Reading, Foundations, and Technology Courses

Education (EDC) courses

  • EDC 150 Transitional Pathway: Education

    Prerequisite: permission from the Director of Secondary Education or the Professional Education Advisement Center.

    This course lays the foundation for a successful transition for Teacher Education transfer students. Topics covered include an introduction to the Missouri State Campus and resources, foundational skill development (i.e., navigating web services, library services, other technology-related services, etc.), academic advising, support groups, and counseling services. In addition, this course will cover professional dispositions, the admittance to teacher education process, and a general overview of education as a profession. The student will complete a practicum in a major content area only if requirements were not previously met in a field experience transfer course. Graded Pass/Not Pass only.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    000Fall, Spring, Summer
  • EDC 199 Clinical Experiences in Teaching

    Prerequisite: approved application to earn academic credit for two (2) years experience as a Teacher's Aide/Assistant, as permitted by DESE Rule 5 CSR 80-805.040; previous or concurrent enrollment in professional education coursework; and permission of instructor.

    Conducted teaching activities by students during aiding/assisting experiences, under the direction of the cooperating teacher and permission of a designated school principal, are verified as comparable to and demonstrating similar competencies of those expected by conventional student teachers. Students also participate in professional development activities, determined to be appropriate by the instructor. This course is credited only on BSEd or appropriate master's-level certification programs.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    2Fall, Spring
  • EDC 249 Schooling in America

    Prerequisite: 12 hours.
    General Education Course (Focus on Public Issues).

    Examines the nature and history of schooling in America, the broad social purposes and goals of education, and the crucial role the institution of schooling has and does play in the United States and Missouri with regard to shifting public policy as well as state and federal laws and mandates. Explores social, legal, and political issues as they play out in schools with regard to diversity, racism, sexism, and the effects of social class.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDC 345 Introduction to Multicultural Education and Diversity

    Prerequisite: EDC 150 or SEC 302 or CFD 260 or ELE 302 or SPE 310 or KIN 200 or MUS 200 or concurrent enrollment.

    An introduction to cultural issues, diversity, and related perspectives in education. Examination of individual differences in ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area in the context of education and society. Development of skills, knowledge, and dispositions related to teaching and learning in varied settings with diverse learners required of all educators to be effective in a global society.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDC 350 School and Society

    Prerequisite: admitted to Teacher Education or concurrent enrollment in EDC 150; and PSY 385 or CFD 257 (Elementary Education major) or CFD 160 (Early Childhood Education major) or PSY 360 (Secondary, Middle School, and K-12 majors) or concurrent enrollment.

    This course examines the nature and history of schooling in America and the teaching profession, the purposes and goals of education, and educational philosophy. It also explores social, legal, and political issues connected with teaching and learning, diversity, racism, sexism, and the effects of social class on educational success.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EDC 700 Teaching and Learning I: Current Issues and Trends in Education

    Prerequisite: bachelor's degree and certification as a classroom teacher.

    This course examines educational issues, questions, concerns, and trends teachers face in their schools and daily practices. The impact of national and state policy-making, directions suggested by emerging educational research, and current educational reform efforts will receive particular attention.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    534Fall
  • EDC 701 Teaching and Learning II: Diversity, Curriculum and Research

    Prerequisite: EDC 700; bachelor's degree and certification as a classroom teacher.

    This course engages students with research projects and curriculum ideas designed to strengthen and deepen student learning, with a special emphasis on questions of student diversity. The course helps students to formulate questions and use appropriate research principles to collect, analyze, interpret, and report data in order to evaluate the effectiveness of classroom instruction and educational policies. Students examine different curriculum models and theories and devise instructional practices to meet the needs of all learners.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    534Spring
  • EDC 702 Teaching and Learning III: Management and Assessment of Learning

    Prerequisite: EDC 700 and EDC 701; bachelor's degree and certification as a classroom teacher.

    This course examines the reasons for, benefits of, and limitations of the increasing call for effective and comprehensive assessment practices and helps teachers plan for, construct, use, and analyze a variety of assessment practices. This course also examines various models of and approaches to classroom management and discipline and the relation of management practices to effective learning.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    534Fall
  • EDC 703 Teaching and Learning IV: Curriculum Development

    Prerequisite: EDC 700 and EDC 701 and EDC 702; bachelor's degree and certification as a classroom teacher.

    This course engages students in a careful examination of the curriculum they teach, from district curriculum goals, national curriculum standards, and course- or grade-level goals. The course encourages reflection about instructional practices in light of curriculum goals.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EDC 704 Teaching and Learning V: Research Seminar

    Prerequisite: EDC 700 and EDC 701 and EDC 702; bachelor's degree and certification as a classroom teacher.

    An in-depth study related to a research topic identified earlier in the program or curricular project begun as part of a learning team, leading to the guided development and completion of an extensive research paper.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EDC 786 Research Seminar in Education

    Prerequisite: SFR 780.

    An in-depth study of chosen topic in K-12 education leading to the guided development and completion of an extensive research paper or major creative work.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Fall, Spring
  • EDC 800 Teacher Leadership I: Contemporary Educational Problems

    Prerequisite: bachelor's degree and certification as a classroom teacher; master's degree in an education related field.

    This course examines current educational problems at the macro-social level and how current trends in education ease or exacerbate those problems. These problems include, but are not limited to, the achievement gap, charter schools, socio-economics, homelessness, school funding, race/gender, community-school relationships, the social impact of technology, public school funding, the state of democracy, and so forth.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    534Fall
  • EDC 801 Teacher Leadership II: Diversity and Curricular Design

    Prerequisite: EDC 800; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.

    This course examines diversity and our shrinking global relationships through the lens of various theoretical perspectives (feminist, critical race theory, queer theory, etc.) as the means to critique current curriculum models and construct more culturally response curriculum for 21st century students. Participants will lead in the creation of curriculum that is responsive to their particular students, has a global perspective, and is mindful of ability differences

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    534Fall
  • EDC 802 Teacher Leadership III: Building Classroom Climate and Effective Student Assessments

    Prerequisite: EDC 800 and EDC 801; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.

    This course examines various philosophical bases for creating successful classroom communities and reasonable strategies for assessment student growth. This course also examines the myriad ways that classroom community understandings impact why and how students might be assessed.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    534Fall
  • EDC 803 Teacher Leadership IV: Curriculum Theory

    Prerequisite: EDC 800 and EDC 801 and EDC 802; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.

    This course engages students in a critical examination of curriculum theory as the basis for making curricular decisions. The course encourages reflection about curriculum goals in light of contemporary and historically understood curriculum theory.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall

Educational Technology (EDT) courses

  • EDT 365 Educational Applications of Technology and Media

    Prerequisite: CFD 260 or ELE 302 or SEC 302 or SPE 310, or concurrent enrollment for teacher education majors.

    Principles and techniques for selection and utilization of computer and video as well as other basic forms of media and technology. The class combines research, instructional design, equipment operation and materials production in lecture and laboratory settings to prepare teachers to be reflective decision makers on proper methods of using technology in teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EDT 520 Technologies in a Contemporary School Setting

    Prerequisite: EDT 365; and concurrent enrollment in ELE 500 or MID 425 or SEC 439.

