Apr 29, 2024  
ARCHIVED 2017-18 Graduate Studies Catalog 
    
Catalog Navigation
  Catalog Home
  Campus Offices for Quick Reference
  Introducing Doane University
  Graduate Study Standards
  Business Regulations
  Financial Aid
  Academic Procedures and Policy
  Programs of Instruction
  Courses of Instruction
  Students Rights and Responsibilities
  Register of Trustees, Faculty and Administration
  Degrees Awarded
  Academic Calendars
  Federal Disclosure Information
  2017-18 Catalog PDF
HELP
ARCHIVED 2017-18 Graduate Studies Catalog [ARCHIVED CATALOG]

Courses of Instruction

 

Education
  

  • EDU 699 - Selected Topics (3)

    Subject-specific courses (e.g., courses in history, English, mathematics, etc.) may be counted toward degree requirements within this category. Such courses are offered on the basis of expressed student need.
  

  • EDU 700 - Differentiation & Strategies for High Ability Learners (3)

    Differentiation and strategies for high ability learners includes an examination of the intersection of giftedness and formal education to identify potential sources of conflict and promise. Research-supported teaching methods that can be used to tailor instruction to the learning needs, interests, and abilities of different types of students will be developed. Participants will examine course content, process, product, and learning environments as areas for differentiation. The class will consider pre-assessment and compacting, flexible grouping, and a variety of graphic organizers that promote high-end thinking. Models for differentiation and questioning, including Bloom’s Taxonomy, Kaplan’s model, and others will be addressed. Participants will reflect upon their practices to seek areas for improvement.
  

  • EDU 701 - Critical & Creative Thinking in High Ability Education (3)

    Critical and creative thinking concerns the importance of creativity, critical thinking, and problem solving for the high ability learner. Classes will address definitions and theories of creativity, methods of increasing creative behaviors and productivity in individuals, and the role of creativity in human endeavors. Students will understand the link between creativity and student affect and motivation. Students will develop lessons to enhance critical and creative thinking in the learning process.
  

  • EDU 702 - Social and Emotional Needs of High Ability Students (3)

    This course focuses on the nature of high ability learners and how they differ from other learners emotionally and socially. Participants will discuss unusual learning profiles, characteristics of effective teachers of the gifted, basic counseling techniques that teachers can use, and implications for decision-making concerning high ability students. The class will consider self-esteem, twice exceptional learners, underachievement, and affective needs, as well as the impact of classroom and systemic decisions on high ability learners. The students will develop a plan to address social and emotional needs of high ability students in their classrooms.
  

  • EDU 703 - Profiles of High Ability Students (3)

    The special populations course will focus on the unique needs of particular groups within the gifted population who are not typically well represented. Students will learn about the unique needs and characteristics of these groups, including racial/cultural/ethnic backgrounds, socio-economic, twice exceptional, English language learners, underachievers, and highly gifted students, as well as others. In particular, we will focus on the experiences of gifted students with learning disabilities; students will consider those children whose gifts are in domains not traditionally addressed by school systems. The course will examine concerns that affect each of these groups, as well as counseling, programming, and strategies that tend to be successful in indentifying and accommodating these learners. The participants will plan activities and lessons to address issues affecting the gifted.
  

  • EDU 704 - Practicum in High Ability Education (3)

    This course is designed for the High Ability Education K-12 endorsement in Nebraska. Students must include experience at both elementary K-6 and secondary 7-12 levels in 150 hours of practicum experience.
  

  • EDU 705 - Students at Risk: Learning Inhibitors (3)

    This course seeks to provide educators with greater knowledge concerning many of the stressors or inhibitors in the lives of children and adolescents that may deter their brain function, development and affect learning. From impoverished environments, to the effects of television, computers and video games, to sociological deterrents, students face many challenges in their development. Teachers will study the inhibitors and learn and implement methods to better maximize the learning potential of all students.
  

  • EDU 706 - Supporting Writers in the Writing Workshop (3)

    This course will focus on effective instruction in writing. Participants will be introduced to the writing workshop, view and discuss examples from classrooms, and determine and assess levels of student support necessary in developing writers. Participants will explore topics such as using a writer’s notebook, sharing writer’s talks, interactive writing, conferring with writers, using mentor texts and providing effective mini-lessons throughout the writing process, from exploration through final draft state. Participants will utilize and field test a variety of writing activities in their classroom
  

  • EDU 707 - Supporting Readers in the Reading Workshop (3)

    This course will focus on effective instruction in reading. Participants will study the components of reading workshop, view and discuss examples from classrooms, and determine and assess levels of student support necessary in developing readers. Participants will explore topics such as guided reading, comprehension, literature study, mini-lessons, independent reading, and assessment practices. Participants will implement reading strategies in their classroom.
  

  • EDU 708 - Center Based Activities in the Primary Classroom (3)

    This class will review and discuss best practices and current research of center-based activities used in the primary classroom. Participants will be able to design center-based activities within their primary classroom. This design will include classroom management, developmentally appropriate practices and accountability.
  

  • EDU 709 - 21st Century Learning (3)

    Technology skills are the foundational skills for our students’ futures. The ISTE Educational Technology Standards for students will be the cornerstone of this course. Students will explore teaching with technology in the areas of creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving, decision-making, digital citizenship and technology operations and concepts. Participants will design technology curriculum for their classroom.
  

  • EDU 710 - Art Education (3)

    This course will help participants gain knowledge of the importance of art in the elementary setting. Participants will study the effects of art on stress, learning, creativity, thinking processes, intra and interpersonal growth, enjoyment and self-expression. Participants will study readings from the areas of creativity, art education and art therapy. Participants will prepare art lesson plans and critique your lessons. Participants will gain an overview of 2-D and 3-D materials, ways of using the materials and techniques for classroom management during art lessons. Participants will study developmental levels and stages, principles and elements of art, art philosophies, learning styles, DBAE, art safety, purchasing, ordering, recycling and gaining an art vocabulary. Right brain drawing will be emphasized and mastered along with the therapeutic and educational values of art.
  

