Dickinson Hall 323, 569-3434

The UALR College of Education offers a wide variety of programs leading to master of arts degrees and master, specialist, and doctoral degrees in education. UALR Graduate Education programs include:

College Student Affairs

Counseling: Rehabilitation Counseling

Higher Education: Two-year College Teaching

Rehabilitation of the Blind- Emphasis

Areas: Orientation and Mobility

Rehabilitation Teaching

Adult Education

Counselor Education

Early Childhood Education

Educational Administration and

Supervision

Instructional Resources in Education

Middle Childhood Education

Reading Education

Secondary Education

Special Education

Emphasis areas: Early Childhood Special Education (birth-grade 4)

Deaf Education

Instructional Specialist 4-12

Teaching Students with Visual Impairments

Teaching the Gifted and Talented

Rehabilitation Counseling*

Educational Administration and Supervision

Elementary Education: Reading Recovery

Educational Administration and Supervision

Higher Education - emphasis areas:

Administration

Faculty Development

Student Affairs Administration

Two-year College Leadership

*This program is under development. Contact the program coordinator for current information.

The UALR College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE); and its school personnel preparation programs are approved by the Arkansas Department of Education. The MA in Counseling: Rehabilitation Counseling is accredited by the Commission on Rehabilitation Education (CORE), and the MA in Rehabilitation of the Blind is approved by the Association for Educational Rehabilitation of the Blind and Visually Impaired (AER).

See the "Title II" section in this Catalog for information about the College of Education’s institutional report card of teacher preparation programs for 1999-2000. Visit the College of Education’s web site at http://www.ualr.edu/codept for subsequent institutional report cards.

Non-degree seeking students may enroll in courses offered through the College of Education. Students must be eligible for admission to the education program offering the desired course(s), have a recommendation from the program advisor, and have written permission from the College of Education’s associate dean and graduate program coordinator.

Applicants who provide evidence of being eligible for regular or conditional admission to a program may be authorized to enroll in up to six semester hours of courses while their applications are pending. A student is allowed pending status for one semester only. During that semester, all documentation required for full admission to the graduate program in education must be submitted to the UALR Graduate School. Applicants who fail to provide all the required documentation or whose qualifications fail to meet the standards for regular or conditional admission to a program will not be eligible to enroll in courses after the semester of pending status ends.

In addition to individual program courses, most degree programs in the College of Education require one or more of the Educational Foundations and Teacher Education courses listed below. For a listing and descriptions of a specific program’s courses, refer to that program’s section in this Catalog.

Topics related to educational foundations concepts. On demand

Hands-on experiences related to education; topics vary. On demand

Part of a three-course sequence selected from 7171, 7172, 7173, 7174. Secondary and elementary education majors usually take 7171, 7172, 7173. All students should see advisors concerning specialty area sections for 7174. Assessment, evaluation; focus on role of measurement in education, human service agencies; includes psychometric properties of norm-referenced, criterion-referenced tests.

Part of a three-course sequence selected from 7171, 7172, 7173, 7174. Assessment, evaluation; focus on construction of test items, specialized considerations for atypical populations such as young children, culturally different, handicapped.

Part of a three-course sequence selected from 7171, 7172, 7173, 7174. Assessment, evaluation; focus on developing concepts, skills in use of standardized tests in educational settings.

Part of a three-course sequence selected from 7171, 7172, 7173, 7174. Assessment, evaluation; focus on administration, interpretation of individual tests; special practicum is developed for each student’s program or work setting.

Prerequisite: graduate standing. Current problems in urban education; includes desegregation, drugs, dehumanization, discipline, community involvement, interpersonal relations, others; possible programs, problem solutions from philosophical, historical, social perspectives; student prepares, creates media for, executes before class a microteaching unit, demonstrating use of current learning theory and modern instructional technology. On demand

Prerequisite: graduate standing. Application of scientific approaches, methodology to problem solving; includes research design, data techniques analysis, their relation to action research; requires a research project. On demand

Techniques for collecting data, graphic presentation of facts, frequency distribution, inferential statistics, correlation and regression, ANOVA and ANCOVA, non-parametric procedures. On demand

Historical, philosophical factors and trends; their effect on American education.

Multicultural education movement in the U.S., selected western industrial nations; includes historical development, goals, implementation.

Major theories of human learning and psychological principles of learning for instruction, including systematic instructional design and models of effective instruction; contemporary issues with implications for practice.

Prerequisite: Educational Foundations 7313, 7320, or consent of instructor. Contemporary research in cognitive science; emphasis on practical applications of cognitive strategies for instruction design. F

Prerequisites: EDAS 7300, 7306 or 7307. A contemporary study of qualitative and quantitative research methods and their application to educational administration

Prerequisite: introductory psychology course or equivalent. Contemporary structural theories, psychoeducational design procedures; emphasis on accountability, competency-based education, testing. On demand

Prerequisite: graduate standing. Selected topics in human development; emphasis on cognitive, social, language development, developmental assessment, behavior management, etc.; focus on developmental applications. On demand

Prerequisite: Educational Foundations 7303. Application of advanced research methodology to instruction evaluation; includes data analysis techniques using statistical software; emphasis on application of evaluation models, research methods used by evaluators, computer-based data management.

Prerequisite: Educational Foundations 7304 or equivalent. Advanced methods of analyzing, interpreting educational data with computer applications; includes statistical concepts, models; estimation; hypothesis tests with continuous, discrete, categorical data; multiple linear regression, correlation; analysis of variance, covariance.

Prerequisites or corequisites: Educational Foundations 7303, 7304, or equivalents. Quantitative, qualitative research methods, techniques used in education; includes nature of scientific inquiry; planning, evaluation of educational research; sampling, measurement; commonly used research designs, methods, techniques. S

Prerequisites: Educational Foundations 8305, 8306, or consent of instructor. Complex designs used in educational research and the multivariate methods for analyzing such designs: multivariate analysis of variance and covariance, canonical correlation, discriminant function analysis, factor analysis, cluster analysis, logic analysis, log linear analysis, and timer series analysis.

Prerequisite: consent of instructor. Exploration of areas of interest, preparation of educational materials. On demand

Prerequisite: consent of instructor. Individual problems in student’s chosen field. Up to three hours may count toward degree. On demand

The course is designed for certified secondary teachers in the advanced track MEd. Students will learn to use tools of reflective teaching to assess their own level of competence and to design learning experiences to improve their own classroom teaching. Students will analyze various national models for assessment of master teachers and will examine recent research in education which should affect classroom practice. With the guidance of the instructor they will demonstrate their current level of competence in a portfolio and will select a committee to develop an individualized degree plan.

Problem, potential of children from culturally different backgrounds; preschool, elementary programs designed to meet their needs; guest lecturers are a basic part of the program.

