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 design; historical, philosophical assumptions, their influences over curriculum reform.

Prerequisite: graduate status. Exploration of the existing data and theory on college and university faculty. A chronological approach in considering how recruitment to the profession occurs, the socialization process is involved, the preparation of future professors takes place, and similar topics.

Prerequisite: graduate status. Management, leadership, administration of higher education institutions; literature about the administration of higher learning; may focus individual study on two- or four-year public or private institutions.

Prerequisite: graduate status. Theories, practices of governance in various types of higher education institutions; concentrates on basic internal administrative procedures and organizational structures; includes finance, budget development and analysis, state financing structures, impact of budget considerations on institutional programs, common administrative organizational structures in colleges, universities.

Prerequisite: graduate status. Governance, policy analysis, policy making for higher education at federal, state, institutional levels; unique role, functioning of lay boards of trustees in the U.S.

Prerequisite: graduate status. Legal rights, responsibilities of faculty, students, staff, administrators, governing board members.

Prerequisite: graduate status. Examines the legal issues of interest to higher education faculty members. Areas of focus include academic integrity, student rights and responsibilities, intellectual property rights, fair employment, due process, tenure, affirmative action, and legal liability. Court cases, statues, the Constitution, and regulations serve as the basis for discussion.

Examination of the nature and characteristics of contemporary and historical college student populations in American post-secondary and higher education. Explores the effects of different institutional environments on student outcomes and psychological development, as well as a variety of research methods.

An overview of evaluation as an inquiry process and will examine the philosophy and practice of assessment and evaluation in higher education. Examines the usefulness and appropriateness of various program evaluation methodologies (quantitative and qualitative), theories of evaluation practice and use, and theories of valuing in college student affairs. Explores these and other issues shaping contemporary evaluation practices.

Enhances student understanding of administrative leadership through the examination of questions and issues related to the management of student affairs. Broadens student perspective through discussion and debate. Increases the degree to which student experiences, knowledge, and values are effectively integrated, and to allow students to personally examine ideas, test assumptions, express opinions, and recognize the accountability associated with presentation.

Prerequisite: graduate status, consent of instructor and internship supervisor. Supervised field experience in college or university setting provides work experience putting theory into practice.

Prerequisite: consent of instructor, student’s doctoral chair. (Open only to doctoral students.) Formulation of topic for dissertation research; development of dissertation prospectus in form satisfactory to student’s doctoral committee.

Prerequisites: consent of committee chair. Development of doctoral-level research paper or field-based project.

Prerequisite: dissertation prospectus approved. Development of various components of doctoral-level dissertation.

Dickinson Hall 403, 569-3269

The instructional resources in education program prepares students in the field of educational technology for careers in public schools, community colleges, higher education institutions, business, industry, and medical settings or facilities. Educational technologists analyze problems in all aspects of human learning; they implement, revise, evaluate, and manage solutions to those problems. The program does not prepare graduates for an Arkansas Public School Certificate.

Components of the professional field include the learner, learning resources, and development and management functions. Because these careers deal with services to the entire population, all courses in this program make specific efforts to include the needs of the handicapped.

The program offers three major specialty areas in instructional technology: instructional program development, educational technology product development, and educational technology management. Program content will be taken from many sources to adequately cover these areas.

Instructional Program Development: the broad problem of developing a complete system of instruction; a total application of technology and mediated instruction to facilitate learning.

Educational Technology Product Development: create packages of mediated instruction; translate specific instructional objectives into concrete items that facilitate learning.

Educational Technology Management: support services for both instructor and learner; principally a "responsive" service; includes aspects of location, selection, acquisition, organization, storage, retrieval, distribution, and maintenance of both materials and devices. Please visit the IRED program web site at http://www.ualr.edu/~education/ired/ for more details

*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 instructional resources in education degree requires 36 graduate credit hours, including 12 educational foundations hours; 15 instructional resources hours; 9 elective hours from instructional resources, educational foundations or the cognate field, and a comprehensive examination or portfolio presentation.

7171 Educational Assessment: Measurement Process

7172 Educational Assessment: Test Construction

7173 Educational Assessment: Standardized Tests

7303 Introduction to Research and Its Applications

7313 Learning Theory and Instructional Applications

7314 Cognition and Instruction

7302 Instructional Technology

7305 Microcomputer Applications in Education and Training

7310 Interactive Technology

7320 Advanced Instructional Technology

7101, 7201, 7301 Workshop in Educational Media

7306 Photographic Applications in Instruction

7307 Production of Instructional Resources

7308 Television Applications in Instruction

7360 Seminar

7304 Basic Statistical Concepts

7320 Advanced Educational Psychology

7330 Human Development

5302 Technical Reports

5304 Technical Style and Editing

5306 Writing for Business and Government

To meet special needs of students. On demand

Prerequisites: EDAS 7300 Foundations of Educational Administration, EDAS 7306 or EDAS 7307 Elementary or Secondary Principalship. To provide educators with both the theoretical and the practical considerations for planning and implementing technology, particularly computer applications in schools from the perspective of the administrator.

Prerequisite: graduate standing. Selection, creation, use of a wide range of fundamental types of media software, operating skills for the attending hardware; focus on instructional technology for individuals, large and small groups. F,S,Su

Prerequisite: Instructional Resources 4301 or 7302. Applications of microcomputers in the educational setting; includes parameters of microcomputers, standard and predicted uses in education. F,S,Su

Prerequisite: Instructional Resources 7302. Concepts, theoretical foundations for production, use of still photography in the educational process; students photograph, process, arrange pictures for instructional applications. Three hours lecture/demonstration, one hour production laboratory each week. F,Su

Prerequisite: Instructional Resources 7302. Advanced skills in producing visual media for instructional applications.

Prerequisite: Instructional Resources 7302, 7306. Concepts, theoretical foundations for production, use of instructional television, videotape in the educational process; students write, produce five instructional units in video delivery system format. Three hours lecture/demonstration, one hour production laboratory each week. S,Su

Prerequisites: Instructional Resources 7302, 7305, 7307, 7310, 7320. Problems, responsibilities in establishment, maintenance, improvement of educational media services in public schools, colleges, businesses, industries, medical professions. S,Su

Prerequisites: Instructional Resources 7302, 7305; Educational Foundations 7313, 7314. Production, application of interactive instructional units where the microcomputer is the controlling medium for such peripherals as laser disk players and CD-ROM units.