  • EDU 711 - Autism Spectrum Disorder (3)

    This course is an overview of historical and contemporary perspectives related to identification and programmatic considerations for children with Autism. Topics discussed include the causes of this disability, the learning and behavioral characteristics of children with Autism, as well as their implications in education. Students will develop IEPs for the autistic child.
  

  • EDU 712 - Brain Compatible Learning Strategies (3)

    A course designed to assist teachers in improving the learning of their students through the implementation of brain compatible learning strategies supported by technologies. Students will explore how the brain learns; develop appropriate strategies for learners, and lessons using technology that will assist students in meeting their potential. Teaching methodology includes presentation, demonstrations, discussions, guest speakers, and guided practice. Students will also be introduced to a variety of assessment methods appropriate for these unique learning strategies.
  

  • EDU 713 - Coaching Theory: Leadership and the Pursuit of Excellence (3)

    This course is designed to give insights, strategies, and guidance to become a more effective coach, teacher and leader. The course will focus on magnifying the educator’s talents, enhancing his or her skills and assisting them in developing philosophies to gain positive results on the athletic field and in the classroom. This course will focus on how to motivate people, develop teams, plan for success, get better involvement and commitment from students and student athletes, enhance communication, develop sport specific skills, and build better relationships. In addition, emphasis will be placed on how individuals taking this course can develop and maintain a healthy lifestyle and positive attitude and assist their student athletes in developing skills that will help them throughout their lifetime. Students will participate in daily group discussion, read and debate current educational and athletic issues, and design and prepare general and specific, action plans. Students taking this course will study successful coaches and draw from these models in developing individual coaching philosophies. Additional class enhancements will include guest speakers and interviews with master teachers and coaches.
  

  • EDU 714 - Developing Positive Learning Environments (3)

    Students with social and behavioral issues can disrupt the classroom, repeatedly end up in the principal’s office, and experience failure on a daily basis. In this course, designed for both general and special education staff, participants will examine real life case studies of students with Attention Deficit Disorder, Autism Spectrum Disorder, and behavioral disorders. Students will learn how to incorporate a variety of intervention strategies for disruptive students and develop plans for the creation of supportive school communities for all students.
  

  • EDU 715 - Digital Media in the Classroom with iLife (3)

    Participants will learn the tools and skills to Integrate multimedia software and resources into their curricular areas. This course will focus on apple’s iLife Suite (iMovie, iTunes, iPhoto, iDVD, Garageband etc), as well as other tools such as Photoshop elements, Keynote, Quicktime Pro, and Audacity sound editing software. All these tools will be utilized to facilitate technology integration in the K-12 classroom. Students will design units of study that incorporate technology.
  

  • EDU 716 - Digital Storytelling (3)

    This course provides participants with the opportunity to learn about the following programs to help K-12 students tell stories from all aspects of life. The course will include iPhoto: setting up albums, faces, places, while making cards, calendars, and slide shows. iMovie (09): basic movie creation - importing video, pictures and music) burning a DVD for digital storytelling purposes; Garage Band, creating music for the stories. Participants can bring their own laptops if they prefer. Participants will prepare materials for use in their classroom.
  

  • EDU 717 - Elements and Principles of Art for the Classroom (3)

    When a piece of art work is created the ingredients are the elements of art: line, color, shape/form, texture and value. How they are used makes up the principles of art: balance, emphasis, proportion, movement, rhythm, repetition and pattern, variety and unity. In this class students will gain a better understanding of the artworks of the great masters by analyzing how they handled the elements and principles of art. Through class critiques they will create their own examples of lesson plans and artwork consciously using the elements, and principles of art.
  

  • EDU 718 - Enhancing Learning by Developing Peaceful Classrooms (3)

    This experiential course is designed to assist teachers in improving the educational achievement of students by increasing the amount of time and energy spent in learning. Students will clarify classroom stressors in their setting and explore tools and techniques that can build peaceful classrooms. Participants will be able to: use classroom management and motivational strategies to create a positive learning environment; identify specific factors that disrupt learning in their setting; list specific interventions that fit their learning style, and develop personal and professional competencies as evidenced by a personal plan to be implemented in the classroom or other educational setting.
  

  • EDU 719 - Implementing Art in the Curriculum (3)

    This course is designed to broaden the knowledge base in the area of art for the K-12 teacher. The course includes methods of implementing art in various subject areas as well as providing instruction in art practices and techniques. Projects and lessons for use in the classroom will be completed.
  

  • EDU 720 - Introduction & Use of Web 2.0 Technologies in the K-12 Classroom (3)

    This course examines various Web 2.0 technologies and discusses implications for teaching and learning. Web 2.0 is fundamentally changing the ways in which students interact with information. Students will master free online tools such as Twitter, Ustream, Google Docs, blogs, wikis, and many more that allow your students to produce projects which are “living online documents” rather than static projects and they will create a classroom lesson using one of these tools and learn a wide range of online applications to motivate and inspire both teacher and student. This course is suitable for teachers at any level of familiarity with Web 2.0 tools from beginners to experts.
  

  • EDU 721 - Lives of the Famous Artists (3)

    Art is a broad subject, including all forms of images. This class will touch on a small selection of artistic images. Students will be presented with lessons pertaining to artists’ lives and their work. Students will also prepare examples and lesson plans to share and to take back to their classroom.
  

