General Information

Academic Calendar

Index

152 Gildemeister Hall, (507) 457-5360 Fax: (507) 457-5354
Chairperson: Melanie Reap
Graduate Faculty: Eckerson, Gustafson, Helble, Karjala, Miller, Reap, Reineke, Rethlefsen, Rierson, J. Sherman, T. Sherman, Sippola, Tolmie, Walker, Warner, Williams, Winters, Zhang

Nancy Eckerson, Associate Professor; B.S., Mankato State University; M.S. Mankato State University; Ph.D., Iowa State University; 2000-
John Gustafson, Associate Professor; LB.S., Bemidji State University; M.A. California State University; Ed.D., University of South Dakota; 1998-
Donna Helble, Professor; B.A., Simpson College, Iowa; M.S., Winona State University; Ed.D., University of Northern Colorado; 1988 -
Jeanette Karjala, Professor; B.A., M.A., Western Washington University, Bellingham; Ph.D., University of North Dakota; 1992-
Celeste Miller, Professor; B.A., University of Arizona; M.Ed., University of Maryland; Ph.D., Pennsylvania State University; 1997 -
Melanie Reap, Associate Professor; B.S., M.S., Texas A&M; Ph.D., University of Oklahoma; 1999-
James Reineke, Associate Professor; B.A., B.S., University of Minnesota Twin Cities; Ph.D., Michigan State University; 1996-
J. Ann Rethlefsen, Associate Professor; B.A., Colby College; M.S., University of Wisconsin-Milwaukee; Ed.D., St. Mary’s University of
Minnesota, 2004 -
Stace Rierson, Assistant Professor; BA University of Wisconsin-Madison; MS University of Wisconsin-Milwaukee; PhD The Ohio State
University; 2006-
Janice Sherman, Professor; B.S., State University of New York Buffalo; M.S., Colorado State University; Ed.D., University of North Dakota;
1989-
Thomas Sherman, Professor; B.S., State University of New York Buffalo; M.Ed., Colorado State University; Ed.D., University of Colorado;
1989-
Arne Sippola, Associate Professor; B.A. Central Washington University; M.A. University of Alaska; M.Ed. - University of Washington; Ph.D. -
University of Washington; 2007-
Patricia Tolmie, Professor; B.S., M.S., Winona State University; Ph.D., University of Wisconsin Madison; 1980-
Rhea Walker, Associate Professor; B.S., MAE., University of Northern Iowa; Ph.D., Iowa State University; 2004-
Penny Warner, Associate Professor; B.S., University of Wisconsin-Eau Claire; M.S., University of Wisconsin-Stout; Ph.D., University of
Minnesota Twin Cities; 2000-
Maudie Williams, Professor; B.S., Fort Valley State College; M.S., Tuskegee Institute; Ed.D., University of Florida; 1989-
Roderick Winters, Associate Professor; B.A. Central College of Iowa; M.A., University of Northern Colorado; Ed.D., University of Northern
Iowa; 1998-
Shenglan Zhang, Assistant Professor; B.A. Hebei Normal University; M.A., Beijing Normal University; M.A., University of Southern
California; Ph.D., Michigan State University; 2007-

Winona State University, through the Department of Education, offers three distinct options leading to the Master of Science in Education. Candidates who elect the M.S. in Education must have or be currently eligible for a Minnesota teacher’s license. They may follow the program with or without a thesis. NOTE: Persons pursuing the M.S. Education program must first follow the admissions application procedure for the graduate school.

Admission criteria leading to the Master’s in Education degree program, including alternate admission criteria:
1. Candidates with a composite undergraduate G.P.A. of 2.75 or better will be admitted without being required to take the Graduate Record Exam. Students applying for the Graduate Induction Program must meet the minimum 2.75 G.P.A. requirement.
2. If the composite G.P.A. is less than 2.75, the candidate must earn a combined GRE score of 900 or better on the verbal and quantitative tests, and an analytical writing score of 4.0 or better, in order to be admitted.
3. If a candidate does not meet criteria of either 1 or 2 above, and intends to apply to a graduate program in the education department, the candidate may enroll as a special graduate student. After completion of 69 semester credits, the student must reapply for admission through submission of a professional portfolio. (See graduate advisor for portfolio guidelines.) Reapplication for admission will be reviewed by the graduate committee of the Education Department. NOTE: Students who have completed a baccalaureate degree in a field of education and do not intend to apply credits toward a graduate degree in education at WSU may register for an unlimited number of credits with special graduate student status.

