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ED 523 - Assessment and Evaluation of Teaching and Learning In the Digital Classroom
This course analyzes the issues of assessment in a technologically enhanced classroom.
Credits: 3
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ED 526 - Classroom Management Seminar
This course provides a foundation for teachers to develop the knowledge and strategies necessary for successful classroom management for students who exhibit a wide range of behavioral needs and characteristics. Teachers will study how to prevent behavior problems, what to do when problems occur and what to do to increase the possibility of a positive learning environment for all students. Teachers will develop a personal philosophy and plan for an optimal learning environment.
Credits: 3
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ED 527 - Growth and Development of Children and Adolescents
This course provides a developmental approach to the study of the growth and development of children and adolescents. This course explores the cognitive, personality, emotional, social and physical changes that occur in children from conception through adolescence. It will review research on how children learn, solve problems and function in home and school environments.
Credits: 3
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ED 528 - Theory and Practice in Literacy
This course provides a survey of historical and current literacy theories, and how these theories have been, and continue to be, linked to literacy instruction in K-12 educational institutions. The course will also deal with the development of teachers’ own theoretical orientations: how they develop and change over a career, and how they are reflected in the classroom. Professional resources for literacy professionals will be explored.
Credits: 3
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ED 532 - Teaching and Learning: Theory Into Practice
This course provides an overview of current theories and research on the topics of learning, motivation, teacher thinking and effective teaching strategies. Classroom applications will be stressed. Field experience will be required.
Credits: 3
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ED 540 - Emerging Technologies and Facilitation Strategies
This course will investigate how emergent technologies can be harnessed to support and facilitate learning, professional development, and influence both the exchange of information and the creation of knowledge as the emergence of digital and electronic technologies has generated profound cultural transformations in communication, organizations, and higher education delivery. Learners will develop systems and processes to keep abreast of new technologies and will utilize selected technology tools to develop and facilitate an eLearning unit.
Prerequisite(s): and .
Credits: 3
History: ED 525
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ED 541 - Middle School Philosophy and Organization
This course explores the unique nature of modern middle schools to include organization, methodology and curriculum with particular emphasis on integration of interdisciplinary teaming. Understanding the unique developmental needs of current middle school students will occur through individual research, readings and reflective inquiry. The student will gain a deeper understanding of curriculum, instruction and engagement strategies through a field-based experience ranging from observation to classroom teaching.
Credits: 3
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ED 542 - Program Planning for Adults
This course provides the learner with leading models of planning, designing, and assessing courses and programs. Learners will use these models to lead all phases of a course or program lifecycle, from needs assessment, design, managing the overall project and development, implementation, and finally assessing the program and showing its value in community-based, higher education, and organizational environments.
Prerequisite(s): ED 504 , ED 516 , ED 540 , ED 566
Credits: 3
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ED 543 - Trending Tools of the Internet
This course investigates and evaluates tools trending on the internet.
Credits: 3
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ED 545 - Teaching Reading to Linguistically Diverse Learners
This course is designed to acquaint students to a broad range of skills, activities and media that can be used to enhance the literacy development of linguistically diverse learners. Content will focus on current principles and practices associated with teaching diverse learners in grades K-12. Peer teaching activities will be structured around strategies that foster development of the ability to use the target language in the appropriate contexts.
Credits: 3
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ED 546 - Advanced Diagnosis and Remediation of Reading Difficulties
This course will explore characteristics, identification and intervention strategies appropriate for students with reading difficulties. It includes the study of formal and informal assessments, miscue analysis and recommendation for instructional materials. It examines both traditional and innovative means of teaching reading to students with disabilities. Teachers will practice administering, interpreting and reporting diagnostic results.
Prerequisite(s): or .
Credits: 3
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ED 547 - Counseling Techniques with Exceptional Children and their Families
This is a survey course exploring the role and function of counseling, including philosophies, theories and research. It is designed to foster parent-teacher cooperation, including communication and conflict resolution strategies applicable to educationally-related situations (including IEP conferences and regular parent-teacher conferences) with exceptional students, families and other professionals. The effects of exceptionalities upon the student with disabilities and his/her parents and siblings will be included.
