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College of Education
Larry B. Harris, Ph.D., Dean
Peter R. Denner, Ph.D., Assistant Dean
Deborah L. Hedeen, Ph.D., Assistant Dean
Organization of the College of Education
To facilitate student access to advising and other academic support services, the College of Education is organized into one division and two departments.
Division of Teacher Education
Professors: Denner, Harris, Jenkins, Nunn, Pehrsson, Rankin, Stenson, A. Strickland
Associate Professors: Bliss, Hedeen, Klug, Pearson, Peña, Wilkins
Assistant Professors: Birdsong, Coffland, Higgins, Horejsi, Luckey, Merz, Newsome, Ray, Sammons-Lohse, Squires, J. Strickland
Instructors: Brandvold, Farmer, Jacobsen, Kauer, Moulton, Travers, Warwick, Wasia
The Division of Teacher Education is comprised of the following program areas:
- Child and Family Studies
- Elementary Education (Elementary Teacher Education, Literacy, Curriculum Leadership)
- Secondary Education and Technology (Secondary Teacher Education, Curriculum Leadership)
- Special Education (Special Education Teacher Education, Human Exceptionality-Special Education)
- School Psychology
Department of Educational Leadership
Cynthia L. A. Pemberton, Chair and Associate Professor
Professor: Davis
Assistant Professors: Mathews, Pead
Department of Sport Sciences, Physical Education and Dance
Michael J. Lester, Chair and Associate Professor
Associate Professor: Lyons
Doctor of Education in Educational Leadership
The Doctor of Education (Ed.D.) is the highest university award given in recognition of academic preparation for professional practice in Educational Leadership. While research is an important component of the Doctor of Education program, candidates are provided primarily with courses and experiences to prepare them to function more effectively as leaders in education and related fields. The student may select one of the following interdisciplinary areas of concentration when pursuing the degree of Doctor of Education:
- Educational Administration
- Higher Education Administration
- Educational Technology
- Educational Training and Development
Admission to Doctoral Study
Admission to the Educational Leadership doctoral program is based on a rolling-cohort model. Cohorts cycle through approximately every three years. Screening of applications for cohort admission begins April 15th of the year in which the cohort is scheduled to begin the program. Outside the cohort, applications are invited on an ongoing basis. Non-cohort applications are reviewed fall, spring and summer. Every effort is made to support the doctoral program of study of non-cohort students.
At time of application, the applicant must specify a single area of concentration (i.e., Educational Administration, Higher Education Administration, Educational Technology, or Educational Training and Development). Should a student wish to change his or her area of concentration, he or she must reapply to the Office of Graduate Studies for readmission to the doctoral program in Educational Leadership.
In addition to the general requirements of the Office of Graduate Studies, individuals applying for admission to the doctoral program in Educational Leadership will be reviewed using the following criteria for admission. Preference will be given to applicants who have:
- Completed the master's degree in education or a related field.
- An academic record of at least 3.0 grade point average in the last two years of undergraduate course work and 3.5 grade point average at the graduate level.
- A minimum score of 40 on the Miller Analogies Test OR a minimum combined score of 1000 on the Verbal and Quantitative sections of the Graduate Record Examination.
- Submitted a written personal goal statement explaining academic and career objectives.
- Submitted the Ed.D. Admission Checklist indicating competency in computer skills.
- Completed an interview with faculty in the area of concentration.
International students who have not graduated from an accredited college or university in the United States and whose native language is not English, normally must achieve satisfactory scores on the Test of English as a Foreign Language (TOEFL). Specifically, students must achieve a total score of 550 and a score of 55 on Section I (Listening Comprehension).
General Requirements
The Doctor of Education in Educational Leadership requires a minimum of 64 semester credits of course work including 24 credits of core course work, a minimum of 30 credits of course work in the area of concentration, and a maximum of 10 credits of dissertation. Up to a maximum of 12 semester credits of course work completed as part of the student's master's program may be approved to satisfy course work requirements for the Ed.D.
Of the 64 semester credits required for the Ed.D. in Educational Leadership, at least 30 semester credits of course work must be taken at Idaho State University. Dissertation credits may not be transferred from another institution.
Students are required to maintain continuous enrollment in at least one semester credit of work each semester (including summers) from matriculation to completion of the program including completion of the dissertation and oral defense. Should a student fail to maintain continuous enrollment, he or she should expect to take missed course work in a succeeding course rotation.
Students must maintain a 3.2 grade point average to qualify for the Doctor of Education. Two grades of C+ or below during the entire program will result in Doctoral Advisory Committee review of student performance with the possibility of dismissal.
Final Program of Study
Tentative programs of study may be drafted upon program entry with the help of the student's major advisor. Upon completion of eighteen (18) semester hours of work, the student, with approval from his or her advisor and department, must complete a final program of study. The final program of study must be submitted with the Comprehensive Examination Notice of Intent and routed through the student's advisor, the Department, and the Dean of the College of Education. Upon submission of the final program of study to the Dean of Graduate Studies, the Dissertation Committee, including the Graduate Faculty Representative, is established.
Comprehensive Examination
The comprehensive examination is a significant aspect of the student's total doctoral program. The written examination is normally administered during or immediately following the last semester in which the doctoral student is engaged in formal course work.
