Middle School Education

The curriculum for middle school teaching leads to the degree of Bachelor of Science in Education and carries with it an initial professional certificate (IPC) to teach in the state of Missouri. Holders of this middle school certificate may be employed to teach in grades 5-9.

Program Requirements: Candidates for the Bachelor of Science in Education degree are required to meet the following grade point average requirements: at least a 2.50 GPA on all course work attempted at all colleges attended; at least a 2.50 GPA in the certificate subject area (major field of study) which includes all courses listed under B and C; at least a 2.50 GPA in any additional certificate subject area; at least a 2.50 GPA in the professional education courses; and no grade lower than a “C” in all professional education courses.  All GPA requirements include both Missouri State and transfer grades. In addition, candidates are required to obtain a score of 265 on all sub-categories of the College Basic Academic Subject Examination (C-BASE) and successful completion of the appropriate Praxis II Examination prior to Supervised Teaching, in their chosen middle school content subject area with a score equal to Missouri’s qualifying score.

All students must be admitted to the Teacher Education Program and to Supervised Teaching in order to earn this degree (see application procedures in the "Teacher Certification, Teacher Education Program" section of catalog.)

1. General Education (see General Education section of catalog) (43-51 hours):
   Specific courses required for major and/or certification which may be used to satisfy General Education Requirements:

   1. Basic Required Courses:

      1. English Composition (6 hours required): ENG 110(3) and ENG 210(3)

      2. Mathematics: Completion of general education requirement with a grade of “C” or better. MTH 130(3) recommended.

      3. Public Speaking: COM 115(3)

   2. Areas of Inquiry:

      1. Natural World: PHY 101 (4) and BIO 100(4)

      2. Culture and Society/Social Sciences Perspective: GRY 100 (3) is required if Social Science is chosen as an area of Subject Matter Emphasis. ECO 155 cannot be double-counted if Social Science is chosen as an area of Subject Matter Emphasis.

      3. Self-Understanding/Social-Behavioral Perspective: PSY 121(3)

      4. Courses used to meet the Humanities and the Creativity and Vision Perspectives must have two (2) different course codes. ART 200 or MUS 241 recommended.

   3. Public Affairs/American Studies:

      1. HST 121(3)

      2. PLS 101(3)

2. Degree Requirements for Teacher Certification (19 hours):

   1. AST 115(4) or GLG 110(4) or GRY 135(4) or 240(4) or 142(4) (NOTE: GRY 240 is required if Science is chosen as an Area of Subject Matter)

   2. ENG 338(3), MTH 320(3), 343(3), PED 358(3)

   3. HST 122(3)

3. Area of Subject Matter Emphasis (42-48 hours):
   Students must complete two areas of specialization consisting of 21-24 credit hours within each subject for a total of 42-48 hours. This requirement is met by adding nine hours of general education (section A) and/or degree requirements (section B) courses in each area of emphasis to 12-15 additional hours in each area of emphasis.
   The areas of emphasis are: Language Arts (grades 5-9); Mathematics (grades 5-9); Science (grades 5-9); and Social Sciences (grades 5-9). Following are the lists of courses identified for Language Arts, Mathematics, Science, and Social Sciences. Note that each contains nine hours of general education and/or degree requirements (bolded courses). Underlined courses are those that cannot be double-counted as General Education and Area of Subject Matter Emphasis.

   1. Language Arts Emphasis (21 hours total): ENG 110(3), 210(3); ENG 338(3); 390(3), 520(3); THE 505(3); and one of the following courses: ENG 351(3), 354(3), 380(3), 533(3), 534(3), 582(3)

   2. Mathematics Emphasis (21 hours total): MTH 130(3), 320(3), 343(3), 479(3); Choose 1 from 135(3), 138(5), 261(5), 280(5), 315(3), 575(3); choose one from 360(3), 460(3); choose one from 377(3), 261(5) (if not used previously)

   3. Science Emphasis (24 hours total): BIO 100(4); PHY 101(4); GRY 240(4) required in degree requirements for this subject matter emphasis and also counted in 24 hours total: CHM 105(5); BIO 205(2); GRY 108(3), PHY 501(2)

   4. Social Sciences Emphasis (24 hours total): HST 121(3), 122(3); PLS 101(3); HST 103(3), 104(3); ECO 155(3); GRY 100(3); one course from HST 335(3), 342(3), 350(3), 380(3), 381(3)