Credits: 3
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ED 548 - Evaluation of Abilities and Achievement
This course provides an overview of assessment of students, including formal and informal instruments and techniques, including portfolio. Norm-referenced tests of intelligence, language and perceptual-motor abilities will be demonstrated and discussed. Students will be instructed in the administration and interpretation of achievement assessments through a Field-based inquiry. Interpretation and education implications will be stressed.
Credits: 3
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ED 551 - Educational Technology/Tools for the 21st Century Learner
This course explores digital tools and resources to support curriculum and an integrated learning classroom environment.
Credits: 3
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ED 552 - Linguistics for English Language Learner Teachers
This course introduces prospective teachers of English as a Second or Other Language to the characteristics of human language in general; with particular attention to English. Students will be able to identify the common properties of language, as well as how individual languages differ. Students will examine language structure, variation and change, and discover the ways that this knowledge can be put to practical use in teaching learners from diverse language backgrounds.
Credits: 3
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ED 557 - Language Development for the Exceptional Child
This course provides a study for teachers in the identification and referral of individuals with communication disorders. It explores language development in children and adolescents with special needs. Formal and informal evaluation procedures are examined, intervention strategies appropriate to the language impaired are reviewed and language arts strategies are developed.
Credits: 3
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ED 561 - Miscue Analysis
This course looks at miscue analysis as a strategy for learning about and valuing readers’ strengths. The course will examine the theories underlying miscue analysis as well as a range of procedures for implementing miscue analysis. Students will receive hands-on experience with miscue analysis procedures, both in an in-class workshop setting and with actual children. The use of miscue analysis data to inform classroom practice will be stressed.
Credits: 3
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ED 562 - Principles of Second Language Learning
This course will acquaint students with the theories and models of first and second language acquisition. Students will address the typical and atypical situations, bilingual language acquisition, and the effects of the cultural and educational environment on the process of acquiring a language.
Credits: 3
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ED 563 - Managing Change and Innovation
Organizations today are in a state of continuous change as the adapt to new global realities. The ability for consultants and leaders in education and organizational learning to embrace change quickly and effectively, with committed and capable people is a strategic advantage. This course will connect change management theory to practice in a variety of professional settings. Learners will create strategies to support change management and foster innovation opportunities in teams, departments and organizations.
Prerequisite(s): ED 504 , ED 516 , ED 540
Credits: 3
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ED 564 - Enhancing Instruction with Technology
This course focus is on rigor and relevance to align appropriate classroom instructional strategies with technology tools and resources to enhance instructional opportunities for learners.
Credits: 3
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ED 565 - Team Learning and Innovation
Teamwork is an essential component of most professional activities in the modern world. This course is an introduction to the innovation and effectiveness that successful teams bring to an organization. But how can you foster success for your team as a member or leader of a team? This course covers why teams are important, how networking within diverse teams and organizations can be a source of information and learning, and explores research related to organizations with high-performing teams. Learners will be introduced to Problem-Based Learning model and use the model to promote innovation and problem-solving within teams. The Problem-Based Learning model addresses the roles and responsibilities of individuals in a team, processes for effective teamwork and communication, and methods for addressing team conflict.
Prerequisite(s): ED 504 and ED 516
Credits: 3
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ED 566 - Organizational Learning
The modern organization faces continual change along with the pressure to remain competitive and innovative. Effective organizations develop a culture of learning to enable the ongoing evolution and transformation in individuals, teams, and at the enterprise level in an effort to remain relevant and competitive. This course considers factors that contribute to a learning culture, which starts with personal mastery but also includes importantconcepts such as assessing the readiness of an organization to change andfostering motivation, diversity, reflective discussion, and the ability to think critically at all organizational levels to equip them to anticipate and innovate in an environment of increasing ambiguity and complexity.
Credits: 3
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ED 567 - Culturally Responsive Classroom Leadership, Organization, and Management
This course focuses on strategies to effectively organize and manage a culturally responsive classroom community, including designing a safe and engaging learning environment; responding proactively to students’ needs; planning functional behavior assessments with interventions; and providing leadership in demonstrating best practice in positively guiding individual student and group behavior.
Credits: 3
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ED 571 - Issues and Ethics with Technology Integration
This course investigates national standards, copyright laws, and district policies governing technology, including digital citizenship and its effect on today’s digital learners.