The comprehensive examination has as its overall objective the assessment of the student's knowledge, understanding, and skills as they relate to the field of educational leadership. Students will complete a minimum of 16 hours of written examinations. At least 8 hours will be in the core course work and 8 hours will be in the area of concentration (i.e., Educational Administration, Higher Education Administration, Educational Technology, or Educational Training and Development).
Dissertation and Oral Defense
Upon successful completion of the comprehensive examination and approval of the dissertation proposal by his or her Dissertation Committee, the student is authorized to complete the dissertation in preparation for the final oral defense.
Required Courses
The Doctor of Education in Educational Leadership requires a minimum of 64 semester credits of course work: 24 credits in the doctoral core, a minimum of 30 credits in the area of concentration, and a maximum of 10 credits of dissertation. The student may select from the following areas of emphasis: Educational Administration, Higher Education Administration, Educational Technology, and Educational Training and Development.
Doctoral Core (24 credits)
EDLP 700 Change Strategies 3 cr EDLP 701 Advanced Statistics in Education 3 cr EDLP 702 Supervision & Empowerment 3 cr EDLP 703 Leadership & Organizational Development 3 cr EDLP 704 Conditions of Learning & Teaching 3 cr EDLP 706 Advanced Research Design 3 cr EDLP 707 Instructional Technology 3 cr EDLP 800 Seminar 1 cr* *1 credit, taken 3 timesDissertation (10 credits)
EDLP 850 Dissertation 10 crArea of Concentration: (Student selects one emphasis area)
Educational Administration (minimum 30 credits)
EDLA 720 Legal Issues in Educational Organizations 3 cr EDLA 721 Educational Policy and Governance 3 cr EDLA 722 Issues in Educational Administration 3 cr EDLA 723 Educational Planning and Evaluation 3 cr EDLA 724 School Buildings 3 cr EDLA 737 Practicum 6 cr EDLT 740 Instructional Systems Design I 3 cr Electives 6 crHigher Education Administration (minimum 30 credits)
EDLH 730 History & Philosophy of Higher Education 3 cr EDLH 731 Law in Higher Education 3 cr EDLH 732 College & University Curriculum 3 cr EDLH 733 Finance in Higher Education 3 cr EDLH 734 Issues/Trends in Higher Education 3 cr EDLH 737 Practicum 6 cr EDLH 738 Assessment and Accountability in Higher Education 3 cr EDLA 721 Educational Policy & Governance 3 cr Electives 3 crEducational Technology (minimum 30 credits)
EDLT 737 Practicum 12 cr EDLT 740 Instructional Systems Design I 3 cr EDLT 742 Multimedia Authoring I 3 cr EDLT 743 Multimedia Authoring II 3 cr EDLT 744 Instructional Systems Design II 3 cr EDLT 745 Instructional Design for Distance Learning Delivery 3 cr Electives 3 crEducational Training and Development (minimum 30 credits)
EDLC 737 Practicum 6 cr EDLT 740 Instructional Systems Design I 3 cr EDLC 750 Contemporary Issues in Human Resource Development 3 cr EDLC 751 Management Issues in Educational Training 3 cr EDLC 752 Distance Learning Delivery Practices 3 cr EDLC 753 Instructional Systems Evaluation 3 cr EDLC 754 Topics in Human Resource Development 3 cr Electives 6 crEducational Specialist in Educational Administration
A program for advanced work in educational administration leading to an educational specialist certificate.
Applicants will enter the program after completion of the master's degree in Educational Administration. Completion of the educational specialist program will require a minimum of 30 semester credit hours beyond the master's degree with an accumulated GPA of 3.5 during the specialist program. Students with a master's degree in areas other than administration will be required to take additional work equivalent to that required in the administration degree and must meet initial administrative certification.
Admission Requirements
For admission to the sixth-year program the student must be admitted as a classified graduate student. To be admitted to classified status, a student must provide evidence of a completed master's degree with a minimum 3.0 GPA andobtain a score of 38 or above on the Miller Analogies Test OR a score at the 35th percentile or above on one of the sections of the Graduate Record Examination (Verbal, Quantitative, Analytical). The student must also provide aletter of reference verifying five years of successful teaching and/or administration experience AND a letter from his/her supervisor attesting to the student's school administration potential. (Administration experience must comprise at least one year).
A student who does not meet these requirements upon application may be admitted as a conditional student and must complete all requirements for admission during the first semester of enrollment. Exceptions may be petitioned to a committee of educational administration faculty and the Department Chair, and be approved by the Dean of Graduate Studies.