DEGREE PROGRAM WITH THESIS OR RESEARCH OPTION
1. Admittance:
a. File application for admission to graduate study in the Office of Graduate Studies at least one month prior to registration. The application must be supported by mail receipt of two official copies of all transcripts from other institutions attended. After the application for admission to graduate study has been approved, the student is eligible to enroll in course work. See calendar and schedule. Registration packets for GRE, if needed, are available in the Office of Graduate Studies.
b. File application for admission to Education Department Master’s program. An advisor will be appointed by the department in accordance with departmental policy. The advisor will review all transcripts and determine whether any deficiencies exist.
c. File Application for Candidacy/Program Form for the Master’s degree after the completion of six credits and before completion of eighteen credits. Forms are available in the Office of Graduate Studies. Deficiencies, if any, must be removed before the student is eligible for candidacy for the Master’s degree program.
2. Course Work: Complete all course work required for the degree (32 credits minimum). All course work must be approved by the advisor and the Director of Graduate Studies.
3. Graduate Writing Thesis Option: Complete a research-based thesis approved by the advisor, which demonstrates ability to use scientific methods and procedures. The thesis constitutes 4 credits of graduate work. (Two credits are counted in lieu of ED 618 and two are counted as program electives.) An oral examination of the thesis is required.
4. Research Option: Conduct an action research project which demonstrates a scholarly representation of work applicable to the candidate’s classroom, work setting, school district, and/or community. (See advisor for Research/Capstone Guidelines.)
5. Comprehensive Examination: Write a final examination compiled by the advisor based upon the candidate’s core course work.
6. Academic Average: Maintain a 3.0 average. A course will not be counted for graduate credit if the earned grade is below C.
7. Timeline to be followed:
a. Applications: File in the order listed.
1. Graduate study application, including official transcripts Office of Graduate Studies.
2. Education Department Master’s Program application Education Office.
3. WSU Master’s Candidacy/Program Form Office of Graduate Studies (after 6 and before 18 credits are completed, with advisor’s approval).
4. Registration for Research Project 699 (Thesis Option) one semester in advance of graduation.
5. Oral Examination of Thesis Option at least two weeks in advance of graduation.
6. Notification of Intent to take the Comprehensive Exam form must be received by the Office of Graduate Studies by midterm day of the
semester preceding the semester the exam will be taken (see academic calendar for deadlines).
7. Application for Graduation Office of Graduate Studies, Maxwell 105, (507) 457-5038.
8. Participation in commencement exercises in accordance with current policy (caps, gowns, and hoods can be obtained in the university
bookstore).
MASTER OF SCIENCE GRADUATE INDUCTION PROGRAM (In collaboration with ISD #535)
Winona State University and Independent School District 535 are joint participants in a Graduate Induction Program for grades K6 in the Rochester (Minnesota) Public Schools. The program is designed to assist inexperienced teachers with challenges unique to entry into the field of education. Resident teachers receiving a fellowship complete a Master of Science in Education through a sequence of course work and field components. Open annually to selected, inexperienced, licensed elementary teachers. Graduate Residents are classified as Minnesota residents for the purpose of tuition rate.