  • EDU 722 - Making a Good Brain Better (3)

    Brain dysfunction is a reason students fail at school. The brain is malleable and capable of change. This experiential class will explore cutting-edge neuroscience as it applies to the classroom. Emphasis will be placed on the most effective strategies to optimize learning potential, to make good brains great and difficult ones better. Participants will be able to: 1. describe how children learn and develop; 2. provide opportunities supporting intellectual, social and personal growth; 3. recognize and provide for individual differences and diversity, 4. use a variety of instructional strategies to encourage students’ development of skills and strategies for critical thinking and problem solving, and 5. use classroom management and motivational strategies to create a positive learning environment.
  

  • EDU 723 - Optimizing Learning for Children (3)

    Many academic and behavior problems do not respond to typical behavioral interventions. Every classroom has students who are slightly “out of step” but not to the degree that they qualify for services. This course presents a window of opportunity for helping these students develop the skills necessary for success in school. This experiential class will assist teachers to understand sensory processing issues and pertinent brain research. Teachers will develop activities that enhance and make learning a more positive experience for all children.
  

  • EDU 724 - Relationships, Respect & Responsibility (3)

    This experiential course explores relationships, respect and responsibility within the classroom environment through the implementation of practical and positive classroom management strategies. The course is designed to provide an exploration of strategies to raise the level of student responsibility, resulting in respectful students who self-monitor their behavior; rather than depend upon external controls. Particular attention will be given to creating a classroom climate where relationships are the foundation, providing students with the opportunity to develop a positive sense of self-worth. Teachers will develop a plan to implement in their classrooms utilizing strategies to improve learning.
  

  • EDU 725 - Sign Language II & Literacy K-6 (3)

    This course equips participants to use sign language in their classrooms to teach vocabulary, spelling, and reading. A child’s vocabulary development can be enhanced by simultaneously presenting words visually, kinesthetically, and verbally. Research has found a correlation between exposure to Sign Language and improved reading scores. Teachers will learn strategies to increase students’ achievement levels through the use of sign language and how to implement these signing strategies into reading, language, and vocabulary development. Students taking this course need to bring their class list of sight words or spelling words to class at the first meeting.
  

  • EDU 726 - SMART: Interactive Whiteboards in the K-12 Classroom (3)

    Interactive whiteboards are quickly becoming a powerful instructional tool in education. This course is designed to empower K-12 educators to integrate SMARTboard technology into their classroom. The SMART Certified instructor will lead participants through Level 1 and Level 2 SMART training modules. Participants will be applying SMARTboard technology into their learning environment, with an emphasis on content specific curriculum. Hands-on practice will provide educators with many tips and tricks to utilize in the classroom while creating engaging and interactive lesson activities.
  

  • EDU 727 - Social Learning (3)

    Educators are increasingly taking part in a global, social, learning environment. This class will develop the student’s personal learning network by exploring the wide range of online resources to improve the teaching and learning in their classroom. Students will be exposed to online resources for sharing, learning, and networking opportunities. Discussion will revolve around appropriate use in schools and using the tools to maximize time and personal growth. Class assignments will relate back to the individual student’s teaching assignment.
  

  • EDU 728 - Success Strategies for Struggling Students in Culturally Diverse Classrooms (3)

    Culturally appropriate success strategies for interactive teaching, learning, and study skills will be presented for Hispanic, Native American, Asian and African-American students. Field trips are an integral part of the course. Participants will develop teaching tools, resources, and strategies to better meet the needs of their students.
  

  • EDU 729 - ESL: Communicating in an Educational Environment (3)

    Language and culture are two multidimensional and constantly changing phenomena that are integrally connected to everything that happens in the world. As any language is culturally conditioned, any culture is linguistically defined. The main goal of this course is to examine the relationship between language and culture, their influence on each other as well as their effect on community, identity, beliefs, and values. Participants will develop skills to decrease misunderstandings, send clear messages, receive and interpret messages accurately and promote effective communication as it pertains to ESL classrooms.
  

  • EDU 730 - Survival Spanish (3)

    This course will help teachers learn basic conversational phrases and vocabulary to communicate with Hispanic students in their classrooms. Emphasis will be on classroom situations and conversational Spanish instead of grammar. The class will include activities and journal readings on ESL, in addition to vocabulary study and practice.
  

  • EDU 731 - Word Study - Improving Vocabulary, Spelling, and Phonics Instruction (3)

    Participants will explore current research in vocabulary, spelling, and phonics to become aware of critical attributes of effective work study programs. Participants will move from theory to practice as they assess and analyze classroom writing and reading samples to inform instruction. Results of assessment and implemented word study programs will be used to design and implement word study lessons for large and small group instruction. This course is designed for teachers in primary grades.
  

  • EDU 732 - Arts are Basic (3)

    This course focuses on the arts as a tool for learning. Participants will learn how aesthetics can increase students’ skills in perceiving problems, discovering possible solutions, and making informed choices. Participants will have the opportunity to study with professional teaching artists and develop new curriculum ideas for their classrooms. Upon completion of this course participants will increase their ability to use visual and performing arts as a way to engage students in learning.
  

  • EDU 733 - Classroom Connections (3)

    Student achievement is essential in today’s schools. In order for students to be as successful as possible, we as teachers have to form bonds, links, and connections to help our students learn. This course will help participants discover fun and creative ways to connect with your students, staff and others in your life. In this class, participants will learn ways to establish a positive learning environment that is encouraging. The course will discuss infusing additional information on respect, responsibility, kindness, hope, positive choices, work ethic and integrity while teaching curriculum. Participants will develop a plan for using this information in their classroom.
  

  • EDU 734 - Implementing Co-Teaching in the Classroom (3)

    Co-teaching is a new and creative way of educating students with disabilities. It can be a successful solution for meeting the guidelines for inclusive practices while still providing the least restrictive environment for students. This course will provide a foundation of what co-teaching is and is not and address collaboration topics. Participants will develop a plan suitable for their current teaching situation to begin to implement this teaching style.
  