Program Requirements
All course requirements will be distributed within three areas. A student must complete the minimum semester hours identified in each area. The courses used to meet the minimum area requirements may be taken during the master's degree or educational specialist program. In general, the program of study for the Education Specialist in Educational Administration is as follows:
Professional Foundations
Elective in Curriculum Studies 3 cr EDLA 644 Organizational and Staff Development 3 crContent Specialization
EDLA 641 Professional Negotiations in Education 3 cr EDLA 643 School Personnel Administration 3 cr EDLA 662 The Superintendency 3 cr EDLA 663 Public Policy in Education 3 cr EDLA 664 Public School Monetary Policy 3 cr EDLP 700 Change Strategies 3 cr EDLA 724 School Buildings 3 crResearch and Evaluation
EDLA 723 Educational Planning and Evaluation 3 cr EDUC 610 Applied Education Statistics 3 crField Experience
EDLA 637 Practicum (required) 3 cr Electives: as needed and appropriate with regard to credit totals and student needs.Master of Education with Educational Administration Emphasis
The Master of Education with Educational Administration Emphasis is designed to strengthen the student's understanding, knowledge, and skills in Core Professional Studies and Educational Leadership as they relate to building level administration.
Individuals applying for admission to the Master of Education with Educational Administration Emphasis must meet the following admission requirements:
- Bachelor's degree from a college or university accredited in the United States or its equivalent from a school in another country.
- Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.
- Score of 38 or above on the Miller Analogies test OR score at the 35th percentile or above on one of the sections of the Graduate Record Examination (Verbal, Quantitative, Analytical).
- One year of pre-K-12 teaching experience or documentation of equivalent experience.
- Submission of admission forms and application fee to the Office of Graduate Studies.
Students must complete a minimum of 36 semester credit hours for the Master of Education with Educational Administration Emphasis. Students will complete a 540-hour internship; hours are specified at the elementary, junior high and high school levels. All candidates completing a thesis will orally defend the thesis. All candidates not completing a thesis will be required to complete a case analysis and pass an oral examination.
Students seeking Idaho certification in the area of their training must meet any requirements of the State Board of Education for certification. It is recommended that students pursuing the Master of Education with Educational Administration Emphasis have professional experience in an educational context.
Required Core Professional Studies
EDUC 601 Research and Writing 3 cr EDUC 602 Theories of Learning 3 cr EDUC 610 Applied Educational Statistics 3 crSpecialty Studies
EDLA 608 Educational Administration 3 cr EDLA 609 The Principalship 3 cr EDLA 612 School Law 3 cr EDLA 613 Using Data to Improve School Leadership 3 cr EDLA 614 Curriculum Leadership EDLA 615 Supervision of Instruction 3 cr EDLA 642 School Communications and Public Relations 3 crIntegrative Field Research Studies
EDLA 650 Thesis 6 cr EDLA 657 Internship 3 cr OR EDLA 651 Field Project/Case Study in Education 3 cr EDLA 657 Internship 3 crMaster of Education in Curriculum Leadership
The Master of Education in Curriculum Leadership is designed to strengthen the student's understanding, knowledge, and skills in three major areas Core Professional Studies, Specialty Studies, and Integrative Field Research Studies as they relate to learning, teaching, and curriculum development. The program has the following five goals:
- To empower classroom-based practitioners to make unique contributions to diverse and ever evolving school contexts.
- To produce curriculum leaders who are known for their ability to consistently promote a dynamic interchange between school-relevant scholarship and content-based pedagogy.
- To facilitate the development and continuous improvement of curriculum by generating a process for balancing the demands of state and local standards and assessments with the needs of learners.
- To produce graduates who will be proficient in the teaching of their subject areas and in subject matter knowledge, as well as those research strategies which can be used to evaluate curriculum effectiveness.
- To strengthen teachers' conceptual framework for systematic and ongoing reflection on practice.
- Individuals applying for admission to the Master of Education in Curriculum Leadership must meet the following admission requirements:
- Bachelor's degree from a college or university accredited in the United States or its equivalent from a school in another country.
- Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.
- Score of 38 or above on the Miller Analogies Test OR score at the 35th percentile or above on one of the sections of the Graduate Record Examination (Verbal, Quantitative, Analytical).
- Submission of admission forms and application fee to the Office of Graduate Studies.
In addition, candidates must:
- Be teaching in a P-12 school setting or equivalent or have access to such a program.
- Have three or more years full-time teaching in a P-12 structured academic program.
- Have depth of content knowledge and build on that content throughout the program.
- Have passed one of the three state required technology assessments.
The Curriculum Leadership Committee will determine exceptions to admissions criteria.
Students must complete a minimum of 33 semester credit hours for the Master of Education in Curriculum Leadership. All candidates will complete a curriculum project that includes a written report and an oral defense.
Required Core Professional Studies
EDUC 601 Research and Writing 3 cr EDUC 602 Theories of Learning 3 cr EDUC 610 Applied Educational Statistics 3 crSpecialty Studies
EDUC 612 Learners and the Content 3 cr EDUC 614 Pedagogy and Content Knowledge 3 cr EDUC 618 Learning Communities 3 cr EDUC 620 Motivation for Learning 3 cr EDUC 622 Educational Assessment and Evaluation 3 cr EDUC 637 Leadership in Curriculum Development 3 crIntegrative Field Research Studies
EDUC 675 Curriculum Project 3 cr EDUC 676 Evaluation Research Practicum 3 crMaster of Education with Literacy Emphasis
The Master of Education with Literacy Emphasis is designed to strengthen the student's understanding, knowledge, and skills in three major areas_Core Professional Studies, Specialty Studies, and Integrative Field Research Studies_as they relate to literacy education.