4. Professional Education (46 hours): NOTE: A grade of “C” or better in each course is required for state certification.

   1. Foundations of Teaching: EDC 150(1), 350(3); IMT 365(3); MID 421(2); PSY 360(3); SPE 340(2)

   2. Teaching Methods: MID 425(2), 439(3); RDG 318(3), 474(2)

   3. Choose two of the following, per areas of Subject Matter Emphasis chosen:

      1. ENG 405(3), if Language Arts Area of Emphasis

      2. MTH 409(3), if Mathematics Area of Emphasis

      3. SCI 414(3), if Science Area of Emphasis

      4. HST 418(4), if Social Sciences Area of Emphasis

   4. Clinical Experiences: SEC 302(4); MID 493(6), 494(6)

5. Specific Requirements for Bachelor of Science in Education degree (see “Academic Programs and Requirements” section of catalog)

6. General Baccalaureate Degree Requirements (see “Academic Programs and Requirements” section of catalog)

Developmental Reading

The minor in reading is designed to strengthen a classroom teachers’ knowledge for teaching reading and developing literacy. Minimum of 23 hours required.

1. RDG 318(3) or 474(2); RDG 420(3), 421(2), 574(3); ENG 334(3); SPE 515(3) or PSY 508(3)

2. Select additional electives from the following to bring total to 23 hours: PSY 331(3), 441(3)*; SPE 560(3)*; SPE 584(3) or CSD 312(3); or other electives approved by the department.
   *Courses may be applied toward certification in Special Reading (K-12). Additional coursework will be required for the certificate.

Education Courses

EDC 150 (SFR) Introduction to Teaching 1(1-0), F,S

An introduction to the teaching profession including an introduction to the teaching standards and the professional portfolio process, observations, projects and information designed to aid students entering the teaching profession. May be taken concurrently with SEC 302, ELE 302 or SPE 310 provided all respective prerequisites are met.

EDC 199 Clinical Experiences in Teaching 2, F,S

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 B.S. in Education or appropriate master's-level certification programs.

EDC 350 School and Society 3(3-0), F,S

Prerequisite: admitted to Teacher Education Program; and PSY 360 (secondary, middle school, and K-12 programs) or PSY 385 (elementary) or concurrent enrollment. This class 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.

EDC 686 Research Seminar in Education 1-3, F,S

Prerequisite: SFR 690. 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.

Instructional Media Technology Courses

IMT 365 (SFT) Instructional Applications of Technology and Media 3(3-0), F,S

Prerequisite: CIS 101 or CSC 101 or waiver exam, and one of the following: ELE 302, SPE 310, or SEC 302, or concurrent enrollment for teacher education majors. Principles and techniques for selection and utilization of computer and video systems 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.

IMT 562 (SFT) Educational Applications of Computers for Teaching 3(2-2), D

Using microcomputers in educational settings. Includes the investigation of software in desktop publishing, record management and multimedia applications. Special emphasis will be given to selection of appropriate programs for specific classroom utilization as well as computer interfaced peripheral devices.

IMT 563 Technology Administration and Management 2(2-0), D

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 a media/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.

IMT 565 (SFT) Selection and Utilization of Instructional Technology 3(3-0), D

Targets principles of attention, perception, and retention regarding selection and implementation of instructional strategies. Students apply instructional design principles and learning theories to develop professional products; develop and implement evaluation strategies for hypermedia materials; combine electronic and non-electronic media; use telecommunications tools for production purposes; and integrate a variety of instructional media tools.

IMT 597 Topical Issues in Instructional Technology 1-5, D

Prerequisite: permission of department head is required. A variable credit course with amount of credit based on the extent of the work required. Special topics related to the field of Instructional Technology which may broaden the scope of the program study. May be repeated up to a maximum of 5 hours.

IMT 663 (SFT) Administration of Instructional Technology 3(3-0), D

Emphasis is placed on management skills including budgeting; facility design; policies and procedures; selection and utilization; evaluation; assessment and other topics related to coordinating an instructional technology program at a building, district, institutional or organizational level.

IMT 664 (SFT) Instructional Design 3(3-0), D

Emphasis on the analysis and development of instruction for large group, small group, and individual student instruction. The utilization of systems approaches and packaged instructional forms will be stressed. The course will integrate systems approaches with learning theory involving instructional media technology.

