This course is designed to acquaint students with the profession of education by helping to increase an awareness of the role and characteristics of an effective teacher and leader. Large and small group activities and assignments are dispersed throughout the semester to facilitate an understanding of foundational topics in education (such as lesson planning, standards, assessment, and differentiation). C&T 100 is a pre-professional course. Successful completion of the course does not guarantee eventual admission to the Teacher Education Program in the School of Education and Human Sciences.

This is the first course in a series of 2 courses focused on student career development. The purpose of this course is to provide structured career exploration and other experiences for students to: identify career interests, strengths, and skills through career assessments, job shadows, informational interviews, and short-term work experiences; develop an individualized career plan; begin developing a career portfolio by developing a resume, references list and cover letters. Students participate in structured, recurring work-based learning opportunities, and coursework as well as individual meetings with the instructor. Instruction and practice job-seeking and job maintenance skills are provided both in the classroom and in work-based learning experiences.

A limited-enrollment seminar course for first-time freshmen, addressing current issues related to curriculum and instruction in the field of education. Course is designed to meet the critical thinking outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (fewer than 30 hours).

This is the second course in a series of 2 courses providing structured career development and is by appointment with the instructor. It provides structured experiences for students to: refine their career plan based on individual interests, strengths, and skills; learn and practice job-seeking and maintenance skills; participate in work-based learning; apply skills and experiences learned to enhance career plan and develop a career portfolio. Students participate in structured, recurring work-based learning opportunities and complete individualized projects related to career plans to contribute to students' career portfolios. Students consult with the instructor on their individualized projects and career portfolios. Prerequisite: Successful completion of C&T 175.

This course explores cultural diversity in K-12 settings through a critical analysis of several key themes: power, privilege, and difference. Students will examine the social construction of race, ethnicity, gender, social class, sexuality, language, and abilities within the classroom. This course examines topics including: gender bias, racism, white privilege, income inequality, as well as the educational and social experiences of students from historically marginalized backgrounds. Fieldwork experience is a required component of this course.

This course allows KU students to explore teaching in science or mathematics as a career as well as gain and practice collaborative and communication skills. Students teach combined science/math lessons in local elementary classrooms in order to obtain firsthand experience with planning and implementing inquiry-based curriculum. This course is part of a STEM Teach sequence. C&T 290 is part of a sequence of courses that allow STEM Teach students to earn a KU service learning certificate.

This course is for students who want to continue to explore math or science teaching. This goal will be accomplished by observing a mentor teacher and by teaching several lessons to a middle school math or science class. Students will build upon and practice lesson design skills that were developed in STEM Teach 1 and become familiar with excellent science and mathematics resources for middle school. As a result of the STEM Teach 2 experiences, students generally will able to make a decision as to whether they want to pursue a pathway to teacher licensure through the STEM Teach program. C&T 291 is part of a sequence of courses that allow STEM Teach students to earn a KU service learning certificate. Prerequisite: Successful completion of STEM Teach 1 (C&T 290).

The focus of this course is on developing integration strategies and acquiring computer skills for using instructional technology and educational software, digital media, and information technologies appropriate to elementary and middle school teaching environments. Students will gain expertise in (a) the selection of appropriate instructional technologies and digital media for use in the classroom; (b) production of technology-based instructional materials; and (c) the evaluation and validation of a variety of electronic information sources. Prerequisite: Admission to the Teacher Education Program.

The focus of this course is on developing integration strategies and acquiring computer skills for using instructional technology and educational software, digital media, and information technologies appropriate to middle school and high school teaching environments. Students will gain expertise in (a) the selection of appropriate instructional technologies and digital media for use in the classroom; (b) production of technology-based instructional materials; and (c) the evaluation and validation of a variety of electronic information sources. Prerequisite: Admission to the Teacher Education Program.

Building on the experiences in C&T 100, this course will focus on the learner in the elementary setting. Learning occurs as a result of interaction among learners, teacher and subject matter in the classroom within a school in a community. The impact of the interactions of these students of learning of young children is studied in this course. Emphasis is given to the factors that influence curriculum decision-making, and methods that are considered in elementary grades curriculum and how it is delivered. Prerequisite: Admission to the Teacher Education Program.

Building on experiences in C&T 100, this course will focus on the learner within the high school setting. Learning occurs in a classroom within a school in a community, and the nature and structure of these settings as well as their impact on learning is studied in this course. Emphasis is given to the curriculum, the factors that influence the curriculum, and the ways that goals for high school students are reflected in the high school curriculum. Prerequisite: Admission to the Teacher Education Program.

Teaching English as a Second or Additional Language/Bilingual Education is designed to provide preservice elementary teachers with an understanding of the history and methodology of teaching English to speakers of other languages, both as a foreign language and as an additional language within American English settings. Future ESL/EFL/EB teachers will be prepared to develop the investigative, decision-making, and reflective teaching skills needed to work with English language learners of elementary age, and to impart language instruction in the appropriate context. Emphasis is placed on developing a clear understanding of who English language learners are; what programs and services are-or should be-available to the ESOLs/EBs; the critical pedagogical aspects of teaching ESL/EFL/EB; and the preparation of teaching materials for classroom use. Prerequisite: Admission to the teacher education program.

This course is designed to provide preservice middle/secondary discipline specific teachers with an understanding of the history and methodology of teaching English to speakers of other languages, both as a foreign language and as an additional language within American English settings. Future ESL/EFL/EB teachers will be prepared to develop the investigative, decision-making, and reflective teachings skills needed to work with English language learners of all ages, and to impart language instruction in the appropriate context. Emphasis is placed on developing a clear understanding of who English language learners are; what programs and services are-or should be- available to the ESOLs/EBs; the critical pedagogical aspects of teaching ESL/EFL/EB; and the preparation of teaching materials for classroom use. Prerequisite: Admission to the teacher education program.

The purpose of this course is to help prepare students to teach social studies in the middle and secondary grades. Prerequisite: Admission to the teacher education program.

A study of literature (poetry, folk literature, fiction, and nonfiction) appropriate for elementary school children with a focus on contemporary children's books. Emphasis will be on selection of literature based on child development, literary quality, curriculum, and pluralism and the engagement of children in literature experiences from the interactive, reader response, and critical perspectives. Prerequisite: Admission to the Teacher Education Program.

A study of curricula, instructional strategies, and classroom organization for social studies education K-6. Emphasis is placed on the effective implementation of social studies programs in classroom settings. Prerequisite: Admission to the School of Education in elementary, middle, or secondary, or the Unified Early Childhood programs.

In this course, you will develop an understanding of how children learn science and why science education is important. You will examine effective approaches to teaching, instructional materials, and student assessment and will learn how to plan and implement a science unit. The course will emphasize a guided-inquiry approach to science instruction appropriate for the abilities and interests of children in grades K-6. Prerequisite: Admission to the School of Education.

This course is a study of the curriculum, instructional strategies, and classroom organization for mathematics in grades K-6. Emphasis is placed on the effective implementation of mathematics programs in classroom settings. Prerequisite: Admission to the School of Education.

This course is intended to develop the attitudes, knowledge, and skills necessary to effectively instruct primary grades (K-3) children through the development of literacy skills: reading, writing, listening, speaking, spelling, and handwriting. The major goals of this course are for the prospective teacher to develop an understanding of literacy development of the primary-grades child, current literacy theories, and the ability to work with a number of approaches to promote literacy learning and a positive attitude toward literacy in all primary-grades students who may have different needs due to language, culture, learning challenges, and/or differing stages of development. This course is to be taken concurrently with C&T 353, Literacy Practicum in the Primary Grades. Prerequisite: Admission to the Teacher Education Program.

This supervised practicum is intended to allow the pre-service teacher to apply the knowledge gained in C&T 352, Literacy Instruction in the primary grades (K-3), by teaching children in the primary grades. To be taken concurrently with C&T 352 Prerequisite: Admission to the Teacher Education Program.