Individuals applying for admission to the Master of Education with Literacy Emphasis must meet the following admission requirements:
- Bachelor's degree from a college or university accredited in the United States or its equivalent from a school in another country.
- Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.
- Score of 38 or above on the Miller Analogies test OR score at the 35th percentile or above on one of the sections of the Graduate Record Examination (Verbal, Quantitative, Analytical).
- Submission of admission forms and application fee to the Office of Graduate Studies.
Students must complete a minimum of 33 semester credit hours for the Master of Education with Literacy Emphasis. All candidates completing a thesis will orally defend the thesis, but will not complete written comprehensive examinations. All candidates not completing a thesis will be required to pass both a written comprehensive examination and an oral examination.
Students seeking Idaho certification in the area of their training must meet any requirements of the State Board of Education for certification. It is recommended that students pursuing the Master of Education with Literacy Emphasis have professional experience in an educational context.
Required Core Professional Studies
EDUC 601 Research and Writing 3 cr EDUC 602 Theories of Learning 3 cr EDUC 610 Applied Educational Statistics 3 crSpecialty Studies
EDUC g419 Developmental Literacy 3 cr EDUC g424 Assessing Literacy 3 cr EDUC g426 Remediation of Literacy Problems 3 cr EDUC 632 Psychology of Literacy 3 cr EDUC 633 Language, Literacy, and Neurology 3 cr EDUC 634 Literacy: Multicultural Views 3 cr EDUC 635 Clinical Methods in Literacy 3 crIntegrative Field Research Studies
EDUC 650 Thesis 6 cr OR EDUC 651 Field Project/Case Study in Education 3 cr EDUC 652 Field Practicum in Education 3 crPlanned Fifth-Year Program
The purpose of the planned Fifth-Year Program in Teacher Education is to provide an opportunity for candidates to further their own professional growth and career goals through planning processes and guidelines which allow for maximum flexibility and increased autonomy by candidates in program design. Candidates professional development goals may relate to (a) extending and refining their cognitive background and skills related to their current professional assignment, (b) seeking improvement and/or modification in their professional career status within a teaching staff or institution, or (c) seeking an additional endorsement or advanced certification.
Prospective candidates must:
- Possess a baccalaureate degree from an accredited institution.
- Meet standard certification requirements in the area and at the level of their planned Fifth-Year Program.
- Apply for admission to graduate study.
- See an advisor/sponsor as soon as possible, preferably at the time of application for admission to graduate study.
- Establish with the advisor a proposal for the planned Fifth-Year Program that reflects the candidates professional development goals and/or career ladder goals.
- Work with the advisor to submit and gain approval of the proposal.
Requirements of the Planned Fifth-Year Program:
- A minimum of 30 semester credits. At least 2/3 of the credits included in the program must be graduate level course work (500-600 level).
- A minimum of 15 credits to be taken following approval of the planned Fifth-Year Program proposal.
- A maximum of 1/3 of the credits may be undergraduate work.
- A maximum of 10 credits of EDUC 397/597.
- A maximum allowance of 8 transfer credits (graduate transfer credits must meet requirements of the Office of Graduate Studies.)
- All course work must be completed within a six-year period.
- The candidate must maintain an overall grade point average of 3.00 in the planned Fifth-Year course work with a maximum of five credits of C allowed.
During the semester in which a candidate will complete all planned Fifth-Year Program requirements, the candidate will apply for graduation. The advisor, in consort with the candidate, will initiate a written recommendation to the Department Chair who will in turn transmit a recommendation to the Dean of the College of Education for issuance of the planned Fifth-Year Program certificate.
The candidate is responsible for initiating any application to the Idaho State Department of Education for certification stemming from completion of the planned Fifth-Year Program in Teacher Education.
Master of Education in Instructional Technology
The Master of Education in Instructional Technology prepares educators to assume leadership roles in the integration of instructional technology into the school curriculum. The program is designed to strengthen the student's understanding, knowledge, and skills in three major areas of Core Professional Studies, Specialty Studies, and Integrative Field Research Studies as they relate to instructional technology.
Applicants entering the program after completion of the bachelors degree will complete a minimum of 33 semester credit hours for the M.Ed. in Instructional Technology. All M.Ed. in Instructional Technology students will complete a final examination. Students writing theses will take final oral examinations. If the field project or case study option is taken, the student will be given both written and oral examinations.
Students seeking Idaho certification in the area of their training must meet any requirements of the State Board of Education for certification. It is recommended that students pursuing the M.Ed. degree in Instructional Technology have professional experience in an educational context.
Required Core Professional Studies
EDUC 601 Research and Writing 3 cr EDUC 602 Theories of Learning 3 cr EDUC 610 Applied Educational Statistics 3 crSpecialty Studies
EDUC 616 Integration of Technology into School Curriculum 3 cr EDUC 621 Issues and Trends in Instructional Technology 3 cr EDUC 622 Educational Assessment and Evaluation 3 cr EDUC 626 Instructional Technology and Staff Development 3 cr EDUC 655 Fundamentals of Instructional Design 3 cr EDUC 656 Fundamentals of Multimedia Development in Education 3 crIntegrative Field Research Studies
EDUC 650 Thesis 6 cr OR EDUC 651 Field Project/Case Study in Education 6 crEducation Graduate Courses
EDUC g419 Developmental Literacy 3 credits. Instructional strategies for reading, emphasizing early literacy and language development, phonemic awareness, phonics, word recognition strategies, comprehension and meta-linguistic awareness. PREREQ: EDUC 321 OR PERMISSION OF INSTRUCTOR.