IMT 665 (SFT) Educational Media Production 3(2-2), F

Prerequisite: IMT 565. Principles and techniques of designing and producing advanced forms of media software materials in video, audio, and photography formats with emphasis on multi-media which includes computer generated graphics interfaced with video and audio editing as well as more basic production projects such as slide-tape programs.

IMT 667 (SFT) Instructional Technology Practicum 2(0-4), D

This is a field-experience based course which requires the student to spend a minimum of 60 hours in a working environment where educational media technology services and programs are being 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 special programs.

IMT 677 Instructional Technology Special Research Project 3, D

Prerequisite: SFR 690. An extensive multimedia production project which results in a functional product with extensive written documentation to support its use as a research or instructional tool which could provide results for extended research and publication.

IMT 697 Problems in Instructional Technology 1-3, D

Research in or in-depth examination of issues and problems in the field of Instructional Technology. May be repeated up to a maximum of 5 hours when topic varies.

IMT 698 Research Seminar in Instructional Technology 3(3-0), D

Prerequisite: SFR 690. An extensive research paper focused on the field of Instructional Design and Technology.

IMT 699 Instructional Technology Thesis 3-6, D

Prerequisite: SFR 690. Independent research and study connected with preparation of a thesis in the field of Instructional Technology. The paper will consist of original or creative research accountable to committee review and defense. May be repeated for a maximum of 6 hours credit.

Middle School Education Courses

MID 421 (521) Philosophy and Organization of Middle School Education 2(2-0), D

Prerequisite: admitted to Teacher Education Program. 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.

MID 425 (525) Middle School Curriculum 2(2-0), F,S,Su

Prerequisite: MID 421 or concurrent enrollment; and admitted to Teacher Education Program. Foundations in the development and articulation of middle school curriculum, with emphasis on the development of interdisciplinary thematic units and lessons relevant to the young adolescent learner. Integrated approaches to teaching and learning designed, implemented, and evaluated as part of a teaching team. Alternative assessments, including performance-based portfolios.

MID 439 (539) Middle School Instructional Strategies 3(2-2), F,S

Prerequisite: MID 421 and MID 425 and admitted to Teacher Education Program. Students will be assigned to site-based middle school teaching teams at Greenwood Laboratory School and/or area middle schools and will attend weekly seminars. Instructional methods and techniques appropriate for middle school learners will be studied including: teaching subject area classes in the core curriculum and strategies for teaching exploratory and advisory classes. Includes exploration of current issues, research, and innovative approaches to teaching at-risk youth and those with diverse backgrounds. 

MID 493 Supervised Teaching (Middle School) 6, F,S

Prerequisite: MID 425 and MID 439 and RDG 318 and RDG 474; and all method courses in chosen content areas; a grade of “C” or better in all professional education courses; current pre-professional liability insurance and approval for supervised teaching. 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. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA or in the subject matter emphasis area. Supplemental course fee.

MID 494 Supervised Teaching (Middle School) 6, F,S

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. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA or in the subject matter emphasis area. Supplemental course fee.

MID 499 Clinical Experiences in Teaching II 4, F,S

Prerequisite: EDC 199; admission to the Teacher Education Program; a grade of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2. 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 MOSTEP quality indicators and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on B.S. in Education or appropriate master's-level certification programs. Students who receive credit for this course will not receive credit for AGE 499, AGT 499, ART 469, BSE 499, CFS 498, COM 493, ECE 499, ELE 499, ENG 434, HST 499, MCL 491, MID 499, MTH 496, MUS 499, PED 498, SCI 499, SPE 499, THE 493.

MID 625 Advanced Theory and Practice in the Teaching of Early Adolescents 3(3-0), D

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

MID 710 (EAS) The Middle School—The Junior High School 3(3-0), D

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

Reading Courses

RDG 107 (IDS 117) Critical Reading and Study Skills in Academic Texts 2(1-2), F,S,Su

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. May not be used to satisfy General Education Program requirements and may not be credited on any major or minor offered by any department. May not receive credit for both RDG 107 and IDS 118.