C&T 354 is designed to introduce pre-service teachers to the principles and methods of facilitating language and literacy development of students in third through sixth grade. Pre-service teachers also will have an opportunity to teach an elementary grade student(s). Prerequisite: Admission to the Teacher Education Program. This course is to be taken concurrently with C&T 355, Literacy Practicum in the Intermediate Grades.

This supervised practicum is intended to allow the preservice teacher to apply the knowledge gained in C&T 354, Literacy Instruction in the intermediate grades (4-6), by teaching children in the intermediate grades. To be taken concurrently with C&T 354. Prerequisite: Admission to the Teacher Education Program.

In this 1-credit online course, UEC preservice teachers will learn about issues related to dyslexia. For example, preservice teachers will learn (a) how dyslexia is defined and the characteristics of students identified with dyslexia; (b) about screenings and diagnostic assessments that help teachers make informed instructional decisions; (c) how to teach reading to students at-risk for or identified with dyslexia; and (d) how to help students address some co-morbidities that are often associated with dyslexia. This course aligns with C&T 352: Literacy in the Primary Grades and C&T 353: Literacy Practicum in the Primary Grade. Along with C&T 352/353, this course addresses the Kansas Department of Education (KSDE) expectations about dyslexia for teacher preparation programs. Concurrent enrollment in C&T 352 and C&T 353 is required. Prerequisite: Admission to the Teacher Education Program.

An introduction to reading in relation to specific areas of art, music and health and physical education. Focus on specialized vocabulary and literature related to each area. Introduction of specific strategies to teach vocabulary and comprehension and to integrated units of study. Prerequisite: Admission to certification program in music education, art education, health education, or physical education.

This course focuses on issues of what it means to learn and know science and mathematics. What are the standards for knowing we will use? How is knowing and learning structured and how does what we know change and develop? For the science and mathematics educator, what are the tensions between general, cross-disciplinary characterizations of knowing (e.g. intelligence) and the specifics of coming to understand powerful ideas in mathematics and science? What are the links between knowing and developing in learning theory, and the content and evolution of scientific ideas. Also, current issues and tensions in education will be discussed, especially as it relates to mathematics and science instruction.

To make prospective teachers aware of multiple models of teaching (including direct instruction, inquiry teaching and use of small groups); the advantages, disadvantages and uses of each; and what each model requires of teachers. To allow prospective teachers to explore ways of probing student understanding through authentic assessment, evaluating student understanding through student artifacts, and enhancing student understanding through lesson plans built around models of how people learn. To make prospective teachers aware of equity and diversity issues in classroom teaching and ways of ensuring that all students have an opportunity to learn. To make students aware of the proficiencies for licensure recognized by UKanTeach and Kansas State Board of Education and facilitate students' demonstration and documentation of these through their development of a professional portfolio. To develop students' capacity to identify and evaluate best teaching practices as presented in research literature. Prerequisite: C&T 360.

In this course, we will explore the political, cultural, historical, and economic factors that drive English's status as a global language and the demand to learn it. We will attend to such questions as, Why a global language, and why English? Is the spread of English necessarily natural, neutral, and beneficial? Then, we will consider implications of answers to the above questions on teaching English internationally, since TESOL positions overseas provide ideal opportunities for college-age Americans to live and work abroad. The projects assigned are intended to teach students to think critically about issues related to prominence of English teaching/learning around the world.

This is the first in a series of three consecutive professional learning seminars. The primary purpose of the professional learning seminars is to collaboratively engage KU teacher education students, KU faculty, and school professionals in a continuous seminar that focuses on important issues that pre-service teacher education students face in the schools. Faculty and students will critically examine instructional practices, learning in real-world contexts, and analyze teaching and learning from multiple perspectives including the philosophical, and psychological. The professional learning seminars are designed around key features of effective professional learning communities and sustained professional development for teachers. Features include supportive, collaborative learning, shared personal and professional practice, and collective inquiry of teaching and learning. Prerequisite: Admission to the Teacher Education Program.

The primary purpose of the professional learning seminars is to collaboratively engage KU teacher education students, KU faculty, and school professionals in a continuous seminar that focuses on important issues that pre-service teacher education students face in the schools. Faculty and students will critically examine instructional practices, learning in real-world contexts, and analyze teaching and learning from multiple perspectives including the philosophical, and psychological. The professional learning seminars are designed around key features of effective professional learning communities and sustained professional development for teachers. Features include supportive, collaborative learning, shared personal and professional practice, and collective inquiry of teaching and learning. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Admission to the Teacher Education Program.

The primary purpose of the professional learning seminars is to collaboratively engage KU teacher education students, KU faculty, and school professionals in a continuous seminar that focuses on important issues that pre-service teacher education students face in the schools. Faculty and students will critically examine instructional practices, learning in real-world contexts, and analyze teaching and learning from multiple perspectives including the philosophical, and psychological. The professional learning seminars are designed around key features of effective professional learning communities and sustained professional development for teachers. Features include supportive, collaborative learning, shared personal and professional practice, and collective inquiry of teaching and learning. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Admission to the Teacher Education Program and successful completion of C&T 402.

A study of the constitution, organization, functions, and processes of Kansas government, of contemporary public policy issues with local, state and national implications, and of strategies for teaching these in middle and secondary classrooms. Prerequisite: Admission to the School of Education and POLS 110.

This course provides an introduction and overview of basic principles in assessing English language learners (ELLs) in the context of U.S. preK-12 classrooms and schools. With a focus on addressing equity issues, the course: 1) provides the context and rationale for variety of approaches to assessment; 2) discusses assessment related academic language in the content classroom; 3) discusses the multiple purposes of assessments; and 4) reviews how assessment results can inform educators, students, families, and community members. Prerequisite: C&T 330 or C&T 331.

This course provides an introduction to the process of second language acquisition as it relates to English language learners (ELLs) in a U.S. preK-12 context. Particular attention is given to the influence of cognitive, affective, and sociocultural factors in second language acquisition. Current developments in second language acquisition are reviewed and evaluated in keeping with the needs of professionals in the context of second language education. Prerequisite: C&T 330 or C&T 331.

Teaching literature (novel, short story, poetry, drama, nonfiction) suitable for students in the middle school, the junior high school, and the senior high school. Ethnic literature, censorship, bibliographies, and other relevant sources of information about books for young adults will be studied.

Content area teachers do far more than impart information to students. They play an important role in guiding middle/secondary students as they use reading and writing as tools for learning. This course includes an overview of the state and national reading and writing scores of adolescents. Students will then be introduced to the basic processes or ways in which individuals may learn to read and write. The course continues with a focus on the instructional strategies and materials that promote the development of reading and writing in the context of teaching new information. Additionally, the course emphasizes the informal methods educators can use, on an on-going basis, to diagnose their students ability to comprehend content material. Finally, appropriate fix-up strategies will be modeled. Prerequisite: Admission to the Teacher Education Program.

In this 1-credit online course, middle and secondary preservice teachers to begin acquiring an understanding of dyslexia and the characteristics that students with dyslexia might display in the classroom and on academic/social tasks. Preservice teachers will learn how dyslexia is identified, how to teach students identified with dyslexia, and how to help students address some co-morbidities that are often associated with dyslexia such as organization, memory and concentration. Prerequisite: Admission to the Teacher Education Program.

This course will have three essential components. The first will be a theory driven perspective accounting for what we know of how people learn and how project-based instruction improves student learning in math and science. The second component will provide the students with support as they develop their own project-based unit. The third component will be field experiences consisting of two parts: 1) observation of well-implemented project-based instruction in local schools and 2) teaching project-based activities in an informal education setting. Prerequisite: C&T 360.