REQUIRED COURSES (32 S.H.)
583 Multicultural Children, Youth & Families (2)
600 Improvement of Instruction & Curriculum Planning (3)
612 Current Trends in Language Arts (3)
618 Field Experience in Classroom Procedures (2-4)
623 Foundations of Education (3)
640 Current Educational Issues (3)
650 Teacher Induction and Curriculum Orientation (3)
651 Induction Practicum (8)
675 Action Research: Assessment of Classroom Learning (3)
698 Seminars/Workshops in Education (2)

MASTER OF SCIENCE MASTER TEACHER PROGRAM (32 S.H.)
The Master Teacher Program for a Master of Science in Education consists of a cohort of 40-50 in-service educators who meet one weekend per month for 2 years (4 semesters). Their learning is assisted by University and Practitioner Facilitators and is focused on constructivist learning, cultural pluralism and diversity within a community of practitioners, propositions from the National Board of Professional Teaching Standards, and action research.
Admission to the WSU Master Teacher Program M.S. is the same as that of any graduate studies program at Winona State University. During the first term, the Master Teacher Program facilitators, in conjunction with the Winona State University Office of Graduate Studies, will provide assistance as you move through this process.

REQUIRED COURSES (14-16 S.H.)
600 Improvement of Instruction & Curriculum Planning (3)
618 Field Experience in Classroom Procedures (2-4)
623 Foundations of Education (3)
640 Current Education Issues (3)
675 Action Research: Assessment of Classroom Learning (3)

PRESCRIBED COURSES (9-11 S.H.)
690 Developing Culture for Learning (3)
691 Constructivist Learning Theory (3)
692 Creating Inclusive Classroom Environments (2)
696 Trends & Issues in Teaching in the Content Areas (1-3)

ADDITIONAL ELECTIVES (5-9 S.H.)
Additional Graduate Credits: the 5-9 elective credits enable admitted Master Teacher graduate students, in consultation with the Master Teacher Program Facilitators, to meet their individual professional development needs and those of the schools where they are employed. The elective credits may be from WSU or transfer credits and are not subject to Master Teacher Program fees. WSU electives taken during enrollment in the Master Teacher Program can be drawn from existing course offerings in the content areas or designed in consultation/collaboration with experts in the field.
Electives in the Master of Science in Education/Master Teacher Program do not constitute specialization or endorsement in a given content area.

POST-BACCALAUREATE SECONDARY TEACHER PREPARATION COLLABORATIVE (30 S.H.)
Winona State University and Public School Districts in Southeastern Minnesota are partners in a Teacher Preparation Collaborative designed to allow individuals with a bachelor’s degree in an appropriate content area to complete coursework enabling them to become licensed to teach in a middle school or high school setting in Minnesota. This alternative pathway to licensure requires intensive coursework and field experience during the summer at the Rochester campus followed by a yearlong internship under the supervision of a classroom teacher in a middle school or high school. An optional Master’s of Science in Education degree that may be obtained with an additional 17 credits.
Individuals with the appropriate academic content preparation may complete licensure requirements for grades 5-12 in the following categories:
Business Education
Chemistry
Communication Arts and Literature
Earth Science
Life Science
Mathematics
Physics
Social Science

ADMISSION REQUIREMENTS FOR INTERNS IN THE TEACHER PREPARATION COLLABORATIVE
Candidates for this program must:
• Hold a Bachelor’s Degree in appropriate field from a regionally accredited institution
• Have an overall GPA of 2.75 along with a GPA of 3.0 in major for licensure area*
• Provide evidence of successful completion of the Praxis I/PPST
• Provide evidence of successful completion of the appropriate Praxis II content test*
• Complete application materials
• Participate in an interview and selection process by WSU/District Committee
* Candidates who are unable to meet these requirements have
the option to meet with a WSU academic advisor to develop a
plan for remediation.

After selection, candidates must:
• Sign an agreement indicating willingness to complete WSU summer coursework prior to a yearlong full time internship in a Rochester middle school or high school
• Successfully completed Education 605 coursework and classroom practicum during May term
• Be recommended to the Board of Teaching for a Limited Intern License
• Agree to take Principles of Learning and Teaching (PLT) as required for licensure at the end of the yearlong practicum
• Complete a portfolio during the yearlong practicum that demonstrates competence in the content field for licensure and the Minnesota Standards of Effective Practice

PROGRAM CONTENT
May term
EDUC 605: Adolescent Development, Learning and Assessment
(5 crs. including field experience)
Summer
EDUC 600: Improvement of Instruction and Curriculum Planning (3)
EDUC 529: Secondary Reading and Teaching Strategies (4 crs. including field experience)
EDUC 608: The Diverse Learner (2-4 crs, including field experience)

Fall Semester
EDUC 650: Teacher Induction and Curriculum Orientation (3)
EDUC 651: Induction Practicum (4)

Spring Semester
EDUC 559: Professional Educator (3)
EDUC 651: Induction Practicum (4)

Total credits for preparation program = 30 credits

Summer Master’s Option - Interns who complete the preparation program have the option of completing a Master of Science in Education Degree with an additional 17 credits.

