Teaching, Learning and Developmental Sciences Courses

Child and Family Development (CFD) courses

  • CFD 110 Health, Safety and Nutrition

    Introduces curriculum, regulations, standards, policies, procedures and current trends related to health, safety and nutrition of children and families. Recognize and create safe environments for children, universal precautions and menu planning to meet the nutritional needs of children. Emphasis placed on integrating and maintaining optimal health, safety, and nutritional concepts in every day planning and program development for all children.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 150 Introduction to Child and Family Development

    Prerequisite: permission of instructor.

    The scope of this course is a study of the field of child and family development. Professional opportunities and analysis of personal proficiencies will be the focus.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • CFD 155 Principles of Human Development

    General Education Course (Focus on Social and Behavioral Sciences).

    Basic principles that govern human development from the prenatal period to death; developmental tasks and interrelations of family members through the life span.

    Credit hoursLecture contact hoursLab contact hoursTypically offeredCORE 42 (MOTR) equivalent
    330Fall, SpringPSYC 200 - Lifespan Human Development.
  • CFD 160 Principles of Development in Early Childhood

    Development of the child from conception through 8 years of age including weekly laboratory experience with preschool children.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • CFD 163 Relationships in Today's Families

    General Education Course (Focus on Social and Behavioral Sciences).

    Personal and family living in the early stages of family life cycle. Concepts and methods used in initiating, building, maintaining and enriching relationships.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 197 Introductory Topics in Child and Family Development

    Variable content course for introductory concepts in Child and Family Development. May be repeated to a maximum of six hours when topics change.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • CFD 250 Parenting in Contemporary Society

    Explores parenting and child rearing in today's society.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • CFD 255 Principles of Development in Infancy

    Prerequisite: CFD 160.

    Child from conception through two years, including prenatal environment. Two hours laboratory experience weekly in infant-toddler child development laboratory.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Spring
  • CFD 256 Supervised Experience in the Infant Toddler Center

    Experience in applying effective techniques that optimize infant toddler development with 2-hours per week of participation in the infant toddler laboratory.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    102Upon demand
  • CFD 257 Principles of Development in Middle Childhood

    Development of the child from six through twelve years in cognitive, physical, social, emotional aspects. Contact with groups of children in this age range is arranged.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • CFD 260 Observing, Assessing, and Creating Activities for Young Children

    Prerequisite: CFD 160.

    Experience in applying the most effective techniques for maximum growth in the physical, social, emotional and mental development of the whole child. Influences of a safe and healthful environment upon the child's development.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    424Fall, Spring
  • CFD 300 Special Topics in Child and Family Development

    Prerequisite: permission of department.

    Selected topics of contemporary interest in Child and Family Development, offered when resources and demand allow. Variable content course. May be repeated to a maximum of six hours when topics change.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • CFD 301 Play as Development

    A study of play and its relationship to typical and atypical development in the physical, cognitive, language, moral, social, and emotional domains. Factors that influence play such as environment, adults, children, attitudes, and beliefs are discussed. The role of play for all people throughout the lifespan is examined.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • CFD 303 Service-Learning: Child and Family Development

    Prerequisite: 30 hours and concurrent enrollment in a designated service-learning offering within one of the major areas of study in Child and Family Development.

    A service learning course incorporates a community service experience with classroom instruction to provide an integrative learning experience which addresses the practice of citizenship and promotes awareness of and participation in public affairs/service. Requires 40 hours of service to a community organization, agency, or public service provider. The community service placement and assignment will vary, depending on the specialization area and learning objectives. A list of approved placements will be available from the instructor and the Citizenship and Service-Learning Office. Students are required to participate in a service learning training session(s) prior to beginning their service placement. May be repeated.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1Upon demand
  • CFD 304 Outdoor Play

    Provides information on the importance of outdoor play, how to choose materials and equipment, adult roles and current research on outdoor play. Students will learn how to evaluate outdoor play environments.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • CFD 305 Multicultural Studies in Child and Family Development

    A study of multicultural education for young children and their families. Emphasizes communication processes, recognizes cognitive and affective development, presents effective techniques and strategies that meet the needs of young children and families with diverse backgrounds.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • CFD 306 Death, Separation, and Loss

    This course will provide a broad overview of the psychological aspects of death, separation, and loss from diverse perspectives. Topics include attitudes toward and preparation for death, children's developmentally appropriate understanding of death and loss, end-of-life decision making, the grief process, and bereavement support and interventions for children and their families. Course materials will be supplemented by students' self-reflection and writing on feelings, attitudes, and beliefs related to death, separation, and loss.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring, Summer
  • CFD 350 Seminar in Child and Family Development

    Readings, discussion and analysis of trends and issues in child and family development.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • CFD 353 Childhood Illnesses, Injuries, Diseases and Disorders

    This course provides an overview of the common childhood illnesses, injuries, diseases, and disorders for psychosocial support staff who work in the healthcare field. Students will develop the knowledge and skills necessary to work with diverse pediatric populations, including children with special needs and children who have experienced trauma. Additional pediatric topics include: cystic fibrosis, cancer, diabetes, sickle cell disease, traumatic brain injury, congenital heart deformities, psychiatric diagnoses, and gastrointestinal diseases.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Summer
  • CFD 354 Working with the Hospitalized Child

    Prerequisite: admission into the CFD major-Child Life Option and CFD 160 and CFD 260.

    This course will focus on children in the healthcare environment and will cover the six required topics set forth by the Association of Child Life Professionals (ACLP): (1) official ACLP documents; (2) scope of practice; (3) impact of illness, injury, and healthcare on patients and families; (4) family-centered care; (5) therapeutic play; and (6) psychological preparation. This course will include a weekly clinical laboratory experience under the supervision of a Certified Child Life Specialist within a child life program at a local hospital.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    432Fall
  • CFD 360 Planning and Implementing Curriculum for Child Development Centers

    Prerequisite: CFD 260.

    Planning and implementing curriculum to meet the cognitive, emotional, physical, creative and social development needs for young children. Using literacy techniques learned and practiced in class and at the Child Development Center, the students will also share information within the community at libraries and in low-income child care facilities. Supporting young children, their families and teachers/caregivers in their environment is the focus of this course. This enhances our mission to encourage literacy in all parts of children's lives.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    526Spring
  • CFD 361 Principles of Family Development

    Development trends occurring in family units from premarital interactions to death and/or divorce. Lectures and discussions will apply developmental principles to today's family life styles.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • CFD 365 Families in Later Life

    Prerequisite: PSY 121; and CFD 155 or CFD 163 or 30 hours.

    Examination of the structure and function of families in later life. Topics of interest include demographic trends impacting the structure of the family, marriage, sibling relations, parent-adult child relations, grandparenthood, widowhood, and retirement. The application of family theories and their relevance to later life families will be discussed. Identical with GER 366, PSY 366 and SWK 365. Can only receive credit for one of following: CFD 365, GER 366, PSY 366 or SWK 365.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • CFD 366 Preparation for the Professional Internship

    Prepares the Child and Family Development student for an internship and professional practice, including discussion of professional/ethical issues and behavior, choosing professional development sites, setting goals, writing resumes, and interviewing skills and certification.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • CFD 400 Problems in Child and Family Development

    Prerequisite: 90 hours and permission.

    Independent study for those who wish additional work in specific subject areas.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • CFD 454 Therapeutic Play Activities for Hospitalized Children

    Prerequisite: admission into the CFD major-Child Life Option and CFD 354.

    This course will focus on the therapeutic aspects and developmental outcomes of play. Students will develop the skills needed to assess, plan, implement, and evaluate developmentally appropriate and therapeutic play interventions and activities with hospitalized children. This course will include a weekly clinical laboratory experience under the supervision of a Certified Child Life Specialist within a child life program at a local hospital.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Spring
  • CFD 455 Infants and Toddlers: Development and Program Planning

    Prerequisite: CFD 260 and 60 hours.

    A study of the infant from conception through two years with a 3-hour weekly laboratory in an infant toddler center. Application of developmentally appropriate practice through laboratory participation, portfolios, and curriculum planning. A current negative TB test is required and students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    433Fall, Spring, Summer
  • CFD 466 Internship in Programs for Children, Youth, Adults, and Families

    Prerequisite: CFD 366.