Credits: 3
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ED 572 - Developing Critical Thinking & Transformative Learning
This course evaluates the work of leading critical educators and analyzes the challenges of empowering adult educators toward social change and transformative action within their communities and organizations. Models of critical thinking and critical reflection will be used to apply critical learning theories and principles to solve complex issues related to social, economic, psychological, and motivational challenges in a variety of professional settings.
Prerequisite(s): .
Credits: 3
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ED 573 - Investigating Teaching, Learning, and Student Engagement
This course focuses on instructional and assessment best practices that engage students in the learning process.
Credits: 3
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ED 574 - Analyzing and Presenting Data in the Workplace
This course utilizes information that includes analysis of results and a presentation from a completed action research project.
Prerequisite(s):
Credits: 3
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ED 579 - Educational Technology Electronic Portfolio Development
This course analyzes strategies for the development, organization and presentation of an electronic portfolio.
Credits: 3
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ED 580 - Special Topics in Education
This course is designed to allow for the introduction of special areas of interest in education.
Repeatable for Credit May be repeated for credit with a different topic.
Credits: 3-Jan
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ED 582 - Methods for Teaching English Language Learners
Through the instruction of theories and best practices for teaching English to speakers of other languages in K-12 classrooms, this course allows the teacher candidate to identify and practice teaching techniques and methodologies necessary to be successful, reflective and empathetic English Language Learner teachers.
Credits: 3
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ED 584 - Curriculum for Teaching English Language Learners
This course provides the study of approaches and techniques used in teaching language skills and developing cross-cultural understandings to English Language Learners in grades K-12. The emphasis of the course includes curriculum development through different development states and content areas in addition to lesson planning.
Credits: 3
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ED 606 - Curriculum Theory and Practice
This course offers an overview of curriculum theory that discusses current issues in curriculum and gives the teacher the opportunity to develop useful curriculum. Field experience will be required.
Credits: 3
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ED 607 - Assessment Strategies for English Language Learners
This course provides a review of the use and interpretation of commercially available diagnostic and achievement and classroom tests. The relation between academic testing and development of language skills will be addressed, and teachers will be introduced to the means by which teachers can make on-going assessments of the development of the students’ language.
Credits: 3
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ED 608 - Assessment
This course examines the relationship between instruction, student engagement, learning, and assessment, as well as technology integrated with these processes. The collection and reporting of data at the student, classroom, school district, state, and national levels will also be examined. A 20-hour field experience component is required.
Credits: 3
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ED 609 - Current Issues and Trends in Literacy
This course includes a critical examination of current issues in literacy, including extensive reading of recent research literature relevant to those issues. Issues to be focused upon will change every semester based upon current developments in the literacy field.
Credits: 3
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ED 612 - School and Community Leadership
This course addresses the role of schools in the larger community and how to involve partners, families and other stakeholders in the development of a school in which all students can learn. Approaches to initiating school reform and the balance between internal and external communication are addressed. Field experience will be required.
Credits: 3
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ED 613 - Current Legal Issues for Educators
This is an application course designed to promote educator awareness of new developments and special concerns in the area of education law. Will focus on factual classroom situations with hidden legal issues.
Credits: 3
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ED 616 - School Supervision
This course defines the process of supervising faculty and staff in the educational environment. It addresses effective instruction and competencies related to the evaluation and assessment of teacher performance. Theoretical and practical approaches are addressed to encourage human relations and to improve school climate and culture. A 20-hour field experience component is required.
Credits: 3
History: ED 614
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ED 617 - Assessment for Teachers
This course addresses current issues relating to formal and informal assessment, teacher-made tests, and authentic assessment, as well as standardized tests and state mandated assessments.
Note: Field experience will be required.
Credits: 3
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ED 619 - Multi-Cultural Literature for Teachers
This course provides a seminar focused upon literature emerging from various American minority cultures with emphasis upon the teaching of such literature in elementary, middle and secondary schools.
Credits: 3
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ED 620 - Advanced Curriculum, Instruction and Assessment Methods and Strategies
This course provides the teacher with the opportunity to identify and apply innovative techniques, methods and best practice in the area of pre-K 12 areas of certification. Field experience will be required.
Credits: 3
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ED 621 - Serving Students with Special Needs in the Classroom
This course is designed to examine and address the various diagnoses of children with special needs, including related issues such as the disproportionate representation of culturally diverse students. Field experience will be required.