Urban children’s needs, interests; range of multicultural books to satisfy needs; devising literature curriculum for elementary classroom as integral part of good reading program. Su

(For teachers, supervisors, and administrators in developing clear concepts about all children and their educational programs.) Philosophy, administration, techniques of curriculum design; includes participation in development of a culturally pluralistic curriculum. S

(Prepares teachers as supervisors of student teachers.) Teaching methods, practices to provide leadership for students and incorporate these techniques in classrooms. F

Overview of the life adjustments encountered by older adolescents and young adults with severe disabilities and their families. Concentrations include philosophies of service delivery, residential and occupational alternatives for adults with severe disabilities, social needs, and legal rights and responsibilities. Emphasizes community-based services for individuals with severe disabilities.

Prerequisite: consent of instructor. Theoretical course of literacy evaluation to train students in administering and interpreting a variety of literacy assessments in oral and written language and how to use this information in implementing an appropriate literacy program for at-risk pupils. Emphasizes the identification of literacy difficulties for pupils eligible for programs such as Reading Recovery, small-group literacy instruction, and compensatory education, with implications for providing supportive literacy environments.

Prerequisite: consent of instructor. Based on theoretical principles of socio-psycholinguistic literacy models, this course emphasizes observation and specialized procedures for working with low achieving children. Includes a study of accelerated learning models with emphasis on Reading Recovery, small group instruction, and supportive classrooms for all children.

Prerequisite: consent of instructor. The learning of science, mathematics, and reading as active, integrated, constructive processes involving experimentation, investigation, communication, reasoning, and problem solving; shows connections and relevant applications of these disciplines; goals include helping teachers extend content learning, helping teachers create successful learning environments for every student through use of manipulatives, calculators, science equipment, and various learning strategies; and the provision of access to appropriate materials, equipment, and technology.

Current research, trends in elementary education; emphasis on interdisciplinary studies; topics reviewed regularly. F, Su

Preparation of the specialist thesis. On demand.

Prerequisite: 24 graduate hours. Preparation of master’s thesis. On demand

Historical, current curriculum design models; needs assessment, process, product evaluation of curriculum development. F

Professional experience in selected school district, state agency, or university sites related to student’s long-term professional goals; requires a paper related to the experience. F,S

Prerequisites: graduate status, consent of instructor. Exploration of contributions and latest research of linguists, sociolinguists, and psycholinguists to early intervention practices; description of methods and techniques employed in literacy research; designing and conducting a research project in early literacy intervention.

Dickinson 300, 569-3124

The master of education in adult education encompasses a broad field including many interests and competencies and is not limited to a single discipline, institution, program, or agency. The overall purpose of this UALR graduate program is to prepare present and future leaders for positions of responsibility in diverse educational contexts.

The fields of adult education include adult basic education, general adult education, adult literacy, volunteer training, and in-services education within a variety of organizations including community colleges, vocational schools, business and industry, and government. Graduates of UALR’s program find positions as learning facilitators, training directors, counselors, administrators, and curriculum specialists in adult education programs.

The master of education in adult education is a rigorous and intensive professional development experience. Its students are committed professionals seeking to improve themselves, their work places, their communities, and society. To accomplish this, an individualized program of study is designed with each student, allowing for specific interests, needs, and career goals, and meeting the needs of professionals in any type of lifelong learning environment who wish to continue their education at the graduate level.

The program may lead to Arkansas teacher certification or may be tailored to meet other professional needs and goals.

*If the applicant does not meet this GPA requirement, apply the following standard to gain conditional admission. Cumulative undergraduate grade point average of between 2.5 and 2.75 and a score on the Graduate Record Examination (GRE) that meets the following: (undergraduate GPA x 1000) + composite GRE score = 3,750, or completion of at least 12 semester hours of graduate courses with a cumulative GPA of at least 3.0 and no grade lower than "B" in another UALR Graduate Program or graduate program from another accredited college or university.

The adult education degree requires 36 credit hours, including nine education core hours, 18 to 21 adult education hours, six to nine approved elective hours, and a comprehensive examination or completion of a professional portfolio. Up to six workshop hours may be applied to program requirements.

EDFN 7171 Ed Assessment: Measurement Process

EDFN 7172 Ed Assessment: Test Construction

EDFN 7173 Ed Assessment: Standardized Tests

EDFN 7303 Introduction to Research and Its Applications

IRED 7302 Instructional Technology or

IRED 7305 Microcomputer Applications in Education and Training

ADED 5301 Psychology of Adult Learning

ADED 5304 Methods and Materials in Adult Education

ADED 7301 Foundations of Adult Education

ADED 7302 Organization and Administration of Adult Education

ADED 7303 Program Planning in Adult Education

ADED 7304 Teaching Reading to Adults

Prerequisite: program admission or graduate standing and consent of instructor. Research, practices related to adult learning, development; cognitive, behaviorist, humanist adult learning theories; stage, phasic development theories. On demand

Prerequisite: program admission or graduate standing and consent of instructor. Teaching/learning process from planning to presentation; approved practices working with "disadvantaged" adult learner. On demand

Prerequisite: program admission or graduate standing and consent of instructor. Andragogical methods; emphasis on individual and group learning methods and procedures, selecting materials appropriate for adult learners. On demand

Prerequisites: advanced graduate standing, consent of advisor. Specific problems in adult education. Only three hours can count towards the degree; program students may take up to six hours. On demand

Prerequisite: program admission or graduate standing and consent of instructor. Past developments, present goals and objectives of adult education. On demand

Prerequisite: Adult Education 7301. Organizational procedures, administrative practices for implementation, maintenance of effective programs. On demand

Prerequisite: Adult Education 7301. Models for planning, designing, implementing, evaluating programs. On demand

Prerequisite: Adult Education 7301. Methods, materials for teaching reading to adults; emphasis on adult learner’s needs. On demand

Prerequisite: 12 program hours. Practical experience in concentration, specialization area; requires at least 40 contact hours for each credit hour. On demand

Prerequisites: Adult Education 5301, 7301, 7303. Recent adult education research having direct application to adult educators in public schools, continuing education, cooperative education, related agencies, programs. On demand

Dickinson Hall, 419G, 569-3428

The master of arts in counseling; rehabilitation counseling is a 54 semester hour program aimed at preparing rehabilitation counseling professionals who will provide direct services and resource coordination for individuals with a disability seeking re-entry into the labor market. The program is offered in an 18 month sequence. All course work is at a distance and web-based, with the exception of two skill-building courses which require on-campus matriculation for 2.5 days each. Students are admitted on a full- or part-time basis. The purpose for the program is to permit graduates to qualify for national certification as rehabilitation counselors. For more information, visit the program’s web site at http://www.teletrain.com/ualr/.