EDUC g420 Advanced and Compensatory Reading Strategies 3 credits. Advanced training for developmental/remedial reading, emphasizing study skills, critical/creative reading, and meta-cognition. Content area application. PREREQ: EDUC 333 AND TEACHING EXPERIENCE OR PERMISSION OF INSTRUCTOR.
EDUC g424 Assessing Literacy Abilities 3 credits. Methods of assessment in literacy. Introduction to case study, formal and authentic measures of comprehension, vocabulary, study strategies, and writing. PREREQ: EDUC g419 OR PERMISSION OF INSTRUCTOR.
EDUC g426 Remediation of Literacy Problems 3 credits. Teaching strategies for remediating problems in literacy. Emphasis on planning, implementing, and evaluating approaches and materials. PREREQ: EDUC g424.
EDUC g460 Foundations of ESL 3 credits. Study of ESL learner characteristics, historical, philosophical, cultural and linguistic foundations of ESL. Theories of language acquisition and those of leaders in the field will be included.
EDUC g463 ESL Methods 3 credits. Language assessment, planning, and delivery for teaching limited English proficient K-12 students. Appropriate methods for students at various developmental stages of language acquisition will be studied.
EDUC g464 ESL Methods Lab (Practicum) 1 credit. Field experience in settings with English-as-a-Second-Language learners.
EDUC g470 Manipulative Mathematics 3 credits. Study of methods for teaching mathematics through the modern math approach stressing manipulations. Consideration is given to diagnostic and remedial procedures for exceptional children.
EDUC g471 Interpersonal Communications 2 credits. Examination of basic concepts, principles, models, and theories of interpersonal communications and their application to educational settings.
EDUC g481-g482 Contemporary Issues in Education 1-3 credits. Examination and analysis of contemporary issues and trends in theories and practices in education.
EDUC g483 Instructional Improvement for Teachers 1-3 credits. Study of ways by which teachers can improve instruction in their own classrooms with emphasis on the findings of research and experiences.
EDUC g485 Independent Problems in Education 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to majors in education. Experience in research composition. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC g491 Seminar 1-3 credits. Critical analysis of the literature in one or more areas of education. Limited enrollment. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 597 Professional Education Development Topics. Variable credit. May be repeated. A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. Must be graded S/U.
EDUC 601 Research and Writing 3 credits. Examination of methods for designing/conducting research in education and related fields and of procedures for formal report writing using APA style and format.
EDUC 602 Theories of Learning 3 credits. Advanced study of the psychology of human learning and instruction. Emphasis will be given to the application of contemporary theories of learning to instructional practice and the design of effective learning environments.
EDUC 610 Applied Educational Statistics 3 credits. Application of parametric and nonparametric statistical procedures for summarizing and analyzing qualitative and quantitative measurement data in conducting research and for report writing in education and related fields. Covers descriptive statistics to single-factor experiments.
EDUC 612 Learners and the Content 3 credits. Examination of curriculum scope and sequence within the context of varying learner needs. The course will focus on curriculum alignment with state and national standards and the connecting of content to learner characteristics and developmentally appropriate teaching practices. PREREQ: COHORT ADMISSION. COREQ: EDUC 602.
EDUC 614 Pedagogy and Content Knowledge 3 credits. Investigation of the structure of subject matter knowledge and how it determines pedagogical content. The course will examine philosophical perspectives, models of teaching, and develop contemporary applications. PREREQ: COHORT ADMISSION AND EDUC 602.
EDUC 616 Integration of Technology into School Curriculum 3 credits. Examination of appropriate and effective uses of technology in K-12 environments. Focus on exploration of the research on effective technology utilization in instruction.
EDUC 618 Learning Communities 3 credits. Exploration of learning communities and examination regarding models for how they are created and sustained through curriculum leadership. The course includes such topics as parental involvement, curriculum for diverse learners, and collaborative teaching practices. PREREQ: EDUC 612 AND EDUC 614.
EDUC 620 Motivation for Learning 3 credits. Advanced study of theories and research on student motivation including strategies for linking motivation to classroom management and curriculum. Topics include individual differences, interpersonal motivation, self-motivation, and lifelong learning. PREREQ: EDUC 612.
EDUC 621 Issues and Trends in Instructional Technology 3 credits. Examination and discussion of current issues and innovations in instructional technology. Includes analysis of relevant historical and current national trends and issues. PREREQ: EDUC 616.
EDUC 622 Educational Assessment and Evaluation 3 credits. Construction, administration and interpretation of educational assessments for the systematic analysis of student learning and teaching practice. Emphasis is placed on the use of assessment results in planning and valuation of curriculum leadership. PREREQ: EDUC 610.
EDUC 626 Instructional Technology and Staff Development 3 credits. Examination of in-service models for integrating technology into the K-12 curriculum. Students will deliver an in-service session related to instructional technology. PREREQ: EDUC 601, EDUC 616, EDUC 621.