    Principles and techniques for integrating current and emerging instructional technology in school settings. Emphasis on building technical competence through inquiry-based methods of exploration and implementation of multi-media and other technologies relevant to today's classroom.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • EDT 530 Technology Systems Management and Maintenance

    This course will include an introduction to computer and peripheral hardware, microcomputer operating systems and education-related software packages, and the management of computers in a classroom or school setting. The management and maintenance of a system of computers is useful in many educational, instructional, communication and media production settings. Educational technology students should be prepared to troubleshoot and resolve basic technology problems that occur in an educational setting. Therefore, a variety of education-specific topics will be presented in this course. May be taught concurrently with EDT 630. Cannot receive credit for both EDT 530 and EDT 630.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EDT 545 Building Blocks for Coding in an Educational Setting

    This course explores systematic approaches that can be used in the classroom to help students develop computational thinking skills through computer coding. To understand how computer coding can support learning, help develop problem solving skills, be an outlet for expression and creativity, and be used to increase motivation and persistence, current research will be explored. This "learn by doing course" will introduce content and pedagogical knowledge related to coding. Students will discover resources and lessons on how to introduce computer coding in the classroom and ways to integrate digital skills to facilitate learning. May be taught concurrently with EDT 645. Cannot receive credit for both EDT 545 and EDT 645.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDT 560 Digital-Age Learning Environments

    This course covers the use of educational technology tools to guide the student in systematically developing e-learning instruction. These tools are taught and utilized as individual assignments to maximize learning in e-learning environments and include the topics of usability and accessibility. Students are expected to apply previously learned skills and knowledge including the principles and techniques for integrating current and emerging instructional technology to plan, create, and manage an e-learning project in a real-world context. May be taught concurrently with EDT 660. Cannot receive credit for both EDT 560 and EDT 660.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EDT 562 Educational Applications of Computers for Teaching

    Using computers in educational settings, this course includes the investigation of software applications for classroom teaching. Emphasis is placed on the selection of numerous educational technology tools for classroom utilization to enhance student learning. May be taught concurrently with EDT 662. Cannot receive credit for both EDT 562 and EDT 662.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDT 563 Technology Administration and Management

    Provides technology specialists, technology coordinators, library media specialists, school administrators and educators with a working knowledge of the administrative processes and concerns of operating an educational technology support facility. The primary focus will be toward leadership, strategic planning, and change management and writing technology plans. The content of this course is primarily structured for educational institutions but could be utilized for instructional and training systems in many types of industrial, religious, medical and corporate organizations that teach and train. May be taught concurrently with EDT 640. Cannot receive credit for both EDT 563 and EDT 640.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • EDT 565 Selection and Utilization of Educational Technology

    This course involves the principles and techniques of selecting and utilizing computer technology as well as other basic forms of auditory, visual and tactile instructional media and technologies. These technologies are used in a variety of educational, instructional, informational, and communications settings. Educational research, instructional design skills, equipment operation, and materials production as they relate to teaching strategies are all a part of this course. May be taught concurrently with EDT 665. Cannot receive credit for both EDT 565 and EDT 665.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EDT 597 Topical Issues in Educational Technology

    This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to the field of Educational Technology which may broaden the scope of the Program of Study are covered. May be repeated to a maximum of six hours. May be taught concurrently with EDT 690. Cannot receive credit for both EDT 597 and EDT 690.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Upon demand
  • EDT 630 Technology Systems Management and Maintenance

    This course will include an introduction to computer and peripheral hardware, microcomputer operating systems and education-related software packages, and the management of computers in a classroom or school setting. The management and maintenance of a system of computers is useful in many educational, instructional, communication and media production settings. Educational technology students should be prepared to troubleshoot and resolve basic technology problems that occur in an educational setting. Therefore, a variety of education-specific topics will be presented in this course. May be taught concurrently with EDT 530. Cannot receive credit for both EDT 530 and EDT 630.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EDT 640 Technology Administration and Management

    This course is designed to provide technology specialists, technology coordinators, library media specialists, school administrators and educators with a working knowledge of the administrative processes and concerns of operating an educational technology support facility. The primary focus will be toward leadership, strategic planning, and change management and writing technology plans. The content of this course is primarily structured for educational institutions but could be utilized for instructional and training systems in many types of industrial, religious, medical and corporate organizations that teach and train. May be taught concurrently with EDT 563. Cannot receive credit for both EDT 563 and EDT 640.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • EDT 645 Building Blocks for Coding in an Educational Setting

    This course explores systematic approaches that can be used in the classroom to help students develop computational thinking skills through computer coding. To understand how computer coding can support learning, help develop problem solving skills, be an outlet for expression and creativity, and be used to increase motivation and persistence, current research will be explored. This "learn by doing course" will introduce content and pedagogical knowledge related to coding. Students will discover resources and lessons on how to introduce computer coding in the classroom and ways to integrate digital skills to facilitate learning. May be taught concurrently with EDT 545. Cannot receive credit for both EDT 545 and EDT 645.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDT 660 Digital-Age Learning Environments

    This course covers the use of educational technology tools to guide the student in systematically developing e-learning instruction. These tools are taught and utilized as individual assignments to maximize learning in e-learning environments and include the topics of usability and accessibility. Students are expected to apply previously learned skills and knowledge including the principles and techniques for integrating current and emerging instructional technology to plan, create, and manage an e-learning project in a real-world context. May be taught concurrently with EDT 560. Cannot receive credit for both EDT 560 and EDT 660.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EDT 662 Educational Applications of Computers for Teaching

    Using computers in educational settings, this course includes the investigation of software applications for classroom teaching. Emphasis is placed on the selection of numerous educational technology tools for classroom utilization to enhance student learning. May be taught concurrently with EDT 562. Cannot receive credit for both EDT 562 and EDT 662.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDT 665 Selection and Utilization of Educational Technology

    This course involves the principles and techniques of selecting and utilizing computer technology as well as other basic forms of auditory, visual and tactile instructional media and technologies. These technologies are used in a variety of educational, instructional, informational, and communications settings. Educational research, instructional design skills, equipment operation, and materials production as they relate to teaching strategies are all a part of this course. May be taught concurrently with EDT 565. Cannot receive credit for both EDT 565 and EDT 665.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EDT 690 Topical Issues in Educational Technology

    This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to the field of Educational Technology which may broaden the scope of the Program of Study are covered. May be repeated to a maximum of six hours. May be taught concurrently with EDT 597. Cannot receive credit for both EDT 597 and EDT 690.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Upon demand
  • EDT 696 Continuing Education in Educational Technology

    This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to Educational Technology for continuing professional development are covered. May be repeated to a maximum of six hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Upon demand
  • EDT 761 Online Teaching and Pedagogy