This supervised practicum is intended to allow the pre-service teacher to apply knowledge gained in SPED 507; C&T 448, ELPS 537; and C&T 540, C&T 541, C&T 542, C&T 543 and C&T 544: Advanced (Content Area) Methods by teaching children in the middle/secondary grades. To be taken concurrently with SPED 507; C&T 448, ELPS 537; and C&T 540, C&T 541, C&T 542, C&T 543 and C&T 544: Advanced (Content Area) Methods. Prerequisite: Admission to the Teacher Education Program.

A supervised teaching experience in an approved school setting, with level and subject area to be selected according to the teaching field. Prerequisite: Successful completion of fall practicum experiences and demonstration of appropriate professional dispositions.

The TESOL Practicum allows individuals to gain supervised experience in Teaching English to Speakers of Other Languages (TESOL) for a professional KSDE ESOL endorsement and advancement. Prerequisite: Completion of all TESOL endorsement courses.

A supervised internship experience leading to initial certification. The student assumes the total professional role as a teacher in an approved school setting, with level and subject area to be selected according to the teaching field. Prerequisite: Successful completion of all practicum experiences and demonstration of appropriate professional dispositions.

This course serves to instruct students in the research, teaching, and writing components of developing a teaching portfolio. The seminar will provide a forum for discussion and deeper exploration into topics and issues related to working in the school setting, teaching, and developing a professional teaching philosophy. Graded on a satisfactory/fail basis. Prerequisite: Enrollment in Student Teaching or Internship during the Spring semester.

Only one enrollment permitted each semester. A maximum of four hours will apply toward the bachelor's degree. Prerequisite: Recommendation of advisor and consent of instructor.

A supervised teaching experience in an approved school setting, with level and subject area to be selected according to the teaching field. Prerequisite: Admission to the Student Teaching program.

A supervised classroom teaching experience under the direction of an experienced teacher and in close relationship with a university supervisor. Prerequisite: Admission to the Graduate Certification Program and approval of advisor.

This course is will expose students to a variety of debates and developments related to primary and secondary education in our globalized era. Students will survey educational systems from the US and selected world regions, comparing and contrasting them in terms of access, funding, curriculum, and pedagogy. They will investigate educational systems from the perspective of international development while addressing issues of local vs. national or international control, tradition vs. global advancement, and other challenges and trade-offs. Prerequisite: Junior standing or higher, or permission of instructor: The course is suitable for advanced undergraduate and master's degree seeking students.

A study of philosophy, objectives, curriculum, instructional strategies, and evaluation in teaching foreign language at the K-12 levels. Prerequisite: Admission to the Teacher Education Program.

This is an English/Language Arts methods course that focuses on curriculum development and instructional strategies appropriate for teaching English/Language Arts in grades 5-12. Prerequisite: Admission to the Teacher Education Program.

The course is designed to provide continued study of curriculum development and instructional strategies appropriate for teaching English/Language Arts in grades 5-12 and as a final readiness for the undergraduate student teaching experience. Prerequisite: Admission to the Teacher Education Program.

Advanced study of curriculum development and instructional strategies appropriate for teaching social studies in grades 6-12 and application of learning in a middle/secondary classroom. Prerequisite: C&T 335; SPED 326 and, C&T 324

This is an advanced Foreign Language methods course that focuses on the critical importance of the socio-linguistic environment of foreign language classrooms. Prerequisite: Admission to the Teacher Education Program.

This course will use an inquiry-based, problem-based, phenomena approach to engage students in real-world experiences related to the key physical science PK-6 STEM concepts in the Next Generation Science Concepts (NGSS).

A special course of study to meet current needs of education students, primarily for undergraduates.

This study abroad focuses on professional growth in teaching and understanding education based on an international experience. Students learn about curriculum and teaching from an international perspective, and engage in professional discussions with Italian teachers and administrators. Students engage in culturally responsive teaching in preschool-secondary settings, they participate in family and community activities/events, and they visit renowned museums and cities. Prerequisite: Application through the Office of Study Abroad and interview with the director.

Basic concepts and processes of curriculum and instruction, including theories, planning models, resources for decision-making, current trends, research, and proposals for improvement of curriculum and instruction.

It is the purpose of this course to introduce students to the foundations of the reading process, developmental levels, theory, models, and procedures at the emergent, elementary, and secondary levels. Elements of cultural, linguistic, and ethnic diversity that affect the reading process are included. Students work with research related to the reading process, remediation, and assessment.

It is the purpose of this course to examine research, theory, and practice in reading comprehension. Emphasis is placed on the application of strategies for various text types (expository, narrative, persuasive, and technical) for teaching reading comprehension and study skills across content areas in the K-12 classrooms. Prerequisite: C&T 740 or permission of the instructor.

A study of the research base on writing, spelling, speaking, and listening for teaching the language arts; an overview of development in writing and spelling, the writing and spelling processes and instruction, and strategies for integrating the language arts. Prerequisite: Admission to a masters program within the School of Education, C&T 740 or permission of the instructor.

The course focuses on the literacy development, research, and effective teaching practices that support emerging bilinguals (EBs) becoming literate. The course examines how reading, writing, speaking, and viewing in a new language are similar and/or dissimilar from these modalities in a first language. Cognitive, sociocultural, linguistic and educational perspectives are investigated as part of this examination.

In C&T 748, preservice content teachers, who have had no previous literacy courses, are introduced to the basic processes of reading and to instructional strategies and materials that promote the development of reading, writing, and studying in the context of teaching new information. Additionally, we discuss the ways in which teachers diagnose, in an informal, on-going basis, their students' abilities to comprehend the material they are teaching.

This study abroad focuses on professional growth in teaching and understanding education based on an international experience. Students learn about curriculum and teaching from an international perspective, and engage in professional discussions with Italian teachers and administrators. Students engage in culturally responsive teaching in preschool-secondary settings, they participate in family and community activities/events, and they visit renowned museums and cities. Prerequisite: Application through the Office of Study Abroad and interview with the director.

Exploration of pedagogy in the 21st century classroom and examination of current learning environments and strategies available to enhance student learning and engagement. Prerequisite: Admission to graduate program in the School of Education. Admission to a non-degree program in the School of Education.

A special course of study to meet current needs of education professionals--primarily for graduate students.

This course is designed for students to gain a functional understanding of the historical, philosophical, political, psychological, and cultural factors which affect the designing and implementation of curriculum at several levels: the individual classroom, the team, the school, the larger administrative unit, the state, and the nation. Prerequisite: C&T 709 or permission of instructor.

This course will emphasize the latest research and practice related to school reform and student success, particularly professional development and data analysis as they relate to standards, curricula, assessment, and instruction embedded in a school improvement plan. Discussions will provide a pathway for teachers to contribute to the development and implementation of an identified district's school improvement plan. You will function as a teacher member of a school improvement team to assimilate and synthesize research and practice into the development, revision, and/or assessment of a school improvement plan for a specific school site. Prerequisite: Enrollment is restricted to students admitted to the online Curriculum and Instruction Master's program.

A focus on organizing and managing curriculum development in educational settings. Such curricular decisions as writing philosophies, setting goals and objectives, selecting and organizing content, and designing and monitoring evaluation procedures will be emphasized. Providing leadership for the collaborative process of curriculum planning in organizational settings will receive attention.

This course is designed for educators interested in expanding curriculum and instruction to accommodate diverse learners in the classroom, K-12. Topics include: models, methods, and resources for differentiating curriculum and instruction, designing and modifying differentiated curriculum, evaluating student learning, and introducing students, parents and colleagues to differentiation. An evidence-based, practical course for teachers, administrators, and support personnel. Prerequisite: Admission to Graduate School.

Analysis of models of teaching which represent distinct orientations toward students and how they learn. The application of these models is complemented by the study of research evidence on effective teaching strategies. Prerequisite: C&T 709.

