7000

STEM (Science, Technology, Engineering, and Math) in an educational context refers to the concept of teaching content in these areas not in siloed separate classes, but in an integrated, project-based manner, emphasizing student agency and self-directed learning. This course aims to educate teachers in best practices for implementing this, through a combination of readings, videos, instructional design, and a series of mini-projects that model curriculum integration and evaluative practices.

Overview of common statistical techniques used in educational research, univariate, bivariate, z-test and t-tests (one & two sample).  Introduction to Analysis of Variance, exploration of non-parametric tests like: Pearson r, Spearman rho, and Chi-Square tests.

Course explores strategies and specific interventions to assist professionals in school settings. Emphasis is placed on remediation of academic areas, cognitive processes, and behavioral deficits.

An introduction to the field of school psychology, including its history, the roles and functions of school psychologists, professional issues, and law for school psychologists.

Examines the school psychology context, process, instruction and practice in communication styles in school psychology. Discussion on the history, development, and practice of school psychology as a profession, and how and when school psychology is provided.

In this course, students will examine the central concepts, tools of inquiry, and structures of the arts (music, visual; arts, dance, and/or theatre), physical education, and wellness.

Students will learn to plan, implement, and assess (with adaptations as needed) learning experiences in the arts (music, visual arts, dance and/or theatre), physical education and wellness that engage all learners (including those with special needs) in critical thinking, creativity, and collaborative problem solving.

Principles and methods of performing individual psychological evaluations of school-age children and youth.  Administering, scoring, and interpreting Wechsler Intelligence Scales and other cognitive assessment instruments.

Provides applied learning for the administration, scoring and interpretation of behavioral and personality measures, such as parent teacher child interviews, youth self-report measures, standardized rating scales, and projective techniques. Encompasses written and oral reports to integrate results relevant to psychological services in educational settings; for example, identification of emotional handicaps, intervention planning and crisis intervention.

Examines the school counseling process, instruction and practice in communication skills in school counseling. Discussion on the history, development, and practice of school counseling as a profession, and how and when school counseling is provided.

Psychological testing theory, clinical and practical aspects of individual test administration, educational and clinical diagnosis, interpretation, and non-discriminatory and controversial issues in testing.

Overview of common statistical techniques used in educational research, including univariate and bivariate descriptive statistics, chi square, and linear regression.

Legal issues and challenges facing the field of special education with emphasis on topics such as assessment, mainstreaming, non-categorical vs. categorical special education, effects of labeling, special education, and evaluation programs for the school psychologist. Additionally, includes the special education referral and delivery system according to the law, individual education plans and legislation affecting special education. Course examines the NASP and APA professional codes.

Concepts and practice of consultation in a variety of settings, including child-centered, teacher-centered and system-centered techniques.

Examine human issues. Learn about systems in education and in the practice of school psychology. Includes the use of assessment and intervention.

Provides an in-depth review of major learning theories with an emphasis on how this impacts the practice of school psychology. Course explores learning processes, historical perspectives of learning theory and examines relationships that exist between learning theory and educational and psychological practices.

Students spend 200 hours each in a school setting working with a school psychologist practicing academic and alternative testing procedures and report writing. Prerequisites: EDC 7122 and EDC 8222.

Students spend 200 hours each in a school setting working with a school psychologist practicing personality, behavior, social, and emotional testing procedures and report writing.  Prerequisite:  EDC 7222 Practicum (I) Assessment & Int.: Academic & Alt. Test.  Registration restriction:  Students may not self-register for this course.  Approval of lead faculty and/or academic advisor needed before registration.

Overview of the field of educational technology in a variety of organizational settings.  Examines the role of the educational technology professional in various organizational models. Introduces requirements of the program.

Course explores foundational elements required for study of educational technology, such as the history of educational technologies and their implementation worldwide, learning theories and their relationship to educational technology implementation, learning technologies terminology, and the relationships between learning technologies and power and privilege.