  • EDU 905 - Professional Learning Community I (3)

    This learning community is the initial course for entrance into the doctoral program.  The purpose of the course is to prepare students for the  comprehensive evaluation of course work from the master’s degree through the specialization areas. It also assists students in their reflection on the processes of teaching and learning as they examine ethical issues surrounding the work of educational leaders.  Working with a a PLC advisor, the course will combine elements of written reflection on student work and a final comprehensive evaluation/presentation to an audience on their pre-doctoral work.  The final reflective piece will examine how working for the terminal degree will impact their practices.  Upon passing the Professional Learning Community #1 students may begin work on their research and dissertation components
  

  • EDU 915 - Professional Learning Community II (3)

    PLC II offers the opportunity for students to work together to refine a dissertation topic and complete the dissertation proposal.  Working as a reading seminar, students will review literature and develop a proposal for the dissertation.  The research committee for each individual also will be organized.
    Prerequisite: Completion of the research block.
  

  • EDU 925 - Professional Learning Community III (3)

    PLC III adds a natural support group for the beginning writing of the dissertation.  Participants will work as peer editors, critical listeners, and consultants to the group.  Other responsibilities for the professional learning community include serving as an audience for defense or oral examinations.
  

  • EDU 935 - Mixed Methodology and Research Design (3)

    This course focuses on the major methods and techniques of practitioner based research including the design and use of mixed methodologies.  It provides candidates with critical knowledge and skills in the evaluation and use of educational research and the ability to design alternatives to traditional research strategies that involve the mixing of models to fit the research needs of the candidate and method of research aligned to the goals of the student.
    Prerequisite: Completion of the dissertation proposal is required.
  

  • EDU 945 - Qualitative Research Design (3)

    This course provides students with foundational knowledge concerning qualitative research.  It will focus on designs and methodologies, theoretical and interpretive frameworks, ethical considerations, standards of validation and introductory data collection, analysis and reporting.
  

  • EDU 950 - Quantitative Research Design (3)

    This is an introductory quantitative methods course which provides students with a fundamental understanding of the types of quantitative designs and statistical techniques used in education research.  The course will use hands-on activities and emphasize the interpretation of data.  Statistical software is used throughout the course.
  

  • EDU 985 - Dissertation (1-12)

    The student will complete the doctoral dissertation under the supervision of a faculty mentor.  Enrollment each semester required.
    Prerequisite: EDU 925 .
    Pass/Fail
  

  • EDU 999 - Selected Topics (3)

    Courses are offered on the basis of expressed student need.  Full course descriptions for each course are printed in the semester course schedules. 

Early Childhood Education
  

  • EDC 612 - Developing Literacy in the Primary Classroom (3)

    Designing a literacy program based upon developmentally appropriate practices. Such a program in the primary classroom supports children as they develop their ability to read, write, speak, listen, and think. Students will be able to move from theory to practice as they design programs within their primary classrooms. This course has an early childhood prefix and is specifically designed to support the Nebraska Primary initiative.
  

  • EDC 614 - Developmentally Appropriate Practices: The Primary Program (3)

    Recent research on best practice in the early years has developed into a framework called developmentally appropriate practices. It builds on the knowledge base of child development, suggesting effective strategies for working with young children. Developmentally appropriate materials and methods of instruction in the content areas, along with techniques for facilitating communication with parents and communities about such practices, are also addressed
  

  • EDC 616 - Critical Issues in Early Childhood Education (3)

    This course considers current social, political, and economic issues affecting early childhood curriculum and education. Course discussions and readings focus on such areas as curriculum reform and standards, assessment, communicating with families, classroom management, legislation pertaining to young children, public school finance, law, multicultural and special education, educational philosophy, current research guiding educational practice such as brain research, and topics selected by class members. At the conclusion of the course, students develop, based on their understanding of the issues, a personal early childhood philosophy that will guide their future educational practices.
  

  • EDC 680 - Practicum for Early Childhood (3)

    This course is required for an Early Childhood Endorsement in Nebraska. Students must teach 150 hours in an early childhood classroom plus complete the assigned reading and journaling requirements
  

  • EDC 699 - Selected Topics (3)

    Subject-specific courses may be counted toward degree requirements within this category. Such courses are offered on the basis of expressed student need.

Special Education
  

  • EDS 610 - Collaborative Teaching-An Inclusion Model (3)

    Collaborative teaching models, team planning, curriculum adaptations, behavior management, and utilization of resources in both the school and the community are the primary foci of this course. Upon completion, the graduate student has an inclusion plan for the next academic year to implement in the classroom or school.
  

  • EDS 620 - Exceptional Children (3)

    The study of children and youth with exceptionalities and the implications of serving those students in K-12 schools. An examination of federal, state, and local policies is completed so that classroom procedures can be developed and implemented in compliance with existing regulations. The course also prepares regular educators for their collaborative roles with mainstreamed students and consultative special educators.
  

  • EDS 621 - Advanced Assessment (3)

    The assessment and interpretation of data from standardized tests, observations, checklists, and other data collection methods used by school resource personnel and relevant to verification guidelines and instructional planning are examined. Meaning is enhanced by the study of assessment development theory for application in K-12 classrooms.
  

  • EDS 621L - Advanced Assessment Practicum (1)

    This course runs concurrently with EDS 621 . Students will implement the assessment techniques from this course within their classroom.
  

  • EDS 622 - School Programming for Exceptional Students (3)

    An examination of a variety of techniques for instruction in academic, social and vocational curricula to children and youth with high incidence exceptionalities in schools. This course considers classroom setting options across a range of special education services and placement options.   Students will select, adapt, and use a variety of evidence-based instructional strategies. 
  