Prerequisite: Instructional Resources 7302, 7305. New media technologies, application to education; emphasis on instructional use of cable television, videotext, facsimile, satellites, optical disc, interactive video, microforms, data bases. F,Su

Prerequisites: all required program courses. Students work 150 clock hours at a professional instructional media site (public school, industry, business, etc.) for practical on-the-job experiences in the three major specialty areas of instructional program development, media product development, and media management. S

Prerequisite: Instructional Resources 7302. Trends, problems of current, emerging technology pertaining to instruction. On demand

Dickinson 300, 569-3124

The master of education (MEd) in middle childhood education program allows students to develop a highly individualized plan of study to pursue their individual educational and career goals. The curriculum helps teachers develop teaching skills in their area of interest.

The MEd requires 36 graduate credit hours, including 21 education core area hours, 12 approved emphasis area hours (may include six thesis hours), and 3 elective hours. Only one workshop may be applied to any emphasis area without special permission. A written comprehensive examination is required. Up to six hours of 5000-level courses may be applied to the degree.

EDFN 7303 Introduction to Research and Its Applications

TCED 7303 Reflective Teaching

EDFN 7307 History and Philosophy of Education, or other approved substitution

IRED 7302 Instructional Technology, or other approved substitution

EDFN 7320 Advanced Educational Psychology, or other approved substitution

MCED 7350 Seminar in Middle Childhood Education or

MCED 7302 Diagnosis and Remediation of Mathematics Learning Difficulties

EDFN 7171 Educational Assessment: Measurement Process

EDFN 7172 Educational Assessment: Test Construction

EDFN 7173 Educational Assessment: Standardized Tests (or other approved substitution)

Six hours must be selected from:

MCED 7100 — 7300 Workshop in Middle Childhood Education

MCED 7308 Teaching Economics

MCED 7330 Social Studies in the Elementary School

TCED 7321 Teaching the Culturally Different Child

TCED 7327 Contemporary Curriculum Design

TCED 7333 Supervision of Student Teaching

SPED 7366 Exceptionalities in the Classroom

Six hours must be selected from

MCED 7301 Teaching Mathematics

MCED 7305 Teaching Mathematics to the Gifted

MCED 7324 Literature for Urban Children

MCED 7328 Science Education

READ 7326 Developmental Reading

READ 7354 Teaching Reading in Content Fields

Hands-on experiences on various topics. On demand

Various topics of current interest to preschool, elementary, middle-school teachers. On demand

Advanced point of view; includes contemporary problems, trends, practices in the field; special attention to laboratory approach. S or Su

Causes of mathematics learning difficulties, approaches to diagnosis, some appropriate remedial measures; students will analyze a variety of measurement devices, diagnose a specific pupil’s mathematics performance, prepare a case study and interpretation for parents, recognize implications for instruction.

Application of diagnosis, principles of remediation; laboratory experiences in evaluation, instruction of children; content relates to problems resulting from laboratory experience. On demand

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

Curriculum, instruction methods for academically talented students; development of enrichment units; source materials for teachers. On demand

Developing, implementing school techniques, activities related to an interpretation of the values in American society, economic concepts and principles. F,S,Su

Content, scope, philosophy, pedagogical strategies of several modern science curricula; use in upgrading elementary school science instruction. Su

Includes sociometry, small group organization, inquiry methods, game theory and practice, role playing, evaluation, presented materials on different programs in social studies, integration of multicultural education and mainstreaming into the social studies curriculum. S or Su

Prerequisite: 24 graduate hours. Variable content based on current issues, effective practices in elementary education of interest to in-service teachers; serves as final preparation for comprehensive examination. S

Dickinson 311, 569-3124

The master of education (MEd) in reading education program allows students to develop a highly individualized plan of study to pursue their individual educational and career goals. The curriculum helps teachers develop teaching skills in their area of interest. The reading education program meets the standards of the International Reading Association.

The MEd requires 36 graduate credit hours, including 21 education core area hours, 12 approved emphasis area hours (may include 6 thesis hours), and 3 elective hours. Only one workshop may be applied to any emphasis area without special permission. A written comprehensive examination is required. Up to six hours of 5000-level courses may be applied to the degree.

EDFN 7303 Introduction to Research and Its Applications

TCED 7303 Reflective Teaching

EDFN 7307 History and Philosophy of Education, or other approved substitution

IRED 7302 Instructional Technology, or other approved substitution

EDFN 7320 Advanced Educational Psychology, or other approved substitution

EDFN 7350 Seminar in Elementary Education

EDFN 7171 Educational Assessment: Measurement Process

EDFN 7172 Educational Assessment: Test Construction

EDFN 7173 Educational Assessment: Standardized Tests, or other approved substitution

READ 7326 Developmental Reading

READ 7352 Diagnosis and Remediation of Reading Disabilities I

READ 7356 Practicum in Reading

READ 7357 Seminar in Reading

The Arkansas Department of Education offers three types of reading certification: elementary reading teacher, reading specialist K-12, and secondary reading teacher. All three certifications require Reading 7326, 7352, and 7356 (included in MEd Reading Education core courses), and the appropriate NTE reading specialty examination. Other requirements for each certification are:

Mini-course on improving vocabulary development of children at all levels. F,Su

Mini-course on improving reading comprehensive skills in the classroom; focus on improving teachers’ understanding of comprehension skills, planning and construction of appropriate teaching activities. F,Su

Mini-course on fundamentals; includes planning, conducting language experience program, scheduling, evaluation; multicultural emphasis on implications of dialect differences as related to reading instruction. F,Su

Prerequisites: graduate standing, consent of instructor. Selected theoretical, practical, pedagogical topics. May be repeated for credit. On demand

Development of a comprehensive reading program; current practices in reading instruction; selection of effective materials; multicultural emphasis on relationship of dialect to reading instruction. F,Su

Prerequisite: Reading 7326 or equivalent. Psychological dimensions of reading; principles of learning; organizational pattern affecting reading instruction; scope of the reading process; correlates of reading instruction; emphasis on appropriate use of various learning, psycho-linguistic theories in planning reading programs to meet children’s needs.