Engage in a learning technologies project that applies their learning in a school, business, or organizational setting.  Must complete 40 hours of supervised work per credit, develop at least one artifact their personal portfolio that results from the practicum experience, and reflect on the experience (in writing or via another creative form approved by the instructor) in their personal portfolio. May lay groundwork for an applied project in EDF 8503 Master's Research Project, but must be independent of that project. Approval required before practicum begins.

Explores challenges of teachers in evaluating the needs of individual students in the classroom. Learn to innovative possibilities for instruction to enhance learning for all students. Realize the benefits of personalized instruction.

Examination of the dynamics of grief, loss, and trauma and the role of the school counselor in elementary school, middle school, secondary school settings in supporting students who have experienced loss or trauma. Course examines crisis planning, ACES and trauma-informed practices in schools.

Examination of the dynamics of loss and trauma and the role of the school psychology in elementary school, middle school, secondary school settings in supporting students who have experienced loss or trauma. Course examines crisis planning and trauma-informed practices in schools and the role of a school psychologist.

Explore the history and current landscape of games, gamification, simulations, artificial intelligence, and virtual environments in teaching and learning for all ages and abilities. Experiment with teaching tools and environments and discuss learning theory as it applies to them. Additional topics include methods for evaluating their effectiveness, potential dilemmas involved in their use, and implications of these technologies in education.

Examine the understanding and uses of scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices central concepts, tools of inquiry, and introduces the structures of mathematics (counting and cardinality, operations and algebraic thinking, number and operation in base ten and fractions, measurement and data, geometry, ratios and proportional relationships, statistics and probability).  Experiences will include designing learning needs, ELL strategies, design, application of learning technologies, and intensive strategies.  Field experience required.

Students will examine the central concepts and structures of social studies (the integrated study of history, geography, people and places, economics, civics and government) and the English/Language Arts (reading, writing, speaking, listening, language and ELL).  Field experience required.

Introduction to patterns, causes, assessment and treatment of substance abuse and other addictive disorders in the PreK-12 school environment.

Explores research-based strategies and instructional methods for teaching young adolescents in middle school settings. Candidates examine adolescent development, classroom management, differentiated instruction, and assessment practices that support student learning. Emphasis is placed on creating engaging, inclusive, and academically rigorous learning environments. Through lesson planning and reflective practice, candidates develop skills to meet the diverse needs of middle school learners.

This course prepares school counseling candidates to design and deliver technology-enhanced individual, group, and classroom counseling interventions that promote academic, career, and social/emotional development aligned with CACREP school counseling standards, the ASCA National Model, and KSDE School Counseling Standard 4. Candidates examine major theories of individual and group counseling and apply them using digital platforms, data systems, and AI-informed tools in ways that uphold ethical standards, confidentiality, and professional practice in P–12 settings.

This course introduces teacher candidates to the foundational principles of teaching and learning within middle school and secondary mathematics, science, history, and English classrooms. Candidates examine adolescent development, learning theories, and the relationship between curriculum, instruction, and assessment. Emphasis is placed on creating inclusive learning environments that support diverse learners and promote academic engagement. Through observation, reflection, and introductory lesson design, candidates begin developing their professional teaching practice.

This course builds on foundational teaching knowledge by focusing on evidence-based instructional strategies and content-specific pedagogies for mathematics, science, history, and English education. Candidates design and implement standards-aligned lessons that promote critical thinking, inquiry, literacy, and disciplinary learning. Attention is given to formative assessment, differentiation, and the integration of technology to support student achievement. Field-based experiences provide opportunities to apply instructional practices and analyze their impact on student learning.

This course examines principles and practices of effective classroom and behavior management in K–6 inclusive settings. Candidates learn to design structured, supportive, and culturally responsive environments that promote academic and behavioral success for all learners. Focus areas include Positive Behavioral Interventions and Supports (PBIS), the Multi-Tier System of Support (MTSS), Functional Behavioral Assessment (FBA), and Behavior Intervention Plans (BIP), along with strategies that foster social-emotional learning and student self-determination.