    Supervised active learning experiences with children, youth, or families in human service agencies; observation, discussion, and evaluation of the student's experiences. Advance registration with course instructor required. May be repeated to a maximum of 12 hours. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6012Fall, Spring, Summer
  • CFD 499 Practicum in Child and Family Development

    Prerequisite: permission of subject matter professor.

    Off-campus, supervised experience in a cooperative program with business, government, community, or related establishments within any of the specialized areas of child and family development. In addition to the outline agency involvement, the student is (1) required to attend a beginning orientation and a follow-up seminar, and (2) complete assignments appropriate to subject matter specialization. May be repeated to a maximum of 12 hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Upon demand
  • CFD 500 Issues in Child and Family Development

    Prerequisite: permission.

    Advanced inquiry into specialized areas of study in Child and Family Development. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with CFD 600. Cannot receive credit for both CFD 500 and CFD 600.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • CFD 505 Trends and Issues in Youth Development

    Advanced inquiry into historical and contemporary foundations of youth development primarily from ten to eighteen years in cognitive-, physical-, social-, emotional-, moral-, spiritual-, and creative aspects. The course involves student engagement in community-based observations, interactions, and applications related to youth developmental models.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 510 Child Life Theory and Practice

    Prerequisite: admission into the CFD major-Child Life Option; and CFD 354 or concurrent enrollment.

    This course will cover advanced topics related to the child life profession, including: stress and coping theory, psychological preparation for medical experiences, ethical issues related to healthcare delivery, non-pharmacological pain management, interdisciplinary team communication and advocacy, supervision of students, and child life program administration. May be taught concurrently with CFD 610. Cannot receive credit for both CFD 510 and CFD 610.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 532 Family Advocacy

    A study of the advocacy process in both the public and private sectors for directing change to benefit families and children. The course involves field trips to locations where decisions are being made that impact families and children. May be taught concurrently with CFD 632. Cannot receive credit for both CFD 532 and CFD 632.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 533 Principles of Family Life Education

    Prerequisite: junior standing.

    A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course. May be taught concurrently with CFD 633. Cannot receive credit for both CFD 533 and CFD 633.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    440Fall
  • CFD 534 Applied Interpersonal Communication Skills

    This course utilizes an interactive format to teach basic communication skills. The course will cover talking and listening skills and a process for addressing relationship issues.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • CFD 557 Growth and Development: Middle Childhood to Adolescence

    Overview of current research on development, middle childhood through adolescence (8-18), including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities. May be taught concurrently with CFD 657. Cannot receive credit for both CFD 557 and CFD 657.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • CFD 560 Family Engagement

    A study of family engagement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check. May be taught concurrently with CFD 660. Cannot receive credit for both CFD 560 and CFD 660.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 562 Prevention of Child Abuse and Neglect

    The primary and secondary prevention of physical, emotional, and sexual abuse and neglect of children. Designed for professionals who work with children and families and are required by law to report suspected incidences of child abuse and neglect. May be taught concurrently with CFD 662. Cannot receive credit for both CFD 562 and CFD 662.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 563 Administration of Programs for Children and Families

    Types, purposes, and administration of programs for children, youth, and families. Development of leadership and management skills. Includes an overview of office policy and procedure, staff and volunteer management, public relations, budgeting, and quality assurance. May be taught concurrently with CFD 663. Cannot receive credit for both CFD 563 and CFD 663.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • CFD 580 Introduction to Research in Child and Family Development

    Prerequisite: 60 hours.

    Provides an introduction to empirical research and a variety of research approaches common to the social sciences. Relevant terms and statistical concepts will be presented. Research methods and experimental designs, including locating and analyzing research articles from the professional literature will be introduced. May be taught concurrently with CFD 680. Cannot receive credit for both CFD 580 and CFD 680.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • CFD 600 Issues in Child and Family Development

    Prerequisite: permission.

    Advanced inquiry into specialized areas of study in Child and Family Development. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with CFD 500. Cannot receive credit for both CFD 500 and CFD 600.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • CFD 610 Child Life Theory and Practice

    Prerequisite: admission into the CFD major-Child Life Option and completion of or concurrent enrollment in CFD 354 or admission into the Child Life Studies Graduate Program.

    This course will cover advanced topics related to the child life profession, including: stress and coping theory, psychological preparation for medical experiences, ethical issues related to healthcare delivery, non-pharmacological pain management, interdisciplinary team communication and advocacy, supervision of students, and child life program administration. May be taught concurrently with CFD 510. Cannot receive credit for both CFD 510 and CFD 610.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 632 Family Advocacy

    A study of the advocacy process in both the public and private sectors for directing change to benefit families and children. The course involves field trips to locations where decisions are being made that impact families and children. May be taught concurrently with CFD 532. Cannot receive credit for both CFD 532 and CFD 632.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • CFD 633 Principles of Family Life Education

    A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course. May be taught concurrently with CFD 533. Cannot receive credit for both CFD 533 and CFD 633.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    440Upon demand
  • CFD 657 Growth and Development: Middle Childhood to Adolescence

    Overview of current research on development, middle childhood through adolescence (8-18), including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities. May be taught concurrently with CFD 557. Cannot receive credit for both CFD 557 and CFD 657.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 660 Family Engagement

    A study of family engagement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check. May be taught concurrently with CFD 560. Cannot receive credit for both CFD 560 and CFD 660.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 662 Prevention of Child Abuse and Neglect

    The primary and secondary prevention of physical, emotional, and sexual abuse and neglect of children. Designed for professionals who work with children and families and are required by law to report suspected incidences of child abuse and neglect. May be taught concurrently with CFD 562. Cannot receive credit for both CFD 562 and CFD 662.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 663 Administration of Programs for Children and Families

    Types, purposes, and administration of programs for children, youth, and families. Development of leadership and management skills. Includes an overview of office policy and procedure, staff and volunteer management, public relations, budgeting, and quality assurance. May be taught concurrently with CFD 563. Cannot receive credit for both CFD 563 and CFD 663.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • CFD 680 Introduction to Research in Child and Family Development

    Prerequisite: 60 hours with minimum cumulative GPA (MSU and combined) of 3.00 or admission into accelerated graduate program or graduate student status.

    Provides an introduction to empirical research and a variety of research approaches common to the social sciences. Relevant terms and statistical concepts will be presented. Research methods and experimental designs, including locating and analyzing research articles from the professional literature will be introduced. May be taught concurrently with CFD 580. Cannot receive credit for both CFD 580 and CFD 680.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • CFD 701 Orientation to Early Childhood and Family Development

    Prerequisite: admission to the Early Childhood and Family Development graduate program.

    Orientation to the program and examination of seminal reading in the field.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • CFD 702 Community Engagement

    Analysis of service-learning/community engagement. The main tenets of community engagement/service-learning are analyzed, the community need, the academic enhancement, and reflection. The roles of all involved in community engagement/service-learning, the teachers, the students, and the community partners are studied. Ethical, moral, and civic implications of community engagement/service-learning are also explored.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • CFD 705 Growth and Development: Infancy through Early Childhood

    Overview of current research on children's development, prenatal through age 5 years, including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 750 Advanced Human Development Studies

    Analysis of theories and trends in human development.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • CFD 761 Advanced Family Studies

    Provides students with an understanding of theories used in the study of families; awareness of current demographics and trends of today's families; examines characteristics of various family structures and social influences impacting family functioning.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • CFD 765 Research Methodology in Early Education, Child Development, and Family Studies

    Prerequisite: ECE 725; and admission to the Early Childhood and Family Development graduate program.