  • EDS 625 - Methods of Teaching Mild, Moderate Special Education (3)

    This course focuses on curricular modifications for students with mild to moderate learning disabilities, mental handicaps, behavioral or emotional disabilities or orthopedic handicaps. Students will be able to promote the learning of social skills by K-12 students, develop and implement classroom management techniques, apply assessment techniques to determine performance levels and modify curriculum for learners with mild to moderate disabilities.
  

  • EDS 626 - Advanced Instructional Adaptations (3)

    This course prepares students to make appropriate individualized instructional accommodations in all areas consistent with IDEA and NE Rule 51. The focus of the course is on the implementation of adaptations utilizing a multi tiered model of support for learners with disabilities.  Students will utilize technology in making adaptations for learners with special needs.
    Prerequisite:  Acceptance by Teacher Education Committee. 
  

  • EDS 631 - Teaching Strategies for Exceptional Children (3)

    This course is designed to enhance the skill of the participant to diagnose and analyze instructional accommodations for a variety of school settings. The focus of adaptations will include all areas of identification as determined by NE Rule 51. This course will provide participants with ideas and insight on a variety of strategies to use when working with students who have special needs. In addition, learning from this course will qualify those involved to effectively communicate with parents, paraprofessionals and other educators.
  

  • EDS 632 - Critical Issues in Special Education (3)

    This course considers current social, political, and economic issues affecting special education. Course discussions and readings focus on, but are not limited to, curriculum reform, alternative teaching and learning paradigms, classroom philosophy, and topics selected by class members. At the conclusion of the course, students develop a personal special education platform based on their understanding of the issues and how these issues affect the school environment.
  

  • EDS 655 - Internship for Special Education (8)

    Student teaching (internship) is arranged on an individual basis. This professional term experience is designed to place the student into a school setting in which he/she can be given first-hand experiences in parent conferencing, student evaluation and assessment, classroom management, and related development of curriculum topics to meet the Nebraska K-12 student standards.
    Pre-requisite EDU 624 , EDU 663 , EDS 620 .
  

  • EDS 665 - Special Education Beginning Teacher Seminar (3)

    A course required of students completing initial certification for special education.  Students will explore issues for the first-year teacher.  Students will begin planning for their teaching positions, developing curriculum and making final decisions concerning classroom organization and management.  In addition, students will review the topics of parent conferencing, school law, the Nebraska K-12 content standards, crisis intervention, and effective teaching.  Other current topics in special education will be addressed as they relate to the beginning teacher.
  

  • EDS 680A - Practicum K-6 Special Education (3)

    This course is required for a Special Education Endorsement in Nebraska. Students must teach 150 hours in special education settings plus complete the assigned reading and journaling requirements.
  

  • EDS 680B - Practicum 7-12 Special Education (3)

    Required for a Special Education Endorsement in Nebraska.  Students must teach 150 hours in special education settings plus complete the assigned reading and journaling requirements.
  

  • EDS 699 - Selected Topics (3)

    Subject-specific courses may be counted toward degree requirements within this category. Such courses are offered on the basis of expressed student need.

Educational Leadership
  

  • EDL 621 - Leadership Internship (3)

    An opportunity for students to use the learning of the past year and prepare for the final experiences of the cadres. Prior to beginning the internship, students complete their philosophy of education based on their own observations and experiences over the previous year. Through three weeks of full-time work at a school or district with a principal, superintendent, or other leader, students develop an understanding of the philosophy, mission, and vision of the site. Students participate in ongoing assessment of the plans, practices, and processes of school sites. A systematic exploration of school improvement plans, curricular innovations, staff development activities, annual reports, and strategic planning occurs as the site closes one academic year and begins planning for the next year. Using this information, students reflectively examine the ethical base that drives programs, decisions, and communication. They develop an understanding of the complex mix of activities that defines the work of the school leaders. Students will seek to develop a mentoring relationship with their supervisors for long-term help and assistance.
  

  • EDL 675 - Foundations of Educational Leadership (6)

    A development of foundation skills for school leadership. Students begin to develop an understanding of the knowledge, skills, and processes needed by principals in today’s schools. The class focuses on team building, group processes, and facilitation skills. It also investigates the research and literature base for school leadership, creating collective vision and common goals as well as developing an ethical base for decisions, supporting innovations in the school’s community, understanding the change process, and understanding a variety of teaching and learning styles. Students identify a personal philosophy of education that considers sociological, cultural, and historical foundations; develop leadership strategies for improving the school curriculum; study school finance and implications for schools; acquire skills in working collaboratively with multiple stakeholders; and expand multicultural awareness, gender sensitivity, and racial and ethnic understanding. In addition, students develop an individual plan for the field experience that follows this class to further develop their knowledge and skills.
  

  • EDL 676 - Assessment of Student Learning for Educational Leaders (3)

    The goal of this course is to assist educational leaders to use classroom-based and standardized assessment to maximize student achievement. Participants develop a vision of excellence in assessment that is balanced in terms of assessment purposes, achievement targets, assessment methods, and ways of communicating results. They will develop an understanding of the wide range of achievement targets that comprise academic success and establish priorities to lead that process. Participants will develop strategies to use the full range of methods for sharing information about student achievement, acknowledging that various users of assessment results need different information for distinct purposes. They also develop a data-driven improvement project.
  