    This course provides students interested in online teaching with best practices in distance learning and pedagogical principles associated with the online learning environment. This course engages students in an overview of the theoretical frameworks, along with emerging trends in distance learning. Students will review the instructional design process for online environments. A survey of the relevant research in online education including case studies is evaluated.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EDT 763 Administration of Educational Technology

    This course covers management skills including budgeting, facility design, policies and procedures; selection and utilization, evaluation, assessment and other topics related to coordinating an educational technology program at the building, district, institutional or organizational level.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EDT 764 Instructional Design

    This course covers the analysis and development of instruction for large group, small group, and individual student instruction. The process of planning, development, implementation, and evaluation is emphasized. The course integrates instructional design models with learning theories to create instruction for use in educational and other professional settings.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EDT 765 Educational Media Production

    This course covers principles and techniques of designing and producing advanced forms of media materials in video and other visual formats. There is an emphasis on multimedia that includes computer-generated graphics along with video and audio editing as well as additional production techniques.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Summer
  • EDT 766 Trends and Practices in Educational Technology

    This course explores instructional technology trends and practices being implemented in a variety of learning environments. Participants in this course will experience the practical side of designing a technology-rich curriculum and developing activities with multimedia tools. Additionally, the philosophical side of technology use affecting society and education will also be examined.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDT 767 Educational Technology Practicum

    This is a field-experience based course that requires the student to spend a minimum of 20 clock hours in a working environment where educational media technology services and programs are used or developed. The practicum may include: school media services: university programs, development centers in industry, government or medical programs, educational TV studios, computer facilities or other media production venues.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    204Upon demand
  • EDT 770 Fundamentals of Computer Networking, Cloud Based Technology, and Internet Safety

    This introductory graduate course will provide a foundational understanding of networking, cloud based storage, and internet safety. Learners in this course will gain an understanding of office and business networking, using the cloud for storage and safety, and types of internet attacks that they may face. Students will learn how to evaluate the needs of their organization and come to terms with the vulnerabilities or breaches they could face when implementing new technologies and explore ways to protect their organizations online.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDT 777 Problems in Educational Technology

    This is a variable credit course with the amount of credit based on the extent of the work required. An in-depth examination of issues and problems in the field of Educational Technology is researched. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • EDT 797 Research Methods for Educational Technology

    This course is a comprehensive introduction to the process of research, including the diverse research methods and designs, and the evaluation of research findings in the field of educational technology with a strong applied focus.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • EDT 798 Research Seminar in Educational Technology

    Prerequisite: SFR 780.

    This course utilizes the Research Proposal created in SFR 780 focused on the field of Educational Technology. Data is collected and analyzed, then research is completed.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • EDT 799 Educational Technology Thesis

    Prerequisite: SFR 780.

    This course utilizes the Thesis Template for the preparation of a thesis in the field of Educational Technology. The thesis will consist of original or creative research accountable to the Thesis Committee review and defense. May be repeated to a maximum of six hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    3-6Upon demand

Literacy (LTC) courses

  • LTC 107 Critical Reading and Study Skills in Academic Texts

    Introduction to college reading designed to help students acquire and improve critical reading comprehension skills of academic texts necessary for college-level coursework. Provides intensive reading instruction in comprehension, vocabulary development, reading rate, reading efficiency techniques, and reading study strategies. Cannot be used to satisfy any General Education Program requirement or any major or minor requirement. Cannot receive credit for both LTC 107 and IDS 118.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    212Upon demand
  • LTC 300 Service-Learning in Literacy

    Prerequisite: 30 hours; and concurrent registration in a LTC course designated as a service-learning offering; and admitted to Teacher Education.

    This service component for an existing course incorporates community service with classroom instruction in literacy to provide an integrated learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. Cannot be substituted for LTC 421 or any other required practicum. May be repeated.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1Fall, Spring
  • LTC 318 Foundations of Literacy Instruction

    Prerequisite: 30 hours.

    An initial course in literacy foundations and methods from emergent literacy through middle school/junior high school. Examines various approaches of current literacy instruction and practices, including the basic components of literacy and applications to content areas. Creates a literate environment that fosters reading and writing by integrating foundational knowledge. Emphasizes contemporary classrooms, which are assumed to contain children of diverse cultures and abilities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 319 Practicum-Foundations of Literacy Instruction

    Prerequisite: admitted to Teacher Education and current professional liability insurance.

    Practical application of developmental, functional, and recreational literacy instructional practices from emergent literacy through middle school/junior high school by the assignment of students to practicum centers where they will be required to observe, prepare, teach, and analyze literacy lessons. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    102Upon demand
  • LTC 420 Methods of Assessing and Personalizing Reading and Writing

    Prerequisite: LTC 318; and concurrent enrollment in LTC 421.

    A practical approach to personalizing elementary literacy instruction, which includes assessing the needs and reading/writing progress of children and selecting appropriate materials and procedures for the contemporary classroom, which is assumed to contain children of diverse cultures and learning abilities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 421 Practicum-Methods of Assessing and Personalizing Reading and Writing

    Prerequisite: LTC 318; and concurrent enrollment in LTC 420.

    Practicum application of techniques in personalizing elementary literacy instruction, by the assignment of students to practicum placements where they will be required to assess the reading and writing progress of children and select appropriate materials and applicable instructional methods for the contemporary classroom, which is assumed to contain children of diverse cultures and learning abilities. Twenty clock hour practicum in school setting is required; students must have valid clearance documents on file.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    212Fall, Spring, Summer
  • LTC 422 Techniques of Teaching Literacy in the Content Fields

    Prerequisite: LTC 318 and admitted to Teacher Education.

    Assess literacy levels and select appropriate materials in various content fields. Techniques of teaching reading and writing in content areas, with emphasis on functional and study skills in these materials. Application will be made to the contemporary classroom, which is assumed to contain children of diverse cultures and learning abilities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • LTC 474 Reading and Writing in the Content Fields

    Prerequisite: admitted to Teacher Education or concurrent enrollment in EDC 150.

    Methods and strategies for using reading and writing as tools for learning in regular middle and secondary school classrooms in which there exists a wide range of literacy achievement. Includes awareness of reading and writing approaches and problems; study skills, literacy evaluation and measurement; vocabulary and comprehension development; selection of materials appropriate for each student; and community-based experiences for practical implementation.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 480 Problems in Literacy Education

    The student, in consultation with advisor or instructor, selects a topic in literacy for in-depth, independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a maximum of five hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • LTC 540 Analysis and Correction of Difficulties in Literacy

    Prerequisite: LTC 318 or both LTC 420 and LTC 421, or equivalent.

    Techniques of analysis and correction of difficulties in literacy for elementary, secondary, special education and reading/literacy teachers. Trends in dealing with diagnostic procedures, instructional techniques, special materials, and assessment. Students concentrate study within their level of training. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check. May be taught concurrently with LTC 640. Cannot receive credit for both LTC 540 and LTC 640.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • LTC 556 Topical Issues in Literacy

    Prerequisite: permission may be required (see class schedule).