    Overview of research methodology in early childhood education, child development, and family studies. This course develops competencies in conducting literature reviews, comprehending research and interpreting results, conducting research investigations to advance information in a respective knowledge base, and synthesizing research and theory to apply in practice with children and families.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CFD 775 Parent and Child Relations

    This course examines relevant theories and current research in parent-child relationships across the life span.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • CFD 776 Advanced Studies in Infant Development

    Current research on infant development, prenatal through two years of age. The roles of families and culture in early development. Applications of research findings to practice in infant and toddler care.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand

Child Life Studies (CLS) courses

  • CLS 700 Independent Study in Child Life

    Advanced inquiry into specialized areas of study in child life or continued child life research. Variable content course. May be repeated to a maximum of six hours when topics change.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Fall, Spring
  • CLS 701 Introduction to Child Life Studies

    This course is designed to be a formal introduction into the Child Life Studies graduate program and the field of child life. It will include discussion of professional/ethical practices and behavior, mentorship for clinical training components, and setting of goals to meet academic and career objectives.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • CLS 705 Aspects of Childhood Illness and Disease

    Childhood disease processes and pathophysiology, symptoms, diagnostic tests, and treatment of diseases will be discussed. Information on now disease affects a child and family's behavioral, social and emotional development and coping strategies.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CLS 710 Childhood Death and Bereavement

    Various theories and practice specific interventions that assist children/youth or family members when they encounter issues of death, loss, and/or grief. Examination of those issues affecting the student personally or professionally. Development of epistemology regarding death, loss, and grief.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CLS 715 Play and Therapeutic Intervention

    Developmental aspects of play and therapy related to developmental stages of children and family in the context of health-care setting. Apply play therapy techniques in dealing with childhood problems such as molestation, physical abuse, depression, trauma, and family conflict.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CLS 720 Trends and Issues in Child Life

    Topics of interest from the profession of Child Life will be discussed through readings, case studies, and review of research. The application of theory and research to current practices in Child Life will be discussed. Potential research topics will be investigated and the thesis literature review will begin. Should be taken prior to SFR 780.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CLS 730 Cultivating a Trauma-Informed Lens

    This course seeks to engage students in cultivating a trauma-informed lens in order to best serve diverse groups of children and families. It provides a neurobiological foundation to understanding trauma-informed care, explores Adverse Childhood Experiences, systematic applications of trauma-informed care in the contexts of education, healthcare, and community, theoretical applications, protective factors, resilience, and strength-based assessments and interventions, and best trauma-supportive practices.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CLS 790 Practicum in Child Life

    Prerequisite: permission of Child Life Studies Program Director.

    Students carry out play activities; supervise activities that foster creativity, divert child/youth from stress and worry and normalize their environment; and provide opportunities for children/youth to socialize and engage in developmentally appropriate activities. Practicum must be supervised by a certified Child Life Specialist.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • CLS 791 Practicum in Child Life

    Prerequisite: permission of the Child Life Studies Graduate Director.

    Students carry out play activities; supervise activities that foster creativity, divert child/youth from stress and worry and normalize their environment; and provide opportunities for children/youth to socialize and engage in developmentally appropriate activities. Practicum must be supervised by a certified Child Life Specialist. May be repeated to a maximum of six hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Fall, Spring, Summer
  • CLS 794 Evidence-Based Practice Proposal

    This course is designed for students to prepare their proposal for their evidence-based practice (EBP) statements. Information and guidance for creating evidence-based practice questions and evidence-based practice processes will be overviewed.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • CLS 795 Child Life Internship

    Prerequisite: permission of Child Life Studies Program Director.

    Student will work with children/teens and families in a hospital and/or related clinical setting under the supervision of a Certified Child Life Specialist. Special attention will be given to legal, ethical, moral, educational, cultural, spiritual, and gender issues as they relate to working with children, youth, teens and their families.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-9Fall, Spring, Summer
  • CLS 796 Child Life Internship

    Prerequisite: permission of the Child Life Studies Graduate Director.

    Student will work with children/teens and families in a hospital and/or related clinical setting under the supervision of a certified Child Life Specialist. In combination with CLS 795, the student will accumulate 600 hours to meet the eligibility requirement to sit for the Child Life Professional Certification Exam. Special attention will be given to legal, ethical, moral, educational, cultural, spiritual, and gender issues as they relate to working with children, youth, teens and their families. May not be repeated.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-6Fall, Spring, Summer
  • CLS 797 Evidence-Based Practice Research

    This course is designed for students to complete their evidence-based practice research project/statement.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • CLS 798 Proposal Development for Child Life Thesis

    Prerequisite: SFR 780.

    Students will prepare a proposal for their thesis paper. Information and guidance completing Human Subjects Review will be provided.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring, Summer
  • CLS 799 Thesis Research in Child Life

    Prerequisite: CLS 798 and SFR 780.

    Guided development of original research and reporting in a five chapter format.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    3Fall, Spring, Summer

Early Childhood Education (ECE) courses

  • ECE 301 Emerging Literacy and Communication Arts

    Prerequisite: CFD 260 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 302 and ECE 303; and permission.

    This course will focus on the broad areas of emerging literacy and communication arts with particular attention to the early childhood years. The development of listening, oral language, and written comprehension skills as well as an understanding of the contribution of appropriate children's literature to literacy development will be the essential components of this course. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology. Field experiences are a part of the course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 302 Social Studies and Sociomoral Development

    Prerequisite: CFD 260 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 301 and ECE 303; and permission.

    This course will combine the concepts found in the sociomoral domain of Project Construct as well as concepts taught in an elementary social studies curriculum. Students will develop activities, materials, and lessons that focus on the building of relationships with adults and peers, negotiating and applying rules, demonstrating confidence and creativity. Additionally, the curriculum sequences for grades Kindergarten through third, including self, home, school community, school and family, neighborhoods, and communities will be part of this course. Field experiences are a part of the course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall, Spring
  • ECE 303 Mathematics and Science for Young Children

    Prerequisite: CFD 260 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 301 and ECE 302; and permission.

    This course will teach the student methods for the active involvement of young children in the areas of mathematics and science. Students will develop problem solving experiences and hands-on activities of these two areas. The areas of beginning mathematics concepts such as classification, seriation, and counting, as well as problem solving, applications, communication and reasoning will be part of the course. Additionally, the development of concepts in both physical, biological, and earth/space sciences and active student involvement and discovery will be included. Developmentally appropriate methodology will be presented. Field experiences are a part of the course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 304 Introduction to Early Childhood Education

    Prerequisite: CFD 260 or concurrent enrollment; and declared Early Childhood Education major.

    An overview of professionalism in the early childhood education field; being a reflective practitioner, integrating play and inquiry-based learning, formatting professional materials, personalizing teaching for children with exceptionalities, learning culturally sustaining pedagogy, and exploring the early childhood professional code of ethics. Initial public school field experience of 30 clock hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • ECE 315 Classroom Management and Positive Guidance in the Early Childhood Classroom

    Prerequisite: admission to Early Childhood Education major.

    Designed to provide the pre-service early childhood teacher with an introduction to P-3 classroom management strategies. Topics covered include best practices for classroom organization, classroom management, and positive guidance of children.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 399 Field Experiences in Early Childhood Education

    Prerequisite: permission of instructor.

    Student participates in field experiences in area schools or approved organizations. Designed for transfer students who have partially completed the field experiences requirement, students working on early childhood certification which requires additional field experience, or it is deemed necessary that a student needs additional experiences in the field.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-4Upon demand
  • ECE 400 Special Topics in Early Childhood Education

    Prerequisite: 45 hours and permission of instructor.

    Independent study for those who wish additional work in specific topic areas. Variable content course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-4Upon demand
  • ECE 401 Curriculum For Early Childhood Education

    Prerequisite: ECE 301 and ECE 302 and ECE 303 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 402 and ECE 403.

    Curriculum for early childhood education; underlying principles and applications; relationship to the skills of reading, writing, numbers, spelling, the creative arts, social studies, science. Field experiences are a part of the course. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 402 Assessing Young Children

    Prerequisite: ECE 301 and ECE 302 and ECE 303 and ECE 304; admission to Teacher Education; admission to Early Childhood Education major; concurrent enrollment in ECE 401 and ECE 403.

    An overview and analysis of screening and diagnostic techniques and procedures for use by general classroom teachers in determining instructional programs for children from birth-grade three. Procedures for helping teachers develop programs for children from different cultural backgrounds and exceptional students integrated in general classrooms are included. Field experiences are a part of the course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall, Spring
  • ECE 403 Integrated Arts in the Early Childhood Curriculum

    Prerequisite: B grade or better in ECE 301 and ECE 302 and ECE 303; and admission to the Early Childhood Education major; and concurrent enrollment in ECE 401 and ECE 402.

    Methods and strategies for using the expressive arts (visual art, music, drama, and movement) in the early childhood classroom, which include children of diverse cultures and abilities. Provides culturally responsive instructional models and materials that meaningfully integrate the expressive arts as primary modes of communication and insight to enhance teaching and learning.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • ECE 490 Supervised Teaching (Infant/Toddler Settings)

    Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; and a C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching.