RDG 300 Service Learning in Reading 1, F,S

Prerequisite: 30 hours and concurrent registration in a RDG course designated as a service learning offering and admitted to Teacher Education Program. This service component for an existing course incorporates community service with classroom instruction in Reading 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. This course may not be substituted for RDG 421 or any other required practicum. May be repeated but no more than 2 hours of service learning credit may count toward graduation.

RDG 318 Foundations of Reading Instruction 3(3-0), F,S

Prerequisite: admitted to Teacher Education Program. The basic nature of reading, including developmental, functional, and recreational reading, with application to content areas. Basic approaches to reading instruction from readiness through middle school/junior high school, for use in the contemporary classrooms, which is assumed to contain children of diverse cultures and abilities.

RDG 319 Practicum-Foundations of Reading Instruction 1(0-2), D

Prerequisite: admitted to Teacher Education Program or permission of department head. Practical application of developmental, functional, and recreational reading instructional practices from readiness 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 reading lessons. Students enrolled in this course will be required to have a health examination, including a TB test for practicum placement.

RDG 420 Assessing and Personalizing Reading 3(3-0), F,S

Prerequisite: RDG 318 for Elementary and Early Childhood Education majors; SPE 320 for Special Education majors and admitted to Teacher Education Program. A practical approach to personalizing elementary reading instruction, which includes assessing the needs and reading progress of children, selecting appropriate materials and procedures for the contemporary classroom, which is assumed to contain children of diverse cultures and learning abilities.

RDG 421 Practicum—Assessing and Personalizing Reading 2(1-2), F,S

Prerequisite: RDG 318 and concurrent enrollment in RDG 420 and admitted to Teacher Education Program. Practicum application of techniques in personalizing elementary reading instruction, by the assignment of students to practicum centers where they will be required to assess the reading status and progress of children and select appropriate materials and techniques for developmental and corrective reading. Students enrolled in this course will be required to have a TB test for practicum placement. Additional field experience activities required outside of class time.

RDG 422 Techniques of Teaching Reading in the Content Fields 2(2-0), D

Prerequisite: RDG 318 or permission of department head and admitted to Teacher Education Program. Students will learn to assess reading levels and learning styles of children and select appropriate materials in various content fields. They will learn techniques of teaching reading in various 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.

RDG 474 Reading and Writing in the Content Fields 2(2-0), F,S

Prerequisite: admitted to Teacher Education Program. 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 reading achievement. Includes awareness of reading approaches and problems; study skills, reading evaluation and measurement; vocabulary and comprehension development; selection of materials appropriate for each student.

RDG 480 Problems in Reading Education 1-3, D

Prerequisite: permission of department head. The student, in consultation with advisor or teacher, selects a topic in reading for in-depth, independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a total of 5 hours.

RDG 556 Topical Issues in Reading 1-5, D

Prerequisite: permission may be required (see class schedule). To develop understanding and skills in relevant areas of reading education. Credit hours may vary depending on topic. May be repeated to a total of 5 hours when topics change. A maximum of 3 hours may be used toward degree. Variable Content Course.

RDG 560 Diversity Issues in Literacy and Content Area Instruction 2(2-0), F

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 Reading, 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.

RDG 574 Analysis and Correction of Reading Difficulties 3(3-0), F,S

Prerequisite: RDG 318 or both RDG 420 and RDG 421, or equivalent; and admitted to Teacher Education Program. Techniques of analysis and correction of reading difficulties for elementary, secondary, special education and reading teachers. Trends in dealing with diagnostic procedures, instructional techniques, special materials, and evaluative devices. Students concentrate study within their level of training.

RDG 578 Classroom Management for Effective Reading Instruction 3(3-0), D

Prerequisite: instructor recommendation and demonstrated proficiency in reading education; and admitted to Teacher Education Program. Students will acquire knowledge of, and demonstrate competence with, (l) techniques for matching students with materials, (2) providing activities for individual, small group, and whole group instruction, and (3) organizing independent and small group activities as a technique for aiding individualization of instruction.

RDG 599 Literacy Projects 1-3, D

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. This course may not be substituted for any required reading course. Number of class hours determined by semester hours of credit. May be repeated to a total of 3 hours.

RDG 610 Problems in Reading Education 1-3, D

Prerequisite: permission of department head. In consultation with the advisor, major issues in the field of reading education are selected for investigation through independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a total of 3 hours.