  • EDL 680 - Elementary Field Experience/Practicum I (3)

    Establishes a bridge between the experiences in the Foundations of Educational Leadership course and those at the school site by integrating knowledge and skills in a supervised elementary school experience. As part of this experience, students are involved in a variety of supervised activities, including planning curriculum and meetings, using group process skills and strategies, participating in opening of school activities, solving disciplinary problems, supporting new faculty and staff, supervising activities, and communicating with parents and the community. Using experiences from the school sites, students study due process and school law cases to draw inferences and to assist with problem-solving and decision-making strategies during the four class sessions. The students analyze staff communication plans and public relations programs for their own school sites, review the literature in this area, and make comparisons with plans from other school sites to identify best practices. In addition, students develop an individual plan for the field experience that follows this class.
  

  • EDL 681 - Middle Grades Field Experience/Practicum I (3)

    Establishes a bridge between the experiences in the Foundations of Educational Leadership course and those at the school site by integrating knowledge and skills in a supervised middle grades school experience. As part of this experience, students are involved in a variety of supervised activities, including planning curriculum and meetings, using group process skills and strategies, participating in opening of school activities, solving disciplinary problems, supporting new faculty and staff, supervising activities, and communicating with parents and the community. Using experiences from the school sites, students study due process and school law cases to draw inferences and to assist with problem-solving and decision-making strategies during the four class sessions. The students analyze staff communication plans and public relations programs for their own school sites, review the literature in this area, and make comparisons with plans from other school sites to identify best practices. In addition, students develop an individual plan for the field experience that follows this class.
  

  • EDL 682 - Secondary Field Experience/Practicum I (3)

    Establishes a bridge between the experiences in the Foundations of Educational Leadership course and those at the school site by integrating knowledge and skills in a supervised secondary school experience. As part of this experience, students are involved in a variety of supervised activities, including planning curriculum and meetings, using group process skills and strategies, participating in opening of school activities, solving disciplinary problems, supporting new faculty and staff, supervising activities, and communicating with parents and the community. Using experiences from the school sites, students study due process and school law cases to draw inferences and to assist with problem-solving and decision-making strategies during the four class sessions. Students analyze staff communication plans and public relations programs for their own school sites, review the literature in this area, and make comparisons with plans from other school sites to identify best practices. In addition, students develop an individual plan for the field experience that follows this class.
  

  • EDL 683 - Elementary Field Experience/Practicum II (3)

    A continuation of bridging the learning from the Foundations of Educational Leadership course, the first field experience, and the elementary school site. Students use experiences from the first practicum as a foundation for building further expertise for creating with others a community of learners. Using educational research and the literature base to help inform their actions, students’ school experiences focus on programmatic problem solving, including developing and implementing support programs for faculty and staff, and curricular issues; recommending adjustments to communication and public relations plans; designing a meeting that focuses on appropriate group process skills and strategies; and/or developing a process for reviewing the school’s discipline plan. Students develop the skills to work with competing priorities and values and to manage conflict in a rapidly changing environment as it relates to curriculum, school improvement, discipline, public relations, and group process at their school sites. In addition, students begin visiting schools in varied settings and must obtain leave time for at least two days to spend in schools other than their own. The class sessions provide an opportunity for processing the field experiences of the students and promoting new problem-solving techniques and decision-making strategies. Students develop new skills in performance appraisal, interview techniques, collaborative staff development activities, promoting activities outside the classroom, and closing of school activities. Students also develop plans for their summer internships.
  

  • EDL 684 - Middle Grades Field Experience/Practicum II (3)

    This course continues bridging the learning from the Foundations of Educational Leadership course, the first field experience and the middle grades school site. Students will use experiences from the first practicum as a foundation for building further expertise for creating with others a community of learners. Using educational research and the literature base to help inform their actions, students’ school experiences will focus on programmatic problem solving, including developing and implementing support programs for faculty and staff, and curricular issues; recommending adjustments to communication and public relations plans; designing a meeting that focuses on appropriate group process skills and strategies; and/or developing a process for reviewing the school’s discipline plan. Students will also develop the skills to work with competing priorities and values and to manage conflict in a rapidly changing environment as it relates to curriculum, school improvement, discipline, public relations, and group process at their school sites. In addition, students begin visiting schools in varied settings. Students must obtain leave time for at least two full days to spend in schools other than their own. The class sessions will provide an opportunity for processing the field experiences of the students and promoting new problem-solving techniques and decision-making strategies. Students will develop new skills in performance appraisal, interview techniques, collaborative staff development activities, promoting activities outside the classroom; and closing of school activities. Students will also develop a plan for their summer internship.
  

  • EDL 685 - Secondary Field Experience/Practicum II (3)

    A continuation of bridging the learning from the Foundations of Educational Leadership course, the first field experience, and the secondary school site. Students use experiences from the first practicum as a foundation for building further expertise for creating with others a community of learners. Using educational research and the literature base to help inform their actions, students’ school experiences focus on programmatic problem solving, including curricular issues, developing and implementing support programs for faculty and staff, recommending adjustments to communication and public relations plans, designing a meeting that focuses on appropriate group process skills and strategies, and/or developing a process for reviewing the school’s discipline plan. Students develop the skills to work with competing priorities and values and to manage conflict in a rapidly changing environment as it relates to curriculum, school improvement, discipline, public relations, and group process at their school sites. In addition, students begin visiting schools in varied settings and must obtain leave time for at least two days to spend in schools other than their own. The class sessions provide an opportunity for processing the field experiences of the students and promoting new problem-solving techniques and decision-making strategies. Students develop new skills in performance appraisal, interview techniques, collaborative staff development activities, promoting activities outside the classroom, and closing of school activities. Students also develop plans for their summer internships.
  

  • EDL 686 - Advanced Educational Leadership I (6)

    A reflection about, and the application of, the knowledge and skills developed in previous courses and field-based experiences. Students are involved in a variety of activities, including collaboratively planning and designing curricular and staff development activities, developing an interactive staff communication plan and public relations program, facilitating multicultural understanding, organizing the school calendar, analyzing the school’s disciplinary system, and planning to meet technological needs. Students will propose a plan for a school building, create a school profile, and build a budget for the school. In addition, students will revise their resumes, develop interviewing techniques, and establish networks to organize what they have to offer as leaders and to prepare for positions as assistant principals and principals.
  