Credits: 3
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ED 623 - Differentiated Instruction in the Regular Classroom
This course examines educational models that provide frameworks for teachers to follow as they plan and implement curriculum, instruction, and assessment in response to student needs. Field experience will be required.
Credits: 3
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ED 626 - K-12 School Administration
This course provides a thorough grounding in elementary and secondary principalship. It addresses student assessment, curriculum design and organization, student organization and activities, student programs, supervision of students, procedures for implementing school improvement and the day-to-day operation of the elementary and secondary schools. A 20-hour field experience component is required.
Repeatable for Credit Yes
Credits: 3
History: ED 624 and ED 625
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ED 627 - Instructional Leadership
This course provides instructors with the opportunity to identify and apply innovative techniques, methods, and best practices as instructors plan and implement curriculum, instruction, and assessment in response to student needs.
Credits: 3
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ED 628 - Leadership of Adult Learning
This course provides learners the opportunity to reflect on their role as a leader and focuses on five fundamentals of leadership to increase their capacity to lead.
Credits: 3
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ED 631 - Capstone
The program culminates in the application of knowledge acquired and competencies developed throughout the program. Learners will coach others engaged in problem-based learning teams, evaluating the team’s strengths and weaknesses and working with individuals and teams to create an action plan to promote effective team learning and innovation. Learners will propose, research, design, and present a research-substantiated course or program to the academic community and/or their organization of choice.
Prerequisite(s): ED 504 , ED 516 , ED 540 , ED 542 , ED 565
Credits: 3
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ED 632 - Action Research
This course will introduce practitioners to principles, methods, and procedures of action research, a form of self-reflectiveinquiry on their own teaching practice. Students will investigate a significant question, concern, or issue relevant to their own teaching practice and determine solutions and interventions that can improve teaching practice and impact student learning.
Credits: 3
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ED 633 - Application of Educational Research
In Application of Educational Research, the students will learn how to analyze, interpret, make critical decisions, and communicate those decisions based on the results of their research, to a wide variety of stake holders including parents, teachers, and administrators. Students will utilize elements garnered from their coursework to demonstrate their ability to act as a change agent and teacher leader in their school.
Prerequisite(s): ED 505
Credits: 3
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ED 634 - Directed Field Experience
This course is designed to provide the prospective principal with a substantial, sustained and standards-based field experience in a real-life setting. This 16-week course requires 180 contact hours in a setting under the supervision of Park University faculty and one or more successful, practicing principals.
Credits: 3
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ED 635 - School Organization and Management
This course helps the prospective school leader to develop knowledge and competencies related to specific issues of organization and management of schools. Operational procedures, safety and security, human resource management, fiscal operations, budgeting, use of facilities, ADA compliance, student discipline and various legal issues affecting operations are addressed. A 20- hour field experience component is required.
Credits: 3
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ED 641 - Literacy Practicum I
This course involves structured fieldwork in an authentic educational setting, supervised by a University instructor. Students will work with individuals and/or small groups of children or young adults to assess and meet those learners’ literacy needs. In consultation with the instructor, students will apply various assessment strategies with their assigned students, and, based on the resulting information, will plan literacy activities and recommendations for those students. Strategies for sharing information and recommendations with other professionals and families will be included. Students in the Special Reading Teacher and ELL areas of emphasis must have experience in Literacy Practicum I that involves working with learners from a different K-12 age level (age levels are elementary, middle school and high school) than the age level they intend to work with in the ED 651 project.
Credits: 3
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ED 651 - Literacy Practicum II
This is the Master of Literacy Education’s culminating course, its “capstone”. The course will involve the implementation of an individualized inquiry project in an authentic field setting. The nature of the inquiry project will be shaped by the student, in consultation with and under the mentorship of a faculty advisor, to fit the student’s individual goals. The project must involve active collaboration with stakeholders at the field site (educators, students, and families) and address an identified literacy need in the setting where it is conducted. Prior to enrolling in this course, the student must prepare and present a proposal to the instructor of the course and receive that instructor’s approval. Opportunities for submitting projects to conferences and journals will be explored, and such submission will be encouraged. Students must select for their project a target age level that is at a different K-12 age level (age levels are elementary, middle school, and high school) from the age level of learners that were worked with in Practicum I.
