May 20, 2024  
ARCHIVED 2019-20 Graduate Catalog 
    
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ARCHIVED 2019-20 Graduate Catalog [ARCHIVED CATALOG]

Courses of Instruction

 

Educational Leadership
  

  • 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 to 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 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 850 - Finance, Resource Management, Board Relations (3)

    This course will cover both the theoretical and practice basis of school finance including the major finance dimensions, the implications for state and federal resources, and the development and management of a school district’s budget. Budget procedures, budget development calendars, and budget priority setting and policy management will also be major domains of the course. Board-Superintendent relations will also be a central part of the course.
  

  • 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.

Instructional Design and Technology
  

  • IDT 610 - Curriculum Development (3)

    This course is an introduction to developing curriculum for online and blended learning. Students will differentiate the why and how of running a needs analysis, an audience analysis, and a task analysis. Students will develop strategies to work with subject matter experts (SME).
  

  • IDT 620 - Instructional Design Models (3)

    This course is an introduction to instructional design theory. Students will utilize learning theories, including constructivism and the just in time learning strategy, for engagement of an online student.  Students will compare instructional design models, such as ADDIE, Dick & Carey, and Backward Design, as guidelines for organizing pedagogical approaches.
  

  • IDT 625 - The Science of eLearning (3)

    This course is an introduction to the principles of cognitive psychology and its position in education. Cognitive and science research offer a useful foundation for how students learn, connect the research to practical implications for teaching, and debunk common misconceptions about how the brain functions and people learn. By the end of the course, students will distinguish the cognitive processes, defend the importance of beliefs and motivations in the process of cognition, and, finally, construct the ways cognitive psychology informs teaching and learning in specific content areas. 
  

  • IDT 630 - Multimedia Instruction (3)

    This course will discuss multimedia instruction research and the pioneers in the field. Students will critique multimedia design principles, such as Richard Mayer, and their use to create effective eLearning content. Students will also examine cognitive load theory and motivational types of engagement to evaluate how these factors can enhance or hinder learners’ engagement with eLearning content.
  

  • IDT 640 - Learning Management Systems (3)

    This course will provide students with an overview of the fundamentals of learning management systems. Students will compare and contrast popular learning management systems to select the platform suitable for a given context. Students will construct courses, design strategies for varied classroom delivery models, select content from outside vendors, and interact with students.
  

  • IDT 650 - Advanced Web Development (3)

    Prerequisite: EDU 654 .
    This course will examine the criteria needed to create mobile-friendly courses. Students will develop HTML 5 and CSS programming to create responsive web designed content. Student will develop concepts and design strategies through concept to testing of a finished site.
  

  • IDT 660 - Multimedia and Video Production (3)

    Prerequisite: IDT 630 .
    This course will explore the principles of rapid eLearning development. Students will apply software applications for non-programmers to design interactive eLearning courses without special programming skills. Students will also examine the components of video creation, the concept of visual literacy, video techniques, and communicating with visual images.
  

  • IDT 670 - Game Strategies and Motivation (3)

    This course studies game design techniques and strategies. Students will distinguish gaming models and methods as they relate to academic theories and psychological methods. Students will design games and evaluate them based on assessment goals.
  

  • IDT 680 - Learning Evaluation and Data Analytics (3)

    This course applies tools of data analytics and interpreting and reporting the results of an analysis. Students will evaluate the return on investment of training and education content through utilizing assessments, surveys, and other data generating elements.
  

  • IDT 690 - Capstone Project (3)

    Prerequisite: Completion of other 4 theory and 5 applied courses.
    Students will formulate an instructional design project based on their current or future career paths. The project will encompass previous course work evaluated by peers and faculty.
  

  • IDT 699 - Selected Topics (3)

    An investigation of topics of relevance to instructional design and technology.

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.
 

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