EDUC 623 - Foundations of Education (3)
EDUC 640 - Current Issues in Education (3)
EDUC 675 - Action Research and Assessment of
Student Learning (3)
EDUC 618 - Field Exp in Classroom (Action Research Paper) (2)
Graduate credits in content area (6)

Total credits required for Master’s option = 17 credits

Total credits for combined teacher
preparation and master’s option = 47 graduate credits

TRAINING AND DEVELOPMENT CERTIFICATE PROGRAM - 15 S.H.
The training and development field is a growing industry with exceptional employment opportunities. To help meet the increasing demand for training professionals, the Business Education faculty members have developed the Training and Development Certificate as a professional credential for persons seeking to change careers, upgrade skills or enter the human resources field.

BUED 510 Administrative Communication (3)
BUED 540 Training and Employee Development (3)
BUED 541 Training Techniques and Media (3)
BUED 570 Seminars in Business Education and Training (3)
EDUC 542 The Adult Learner (3)

EDUCATIONAL TECHNOLOGY CERTIFICATE Р 12 S.H.
This certificate program is designed for students interested in developing technology skills necessary to use technology in their classroom to teach in meaningful ways. Students will study the relationship between technology and classroom practice including technology’s impact on society, technology’s role in classroom instruction, and models of classroom integration. The program is based on the National Education Technology Standards for Teachers (NETS-T) developed by the International Society for Technology in Education and assists students developing a variety of technological skills that reflect the six NETS-T standards: 1) technology operations and concepts; 2) planning and designing learning environments and experiences; 3) teaching, learning, and the curriculum; 4) assessment and evaluation; 5) productivity and professional practice; and 6) social, ethical, legal, and human issues. Collection of courses in the certificate program focuses on introductory issues in educational technology and practical use of multimedia software and the Internet.
The courses are taught as an integrated seminar. Because course projects will overlap course boundaries, students are expected to register for all five courses concurrently. The program is open to graduate students and teacher education seniors eligible within university guidelines, and is designed to be offered in the summer only.

EDUC 501 Introduction to Educational Technology (3)
EDUC 502 Multimedia Design and Visual Literacy (2)
EDUC 503 The Internet in Education (3)
EDUC 504 Media Production and Literacy (2)
EDUC 505 Educational Technology: Assessment and Evaluation (2)

EDUCATION COURSE DESCRIPTIONS
EDUC 501 Introduction to Educational Technology - 3 S.H.
This course is designed to introduce students to the history of technology in teaching, various frameworks for understanding technology’s role and impact on learning, technology standards, and current issues in education technology including the digital divide, gender equity in technology, faculty/staff development, and other issues surrounding the integration of technology into teaching. Grade only.
EDUC 502: Multimedia Design and Visual Literacy - 2 S.H.
This course is a survey of computer software programs that transcend academic disciplines. Word processing, spreadsheets, databases, multimedia authoring tools (e.g., Hyperstudio and PowerPoint), and graphics programs and their use in educational settings. Grade only.
EDUC 503 The Internet in Education - 3 S.H.
This course includes a brief history of the Internet and its educational uses. Practical content includes: Internet searches (including using various search engines and databases such as iNet Library, Marco Polo, and others), Internet technologies (including CU See Me, and other conferencing programs) and web authoring (including basic design issues incorporating elements found on other sites and ftp). Each of these areas will be explored in relation to their contribution to classroom instruction and learning. Grade only.