    Students will observe and then teach under the supervision of cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and supervisor will be expected. Students will be involved in the development of lessons, materials, and units for infants and toddlers. 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.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • ECE 491 Supervised Teaching (Preschool/Kindergarten Settings)

    Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; and a C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching.

    Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for preschool and Kindergarten children. 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.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • ECE 492 Supervised Teaching (Primary Settings)

    Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; and a C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching.

    Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. 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.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • ECE 495 Supervised Teaching in Early Childhood Education

    Prerequisite: all program courses except CFD 560, CFD 563, and ECE 575, which may be taken with or at the completion of supervised teaching; current pre-professional liability insurance; and approval for supervised teaching.

    Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • ECE 496 Supervised Teaching in Early Childhood Education

    Prerequisite: all program courses except CFD 560, CFD 563, and ECE 575, which may be taken with or at the completion of supervised teaching; current pre-professional liability insurance; and approval for supervised teaching.

    Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • ECE 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
  • ECE 501 Home/School/Community Relationships with Young Children and Their Families

    This course offers a transdisciplinary approach designed to enhance the student's understanding of the transactional relationship between the school, child and family. Particular emphasis is placed on family development and dynamics within a pluralistic society including the role that family functioning has on the child's total educational experience. May be taught concurrently with ECE 601. Cannot receive credit for both ECE 501 and ECE 601.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ECE 575 Working with Culturally and Linguistically Diverse Children and Families in Early Childhood

    Prerequisite: EDC 345.

    Begins exploring the disposition toward inquiry needed for ongoing self-development, and focuses on the knowledge and skills needed to infuse culturally and linguistically responsive curriculum. Students will gain an understanding of their professional role in strengthening respectful, collaborative family/child partnerships through effective use of community and family resources. An emphasis will be on learning from families and focusing on how best to support culturally and linguistically diverse young children and their families. May be taught concurrently with ECE 675. Cannot receive credit for both ECE 575 and ECE 675.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 601 Home/School/Community Relationships with Young Children and Their Families

    This course offers a transdisciplinary approach designed to enhance the student's understanding of the transactional relationship between the school, child and family. Particular emphasis is placed on family development and dynamics within a pluralistic society including the role that family functioning has on the child's total educational experience. May be taught concurrently with ECE 501. Cannot receive credit for both ECE 501 and ECE 601.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ECE 675 Working with Culturally and Linguistically Diverse Children and Families in Early Childhood

    Prerequisite: Prerequisite EDC 345.

    Begins exploring the disposition toward inquiry needed for ongoing self-development, and focuses on the knowledge and skills needed to infuse culturally and linguistically responsive curriculum. Students will gain an understanding of their professional role in strengthening respectful, collaborative family/child partnerships through effective use of community and family resources. An emphasis will be on learning from families and focusing on how best to support culturally and linguistically diverse young children and their families. May be taught concurrently with ECE 575. Cannot receive credit for both ECE 575 and ECE 675.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 705 Field Experiences in Early Childhood Education

    Students participate in field experiences in area schools and other educational settings. This course will provide field experiences with three different age groups (birth-3; 3-5; 5-8). Course is designated for graduate students needing field experiences to meet certification requirements in Early Childhood Education. Students will attend weekly scheduled class discussion sessions on campus in addition to the required field work of 15 clock hours for every credit hour. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • ECE 724 Foundations of Early Childhood Education

    Course will focus on the historical, psychological, philosophical, and social foundations of early childhood education. Theories and research are integrated with practical knowledge. Students will examine philosophy, curriculum, methodology, service delivery systems, and family involvement issues.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ECE 725 Inquiry in Early Childhood and Family Development

    Inquiry in early childhood and family development. Introduction to the techniques used by education and social scientists to answer empirical questions. Includes in-depth analysis of current program-relevant theoretical and empirical studies.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • ECE 726 Programming and Policy Issues for Early Childhood Settings

    Analysis of programs, policies and theories appropriate for young children and their families in a variety of early childhood settings.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • ECE 727 Children and Families in a Diverse Society

    Examination of diverse cultures in American society. An analysis of racism, sexism, and other diversity issues within the school and community. Discussion of child development within different cultures and identifying changing family and community structures.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ECE 728 The Educational Role of Play

    A study of the social, emotional, cognitive, and language development of young children through play. Attention is given to the use of play in the organization and development of the early childhood classroom and curriculum. Current models of early childhood curriculum and their relationship to support of play will be explored.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ECE 729 Literacy in Early Childhood

    Develops awareness of and support for children's literacy knowledge as it grown and changes in the years from birth through early elementary school. This course emphasizes the supportive nature of the adult's role in young children's literacy learning. Descriptions of relevant, meaningful literacy events and suggestions for classroom or home support will be presented. Current research that has a bearing on methodology will be explored.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ECE 730 Family Literacy

    Introduction to the philosophy and theory behind family literacy, as well as discussion on the development and implementation of a family literacy program. The four-component model of adult education, early childhood education, parent and child together (PACT), and parenting will be covered, both in theory and practical application. Explores the rationale for and characteristics of comprehensive family literacy, focusing upon the families being served, services being provided, outcomes being achieved, and the role and responsibilities of individuals, organizations, and communities involved.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ECE 731 Advanced Curriculum Development for Early Childhood Programs

    Analysis of programs, methods, materials, and activities appropriate for early childhood education programs. Emphasis will be on developing and/or selecting strategies for a variety of programs such as day care centers, public school kindergartens and primary grades, Head Start programs, private preschools, etc.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 762 Seminar in Early Childhood and Family Development

    Prerequisite: ECE 771.

    Guided development of research paper focused on field of Early Childhood and Family Development.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ECE 771 Proposal Development

    Prerequisite: ECE 725 and SFR780.

    Development of proposal for seminar paper. Proposal must be approved prior to data collection. Human subjects review will also be completed via a lab section with research advisor.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    431Fall, Spring

Early Childhood and Elementary Education (EEM) courses

  • EEM 305 Field Experiences in Education

    Prerequisite: admitted to Teacher 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
  • EEM 399 Problems in Education

    Prerequisite: admitted to Teacher Education and 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 BSEd degrees. May be repeated to a maximum of three hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Fall, Spring
  • EEM 501 Introduction to Technology-Based Inquiry Instruction

    Prerequisite: admitted to Teacher Education.

    Introduction to eMINTS philosophy and instructional model for teachers, emphasis on constructivist-based pedagogies, questioning strategies and critical thinking; use of educational software, internet resources and classroom website design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 601. Cannot receive credit for both EEM 501 and EEM 601.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EEM 502 Applications of Technology-Based Inquiry Instruction

    Prerequisite: admitted to Teacher Education; and C grade or better in EEM 501.

    Application of eMINTS philosophy, instructional model and teaching strategies; emphasis on cooperative learning, instructional use of interactive whiteboards, information literacy and modes of classroom communication, digital file management, Webquest development and multimedia project design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 602. Cannot receive credit for both EEM 502 and EEM 602.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EEM 503 Implementing Technology-Based Inquiry Instruction

    Prerequisite: admitted to Teacher Education; and EEM 501 and EEM 502 with grades of C or better.

    Third course in eMINTS 3-course sequence. Emphasis on building a learning community, classroom management, instructional planning and implementation in a technology enriched classroom, interdisciplinary teaching methods, technology-assisted assessment, collaborative reflection to improve student performance. Eight clock hours field experience embedded. May be taught concurrently with EEM 603. Cannot receive credit for both EEM 503 and EEM 603.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EEM 516 Nature Unfolds

    Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.

    Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in primary grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 616. Cannot receive credit for both EEM 516 and EEM 616.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 517 Nature Unleased

    Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.

    Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in intermediate grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 617. Cannot receive credit for both EEM 517 and EEM 617.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 518 Project Wet, WILD, and Learning Tree

    Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.

    Students will develop skills and knowledge of conservation education using the Project Wet, WILD, and Learning Tree curriculums, which requires handling specific materials, using technology in science learning, and learning from investigations. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 618. Cannot receive credit for both EEM 518 and EEM 618.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 519 Nature Unhooked: Conserving Missouri's Aquatic Ecosystems

    Prerequisite: one college level science course, BIO 100 recommended; GPA of at least 2.75.