RDG 620 Use of Multi-Media Resources in Reading 3(3-0), D

Criteria, methods and tools for selection and effective utilization of books, magazines, recordings, films, computer software, television programs, and other materials enhancing and encouraging reading competency; production of materials utilizing various media. Students concentrate study within their level of training (elementary or secondary).

RDG 625 Issues and Trends in Literacy Education 3(3-0), D

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.

RDG 670 Assessment Procedures for the Reading Specialist 3(3-0), S

Prerequisite: RDG 574. Designed especially for the special reading teacher or clinician who needs an advanced course for the remedial reader. Psycho-educational testing techniques, multisensory teaching techniques, report writing, resource personnel, and clinic operations will form the basis for this course.

RDG 671 Assessment of Reading Problems 3(1-4), S

Prerequisite: RDG 670 and concurrent enrollment in RDG 672. Supervised individual practice diagnosing reading problems. Teacher works with either elementary, secondary or adult pupils. Includes 4 hours of practicum.

RDG 672 Remediation of Reading Problems 3(1-4), S

Prerequisite: RDG 670 and concurrent enrollment in RDG 671. Supervised individual practice with remedial procedures for reading problems. Teacher works with either elementary, secondary or adult pupils. Includes 4 hours of practicum.

RDG 673 Psychology of Reading 3(3-0), D

Practical contemporary learning theories and principles that are basic to learning to read. Focus on evidence-based research supporting learner-centered classrooms and issues of cognitive and metacognitive development, the affective and motivational dimensions of instruction, the developmental and social aspects of learning, and individual differences in learning associated with cultural and social backgrounds.

RDG 674 Assessment and Instruction of Less Skilled Readers 3(2-2), F,S

Prerequisite: RDG 318 or both RDG 420 and RDG 421, or equivalent. Supervised small group practice in a clinical setting assessing and instructing students who are experiencing difficulty learning to read. Planned with and directed by a graduate faculty member. Less intensive and more generalized clinical experience for those not intending to pursue remedial reading certification. May not be substituted for any course required for special reading certification (RDG 574, 670, 671, or 672). Reading majors must enroll for 6 credit hours, other majors may enroll for 3 credit hours.

RDG 675 The Relationship of Language to Reading and Intellectual Development 3(3-0), F,S,Su

Utilizing elements of language and intellectual development which provide the basis for the development of appropriate reading skills. Helping teachers gain skill in using teaching strategies which help children develop language and intellectual competencies. To be taken during the first semester of the graduate reading program.

RDG 677 Reading in the Content Fields 3(3-0), S

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

RDG 678 (676) Curriculum Design in Reading 3(3-0), F,S

Prerequisite: RDG 675 and RDG 677 required of graduate Reading program students only. Students will research and read literature to prepare for establishing a total school reading curriculum. This capstone course is usually taken during the semester graduate Reading program students take comprehensive exams.

RDG 679 Research Seminar in Reading 3(3-0), F,S

Prerequisite: SFR 690 and RDG 675 or RDG 677. An in-depth study of a topic in reading, leading to the guided development and completion of an extensive research paper.

RDG 699 Thesis 1-6, D

Prerequisite: SFR 690 and RDG 675 and RDG 677. Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours credit.

Secondary Education Courses

SEC 300 Clinical and Field Experiences in Secondary Education 2(0-4), D

Prerequisite: SFR 250 and an initial C-Base exam must be taken 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. Course may not be taken Pass/Not Pass.

SEC 301 Introduction to Teaching in the Secondary School 2(2-0), D

Prerequisite: SFR 250 and an initial C-Base exam must be taken 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. Course may not be taken Pass/Not Pass. Required first portfolio checkpoint will occur in this course.

SEC 302 General Methods of Instruction in the Middle and Secondary Schools 4(3-2), F,S

Prerequisite: 45 hours; 2.50 combined GPA; and "C" or better in EDC 150 or concurrent enrollment or equivalent competencies. 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. A grade of C or better is required in this course in order to student teach. This course may not be taken Pass/Not Pass. Required first portfolio checkpoint will occur in this course. This course is a combination of previously offered SEC 300/301 and students may not receive credit for both SEC 300/301 and SEC 302. C-Base must be passed to proceed beyond this point in the professional education program.

SEC 493 Supervised Teaching (Secondary) 5-6, F,S

Prerequisite: completion of all method courses in chosen content area; a grade of “C” or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. 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. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee.