Prerequisite: Reading 7326. Causes of reading disabilities, approaches to diagnosis, appropriate remedial measures; students analyze a variety of measurement devices, including formal and informal instruments, diagnose a specific pupil’s performance in reading, recognize implications for instructions. S,Su

Prerequisite: Reading 7352. Diagnostic, remedial skills; planning remediation strategies based on diagnostic information, understanding and interpretation of several group and individual reading and reading-related assessment instruments. On demand

Development of reading in the content areas; differentiating instruction at different levels of thinking for student’s

research on problems unique to development of reading instruction in content areas; preparation, evaluation of teaching procedures, strategies. F

Prerequisites: Reading 7326, 7352. Clinical experience in evaluation, instruction of children; content relates to problems resulting from clinical experience. Su

Prerequisite: 24 graduate hours. (For in-service teachers.) Current issues, research, effective practices in reading; requires individual library or action research projects. S

Language development programs and reading methods, materials, teaching strategies for preschool, primary-age; relates speaking, listening, writing, reading to instruction strategies; planning, administering comprehensive language readiness programs for preschool, primary-age; includes formal, informal evaluation techniques for young children; teaching emphasis on discovering children’s personal language competencies; multicultural emphasis on dialect and reading. S,Su

Prerequisites: Reading 7326, 7352, 7356. Clinical course; supervised practice in remedial instruction for children with reading problems; includes work with individuals, small groups, uses various materials, remedial procedures. Su

Utilizes an early intervention instructional model for working with low-achieving readers. Focuses on the components of an early literacy model and specialized procedures for working with children in grades K-4. Special attention placed on issues such as organization of an early literacy program, book selections and guided reading groups, modeling and coaching techniques that foster strategies for independent reading, word-building activities for promoting visual processing strategies, analyzing spelling patterns, and evaluating children’s reading and writing progress across events and time.

Examines theories of cognitive, linguistic, cultural, and socio-historical learning and practical implications for teaching young children in the early grades. An emphasis on observation and responsive teaching for preventing reading failures

Dickinson 311, 569-3124

The Educational Specialist (EdS) program assists students in developing in-depth competencies relating to their professional goals and in preparing to serve as lead teachers, supervisors, or specialists in staff development, curriculum development, or subject matter. It is interdisciplinary to ensure breadth and specialization.

Educational specialist applicants are not eligible for conditional admission.

Before an applicant is accepted into the program, any deficiencies in the UALR College of Education core competency areas are identified and a process is designed to remedy them before completion of the program.

The EdS requires at least 30 to 36 graduate credit hours above an MEd. Students who completed a 36-hour MEd must complete 30 hours; those who completed a 30-hour MEd must complete 36 hours. Comprehensive written and oral examinations are also required.

During the first semester, students work with an advisor to design an individualized study. A committee must approve the student’s proposal and thesis.

EDFN 8301 Instructional Research and Data Management

TCED 8301 Curriculum Design and Evaluation

Mini-course on improving vocabulary development of children at all levels. F,Su

Mini-course on improving reading comprehensive skills in the classroom; focus on improving teachers’ understanding of comprehension skills, planning and construction of appropriate teaching activities. F,Su

Mini-course on fundamentals; includes planning, conducting language experience program, scheduling, evaluation; multicultural emphasis on implications of dialect differences as related to reading instruction. F,Su

Prerequisites: graduate standing, consent of instructor. Selected theoretical, practical, pedagogical topics. May be repeated for credit. On demand

Development of a comprehensive reading program; current practices in reading instruction; selection of effective materials; multicultural emphasis on relationship of dialect to reading instruction. F,Su

Prerequisite: Reading 7326 or equivalent. Psychological dimensions of reading; principles of learning; organizational pattern affecting reading instruction; scope of the reading process; correlates of reading instruction; emphasis on appropriate use of various learning, psycho-linguistic theories in planning reading programs to meet children’s needs.

Prerequisite: Reading 7326. Causes of reading disabilities, approaches to diagnosis, appropriate remedial measures; students analyze a variety of measurement devices, including formal and informal instruments, diagnose a specific pupil’s performance in reading, recognize implications for instructions. S,Su

Prerequisite: Reading 7352. Diagnostic, remedial skills; planning remediation strategies based on diagnostic information, understanding and interpretation of several group and individual reading and reading-related assessment instruments. On demand

Development of reading in the content areas; differentiating instruction at different levels of thinking for student’s research on problems unique to development of reading instruction in content areas; preparation, evaluation of teaching procedures, strategies. F

Prerequisites: Reading 7326, 7352. Clinical experience in evaluation, instruction of children; content relates to problems resulting from clinical experience. Su

Prerequisite: 24 graduate hours. (For in-service teachers.) Current issues, research, effective practices in reading; requires individual library or action research projects. S

Language development programs and reading methods, materials, teaching strategies for preschool, primary-age; relates speaking, listening, writing, reading to instruction strategies; planning, administering comprehensive language readiness programs for preschool, primary-age; includes formal, informal evaluation techniques for young children; teaching emphasis on discovering children’s personal language competencies; multicultural emphasis on dialect and reading. S,Su

Prerequisites: Reading 7326, 7352, 7356. Clinical course; supervised practice in remedial instruction for children with severe reading problems; includes work with individuals, small groups, uses various materials, remedial procedures. Su

This course utilizes an early intervention instructional model for working with low-achieving readers. The course will focus on the components of an early literacy model and specialized procedures for working with children in grades K-4. Special attention will be placed on issues such as organization of an early literacy program, book selections and guided reading groups, modeling and coaching techniques that foster strategies for independent reading, word-building activities for promoting visual processing strategies, analyzing spelling patterns, and evaluating children’s reading and writing progress across events and time.

This course examines theories of cognitive, linguistic, cultural, and sociohistorical learning and their practical implications for teaching young children in the early grades. An emphasis is placed on observation and responsive teaching for preventing reading failures.

Prerequisite: consent of the instructor. Organization patterns, instruction approaches, appropriate materials that can be adapted to operation of a total reading program meeting individual, group, special group needs of children. F

Prerequisite: consent of instructor. Practical experience with a reading program supervisor in a school setting; requires 20 clock hours per week on the job, attendance at five seminars, paper reflecting professional development. F,S

Prerequisite: Educational Foundations 8301. (First of two courses to plan and carry out a special research project. Paper is supervised by advisory committee and requires oral defense.) Analyses of significant research in reading; includes reviews of research, analyses of methodology, evaluation and interpretation of data.