^If undergraduate GPA is below a 2.75 overall or 3.0 in the last 60 hours, a score of 1000 on two parts of the Graduate Record Exam or a score of 50 on the Miller’s Analogy Test is required. For those not meeting this standard, a satisfactory admissions portfolio of academic and professional work may be submitted. The guidelines for the portfolio are available from the program advisor.

Applicants who graduated from undergraduate rehabilitation programs or those with work experience as rehabilitation counselors will be admitted to advanced standing. Credit toward advanced standing will be awarded on an individual basis by the program advisor upon recommendation of the program advisory committee. Advanced standing may also be awarded to students who hold an undergraduate degree in rehabilitation studies from a regionally accredited institution.

The 54 credit hour curriculum has four components: rehabilitation, counseling, foundations/electives, and field work/application. The fieldwork requires 700 plus hours of supervised practice in a rehabilitation setting under the supervision of a certified rehabilitation counselor (CRC).

Students have the opportunity to transfer as many as 26 semester hours of credit from other accredited graduate programs.

COUN 7360 Introduction to Rehabilitation

COUN 7361 Medical Aspects of Disability

COUN 7362 Psychological Aspects of Disability

COUN 7363 Vocational Counseling, Assessment and Placement

COUN 7364 Rehabilitation Case Management

CNSL 7301 Theoretical Approaches to Counseling

CNSL 7302 Techniques for Counseling Interviews

CNSL 7307 Theories and Techniques for Group Counseling

CNSL 7308 Cross Cultural Counseling

SPED 7343 Disability Law

EDFN 7303 Introduction to Research and Its Applications

and up to six hours elective credit from course work in counseling, gerontology, social work, rehabilitation, or other related areas.

COUN 7365 Rehabilitation Counseling Practicum

COUN 7660 Internship in Rehabilitation Counseling

An overall GPA of 3.00 (a ‘B’ average), on all courses in the program of study, is required to complete graduate requirement for the Master of Rehabilitation Counseling program.

There are core competency courses in which the student must achieve a ‘B’ or better. In the event that a ‘B’ is not achieved in one of the core courses, the student must repeat it. The core competency courses are:

COUN 7360 Introduction to Rehabilitation

COUN 7363 Vocational Counseling, Assessment, and Placement

COUN 7365 Supervised Practice in Rehabilitation Counseling

COUN 7660 Internship in Rehabilitation Counseling

CNSL 7301 Theoretical Approaches to Counseling

CNSL 7302 Techniques for Counseling Interviews

CNSL 7307 Theories and Techniques of Group Counseling

This certificate program is under development. Contact the program coordinator for current information.

The intended admission requirements for the certificate program are:

related to rehabilitation counseling from an accredited institution

current employment as a rehabilita- tion counselor

representative.

The intended program requirements are 18 graduate credit hours in rehabilitation counseling, twleve of which must be taken through UALR.

Philosophy of vocational rehabilitation; includes history, legislation, related professional organizations, particularly as they relate to services for visually impaired.

Prerequisites: COUN 7360 or the consent of the instructor. This is a course that covers the medical aspects of disability. Managing the medical aspects and functional assessment of frequently occurring medical diseases and disorders of older adolescents and adults are stressed. Topics include the medical aspects and functional assessment of neurological/cognitive/neuromuscular disorders, psychiatric/developmental disabilities, sensory losses, and various acute and chronic physical diseases and disorders. Case management activities and a process for determining the educational/rehabilitation implications of the effects of each disability will be presented.

Prerequisites: COUN 7360 or the consent of the instructor. This course outlines the psychological and sociological aspects of disability, including community attitudes toward individuals with disabilities, strategies to change negative attitudes, adjustment factors in living with disabilities, and methods for supporting successful adjustment to disabilities.

Prerequisites: COUN 7360 or the consent of the instructor. This course provides students with theories and techniques for empowering persons with disabilities to explore their aptitudes, interests, and other vocational evaluation areas that will assist them in career decision making and begin an appropriate job search with selected approaches in job development, finding and placement, as well as the maintenance and promotion of productivity and employment outcomes.

Prerequisites: COUN 7360 or the consent of the instructor. This course is a study in case management in rehabilitation which is a skill that rehabilitation professionals must possess in order to successfully guide clients through the rehabilitation process from referral to case closure. It provides guidelines that will enable rehabilitation professionals to collect information from the intake interview, physician, psychologists, vocational evaluation, and other resources, in an effort to develop appropriate ethical rehabilitation plans with clients.

The purpose of this course is to provide students initial exposure to learning in a community based rehabilitation agency under faculty supervision. The course is designed to give the student an opportunity to practice the role of a rehabilitation professional. The student will apply rehabilitation counseling methods, techniques and vocational knowledge in working with clients and in consulting with business and industry for job development and placement opportunities. One-hundred contact hours in a fieldwork setting is required.

Prerequisites: graduate standing, consent of instructor. Students under faculty supervision, can explore advanced topics in rehabilitation counseling not normally covered in regular course offerings

Prerequisites: The completion of all course work in the core and professional experience areas and the approval of the department faculty. The internship consists of advanced field work in rehabilitation counseling in an off campus field site placement. The Commission on Rehabilitation Counselor Certification requires 600 hours of applied experience in a rehabilitation agency or facility under the supervision of an experienced certified rehabilitation counselor onsite or facility supervisor. This course will provide a minimum of 300 of those field work hours. The course may be taken twice in the same semester to meet the 600 hour requirement.

The master of education program in counselor education prepares individuals as elementary and secondary school counselors. Instruction is provided in working with students K-12 to help them benefit from their educational experiences; address educational, social, and personal problems; and prepare for careers and further education. The program is theory based and practice oriented.

The counselor education program also provides course work and training for individuals who already hold an MEd and wish to add certification as a school counselor, and course work for individuals holding master’s degrees in related areas who need specific additional hours to qualify for their private practice license. School counselor certification requires an evaluation of transcripts by the Arkansas Department of Education. Evaluation of transcripts by the Arkansas Board of Examiners in Counseling is required to identify specific courses needed to qualify for the private practice license.

*If the applicant does not meet this GPA requirement, apply the following standard to gain conditional admission. Cumulative undergraduate grade point average of between 2.5 and 2.75 and a score on the Graduate Record Examination (GRE) that meets the following: (undergraduate GPA x 1000) + composite GRE score = 3,750, or completion of at least 12 semester hours of graduate courses with a cumulative GPA of at least 3.0 and no grade lower than "B" in another UALR Graduate Program or graduate program from another accredited college or university.