Credits: 3
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ED 652 - English Language Learners Practicum
This course provides a supervised clinical experience in which candidates acquire experience in planning for and working with English Language Learner students in various instructional settings in both elementary and secondary schools. Candidates will collaborate with other educators in the school environment to support student learning.
Credits: 3
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ED 700 - Thesis Proposal
This course is designed as the first part of the thesis option sequence. Students are expected to prepare a formal proposal related to an area of interest for research under the direction of a committee chair and according to Graduate School requirements. At a minimum, the research proposal should clarify the thesis statement and methodology (including the data gathering instruments and data analysis techniques) and provide an effective overview of the scholarly literature that sets the foundation for the thesis. (Offered in 16-week format)
Credits: 3
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ED 701 - Thesis
This course is designed as the final sequence of the thesis option. Following approval of the thesis proposal, students will begin the data collection phase of the research project. The thesis may be conducted using quantitative, qualitative or participatory action research methods. An oral defense of the written thesis must be satisfactorily completed and approved by members of the committee, and the senior academic officer of the School. The thesis in its final version must be submitted to the Graduate School. (Offered in 16-week format)
Credits: 3
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ED 705 - Foundations & Organization of Educational Leadership
This course is designed to give the prospective school leader historical and foundational theory and practice of leadership skills, andknowledge of the role of the educationaladministratorin guiding an educational system through the political, social, organizational cultural, ethical and economic processes.
Note: Field experience will be required.
Credits: 3
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ED 706 - Administration of School Policy and Governance
This course is designed to develop an understanding of school governance and an analysis of school policies and regulations. Students will examine current issues and problems of school governance and the impact on district and building operations. The course includes an overview of state and federal programs.
Note: 20 hours of field experience will be required.
Credits: 3
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ED 710 - School District Supervision of Instruction & Assessment
This course is designed to examine the roles and responsibilities ofbuilding anddistrict school administrationin the areaof instructional leadership to includesupervision of instruction, data collection and assessment of data as it relates to student achievement, and professional and team development.
Note: A 20-hour field experience component is required.
Credits: 3
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ED 711 - Administration of Curriculum
This course is designed to study curriculum construction and development from a building and district perspective. Itwill examine how to differentiate curriculum to meet the needs of all students, andinvestigate and analyze current and innovative instructional programs.
Note: A 20-hour field experience component is required.
Credits: 3
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ED 720 - Educational Research & Evaluation
This course includes discussion of basic statistical concepts and procedures that form the foundation for interpreting and analyzing the results of standardized tests and using the results of this analysis for school improvement purposes. The course will address specific assessment and research data relevant to state of Missouri and provide the student the opportunity to implement knowledge and skills through case-based practices.
Note: Field Experience is required.
Credits: 3
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ED 721 - School Finance
This course will provide leaders with a broad understanding and overview of school finance issues at the local, state and national levels, including the study of school budgeting procedures, payroll management, taxes and tax rates, revenues and expenditures. The Missouri Uniform Accounting System for Public School will be reviewed.
Note: Field experience will be required.
Credits: 3
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ED 730 - Advanced School Law
This course will delve into constitutional, statutory and case law that relates to all staff personnel, students, school district and other allied governmental units. Students will investigate, analyze and discuss these areas as well as the study of contracts, dismissals, tenure, retirement, pupil injuries, liability of school personnel, school district and board members’ legal rights and responsibilities. This includes the basic study of developing and implementing educational policy.
Credits: 3
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ED 731 - Human Resource Administration
This course will focus on statutory and procedural issues involved with Human Resource administration. These topics will be included: Recruitment, selection, placement, induction, staff development, appraisal, compensation, negotiation, employment conditions, employment data, support staff, formal and informal negotiations, and empowerment of staff, policies and procedures.
Note: Field experience will be required
Credits: 3
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ED 740 - School & Community Relations
This course will prepare administrators to work in the area of public relations by developing effective interpersonal skills with all district stakeholders, the community, media, school board relationships, and management teams. The course includes developing skills to manageand resolveconflict constructively.
Note: A field experience will be required.