This advanced course emphasizes the refinement of instructional decision-making and the effective facilitation of learning in diverse middle and secondary classroom settings. Candidates utilize assessment data to plan, deliver, and adjust instruction that increases student achievement and engagement across content areas. The course explores classroom leadership, culturally responsive teaching, and strategies for supporting complex learning needs. Through sustained clinical practice and professional reflection, candidates demonstrate readiness for successful entry into the teaching profession.

Study of issues related to students in schools with various backgrounds, developmental stages, beliefs and concerns. Includes a variety of school counseling techniques and strategies.

Students examine how school leaders can develop and maintain an atmosphere for improved student achievement based on data-driven systems.  Topics include increased external accountability and data demands, as well as the ability to accurately interpret the data and implement positive learning opportunities based on the analysis of said data.  Particular emphasis is placed on continuous improvement modeling.

Students investigate the background and current status of assessment principles, purposes, strategies, and procedures used to evaluate curriculum with attention given to school improvement planning through continuous improvement and gauging student progress.  Emphasis on effective interpretation of evaluative data and methods of recording and reporting progress to stakeholders.

Focuses on how language is acquired and effective ways to support English Language Learners in the classroom. Candidates will review assessments and instructional approaches with ELL proficiency standards, applying sheltered instruction and other methods within diagnostic, formative, and summative assessments. The legal, historical, and the educational precedents shaping ELL instruction in public schools are discussed. Presents multiple strategies to boost student achievement, including comprehensible input, timely feedback, and varied grouping structures. Consideration of human behavior and community influences such as language shift, self-concept, and the role of life in learning are noted.

This ESOL practicum provides hands-on English teaching experience, connecting theory with real classroom practice through supervised teaching, lesson planning, and critical reflection. Minimum of 40 hours in classroom and planning time. 

Includes topics of investigation and study designed around special theories, practices or interests in the field of education.

The advanced study of emergent language and linguistic development, including the processes of first and second language acquisition and the social cultural aspects of language. Emphasis is placed on the role of linguistics in the acquisition of reading and writing skills and the implications for curriculum development within content domains.

Course offers a historical overview of instructional technology. Students explore different applications of technology ranging from primary grades through higher education. Techniques in determining learning needs, application of technology in meeting student needs and outcome evaluation in using technology are reviewed.

Course focuses on contemporary theoretical insights, research, and practices relating to the development and implementation of distance learning. Topics include application of current and accessible technology, wireless networking, and Internet use within a variety of academic situations and environments.

Explores the use of technology in public and private schools from grades K - 12. Study use of the Internet and World Wide NET to examine instructional theory and application between students of another county, state or nation in providing more perspectives in facilitating learning.

Course explores emerging topics and trends in learning technologies, including technologies not originally designed for teaching and learning but that can be leveraged for this purpose.  Students explore use-cases for new technologies, examine and develop frameworks for evaluating new technologies and their relevance for the needs of their learners, and explore means for staying abreast of the ever-changing world of learning technologies.

Gain experience with research-based strategies, project-based instruction, collaboration, and reflective practice, which assumes use of technology and design learning. Field-based experience required to fulfill student teaching requirements.

Gain strategies for instruction, behaviors, classroom organization, data management and student engagement. Field-based experience required to fulfill student teaching requirements.

Covers the economics of school finance relating to theories and principles of taxation, reimbursement, financial planning and budgeting; governmental impact, court intervention and the effects on public and non-public schools. Practical applications using local school district situations will be considered when possible.

Focus on tools and techniques used in life planning and career development for elementary and high school students.

Study of theories of individual and group counseling and skill and techniques of observation and assessment used in school counseling. School-based settings will be discussed.