The counselor education degree requires a minimum of 48 credit hours, including six to 12 education core hours, 22 MEd counseling core hours, 12 supervised practice hours, Special Education 4301 or 5301 Education of Exceptional Learners, and up to six approved elective hours. A student’s progress is evaluated after 12 semester hours, and the program coordinator approves advancement to candidacy if progress is satisfactory. In addition, state certification requires a score of at least 600 on the Praxis II in the Guidance Counselor area.

Completion of the degree requires successful completion of a comprehensive examination or thesis. The comprehensive examination will be evaluated by program and department faculty for the student’s ability to synthesize knowledge in response to questions covering all areas of his/her study. It is offered three times a year on specified dates. Students who perform inadequately may retake the exam as many as two times, but additional course work or study may be required before the second retake. The thesis option is available to students wanting to pursue a research interest. Procedures outlined in the UALR Dissertation and Thesis Guide must be followed.

EDFN 7303 Introduction to Research and Its Applications

EDFN 7307 History and Philosophy of Education

EDFN 7330 Human Development

IRED 7302 Instructional Technology

Electives may be chosen from this list. Other appropriate courses may be utilized as electives. All electives must be approved by the student’s advisor.

CNSL 7109, 7209, 7309 Independent Study

CNSL 7310 Human Sexuality

CNSL 7312 Advanced Cross Cultural Counseling

MCED 7327 Contemporary Curriculum Design

READ 7326 Developmental Reading

IRED 7305 Microcomputer Applications in Education and Training

SCED 7301 Secondary School Curriculum

SOWK 8208 Child Abuse and Treatment

SOWK 8232 Drug Use in Society

SOWK 8255 Community Mental Health

SPED 5301 Education of Exceptional Learners

SPED 5312 Medical Problems in Child Development

SPED 7362 Direct Teaching of Social Skills in Children and Youth

SPED 7365 Individualized Education Programs

EDFN 7171 Educational Assessment: Measurement Process

EDAS 7303 School Law

Prerequisite for all courses: program admission or graduate standing and approval of program coordinator.

Prerequisites: graduate standing, consent of advisor. Topics of individual interest; might include aging, at-risk children, adolescence, handicapped children, child abuse, children of divorce, single parent families, ethics, children of alcoholic families, etc. One to three hours credit. On demand

Theoretical approaches to career development, planning; includes career development theories, planning, education, guidance models; needs of special populations, delivery systems.

Includes social, economic perspectives of work world; emerging views of work; various topics related to employability and employment; plant/business tours; shadowing of workers; requires an individual project.

(Course for non-majors) Issues, functions, scope of guidance, counseling program in public education setting; programmatic components, counselor roles; counseling, delivery of services in multiethnic setting.

(Course for non-majors) Prerequisites: EDAS 7300 Foundations of Educational Administration and EDAS 7306 or 7301 Elementary or Secondary Principalship. This course provides students with knowledge for the development of counseling programs and communicative skills to work cooperatively with the school community.

Pupil services; includes pupil personnel services, models of guidance, the professional school counselor, pupil populations with special needs; emphasis on history, philosophy, organization, functions of guidance and counseling programs in the schools.

Experiential, relationship-oriented, cognitively-oriented, behaviorally-oriented approaches to counseling; emphasis on counselor as an instrument of counseling, development of a personal theory of counseling, legal and ethical responsibilities of counselors.

Prerequisite: Counseling 7301. Techniques, procedures for counseling interviews; emphasis on mastery of levels of skills within a microskills hierarchy for counseling interviews, appropriate use of skills in various stages of counseling.

Emphasis on appropriate selection, administration, uses of a variety of testing, and other techniques; individual analysis; case management in the counseling setting.

Prerequisite: consent of instructor. Processes, theories of group counseling; developing personal approach for applying concepts, processes.

Prerequisites: Counseling 7300, 7301, and 7307, or consent of instructor. Environmental, personal, socio-economic, psychological characteristics of special client (culturally different) groups; counseling theories, techniques applied to culturally different individuals, and groups; emphasis on knowledge, skills in cross-cultural counseling; includes potential sources of misunderstanding investigated from various counseling modes.

Prerequisite: Educational Foundations 7330 or consent of instructor. Biological, psychosocial, behavioral, clinical, cultural factors; literature of; skills of communicating knowledge via counseling strategies for human sexual behaviors.

Prerequisite: CNSL 7308. This course expands upon the curriculum base inCNSL 7308 Cross Cultural Counseling through the identification of multiple intervention strategies with emphasis on advanced focus on school-aged youth and their families. It includes advanced emphasis on content and process development.

Supervised practice in program management, information services, appraisal services in elementary school counseling; focus on operationalizing cognitive content of core courses. Requires 75 clock hours of counseling activities. Students must achieve a (B) or better before enrolling in an internship.

Supervised practice in program management, information services, appraisal services in secondary school counseling; focus on operationalizing cognitive content of core courses. Requires 75 clock hours of counseling activities. Students must achieve a (B) or better before enrolling in an internship.

Supervised experience in individual counseling, group counseling, case management in elementary schools; emphasis on application of cognitive content, practice of skills. Requires 75 clock hours of counseling activities. Students must achieve a B or better before enrolling in an internship.

Supervised experience in individual counseling, group counseling, case management in secondary schools; emphasis on application of cognitive content, practice of skills. Requires 75 clock hours of counseling activities. Students must achieve a (B) or better before enrolling in an internship.

Supervised practice in elementary school setting; requires student involvement in a variety of on-the-job activities; includes program management, appraisal services, information services, case management, individual and group counseling, classroom guidance, teacher consultation, parent consultation, career guidance. Requires 50 clock hours of work per credit hour; 300 hours for degree. May enroll for three hours each of two semesters or six hours in one semester.

Supervised practice in secondary school setting; requires student involvement in variety of on-the-job activities; includes program management, appraisal services, information services, case management, individual and group counseling. Requires 50 clock hours of work per credit hour; 300 hours for degree. May enroll for three hours each of two semesters or six hours in one semester.

Prerequisites: 36 hours of graduate credit in counseling and educational foundations including Educational Foundations 7171 and 7303, and consent of the program advisor. Development of a formal research project; content determined in conjunction with a faculty committee chosen by the student. May be repeated for six hours total.

Early Childhood Education

Dickinson 302, 569-3124

The master of education (MEd) in early childhood education program allows students to develop an individualized plan of study to pursue their educational and career goals. The curriculum helps teachers develop teaching skills in their areas of interest.

*If the applicant does not meet this GPA requirement, apply the following standard to gain conditional admission. Cumulative undergraduate grade point average of between 2.5 and 2.75 and a score on the Graduate Record Examination (GRE) that meets the following: (undergraduate GPA x 1000) + composite GRE score = 3,750, or completion of at least 12 semester hours of graduate courses with a cumulative GPA of at least 3.0 and no grade lower than "B" in another UALR Graduate Program or graduate program from another accredited college or university.