Credits: 3
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ED 741 - School Plant & Operations Management
This course will examine effective planning, designing, construction, management, safety and maintenance of educational facilities. This includes the effective use of space for instructional programs, modernization of facilities and the daily operations of district and property grounds.
Note: A field experience will be required.
Credits: 3
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ED 770 - Internship & Field Experience
This course is designed to provide students with the opportunity to practice knowledge, skills and dispositions necessary to provide effective leadership at the school district level. The student will select, perform and complete activities aligned with the Missouri Superintendent Standards and the Professional Standards for Educational Administration. The 16-week course requires 120 contact hours in a district-level settingunder the supervision of university faculty and one or more practicing district-level administrator.
Note: Hours of Field Experience minimum 200 hours
Credits: 3
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ED 799 - Thesis Continuous Enrollment
This course is to be arranged with the Director of Graduate Programs when additional time is needed to complete thesis requirements. (Offered in 16-week format)
Repeatable for Credit may be repeated
Credits: 1
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EDU 110 - Geometry for Teachers Crosslisted: MA 110
A consideration of selected topics from basic Euclidean geometry with emphasis on proper terminology and unification of concepts. Techniques available for teaching the basics are discussed.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 203 - Educational Psychology
This course surveys theories in psychology associated with the emotional, social, moral, and cognitive development of K-12 students. Specific attention is given to application of theory to the teaching and learning process of diverse student populations.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 207 - Technology in Education
This course provides an introduction to how technology can support pedagogy, including inquiry-based learning collaboration, and the design of high-quality lessons for a community of learners. Various forms of technology operations and technological resources will be introduced as tools to enhance the teaching and learning process.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 210 - The School as a Social System
This course provides a broad overview of the development of U.S. educational systems with an emphasis on the legal and ethical foundations that govern the profession of teaching. Complex sociological influence; local, state, and federal policies; and the ever-evolving roles of educator’s legal and ethical rights, and professional responsibilities are also examined.
Fulfills: LE Social Science
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 300 - Writing in Education
This course is the departmental equivalent for the third course in the required writing sequence at Park University. This course emphasizes professional writing skills and expectations for those preparing to teach. Emphasis will be placed on language arts competencies that focus on the four most important types of writing teachers will use; reflection, analysis, persuasion and procedure. A grade of “C” or higher is required.
Prerequisite(s): EN 105 and EN 106 with at least a “C”
Fulfills: Professional Writing
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 310 - Issues in Diversity and World Cultures
This course deals with issues of equity and justice in education including gender, race, religion, class, age, sexual orientation, and issues faced by learners who are culturally and linguistically diverse. Teacher candidates will be exposed to educational situations that challenge stereotypes of society. They are expected to engage in deep reflection and critical analysis of culturally- responsive teaching and the impact of diversity in the school setting.
Fulfills: Writing Intensive, LE Ethics
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 315 - Children and Young Adult Literature
This course will survey traditional and modern literature for children and young adults. Quality literature will be emphasized and multiculturalism highlighted. Candidates will determine criteria for selecting and evaluating this literature and develop techniques/resources to incorporate it in their teaching. Candidates will learn how to conceptually organize the literature for teaching reading in various content areas.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EDE 311
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EDU 336 - Foundations of Special Education
The course serves as an introduction to the special education profession including an examination of the historical, philosophical, and legal foundations of special education, components necessary for effective collaboration and consultation with parents, school personnel and other professionals in person-centered planning, related multicultural values, ethical and legal issues, the characteristics of students with exceptional learning needs exceptionalities, and the process and procedures for providing special education services to meet the educational, social, and personal goals for student with disabilities exceptionalities as defined in their Individual Education Programs, Response to Intervention (RtI) will be included. Behavior Intervention Plans, and/or Individual Transition Plans. The recommended practices of the Council for Exceptional Children will serve as the foundation for understanding the roles, knowledge and competencies of the special educator.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 345 - Teaching Linguistically and Culturally Diverse Learners
In this course, teacher candidates will learn principles of second language acquisition and characteristics of dialects to promote content-area learning and academic-language development for English language learners (ELL) and students who are culturally diverse in grade K-12 classrooms. Particular attention will be given to methods and strategies for planning, implementing and assessing effective instruction for ELL and students who are culturally diverse.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 347 - Family, School and Community Collaboration
This course is designed to support student development of communication, collaboration and consultation skills and strategies with diverse communities. Students will learn to create and maintain effective partnerships with families, professionals and community stakeholders including linking families with community relationships.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 351 - Strategies for Higher-Order Learning
This course will examine effective instructional strategies to promote higher-order thinking skills within unit and lesson design and formative and summative assessment, with an emphasis on developing knowledge of the Missouri Learning Standards.