EDUC 627 NBPTS Certification Part I 3 credits. Provides a framework for completion of the requirements for National Board for Professional Teaching Standards Certification. Examination of the standards and portfolio guidelines; provision of support and consultation in gathering and presenting documentation.
EDUC 628 NBPTS Certification Part II 3 credits. Mentors and supports teachers through advanced National Board for Professional Teaching Standards. Development of classroom-based portfolio entries and preparation for assessment center exercises. PREREQ: EDUC 627
EDUC 632 Psychology of Literacy 3 credits. Examination of the nature of symbolic systems within the literacy field from the perspective of contemporary psychological science. Topics include decoding, lexical access, referential representation, and meta-cognition.
EDUC 633 Language, Literacy, and Neurology 3 credits. Theories and principles based on research in psycholinguistics and neurophysiology as related to literacy.
EDUC 634 Literacy: Multicultural Views 3 credits. Theories and research in language acquisition and development across cultures including emphases on second language acquisition, dialects, and regionalisms affecting both oral and written codes.
EDUC 635 Clinical Methods in Literacy 3-6 credits. Consulting, supervising, evaluating, writing case reports, and relating research and theories in literacy to clinical methods. May be repeated up to 6 credits. PREREQ: EDUC g424, EDUC g426, AND EDUC 633.
EDUC 637 Leadership in Curriculum Development 3 credits. Development of the knowledge, skills, and disposition essential to effective curriculum leadership. While drawing on philosophy, the course focuses on the practical applications of leadership, including curriculum vision, development, management, and evaluation. PREREQ: EDUC 618, EDUC 620, AND EDUC 622.
EDUC 638 Supervision of Interns and Student Teachers 2 credits. Role and responsibilities of supervisory personnel in the intern and student teaching programs including student orientation readiness, planning and techniques of instruction, and evaluation. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 640 Workshop 1-2 credits. Special projects concerned with public school education. Meets for a minimum of 36 clock hours with appropriate outside assignments, lessons, or papers. May be repeated up to 6 credits.
EDUC 646 Information Systems 3 credits. Investigation and application of computer software programs that reinforce administrative practices. Application of programs that effectiveness and efficiency through the appropriate development and use of data.
EDUC 648 Independent Problems in Education 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to graduate students in education. Experience in research composition. May be repeated up to 4 credits. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 649 Seminar 1-3 credits. Critical analysis of the literature in one or more areas of education. Enrollment limited. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 650 Thesis 1-6 credits.
EDUC 651 Field Project/Case Study in Education 1-6credits. A field project or case study is completed in conjunction with a field practicum/internship in an educational setting. Written report and oral explication of the project or case study required.
EDUC 652 Field Practicum in Education 1-6 credits. Individually designed practicum in an educational setting. The length, placement, and learning experiences will be determined in consultation with the major advisor.
EDUC 655 Fundamentals of Instructional Design 3 credits. Review of various instructional design models and fundamental design principles that guide the development of instructional materials. Students will create multimedia materials for incorporation into a final product. PREREQ: EDUC 616, EDUC 622.
EDUC 656 Fundamentals of Multimedia Development in Education 3 credits. Exploration of the use of multimedia technology in education. Students will use multimedia authoring tools to develop instructional units for integration of technology into the curriculum. PREREQ: EDUC 622, EDUC 655.
EDUC 675 Curriculum Project 3 credits. Completion of a curriculum project within the context of a supportive learning community, or, for those teachers who have achieved National Board Certification, submission of the portfolio. PREREQ; PERMISSION OF CURRICULUM LEADERSHIP PROGRAM MAJOR ADVISOR AND EDUC 601.
EDUC 676 Evaluation Research Practicum 3 credits. Supervised on-going assessment of curriculum projects and the systematic evaluation of their implementation in educational settings or, for those teachers who have achieved National Board Certification, content analysis of the portfolio. Each student will complete an independent curriculum evaluation project. PREREQ: PERMISSION OF CURRICULUM LEADERSHIP PROGRAM MAJOR ADVISOR.
Educational Administration Graduate Courses
EDLA 608 Educational Administration 3 credits. Study of the nature of educational administration with reference to current practice. Positions and implications to current practice, administrative philosophy, and related role characteristics. Administrative theory and its application to administrative practice and organizational development and the implications for educational improvement.
EDLA 609 The Principalship 3 credits. Study of the administrative management functions of the principalship through simulation and development of procedures and materials in such areas as budget, scheduling, extracurricular activities, discipline, special services, and staff development.
EDLA 612 School Law 3 credits. Study of court decisions, statutes, and school board policy as related to teachers, pupils, and school officials.
EDLA 613 Using Data to Improve School Leadership 3 credits. Emphasis on the use and understanding of data analysis to improve teaching and learning in the classroom. Statistical analysis relating to educational leadership decision-making applications.
EDLA 614 Curriculum Leadership 3 credits. Designed for principals, emphasizes practical leadership skills, helps leaders gain the knowledge and skills to guide curriculum development, make informed curriculum decisions, clarify instructional focus of teachers, and communicate effectively about curriculum.