In order to provide the student with an understanding of multicultural education, the course will examine the effects of such issues as ethnicity in America, the melting pot theory, separatism, cultural pluralism, legal issues, and bilingual education upon the curriculum and instruction in today's classrooms. It will include an evaluation of materials for bias and stereotypes.

Curriculum Inquiry provides an opportunity to reflect, explore, understand, and broaden perspectives of curriculum through examining the theories, methodologies, strategies, and design of qualitative research. This course is designed to develop a common understanding of the major elements of qualitative research, while offering each student an opportunity to examine research topics and methods of personal interest, with particular attention to curricular issues. The course also includes practical experience with various modes of data collection and analysis.

This course provides an opportunity to investigate the nature of the creative process in educational settings. The knowledge base for the course builds from foundations of creativity, principles and theories of identifying and enhancing creative production, and affective learner variables. The course blends classic and contemporary works in creativity, and features the application of theories and models of the origins and development of creativity to promoting creative thinking and learning among children, youth and adults. Participants learn about, apply, and adapt techniques for defining and identifying creative potential and for encouraging creative thinking in educational settings. Prerequisite: Admission to graduate school.

U.S. schools are increasingly multilingual spaces, where new waves of migration and refugee resettlement are reshaping the linguistic landscape of previously English-dominant spaces. It is from this perspective that this course explores the history and evolution of culturally responsive pedagogy--beginning with its origin in U.S. multicultural education, to its expansion into the education of culturally and linguistically diverse learners, to its adoption in English language education more broadly, and TESOL teacher education more specifically (in the U.S. and abroad). The course will highlight the curricular and instructional approaches that undergird CRP and the future global direction of this pedagogical approach.

This course introduces the sociolinguistic topics of language change and variation through a study of the historical evolution of what has come to be known as modern American (U.S.) English. The course will explore the historical instances of contact between English and other languages that have resulted in significant and minor changes, as well as regional variations to spoken and written American English. It will also discuss the pedagogical and research implications of these changes for teaching English in the U.S. and abroad.

Language, Discourse and Ideology adopts an interdisciplinary approach to exploring the language ideologies that shape English language development in EFL, ESL, and Bilingual / Dual Immersion contexts. The study of language ideology is a subfield of Sociolinguistics and is linked to issues of language, ideologies about language, and language as a vehicle for ideology. Though language is a focus of this course, the course is "not about language alone. Rather, ...[it addresses] ties of language to identity, to aesthetics, to morality, and to epistemology" (Woolard 1998: 3) and the ways in which these uses of language reflect and reproduce language ideologies. The course is open to graduate students across the School of Education with an interest in language, English as a Second/Foreign language, and policy planning and curriculum studies. It is also open to students in anthropology, linguistics, sociology and related fields with an interest in language use in educational contexts.

The purpose of this course is to study the objectives and methods of ESL/Bilingual education. Students will examine methods and techniques of teaching: listening, speaking, reading, and writing in the ESL/Bilingual Education settings. The course will also emphasize the importance of culture in second language teaching, and self-evaluation of teaching and instructional materials.

This course provides an overview of diagnostic techniques and instruments used to identify and remediate specific learning difficulties associated with normal second language development in the area of listening, speaking, reading, and writing. The course includes a review of research concerning assessment as it relates to error analysis in the second language context. Prerequsite: Corequisite: C&T 820.

This course provides an intensive review of the theory and research base of second language acquisition. Particular attention is given to the influence of research trends in linguistics and psychology on second language education theory and practice. Current trends in second language education are examined in light of the historical theory base. Prerequisite: C&T 820.

This course includes the study of the interrelationship of language and culture and the use of multicultural training techniques to develop cultural awareness and positive attitudes in the second language classroom. Emphasis is on the integration of culture in the second language curriculum. Prerequisite: C&T 820 or C&T 803.

This course presents a study of curricula and instruction in the second language setting at all levels with emphasis on educational research concerning these issues. Particular attention is given to developing competency in locating and utilizing sources of information and to preparing the research document. The course facilitates practical problem solving in the second language learning context. Prerequisite: C&T 820.

This course provides a supervised teaching experience in a setting appropriate to the goals of the prospective ESL/Bilingual teacher: elementary, secondary, or adult. Particular attention is given to lesson planning, classroom management, and the development of self-evaluation techniques. This course will also emphasize structured classroom observation prior to teaching and techniques for developing and maintaining positive working relationships with other professionals in the school setting. Prerequisite: C&T 820, C&T 821, and C&T 822 or C&T 824.

This course offers pre- and in-service teachers the basic foundations of language analysis necessary for the teaching of second/foreign languages. The course covers basic linguistic topics common to all human languages (grammatical, phonological, and semantic aspects) with the intent to help teachers understand and address common languages problems that students face when learning English as a second/foreign language.

This interdisciplinary seminar explores the interrelationship between language and identity, and the role of language in developing identities of second language learners.

The purpose of this course is to investigate contemporary issues in and key concepts pertaining to Teaching English to Speakers of Other Languages (TESOL) throughout the world. We will examine primary research and employ a sociocultural lens to better understand how the phenomenon of globalization has shaped how, why, and the conditions under which English is taught and learned on different continents, as well as critiquing research methods and approaches to studying English language teaching and learning.

A study of emergent literacy through the beginning stages of literacy development. Course content focuses on the history, theory, and research that supports instructional reading practices for children Pre-kindergarten through grade 2. Prerequisite: C&T 740, C&T 741, or permission of instructor.

A case study approach to the instruction of children in need of early intervention in reading. Requires assessment, instruction, and case reports of tutored children. Prerequisite: C&T 740 or permission of instructor. Concurrent enrollment or previous enrollment in C&T 840 is required.

A study of the characteristics and multiple causes of reading and writing difficulties, principles and procedures for diagnosing and remediating reading difficulties, how to provide individual and group intervention strategies, communicate diagnostic information, and gain awareness of the impact of research on instructional decision-making for students with reading difficulties. Prerequisite: Admission to a masters program within the School of Education, C&T 740 and C&T 741, or permission of instructor.

Case study approach to the treatment of pre-adolescent through adults with reading disabilities. Requires diagnostic testing of the learner, compilation of case study reports, and participating in staffing for the purpose of designing remedial reading programs. Students also participate in implementation of remedial programs with pre-adolescent through adults through tutoring in either a clinical setting or a public school setting. Prerequisite: C&T 740 or permission of instructor. Concurrent enrollment or previous enrollment in C&T 842 is required.

An overview of the role of the reading coordinator/supervisor and that individual's responsibility for the components of a balanced reading program. Emphasis will be given to assessment of the reading program, strategies for change, improving the reading program, in-service programs, working with other school personnel, providing services, and public relations. Prerequisite: C&T 740, C&T 741, C&T 840, C&T 841, C&T 842, and C&T 843.

Intensive supervised experience working with improvement of mathematics curriculum and/or instruction in an educational setting. Credit in any one semester may range from one to three hours; and total credit may not exceed three hours. Prerequisite: Two graduate courses in mathematics education and prior consent of practicum supervisor.

The purpose of this course is to help students acquire fundamental technical skills required for developing various instructional media products. This course takes a hands-on, practical approach to creating various computer-based instructional materials, such as digital image, audio, video, and computer animation for Web and mobile devices. This course is prerequisite for several courses in the program. No previous design or development experience is required.

This course provides a comprehensive overview of the historical and theoretical foundations of learning technologies. The goal of this course is to provide students with a survey of the research literature and definitions of terminology central to the field. Special emphasis is on current and emerging learning science research and how it can be applied to the creation of technology supported learning environments.

This course provides students with an introduction to the use of social media and cloud computing. Social media and cloud computing enable individuals to create, collaborate, and share information. Students will develop implementation strategies and acceptable use policies for the use of social media and cloud computing in the context of K-16 education, government, and corporate settings.