    To develop understanding and skills in relevant areas of literacy education. Credit hours may vary depending on topic. Variable content course. May be repeated to a maximum of five hours when topics change. A maximum of three hours may be used toward degree. May be taught concurrently with LTC 656. Cannot receive credit for both LTC 556 and LTC 656 on same topic.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • LTC 560 Diversity Issues in Literacy and Content Area Instruction

    Designed for preservice and practicing elementary, middle, and high school teachers working on undergraduate degrees in Elementary Education or Secondary Education; as well as graduate degrees in Literacy, Elementary Education, MAT, or other MS or MSED graduate degrees. Students will expand their knowledge of racial, cultural, ethnic, linguistics, and socio-economics diversity; and learn strategies to implement diversity issues into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of diversity through a wide variety of course readings, multicultural literature, videos, guest speakers, multicultural interview, and community field trips. May be taught concurrently with LTC 660. Cannot receive credit for both LTC 560 and LTC 660.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • LTC 565 Cultural Diversity in Literacy and Instruction: Classrooms and Community

    Designed for preservice and practicing middle and high school teachers working on undergraduate degrees in Elementary, Middle School, or Secondary Education. Students will expand their knowledge of ethnicity, race, socio-economics status, gender, exceptionalities, language, religion, sexual orientation, and geographic areas in the context of classrooms, schools, and community; and learn strategies to implement diversity into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of domestic and global diversity through a wide variety of course readings, culturally diverse literature, instructional videos, documentaries, webcasts, and intercultural interviews. May be taught concurrently with LTC 665. Cannot receive credit for both LTC 565 and LTC 665.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • LTC 573 Psychology of Global Literacies

    The study of the mindset and behaviors involved in the acquisition and application of literacy from multicultural and global perspectives. Students will investigate and analyze the connections between language, literacy, and culture in schools and communities within a global setting. Students will examine the purpose and function of literacy while reading multicultural and international fiction and nonfiction literature. May be taught concurrently with LTC 673. Cannot receive credit for both LTC 573 and LTC 673.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • LTC 574 Analysis and Correction of Difficulties in Adolescent Literacy

    Prerequisite: LTC 474 or concurrent enrollment, or equivalent.

    Techniques of analysis and correction of difficulties in literacy for middle school and secondary teachers whose students struggle with literacy skills, such as reading and writing in content areas. Trends in dealing with diagnostic procedures, instructional techniques, special materials, evaluative devices, instructional interventions for students with reading deficits, and community-based experiences for practical implementation. Students concentrate study within their discipline and level of certification. May be taught concurrently with LTC 624. Cannot receive credit for both LTC 574 and LTC 624.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 580 Successful Classroom Communities to Enhance Student Learning

    Integration of areas supporting student learning including productive interactions with families. Concentrated modules on literacy learning of regular education students, struggling readers, and exceptional students. Basic principles in effective communication with parents and other professionals to reinforce appropriate classroom learning. Cannot be substituted for any course required for Special Education degrees or certificates. May be taught concurrently with LTC 680. Cannot receive credit for both LTC 580 and LTC 680.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • LTC 585 Techniques of Responsive Support in the Literacy Classroom

    Techniques to support positive, active learning through appropriate response to intervention plans within the literacy classroom. Study of alternative and appropriate behaviors to meet students' needs in acceptable ways through modeling, guided practice, and cueing within a supportive environment, which includes teachers, parents, and other stakeholders in students' learning. Cannot be substituted for SPE 515, 615, 616, or any course required for a Special Education degree or certificate. May be taught concurrently with LTC 685. Cannot receive credit for both LTC 585 and LTC 685.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • LTC 599 Literacy Projects

    This course is designed to provide students an opportunity to informally assess and tutor adults or children exhibiting literacy difficulties. Students are expected to have an increased awareness and understanding pertaining to literacy and to recognize the importance of improving the educational process of adults and children. Number of class hours determined by semester hours of credit. Cannot be substituted for any required reading/literacy course. May be repeated to a maximum of three hours. May be taught concurrently with LTC 600. Cannot receive credit for both LTC 599 and LTC 600.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • LTC 600 Literacy Projects

    This course is designed to provide students an opportunity to informally assess and tutor adults or children exhibiting literacy difficulties. Students are expected to have an increased awareness and understanding pertaining to literacy and to recognize the importance of improving the educational process of adults and children. Number of class hours determined by semester hours of credit. Cannot be substituted for any required reading/literacy course. May be repeated to a maximum of three hours. May be taught concurrently with LTC 599. Cannot receive credit for both LTC 599 and LTC 600.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • LTC 624 Analysis and Correction of Difficulties in Adolescent Literacy

    Prerequisite: LTC 474 or concurrent enrollment, or equivalent.

    Techniques of analysis and correction of difficulties in literacy for middle school and secondary teachers whose students struggle with literacy skills, such as reading and writing in content areas. Trends in dealing with diagnostic procedures, instructional techniques, special materials, evaluative devices, instructional interventions for students with reading deficits, and community-based experiences for practical implementation. Students concentrate study within their discipline and level of certification. May be taught concurrently with LTC 574. Cannot receive credit for both LTC 574 and LTC 624.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • LTC 631 Introduction to Dyslexia: Literacy Development, Language, and the Brain

    Prerequisite: admission to the graduate certificate in Dyslexia program.

    This course will begin with an overview of dyslexia. Historical issues, relevant laws and policies, as well as current legislation will be discussed. Students will learn common characteristics and possible identifiers of children with dyslexia and related language difficulties. Common misconceptions and myths related to dyslexia will also be addressed. Foundations of literacy development and an in-depth study of language processing, including orthographic, phonological, semantic, syntactic, and discourse, will be included. This course also addresses the neurobiological aspect of dyslexia, including the role of attention, executive functioning, memory, and processing speed in reading and writing development.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 632 Assessment Procedures for Students with Dyslexia

    Prerequisite: permission from graduate Literacy Program Coordinator.

    This course focuses on assessment procedures and techniques for working with exceptional children, with a strong emphasis on determining whether or not children display characteristics of dyslexia. The course will address differences among screening, diagnostic, outcome, and progress-monitoring assessments, and when it would be most appropriate to use each type of assessment. Students enrolled in the course will also learn how to use assessment results to plan interventions and guide instruction for children with dyslexia or other learning difficulties.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 633 Interventions for Students with Dyslexia

    Prerequisite: permission from graduate Literacy Program Coordinator.

    This course provides students with information on research-based strategies and interventions for use with children identified as dyslexic. Students will learn effective ways to support children who experience difficulties in various aspects of literacy development. The course focuses on explicit instruction and interventions using a multisensory approach. Students will learn how to provide instruction in all areas of literacy, including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, and writing.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 634 Dyslexia Practicum: Assessments and Interventions

    Prerequisite: permission from graduate Literacy Program Coordinator.

    This practicum course allows students to work in a one-on-one setting with a child identified as dyslexic or one displaying characteristics of dyslexia. The course allows students to integrate theoretical and practical knowledge gained from previous courses to administer assessments and plan appropriate interventions. Students will submit assessment results, lesson plans, progress monitoring data, in addition to videoed lessons.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 640 Analysis and Correction of Difficulties in Literacy

    Prerequisite: LTC 318 or both LTC 420 and LTC 421, or equivalent.

