Professor Ann Bain, Dean
Professor Kent Layton, Interim Associate Dean for Accreditation, Licensure, and Student Services
Associate Professor Shannon Collier-Tenison, Interim Associate Dean for Research, Interdisciplinary Programs, and Community Engagement
The new College of Education and Health Professions brings together several of UALR’s most well established and successful professional programs that are each individually accredited.
By emphasizing multidisciplinary collaboration and sharing departmental strengths, the new college is poised to become a 21st century leader in opening doors to high-demand careers for graduates of all ages. Enthusiasm and support for the reorganization prevail throughout its departments and across the campus.
The college offers various master’s, education specialist , and a doctorate degrees. Programs in the college, which prepare educational professionals, are accredited by the National Council for Accreditation of Teacher Education (NCATE) and endorsed by national specialty professional associations.
|Program||Certificate or Degree Program||Department/School|
|Adult and Professional Education||Master’s (M.Ed.)||Counseling, Human Performance & Rehabilitation|
|Adult and Professional Education- Initial Licensure||Certificate||Counseling, Human Performance & Rehabilitation|
|Adult and Professional Education- Additional Licensure||Certificate||Counseling, Human Performance & Rehabilitation|
|Counselor Education||Master’s (M.Ed.)||Counseling, Human Performance & Rehabilitation|
|Rehabilitation of the Blind||Master’s (M.A.)||Counseling, Human Performance & Rehabilitation|
|Orientation and Mobility of the Blind||Certificate||Counseling, Human Performance & Rehabilitation|
|Counseling: Rehabilitation Counseling||Master’s (M.A.)||Counseling, Human Performance & Rehabilitation|
|Rehabilitation Counseling||Certificate||Counseling, Human Performance & Rehabilitation|
|Rural and Urban School Leadership||Master’s (M.Ed.)||Educational Leadership|
|Educational Administration & Supervision||Educational Specialist||Educational Leadership|
|Educational Administration & Supervision||Doctorate (Ed.D.)||Educational Leadership|
|Curriculum/Program Administration & Supervision||Graduate Certificate||Educational Leadership|
|Building Level Administration & Supervision||Graduate Certificate||Educational Leadership|
|Superintendency||Graduate Certificate||Educational Leadership|
|Teaching the Gifted and Talented||Master’s (M.Ed.)||Educational Leadership|
|Gifted & Talented Education||Certificate||Educational Leadership|
|Higher Education||Master’s (M.A.)||Educational Leadership|
|Higher Education||Doctorate (Ed.D.)||Educational Leadership|
|Learning Systems Technology||Master’s (M.Ed.)||Educational Leadership|
|Teaching Advanced Placement||Certificate||Educational Leadership|
|Curriculum & Instruction||Master’s (M.Ed.)||Teacher Education|
|Mathematics Education ||Certificate||Teacher Education|
|Middle Childhood Education||Master’s (M.Ed.)||Teacher Education|
|Reading||Master’s (M.Ed.)||Teacher Education|
|Reading||Educational Specialist||Teacher Education|
|Reading||Doctorate (Ph.D.)||Teacher Education|
|Reading Recovery Teacher||Training Program||Teacher Education|
|Reading Recovery Teacher Leader||Training Program||Teacher Education|
|Literacy Coach Specialist||Certificate||Teacher Education|
|Literacy Intervention Specialist*||Certificate||Teacher Education|
|Literacy and Culture *||Certificate||Teacher Education|
|Dyslexia Therapist||Certificate||Teacher Education|
|Education||Master’s (M.Ed.)||Teacher Education|
|Special Education||Master’s (M.Ed.)||Teacher Education|
|Special Education K-12||Certificate||Teacher Education|
|Audiology (joint with UAMS)||Doctorate (Au.D.)||Audiology & Speech Pathology|
|Communication Sciences & Disorders||Master’s (M.S.)||Audiology & Speech Pathology|
|Communication Sciences & Disorders||Doctorate (Ph.D.)||Audiology & Speech Pathology|
|Exercise Science||Master’s (M.S.)||Counseling, Human Performance & Rehabilitation|
|Health Education and Promotion||Master’s (M.S.)||Counseling, Human Performance & Rehabilitation|
|Sport Management||Master’s (M.S.)||Counseling, Human Performance & Rehabilitation|
|Social Work||Master’s (M.S.W.)||Social Work|
*This program is no longer accepting students as of spring 2018 and is being discontinued.
Courses in Educational Foundations
EDFN 7142, 7242, 7342 Seminar
Topics related to educational foundations concepts. Offered on demand.
EDFN 7143, 7243, 7343 Workshop
Hands-on experiences related to education; topics vary. Offered on demand.
EDFN 7303 Introduction to Educational Research
Prerequisite: graduate standing. Introduction to applied research in education across the major quantitative, qualitative, and action research traditions. Focus is on understanding the research process and its integrated components and evaluating published research reports from the perspective of a critical consumer. Topics include scientific reasoning, types of variables and hypotheses; sampling; data collection and instrumentation; control procedures; common experimental, non-experimental, qualitative, and mixed methods research designs; data analysis; and research critiques and proposals.