This course focuses on strategies for integrating learning technologies in K-12 schools, universities, corporate and government settings. Topics cover the National Educational Technology Standards that apply information technology to: a) inspire learning and creativity, b) develop digital-age learning experiences and assessments, c) model digital-age work, d) advance digital citizenship, and e) engage in professional growth and leadership. Students produce a comprehensive electronic portfolio that describes the theoretical perspectives that guide their technology integrations strategies and presents evidence that demonstrates their competencies.

To be effective, educational technologies must be designed based on what we know about how people learn. This course explores (1) important constructivist learning theories, (2) how such learning theories can be used in designing and developing computer-based learning environments, and (3) how student learning can be assessed in those environments. This course is suitable for students who wish to learn how constructivist learning technologies can change the way we teach and learn new knowledge to improve student learning.

This course introduces instructional design theories and production techniques for developing and evaluating learning technology resources and systems. Students apply their understandings of instructional systems design and learning theories as they work in teams to develop learning technology solutions for specific clients in real-world settings.

The course provides an overview of the knowledge and skills for that are essential for designing and developing online instruction. The goal of the course is for students to acquire the analysis, design, development, and evaluation skills needed to facilitate learning in both asynchronous and synchronous online learning environments. Special emphasis is on learning design, and the evaluation of online learning solutions for education, medicine, military, business, and industry.

This course provides an introduction to the design and development of games, gamification, and simulations for learning and instruction. Emphasis is on the selection and design of interactive learning environments for K-16 education and workforce training. Topics include a review of the essential elements of game design, rapid prototyping, the psychology of gaming, game technology, and research related to the use of games, gamification, and simulations in K-16 education and workforce training.

This capstone course provides a space and opportunity for students to reflect on their learning in the M.S.E. online programs. Students will create a digital portfolio demonstrating their knowledge and skills related to the C&T learning outcomes. Students will demonstrate their engagement with relevant literature and explain how they can use, share, or apply their learning from the program to their current or future context. Prerequisite: Students must have achieved a minimum grade point average of 3.0 on a 4.0 basis in their Curriculum & Instruction master's program in order to be eligible to enroll.

Prerequisite: Consent of advisor and instructor.

Graded on a satisfactory progress/limited progress/no progress basis.

Graded on a satisfactory progress/limited progress/no progress basis.

The course, taught as a capstone seminar, will provide a review of current trends and issues in theories, practices, and events within curricular and instructional efforts in American education. Topics studied may include constructivism, connectivism in the digital age, contemporary theories and theorists such as Vygotsky, online instruction and the Internet's potential and growth, the new Cult of Efficiency, stigmatization and standardized testing, and charter schools. Student composition of each class will influence the final syllabus, which may include other topics reflective of student interests and goals. The class is designed for those in the final course phase of their doctoral studies. Students in their first or second semester of their programs will not be encouraged to enroll in the class.

Directed Readings course is intended for students wishing to study an area not covered by or regularly offered in an existing course, or the subject of a course that is not regularly offered in the Curriculum & Teaching Department. This course is individually designed by C&T faculty with reading loads, writing requirements and academic expectations comparable to other doctoral level courses in the department. Prerequisite: Admission to the Ph.D. or Ed.D. program. Successful completion of C&T 920 or C&T 922 or by instructor permission.

An intensive study of the theoretical and research bases for curriculum supervision and improvement. Topics include models and practices in supervision and staff development, skills and instruments used in curriculum assessment, coordination of both human and material resources, and the dynamics of change strategies.

Supports novice researchers in extending their understanding of the theoretical frameworks underlying qualitative research, qualitative methodologies, the research process and its relationship with curriculum inquiry. During the course we will discuss various forms of qualitative research methods, approaches to research, and perspectives in methodology relate to curriculum inquiry. We will explore the intertwining of data generation, analysis, and writing. In addition, we will focus on refining data generation techniques, strategies for data analysis, data interpretation, and various forms of reporting/writing. Prior coursework: Introduction to a graduate level qualitative research course or permission from the instructor. Prerequisite: Introduction to a graduate level qualitative research course or permission from the instructor.

This course examines the theories and practices of several educational orientations that comprise "critical pedagogy." Students examine the historical roots and evolution of this broad orientation toward education. Recurring themes in the class are relations between knowledge and curriculum, the school and society, and teachers and students. Students completing the course should be able to analyze educational phenomena through a critical theoretical lens. Open to all doctoral students and advanced masters students with instructor permission.

This course is designed to provide first-year doctoral students an introduction of graduate study in the Doctor of Education (Ed.D.) program. The course will help students acclimate to University and Graduate School level expectations and conditions, and to begin the development of skills and abilities to translate theory and research into practice. Students will be guided through the critical skills of how planning and conducting research can translate to academic writing and scholarship in a field of study. Prerequisite: Admission to the Ed.D. program in curriculum and instruction.

This seminar course introduces students to doctoral education, the faculty with whom they will work, the regulations and policies that guide their work and the structure and assessment for the Ph.D. program. This course will also assist students in becoming familiar with scholarship and planning, conducting, and sharing (writing and presenting) results of research. Prerequisite: Admission to the C&I Ph.D. program.

This course introduces students to the processes of planning, conducting, and evaluating mathematics and science research and evaluation in education. This course emphasizes the methods and techniques used in both quantitative mathematics and science research and evaluation methodologies. Prerequisite: A PRE course in statistics.

Students will explore theory and research related to professional learning with a focus on the professional learner, professional contexts, and professional learning activities. Students also will learn about and design a pilot study that is set in a relevant professional context. Prerequisite: Admission to the Ed.D. program in the Department of Curriculum & Teaching or consent of instructor.

Students will explore theory and research related to student learning and its relationship to the professional learner, professional contexts, and professional learning activities. Students will learn how to conduct a needs assessment in educational settings, and design and implement professional learning based on the needs assessment data. Students will also implement the pilot study that they designed in C&T 970. Prerequisite: C&T 970.

Students will synthesize theory and research related to (a) curriculum and instruction, and (b) the relationship between student learning and professional learner, with respect to their career goals. Students will write a report and present findings from their pilot study and the professional learning they implemented in C&T 971. Prerequisite: C&T 970 and C&T 971.

This course is designed to give doctoral students an introduction to writing literature reviews. The course will address the process of writing a literature review as well as the types of literature reviews that appear in dissertation study proposals and dissertations. The course is a 1-credit seminar that is designed to complement other coursework taken in the doctoral program. Prerequisite: Admission to a doctoral program in the University of Kansas, or permission from the instructor.

The purpose of this course is to support the use of technology to deliver, manage, and design pedagogically sound learning experiences. The course will draw upon the fields of instructional design and educational technology and is theoretically grounded in critical digital pedagogy. Learners are asked to bring their own disciplinary lens to authentic design, technology, and teaching challenges. The course will be offered in a hybrid format with in-class sessions and with supporting online meetings and modules. The course will be organized into modules.

The purpose of this course is to provide an overview of mixed methods research to graduate students who are already familiar with quantitative and qualitative research. This introduction consists of defining mixed methods research and describing the history and foundations of this form of research. We will then examine types of mixed methods designs available and discuss the process of research as it relates to each of these designs.

This course will provide students in the Doctor of Education program with capstone experiences in the areas of curriculum and instruction in preparation for comprehensive examinations. Prerequisite: Admission to the Curriculum & Instruction Ed.D. program.

A special course of study to meet current needs of education professionals -- primarily for post-master's level students.

Supervised and directed experiences in selected educational settings. The advisor will schedule regular observations of the field experience and conferences with the student. Written summaries and evaluations of the field experiences will be prepared independently by the student, a representative of the cooperating agencies, and the advisor. Open only to advanced students. Field experience credit in any one semester may not exceed five hours, and total credit may not exceed eight hours.