EDUC 504: Media Production and Literacy - 2 S.H.
This course will focus on consuming and producing digital media. The course will explore the media’s impact on human cognition and learning. Students will capture and edit digital photographs, video, and sound, using them to create digital video projects and prepare them for distribution over the internet. Grade only.
EDUC 505: Educational Technology: Assessment and Evaluation - 2 S.H.
This course provides an introduction to the principles of assessment and evaluation in using technology to collect performance data in a standards-based curriculum and in integrating technology in teaching and learning. These focuses include addressing accountability issues in providing scientifically based evidence to document student achievement and creating an inclusive technology rich environment for all students. Grade only.
EDUC 510/410 Foundations of Early Childhood Education - 3 S.H.
History, theory, trends and contemporary issues in early childhood education. Graduate project required. Offered yearly. Grade only.
EDUC 513/413 Development in Infancy - 3 S.H.
Genetics, prenatal development, birth, and physical, social, emotional, and cognitive development in the first three years. Methods for working with infants and toddlers and observations. Graduate project required. Offered yearly. Grade only.
EDUC 514/414 The Developing Child in the Social World - 3 S.H.
Explores the physical, cognitive, and social development of young children from 2 to 8 years old. Parent/child, home/school, family community relationships are examined. Graduate project required. Offered yearly. Grade only.
EDUC 516/416 Early Childhood/Kindergarten Curriculum - 4 S.H.
Planning the curriculum and developing strategies for teaching young children in early childhood settings. Includes practicum experience. Graduate project required. Offered yearly. Grade only.
EDUC 524/424 Organization and Administration of Early Childhood Programs - 3 S.H.
Local and state laws governing various types of early childhood programs are studied. Financial aspects, buildings, personnel, and administrative matters pertaining to the establishment of programs are explored. Graduate project required. Offered yearly. Grade only.
EDUC 529/429 Secondary Reading & Teaching Strategies - 4 S.H.
Emphasis is on reading comprehension, strategies, study skills in content areas, lesson planning, lesson presentation skills, media techniques appropriate to the instructional process. Prerequisite: ED 301, 302. Offered each semester. Grade only.
EDUC 533/433 Materials and Methods in Environmental Education - 2 S.H
Curriculum materials relating to the broad topic of human impact upon the environment; group work, field trips, consultants, and lectures. Prerequisites: ED 301 and 302 for undergraduate or graduate status. Offered yearly. Grade only.
EDUC 534/434 Remedial Mathematics Methods - 3 S.H.
Diagnostic and remediation techniques to facilitate acquisition of basic mathematics skills. Prerequisite: ED 334 or consent of instructor. Offered yearly. Grade only.
EDUC 542/442 The Adult Learner - 3 S.H.
This course will focus on the characteristics and development of adult learners. Offered yearly. Grade only.
EDUC 549/449 Middle School Philosophy, Organization and Interdisciplinary Planning - 3 S.H.
The major focus of this course will be the middle school concept including its philosophy, organization and methods of interdisciplinary planning. Prerequisites: ED 301, 302, 306. Offered yearly. Grade only.
EDUC 550/450 Comparative Education - 3 S.H.
A study of the purposes, organization, offerings, and achievements of education in selected foreign countries. Grade only.
EDUC 559/459 The Professional Educator - 3 S.H.
Designed to familiarize teacher education majors with school organizational patterns, legal responsibilities, philosophies of education, professional organizations, and related topics prior to student teaching. Offered each semester. Grade only.