Prerequisite: Reading 8350. (Second of two courses to plan and carry out a special research project. Paper is supervised by advisory committee and requires oral defense.) Seminars, field experiences; completion of project, paper.

Administration South 106, 569-3169

The master of arts in rehabilitation of the blind program options develop skills in teaching both congenitally and adventitiously blind and low-vision persons in a wide range of education and rehabilitation agencies nationwide. The program offers emphases in orientation and mobility instruction, rehabilitation teaching, and a combined program in both. The program is open to both full-time and part-time students. Many of the courses are offered in a web-based format. For more specific information, visit the program’s web site at http://www.ualr.edu/~rehdept

This emphasis teaches a reliable system for establishing and maintaining awareness of one’s position in the environment (orientation) and fostering freedom and spontaneity of movement (mobility). It enables blind and low-vision persons to overcome the severe problems of mobility by teaching them to travel safely, efficiently, and confidently.

Sequential instruction in sensory and movement skills is based on a thorough evaluation of needs and abilities related to the functional use of the existing senses and requirements of a prosthetic travel aid. Instruction is provided in the use of adaptive equipment such as canes, telescopes, and electronic travel aids.

This emphasis provides a blind or low-vision person with an individualized plan of instruction that enables confident and safe conduct of daily living activities. It encompasses the use of specific yet varied evaluation and teaching techniques that help blind and low-vision persons develop and enhance their skills in personal management, communication, and home management. A rehabilitation teaching service meets individual learner needs through the establishment of appropriate goals and sequential skills instruction.

Applicants to this emphasis area must have the ability to tactually or visually discriminate embossed Braille configurations and may use assistive devices as needed. Students who are uncertain of their ability to meet this requirement and who wish to be assessed, should contact the program coordinator.

The curriculum consists of theory and laboratory courses that include individual experiences with blindfolds and low-vision simulators, as well as practicum and internship experiences with persons who are visually impaired.

Students may extend their program and complete a second master’s degree in a related area or one master’s degree and course work leading to certification in a second area. A minimum of 60 credit hours is required for two master’s degrees. Students electing one of these options must be fully admitted into both program emphasis areas and be advised by both emphasis area advisors.

Graduates qualify to apply for national certification by the Academy for Certification of Vision Rehabilitation and Education Professionals. The Academy has established standard competencies that orientation and mobility and rehabilitation teaching graduates must meet for certification.

Personal characteristics considered in the admission process include leadership potential, emotional and social maturity, innovation, and potential for success in the chosen emphasis area. All orientation and mobility instruction students must possess good health, as well as communication skills such that they can monitor their blind clients’ safety at a distance beyond their reach.

If applicants do not meet the admission standards outlined above, they may be considered for conditional admission with an over undergraduate GPA of 2.5 or above and documented evidence of their ability to succeed in graduate-level work. This documentation may include official transcripts from all universities attended, successful graduate course work from an accredited university, examples of academic and professional work, test scores, from the GRE and/or MAT, and letters of reference. The program admissions committee will evaluate the documentation. Students must move from conditional to regular status after the completion of 12 semester hours in the program. They must have an overall GPA of at least 3.0 for the 12 hours of coursework and a grade of ‘B’ or better in designated program courses.

Each rehabilitation of the blind emphasis area requires 42 graduate credit hours. Students must complete all the classes listed below for their emphasis, as well as any required elective hours.

By demonstrating knowledge and proficiency, students may obtain a waiver of specific emphasis area developmental courses and take additional electives.

CNSL 7302 Techniques of the Counseling Interview

COUN 7360 Introduction to Rehabilitation

COUN 7362 Psychological Aspects of Disability

EDFN 7303 Introduction to Research and Its Applications

RHBL 7315 Medical Aspects of Blindness and Associated Disabilities

RHBL 7316 Principles of Orientation and Mobility for the Visually Impaired*

RHBL 7325 Implications of Low Vision

RHBL 7390 Practicum*‡

RHBL 7395 Internship*‡

RHBL 7317 Introduction to Methods of Mobility for the Blind*

RHBL 7318 Advanced Methods of

Mobility for the Blind*

SPED 7305 Managing the Learning

Environment

RHBL 7210 Braille

RHBL 7214 Principles of Rehabilitation Teaching‡

RHBL 7310 Methods of Teaching Independent Living to Persons with Visual Impairments‡

RHBL 7311 Methods of Teaching Communication Skills to Persons with Visual Impairments‡

*Grade of B or better required in orientation and mobility emphasis

‡Grade of B or better required in rehabilitation teaching

Students in both emphases may repeat an emphasis specialization skill development course once if their initial grade was lower than a B. Should they not receive a B or better the second time, they will be automatically terminated from the program.

On demand

Introduction to rehabilitation services, social services, professional organizations; introduction to daily living and communication skills for persons with visual impairments. On demand

Historical attitudes toward blindness; impact of culture and gender on attitudes toward disability, methodologies of attitude change, process of adjustment to blindness and vision loss. On demand

Principles and philosophies of providing rehabilitation teaching services to adults of all ages with visual impairments; includes conducting needs assessment interviews, writing individualized teaching plans.

Methodologies for teaching recreation and leisure skills to adults with visual impairments.

Prerequisite: consent of instructor. Faculty supervised practice in the use of required skills and competencies in the rehabilitation of individuals with visual impairments in rehabilitation or educational settings. On demand

Prerequisite: consent of instructor. On demand

In-depth study of a topic of special interest.

Skills of reading and writing Grade II Standard English Braille, including transcription rules and formats, use of slate and stylus, use of Perkins braillers.

Carkhuff, related models of interpersonal skills development; focus on developing skill in providing core conditions of a helping/counseling relationship. On demand

Methodologies for teaching adaptive skills necessary to perform daily living activities; includes personal management and home management.

Methodologies for teaching expressive and receptive adaptive communication skills, including Braille, keyboarding, handwriting, recording, and use of assistive computer technology.

Anatomy, structure, function of the eye; frequently occurring diseases, malfunctions in children, adults; includes treatment procedures for disease process, rehabilitation/education implications of handicapped effects.

Fundamental principles, theory of sensory information acquisition by the severely visually impaired for nonvisual locomotion; practical applications.

Prerequisites: graduate standing, consent of instructor. Practical application of orientation and mobility techniques used by blind, visually impaired; blindfolds, low-vision simulators emphasize use of residual senses to perceive, integrate, react to environmental stimuli; examination, application of fundamental principles, theory of sensory information acquisition by the severely visually impaired.