This course identifies strategies of instruction, both face-to-face and online, for post-secondary learners. Students will analyze characteristics and needs of post-secondary learners and develop curriculum; for example, a syllabus, units, lessons, assessments, and course objectives, aligning objectives with assessments to learner outcomes for post-secondary learners. Prerequisite: Admission to a graduate program in the University of Kansas.

Prerequisite: Prior graduate course work in the area of study and consent of instructor.

Graded on a satisfactory progress/limited progress/no progress basis.

This course provides students with an introduction to key ideas and socio- historical forces that have shaped the contemporary educational system in the United States, drawing upon the disciplines of the historical, philosophical, and social foundations of education. The development of school and community relations will be a point of emphasis.

Only one enrollment permitted each semester. A maximum of four hours will apply toward the bachelor's degree. Prerequisite: Recommendation of advisor and consent of instructor.

The course provides the prospective teacher with an overview of the legal foundations of the American educational system including the ways schools and school districts are organized and run; the role of various levels of government and various governmental and educational officials in controlling education; the rights of students and teachers; the terms, conditions, and responsibilities of teacher employment. Prerequisite: Admission to the Teacher Education Program.

This course examines practices and policies occurring in k-12 and postsecondary educational institutions through the lenses provided by ethics. During the semester, we will read, discuss, and write about ethics in education from both theoretical and practical perspectives. Prerequisite: Junior standing or higher. The course is suitable for advanced undergraduate and master's degree seeking students.

The purpose of this course is to introduce undergraduate students to the study of higher education. The course is intended for undergraduates who may be considering applying for admission to a graduate preparation program in higher education, entering the field as a campus professional, or simply learning more about higher education as a discipline. The course will focus on the foundations of the profession, including a brief introduction to: history of the higher education, institutional differences, professional and ethical standards, functional areas in higher education, student learning and development theory, overview of graduate preparation, and current topics.

A special course of study to meet current needs of education students, primarily for undergraduates.

This course will provide an introduction to the field of human performance technology (HPT) and how it is applied to productivity and efficiency problems in the workplace. Performance improvement methods include data gathering, analysis, change management, implementation, measurement and the integration of technology. The goal of this course is to provide students with a survey of the research literature and definitions of terminology central to the field of performance improvement. Special emphasis is on current and emerging technology and how it can be applied to human performance improvement in education and the workplace.

An introduction to the role, responsibilities, expectations and major duties of elementary, middle, and high school building administrators. Students are presented typical problems faced by school administrators through simulations and role playing and are expected, through reflection and discussion, to develop viable solutions.

A study of legal principles and issues affecting educational policy making and practice with emphasis on student and teacher rights, equity, and the administration of schools. Prerequisite: Admission to graduate study.

An overview of the theory and practice of the management, recruitment, selection, compensation, placement, and development of personnel in the school setting.

The course focuses on the role and effective use of school related data and its analysis in making decisions regarding school improvement, meeting the needs of students with exceptionalities, evaluating educational programs, developing student management strategies, and using instructional technology.

A study of the roles and goals of education in the United States, the interrelationships among schools and students, teachers, administrators, and parents, and the culture of schools.

This course is designed for beginning master's degree students and for doctoral students who have had no previous administrative experience in college or university settings. Students will be introduced to the function and responsibilities of major administrative divisions of a college or university and to the major tasks of administration: planning, programming, budgeting, staffing, managing. An emphasis will be placed on current issues facing higher education and students will be introduced to the major journals of the field. As part of the course requirements, students will spend some time familiarizing themselves with one or more administrative offices on a college campus. Prerequisite: Admission to study in higher education at the graduate level.

This course is designed to include the study of the history and development of student personnel services in higher education, the role and function of the student affairs administrator, contemporary issues and problems, and an understanding of the organization and role of student affairs administration within higher education settings. Prerequisite: Admission to the higher education program or permission of instructor.

This course provides an introduction to diversity, equity, and inclusion in higher education settings. The content introduces and applies key theories and concepts to the practice of student affairs.

This is an introductory course about college leadership that will provide an overview of concepts and theories for the practice of leadership in colleges and universities. Particularly, the content focuses on the application of theoretical perspectives for leadership practice. The aim of the course is to have students analyze and situate themselves as future higher education leaders and administrators. Subject matter includes, but is not limited to, topics such as: administrative leadership in higher education, fundamental leadership theories, managing people and conflict, fostering collaboration and leadership for diverse institutions.

A special course of study to meet current needs of education professionals -- primarily for graduate students.

Supervised practice in a media center in selection, classifying, designing, producing, and/or managing instructional materials. Prerequisite: C&T 770 and C&T 871.

This class provides students with an understanding multicultural education as an instructional concept, educational reform movement, and systemic process meant to ensure educational equity for all people, especially those who have been inadequately served and/or historically discriminated against because of their racial/ethnic or linguistic backgrounds, gender or sexual orientation, socio-economic status, and special needs. Students will examine different theoretical approaches that inform the practice of multicultural education and explore the contribution of various social sciences to the field.

This course will provide an introduction to the sociology of education. Specific topics will include: conflict over the purposes of education; how those purposes are-or are not-translated into actual classroom life; how educational systems have developed historically, how status, and more specifically race, class and gender relations, affect student experiences; and contemporary policy and reform movements. Prerequisite: Graduate Standing.

An examination of the major ideas that have shaped practice in the schools. Emphasis is placed on assisting the student with the development of a coherent and consistent personal philosophy of education upon which administrative practice can be based.

This course examines education in urban communities through the foundational disciplines of history, philosophy, and the social sciences. Particular attention is given to ways in which the changing social and political contexts of American cities affect the educational process.

An analytic inquiry into basic philosophical positions and issues relevant to education. The difference between ELPS 770 and ELPS 771 is that the latter is topically arranged and does not necessarily follow a historical sequence; it normally proceeds by problems and schools of thought.

A study of the relation between education and culture in America from colonial times to the present. American schools are considered in the wider context of cultural and social change.

This course will provide an introduction to the methodology of historical research in education. This course is designed to fulfill the doctoral core requirement for research methods in education for students interested in doing this type of research. Specific topics will include: the historiography of education; working with primary and secondary documents; oral history as method and documentation, quantitative approaches to history; constructing historical narratives; the question of interpretation.

An examination of the sources and uses of fiscal resources in education including underlying concepts from economic theory, the impact of values on fiscal policy, state funding formulas, and school budgeting and accounting practices.

An examination of current trends in personnel evaluation with a focus on clinical supervision and adult development. Students will participate in simulation exercises to develop skills in classroom observation, conferencing techniques, evaluation of teaching artifacts, and the construction of staff development plans.

A study of children and youth with particular emphasis on demographic characteristics of the population served by schools and implications of those characteristics for schools and schooling.

This course focuses on laws that apply to special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law and the judicial decisions interpreting those laws are reviewed. The course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting disabled children and examines the sex principles of P.L. 94-142 and similar principles in state legislation. This course is not the equivalent of or a substitute for ELPS 752. (Same as SPED 851.) Prerequisite: SPED 750 or permission of instructor.

An introduction to the foundations of and techniques associated with qualitative research methods. Students will practice interview and participant observation skills and will analyze and interpret data. Additional topics include crafting qualitative research questions, ethics of fieldwork, and establishing trustworthiness of data. Common traditions of qualitative methods employed in education and other related fields will be introduced.

The purpose of the course is to acquaint students in higher education, and students from other areas who intend to work in the post-secondary setting, with the history, philosophy and development of higher education in the United States. The course focuses on three periods: 1) the founding of Harvard to 1965; 2) dissent, disruption, and change, 1965-1979; and 3) the future and crucial issues, the 1980's. European higher education and its early influence on higher education in the United States is also examined.