    Students will develop foundational field biology skills related to Missouri's aquatic ecosystems in order to teach in a structured educational mode, via an outdoor setting. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 619. Cannot receive credit for both EEM 519 and EEM 619.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 576 Topical Issues in Education

    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. Approved recurring course topic: B.E.A.R.S. Seminars. A series of seven seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six of these seminars is required for credit. Participants will receive an "I" grade for the course due to the course extending through the spring semester. Grades will be changed at the end of the spring semester as requirements are met. This course is available to both beginning and veteran educators and satisfies the initial certification requirement of attending a beginning teacher assistance program with a college or university. 1(1-0) F. A maximum of three hours may be used on a degree program. Variable content course. May be taught concurrently with EEM 676. Cannot receive credit for both EEM 576 and EEM 676.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • EEM 596 Orientation for Intensive Language and Cultural Experience for Educators

    Prerequisite: previous foreign language experience, participation in Hispanic Educational Access Initiative, and permission of instructor; students selected by application and interview process.

    Prepare for international travel and exposure to the people, cultures and primary language of the host country. Students develop an introspective case study proposal to be carried out during and/or after the experience abroad. Field trips outside class are required. May be taught concurrently with EEM 606. Cannot receive credit for both EEM 596 and EEM 606.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Spring
  • EEM 597 Intensive Language and Cultural Experience for Educators

    Prerequisite: EEM 596 and permission of instructor.

    Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conducted an introspective case study, keep a journal, and create a portfolio. May be taught concurrently with EEM 607. Cannot receive credit for both EEM 597 and EEM 607.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    432Summer
  • EEM 598 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators

    Prerequisite: EEM 596 and EEM 597 and permission of instructor.

    Post-travel seminar deconstructs experience abroad. Students discuss strategies used as a learner and analyze effective teaching techniques. Participants compare cultural and language differences that teachers need to consider in teaching students in a new language. Introspective case study research and portfolios will be shared. May be taught concurrently with EEM 608. Cannot receive credit for both EEM 598 and EEM 608.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall
  • EEM 601 Introduction to Technology-Based Inquiry Instruction

    Introduction to eMINTS philosophy and instructional model for teachers, emphasis on constructivist-based pedagogies, questioning strategies and critical thinking; use of educational software, internet resources and classroom website design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 501. Cannot receive credit for both EEM 501 and EEM 601.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EEM 602 Applications of Technology-Based Inquiry Instruction

    Prerequisite: C grade or better in EEM 601.

    Application of eMINTS philosophy, instructional model and teaching strategies; emphasis on cooperative learning, instructional use of interactive whiteboards, information literacy and modes of classroom communication, digital file management, Webquest development and multimedia project design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 502. Cannot receive credit for both EEM 502 and EEM 602.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • EEM 603 Implementing Technology-Based Inquiry Instruction

    Prerequisite: EEM 601 and EEM 602 with grades of C or better.

    Third course in eMINTS 3-course sequence. Emphasis on building a learning community, classroom management, instructional planning and implementation in a technology enriched classroom, interdisciplinary teaching methods, technology-assisted assessment, collaborative reflection to improve student performance. Eight clock hours field experience embedded. May be taught concurrently with EEM 503. Cannot receive credit for both EEM 503 and EEM 603.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • EEM 606 Orientation for Intensive Language and Cultural Experience for Educators

    Prerequisite: permission.

    Students selected by application and interview process. Prepare for international travel and exposure to the people, cultures and primary language of the host country. Students develop an introspective case study proposal to be carried out during and/or after the experience abroad. Field trips outside class are required. May be taught concurrently with EEM 596. Cannot receive credit for both EEM 596 and EEM 606.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Spring
  • EEM 607 Intensive Language and Cultural Experience for Educators

    Prerequisite: EEM 606 and permission.

    Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conducted an introspective case study, keep a journal, and create a portfolio. May be taught concurrently with EEM 597. Cannot receive credit for both EEM 597 and EEM 607.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    432Summer
  • EEM 608 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators

    Prerequisite: EEM 606 and EEM 607 and permission.

    Post-travel seminar deconstructs experience abroad. Students discuss strategies used as a learner and analyze effective teaching techniques. Participants compare cultural and language differences that teachers need to consider in teaching students in a new language. Introspective case study research and portfolios will be shared. May be taught concurrently with EEM 598. Cannot receive credit for both EEM 598 and EEM 608.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall
  • EEM 616 Nature Unfolds

    Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in primary grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 516. Cannot receive credit for both EEM 516 and EEM 616.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 617 Nature Unleashed

    Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in intermediate grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 517. Cannot receive credit for both EEM 517 and EEM 617.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 618 Project Wet, WILD, and Learning Tree

    Students will develop skills and knowledge of conservation education using the Projects Wet, WILD, and Learning Tree curriculums, which requires handling specific materials, using technology in science learning, and learning from investigations. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 518. Cannot receive credit for both EEM 518 and EEM 618.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 619 Nature Unhooked: Conserving Missouri's Aquatic Ecosystems

    Students will develop foundational field biology skills related to Missouri's aquatic ecosystems in order to teach in a structured educational mode, via an outdoor setting. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 519. Cannot receive credit for both EEM 519 and EEM 619.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 676 Topical Issues in Education

    Prerequisite: permission.

    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. Approved recurring course topic: B.E.A.R.S. Seminars. A series of seven seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six of these seminars is required for credit. Participants will receive an "I" grade for the course due to the course extending through the spring semester. Grades will be changed at the end of the spring semester as requirements are met. This course is available to both beginning and veteran educators and satisfies the initial certification requirement of attending a beginning teacher assistance program with a college or university.1(1-0) F. Variable content course. A maximum of three hours may be used on a degree program. May be taught concurrently with EEM 576. Cannot receive credit for both EEM 576 and EEM 676.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-5Upon demand
  • EEM 720 Introduction to Learner Development and Differences in Gifted and Talented Education

    An introduction to gifted education and the models of giftedness, strategies of identification, and facilitation of assessment for placement of children in gifted programs. Examination of resources available to classroom teachers and exploration of the challenges and rewards involved in working with gifted students. Historical and legal aspects of the evolution of gifted education will be explored.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EEM 721 Curriculum Planning, Instruction and Assessment in Gifted and Talented Education I

    This course explores curriculum planning, instructional delivery and assessments for gifted and talented students. Understanding and selecting content that promotes higher order cognition and the processes involved in creating contexts for discovery-based learning is examined.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • EEM 722 Curriculum Planning, Instruction and Assessment in Gifted and Talented Education II

    This course expands the exploration of curriculum planning, instructional delivery, and assessments for gifted and talented students with special emphasis on social-emotional aspects of gifted students.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • EEM 723 Learning Environments and Collaborations in Gifted and Talented Education

    This course explores the creation of learning environments conducive to higher-order thought processes, exploration and discovery. Professional collaborative processes; techniques and means of communicating/collaborating with families, content experts/professionals, and other educators in the field of Gifted and Talented education will be examined and practiced.

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

    Prerequisite: ELE 711 and SFR 780 and permission.

    May be repeated to a maximum of six hours.

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

Elementary Education (ELE) courses

  • ELE 300 Service-Learning in Elementary Education

    Prerequisite: EDC 150 and completion of 30 hours; and concurrent registration in an ELE course designated as a service-learning offering.

    This service component for an existing course incorporates community service with classroom instruction in Elementary Education to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of an 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 specific course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1Upon demand
  • ELE 302 Introduction to Elementary Education and Clinical/Field Experience

    An overview of elementary school organization, management techniques, and personalized teaching styles for use with children including those from various cultural backgrounds and exceptional children who are mainstreamed in regular classrooms. Students will participate in a 30 clock hour field experience at Greenwood Laboratory School and/or area elementary schools. A B grade or better is required in this course to enroll in supervised teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall, Spring
  • ELE 400 Elementary Integrated Methods and Practicum

    Prerequisite: concurrent enrollment in KIN 400 required when enrolling in ELE 400 for 2 hours; and SPE 310; and concurrent enrollment in ELE 429 and/or ELE 434 and/or ELE 438; and admitted to Teacher Education.