The MEd requires 36 graduate credit hours, including 18 core area hours, 12 approved emphasis area hours, and six approved elective hours. Only one workshop may be applied to any emphasis area without special permission. All students must complete one graduate course in reading. A special education course is required at the undergraduate or graduate level for graduation. A written comprehensive examination is a program exit requirement. Up to six hours of 5000-level courses may be applied to the degree. Emphasis areas in the early childhood education program are special needs, reading, and reading recovery.

Goals, objectives, schedules, materials, methods; students develop a multicultural curriculum, supporting materials for nursery, kindergarten programs. F,S

Organizational techniques, teaching methods used in early childhood settings; their application in development of language arts, math lessons; includes main-streamed and multicultural settings. F,S

Prerequisites: Early Childhood Education 5301, consent of advisor. Practical experience in selected early childhood, kindergarten, or agency sites; requires related term paper or project.

Hands-on experiences on various topics. F,S

Comparative study of traditional, current, innovative programs for young children; includes contemporary models for early childhood education, multicultural early education programs. F

Prerequisites: Early Childhood Education 5301, consent of advisor. Practical experience in selected early childhood, kindergarten, or agency sites; requires related term paper or project. F, Su

Developmental assessment, individual differences, skill profiles; students develop specific activities to meet curriculum objectives for each child’s developmental needs and plan for children in actual centers. Su I

Supervision principles for public, private nursery schools, kindergartens, day care centers, federally funded programs; includes licensing standards, financing equipment, staffing, parent programs, program components; guest lecturers, field visits. Su II

Mathematics development programs, methods, materials, teaching strategies, evaluation techniques appropriate for young children; planning, administering a program appropriate for early childhood.

Prerequisite: 24 graduate hours. Recent research, current issues; includes individual student library projects; final preparation for comprehensive examination. S

Principles of child growth, development as a basis for evaluating, selecting effective teaching strategies for preadolescent children in a multicultural setting; developmentally appropriate ways of structuring the learning environment for cognitive, effective learning; requires a written and oral research report. S

Principles, procedures, materials for developing language communication through listening, speaking, writing; focus on acquisition and evaluation of materials, planning, learning centers, study of individual needs. Su I

Music, art, drama, movement, literature experiences for childhood; appropriate goals, objectives, methods, activities to increase skills, creativity through fine arts experiences. F

Strategies for learning center design, production, use; includes materials production for specific instructional objectives. F,Su

Skills for working with parents; rationale for parent involvement in education; practical experience in specific techniques for teaching parents, overcoming resistance to participation in the educative process; requires a project involving parents. On demand

Theoretical approaches to families, factors that affect family functioning, family’s influence on early child development; strategies for assessing family strengths, needs; techniques for communicating, collaborating with families; emphasis on impact of children with disabilities on families.

The graduate programs in educational administration and supervision prepare students for leadership positions in schools, school districts, or at the state level. In addition, students may prepare for Arkansas licensure as elementary or secondary principals, supervisors, or central office administrators. The programs include both classroom instruction and field experiences.

The MEd is a practice-oriented, theory-based program. Its emphasis is on public education in Arkansas, but courses may also apply to private education and general education in the United States.

The EdS is an advanced graduate experience for professional educators who wish to specialize in some aspect of educational administration and supervision or to upgrade their skills and licensure. Specialization and research emphases are offered, and students may individualize their courses of study based on their goals and professional aspirations or to explore specific interests.

The EdD provides extensive knowledge and research skills to prepare students as administrators and supervisors in pre-collegiate schools and school districts. The program provides preparation for both instructional and non-instructional positions. Applicants should have substantial experience in leadership positions and an interest in conducting research in administration.

*If the applicant does not meet this GPA requirement, apply the following standard to gain conditional admission. Cumulative undergraduate grade point average of between 2.5 and 2.75 and a score on the Graduate Record Examination (GRE) that meets the following: (undergraduate GPA x 1000) + composite GRE score = 3,750. Or completion of at least 12 semester hours of graduate courses with a cumulative GPA of at least 3.0 and no grade lower than "B" in another UALR Graduate Program or graduate program from another accredited college or university.

The MEd course of study is offered in cohort format commencing during the fall semester of each year. The size of the cohort is limited to 25 students in order to ensure the quality of student-faculty interaction.

The program of study includes the following required courses that constitute the standards associated with that body of knowledge and the application of appropriate skills and dispositions to be a successful school administrator.

EDAS 7300 Foundations of Educational Administration

EDAS 7306 Elementary Principalship or 7307 Secondary Principalship

EDAS 7304 Supervision of Learning Services

EDAS 7310 Facilitating School Improvement

EDAS 7302 School Finance and Human Resource Allocation

EDAS 7303 Education Law and Ethics

EDAS 7209. Building Coalitions in School and Community

CNSL 7212 Effective Communication in the Educational Organization

IRED 7240 Computer Application for Administrators

EDAS 7301 Administration and Assessment of Curricular Programs

EDAS 7380 Internship

EDFN 7315 Research in Educational Administration

EDAS 7380 Internship

Total credit hours - 36

The educational specialist program presumes that students have the prerequisite basic administrative skills and knowledge to embark on an advanced program. Students deficient in any area are required to address those deficiencies as part of their programs. The student must successfully complete the Minimum Computer Competencies test (available in the Department of Educational Leadership computer laboratory, DKSN 406). If the student does not achieve a satisfactory test result (determined by program advisor), then he/she must enroll in IRED 7305 Microcomputer Applications. This class does not count toward the total credit hours required for the EdS degree.

The program of study includes the following required courses that constitute the standards associated with that body of knowledge and the application of appropriate skills and dispositions to be a successful school administrator. These courses are not taken in any sequential order.

EDAS 7300 Foundations of Educational Administration

EDAS 7301 Administration and Assessment of Curricular Programs

EDAS 7302 School Finance and Human Resource Allocation

EDAS 7303 Education Law and Ethics

EDAS 7304 Supervision of Learning Services

EDAS 8300 Seminar and Scholarly Writing

EDFN 7304 Basic Statistics

EDFN 7315 Research in Educational Administration

Program co-requisite: SPED 5301 The Exceptional Learner (or equiv.)

EDAS 7209 Building Coalitions in School and Community

EDAS 7306 Elementary Principalship

EDAS 7307 Secondary Principalship

EDAS 8301 Group Dynamics and Behavior in Learning Organizations

EDAS 8305 School Personnel Administration

EDAS 8308 Central Office and Special Programs Administration

EDAS 8311 Superintendency

EDAS 8312 School Business Management and Facilities Planning

EDAS 8313 School and Community Relations

EDAS 8314 Contemporary Issues and Trends in Educational Administration

EDAS 8380 Administration Internship in Central Office

CNSL 7212 Effective Communications in the Educational Organization

IRED 7240 Computer Applications for Administrators

a maximum of nine hours of approved electives from outside the College of Education

The student’s progress is assessed after the first 12 hours of course work, and students proceeding acceptably may apply for advancement to candidacy. The approved electives allow students to branch into a field of related interest. The culminating experience in the EdS program is the Specialist Degree Portfolio presentation to the program’s faculty.

