Department of Educational Leadership

General Information | Courses

Dickinson Hall, Room 419, (501) 569‐3267, (501) 569‐3547 (fax), Website, View/Download PDF Version

Chairperson:
Vaughn‐Neely, Elizabeth Associate Professor

Professors:
Barrett, T. Gregory
Pearson, L. Carolyn
Robinson, Ann E.
Spillers, David S.
Suter, W. Newton

Associate Professors:
Donaldson, Charles W.
Duyar, Ibrahim
Fincher, Mark E.
Gilleland, Diane S.
Hughes, Gail D.
MacFarlane, Bronwyn
Vander Putten, Jim

Assistant Professors:
Kuykendall, John A.
McCreery, Michael
Tsemunhu, Rudo

Research Associate:
Cotabish, Alicia

There are five units housed in Educational Leadership including
  1. Educational Administration and Supervision (EDAS),
  2. Educational Foundations (EDFN),
  3. Gifted and Talented Education (GATE),
  4. Higher Education (HIED), and
  5. Learning Systems Technology Education (LSTE).

The EDAS program offers masters degrees, specialist degrees, school level administrator licensure, central office administrator licensure, superintendency licensure, and a doctoral degree in Educational Administration and Supervision tailored to the candidates professional needs and aspirations; Higher Education (HIED) offers two masters degrees, College Student Affairs and Two‐Year College Teaching, and a doctorate with concentrations in Faculty Development, Higher Education Administration, Student Affairs Administration, or Two‐Year College Leadership; the Gifted and Talented Education (GATE) program offers a masters degree and licensure in Gifted and Talented Education P‐8 and/or 7‐12, a concentration in Gifted Education in the EDAS doctorate, and a certificate in Teaching Advanced Placement; and the Learning Systems Technology (LSTE) offers a masters degree with specialty areas in Instructional Program Development, Educational Technology Product Development, and Educational Technology Management. The Educational Foundations (EDFN) unit does not offer degrees however, is an integral component of all College of Education programs offering courses throughout the college.

Courses in Educational Foundations (EDFN)

EDFN 1190 Career Planning and Life Options
A systematic approach to developing decision‐making skills and an orientation to the world of work. The focal point of the course is the student and his or her goals. Emphasis is on clarifying and formulating realistic career goals and an appropriate career plan and strategy to achieve these goals. Credit/no credit. One credit hour.

EDFN 2300 American Education
Prerequisite: sophomore standing. The philosophical, sociological, psychological, and historical foundations of American education, especially in public schools. The course will provide opportunities for each student to develop an official certification/degree plan and to apply for admission to the teacher education program. Three credit hours.

EDFN 3304 Assessment in the Middle School Curriculum
Study of available assessment methods and the integration of these methods in planning, modifying, and evaluating instruction, and in reporting outcomes to varied constituencies. After completing this course, students will meet basic assessment competencies as outlined in the Arkansas Principles for Licensure for Beginning Teachers and The Standards for Teacher Competence in the Educational Assessment of Students (1990). Three credit hours.

EDFN 3320 Introduction to Educational Psychology
Prerequisite: PSYC 2300. Applications of psychological principles to the learning and teaching processes; emphasis on learning, cognitive development, social development, discipline, intelligence, evaluation, and measurement. Three credit hours.

EDFN 4205 Diagnostic and Evaluative Procedures in Education
A study of fundamental statistical concepts and their use in understanding standardized test results. Emphasis on the exploration of qualitative methods and evaluating and reporting progress. Two credit hours.

EDFN 4158, 4258, 4358, 4458 Educational Foundations Workshop
Designed to strengthen offerings in education and meet the needs of teachers for further training at the in‐service level. One, two, three, or four credit hours.

EDFN 4100, 4200, 4300, 4400, 4500 Independent Study in Educational Foundations
In‐depth study of topics in educational foundations for pre‐ service elementary teachers, junior or senior high school teachers, or adult education teachers. One, two, three, four, or five credit hours.


Courses in Teaching Students who are Deaf or Hard of Hearing (TDHH)

TDHH 4301 Foundations of Education for Deaf and Hard of Hearing Students
This foundations course is a broad‐based introductory course to the profession of teaching students who are deaf or hard of hearing. This course articulates the historical background, philosophical approaches, and current trends, problems, and issues in the education of the deaf and hard of hearing. An overview of the psychological, emotional, and educational problems of the deaf and hard of hearing is included. Knowledge of contemporary educational processes and programs for deaf or hard of hearing infants, children, and adolescents are incorporated into the course content. Dual‐ listed in the UALR Graduate Catalog as TDHH 5301. Three credit hours.