    Techniques of analysis and correction of difficulties in literacy for elementary, secondary, special education and reading/literacy teachers. Trends in dealing with diagnostic procedures, instructional techniques, special materials, and assessment. Students concentrate study within their level of training. May be taught concurrently with LTC 540. Cannot receive credit for both LTC 540 and LTC 640.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • LTC 656 Topical Issues in Literacy

    Prerequisite: permission may be required (see class schedule).

    To develop understanding and skills in relevant areas of literacy education. Credit hours may vary depending on topic. Variable content course. May be repeated to a maximum of five hours when topics change. A maximum of three hours may be used toward degree. May be taught concurrently with LTC 556. Cannot receive credit for both LTC 556 and LTC 656 on same topic.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • LTC 660 Diversity Issues in Literacy and Content Area Instruction

    Designed for preservice and practicing elementary, middle, and high school teachers working on undergraduate degrees in Elementary Education or Secondary Education; as well as graduate degrees in Literacy, Elementary Education, MAT, or other MS or MSED graduate degrees. Students will expand their knowledge of racial, cultural, ethnic, linguistics, and socio-economics diversity; and learn strategics to implement diversity issues into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of diversity through a wide variety of course readings, multicultural literature, videos, guest speakers, multicultural interview, and community field trips. May be taught concurrently with LTC 560. Cannot receive credit for both LTC 560 and LTC 660.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • LTC 665 Cultural Diversity in Literacy and Instruction: Classrooms and Community

    Designed for preservice and practicing middle and high school teachers working on graduate degrees in Literacy, Educational Technology, Master of Arts in Teaching, Master of Arts in Teaching and Learning, Elementary Education, or other MS, MA or MSEd graduate degrees. Students will expand their knowledge of ethnicity, race, socio-economics status, gender, exceptionalities, language, religion, sexual orientation, and geographic areas in the context of classrooms, schools, and community; and learn strategies to implement diversity into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of domestic and global diversity through a wide variety of course readings, culturally diverse literature, instructional videos, documentaries, webcasts, and intercultural interviews. May be taught concurrently with LTC 565. Cannot receive credit for both LTC 565 and LTC 665.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • LTC 673 Psychology of Global Literacies

    The study of the mindset and behaviors involved in the acquisition and application of literacy from multicultural and global perspectives. Students will investigate and analyze the connections between language, literacy, and culture in schools and communities within a global setting. Students will examine the purpose and function of literacy while reading multicultural and international fiction and nonfiction literature. May be taught concurrently with LTC 573. Cannot receive credit for both LTC 573 and LTC 673.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • LTC 680 Successful Classroom Communities to Enhance Student Learning

    Integration of areas supporting student learning including productive interactions with families. Concentrated modules on literacy learning of regular education students, struggling readers, and exceptional students. Basic principles in effective communication with parents and other professionals to reinforce appropriate classroom learning. Cannot be substituted for any course required for Special Education degrees or certificates. May be taught concurrently with LTC 580. Cannot receive credit for both LTC 580 and LTC 680.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • LTC 685 Techniques of Responsive Support in the Literacy Classroom

    Techniques to support positive, active learning through appropriate response to intervention plans within the literacy classroom. Study of alternative and appropriate behaviors to meet students' needs in acceptable ways through modeling, guided practice, and cueing within a supportive environment, which includes teachers, parents, and other stakeholders in student's learning. Cannot be substituted for SPE 515, 615, 616, or any course required for a SPE degree or certificate. May be taught concurrently with LTC 585. Cannot receive credit for both LTC 585 and 685.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • LTC 700 Relationship of Language to Literacy and Intellectual Development

    Utilizing elements of language and intellectual development which provide the basis for the development of appropriate literacy skills. Helping teachers gain skill in using teaching strategies which help children develop language and intellectual competencies.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • LTC 710 Content Area Literacy

    Teaching subject matter in content areas in ways for utilizing and further developing fundamental literacy; effective reading and writing skills, vocabulary development in specific areas, study skills, utilization of cognitive processes.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • LTC 720 Use of Multi-Media Resources in Literacy

    Criteria, methods and tools for selection and effective utilization of both print and nonprint material, enhancing and encouraging competency in literacy; production of materials utilizing various media. Students concentrate study within their level of training (elementary or secondary.)

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • LTC 730 Assessment and Instruction of Less Skilled Readers and Writers

    Prerequisite: LTC 318; or both LTC 420 and LTC 421, or equivalent.

    Supervised small group practice in a clinical setting assessing and instructing students who are experiencing difficulty learning to read and write. Planned with and directed by a graduate faculty member. Less intensive and more generalized clinical experience for those not intending to pursue Special Reading Teacher certification. Cannot be substituted for any course required for special reading certification (LTC 540/640, 780, 781, or 782). Students in Literacy program must enroll for 6 hours, others may enroll for 3 hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    3-6Upon demand
  • LTC 740 Issues and Trends in Literacy Education

    Provides intensive study of significant issues and trends in literacy education. Emphasis on locating and analyzing current issues and trends and encouraging teachers and administrators to apply the information to research-based best practices in the classroom.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Summer
  • LTC 760 Multilingual Approaches to Literacy

    Advanced study of multilingual approaches to literacy development of culturally and linguistically diverse learners. Includes culturally and linguistically sustaining instructional approaches, dual language instructional modalities, utilizing home language and literacy practices in classroom contexts, family literacies, promoting equity for English learners, culturally congruent discourse practices, and uses of multilingual texts across content areas. Students will review best practices and theories of literacy development for linguistically diverse students, plan and conduct literacy sessions with emergent bilinguals, submit weekly reports from literacy sessions, and submit a final in-depth reflection of literacy sessions.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • LTC 770 Curriculum Design in Literacy

    This course examines the theories and research on literacy from comprehension to implications for instructional practice. Candidates will gain knowledge and share with classmates influences on the teaching of literacy, which may include practices from historical to contemporary times. Research and read literature to prepare for establishing a total school literacy curriculum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • LTC 780 Assessment Procedures for the Literacy Specialist

    Prerequisite: LTC 640.

    Designed especially for the special reading teacher or literacy coach who needs an advanced course for special reading teacher certification. Psycho-educational testing techniques, multisensory teaching techniques, report writing, resource personnel, and clinic operations will form the basis for this course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • LTC 781 Assessment of Literacy Problems

    Prerequisite: LTC 780; and concurrent enrollment in LTC 782.

    Supervised individual practice diagnosing literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    314Spring, Summer
  • LTC 782 Remediation of Literacy Problems

    Prerequisite: LTC 780; and concurrent enrollment in LTC 781.

    Supervised individual practice with remedial procedures for literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    314Spring, Summer
  • LTC 791 Problems in Literacy Education

    In consultation with the advisor, major issues in the field of literacy education are selected for investigation through independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • LTC 795 Literacy Research Methods

    An introduction to research methods in the field of literacy. In-depth study of a topic in literacy resulting in a culminating project.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • LTC 799 Thesis

    Prerequisite: SFR 780.

    Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Upon demand

Middle School Education (MID) courses

  • MID 400 Philosophy, Curriculum, and Organization of Middle School Education

    Prerequisite: B grade or better in SEC 302 or PEU 015.

    This course provides an overview of middle level education philosophy, curriculum planning and development and organization. Emphasis is on cognitive, behavioral, and affective needs of middle level students, interdisciplinary teaching, team teaching, and intervention strategies. Course can be taken concurrently with EDC 150.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • MID 421 Philosophy and Organization of Middle School Education

    Prerequisite: admitted to Teacher Education.

    An overview of the philosophy, organization and curriculum of the middle school with emphasis upon teaching methods appropriate for use with students in late childhood and early adolescence. Strategies for advisory, study skills, and transition programs.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • MID 425 Middle School Curriculum and Instruction

    Prerequisite: B grade or better in MID 400; and admission to Teacher Education.

    This course will apply principles and components of middle school curriculum to the development of lesson plans. Emphasis will be on developmentally and culturally responsive strategies, including differentiation, and formative and summative assessments. The course requires a 15 hour practicum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall, Spring, Summer
  • MID 439 Middle School Instructional Strategies and Field Experience

    Prerequisite: B grade or better in MID 425; and admission to Teacher Education.

    This course will provide pre-service teachers with a review of best practices in instructional strategies and classroom management techniques to facilitate practicum and student-teaching experiences. The course requires a 45-hour practicum in an area middle school in which a lesson will be taught in the preservice teachers' content area and a formal observation will be conducted by university faculty/staff.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • MID 493 Supervised Teaching (Middle School)

    Prerequisite: B grade or better in of all professional education courses; and approval for supervised teaching; and concurrent enrollment in MID 494.

    The student observes and then teaches under the direction of the cooperating teacher and university supervisor. Student participates in exploratory activities and attends individual and group conferences, and team meetings. Students must obtain professional liability insurance and attempt to pass the Missouri Content Area Assessment before being placed as a supervised teacher. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • MID 494 Supervised Teaching (Middle School)

    Prerequisite: concurrent enrollment in MID 493.

    Student observes then teaches under the direction of the cooperating teacher and university supervisor. Student participates in extra-curricular, co-curricular, and exploratory activities and attends both individual and group conferences. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • MID 499 Clinical Experiences in Teaching II

    Prerequisite: EDC 199; and admitted to Teacher Education; and C grade or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.

    This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    4Fall, Spring
  • MID 725 Advanced Theory and Practice in the Teaching of Early Adolescents

    Materials, methods, and procedures for designing developmentally appropriate learning experiences for early adolescents; current trends and issues in the field.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • MID 810 Foundations of Middle Level Education

    An examination of educational programs most appropriate for students in late childhood and early adolescence with emphasis upon the philosophy, curriculum, instruction, and middle grades education.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand

Secondary Education (SEC) courses

  • SEC 300 Clinical and Field Experiences in Secondary Education

    Prerequisite: SFR 250; and earned a composition score or superscore of 20 or better on the ACT or attempted Missouri State Board of Education entry examination; and concurrent enrollment in SEC 301.

    Students enrolled attend a weekly clinical and/or discussion session on campus and participate in field experiences at the Greenwood Laboratory School and/or area secondary schools. Cannot be taken Pass/Not Pass.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    204Upon demand
  • SEC 301 Introduction to Teaching in the Secondary School

    Prerequisite: SFR 250; and earned a composition score or superscore of 20 or better on the ACT or attempted Missouri State Board of Education entry examination; and concurrent enrollment in SEC 300.

    Principles and objectives of secondary education; methods of meeting the diverse educational needs of today's secondary students; techniques of teaching; unit construction and daily planning. Required first portfolio checkpoint will occur in this course. Cannot be taken Pass/Not Pass.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SEC 302 General Methods of Instruction in the Middle and Secondary Schools

    Prerequisite: 30 hours.

    Principles and objectives of secondary education; methods of meeting the diverse educational needs of today's middle and secondary students; techniques of teaching; unit construction and daily planning. Students participate in a 30 hour field experience at the Greenwood Laboratory School and/or area middle or secondary schools. Cannot be taken Pass/Not Pass.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • SEC 439 Instructional Strategies in Career and Technical Education

    Prerequisite: SEC 526 and SEC 527; and admitted to Teacher Education or instructor approval.

    This course will provide opportunities for supervised, direct involvement in the public school setting at the secondary level. Preservice teachers will learn and implement instructional strategies including facilitation of student learning and managing the learning environment in order to provide effective instruction for CTE. This course includes 45 hours of practicum experience. A lesson will be taught, and a formal observation will be conducted by university faculty/staff at local/area secondary schools.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • SEC 493 Supervised Teaching (Secondary)

    Prerequisite: completion of all method courses in chosen content area; and a B grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching; and concurrent enrollment in SEC 494.

    Student observes, then teaches under the direction of the cooperating teacher and the university supervisor. Student participates in school-related activities appropriate to the assignment and attends all required meetings.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    5-6Fall, Spring
  • SEC 494 Supervised Teaching (Secondary)

    Prerequisite: concurrent enrollment in SEC 493; and a B grade or better in all professional education courses.

    Student observes, then teaches under the direction of the cooperating teacher and the university supervisor. Student participates in school-related activities appropriate to the assignment and attends all required meetings.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    5-6Fall, Spring
  • SEC 495 Theory into Practice: Applications Workshop

    Prerequisite: completion of all method courses in chosen content area; and a C grade or better in all professional education courses; approval for supervised teaching; and concurrent enrollment in SEC 493 or other supervised teaching course.

    Students enroll in workshops, offered during the supervised teaching semester, that help student teachers with particularly important and difficult tasks involving such things as how to work with diverse student populations, how to apply effective reading strategies, and how to manage students in the classroom. Additional aspects of teaching unique to particular subject matter areas will also be explored.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Fall, Spring
  • SEC 499 Clinical Experiences in Teaching II

    Prerequisite: EDC 199; and admitted to Teacher Education; and C grade or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.