Requirements for the EdD in educational administration and supervision include a minimum of 60 post-master’s hours, plus a comprehensive examination. Prior to admittance, the candidate must take the Minimum Computer Competencies test. Should the test results be unsatisfactory, the student must enroll for IRED 7305 Microcomputer Applications. This class is not included in the required EdD program of study.

The program includes the following courses that constitute the standards associated with that body of knowledge and the application of appropriate skills and dispositions to be a successful school administrator. These courses are not taken in any specified order. For more information please visit the EdD in EDAS web site at http://www.ualr.edu/~education/EDAS2.html

EDAS 7300 Foundations of Educational Administration

EDAS 7301 Administration and Assessment of Curricular Programs

EDAS 7302 School Finance and Human Resource Allocation

EDAS 7303 Education Law and Ethics

EDAS 7304 Supervision of Learning Services

EDAS 7306 Elementary Principalship

or EDAS 7307 Secondary Principalship

EDAS 8307 Sociocultural Foundations of Education Policy

EDAS 8308 Central Office and Special Programs Administration

EDAS 9300 Doctoral Seminar and Scholarly Writing

EDAS 9390 Dissertation Colloquium

EDFN 7304 Basic Statistics

EDFN 7342 Seminar in Qualitative Research

EDFN 8305 Advanced Statistics

EDFN 8306 Advanced Research Design

SPED 5301 The Exceptional Learner or the equivalent taken prior to or during the EdD program (This course does not count toward the total credit hours required for the EdD.)

EDAS 8301 Group Dynamics and Behav-ior in Learning Organizations

EDAS 8303 Advanced Seminar in School Law and Ethics

EDAS 8305 School Personnel

Administration

EDAS 8311 Superintendency

EDAS 8312 School Business Management and Facilities Planning

EDAS 8313 School and Community Relations

EDAS 8314 Contemporary Issues and Trends in Educational Administration

EDAS 8315 Administrative Problem Analysis

EDAS 8316 Collective Negotiations

EDAS 8317 Politics and Policy Analysis

EDAS 8320 Advanced Administrative Leadership Theory

EDAS 8330 Organizational System Analysis, Design, and Change

EDAS 8380 Administration Internship in Central Office

EDAS 9199 - 9999 Dissertation

(minimum of 9 hours)

A maximum of six hours of approved electives which may be outside the College of Education

All requirements for the doctoral degree must be completed within seven consecutive years of enrollment in the program. Each EdD student must file a residency plan for fulfilling a residence requirement that demonstrates a commitment to the program through continuous and intensive enrollment at UALR. This residency permits students to demonstrate that they are willing to devote the necessary time and energy to the program, while allowing program staff to assess the students’ potential to complete program requirements successfully.

Students consult with their advisors to choose one of four residency options at least 20 class days before the end of the first semester of the planned residence period. Residency hours must be in degree-related graduate courses. Requirement options are:

A doctoral student may take the option of having a co-emphasis in special education administration or gifted and talented administration. This co-emphasis is designed for candidates desiring to administer these programs from the district or educational cooperative perspective. Students taking advantage of this option must have a graduate degree in the field of co-emphasis.

Upon completing course work and comprehensive examinations, students apply for advancement to candidacy. Advancement is decided on the student’s record, including a GPA of at least 3.0 and recommendations of instructors. Students not meeting these requirements will have an interview with program faculty, who will then recommend continuation, remediation and re-examination, or withdrawal.

The dissertation is begun after the student completes the course work and passes the comprehensive examination. A full research prospectus is submitted to a dissertation committee comprising three College of Education faculty members and one from another UALR college. One professional may be added from outside the University, if appropriate. All committee members must have an earned doctorate or appropriate terminal degree. Students proposing research on human subjects must comply with protocol prescribed by the Institutional Review Board (IRB). Contact the program coordinator for more information.

Students must enroll in 9199-9999 Dissertation and continue to enroll each semester until the dissertation is completed and approved.

The Arkansas Department of Education requires a program of study in educational leadership, for principal or administrator licensure. Licensure requirements may be coordinated with EdS and EdD requirements.

Applicants for licensure must also take the School Leaders Licensure Assessment for licensure as a principal or the Superintendent Licensure Assessment for licensure as a district administrator.

Prerequisites: EDAS 7300 Foundations of Educational Administration and EDAS 7306 or 7307 Elementary or Secondary Principalship. This course will provide the student with the knowledge and dispositions needed to facilitate and engage in collaborating with families and community members, respond to diverse community interests and needs, and mobilize community resources that promote the success of all children.

Co-requisite: EDAS 7306 or 7307. This course will provide the student with an introduction to the organization and leadership theoretical knowledge base with practical application for school administrators.

Prerequisite: EDAS 7209, 7300, 7302, 7303, 7306 or 7307, 7304, 7314, CNSL 7212, EDFN 7314, IRED 7240. Co-requisite: EDAS 7380. An introduction to the concepts involved in the planning, organization, administration, and evaluation of curricular programs that are aligned with instructional and assessment techniques.

Prerequisite: EDAS 7300; 7306 or 7307; 7304; 7209; EDFN 7315; IRED 7240; CNSL 7212. Co-requisite EDAS 7303. A study of school finance concepts and the allocation of human resources within the education system.

Prerequisite: EDAS 7300; 7304; 7306 or 7307; EDFN 7315; IRED 7240. Co-requisite EDAS 7302. A study of legal concepts, issues relating to public school administration.

Prerequisite: EDAS 7300 and 7306 or 7307. Co-requisite: EDFN 7314. This course will provide the student with acquisition of knowledge and skills relevant to administrative supervision and evaluation, with opportunities for application to practice in supervising learning services.

Co-requisite: EDAS 7300. This course will provide the student with the acquisition of knowledge and application of proactice for administration of elementary schools including pre-K through early childhood grades.

Co-requisite: EDAS 7300. This course will provide the student with acquisition of knowledge and application of practice for administration of the secondary school.

Prerequisites: EDAS 7300 Foundations of Educational Administration and EDAS 7306 or 7307 Elementary or Secondary Principalship. This course provides the student with the acquisition of knowledge and application of practice for analyzing, initiating, managing, and evaluating the process related to organizational change for school improvement.

Prerequisites: Educational Administration and Supervision 7300. (For prospective, practicing, administrators, supervisors.) Experiences; development of special skills.