Prerequisites: Rehabilitation of the Blind 7317, consent of instructor. Techniques of independent mobility for the blind; includes supervised blindfold activities in commercial, rural environments; requires special travel situations, use of public assistance and public transportation, shopping malls, in-store travel.

Principles of visual perception development; implications of visual field losses; introduction to optics; optical, nonoptics low-vision aids; procedures for vision screening; vision stimulation activities; low-vision simulation experiences.

Prerequisite: consent of instructor. Professional rehabilitation work experience in an appropriate rehabilitation or educational setting with individuals with visual impairments. On demand

Prerequisite: consent of instructor. Development of an original professional paper or media production in student’s area of emphasis; content determined with faculty committee chosen by student; may be research project, grant proposal, philosophical statement, media production. On demand

Dickinson 311, 569-3124

The master of education in secondary education program provides proficiency in professional education, curriculum and instruction, teaching skills, and a teaching specialty.

Two tracks are offered within the degree program. The initial licensure track is for who have a baccalaureate (BA, BS) from an accredited institution with a major in a subject area taught in secondary schools and who want to prepare to be teachers.

The advanced track is for persons who are already licensed to teach in Arkansas secondary schools.

*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 initial licensure track in secondary education leads to licensure in a teaching specialty. Students who start at any time of the year other than the fall semester will need at least three semesters to complete the licensure classes. Most courses are offered in the evening for the convenience of students who work full time. Some courses require a field placement in a local school.

Title II definitions now require that program completers pass required assessments in addition to completion of courses on the student’s degree plan. Students in the initial licensure track of the MEd in Secondary Education are required to pass state required Praxis II assessments as of Spring 2001. For more information on Title II go to http://www.ualr.edu/~coedept.

Students are required to demonstrate competence in the following areas. Students may demonstrate competence by portfolio in TCED 7303 or by receiving a satisfactory grade in one of the courses in parentheses after the area of competence or in a comparable course.

Students are required to complete a concentration of 9-24 hours in the subject area, an area of education, or in an approved interdisciplinary area. Students with more than 18 hours available for concentrations may elect a second concentration area.

Co-requisite: SCED 5250. Supervised field base for putting theory into practice; students develop, apply teaching skills, strategies addressed in 5250; requires at least 40 clock hours in secondary classrooms.

Co-requisite: SCED 5150. Knowledge, techniques for teaching reading skills in various secondary education teaching fields; students develop a unit plan to be implemented in 5150.

Literature related to characteristics of the urban middle-school child; contrasting patterns of programs for early adolescence; effective teaching techniques for urban middle school; importance of student and teacher characteristics, program organization and goals as relate to quality education for 10- to 14-year-olds.

Prerequisites: Admission to MEd. In secondary education or admission to block 2 of the undergraduate secondary program and ANTH 2316 Cultural Anthropology and PSYC 2300 or the equivalent. Students use basic concepts of adolescent development and cultural diversity to design lessons and to select and use teaching materials and techniques to meet the needs of students at different developmental stages and of different cultures.

Students will gain knowledge of adolescent development in literacy and literary skills. They will survey and examine a multi-culturally balanced selection of works of literature for adolescents and will learn to integrate reading and writing skills with adolescent literature.

(Required for K-12, middle school certification.) Physical, social, emotional, intellectual, personal development of 10- to 14-year-old pupil; social, educational context of this age group; applicable learning theory.

On demand

7103. Supervised Clinical Teaching

Co-requisites: SCED 7201, 7202. Application of curriculum design, teaching skills and methods in area secondary schools; special attention to adapting curriculum, teaching plans and methods to multicultural and mainstreamed classes; requires at least 40 clock hours in secondary schools.

Prerequisite: consent of instructor. On demand

Co-requisite: SCED 7206 Instructional Skills and Classroom Management. Observing and assisting master teachers and testing candidate’s knowledge and selected skills of instruction, reading improvement, and management in metropolitan, multicultural secondary school classrooms.

Co-requisite: SCED 7106 Instructional Skills Practicum. Study, analysis, and development of the teaching, reading improvement, and management models, skills, and techniques tested in the practicum.

Co-requisite: SCED 7103. Foundations, processes of secondary school curriculum development; includes evaluation of current local, state, national programs, translation of state and national goals into curriculum.

Co-requisite: SCED 7103. Objectives, philosophy of the subject field as applied to secondary education; consideration of issues, research in the content areas; application of adaptive and unique instructional strategies, methods to specific areas.

Theory, practice of the secondary school program; includes patterns of organization, techniques for development, overview of secondary curriculum trends, issues, current status as a whole and in each subject field; curriculum specialists in subject areas assist with instruction, development of applicable curriculum.

Co-requisite: SCED 7304 (Advanced Track) or 7601 (Basic Track). Analysis, evaluation of contemporary issues, trends; students develop social, philosophical, historical perspectives on current policy issues, their philosophies of education.

Co-requisite: SCED 7302 (Advanced Track). (Topic chosen with, approved by project advisor at least four weeks before registration.) Student designs, implements research project on a topic addressing educational issues in multicultural and mainstreamed secondary school environments; requires written report and oral defense before committee. (Projects by in-service teachers are usually conducted in their own classes.)

Co-requisite: SCED 7302 (Basic Track). Students spend a full semester in a secondary school, under supervision of a secondary teacher and University supervisor, observing, teaching, participating in activities involving the school, community. Periodically, students return to campus for lectures, demonstrations, workshops. The Program for Effective Teaching Model and the Evertson Classroom Management Model are used and serve, in part, as the criteria for evaluation. Students are usually placed in multicultural, main-streamed classrooms.

The master of education in special education program prepares students as teachers of students with disabilities. Special education teachers address the professional challenge of designing instruction that meets the needs of children and youth with disabilities. Special education emphases are offered in:

*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.

All students must satisfy the common core competencies for special education along with performance standards established for specialty areas. Each emphasis requires a portfolio of scholarship as a culminating experience. Students in the MEd in Special Education Program are required to pass state required Praxis II assessments. Specific requirements for each emphasis are listed below. Special education courses are listed at the end of the section.

Dickinson Hall 300, 569-8942

The early childhood special education emphasis prepares teachers and early interventionists to provide developmental and educational services to children (birth through fourth grade) with disabilities, and to their families. Graduates should be eligible for Arkansas Teacher Certification in Special Education-Early Childhood.

The special education degree with an emphasis in early childhood requires 36 credit hours, including nine education core area hours, 18 specialization hours, 7695 Internship, and three supervised practice hours.

EDFN 7171 Educational Assessment: Measurement Process

EDFN 7173 Educational Assessment: Standardized Tests

EDFN 7174 Educational Assessment: Practicum in Testing

EDFN 7303 Introduction to Research and Its Applications

IRED 7302 Instructional Technology or 7305 Microcomputer Applications in Education and Training

SPED 5312 Medical Problems in Child Development

SPED 7340 Trends and Issues in Early Childhood Special Education

SPED 7341 Methods and Materials for Young Children with Disabilities

SPED 7344 Interdisciplinary Approaches and Community Resources

ECED 7343 Families, Early Development, and Disabilities

AUSP 7379 Infant Toddler Communication

Dickinson Hall, 569-3124

The special education emphasis in deaf education prepares students for specialized classroom environments in either public or residential schools. It is a research-based, multidisciplinary program.

The special education degree in deaf education requires 36 hours. All students take 15 special education core area hours and 21 deaf education hours.

SPED 7301 Foundations in Special Education

SPED 7302 Technology and Special Education

SPED 7305 Managing the Learning Environment

SPED 7309 Seminar in Special Education

EDFN 7303 Introduction to Research

The 21 hours of specialized coursework in deaf education are under development. Please see the program coordinator for details.

Dickinson Hall, 569-3124

The special education emphasis instructional specialist 4-12 program consists of 36 graduate hours and a portfolio presentation. In order to be admitted to the program, a student must hold a teaching license in either elementary, middle childhood, or secondary education. The instructional specialist license is an endorsement and can only be attained after a person acquires a general education teaching license.

The program allows students to focus the area of study to the appropriate age group.

SPED 7301 Foundations in Special Education

SPED 7302 Technology and Special Education

SPED 7305 Managing the Learning Environment

SPED 7309 Seminar in Special Education

EDFN 7303 Introduction to Research

SPED 7206 Families and Individuals with Disabilities

SPED 7344 Collaborative Partnerships

SPED 7351 Assessment and Instructional Design I

SPED 7352 Assessment and Instructional Design II

SPED 7353 Transition and Life Adjustment

SPED 7292 Field Experience I

SPED 7295 Field Experience II

SPED 7296 Field Experience III

SPED 7154 Physical and Health Management

Dickinson Hall 300, 569-3124 or 683-7088

The special education emphasis in teaching students with visual impairments prepares teacher to provide an appropriate education to students with visual impairments in a variety of settings. Graduates may work as teacher consultants, itinerant teachers, resource-room teachers, or self-contained teachers, to provide both direct and indirect services to students with visual impairments and their families.

The special education degree with an emphasis in students with visual impairments requires 36 credit hours, including 12 education core area hours; 20 specialization hours; and 4 additional special education hours.

EDFN 7171 Educational Assessment: Measurement Process

EDFN 7173 Educational Assessment: Standardized Tests

EDFN 7174 Educational Assessment: Practicum in Testing

EDFN 7303 Introduction to Research and Its Applications

IRED 7305 Microcomputer Applications in Education and Training

SPED 5311 Behavior Management

SPED 7120 Abacus and Transcribing

SPED 7121 Braille Formats/Nemeth Code

SPED 7210 Methods of Teaching Braille

SPED 7320 Instructional Methods for the Visually Handicapped

SPED 7323 Methods of Orientation and Mobility for the Classroom Teacher

SPED 7695 Internship

RHBL 7112 Psychological Aspects of Blindness

RHBL 7315 Medical Aspects of Blindness and Associated Disabilities

On demand

Methods, materials for developing or modifying curriculum to meet needs of hearing-impaired children; methods, materials for teaching science, social studies, mathematics; effective teaching practices with normal hearing, hearing-impaired children; planning, implementing, evaluating experiential learning based on behavioral objectives, procedures; emphasis on practical application of course work through guided practicum.

Theory, research in speech-teaching methods; implications of their use with hearing-impaired learners; development, implementation, assessment, evaluation of individual therapeutic plans within an integrated curriculum; information processing, acoustic phonetics, audiology, speech-reading, linguistics, perception; requires directed observation or supervised participation in educational settings.

Language development in normal-hearing, hearing-impaired children; relationships between the two populations; relationship of learning theory, cognitive and psychosocio-linguistic principles, other perspectives to language learning, hearing-impaired children; language instruction for teaching language to hearing-impaired children; normal language development, language acquisition theories, and language and cognitive research; includes directed observation.

Prerequisite: Psychology 1300 or an introductory human development course or consent of instructor. Psychological, sociological, philosophical, legal, educational implications of educating exceptional learners in the mainstream; role of teachers, professionals, parents as team members providing education for exceptional learners; necessary adaptations for exceptional learners. F,S,Su

Prerequisite: Special Education 5301 or 5305. Psychological, educational assessment instruments used with handicapped populations; includes practical exercises in administering evaluation instruments. On demand.

Mildly disabled child in school, society; includes biological, psychological, sociological aspects; emphasis on specific prevalent educational, support systems. On demand.

Prerequisite: an introductory course in exceptional learners and/or characteristics of students with mild disabilities. Includes behavior management, programming for secondary mildly disabled students, career education, teacher-made materials, commercially available materials. On demand.

Positive approaches to behavior management in the classroom. F,S,Su

Chronically disabling medical conditions that occur frequently in children with moderate, severe, profound, multiple education handicaps; special attention to mental retardation syndromes, cerebral palsy, autism, epilepsy, spina bifida; emphasis on early medical identification and prevention, detection of at-risk and failure-to-thrive children; includes guest lectures by physicians, other health-related professionals. S

Theory, research in the psychological development, adjustment of hearing-impaired children, adults; includes intellectual, cognitive, perceptual, social, personality development; adaptation to hearing loss; educational, mental health, rehabilitation implications of research findings with single disability, multidisabled, hearing impaired persons.