EDLA 615 Supervision of Instruction 3 credits. Roles of the supervisor in the improvement of classroom instruction. Emphasis on effective procedures as determined by research and experience. Simulation sessions provide for development of clinical skills needed in all types of supervisor-supervisee relations including student-teacher, selfsupervision, administrator-teacher, and teacher-teacher.
EDLA 637 Practicum 3 credits. A joint effort between the University and public schools to provide students with practical experience in K-12 educational settings (e.g., the principalship and superintendency). May be repeated for a maximum of 12 credits.
EDLA 641 Professional Negotiations in Education 3 credits. Study of issues in negotiations, developing procedural agreements, negotiating contracts, strategies and tactics, grievance procedures.
EDLA 642 School Communications and Public Relations 3 credits. Introduction and development of concepts, principles, and techniques in the organization, initiation, and operation of a planned program in inter-school communication systems and school-public relations.
EDLA 643 School Personnel Administration 3 credits. Study of effective personnel practices, recruitment, selection, contracts, in-service, transfers and promotion. Special attention given to the personnel director's role regarding handicapped, multicultural, and minority group issues. PREREQ: EDUC 608.
EDLA 644 Organizational and Staff Development 3 credits. The student will improve knowledge and skills in working with conflict in the school organization, designing staff development training interventions, utilizing problem solving and decision making in the school setting.
EDLA 648 Independent Problems in Education 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to graduate students in education. Experience in research composition. May be repeated. PREREQ: PERMISSION OF INSTRUCTOR.
EDLA 649 Issues in Education Administration 3 credits. Critical analysis of issues, trends and current topics in education administration.
EDLA 650 Thesis 1-6 credits.
EDLA 651 Field Project/Case Study in Education 3 credits. A field project or case study is completed in conjunction with a field practicum/internship in an educational setting. Written report and oral explication of the project or case study required.
EDLA 657 Internship 3-12 credits. A joint effort of the University and public schools to provide students with practical experiences in educational settings. The internship requires 540 hours of on-site work at a variety of school levels. By application only.
EDLA 662 The Superintendency 3 credits. A study of characteristics necessary for local school district leadership to include, organizational systems, ethics, change processes, the role of education in a democratic society, school board development and the needs of diverse constituencies.
EDLA 663 Public Policy in Education 3 credits. A study of how public policy, from school policy to federal law, affects the operation of local school districts.
EDLA 664 Public School Monetary Policy 3 credits. A study of how public policies control the financial structure of public schools. Students will learn about various state-level support theories and national policies affecting school spending, in general, and the Idaho system of school finance, in particular.
Educational Leadership Doctoral Courses
EDLP 700 Change Strategies 3 credits. Investigation and application of strategies and tactics for effecting change in public school.
EDLP 701 Advanced Statistics in Education 3 credits. Applications of advanced statistical methods most frequently used in the analysis of quantitative measurement data in education and related fields. PREREQ: EDUC 610 AND EDLP 706, OR PERMISSION OF INSTRUCTOR.
EDLP 702 Supervision and Empowerment 3 credits. Practical study of leadership values; use of coaching, participative management, team building, and critical inquiry to improve supervision in complex organizations.
EDLP 703 Leadership and Organizational Development 3 credits. Students will identify and critique several leadership and organizational theories and their application to work environments, and demonstrate a professional code of ethics and values.
EDLP 704 Conditions of Learning and Teaching 3 credits. In-depth study of current theory, issues, and research on learning and teaching. Emphasis on understanding conditions of learning including motivation, social-cultural variables, and individual differences.
EDLP 706 Advanced Research Design 3 credits. Process-based examination of research designs commonly used in education and related fields. Student will develop prospectus for doctoral dissertation.
EDLP 707 Instructional Technology 3 credits. Examination of appropriate and effective uses of multimedia in K-college environments. Focus on exploration of the research on educational applications of multimedia. PREREQ: EDLP 704 AND EDLP 706.
EDLP 800 Doctoral Seminar 1 credit. Current topics in educational leadership. Invited speakers will be used when possible. Student presentations may be required. Must be taken three times. PREREQ: PERMISSION OF INSTRUCTOR. Graded S/U.
EDLP 850 Dissertation 1-10 credits. Graded S/U.
Educational Administration Doctoral Courses
EDLA 720 Legal Issues in Educational Organizations 3 credits. Advanced study of legal issues in education and corporate training. Includes major court cases, use of legal council, and monitoring of legal compliance. PREREQ: EDUC 612, VED 634, OR EQUIVALENT.
EDLA 721 Educational Policy and Governance 3 credits. Study of the relationships between public policy, political systems, and educational organizational frameworks. Includes focus on policy decision-making and governmental structures. PREREQ: EDUC 607; EDUC 608; SPED g438; SPED 632; OR EQUIVALENT.
EDLA 722 Issues in Educational Administration 3 credits. Investigation and critical analysis of current issues and trends in educational administration. Includes study of collective bargaining, compulsory education, due process, school-parent relationships, accountability, governance, and other relevant topics.
EDLA 723 Educational Planning and Evaluation 3 credits. Systematic planning in education including needs assessment, program planning and implementation, and process and product evaluation.