    This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    4Fall, Spring
  • SEC 522 Philosophy of Vocational Business Education

    Philosophical foundations of vocational education; philosophies of Vocational Business Education in a contemporary school setting; including assessing specific program needs as determined from occupational surveys and other demographic data, and evaluating the overall effectiveness of the program on manpower needs in a given labor market area.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SEC 526 Curriculum in Career and Technical Education

    Investigation of various types of CTE curriculum including fundamental concepts in CTE for implementing effective programs. May be taught concurrently with SEC 626. Cannot receive credit for both SEC 526 and SEC 626.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SEC 527 Teaching and Learning in Career and Technical Education

    Methods, techniques, assessment, and current issues and trends in CTE.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • SEC 528 Measurement and Evaluation of Vocational Education Programs

    Assessing specific program needs as determined from occupational surveys and other demographic data; follow-up techniques to evaluate the overall effectiveness of the program on manpower needs in a given labor market area. Identical with AGV 528. May be repeated to a maximum of three hours. May be taught concurrently with SEC 628. Cannot receive credit for both SEC 528 and SEC 628.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SEC 622 Philosophy of Vocational Education

    Philosophical foundations of vocational education; philosophies of vocational education in contemporary school. Identical with AGV 622. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SEC 626 Curriculum in Career and Technical Education

    Investigation of various types of CTE curriculum including fundamental concepts of CTE for implementing effective programs. May be taught concurrently with SEC 526. Cannot receive credit for both SEC 526 and SEC 626.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SEC 627 Teaching Adults in Vocational Education

    Rise of the adult education movement; learning abilities, educational interests and vocational needs of adults; problems and procedures in organizing and operating adult education programs; relationship of adult education to public school education. Identical with AGV 627 and AGE 608. Cannot receive credit for SEC 627 and AGV 627 and AGE 608.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SEC 628 Measurement and Evaluation of Vocational Education Programs

    Assessing specific program needs as determined from occupational surveys and other demographic data; follow-up techniques to evaluate the overall effectiveness of the program on manpower needs in a given labor market area. Identical with AGV 628. May be repeated to a maximum of three hours. May be taught concurrently with SEC 528. Cannot receive credit for both SEC 528 and SEC 628.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SEC 701 Secondary School Curriculum

    Foundation course in the development and organization of the secondary school curriculum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • SEC 703 Seminar in Current Trends in Teaching English

    Prerequisite: ENG 405.

    For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SEC 704 Seminar in Current Trends in Teaching Social Studies

    Prerequisite: HST 418.

    For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SEC 705 Curriculum Construction in Business Education

    Objectives and interrelationships of business education courses and programs. Development of curricular materials and evaluative devices. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SEC 706 Seminar in Current Trends in Teaching Business Education

    For experienced teachers of business education in grades 9-12; research and recent developments in teaching business education.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SEC 707 Seminar in Current Trends in Teaching Mathematics

    Prerequisite: MTH 409.

    For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall
  • SEC 708 Seminar in Current Trends in the Teaching of Biology

    Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SEC 783 Internship in Teaching I

    Prerequisite: SFR 751 or MID 725; complete appropriate background check and obtain current professional liability insurance.

    A site-based clinical experience. Students will observe the operations of a school, serve as teacher aides and administrative aides in the school; and work closely with school and community service organizations. Students will also complete an on-going seminar through online or literature based delivery systems. Students will implement an initial Teacher Work Sample in a classroom under the supervision of a cooperating teacher.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    314Fall
  • SEC 784 Internship in Teaching II

    Prerequisite: SEC 783; acceptance into the Master of Arts in Teaching program; and a passing score on the Missouri Content Assessment(s) (MoCA).

    A semester-based supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6-12Spring
  • SEC 785 Internship in Teaching III

    Prerequisite: SEC 783 and SEC 784.

    Students will complete a professional preparation portfolio. The professional portfolio will be evaluated by instructors in order to determine how well the candidate demonstrated understanding of DESE content standards and MoSPE standards.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1Upon demand

Secondary Education, Foundations and Educational Research (SFR) courses

  • SFR 250 Foundations of American Education

    Prerequisite: 30 hours.

    This course introduces education majors to the departments. Knowledge Base with its emphasis on teachers as reflective decision-makers. It examines both the nature and history of the teaching profession, K-12 school orientation, and educational theories. It also explores sociocultural, political, and legal issues in American education.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 305 Field Experiences in Education

    Student attends scheduled discussion sessions on campus and participates in field experiences at Greenwood Laboratory School and/or area schools. Designed for transfer students who have partially completed the field experiences requirement and students working on a certification which requires a second field experience. 1(0-2) or

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    204Fall, Spring
  • SFR 351 Philosophical Problems of Education

    Prerequisite: admitted to Teacher Education.

    Introduction to educational problems involving language, logic, ethics, theory of knowledge, and theory of action, as they apply to school problems of pedagogy, curriculum, and policy. Contemporary and historical treatments of the problems.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 353 History of Educational Thought

    Prerequisite: admitted to Teacher Education.

    The history of major educational ideas and their relationships to contemporary educational theories and practices.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 354 Social and Philosophical Foundations of American Education

    Prerequisite: admitted to Teacher Education.

    The roles and functions of the school in the social and philosophical context of American culture. Attention to cultural diversity and its effects upon the school and the learner.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 396 Student Assessment and Evaluation

    Prerequisite: admitted to Teacher Education.

    Planning, constructing, using, and analyzing a variety of assessment practices to enable preservice teachers to make reflective decisions in the classroom.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 399 Problems in Education

    Independent research conducted on topics relevant to the field of education. The student and instructor mutually agree upon the direction and extent of the project. Credited only on the BSEd degree. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SFR 442 Techniques of Classroom Management

    Prerequisite: admitted to Teacher Education.

    Emphasis on prevention of behavior problems. The study of theoretical approaches to handling disruptive behavior in the classroom. Application of theory to simulated classroom situations. Includes assistance in teaching students with handicaps and/or from different cultural backgrounds.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 444 Approaches to Individualizing Education

    Prerequisite: admitted to Teacher Education.

    Analyzing the academic interest, levels, and learning styles of the student. Methods of developing individual programs, self-instructional packages, and learning aids. Introduction to prepared materials and other technology to enable the teacher to individualize instruction.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 482 Teacher Relationships with the School of Society

    Prerequisite: admitted to Teacher Education.

    Professional responsibilities and roles of the teacher in relationships with students, staff, and community; job procurement and interview skills, teaching as a career and profession.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 486 Management and Assessment in the Middle and Secondary Classroom

    Prerequisite: admission to Teacher Education or concurrent enrollment in EDC 150; and PSY 360 or equivalent competencies.

    Planning, constructing, using, and analyzing a variety of assessment practices and understanding uses of standardized testing in education. Covers adolescent social behavior, management theory and strategies that promote effective learning and development while minimizing disruptive behavior. Application of theory to classroom practice and everyday situations. Identical with PSY 486. Cannot receive credit for both SFR 486 and PSY 486.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • SFR 521 Techniques for Teaching Adults

    Prerequisite: admitted to Teacher Education.

    A survey of the principles, objectives and trends in instructional techniques for adult education. May be taught concurrently with SFR 621. Cannot receive credit for both SFR 521 and SFR 621.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 547 Guidance and Interpersonal Relationships in the Classroom

    Prerequisite: admitted to Teacher Education.

    Appropriate classroom communication and interpersonal skills. Emphasis on the relationship between self concept development and achievement in a diverse student population. May be taught concurrently with SFR 647. Cannot receive credit for both SFR 547 and SFR 647.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 576 Topical Issues in Education

    To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. A maximum of 3 hours may be used on a degree program. Variable Content Course. May be taught concurrently with SFR 676. Cannot receive credit for both SFR 576 and SFR 676.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • SFR 581 Law and the Classroom Teacher

    Prerequisite: admitted to Teacher Education.