EDUC 567 Advanced Practicum in Preschool - 3 S.H.
Supervised teaching in a preschool program. Students enroll in the three credit preschool experience. P/NC only.
EDUC 570 Advanced Practicum in Middle School - 3-6 S. H.
A supervised practicum in middle level education at a middle school site. P/NC only.
EDUC 583/483 Multicultural Children, Youth and Families - 2 S.H.
This course provides structure for acquiring, building, and demonstrating mechanisms for integrating multicultural content into mainstream curricula. Specific attention is geared toward concepts and instructional planning in elementary education addressing culture, ethnicity, race, gender, language, socioeconomic levels, religion, age ethics and exceptionality. The social reconstructionist approach is infused to provide demonstration of transforming teaching for educational equity and social justice. Offered yearly. Grade only.
EDUC 590/490 Individual Problems in Education – 1-3 S.H.
Opportunity for the qualified advanced undergraduate and graduate student to work independently. Topics may include research, development of special projects, selected readings, etc. Time arranged. Prerequisites: Consent of major advisor, completion of the Common Professional Sequence, and for elementary majors, completion of the professional education sequence. May be repeated to a total of 4 credits. Offered each semester. Grade only.
EDUC 598/498 Workshops and Seminars – 1-4 S.H.
The subject matter to be developed by the department and instructor prior to the workshop or seminar. The student may repeat the course without limitation on the number of credits as long as the subject matter is different. Offered on demand. P/NC only.
EDUC 599/499 Workshops and Seminars – 1-3 S.H.
The subject matter to be developed by the department and instructor prior to the workshop or seminar. The student may repeat the course without limitation on the number of credits as long as the subject matter is different. Offered on demand. Grade only.
EDUC 600 Improvement of Instruction and Curriculum Planning - 3 S.H.
An examination of current models of instructional strategies and curriculum development. Literature and training materials are reviewed and analyzed. Offered yearly. Grade only.
EDUC 605 Adolescent Development, Learning and Assessment - 5 S.H.
This course introduces students to (1) the psychological and social dimensions of learning in middle school and secondary classrooms (2) principles of adolescent development and their influence on students’ participation in school (3) assessment, measurement and evaluation techniques. Field experience in a middle school or high school classroom are required in addition to on-campus class sessions. Prerequisites: Admission to Teacher Licensure Collaborative or permission of instructor. Grade only.
EDUC 608 The Diverse Learner – 2-4 S.H.
This course develops teacher candidate understanding about how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The course includes human relations content related to the psychological, educational and lifelong needs of learners with exceptionalities, diverse backgrounds, and/or economically under advantaged. Field experience hours in a middle school or high school setting are required in addition to on-campus class sessions. Prerequisites: Admission to Teacher Licensure Collaborative or permission of instructor. Grade only.
EDUC 612 Current Trends in Language Arts - 3 S.H.
Current trends and contemporary research related to objectives, methods and curriculum in language arts. Offered yearly. Grade only.
EDUC 613 Current Issues in Social Studies - 3 S.H.
Current trends and contemporary research related to objectives, methods, and curriculum in the social studies, a K12 approach. Offered yearly. Grade only.
EDUC 614 Current Issues in Science Education - 3 S.H.
Current issues, the curriculum content, and materials of instruction generated by contemporary research for K12 settings will be discussed. Offered yearly. Grade only
EDUC 615 Current Issues in Mathematics Education - 3 S.H.
Current issues and contemporary research related to objectives, methods, and curriculum in mathematics will be examined. Special emphasis on the use of manipulatives and the NCTM Standards. Offered yearly. Grade only.
EDUC 618 Field Experience in Classroom Procedures - 2-4 S.H.
A culminating experience designed to encourage a student to apply principles and procedures learned during his/her graduate program. Students should take the course during the latter part of their program. Offered each semester. Grade only.
EDUC 623 Foundations of Education - 3 S.H.
In order to critically examine current practice, this course presents students with an historical perspective of the philosophical concepts which have influenced American education. Offered yearly. Grade only.
EDUC 640 Current Educational Issues - 3 S.H.
Study of the recognized current issues and trends in education. Offered yearly. Grade only.
EDUC 650 Teacher Induction and Curriculum Orientation - 3 S.H.
Students involved as Residents in the Graduate Induction Program or Interns in the Teacher Licensure Collaborative will progress through a designed series of in-service activities to prepare them to perform confidently and competently as classroom teachers or interns. Includes curriculum training in specified areas. Prerequisites: Admission to the Graduate Induction Program or Teacher Licensure Collaborative required. Offered yearly. Grade only.
EDUC 651 Induction Practicum - 4-8 S.H.
Acting as a licensed resident in the Graduate Induction Program or an intern in the Teacher Licensure collaborative, the student will demonstrate professional levels of competency in methods, knowledge of content, planning, and classroom management as determined by the latest research and the curriculum goals of the participating school system. Prerequisites: Admission to the Graduate Induction Program or Teacher Licensure Collaborative required. Offered each semester. P/NC only.
EDUC 671 Supervision/Coaching of Instruction - 2 S.H.
A critical analysis of procedures and strategies practiced by student teacher/teaching assistant supervisors, peer coaches, and mentors. Offered yearly. Grade only.
EDUC 675 Action Research: Assessment of Classroom Learning - 3 S.H.
Methodologies for classroom action research to evaluate teaching and learning are developed for use by teachers. Incorporates a variety of assessment strategies, which can be utilized to measure and record student achievement. Offered yearly. Grade only.
EDUC 690 Developing Cultures for Learning - 3 S.H.
The course is designed to help educators to collaborate effectively in the design and implementation of effective learning communities in their classrooms, schools, and school districts. Offered only through the Master Teacher Program. Grade only.
EDUC 691 Constructivist Learning Theory - 3 S.H.
This course is designed to increase students’ understanding of constructivist learning theory and increase their ability to apply principles of constructivist theory in their instructional planning and classroom teaching. Offered only through the Master Teacher Program. Grade only.
EDUC 692 Creating Inclusive Classroom Environments - 2 S.H.
This course prepares teachers to become more responsive to the multifaceted dimensions of their students and enable groups to embrace diversity. The focus will be on developing a way to treat students equitably by recognizing each one’s uniqueness and by structuring teaching methods accordingly. Offered only through the Master Teacher Program. Grade only.
EDUC 696 Trends and Issues in Teaching in the Content Area - 1-3 S.H.
This course is designed to allow students to explore in depth the current trends, issues and research related to curriculum, instructional design and methods, and assessment in designated content areas. Offered only through the Master Teacher Program. Grade only.
EDUC 698 Seminars/Workshops in Education - 1-4 S.H.
Subject matter arranged by the department. Certain seminars will be designed for the graduate induction program. Offered each semester. Grade only.
EDUC 699 Master’s Thesis - 4 S.H.
The report must show evidence of the candidate’s ability to carry an independent study and to employ scientific methods and procedures in the solution of a problem in the area of the student’s field of concentration. Offered on demand. Grade only.