SEC 494 Supervised Teaching (Secondary) 5-6, F,S

Prerequisite: concurrent enrollment in SEC 493 or ELE 495 or SPE 495. 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. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee.

SEC 495 Theory into Practice: Applications Workshop 1-3, F,S

Prerequisite: completion of all method courses in chosen content area; a grade of C or better in all professional education courses; approval for student 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.

SEC 499 Clinical Experiences in Teaching II 4, F,S

Prerequisite: EDC 199; admission to the Teacher Education Program; a grade of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2. 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 MOSTEP quality indicators and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on B.S. in Education or appropriate master's-level certification programs. Students who receive credit for this course will not receive credit for AGE 499, AGT 499, ART 469, BSE 499, CFS 498, COM 493, ECE 499, ELE 499, ENG 434, HST 499, MCL 491, MID 499, MTH 496, MUS 499, PED 498, SCI 499, SPE 499, THE 493.

SEC 522 Philosophy of Vocational Education 1-3, D

Philosophical foundations of vocational education; philosophies of vocational education in contemporary school. Identical with AGV 522 and BSE 522. May be repeated to a total of 3 hours.

SEC 526 Coordination of Cooperative Education 1-2, D

Prerequisite: teacher certification or permission of department head. Problems and procedures in organizing and operating part-time cooperative and evening occupation programs. Restricted to those who can qualify as coordinators. Identical with AGV 526 and BSE 526. May be repeated to a total of 2 hours.

SEC 527 Teaching Adults in Vocational Education 3(3-0), D

Prerequisite: teacher certification or permission of department head. 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 527 and AGE 508. Cannot receive credit for SEC 527 and AGV 527 and AGE 508.

SEC 528 Measurement and Evaluation of Vocational Education Programs 1-3, D

Prerequisite: teacher certification or permission of department head. 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 and BSE 528. May be repeated to a total of 3 hours.

SEC 601 Secondary School Curriculum 3(3-0), D

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

SEC 603 Seminar in Current Trends in Teaching English 2(2-0), D

Prerequisite: ENG 405. For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.

SEC 604 Seminar in Current Trends in Teaching Social Studies 2(2-0), D

Prerequisite: HST 418. For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.

SEC 605 Curriculum Construction in Business Education 1-3, D

Objectives and interrelationships of business education courses and programs. Development of curricular materials and evaluative devices. Identical to BSE 605. May be repeated to a total of 3 hours.

SEC 606 Seminar in Current Trends in Teaching Business Education 2(2-0), D

Prerequisite: BSE 403. For experienced teachers of business education in grades 9-12; research and recent developments in teaching business education.

SEC 607 Seminar in Current Trends in Teaching Mathematics 2(2-0), F

Prerequisite: MTH 409. For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.

SEC 608 Seminar in Current Trends in the Teaching of Biology 2(2-0), D

Prerequisite: SCI 414. Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.

SEC 683 Internship in Teaching I 3(1-4), D

Prerequisite: admitted to Master of Arts in Teaching degree program. 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 attend an ongoing seminar.

SEC 684 Internship in Teaching II 10(2-16), D

Prerequisite: SEC 683 and admitted to Master of Arts in Teaching degree program. A semester-long supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor. Students also attend an ongoing seminar and design a research project required for graduation. Supplemental course fee.

SEC 685 Internship in Teaching III 1, D

Prerequisite: SEC 683 and SEC 684 and admitted to Master of Arts in Teaching degree program. Students will complete an action research project and a professional preparation portfolio. Students will also attend an ongoing seminar, and are required to sit for an oral defense of both the research project and the portfolio.

Secondary Education, Foundations and Educational Research Courses

SFR 250 (SFT) Foundations of American Education 3(3-0), D

Prerequisite: completion of 30 semester 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.

SFR 305 (SFT) Field Experiences in Education 1(0-2), F,S

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.

SFR 351 (SFT) Philosophical Problems of Education 2(2-0), D

Prerequisite: admitted to Teacher Education Program, or permission of department head. 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.

SFR 353 (SFT) History of Educational Thought 2(2-0), D

Prerequisite: admitted to Teacher Education Program, or permission of department head. The history of major educational ideas and their relationships to contemporary educational theories and practices.