Prerequisites: EDAS 7300, 7302, 7303, 7304, 7306 or 7307, 7209, EDFN 7315, IRED 7240, CNSL 7212. Co-requisite: EDAS 7301/EDFN 7315. This course will provide the student with significant opportunity to synthesize and apply knowledge, and develop and practice administrative skills in diverse settings under the direction of a school and/or school district administrative mentor and the university.

Specific topic of student’s interest in educational administration.

Education specialist concentration in preparation for advanced graduate studies with a focus on scholarly writing.

Prerequisite: EDAS 7300. This course will provide the student with an introduction to theoretical knowledge and an understanding of implications related to group dynamics and behavior specific to teambuilding and group collaboration for leaders in educational organizations.

Prerequisites: EDAS 7300 and 7303. The advanced study of legal and ethical concepts and issues related to executive management of educational institutions.

Techniques, practices of administering school personnel programs.

Education as a socio-cultural phenomenon; fundamental differences in views of educational aims and values in a historical context.

Prerequisite: Educational Administration and Supervision 7300. Board-administration relationships, organizational theory and practice, unique requirements of administering special programs in school districts, special schools, service centers; includes special, multicultural, gifted and talented education.

Prerequisite: consent of advisor. Current writings; evaluation of research base, assessment of authors’ hypotheses; knowledge of current research, theory.

This course addresses the theory and practice of such areas as superintendent-board relation, strategic planning, professional negotiation, leadership style, and school climate from the superintendent’s perspective.

This course will provide the student with acquisition of knowledge and application of practice of school personnel administration.

The course presents principles and practices in developing and maintaining

appropriate school/community relationships, opinion analysis communication processes, and decision making patterns.

The course will provide the student with the opportunity to investigate contemporary issues and trends related to educational administration and examine problems and solutions that are of current concern for school organizations.

A practical examination of the skills and knowledge needed to do problem analysis (problem finding, problem solving, problem sharing, participatory decision making and, leadership sharing) for school problem situations.

The history of the public school labor movement in the United States and in the state of Arkansas, and the role of the educational Administrators in the negotiations and contract administration process.

Theory, practice of policy making; political influences brought to bear on policy issues in education.

An in-depth examination of theoretical concepts underpinning educational administration and the relationships of theories to current research and practice.

an in-depth examination of theoretical concepts related to educational organizational structures and the study of conceptual models used for organizational analysis, design and organizational change in education.

Prerequisites: 24 graduate hours in educational administration. This course will provide the student with significant opportunity to synthesize and apply knowledge, and develop and practice administrative skills in diverse setting under the direction of a district/central office administrative mentor and the university.

Prerequisite: program admission. Orientation to doctoral studies, program procedures, dissertation issues, reflecting the expectations of the course standards consistent with the requirements of the Arkansas Department of Education, the Interstate School Leaders Licensure Consortium, and the National Council for the Accreditation of Teacher Education.

Prerequisites: completion of all course work, consent of instructor. Development of a doctoral-level dissertation.

Development of various components of doctoral-level dissertation proposal.

Dickinson Hall 419, 569-3267 or

Dickinson Hall 414, 569-8944

The master of arts degree in college student affairs focuses on the development, administration, evaluation, and assessment of student affairs programs in post-secondary institutions. Students will gain practical experience relating theory to practice in required internships and graduate assistantships within the Student Services Division at UALR and at other institutions of their choice. Practical experience gained through graduate assistantships, other employment, and internships, are an integral and important part of the program.

The program provides educational opportunities for formal, entry-level professional development to qualified individuals who are interested in college student affairs. It also allows those already working in this field to increase their skills, knowledge, and abilities, enabling them to compete for positions increasing their responsibilities in the field.

Students admitted to the program must complete 36 semester hours of graduate course work. Included in the 36 hours are 12 hours of higher education and research core courses, 15 hours of specialization courses, and six to nine hours of elective courses.

HIED 7300 Higher Education in the United States: An Overview

HIED 7343 Legal Aspects of Higher Education

HIED 8353 Assessment and Program Evaluation in Student Affairs

EDFN 7303 Introduction to Research

HIED 8350 The American College Student

HIED 7351 Introduction to College Student Affairs

HIED 7352 Student Development Theory

HIED 7354 Organization and Leadership in College Student Affairs

CNSL 7301 Theoretical Approaches to Counseling

CNSL 7302 Models of Techniques for Counseling Interviews

CNSL 7308 Cross Cultural Counseling

EDFN 7304 Basic Statistics

EDFN 7342 Qualitative Research Methods

HIED 7320 The Two-year College in America

HIED 7331/8331 College Instruction

HIED 7340/8340 Organizational Development in Education

Total for the program: 36 hours

In addition to the curriculum outlined above, each student is required to successfully complete a written comprehensive and oral exam or complete a professional portfolio, or submit a master’s thesis on a topic relevant to college student affairs.

The master of arts degree in higher education with an emphasis in two year college teaching is designed for those individuals who are currently employed as faculty members in two-year colleges or those who aspire to such positions.

Students admitted to the program must complete 36 semester hours of graduate course work. Included will be at least 18 hours in the teaching cognate field, 12 hours in the program core, and six hours of elective courses selected in consultation with the faculty advisor.

Students have three options for completing the degree: 1) complete 36 hours of class work and a written comprehensive examination which consists of questions from the teaching cognate field and from the required courses in the program core; 2) complete 36 hours of class work and six hours of academic thesis credit on an approved topic, or; 3) complete 36 hours of class work and six hours of applied research project credit on an approved topic.

ADED 5301 Psychology of the Adult Learner

HIED 8320 The Two Year College in America

HIED 8331 College Instruction

HIED 8344 Legal Issues in Teaching

6 hours of electives selected in consultation with the faculty advisor, choices of which include, but are not limited to, the following:

HIED 8310 The American College Student

HIED 8330 College Teaching Problems and Issues

HIED 8332 Curriculum Development

HIED 8333 College and University Faculty

HIED 8362 Internship: Teaching

EDFN 7171/7172/7173 Education Assessment: Measurement Process, Test Construction, and Standardized Tests

EDFN 7303 Introduction to Research

IRED 7305 Computer Applications

IRED 7310 Interactive Technology

IRED 7320 Advanced Instructional Teaching (web-based and distance education)

18 hours of a specialization in the teaching cognate field

Total hours for the program, 36.

UALR’s doctoral program in higher education prepares students for a wide range of administrative and teaching roles in institutions of higher education. In addition to providing the necessary professional skills and knowledge, the faculty seeks to facilitate the development of students’ leadership potential, and inspire commitment and dedication to the field of higher and post-secondary education.