Prerequisite(s): Admission to the School of Education.
Note: Recommended simultaneous enrollment with Field Experience I.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 356 - Assessment in Special Education
This course examines how assessment is used to make specific legal and instructional decisions about students with exceptionalities during each of the assessment steps in the special education process, including screening, referral, determining eligibility, program planning (Individual Education Programs, Behavior Interventions Plans, and/or Individual Transition Plans), program monitoring, and program evaluation. Candidates will critique the appropriate uses and limitations of various types of informal and formal assessments of behavior, learning, achievement, and environment to individualize learning experiences that support the growth and development of students with exceptionalities. Co-teaching and class within a class will be highlighted.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 360A - Field Experience I
This field experience supports the integration of teacher knowledge, skills, and dispositions in observation and application of classroom management, professional practices, and instructional techniques in an Art or Spanish classroom.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment in EDU 375 .
Note: Recommend simultaneous enrollment with EDS 358 , EDU 351 and EDU 362 .
Lecture Hours: 0 Lab Hours: 2 Credits: 2
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EDU 360B - Field Experience II
This field experience supports the integration of teacher knowledge, skills, and dispositions in observation and application of classroom management, professional practices, and instructional techniques in an Art or Spanish classroom.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 0 Lab Hours: 2 Credits: 2
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EDU 360C - Field Experience SPED I
This course is designed to provide Park University students with authentic experiences with exceptional students and special education teachers in the schools. The Park University students will have the opportunity to participate as instructors with individual and/or small groups of exceptional youths.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment in EDU 375 and EDE360C.
Lecture Hours: 0 Lab Hours: 1 Credits: 1
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EDU 360D - Field Experience SPED II
This course is designed to provide Park University students with authentic experiences with exceptional students and special education teachers in the schools. The Park University students will have the opportunity to participate as instructors with individual and/or small groups of exceptional youths.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): EDU 360B
Lecture Hours: 0 Lab Hours: 1 Credits: 1
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EDU 362 - Observation, Assessment and Data-based Decision Making
This course provides an overview of formative and summative assessment methods that can be used across content areas to gather, analyze, and interpret data to improve instruction and maximize student learning.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 366 - Methods of Teaching Students with Cross-Categorical Disabilities
This is a methods course designed to develop and enhance the students’ knowledge and skills of curricular and instructional methodologies used in the teaching of children and youth with mild/ moderate cross-categorical disabilities who are typically served in resource rooms and in inclusive classroom settings. The application of classroom practices, teaching strategies, affective interactions, and instructional accommodations/modificatiThis is a methods course designed to develop and enhance the students’ knowledge and skills of curricular and instructional methodologies used in the teaching of children and youth with mild/ moderate cross-categorical disabilities who are typically served in resource rooms and in inclusive classroom settings. The application of classroom practices, teaching strategies, effective interactions, and instructional accommodations/modifications will be included. Autism behavior interventions and practices will be highlighted. ons will be included.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 375 - Exceptional Children & Differentiated Learning
This course is an introduction to pedagogical, legal legislation, curricular, and social considerations involved in educating diverse learners in the general education classroom. Throughout the course, we analyze characteristics of individuals whose cognitive, physical, or emotional development differs from typical individuals. We will explore individuals with exceptionalities, the special education process, individualized education plans, and curriculum differentiation.
Prerequisite(s): Admitted to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 384 - Meeting Literacy Needs of All Learners
This course prepares teacher candidates to individualize instructional practices for elementary, middle and high school students with reading deficits.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EDU 400 - Independent Reading in Education
A course designed to meet individual interest areas in the field of education.