Prerequisite: Interpreting 4320/5320 or consent of instructor. Corequisite: Special Education 4264, 4266. Practical application of the multiplicity of methods; research, underlying theories of language acquisition by hearing-impaired children; emphasis on application to teaching English, other academic subjects. F

This course will focus on health management practices for students with disabilities. Students will become familiar with emergency first aid and universal health care precautions, health management plans, guidelines for the administration of medications and the side effects of medication, procedures for managing seizures, treatments for allergies and asthma, and use of gastrostomy tubes. Students will also be given information on proper body mechanics and on positioning and physical management of students with motor disabilities. This course should be taken in conjunction with SPED 7291 Field Experience I.

Operation, use of Cranmer Abacus as a math aid; large-type, recorded transcription; techniques for textured illustrations.

Special Braille formats of music, foreign language transcriptions, Nemeth Code for mathematical transcriptions; transcribing these unique Braille codes.

Prerequisite: consent of instructor. Practical use of skills, competencies from courses; working under faculty supervision with individuals with disabilities being served in education and/or rehabilitation settings. On demand

Prerequisite: consent of instructor. On demand

In-depth study of selected interest in a special education emphasis area.

This course will prepare students to work with families of students with disabilities. The students will identify the impact of disabilities on families and family functioning. Strategies for communicating with families and for involving families in the process of program development and assessment will be included.

Methods of teaching reading, writing grade II Standard English Braille; includes all rules, special formats.

Prerequisite: SPED 7305. The general goal of this course is to build upon the knowledge and skill students have gained regarding the characteristics of and service to a variety of learners with disabilities. Procedures for identification and placement of students for special education will be identified and evaluated. Students will develop profiles of students who are classified as at risk for developing learning problems and students with varying disabilities and identify instructional support suitable for implementing with non at risk students. Students are encouraged to take this course concurrently with SPED 7351.

Prerequisites: Successful completion of SPED 7351 Assessment and Instructional Design I and SPED 7292 Field Experience I. It is suggested that this course be taken in conjunction with SPED 7352 Assessment and Instructional Design II. Students will engage in specific implementation of strategies for students with various learning problems in field sites. Students will utilize various informal assessments and analyze them for their utility in the pre-referral, referral, evaluation, and IEP development process.

Prerequisites: Successful completion of SPED 7352 Assessment and Instructional Design II and SPED 7295 Field Experience II with a co-requisite of SPED 7353 Transition and Life Adjustment. This course will expand the application skills developed in the methods classes and SPED 7353. Students will use interventions and evaluation skills to assess students, design an intervention plan, implement intervention programs, and evaluate interventions for students with a variety of disabilities. Emphasis will be placed on students in grades 4 - 12.

This course surveys the foundations of educational programs for students with disabilities, emphasizing the historical, philosophical, and legal aspects of special education.

This course will prepare teachers to be better able to respond to individuals’ functional needs in order to enhance their access to the general or special education curricula. Students will identify and use technology for instruction, assist students with school related tasks and help students communicate and help students function better in their environment.

Theory, research, and application for behavioral management. Current issues and research in applied behavioral analysis and other forms of classroom management; cognitive behavioral and emerging management procedures, emphasis on application of research.

Prerequisite: graduate standing. This course explores issues of contemporary importance to the profession, affords students the opportunity to engage in scholarly activities and high level discussions with professors and is the final event in the student’s program of study where earlier knowledge becomes integrated and expanded. This course is to be taken during the final semester of study.

Practical aspects of programming for visually impaired children; includes evaluation procedures, appropriate placement, source materials and equipment, legislation, financial provisions, related topics; special instructional techniques in teaching blind, partially seeing children reading, other language arts, mathematics, science, social studies, etc., through the use of tactual, auditory, visual arts.

Practical application of pre-cane orientation and mobility techniques used by the blind child, adolescent; emphasis on use of residual senses to perceive, integrate, react to environmental stimuli; fundamental principles, theory of sensory information acquisition by persons with severe visual disabilities, as they apply to the classroom teacher. Su

Intellectual, behavioral, physical characteristics of individuals with severe disabling conditions; includes models of social management, history of treatment of persons with severe disabilities, major considerations of educational services delivery to such persons. F

Fundamentals of systematic data-based instructional skills needed to teach persons with severe disabilities in classroom, community environments. Su

Prerequisite: Special Education 7335 or consent of instructor. Identification of intervention strategies; design of effective programs for teaching age-appropriate, functional living skills to individuals with severe disabilities. Su

Vocational programming methods; emphasis on current "best practices" in instruction, program delivery; includes use of supported work model for systematic instruction in integrated community job sites.

Prerequisite: exceptionality course. Includes state, federal laws governing, regulating early intervention programs; program models used in the field; emphasis on models emphasizing integrating children with disabilities and their peers without disabilities. Summer

Prerequisite: Early Childhood Education 7302. Curriculum, materials, instructional adaptations for developing individual education programs for handicapped preschool children; techniques for infant intervention, training activities; psychomotor, cognitive, affective domain; particular attention to activities to facilitate language development. F

State, federal laws, litigation, policies, and administrative practices relevant to education, employment, treatment of individuals with disabilities; includes historical development, current issues.

Philosophies, roles, services of various professionals providing services for young children with disabilities; emphasis on transdisciplinary approach to team functioning, but includes other team models, strategies, problem solving approaches; methods for identifying resources in communities; includes guest professionals from various disciplines, area service agencies discussing their roles in providing services, the specific services they provide.

Prerequisites: SPED 7301 Foundations of Special Education and SPED 7305 Managing the Learning Environment. This course is designed to promote development and effective use of advanced skills in the areas of consultation and collaboration. That course examines the philosophies, roles, and service of various professionals providing services to individuals with disabilities in inclusive settings. Models of teaming, collaborative strategies, communication techniques, problem solving approaches and role management skills are explored. Methods for identifying resources within communities and procedures for consulting with families and professionals are examined.

Prerequisites: SPED 7305 and should be taken in conjunction with SPED 7295. The general goal of this course is to build upon the knowledge and skill students have gained regarding the characteristics of a variety of learners with disabilities. Major emphasis will focus on curriculum and instruction. Specific emphasis will be placed on developing skills to serve learners with disabilities, identify and evaluate relevant formal and informal assessment strategies that contribute to the identification, placement, and instructional planning for students with learning problems.

Prerequisites: successful completion of SPED 7351 Assessment and Instructional Design I and SPED 7292 Field Experience I. It is suggested that this course be taken concurrently with SPED 7295 Field Experience II. The general goals of this course are to expand upon the knowledge and skills developed in course work and field experiences gained in Methods I and to enfold the knowledge and skills into specific implementation for students with various learning problems. Students will utilize various formal and informal assessments and analyze them for their utility in the referral, evaluation and IEP development process. Additionally, students will analyze strategies to modify and adapt the curriculum for inclusive purposes.