EDFN 7304 Basic Statistics
Introduction to descriptive and inferential statistics used in education and data-driven decision making. Topics include commonly used descriptive statistics, exploratory data analysis, standardized scores, inferential reasoning, hypothesis testing, and parametric and nonparametric procedures and their assumptions including t-tests, one-way analysis of variance, correlation coefficients, bivariate regression, and chi-square. Emphasis is on understanding the logical bases of statistical tests of significance, selecting appropriate data analysis techniques, and using statistical software and interpreting its output.
EDFN 7305 Introduction to Program Evaluation
Covers select models of summative and formative evaluation with a focus on social science methods of inquiry for the purpose of evaluating programs in education, government and non-profit agencies, the health professions, and the military. Topics include organizational goals, models of program evaluation, accountability evidence, research methods and techniques, data-driven decisions, justifying conclusions, and report writing with clarity. Students will design a program evaluation that attends to diversity, sensitivity, and has value to a broad range of stakeholders.
EDFN 7307 History and Philosophy of Education
Historical, philosophical factors and trends; their effect on American education.
EDFN 7308 Multicultural Education Trends and Issues
Multicultural education movement in the U.S., selected western industrial nations; includes historical development, goals, implementation.
EDFN 7313 Learning Theories and Instructional Applications
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.
EDFN 7314 Cognition and Instruction
Prerequisite: EDFN 7313. Exploration of recent developments in cognition and the implications for instructional practices resulting from theory and research in cognitive psychology.
EDFN 7320 Advanced Educational Psychology
Prerequisite: EDFN 7313. This course addresses a variety of contemporary issues that affect academic performance. Topics are organized around the traditional categories of learning, identity development, motivation, discipline, and assessment. Students study different theoretical approaches to articulate and ultimately defend a personal theory of learning and teaching.
EDFN 7330 Human Development
Prerequisite: graduate standing. A lifespan perspective that addresses cognitive, physical, social and emotional development from birth through late adulthood. Special emphasis on developmental factors that effect schooling (P-12).
EDFN 7370 Educational Assessment
Assessment, evaluation; role of measurement in education and human service agencies; psychometric properties of norm- referenced and criterion-referenced tests; construction of test items with specialized considerations for atypical populations such as young children, culturally different, and those with exceptionalities; use and interpretation of standardized tests in educational settings.
EDFN 7373 Qualitative Research Methods
Prerequisite: EDFN 7303. This course has primarily a twofold purpose: to expose students to the knowledge base, tradition, and theory of qualitative research. While introductory in nature, this course allows students to explore theoretical underpinnings as well as consider methodological strategies in preparation for designing a research project and writing it up for presentation.
EDFN 8301 Instructional Research and Data Management
Prerequisite: EDFN 7303. Application of research methods and data analysis techniques to the study of instruction and reflective practice. Topics include models of quantitative, qualitative, and mixed methods research; the application of research designs in the classroom; control procedures; evaluation research; and data analysis including statistical software and approaches to analyzing qualitative data. Note: This is a project-based course and requires a research proposal or completed action research.
EDFN 8305 Intermediate Statistics
Prerequisite: EDFN 7304. A second course in statistics that covers the more complex analyses used in education and data- driven decision making. Topics include simple and multiple linear regression, one- and two-factor fixed factor analysis of variance, random and mixed model analysis of variance, randomized block, hierarchical analysis of variance, and analysis of covariance. Emphasis is on further understanding the logical bases of statistical tests of significance, selecting appropriate data analysis techniques, and using statistical software and interpreting its output.
EDFN 8306 Advanced Educational Research
Prerequisites: EDFN 7303, EDFN 7304. A second course in quantitative, qualitative and mixed methods research designs commonly used in education. Topics include the philosophy of science, research problems, control procedures, sampling designs, measurement procedures, data collection strategies, and approaches to data analysis. Focus is on complex designs across the research traditions, writing critical reviews, and writing research proposals that include sound methodology.
EDFN 8308 Advanced Statistics
Prerequisites: EDFN 8305. An advanced course in statistics that covers complex analyses used in education and data-driven decision making. Topics include multivariate analysis of variance, loglinear analysis, discriminate function, canonical correlation, and an introduction to structural equation modeling and confirmatory factor analysis. Emphasis is placed on providing solid skill in the use of the major statistical software packages for the purposes of program evaluation or other advanced analysis requirements.
EDFN 8310 Applied Measurement in Research and Analysis
Prerequisite: EDFN 8305 and 8306. Theoretical bases of measurement in education, applied measurement techniques, and practical approaches to the design and analysis of data collection instruments. Topics include psychometrics, scale construction, and instrument design and development.
EDFN 8383 Advanced Qualitative Research Methods
Prerequisite: EDFN 7373. A second course that is designed to provide students with an in-depth exploration into the philosophy, theory and practice of naturalistic inquiry. Students will explore the philosophical foundation of post modern research. Furthermore, students will study a variety of qualitative research design, data collection, data analysis, and report writing methods. Students will conduct a research study and receive feedback on the study’s design specific to a single tradition of qualitative inquiry, on data collection, on data analysis, and on drafting the narrative.