The characteristics of college students; impact of college on student behavior, changing attitudes, values, beliefs, and the implications of recent research on traditional and new students for instructional and administrative practices.

The purpose of this course is to provide an introduction to the scholarly research about American college students, with a specific focus on college access, persistence and student success for various student populations. The course also provides an overview of the policy implications and practical applications of this research for college and university administrators.

Nature, objectives, and basic procedures of assessment and program evaluation as applied to the various aspects of higher education settings. In addition to basic procedures for evaluating programs, topics covered include accreditation, program review, benchmarking, student outcomes assessment, and evaluation of teaching in colleges and universities. Prerequisite: ELPS 715 or equivalent.

This course is required as a final course for all master's students in higher education. It is designed to prepare students for professional life after graduation. Using a case study approach, students will examine the reality of practice in a variety of higher educational settings including relevant political and ethical factors. Prerequisite: Higher education students in last semester of master's coursework.

The purpose of this course is to examine the ways in which race and class shape access to, and experiences in, American postsecondary education. To deepen our understanding of these matters, we will engage five books that explore the topic from a different perspective (e.g., for profit colleges, admissions at selective institutions, race conscious admissions, Students of Color at highly selective institutions, etc.)

The purpose of this course is to explore foundational issues and ideas associated with qualitative research. This course will explore qualitative research broadly and via particular methodological traditions (i.e. case study, narrative inquiry, critical discourse analysis, grounded theory, etc.). In doing so, students will examine the use of theory in qualitative research, epistemological considerations related to the research process, matters of representation and the tensions of writing qualitative research, and further exploration of distinct methodological traditions.

The on site development of the skills necessary to effectively function as a school building leader. Activities will be tailored to the needs of individual students in consultation with a university advisor and a field advisor. Internship credit in any one semester may not exceed five hours, and total credit may not exceed eight hours.

Prerequisite: Consent of advisor and instructor.

Graded on a satisfactory progress/limited progress/no progress basis.

Graded on a satisfactory progress/limited progress/no progress basis.

A study of the principles and techniques necessary for planning, developing, implementing, and monitoring a district strategic plan for improving the educational programs of elementary and secondary schools.

This course is an introduction to methods of inquiry in education policy and leadership studies. It is designed to help doctoral students explore possible research interests, formulate research questions, and to review a rich variety of approaches to inquiry in the field of education. Specific topics include: interview- and observation-driven studies, ethnography, feminist and narrative methods, legal and historical methods, questionnaire-driven studies, quantitative evaluation studies, and studies using administrative and large national data sources.

This course is an introduction to the field of education policy and the politics of education. The objective of the course is to provide students with an understanding of the forces that shape educational policy, with an emphasis on governance structures, stakeholders, public engagement, and current policy issues and political contexts.

This is a readings seminar for students interested in the study of postsecondary education in the United States. As a readings seminar the course is guided by four books that speak to relevant and contemporary issues in higher education. The purpose of this course is twofold. First, this course is intended to introduce students to a variety of contemporary issues in higher education today. Second, the course is designed to assist students in developing critical reading and writing skills that will assist in their success throughout their graduate school journey.

A study of the principles and techniques necessary for coordinating, monitoring, and improving the educational programs of elementary and secondary schools.

An in-depth study of theory and research in personnel administration. The focus will be on current literature dealing with empirical assessments of personnel theory and techniques. Specific concepts to be considered include the following: educator characteristics, job analysis and design, personnel recruitment, selection and evaluation techniques, staffing and development, and labor relations. Prerequisite: ELPS 755 or its equivalent.

This class is an overview of basic and advanced sociological and political theories of organization, with specific application to issues and problems in K-12 education. It is designed for graduate students and practicing educational leaders and administrators who intend to utilize research on organizations in their studies of the governance of schools, the sociology and politics of education, and education policy. The topics covered include the origins and nature of modern bureaucracy, formal structure and function, organizational control, transaction cost economics, population ecology, resource dependence, the new institutionalism, organizational effectiveness and legitimacy, organizational culture, power and politics, and change.

This course emphasizes skills for effective and efficient business and financial management of school districts in a Kansas or Missouri context. Basic topics include: Short range and long range financial planning, analysis of financial statements, budget preparation, fund accounting and financial reporting, contracting of services including transportation and food services, staff salaries and benefits and insurance. The course also includes a number of strategic methods for institutional planning including: Cost Benefit Analysis, Cost Effectiveness Analysis, and enrollment, revenue and expenditure forecasting techniques. Prerequisite: ELPS 852 or its equivalent.

The focus of the course is the role of the public school district superintendent. Organized study will include assigned readings, lectures, guest speakers, discussion, and the completion of a study project. The course will include consideration of such topics as boardsmanship, community relations, district leadership, professional accountability, district maintenance and operations, professional employment and relationships with other agencies. The course is designed to serve the needs of those graduate students pursuing advanced study with the intention of completing requirements for district certification. Some students will also find the field appealing as an area for dissertation research. Prerequisite: Doctoral status in education administration or permission of instructor.

Course focuses on use of legal and moral reasoning in analysis of educational policy issues. Specific topics will vary depending on interests of instructor and students and current controversy. Examples of possible topics to be included: school desegregation, teacher collective bargaining, separation of church and school, equal educational opportunity. Prerequisite: ELPS 752, equivalent, or consent of instructor.

An examination of the origin, nature, and consequences of educational reform in the United States. The primary goal is to attain a balanced evaluation of current educational reform.

To aid administrators and prospective administrators responsible for organizing and administering programs of education for exceptional children, state and federal guidelines and regulations, legal aspects and financing of special education, planning a program, administering special services. (Same as SPED 971.) Prerequisite: Nine hours of Education including educational psychology and SPED 725.

This course will address the evolving organizational needs in leading diverse populations with various stakeholder interests. Utilizing different problem-solving theories, communication approaches, and organizational improvement science, students will study, develop, and apply strategies to bring groups together under a DEIB focus.

This seminar is designed to help students develop applied econometric skills for analysis of large scale data in policy studies, with particular emphasis on education. The techniques covered in the course are applied to a variety of substantive topics. These topics may change over time given changes in the national and local policy agendas and concerns. At this point, they include teacher and school effects on student performance, faculty productivity in higher education, access to and persistence in higher education, race and class issues in the K-12 achievement gap, decomposition of school and nonschool effects, neighborhood influence on student outcomes, the dropout problem, and minority over-representation in special education. Upon completion of this course, you should be able to: (1) draw on a basic repertoire of models for application to study of key questions in policy analysis, (2) be able to explore more advanced applications of the models covered in the course and also explore new models, and (3) determine the basic requirements of and challenges in designing rigorous empirical studies in policy analysis. Prerequisite: EPSY 810 or EPSY 811 or equivalent courses (note: this course is not a continuation of ELPS 961).

This seminar is designed to facilitate proposal development for doctoral-level research in educational leadership and policy studies. The objective is to help students select and refine a topic, critically analyze existing research, set forth a theoretical framework, and design a research methodology suitable for your topic. This class is designed to be taken after comprehensive exams.

This graduate seminar is designed to support advanced doctoral students in developing their dissertations. Through the course, students will build on their research topics, learn to analyze data, report research findings, and explain the significance of their study. The main goal of the course is to foster competencies and research skills that will enable students to successfully complete their dissertations and become scholarly practitioners. This class is designed to be taken after comprehensive exams and Dissertation Seminar I.

The purpose of this course is to critically examine the scholarly research about American college students from societal, developmental, research, and institutional perspectives and to review the policy implications and practical applications of these findings for college and university administrators.