Prerequisite: SPED 7352 Assessment and Instructional Design II Co-requisite: SPED 7296 Field Experience III. This course presents information regarding the transition and life adjustment of persons with disabilities. The focus is on the development and implementation of transition plans for adolescents with disabilities, self-advocacy development and services available to adults with disabilities.

Serious emotional disturbance and its educational implication; includes significant historical factors; theoretical orientations to definition, etiology of serious emotional disturbance; classification systems; learning characteristics, their educational implications; interdisciplinary appraisal, therapies; federal, state legislation, litigation relating to serious emotional disturbance and education.

Prerequisite: Special Education 7360 or consent of instructor. Instructional principles, intervention strategies; includes major education models; identification of education needs, development of Individualized Education Program; classroom design for self-contained, resource class at elementary, secondary levels; student progress evaluation.

(Oriented to educators.) Contemporary models; emphasis on classroom-based instruction; includes key social learning aspects; social integration; teaching social skills deficits; instructional materials, procedures; language for building comprehensive social skills programming, outcomes evaluation into Individualized Education Programs.

Prerequisite: graduate standing. Identification, evaluation, perspective programming process in education of exceptional children; includes Arkansas special

education general program standards;

components of comprehensive, interdisciplinary appraisal; categorical eligibility criteria; referral, placement, appeal procedure; development of Individualized Education Programs, IEP process conferences; report writing.

Prerequisite: graduate standing. Recognition of exceptionalities, educational implications; techniques for elementary teacher in identifying exceptionalities in regular classroom. On demand

Prerequisite: introductory course in behavior analysis/behavior management. Current issues and research in applied behavioral analysis; cognitive behavioral and emerging management procedures relevant for application in a variety of settings with individuals or groups at a variety of developmental levels; emphasis on application of research and on teaching parents and professionals to utilize procedures.

Prerequisite: completion of 18 graduate hours. Current topics, trends, and issues in special education: recent developments in litigation and legislation, state policies and procedures, current research in programming for students, effective teaching practices, and recent research developments; history of the field and major contributors. Intended for any graduate education major. S

Prerequisite: course in instructional methods for the mildly handicapped; course in applied behavior analysis. Preparation for teachers to deliver effective instruction to children with diverse educational needs in a variety of educational settings; providing interventions and assistance in the regular classroom and the special education resource room, implementing both a "direct instruction" teaching model and an indirect consulting teacher model for inclusive settings; procedures for consulting, research literature on instructional procedures, consultation strategies and model programs, implications for practice. F

Prerequisite: consent of instructor. History, education, specific research literature related to persons with profound hearing impairment; important issues, current events in education of hearing-impaired children; requires creating framework, outline for an instructional program.

Prerequisite: Special Education 7372. Refinement, expansion, field-based implementation of instructional program created in Special Education 7372; students carry out their projects, evaluate them through data collection and analysis techniques, produce scholarly papers reporting on them.

Prerequisite: consent of instructor. On demand.

Dickinson Hall 419C, 569-3267

The master of education in teaching the gifted and talented (GATE) program prepares students for professional careers as teachers of gifted and talented students and as administrators of programs for the gifted and talented in a variety of school and community settings. Elective courses and independently selected student projects encourage students to focus on an area of emphasis related to personal and professional goals. The curriculum is interdisciplinary .

*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 teaching the gifted and talented degree requires 36 credit hours, including nine to 15 education core area hours^, 7350 Teaching the Gifted and Talented, 7355 Creativity Seminar, 7357 Curriculum and Instruction in Gifted Education, six practicum hours or three practicum and three internship hours, three additional approved gifted and talented hours, three to nine elective hours, and a written comprehensive examination.

^Education Core Area Courses:

EDFN 7171 Ed Assessment: Measurement Process

EDFN 7173 Ed Assessment: Standardized Tests or EDFN 7174 Ed Assessment: Practicum in Testing

EDFN 7303 Introduction to Research and Its Applications

EDFN 7320 Advanced Educational Psychology

For 7171, 73, 74 students must take section 03, that is specialized for gifted and talented professionals.

Subjects vary. On demand

Prerequisite: consent of advisor. Directed individual study of selected topics.

Prerequisite: consent of instructor. Topics may include administration and supervision of gifted programs, specialized curriculum and technology, social and emotional needs of the gifted, program evaluation and performance assessment.

Characteristics, needs of gifted and talented children, youths; identification procedures; types of educational programs available; historical and philosophical foundations required of professionals in the field; history of the gifted child movement.

Concepts of creativity; emphasis on relationships to education of gifted and talented students; theoretical, experimental aspects of the creative processes; their application to instruction.

Prerequisite: Teaching the Gifted and Talented 7350. Recent theoretical, practical research; students assist in identification of applicable current research issues, conduct literature searches, synthesize results to develop appropriate position statements; may be repeated once for credit.

Prerequisite: Teaching the Gifted and Talented 7350. In-depth study of various instructional and curriculum models appropriate for use with gifted and talented students. Students will develop a curriculum project including a rationale, goals, objectives, learning activities, applications of technology and curriculum based assessment plans.

Policies, procedures, and program and curriculum design for accelerative options. Includes principles of optimal match, curriculum articulation, vertical teaming and comparisons of national and international accelerative program models and assessments.

Policies, procedures and practices for coordinating/administering programs for the gifted. Includes discussion of administrative issues of programming, identification of minorities, teacher selection, staff development, and program evaluation. Legal issues involved in gifted education, including due process, equity issues, and appropriate documentation are also discussed.

Prerequisite: Consent of the advisor. Students will explore the major theories, unique issues, and various intervention strategies concerning the affective needs of gifted students at all ages and stages of their development.

Prerequisites: Teaching the Gifted and Talented 7350, 7357, consent of advisor. Practical application of content, instructional skills, competencies acquired in courses; may be repeated once for credit.

Prerequisites: 12 graduate hours, consent of advisor. Experience in the chosen specialization area under guidance of a practicing professional. On demand

Prerequisite: Educational Foundations 7303, 15 additional graduate education hours, consent of advisor. Formal research project; content determined with faculty committee chosen by student. May be repeated for six hours total.