    Rights and responsibilities of classroom teachers as determined by the legal structure created by state and federal constitutions, legislative actions, and judicial decisions. Implications of legal foundations for teachers relative to ethics, relationships with students, colleagues, minority groups, professional organizations, and others. May be taught concurrently with SFR 681. Cannot receive credit for both SFR 581 and SFR 681.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 583 Contemporary Issues in Education

    Prerequisite: admitted to Teacher Education.

    In-depth analysis of selected issues currently generating great interest and controversy in American education. Attention to the effects of the issues on the teaching profession, curriculum, instruction, and school personnel. May be taught concurrently with SFR 682. Cannot receive credit for both SFR 583 and SFR 682.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 595 Applications of Educational Measurement

    Prerequisite: admitted to Teacher Education.

    Using the results of testing in schools. The role, advantages, and limitations of evaluative instruments and techniques in educational decision making. May be taught concurrently with SFR 695. Cannot receive credit for both SFR 595 and SFR 695.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 621 Techniques for Teaching Adults

    A survey of the principles, objectives and trends in instructional techniques for adult education. May be taught concurrently with SFR 521. Cannot receive credit for both SFR 521 and SFR 621.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 647 Guidance and Interpersonal Relationships in the Classroom

    Appropriate classroom communication and interpersonal skills. Emphasis on the relationship between self concept development and achievement in a diverse student population. May be taught concurrently with SFR 547. Cannot receive credit for both SFR 547 and SFR 647.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 676 Topical Issues in Education

    To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. A maximum of 3 hours may be used on a degree program. Variable Content Course. May be taught concurrently with SFR 576. Cannot receive credit for both SFR 576 and SFR 676.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • SFR 681 Law and the Classroom Teacher

    Prerequisite: Teacher Certification students must be admitted to Teacher Education.

    Rights and responsibilities of classroom teachers as determined by the legal structure created by state and federal constitutions, legislative actions, and judicial decisions. Implications of legal foundations for teachers relative to ethics, relationships with students, colleagues, minority groups, professional organizations, and others. May be taught concurrently with SFR 581. Cannot receive credit for both SFR 581 and SFR 681.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 682 Contemporary Issues in Education

    Prerequisite: Teacher Certification students must be admitted to Teacher Education.

    In-depth analysis of selected issues currently generating great interest and controversy in American education. Attention to the effects of the issues on the teaching profession, curriculum, instruction, and school personnel. May be taught concurrently with SFR 583. Cannot receive credit for both SFR 583 and SFR 682.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 695 Applications of Educational Measurement

    Prerequisite: Teacher Certification students must be admitted to Teacher Education.

    Using the results of testing in schools. The role, advantages, and limitations of evaluative instruments and techniques in educational decision making. May be taught concurrently with SFR 595. Cannot receive credit for both SFR 595 and SFR 695.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 698 College Teaching Practicum

    Prerequisite: permission of the coordinator of the College Teaching Graduate Certificate.

    This is a field experience-based course that requires the student to spend a minimum of 20 clock hours in a college teaching environment where students observe, teach, and/or participate in professional activities in college teaching under the direction of a cooperating supervisor/faculty. Students will demonstrate effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    101Fall, Spring, Summer
  • SFR 709 Individualizing Instruction

    Training in various procedures for individualizing instruction at all grade levels.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 711 Principles and Organization of Student Activities

    Acquaints teachers and administrators with problems and procedures involved in the organizations and supervision of student activities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 723 Organization and Administration of Adult Education

    Theory and practice relating to the organization, administration, and supervision of adult education. Emphasis will be placed upon adult education programs in the public school and the junior-community college.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 724 Organization and Administration of Vocational Education

    Problems, procedures and local, state and federal relationships in organization and administration of vocational education in the contemporary school. Identical with AGV 724. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SFR 730 Curriculum Construction in the School

    Traditional, humanistic, and behavioristic approaches to advanced curriculum development in the school.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 750 Philosophies of Education

    This course provides students with fundamental knowledge in such areas as the philosophy and history of education, education law and policy derived from educational philosophies, the political nature of educational policy, and broader philosophical and sociocultural issues impacting school and its relationship to society.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • SFR 751 Introduction to Teaching and Learning

    The purpose of this course is to develop deep understandings and skills pertaining to teaching and the procedures, methods, curriculum design, classroom management, and foundations - those fundamental pedagogical skills - required to be a practicing teacher. Candidates will be introduced to the electronic portfolio. Electronic portfolio checkpoint one will occur in this course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Summer
  • SFR 753 Comparative Educational Systems

    Comparative analysis of major ideas and institutions of selected international systems of education. Comparisons between international systems of education and systems dominant in America.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 780 Educational Research Methodology

    Survey of research methods used in education; research design and evaluation; problems of interpretation and application; development of a formal research proposal.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • SFR 781 Applied Educational Research

    Introduction to research methodologies utilized in educational research to include an exploration of qualitative, quantitative, and mixed methods research. Students will learn to examine, evaluate, synthesize, and apply research in their professional work. This course focuses on research to inform and improve upon an educator's pedagogical skills, the work of the school, and to meet the needs of students and community.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 791 Educational Workshop

    Workshop to upgrade understandings and skills, concerned with the improvement of secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of nine hours. Thirty clock hours equal one credit hour.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-9Upon demand
  • SFR 792 Supervision of Student Teachers

    Prerequisite: valid elementary or secondary teaching certificate.

    For public school teachers cooperating in college student-teaching programs; organizing and directing work of the student teacher.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • SFR 793 Qualitative Research Methods

    This course is focused on qualitative methods in the social sciences and specifically in educational research, including educational action research. Depending on prior research work, students will plan, implement, or further a qualitative or action research study. Students will learn firsthand about collecting and analyzing qualitative data, developing theories, and writing up the results. Students will also explore the role of educational action research in professional development, in improving classroom practices, and in developing school policy.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • SFR 794 Research Practicum

    Prerequisite: SFR 780.

    Conducting research projects with schools and other educational agencies. Students will be engaged in articulating research problems, reviewing literature, collecting and analyzing data, and presenting results.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SFR 796 Problems in Education

    Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SFR 797 Advanced Studies in Teaching and Learning

    Prerequisite: admitted to the Master of Arts in Teaching program.

    The purpose of this course is to develop deep understandings and skills regarding secondary teaching, procedures, methods, curriculum, supervision, administration and foundations. Candidates will be introduced to the electronic portfolio. Portfolio checkpoint one will occur in this course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    9Upon demand
  • SFR 799 Thesis

    Prerequisite: SFR 780.

    Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Upon demand
  • SFR 858 Current Issues Affecting Education

    This multi-disciplinary mini-course is composed of selected topics of current interest to all school personnel. Opportunities are provided for object examination of highly volatile controversies surrounding education. May be repeated to a maximum of six hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • SFR 890 Field Research and Evaluation

    Specifically designed to give each student the prerequisite skills and competencies necessary for completion of field study research project(s) as well as preparation for conducting on-the-job institutional research.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand