, including computer assisted instruction, will be provided. How information in each of these areas relates to young handicapped children will also be included in the discussions.
This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where he may obtain experience relating directly or indirectly to the area being studied.
This advanced course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where he may obtain experiences relating directly or indirectly to the area being studied.
The purpose of this course is to help special educators make appropriate decisions regarding the IEP process in regards to their students with high incidence needs. The decision making process ensures that all students receive the needed instructional practices and supports to be successful. As a practicum course, candidates will be working with students with high incidence needs, designing, implementing and evaluating instructional practices.
This course provides an overview of autism spectrum disorder and leadership competencies. It includes an outline of the nature of autism spectrum disorder (ASD) in terms of etiology, characteristics, trends, legal guidelines and supports for students. It also focuses on the principles of leadership and individuals’ motivational capacities. The course will examine one’s leadership journey as well as the communication, behavioral, and social-emotional needs of individuals with ASD from infant to adulthood.
This course focuses on two main areas: (i) ways to become effective leaders; and (ii) strategies for working with students with autism spectrum disorder (ASD). Students will learn and utilize leadership skills such as communication, collaboration, and conflict resolution strategies. Additionally, the course will delve into strategies and technological considerations for working with students with ASD as related to communication, emotional, behavioral, and social skills. It includes learning on Augmentative Assistive Technology (AAT), Individualized Education Plan (IEP) and instructional strategies for students with ASD.
This course provides an overview of assessing P-12 students identified under the umbrella of autism spectrum disorder (ASD). It provides an outline of the assessments used to determines students with ASD strengths and skills, and the skills to be developed to increase independent functioning. Both formal and informal assessments will be examined. Assessment results will guide instructional planning in communication, behavior, and social skills. In addition, the course includes writing appropriate SMART goals for Individualized Education Plans (IEPs) and instructional strategies for use with social stories.
This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.
This advanced course is designed to relate theory to practice in a realistic setting. Candidates obtain practical experiences relating directly or indirectly to managing the behaviors of students with low incidence disabilities. This course explores various theoretical models accounting for human behavior and strategies for managing students’ behavior through proactive, preventative, and positive approaches. It includes conducting and implementing Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP) for students with low incidence disabilities.
This course focuses on research-based instructional techniques and strategies in working with students with reading difficulties. Course addresses the elements of reading, intervention strategies, instructional materials, and assessments to identify students with reading difficulties. It will delve into meeting the instructional needs of students with dyslexia.
This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.
This culminating course is designed to connect theory to practice where candidates engage with students with high incidence disabilities. It includes a minimum of 100 hours of direct and/or indirect experience working with students with exceptionalities. It also includes preparation exercises for local, state and national assessments.
The purpose of this course is to provide best practices and procedures for teaching students with low incidence disabilities. The intent is to examine the developmental and learning needs of each individual as a total person and to determine the psychological and physical structuring of the learning environment that will optimize the acquisition of appropriate and needed skills and behaviors. Candidates will examine appropriate instructional programming and evidence-based practices for students with low incidence disabilities, and will learn to write IEP (Individual Education Plan) and instructional plans to address both academic and functional needs of students.
This course is designed to relate theory to practice in the education of students in mental retardation at the educable level.
This advanced course is designed to relate theory to practice in the education of students with low incidence disabilities. It delves into strategies for working with students with low incidence disabilities, including but not limited to: Autism Spectrum Disorder, Deaf-blindness, Deaf and Hard of Hearing, Developmental Delay, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment, including Blindness. Candidates will obtain experiences relating directly or indirectly to the areas being studied, by engaging in a minimum of 100 hours with students with low incidence disabilities.
Those enrolled in this course will examine the foundations, definitions, concepts, and application of major theories, models, and theorists of giftedness, including the following themes:<ul><li>The Foundations and History of Giftedness</li><li>Lewis Terman’s Longitudinal Studies of Gifted Children</li><li>Francoys Gagné’s Differentiated Model of Giftedness and Talent</li><li>Joseph Renzulli’s Triad Model of Giftedness</li><li>Robert Sternberg’s Theory of Successful Intelligence</li><li>Howard Gardner’s Theory of Multiple Intelligences</li><li>J.P. Guilford’s Structure of Intellect Model and Model of Creativity</li><li>Kerrie Unsworth’s Matrix of Creativity Types</li><li>George Betts’s Autonomous Learner Model</li><li>Donald Treffinger and Edwin Selby’s Levels of Service Model</li><li>Available Resources on Theories and Models</li><li>Contemporary Definitions of Giftedness</li></ul>
Specific assessment, instructional planning, and methodological techniques for gifted will be studied.
Students will examine both general and specialized curricula, focusing specifically on locating, evaluating, and implementing evidence-based instructional strategies that will support the learning of diverse students identified as gifted. Candidates will evaluate best practices in program planning and the appropriate curriculum and instructional strategies for meeting the unique needs of the gifted learner. Students will apply differentiated instructional strategies to design lesson plans which promote advanced cognitive skill, promote creativity and leadership, and address affective and character growth.
Students in SPED 855 will examine a variety of assessment methods to both identify and to continuously monitor the progress of diverse students identified as gifted. Assessment methods included, but are not limited to: state/national referral and identification practices, formative assessment models, summative assessment models, progress monitoring models. Students will identify and articulate the roles of educators, parents, and the community in the assessment process, and demonstrate competency in communicating identification/assessment results successfully.
This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.
This advanced course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied. As part of this experience, the student is given opportunities to study the basic principles, tools, and techniques of counseling, conferencing, and consulting as related to students who are gifted, their parents, and other professionals.
This course provides an overview of the educational stages in special education, i.e., from early childhood to post-secondary. The course will address the different transition points that students with exceptionalities have to go through, as students move from home to school, grade to grade, school to school, and school to community/post-secondary. It will focus on working with students from pre-K to adolescents, collaborating with families and professionals, and preparing transition plans. It will also highlight the importance of family and community engagement in the holistic development of children with special needs.
Introduction to the basic concepts of career and vocational programming for students with special needs. Theoretical constructs and practical considerations for programming from the preshool level through the secondary school level will be presented.
A study of career/vocational programs for special needs students. Appropriate curricula, methodology and materials will be analyzed.
This course focuses on ways to develop, improve and maintain effective collaboration in schools. Candidates will gain experience in using principles, tools and techniques of communication, collaboration and consultation as related to students with high incidence disabilities. This course will challenge candidates to understand and prepare for how collaborative efforts in schools can produce more inclusive settings for diverse and exceptional learners.
This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.
This advanced course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where he may obtain experiences relating directly or indirectly to the area being studied.
Independent study of an educational problem.
Opportunities for students who have graduated to obtain additional competencies.
The course includes the study of procedures employed in organizing and administering programs in special education.
This advanced course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where experiences are obtained in the area studied.
This advanced course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where experiences are obtained in the area studied.
Individual study of a selected problem relating to education.
The course is designed to provide education majors with an observation and participation experience in an area of special interest. Students are placed in an educational setting relevant to their problem.
Field experience will provide the student an opportunity to obtain practical experience in an area of interest.
The selection and application of appropriate procedures, methods, techniques, and devices of teaching.
Designed to provide education majors with an observation and participation experience in an area of special interest on an advanced level. Students will be placed in an educational setting relevant to their program.
Designed to provide education majors with an observation and participation experience in an area of special interest on an advanced level. Students will be placed in an educational setting relevant to their program.
Fort Hays State University
600 Park Street
Hays, KS 67601-4099
785-628-FHSU (3478)