The program is designed as a highly personalized experience, focusing on each student’s specific needs and aspirations. It provides a thorough grounding in the major areas of knowledge relating to higher education as a field of study, as well as a broad familiarity with the theory, practice, and scholarship of higher education.

Concentrations are offered in higher education administration, student affairs administration, two-year college leadership, and faculty development. Each student will be assigned to work with an advisor to design a plan of study that reflects previous studies and professional experience, while focusing on discrete eras of study that serve the student’s intellectual and professional needs and interests.

The curriculum may include both cognitive and experiential components, as well as structured and independent course work. A strong interdisciplinary element provides flexibility and a broad knowledge base. In many instances, students will complete some of their course work in other fields within or outside the College of Education. For more information about the Doctorate of Education in Higher Education, visit the program’s web site at http://www.ualr.edu/~education/hied2.html.

Admission is based on a total profile of the applicant’s educational and professional background and personal, social, and academic attributes. It is expected that most applicants have professional work experience. Particular attention is given to the degree of congruence between the applicant’s career objective and the proposed field of specialized study. Admission requirements include the following:

All requirements for the doctoral degree must be completed within seven consecutive years of enrollment in the program. Each EdD student must file a residency plan for fulfilling a residence requirement that demonstrates a commitment to the program through continuous and intensive enrollment at UALR. This residency permits students to demonstrate that they are willing to devote the necessary time and energy to the program, while allowing program staff to assess the students’ potential to complete program requirements successfully.

Students consult with their advisors to choose one of four residency options at least 20 class days before the end of the first semester of the planned residence period. Residency hours must be in degree-related graduate courses. Requirement options are:

The higher education degree requires a minimum of 99 graduate hours, usually 63 to 69 hours beyond the 36 hour master degree. (Most students will complete more than the minimum 99 hours.) The requirements include 21 core hours (research competencies, education and higher education competencies), 27 specialization area hours, 15 dissertation hours, and a comprehensive examination, as well as fulfillment of the College of Education residency requirement. Students develop, with their committees, a program of study that addresses their individual interests and needs.

Students are expected to develop a thorough grounding in the major divisions of knowledge relating to higher education as a field of study (e.g., issues, history, curriculum, administration, organizational theory, finance, teaching and faculty issues, law, student affairs). In addition, they develop a broad familiarity with the theory, practice, and scholarship of higher education.

The comprehensive exam is taken after completion, or during the final semester of course work and is followed by an oral comprehensive exam. The required dissertation and oral defense develops research capacity and a working familiarity with research in the student’s specialization area. Research competency and literacy are demonstrated in the design and conduct of a substantive contribution to the field.

EDFN 7304 Basic Statistical Concepts

EDFN 8305 Advanced Statistics

EDFN 8306 Advanced Research Methods and Techniques

EDFN 7342 Qualitative Research Methods

HIED 8301 History and Philosophy of Higher Education

HIED 8303 Leadership Theories in Higher Education

HIED 8399 Dissertation Seminar

Prerequisite: graduate status. (Serves as introduction to the master’s program and is a requirement for the doctoral program for students lacking background and experience in higher education.) American system of higher education; problems, issues, trends.

Introduction to the student personnel profession/student affairs profession, the roles and functions of professionals in the field, the populations serves, the college and university settings where the profession is practiced, the skills and competencies necessary to be a professional in the field, and awareness of current issues regarding students and student personnel in higher education.

Introduction to the theoretical framework that serves as a basis for the professional practice of student affairs in higher education. Developmental orientation that emphasizes the value and importance of individual major theories of student development, the role of student developmental theoretical perspectives.

A capstone experience for the master’s track in student affairs. A forum for integration, synthesis, and application. Emphasis in clarifying student development for students and for a campus. Examines new issues and concepts (e.g. legal issues, budget and finance). Integrates previous course work and practical experiences.

Prerequisites: HIED 7351, 7352, and 7353. Supervised professional experience in the various offices/agencies that comprise a total program of student personnel services within a post-secondary, college, or university setting. Integrates course work with experience in a prearranged, structured setting in any number of student affairs/student service offices/agencies. Students complete either 150 or 300 hours of experience under both faculty and on-site supervision.

Prerequisite: graduate status. Specialized study of areas of significance in higher education; possible topics include student financial assistance, admission and records, academic advisement, residence life, institutional research, student center organizations, development and fundraising, current issues, etc.

Prerequisites: HIED 8256. Second-year doctoral seminar. Identifies and explores critical professional issues influencing practice and shaping practice. Critical thinking and intellectual inquiry. Controversial issues of importance to higher education. Study of review and support program requirement such as research competencies and program proposals.

Prerequisite: graduate status, consent of advisor and practicum supervisor. Supervised work or study in an area the student has studied.

Prerequisite: consent of instructor. Practical, concentrated (from a few hours to a week) consideration of selected topics of current interest to practitioners.

Prerequisite: graduate status, consent of instructor. Individual inquiry into selected problems or special topics in higher education under supervision of a graduate faculty member.

General orientation to doctoral study. Emphasis on leadership roles within the profession, critical issues for practicing administrators, diversity and multi- culturalism, and enhancing student learning as a central mission of student affairs. Critical thinking, careful analysis and synthesis, and a high level of student involvement will be required.

Prerequisite: graduate status. Development, evolution of higher education as a dynamic social, political institution; emphasis on past philosophies, assumptions that undergird diverse colleges, universities today.

Prerequisite: graduate status. An overview of the two year college. Topics include the history and philosophy of the two year college movement, students, curriculum, state and local campus governance, teaching, student personnel work, finance and issues, problems and trends.

Prerequisite: graduate status. Examination of the organizational patterns of and management practices within two-year colleges. Topics include; leadership, organizational theories, and relations with external agencies; the operations of various administrative units such as the president’s office, business affairs, student services, instruction, personnel, and institutional research; and the management of college functions, such as recruitment assessment, planning, and performance appraisal.

Prerequisite: graduate status. Examines current issues facing the contemporary two year college and the challenges that these issues present to two year college leaders. Focuses attention on the analysis of an issue, the assessment of the potential impact of an issue, and the incorporation of information generated from issue analysis into institutional planning processes.

Prerequisite: graduate status. Professional roles of faculty members as teachers, scholars, researchers, members of the profession; emphasis on problems, issues; teaching-learning process, strategies for the classroom to accommodate highly diverse students; includes academic freedom and tenure, gestalt and association learning theories, philosophies of teaching and learning.

Prerequisite: HIED 8330. Theory, practice of effective college teaching; emphasis on presenting academic material at various domains of Bloom’s Taxonomy; includes learning styles, their assessment, accommodating them in the classroom.

Prerequisite: HIED 8330 or consent of instructor. Various approaches to curriculum design, assumptions supporting each approach; innovative models of curriculum d