BUSINESS EDUCATION COURSE DESCRIPTIONS
BUED 510/410 Administrative Communication - 3 S.H.
Leadership communication for personnel at all organizational levels. A balanced emphasis between written and spoken communication includes such topics as persuasive proposals, routine managerial communications, case analysis and writing, meeting management, reporting, the visual briefing, multimedia and communications technology, and communications management. Grade only.
BUED 512/412 Team Building - 1-3 S.H.
Introduces teamwork concepts and skills as a collaborative approach to improved performance. Covers structural and process attributes of teams with the objective of enhancing team leader and participant. performance. Team participation skills applied to collaborative class activities. Grade only.
BUED 540/440 Training and Employee Development - 3 S.H.
An overview of the training and development field with an emphasis on the systems approach to training program design. Focuses on the key phases of training program and development; pre-assessment, needs analysis, design, implementation, and evaluation. Includes the principles of instructional design using the experiential learning approach. Grade only.
BUED 541/441 Training Techniques and Media - 3 S.H.
Instructional techniques, methods, and multimedia to use for effective employer-based learning- delivery systems. Topics include trainer/learner styles, training structures and formats, instructional presentation skills, training aids and technology, and computer based training. A skills based approach to effective training for adult learners. Grade only.
BUED 552/452 Managing Training and Development Programs - 3 S.H.
Focuses on the functions and responsibilities of the training program manager. Training management functions, methods, and techniques are examined for such areas as needs assessment, staffing, facilities planning, equipment and materials selection, training evaluation, and cost/benefit determination. Grade only.
BUED 570/470 Seminar in Business Education and Training - 1-3 S.H.
Specific subject matter is arranged by the department. May be repeated when offered with different subject matter content and title. Offered yearly. Grade only.

Last Modified: Wednesday, August 27, 2008 12:46 by Holly Sutton