    Comprehensive practicum application of techniques and materials for promoting learning in the arts and physical education with language arts, mathematics, science, social studies, in area school classrooms where students will plan, teach, and assess integrated learning opportunities in the elementary core and integrated arts curriculum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    2-3Upon demand
  • ELE 410 Teaching and Learning in the Elementary Classroom

    Prerequisite: admitted to Teacher Education.

    This course introduces approaches to instruction and assessment and supporting learning and motivation theories; physical, social, emotional, and cognitive characteristics of children; methods of designing instruction to meet diverse learner needs; and educator's professional code of ethical conduct. Required first portfolio checkpoint will occur in this course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 425 Methods of Teaching Communication Arts in Elementary Schools

    Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in ENG 105 or ENG 110; and 3 hours from the General Education Focus on Written Communication and Integrative and Applied Learning; and admitted to Teacher Education.

    Emphasis on instruction and assessment in the teaching of basic English Language Arts skills (writing, speaking and listening) and individualized instruction in English Language Arts for elementary and middle school programs.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 429 Methods of Teaching of Mathematics in Elementary Schools

    Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in MTH 320; and C grade or better in MTH 360 or concurrent enrollment; and admitted to Teacher Education.

    This course is designed to provide the necessary background and experience for candidates who plan to teach at the elementary or middle school level. The emphasis of this course will enable teacher candidates to learn about current trends and issues, as well as, challenge the candidates' beliefs about teaching mathematics. Issues pertaining to lesson planning and implementation, assessment, integration of appropriate mathematical resources including technology, and fostering the belief that all students learn and more importantly understand mathematics will also be emphasized.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 434 Methods of Teaching Science in Elementary Schools

    Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in 8 hours of science (one biology and one physical science); and admitted to Teacher Education.

    Recommended Prerequisite: concurrent enrollment in GRY 240. Current issues and approaches in teaching elementary school science to children, including exceptional children who are mainstreamed in regular classrooms.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 438 Methods of Teaching Social Studies in Elementary Schools

    Prerequisite: B grade or better in ELE 410 and LTC 420 and LTC 421; and C grade or better in HST 121 or HST 122 and in PLS 101; and admitted to Teacher Education.

    Emphasis upon teaching social studies, skills generalizations, attitudes, and values and the development and use of appropriate learning materials and evaluation instruments for elementary and middle school programs.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 440 Classroom Management and Assessment in the Elementary Classroom

    Prerequisite: concurrent enrollment in ELE 429 and/or ELE 434 and/or ELE 438; and admitted to Teacher Education.

    Planning, constructing, using, and analyzing a variety of assessment practices to support reflective decision making in the elementary classroom. Theoretical foundations of current approaches and application of best practices in classroom management including management of time, space, transactions and activities effectively with an emphasis on approaches to prevent and/or manage disruptive behavior. A 30 hour field experience in area school classrooms is required as a part of this course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    212Upon demand
  • ELE 458 Theory Into Practice

    Prerequisite: concurrent enrollment in ELE 495.

    Experiences to integrate knowledge of methodology in practical teaching situations. Individual experiences designed to supplement previous coursework will be provided. Professional development plans, placement activities and sources of professional assistance will be examined.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall, Spring
  • ELE 495 Supervised Teaching (Elementary)

    Prerequisite: B grade or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching; and concurrent enrollment in ELE 496.

    Student observes then teaches under the direction of the cooperating teacher and university supervisor. Students participate in extra-curricular activities and attend 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.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • ELE 496 Supervised Teaching (Elementary)

    Prerequisite: concurrent enrollment in ELE 495.

    Student observes then teaches under the direction of the cooperating teacher and university supervisor. Student participates in school-related 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.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    5-6Fall, Spring
  • ELE 499 Clinical Experiences in Teaching II

    Prerequisite: B grade or better in EDC 199; and admitted to Teacher Education; and B grade or better in all professional education courses; and B grade or better in ELE 429 or ELE 603, and ELE 434 or ELE 604, and ELE 438 or ELE 602, and ELE 500 or ELE 600, and ELE 510 or ELE 605, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in MTH 320 and MTH 360 and HST 121 or HST 122 and PLS 101 and GRY 100 and GRY 240 and 8 hours of science (one biology and one physical science); 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
  • ELE 500 Current Issues and Applications in Elementary Education

    Prerequisite: B grade or better in ELE 425 and ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 510.

    Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, multilingual learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 600. Cannot receive credit for both ELE 500 and ELE 600. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    3-5Fall, Spring
  • ELE 501 Home/School/Community Relationships with Elementary Children and their Families

    Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 500.

    This course is designed to enhance the teacher candidate's collaboration skills and understanding of the relationships between school, colleagues, community, child and family. Emphasis is placed on diverse family dynamics within a pluralistic society including the role family functioning has on the child's total educational experience and children as individual learners.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall, Spring
  • ELE 502 Integrated Arts in Elementary Education Curriculum

    Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 500.

    Methods and strategies for using the arts as tools for learning in the contemporary regular elementary school classroom which includes children of diverse cultures and abilities. Provides culturally responsive instructional models and materials that meaningfully integrate visual and theatre arts and music as primary modes of communication and insight to enhance teaching and learning.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring
  • ELE 510 The Reflective Practitioner

    Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421; and concurrent enrollment in ELE 500.

    Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Requires an intensive field experience in area elementary school. May be taught concurrently with ELE 605. Cannot receive credit for both ELE 605 and ELE 510. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 530 Teaching English Language Learners in the Elementary Classroom

    Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438 and LTC 420 and LTC 421.

    Focuses on state and federal mandates for educating English language learners in U.S. public schools. Introduces the fundamentals of second language acquisition and instructed academic language learning. Emphasis on current, standards-based approaches to teaching English language learners in the regular elementary classroom through differentiation and sheltered instruction of grade-level content.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Fall, Spring
  • ELE 600 Current Issues and Applications in Elementary Education

    Prerequisite: B grade or better in ELE 429 or ELE 603, and ELE 434 or ELE 604, and ELE 438 or ELE 602, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and concurrent enrollment in ELE 605.

    Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, multilingual learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 500. Cannot receive credit for both ELE 500 and ELE 600.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    3-5Fall, Spring
  • ELE 601 Communication Arts Instruction in the Elementary School

    Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office.

    Study of the development of language and communication abilities, procedures and instruments for assessing language development, and techniques and materials for promoting development in communication skills for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning. Course limited to certification students only.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 602 Social Studies Instruction in the Elementary School

    Prerequisite: B grade or better in ELE 410, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in HST 121 or 122, and PLS 101 and GRY 100; and admission to graduate Elementary Education program.

    Current issues and approaches in teaching elementary school social studies to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 603 Mathematics Instruction in Elementary Schools

    Prerequisite: B grade or better in ELE 410, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in MTH 320 and MTH 360; and admission to graduate Elementary Education program.

    Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 604 Science Instruction in the Elementary School

    Prerequisite: B grade or better in ELE 410, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and C grade or better in 8 hours of science (one biology and one physical science); and admission to graduate Elementary Education program.

    Current issues and approaches in teaching elementary school science to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 605 The Reflective Practitioner

    Prerequisite: B grade or better in ELE 429 and ELE 434 and ELE 438, and LTC 420 or LTC 656, and LTC 421 or LTC 656; and concurrent enrollment in ELE 600.

    Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Requires an intensive field experience in area elementary school. May be taught concurrently with ELE 510. Cannot receive credit for both ELE 510 and ELE 605.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • ELE 710 Elementary School Curriculum

    The purpose of this course is to analyze the philosophical and theoretical frameworks that guide elementary curriculum for the assumptions that each makes with regard to teaching and learning. Students will be introduced to the development of curriculum and curriculum materials for use in elementary educational settings. Students will examine the social, political and institutional contexts in which curriculum is developed and used, curriculum development methods and process, and various methods for the implementation, evaluation and distribution of curriculum materials.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • ELE 711 Contemporary Issues in Elementary Curriculum

    Contemporary issues confronting the modern elementary school; current problems, innovations and proposed changes which affect the total elementary school program. Trends and issues that are developing at the national level.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring, Summer
  • ELE 713 Advanced Theory and Practice in the Teaching of Communication Arts

    Materials, methods and procedures for effective classroom presentation of communication arts. Selection, organization and development of content materials; current issues and trends in the field.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • ELE 714 Advanced Theory and Practice in the Teaching of Social Studies

    Materials, methods and procedures for effective classroom presentation of social studies. Selection, organization and development of content materials; current issues and trends in the field.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • ELE 715 Advanced Theory and Practice in the Teaching of Mathematics

    Materials, methods and procedures for effective classroom presentation of elementary mathematics. Selection, organization and development of content materials; current trends and issues in the field.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • ELE 716 Advanced Theory and Practice in the Teaching of Science

    Materials, methods and procedures for effective classroom presentation of elementary science. Emphasis is placed on teaching science as inquiry and experimentation. Selection, organization and development of content materials; current trends and issues in science education.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • ELE 717 Advanced Theory and Practice in the Teaching of Economic Education

    Materials, methods, and procedures for effective classroom presentation of economic education. Selection, organization, and development of curriculum materials, current issues and trends in the field of economics. Presents students with a framework for proper scope and sequencing of economics concepts to develop an awareness of appropriate benchmarks for economic education instruction.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • ELE 720 Advanced Theory and Practice in Student Assessment and Evaluation

    Materials, methods, and procedures for effective assessment and evaluation of students. Planning, selection, construction, use, and analysis of a variety of assessment practices including formal and informal approaches. Application of knowledge learned throughout course will help students make judicious and reflective decisions while teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • ELE 721 Standards-Based Integrated Curriculum, Learning, and Teaching

    Analysis and application of current theories and research on integrated curriculum and learning, performance assessment, and standards-based education. Develop classroom, school-wide and/or district-wide curricula based on state standards. Focus is on deciding what is essential to teach and on improving learners' math and literacy skills across the curriculum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • ELE 722 Differentiated Instruction for Early Childhood, Elementary, and Middle School

    Materials, methods, and procedures for effective differentiation of instruction and evaluation of students. Planning, selection, construction, use and analysis of a variety of differentiate instructional practices across grade levels and disciplines, paying close attention to elementary and middle school learners. Application of knowledge learned throughout course will help students made judicious and reflective decisions while teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • ELE 725 The Emerging Master Teacher

    Prerequisite: minimum GPA of 3.00 in the last 60 hours.

    This course is designed to engage students in collective and individual inquiry regarding the "problem space" of teaching and learning. It explores current and historical trends/theories that have shaped teaching practices, curriculum design, and assessments of learning.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • ELE 730 Internship in Number and Operations

    Prerequisite: admission to the Elementary Mathematics Specialist program; and two years of elementary or middle school teaching; and concurrent enrollment in MTH 750.

    A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachers and parents) on concepts related to numbers and operations in base ten appropriate in K-5 students.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    102Upon demand
  • ELE 732 Internship in Rational Numbers and Proportional Thinking

    Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching; and concurrently enrollment in MTH 752.

    A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachings and parents) on rational number and proportional thinking concepts.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    102Upon demand
  • ELE 734 Internship in Algebraic Reasoning

    Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching; and concurrently enrollment in MTH 754.

    A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teacher and parents) on concepts related to algebraic reasoning appropriate in K-5 students.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    102Upon demand
  • ELE 736 Foundations of Mathematical Leadership I for Elementary Mathematics Specialists

    Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching.

    This introductory course provides opportunities for participants to develop knowledge and understanding of leadership principles and the process of continuous improvement as it relates to the roles and responsibilities of elementary mathematics specialists.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    220Upon demand
  • ELE 737 Foundations of Mathematical Leadership II for Elementary Mathematics Specialists

    Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching.

    This second leadership course in the Elementary Mathematics Specialists program focuses on research and practice related to teamwork, interaction, communication, conflict resolution, and leadership in K-5 schools. Candidates will also examine effective strategies for influencing and facilitating school/district improvement (e.g., mentoring and observing colleagues, conducting professional development, and making data-informed decisions to improve student learning) collaborating with colleagues and administration. Candidates will focus on mentoring and observing colleagues, conducting professional development, and making data-informed decisions to improve student learning school- and district-wide.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • ELE 738 Internship in Geometry and Measurement

    Prerequisite: admission to the Elementary Mathematics Specialist Program; and two years of elementary or middle school teaching; and concurrent enrollment in MTH 760.

    A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachers and parents) on geometry and measurement concepts.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    102Upon demand
  • ELE 770 Action Research Proposal Development

    Prerequisite: ELE 711; and admitted to the Elementary Education MSED program.

    This course integrates key theories, concepts, and principles from previous courses to implement action research in an education environment. This course introduces students to the action research process through critically reading and analyzing research. Students will identify an actual educational problem present in their school or community and engage in the action research cycle with the goal of addressing the identified problem. Students will recognize the value of identifying educational challenges and engage in the praxis of addressing those challenges through the action research process in the school setting. Students will give special attention to issues of equity, access, and cultural diversity when considering research questions, problems of practice, and the conduct of research in the school setting. Action research proposal must be approved by IRB prior to data collection in ELE 772.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring, Summer
  • ELE 771 Proposal Development

    Prerequisite: currently enrollment in SFR 780.

    Development of proposal for seminar paper or thesis. Proposal must be approved prior to data collection. Human subjects review will also be completed.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall, Spring, Summer
  • ELE 772 Research Seminar in Elementary Education

    Prerequisite: ELE 711 and SFR 780.

    Guided development of a research paper or a creative project.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    314Fall, Spring
  • ELE 775 Research Study in Elementary Education

    Prerequisite: SFR 780; and ELE 711 in which a project has been identified for completion in ELE 772.

    Guided development of a research paper or creative project. Individual work with faculty member on developing the proposal for a research study or continued work on a study beyond the duration of ELE 772. Variable content course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Fall, Spring
  • ELE 803 Curriculum and Assessment in Mathematics Education

    Prerequisite: Master's degree in Education, Mathematics Education or related field; ELE 737; and may be taken concurrently with ELE 804.

    This course is designed to deepen students understanding of current mathematics curriculum, curriculum alignment with current standards and textbooks, and assessment tools for meeting the diverse needs of students. Students will also learn to develop and provide professional development in various areas of mathematics teaching and how to communicate assessment results to teachers, parents and other constituents.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall (odd-numbered years)
  • ELE 804 Mathematical Leadership III for Mathematics Specialists

    Prerequisite: Master's degree in Education, Mathematics Education or related field; ELE 737; and ELE 803 or concurrent enrollment.

    This course focuses on research and practice related to teamwork, coaching, communication, conflict resolution, and more intensive leadership training. It examines effective strategies for influencing and facilitating school/district improvement and includes an embedded practicum.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall (odd-numbered years), Spring (even-numbered years)
  • ELE 805 Seminar in Mathematics Education

    Prerequisite: ELE 803 and ELE 804.

    This course is designed to guide students in conducting a research paper or creative project focused on mathematics education.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall (odd-numbered years), Spring (even-numbered years)

Family and Consumer Sciences (FCS) courses

  • FCS 110 Housing, Environments, and Design

    Examines physical, psychological and sociological influences that impact families in various living environments.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • FCS 120 Family Health and Nutrition

    Current trends in family health care and home nursing care; practice in the laboratory. Basic concepts of human nutrition which includes carbohydrates, lipids, proteins, vitamins, minerals, absorption, digestion, and energy utilization as they relate to health and food consumption at different states in the life cycle.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • FCS 197 Introductory Topics in Family and Consumer Sciences

    Variable content course for introductory concepts in Career and Technical Education. May be repeated to a maximum of six hours when topics change.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • FCS 299 Work Experience

    Prerequisite: permission of subject matter faculty member or coordinator.

    Students will secure positions in their area of specialization in order to gain work experience. This practicum is usually scheduled between their freshman and sophomore years. Working in a coordinated program the student will be evaluated by both the company supervisor and the practicum coordinator. Besides work experience, the student can be expected to gain in career direction as well as in the application of the principles and practices of their respective specialization. 200 minimum work hours.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    204Fall, Spring
  • FCS 300 Special Topics in Family and Consumer Sciences

    Selected topics of contemporary interest in Career and Technical Education, offered when resources and demand allow. Variable content course. May be repeated to a maximum of six hours when topics change.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • FCS 301 Textiles, Apparel, and Fashion

    Textiles and apparel course for teachers of Career and Technical Education. Study of textiles used in apparel, selection and care of apparel, apparel construction techniques, and cultural, aesthetic, historical, legal and environmental aspects of textiles, apparel and fashion.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    314Spring
  • FCS 302 Family and Consumer Sciences Study Tour

    Study of mills, factories, stores, hospitals, laboratories, hospitality facilities, museums, design studios, historic sites, and/or trade markets, and not-for-profit agencies.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-4Upon demand
  • FCS 303 Service-Learning in Family and Consumer Sciences

    Prerequisite: 30 hours and concurrent registration in a designated service-learning offering within one of the major areas of study in Career and Technical Education.