  • EDL 687 - Advanced Educational Leadership II (3)

    A focus on non-classroom support services and multiple stakeholders, including advisement, counseling, and guidance of students; encouragement of activities outside the classroom that support teaching and learning; and collaboration with parents and community agencies. Students study various supervisory models and performance-appraisal systems. As part of their continuing professional growth, students design and pilot an action research project focusing on one of the four program outcomes: strategic leadership, instructional leadership, organizational leadership, or community and political leadership.
  

  • EDL 695 - Research and Project Implementation (3)

    The student is expected to present a synthesis of his/her progress, growth, and achievements initiated in the completed course of study and to implement a plan in the school setting that is derived from the collective experience of the program. Students meet with faculty advisers and the cadre group to share, present, and assess the implementation of individual projects, and also to develop and present a portfolio that includes a final written philosophy statement.
  

  • EDL 699 - Selected Topics (3)

    Subject-specific courses (e.g., courses in history, English, mathematics, etc.) may be counted toward degree requirements within this category. Such courses are offered on the basis of expressed student need.

Education Specialist Diploma
  

  • ESD 705 - Issues in Leadership (3)

    This course will lay the groundwork for a common language and common understanding of the critical issues of education leadership at the school and district levels. The students will review text selections which include at least choices of current interest that frame the basic and fundamental aspects of how leaders think; what they think about; and how they go about putting thought into action. In addition, the text will include biographical and autobiographical selections of what leaders do to renew, reframe and reinvent themselves through the processes of self- learning, self-discovery and self-revelation. Students will begin design of the personal philosophy for leadership for the 21st century.
  

  • ESD 710 - School Districts as Organizations (3)

    This course will lay a foundation for understanding schools and districts as complex organizations and as organizations that can be transformed with new areas of capacity through resource identification, allocation, and evaluation. In addition, this course will include the application of systems thinking, matrix thinking, and other models for conceptualizing the complex nature of human organizations and the interaction of the organization framework with the resources identified. Students will develop the knowledge, skills and dispositions for leading the work of building capacity within an organization through continuous learning and continuous improvement. Students also will explore the concept and strategies of distributed leadership at all levels, program, district, and school throughout the school-community.
  

  • ESD 715 - School-Community Communications (3)

    In this course, presented in a seminar setting, students will develop the ability to plan for communications within the school-community as a two-way process of information sending and information gathering. Communication within the school-community will be framed as a process of engagement and as a foundation for the adaptive work of schools and communities in problem identification and problem solving. In addition, the students will develop competency in the strategies of engaging shareholders and stakeholders including both the school and community in ways that are adaptive and collaborative. The class also will investigate the issues of clear and effective communication including bias free and culturally competent measures and strategies of communication.
  

  • ESD 725 - Politics and Policy Leadership (3)

    This course will cover the issues of policy and politics at the local, state and federal levels. The students will explore how to identify the key policy leaders and position framers and how to influence policy development at each of the levels. The course will assist students in developing an understanding of the strategies that distinguish the activities of advocacy versus lobbying and how the policies at each level are connected and how they impact each other. In addition, the students will develop the knowledge, skills and dispositions to be an influence on policy development without becoming partisan in the politics of decision-making. Students will discuss the role of policy in providing leadership at the local level, to the district, and the schools/programs of the district. Legal and statutory frameworks at the federal, state and local levels within which schools must operate are also explored. The course will develop student knowledge of and strategies for accessing the resources and working within regulatory framework of regional, state and federal agencies.
  

  • ESD 755 - Financial Frameworks (3)

    In this course, the student will develop an understanding of the overall framework of school finance and how it works at the federal, state and local levels. The legal and statutory frameworks for school finance and budgeting will be explored. The student will understand the policy foundations of school finance and will be able to apply the notion of policy to the development of a model budget for their district. The budget will be reviewed as an instrument of policy and priority and as a strategy for “adding value” to a management task. The student will understand the role of management, administration and leadership in the financial framework of the district and in the process of developing, implementing and administering a budget. The course will cover such concepts as “budget as policy” and various methodologies for budgeting that make the process more transparent and more engaging in both development and administration.
  

  • ESD 810 - Resource Development and Allocation (3)

    This course is a complement to Course ESD 755 . It will investigate the strategies of building capacity that include all assets of the district including those that are non-monetary but have both financial as well as educational impact. Students will learn and apply the basic tenets of school finance which will be reviewed within the context of the budget being a document of resource identification, allocation and management. Students will investigate the strategies for identifying other non-monetary assets of the district and schools, including how to maximize and allocate these assets. Students will evaluate the use of non-monetary assets as a benefit to the work of the schools and district.
  

  • ESD 820 - Leading and Responding to Change (3)

    This course will address the strategies of identifying critical issues at the local, state and federal levels that will impact policy, resources and practices at the local school-community levels. The students will develop the strategies for addressing the priority issues that are identified and the plans for the systematic resolution of identified priority issues. In this course, the students will develop a framework for systems and matrix thinking that honors the complexity of the school district including the building and programs that are units of the system. Students will also develop strategies for leading and responding to innovations including those labeled “disruptive” interventions, such as technologies and how they transform the work of the leaders at the district and schools levels. The course will develop strategies for addressing disruptive innovations such as technologies that include management of resources, tracking of critical data on student learning, the use of data for continuous improvement and the reporting of relevant data to stakeholders and shareholders. Students will also develop the strategies for implementing “adaptive” work into the identification of change issues and the resolution of strategy to address them.
  