This course will advance the students' skills needed to consume quantitative data and apply critical analyses of data within the context of higher education recognizing the social, cultural, and organizational factors that influence stakeholders and the stakeholders' acceptance of data-driven conclusions. This course provides students with an opportunity to practice making data-driven decisions to achieve institutional goals and missions.

This interdisciplinary course provides an opportunity to read, reflect upon, and discuss ideas drawn from the emerging field of Science and Technology Studies (STS) in connection with education. Its focus is the interrelationships between technology, society, and education (defined broadly to include non-school and adult learning settings). It explores how knowledge, expertise, and authority are constructed within and across social and cultural groups, with particular attention social and economic inequality. It also considers the relationship between emerging technologies, educational experiences and the nature of "the self" in society, among other issues. Prerequisite: Admission to ELPS doctoral program, or permission of instructor.

This course is intended for doctoral students with significant administrative experience, this course focuses on the link between leadership theory and practice in postsecondary educational settings. The course content will provide students with a broad base of learning experiences related to leadership and leadership development with a specific focus on cultural dimensions, critical perspectives, and considerations for social justice in leadership. Students will be asked to reflect on their own journey of leadership identity and development and how that informs, supports, and influences practice as a higher education professional.

This course is designed for advanced doctoral students in higher education, particularly those who will be preparing unit budgets or budget presentations and those who make and implement fiscal policy (e.g., financial aid offers). The course material covers different types of college and university budgeting -- incremental, zero-based and formula -- and their impact on university revenues; statewide coordination and its impact on programs, program duplication and funding; retrenchment and quality issues; the legislative role in budget preparation; unified and comparative management systems (e.g., WICHE and NCHEMS); and the impact of federal contracting and student aid policies.

An overview of the developing law of higher education, with emphasis on and analysis of employer-employee relationships, student-faculty/administration relationships, and the impact of federal and state regulation on these relationships.

This course considers the role and circumstances of faculty in higher education including variations among different types of institutions. Topics include the history and demographics of the professoriate, the academic work environment and labor market, the role of faculty in institutional governance and policy making, and the social and political context of academia.

A study of contemporary post-secondary curriculum with particular emphasis on the nature of curriculum, the organization and structure of academic programs, the nature of change in academic communities and exemplary innovative institutions.

This course reviews evaluation and assessment processes typically used in higher education with an emphasis on application to practice. Topics such as developing, administering evaluation and assessment plans at the unit or college level, and reporting assessment/evaluation data are also emphasized. Prerequisite: The course assumes some prior knowledge of or experience with assessment and evaluation.

A theory-based course aimed at providing an understanding of the governance and organization of academic institutions -- particularly universities. Emphasis is directed toward an analysis of decision-making in these complex organizations.

This advanced course examines diversity, equity and inclusion in higher education settings, with an emphasis on exploring how theory and research inform practice. This course is intended for doctoral level students.

Supervised and directed experiences in selected educational settings. The advisor will schedule regular observations of the field experience and conferences with the student. Written summaries and evaluations of the field experience will be prepared independently by the student, a representative of the cooperating agencies, and the advisor. Open only to advanced students. Field experience credit in any one semester may not exceed five hours, and total credit may not exceed eight hours.

To meet the college teaching experience requirement for doctoral programs, a student shall engage in a semester-long, planned, instructional activity that shall include college classroom teaching under supervision. Planning shall be done with the advisor and/or the member of the faculty who will supervise the experience. The activity shall be done under the supervision of a member of the University of Kansas faculty or by an individual or individuals designated by the candidate's committee.

Prerequisite: Prior graduate course work in the area of study and consent of instructor.

Graded on a satisfactory progress/limited progress/no progress basis.

An introduction to the study of children's thinking, behavior, and development in school, home, and community settings. Classic and contemporary theories of developmental and educational psychology will be addressed; these theories will provide a foundation for thinking about important contemporary issues in child development. Specific topics covered will include research methods for studying children's development, cognitive development, intelligence, language, emotional development, aggression, moral development, and family and peer relationships. Emphasis will be placed the study of individuals and groups, describing the process of development, and considering educational implications of theory and research.

An introduction to the study of adolescence (puberty to roughly age 18), with a focus on implications and applications for optimal adolescent development. Approaching development from an applied lens, the course will cover foundational information on brain and biological changes that occur during adolescence, as well as on integrating this foundational knowledge with theories of learning, motivation, cognition, and emotional and social development.

The purpose of this course is to assist students with career, academic, and life planning choices. Designed to be practical and hands-on, the course relies heavily on student engagement. Through conversation and exploration, students will develop a better understanding of themselves and their career options and leave with a road-map for the future. Classes will meet twice a week in small sections. Both in-class and out-of-class activities will focus on helping students identify interests and strengths, clarify values, explore academic and work alternatives, and develop skills that can be applied to career and life planning both now and in the future.

This course is designed for sophomores in the Teacher Education Program. It presents basic concepts and methods for classroom assessment.. It is meant to be an introductory course and students are expected to enroll in EPSY 520 Classroom Assessment in their senior year.

This course is designed for students interested in optimizing motivation and adherence to exercise among individuals in a wide range of physical activity settings (e.g., health clubs, corporate fitness, and physical therapy/rehab). The course content will include a review of the literature highlighting the psychological benefits of exercise, the theoretical advances in understanding the psychological aspects influencing individuals' participation in physical activity, and an introduction to strategies and techniques for professionals attempting to foster motivation and adherence to exercise among their clients. Prerequisite: Admission to the Community Health program or instructor consent.

This course will examine the psychological principles and techniques that are applied to improve sport performance and other fields of achievement (e.g., exercise and wellness, music, and academics). Special attention will be given to psychological aspects of injury and rehabilitation, psychological conditioning, psychological training methods, coaching philosophy, the social psychology of team members, and components of peak performances.

An historical and contemporary overview of the science and practice of counseling psychology, including trends in the roles and functions of counseling psychology practitioners, the research and scientific foundations of counseling practice, the psychological theories of counseling and psychotherapy that guide professional practice, and the ethical and professional issues confronting counseling practitioners. Prerequisite: PSYC 104.

Students will plan, create, and lead mental skills activities that can be used with individuals of all ages and ability levels, and receive feedback so they can hone the skills of delivering these activities in a wide array of sport, fitness, and mental health settings. Prerequisite: EPSY 385 or EPSY 440; enrollment in the minor in Sport & Exercise Psychology or permission of the instructor.

The course provides students opportunities to apply theory/research to practice in applied sport and exercise settings such as youth sport organizations, fitness centers, physical activity courses, hospital wellness programs, home-schooled students, senior facilities, etc. Students will have a university and site supervisor, who oversee their practicum experience. Prerequisite: EPSY 385 or EPSY 440. Must be a student in the Sport & Exercise Psychology Minor or receive permission of the instructor.

The course provides opportunities for students to engage in an active research project under the supervision of a faculty member in EPSY. Students are allowed only one enrollment each semester, and a maximum of six hours can apply towards the bachelor's degree. Prerequisite: Successful completion of IRB training via the CITI training program in the KU eCompliance system. By Instructor permission only.

This course is designed for the student interested in learning and applying knowledge of educational psychology. More specifically, the goal is to help students understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas resulting in the ability to design and implement developmentally appropriate, relevant, and rigorous learning experiences. In addition, students will learn how to create learning environments that support individual and collaborative learning that includes teacher and student use of technology, and encouraging positive social interaction, active engagement in learning, and self-motivation. An additional goal of the course will be to help students to learn to integrate social-emotional learning (SEL) with character development into their curriculum so that students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personal success. The goal is to be able to sustain a caring and civil classroom environment, to help learners make healthy decisions, problem solve effectively, value excellence and be respectful and responsible citizens. Prerequisite: EPSY 305, or EPSY 306.

Only one enrollment permitted each semester, a maximum of four hours will apply toward the bachelor's degree. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Recommendation of advisor and consent of instructor.