    A service learning course incorporates a community service experience with classroom instruction to provide an integrative learning experience which addresses the practice of citizenship and promotes an awareness of and participation in public affairs/service. Requires 40 hours of service to a community organization, agency, or public service provider. The community service placement and assignment will vary, depending on the specialization area and learning objectives. A list of approved placements will be available from the instructor and the Citizenship and Service-Learning Office. Students are required to participate in a service-learning training session(s) prior to beginning their service placement. May be repeated.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1Fall, Spring
  • FCS 335 Presentation Techniques

    Prerequisite: COM 115 and 60 hours.

    Planning and presenting techniques for teaching in the classroom, business, industry, or extension settings. A focus on professional presentation strategies incorporating the use of multimedia technology.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • FCS 373 Family Economics

    Recommended Prerequisite: ECO 155. Family as a consumer unit, its financial well-being and interrelationship with the market and the economy.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall, Spring
  • FCS 400 Problems in Family and Consumer Sciences

    Independent study for those who wish additional work in specific subject areas.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • FCS 472 Resource Management Theory and Practicum

    Prerequisite: CFD 163 and FCS 373.

    Study of family and individual resource management concepts and application of resource management principles and techniques with emphasis on group dynamics and problem solving. Public Affairs Capstone Experience course.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall
  • FCS 477 Seminar in Home Management and Family Economics

    Prerequisite: senior standing and major in Family and Consumer Science BSEd program.

    Readings, discussion and analysis of trends and developments in home management and family economics.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    202Spring
  • FCS 493 Supervised Teaching (Family and Consumer Sciences)

    Prerequisite: completion of all methods courses in Career and Technical Education; and C grade or better in all professional education courses; and current pre-professional liability insurance; and approval for supervised teaching; and concurrent enrollment in FCS 494.

    Student observes then teaches career and technical education classes 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.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • FCS 494 Supervised Teaching (Family and Consumer Sciences)

    Prerequisite: concurrent enrollment in FCS 493.

    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.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    6Fall, Spring
  • FCS 498 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
  • FCS 499 Internship in Family and Consumer Sciences

    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, FCS 498, ECE 499, ELE 499, ENG 434, 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
  • FCS 500 Issues in Family and Consumer Sciences

    Prerequisite: senior standing.

    Advanced inquiry into specialized areas of study in Career and Technical Education such as: Blended Families, Historic Building Preservation, Textile Conservation, Preservation Techniques, Advanced Culinary Techniques, and International Trends in Hospitality. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with FCS 600. Cannot receive credit for both FCS 500 and FCS 600.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • FCS 502 Study Tour

    Prerequisite: junior or senior standing.

    Study of and/or visits to mills, factories, stores, museums, hospitals, laboratories, design studios and/or trade markets. May be taught concurrently with FCS 602. Cannot receive credit for both FCS 502 and FCS 602.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • FCS 507 Student Organizations in Family and Consumer Sciences

    Prerequisite: FCS 335; and concurrent enrollment in FCS 512.

    Methods of organizing student groups in Career and Technical Education programs, techniques of working with students in individual and group projects; leadership training. May be taught concurrently with FCS 607. Cannot receive credit for both FCS 507 and FCS 607.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall
  • FCS 512 Teaching Family and Consumer Sciences

    Prerequisite: FCS 335 and EDC 350; and concurrent enrollment in FCS 507; and admitted to Teacher Education.

    An overview of the philosophy and history of Career and Technical Education; includes curriculum building with emphasis on critical thinking and reflective decision-making, problem-based learning, and the development of authentic assessments. Includes the planning of lessons, units, and development of teaching materials in the career and technical education discipline and practice implementation of such lessons. Completion of checkpoint II for the Professional Portfolio is a component of this course. Credited only on BSEd Family and Consumer Sciences major. Cannot be taken Pass/Not Pass. May be taught concurrently with FCS 612. Cannot receive credit for both FCS 512 and FCS 612.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall
  • FCS 515 Organization of Family and Consumer Sciences Programs

    Prerequisite: FCS 507 and FCS 512; and admitted to Teacher Education.

    Investigation of the organization and administration of Career and Technical Education programs; identification of types of programs; program planning, program evaluation and career counseling with emphasis on critical thinking and reflective decision-making. Credited only on BSEd Family and Consumer Sciences major. Cannot not be taken Pass/Not Pass. May be taught concurrently with FCS 615. Cannot receive credit for both FCS 515 and FCS 615.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Spring
  • FCS 600 Issues in Family and Consumer Sciences

    Advanced inquiry into specialized areas of study in Career and Technical Education such as: Blended Families, Historic Building Preservation, Textile Conservation, Preservation Techniques, Advanced Culinary Techniques, and International Trends in Hospitality. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with FCS 500. Cannot receive credit for both FCS 500 and FCS 600.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • FCS 602 Study Tour

    Study of and/or visits to mills, factories, stores, museums, hospitals, laboratories, design studios and/or trade markets. May be taught concurrently with FCS 502. Cannot receive credit for both FCS 502 and FCS 602.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    1-3Upon demand
  • FCS 607 Student Organizations in Family and Consumer Sciences

    Prerequisite: concurrent enrollment in FCS 612.

    Methods of organizing student groups in Career and Technical Education programs, techniques of working with students in individual and group projects; leadership training. May be taught concurrently with FCS 507. Cannot receive credit for both FCS 507 and FCS 607.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    110Fall
  • FCS 612 Teaching Family and Consumer Sciences

    Prerequisite: concurrent enrollment in FCS 607.

    An overview of the philosophy and history of career and technical education; includes curriculum building with emphasis on critical thinking and reflective decision-making, problem-based learning, and the development of authentic assessments. Includes the planning of lessons, units, and development of teaching materials in the career and technical education discipline and practice implementation of such lessons. Completion of checkpoint II for the Professional Portfolio is a component of this course. A C grade or better is required in this course. May be taught concurrently with FCS 512. May be receive credit for both FCS 512 and FCS 612.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Fall
  • FCS 615 Organization of Family and Consumer Sciences Programs

    Prerequisite: FCS 607 and FCS 612.

    Investigation of the organization and administration of Career and Technical Education programs; identification of types of programs; program planning, program evaluation and career counseling with emphasis on critical thinking and reflective decision-making. May be taught concurrently with FCS 515. Cannot receive credit for both FCS 515 and FCS 615.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    322Spring
  • FCS 701 Supervision of Student Teachers in Family and Consumer Sciences

    Prerequisite: teaching experience in Career and Technical Education; and permission.

    Experiences in creating an environment that will encourage career and technical education student teachers to realize their potentials and gain competence in teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Upon demand
  • FCS 715 Child and Family Development Instruction in the Middle and High School

    Current issues and approaches in teaching child and family development at the middle and high school levels. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Spring
  • FCS 720 Advanced Curriculum Development for Family and Consumer Sciences Programs

    Analysis of programs, methods, materials, and activities appropriate for Career and Technical Education programs. Emphasis will be on developing and/or selecting strategies for a variety of programs such as middle school, high school, ProStart, HTMP, Early Childhood.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • FCS 725 Career and Technical Education Leadership

    Advanced inquiry into career and technical education as a teacher leader. Emphasis will be on developing and/or selecting strategies for a variety of programs such as FCCLA, SkillsUSA, AFCS.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    330Fall
  • FCS 795 Advanced Technical Practice

    Prerequisite: permission.

    Work in CAD, EDI, Child Life, mental health, hospitality, clinical hospitals, schools, manufacturing, retailing, and/or other settings. Ninety clock hours required.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    3Upon demand
  • FCS 796 Practicum

    Prerequisite: permission.

    The assumption of responsibilities at an approved practicum site under the direction of a professor and practicum site supervisor.

    Credit hoursLecture contact hoursLab contact hoursTypically offered
    408Upon 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