Lecture Hours: 0 Lab Hours: 0 Credits: 1-3
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EDU 410 - Field Experience III
This course is composed of a directed teaching and seminar experience. Seminar is designed to provide personal and professional support during a teacher candidate’s directed teaching experience. Seminar begins with intensive training focused on co-teaching strategies and the MEES evaluation tool followed by weekly meetings throughout the semester. Teacher candidates are placed in a K - 12 school setting under the supervision of a cooperating teacher and university supervisor, assuming the role and responsibilities of lead teacher in-and-out of the classroom.
Prerequisite(s): For K-12 Art or Spanish EDU 360A with at least a grade of “B.” For K-12 Mild/Moderate Cross-Categorical Disabilities EDU 360A , EDU 360B , EDU 360C , and EDU 360D with at least a grade of a “B.”
Lecture Hours: 2 Lab Hours: 10-12 Credits: 12-14
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EDU 457 - Language Development of the Exceptional Child
This course examines theoretical positions, assessment techniques, and planning and teaching procedures relevant to preparing students with disabilities. Emphasis is placed on exploring the impact of disabilities and second language acquisition on language development and the interdependence of speaking, listening, reading, and writing. The course will link all aspects of language to literacy skills since language is the foundation of those academic outcomes. The course includes an examination of the characteristics and etiology of children and youth with language disabilities, the language characteristics associated with various types of disabilities, formal and informal evaluation procedures, and intervention strategies appropriate for those with language delays, impairments, and deficits.
Prerequisite(s): Admitted to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EN 105 - First Year Writing Seminar I: Critical Reading, Writing and Thinking Across Contexts
An introduction to the recursive processes of writing, the course will emphasize discovery and writing-as-thinking. Students will engage various personal and academic genres, with attention to analyzing the audience and purpose for different writing situations. Course readings expose students to a variety of genres and topics from a range of cultural contexts to promote critical thinking and dialogue. Peer response, reflection and revision are emphasized through a summative course portfolio.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ENG 101, EN 101
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EN 106 - First Year Writing Seminar II: Academic Research and Writing
The course provides sustained experience with the research and writing tasks common in the academy. Students will explore various academic genres, with particular focus on learning to undertake academic inquiry; engage in close reading; incorporate research into their writing; and document sources. Peer response, reflection and revision are emphasized through a summative course portfolio.
Prerequisite(s): EN 105 or equivalent
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ENG 102, EN 102
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EN 115 - Writing Studio I
The course enhances student engagement in reading, writing, and thinking across contexts, in close support of students’ work in concurrent sections of EN 105 . Class time will provide students with additional time and experience in small- group workshops, individual conferencing, open writing time, and inquiry into writing conventions.
Corequisite(s): Taken only in conjunction with EN 105 .
Lecture Hours: 1 Lab Hours: 0 Credits: 1
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EN 116 - Writing Studio II
The course provides students additional time and experience with academic reading and writing, in close support of students’ work in concurrent sections of EN 106 . Topics will include strategies for conducting library research, effective use of sources, knowledge of academic writing genres and conventions, and approaches to revisions.
Corequisite(s): Taken only in conjunction with EN 106 .
Lecture Hours: 1 Lab Hours: 0 Credits: 1
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EN 201 - Introduction to Literature
Introduction to concepts and vocabulary involved in literary analysis. Develops skills in reading, interpreting, and writing about literature and surveys some of the major literary concerns and movements.
Fulfills: Writing Intensive, LE Humanities
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ENG 201
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EN 204 - Writing for Online Environments
Students will develop rhetorical skills appropriate to drafting, designing, and publishing online compositions. Students will explore typical web genres and formats, editing techniques, and established and emerging technologies, including social media. The course will emphasize the challenges new media presents to professionals’ understanding of writing, design, and audience analysis.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EN 205 - Introduction to English Studies
An introduction to academic study in English, this course introduces students to the basic elements of literary analysis and theory and to intellectual issues relevant to the study of language, literature and culture. Students will develop the academic skills and habits of mind needed to successfully engage in advanced studies in literature and writing. The course involves opportunities for engagement in campus and local literary organizations/events.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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EN 207 - Professional and Technical Editing
An introduction to professional editing practice and principles, with an emphasis on technical editing. Students will learn to proofread and edit using professional copy-editing tools and mark-ups and will learn to edit with attention to the audience and purpose for different writing situations. In addition to editing for grammar, punctuation, and style, students will learn how to evaluate documents for readability and usability, as well as document design, organization, and consistency.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
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