  • ESD 830 - Human Resource Leadership (3)

    This course will address the issues of the people that make up the system, who they are, what they expect, what they can contribute, and what they are likely to gain from engagement of all constituents in the educational setting. Other topics include: issues of what motivates people to become engaged in their work; issues of cultural competence in interpersonal relationships and communications; equitable and fair policies and practices; impact and challenges of diversity; and the building of capacity within the various ranks of the people who make up the school-community. Students will develop a set of strategies for use in implementing the policy that “nothing will be achieved by any individual, group of individuals or the organization as a whole until there is capacity for the change to take place.” Human relations and human resource management will be included in the content as they impact the policies and practices that contribute to the building of capacity and the personal/professional development of all members of the school-community.
  

  • ESD 910 - Ethics of Leadership (3)

    This course will explore the impact of ethics, values, and principles on leadership and leadership strategies. Students will review codes of ethics and professional practice for educational leaders and the profession of education and other settings. Case studies of leaders engaged in principle-based leadership will be the foundation for self-discovery of a personal code of ethics, values and principles. Student activities will include opportunities for reflection and engagement with others in discovery of the ethical, value and principle base of the candidate. Each student will develop a “values code” as the foundation for their role as leader that will be adapted into their philosophy of leadership.
  

  • ESD 920 - Leadership Internship I (3)

    Students will develop and participate in a leadership practicum that is designed, implemented and evaluated for the district in which the student is working. The practicum is to be approved in advance. The students will collect data about the implementation, assess the outcomes of the plan and complete an evaluation of the plan based on the data collected.
  

  • ESD 930 - Curriculum, Instruction and Assessment Design (3)

    The course will develop the understanding and strategies of how curriculum, instruction, assessment and continuous improvement are connected. The course will explore the role of the district leader in curriculum as both a policy instrument to guide teaching and learning and as an administrative guide to the development of instructional activities at the school, classroom and program levels. Students will develop strategies for district-wide curriculum planning and continuous improvement including the collection and use of data for making informed decisions about curriculum, instruction, assessment, teaching and learning. Students also will develop strategies for addressing the critical curriculum issues of cultural competence, equity of opportunity to learn and the challenges in diversity of income, language, learning capacity, and mobility. Students will develop the strategies for designing professional development to support the curriculum and instructional programs and the strategies for design and implementation of professional learning communities as a collaborative and adaptive approach for continuous improvement of instruction.
  

  • ESD 940 - Leadership Internship II (3)

    Students will participate in a curriculum, instruction and assessment internship. Students will work with a school district at the district level in design, implementation, and assessment of the processes found in development of school curriculum, the implementation of the curriculum across the district, and the process of assessment. State and national requirements for curriculum, instruction, and assessment will be explored. The practicum is to be approved in advance. The students will complete a project concerning topics of the course.

Music
  

  • MUS 601 - History and Philosophy of Music Education (3)

    The course will survey the major philosophical approaches to music education from their context in history. Relationships to developments in general education as well as the political climate of the period will be explored. A major paper investigating one of the philosophical thinkers will be required in addition to a well developed personal philosophy of music education.

    Students will develop a personal philosophy of music education as a part of an ongoing examination of their personal beliefs of music teaching and learning.  Students will understand the important educational historical and political ramifications on music education.  Students will be able to compare and contrast the major philosophical and theoretical perspectives of music education.  Students will select one philosophical foundation that best fits their teaching philosophy and will  apply it to their teaching practices.
  

  • MUS 602 - Music Curriculum Development and Evaluation (3)

    This course examines the relationship between curriculum theory and philosophy of music education. Through the study of traditional and contemporary models of curriculum development and evaluation, students broaden their understanding of curriculum as it impacts the learning process. The major project for this course will utilize National Core Arts Standards and Nebraska K-12  Standards for Music as a focal point in the development of practical curricula projects for the students’  individual teaching situations.

    Students will develop an understanding of the National Core Arts Standards and Nebraska K-12 Standards for Music and how to incorporate the standards into curriculum development and writing.  Students will understand the role of curriculum as it impacts the learning process.  Students will be able to develop assessment strategies that best measures student learning based on current curricular trends in music education.  Students will develop and create a portion of a curriculum for a course that are currently teaching in their respective school.
  

  • MUS 610 - The Psychology and Sociology of Music (3)

    This course merges the science of psychology and sociology with the teaching of music. It helps the teacher to understand the applications of psychological principles to the music learning process. The course will identify and discuss variables that affect a student’s learning of music within a variety of sociological and behavioral viewpoints. Students will use a psychological or sociological lens in developing  a single case study.

    Students will understand and apply  psychological  principles to the music learning process.  Students will identify and explain sociological and behavioral principles that effect music teaching and learning in the classroom.  Students will develop a single student case study focused on either a psychological / developmental or social / cultural viewpoint.
  

  • MUS 620 - Instructional Technology in Music (3)

    This course is designed for practicing music teachers to learn and develop their skills in using technology that enhances the teaching and learning of music.  A primary emphasis of the course will be to develop students’ Musical Technological Pedagogy and Content Knowledge (M-TPACK) in the use of both laptops and in using mobile devices such as iPads.  The technology focus will include personal learning networks (PLNs), music notation software, MIDI, digital media, online resources, technology-assisted assessment tools and mobile devices.

    Students will identify a myriad of technological tools available for instruction and assessment in music education.  Students will develop an awareness of their current strengths and weakness with regards to M-TPACK.  Students will be able to create unit lesson plans that will incorporate a variety of technology-assisted tools that will enhance student learning and assessment.  Students will be able to demonstrate uses of technology for creating personal learning networks (PLN) and music compositions/arrangements.
 

Page: 1 | 2 | 3