SFR 354 (SFT) Social and Philosophical Foundations of American Education 2(2-0), D

Prerequisite: admitted to Teacher Education Program or permission of department head. 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.

SFR 396 (SFT) Student Assessment and Evaluation 2(2-0), D

Prerequisite: admitted to Teacher Education Program. Planning, constructing, using, and analyzing a variety of assessment practices to enable preservice teachers to make reflective decisions in the classroom.

SFR 399 (SFT) Problems in Education 1-3, D

Prerequisite: permission of department head. 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 B.S. in Education degrees. May be repeated to a maximum of 3 hours credit.

SFR 442 (SFT) Techniques of Classroom Management 2(2-0), D

Prerequisite: admitted to Teacher Education Program. 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.

SFR 444 (SFT) Approaches to Individualizing Education 2(2-0), D

Prerequisite: admitted to Teacher Education Program. 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.

SFR 482 (SFT) Teacher Relationships with the School of Society 2(2-0), D

Prerequisite: admitted to Teacher Education Program. 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.

SFR 521 (SFT) Techniques for Teaching Adults 3(3-0), D

Prerequisite: admitted to Teacher Education Program or permission of department head. A survey of the principles, objectives and trends in instructional techniques for adult education.

SFR 547 (SFT) Guidance and Interpersonal Relationships in the Classroom 2(2-0), D

Prerequisite: admitted to Teacher Education Program, or valid teaching certificate; or permission of department head. Appropriate classroom communication and interpersonal skills. Emphasis on the relationship between self concept development and achievement in a diverse student population.

SFR 576 (SFT) Topical Issues in Education 1-5, D

Prerequisite: permission may be required, see schedule. 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.

SFR 581 (SFT) Law and the Classroom Teacher 2(2-0), D

Prerequisite: admitted to Teacher Education Program, or valid teaching certificate; or permission of department head. 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.

SFR 583 (SFT) Contemporary Issues in Education 2(2-0), D

Prerequisite: admitted to Teacher Education Program, or valid teaching certificate; or permission of department head. 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.

SFR 595 (SFT) Applications of Educational Measurement 2(2-0), D

Prerequisite: admitted to Teacher Education Program, or valid teaching certificate; or permission of department head. Using the results of testing in schools. The role, advantages, and limitations of evaluative instruments and techniques in educational decision making.

SFR 609 (SFT) Individualizing Instruction 3(3-0), D

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

SFR 611 (SFT) Principles and Organization of Student Activities 2(2-0), D

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

SFR 623 (SFT) Organization and Administration of Adult Education 3(3-0), D

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.

SFR 624 (SFT) Organization and Administration of Vocational Education 1-3, D

Problems, procedures and local, state and federal relationships in organization and administration of vocational education in the contemporary school. Identical with AGV 624. May be repeated to a maximum of 3 credit hours.

SFR 630 (SFT) Curriculum Construction in the School 2(2-0), D

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

SFR 650 (SFT) Philosophies of Education 3(3-0), D

Philosophical problems of education; philosophical systems in America; their effect upon educational practice.

SFR 653 (SFT) Comparative Educational Systems 2(2-0), D

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

SFR 690 (SFT) Introduction to Educational Research 3(3-0), F,S,Su

Research methods used in education; problems of interpretation and application; basic form and structure in research.

SFR 691 (SFT) Educational Workshop 1-9, D

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 9 hours. Thirty clock hours equal one semester hour.

SFR 692 (SFT) Supervision of Student Teachers 2(2-0), D

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.

SFR 693 (SFT) Qualitative Research Methods 3(3-0), D

Prerequisite: SFR 690 or permission of instructor. 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 first hand 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.

SFR 694 (SFT) Research Practicum 1-3, D

Prerequisite: SFR 690. 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.

SFR 696 (SFT) Problems in Education 1-3, D

Prerequisite: permission of department head. Specific problems in education related to needs and interests of the student. May be repeated to a total of 3 hours.

SFR 699 (SFT) Thesis 1-6, D

Prerequisite: SFR 690. May be repeated to a maximum of 6 hours credit.

SFR 758 (SFT) Current Issues Affecting Education 1-3, D

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 for a total of 6 hours credit.

SFR 790 (SFT) Field Research and Evaluation 3(3-0), D

Prerequisite: SFR 690 or permission of department head. 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.