EDLA 724 School Buildings 3 credits. Study of procedures for school building planning, writing educational specifications, financing, and construction.
EDLA 737 Practicum 3 credits. Students will engage in a set of capstone experiences conducted in schools/districts that result in application of strategic, instructional, organizational and contextual leadership program standards. May be repeated for maximum of 12 credits.
Higher Education Administration Doctoral Courses
EDLH 730 History and Philosophy of Higher Education 3 credits. Comprehensive analysis of the origin of institutions of higher learning, their philosophical foundations and historical contexts from the classical periods of Greece and Rome to the 20th century.
EDLH 731 Law in Higher Education 3 credits. In-depth study of legal issues affecting public and private higher education institutions and systems. Emphasis on statutory provisions, court decisions, common law principles, and constitutional requirements.
EDLH 732 College and University Curriculum 3 credits. In-depth study of current higher education curriculum practices and issues in the context of historical, philosophical, and political influences. Includes focus on processes of curriculum development.
EDLH 733 Finance in Higher Education 3 credits. Critical analysis of issues in public and private higher education finance. Includes examination of alternative financing sources and methods, resource allocation, and fiscal management.
EDLH 734 Issues/Trends in Higher Education 3 credits. Critical analysis of current topics in higher education. Consideration of roles and responsibilities of chief academic officers, boards of regents, faculties, and student services.
EDLH 735 Topics in Higher Education 1-3 credits. Critical analysis of current topics in higher education. Opportunities will be provided for students to study independently with specialists in topic areas.
EDLH 737 Practicum in College Teaching 3 credits. Student assists with the teaching of a college course under the supervision of the course instructor. Includes development of instructional materials, classroom presentations, and critiques of contemporary literature on college teaching.
EDLH 738 Assessment and Accountability in Higher Education 3 credits. Key issues, strategies and challenges in developing assessment programs at the institutional, departmental and program levels that address national, state and accreditation mandates for accountability in higher education.
Educational Technology Doctoral Courses
EDLT 737 Practicum 3 credits. This is an individually designed field experience in an area of technology, supporting and extending course work within this area of concentration. The length, placement, and prescribed learning experiences will be determined in consultation with the Educational Technology advisor. May be repeated for maximum of 12 credits.
EDLT 740 Instructional Systems Design I 3 credits. Examination of the instructional design process; applications of current research related to development of instructional multimedia materials. PREREQ: EDUC 701.
EDLT 742 Multimedia Authoring I 3 credits. Use of Macromedia Director as the main authoring system for designing instruction. PREREQ: STUDENT MUST BE EXPERIENCED USER OF HYPERMEDIA PROGRAMS; EDLT 740.
EDLT 743 Multimedia Authoring II 3 credits. Advanced use of Macromedia Director as an authoring system. Includes creation of digital sound graphics, animation, and movies. Student will produce a multimedia project. PREREQ: EDLT 742.
EDLT 744 Instructional Systems Design II 3 credits. Advanced study of instructional design process. Includes consideration of current research related to formative and summative evaluation techniques for multimedia design. PREREQ: EDLT 740.
EDLT 745 Instructional Design for Distance Learning Delivery 3 credits. Exploration of effective uses of multimedia materials in the distance learning environment. Includes investigation of skills needed for creating instructional media for distance learning. PREREQ: EDLT 740.
Educational Training and Development Doctoral Courses
EDLC 737 Practicum 3 credits. An individually designed practicum under the supervision of the HRTD faculty and an experience practitioner in the field of human Resource Training and Development. May be repeated for maximum of 12 credits.
EDLC 750 Contemporary Issues in Human Resource Development 3 credits. Exploration of issues relating to the functions of HRTD - Individual Development, Career Development, and Organizational Development. Emphasis on how these functions relate to the industrial/business environment.
EDLC 751 Management Issues in Educational Training 3 credits. Critical analysis and discussion of contemporary issues in public and private educational training. Includes review of current research and theory.
EDLC 752 Distance Learning Delivery Practices 3 credits. Exploration of the distance delivery medium including on-screen practices, media development, curriculum planning, instructional strategies, technical support. Includes review of research and theory relating to distance learning.
EDLC 753 Instructional System Evaluation 3 credits. Critical analysis and discussion of the roles of evaluation in corporate training/education. Emphasis on theories of program and curriculum evaluation.
EDLC 754 Topics in Human Resource Development 3 credits. Critical analysis of current topics in human resource development. Opportunities will be provided for students to study independently with specialists in topic areas.
Master of Education with Child and Family Studies Emphasis
The Master of Education with Child and Family Studies Emphasis is designed to strengthen the student's understanding, knowledge, and skills in three major areas_Core Professional Studies, Specialty Studies, and Integrative Field Research Studies_as they relate to Child and Family Studies. The student may select one of the following areas for the Master of Education with Child and Family Studies Emphasis:
- Family Studies
- Early Childhood Education
- Early Childhood Special Education
Applicants enter the program after completion of the Bachelors degree. All candidates completing a Master of Education with Child and Family Studies Emphasis must choose to complete either a written comprehensive examination and an oral examination, or a thesis option.
Required Core Professional Studies
EDUC 601 Research and Writing 3 cr EDUC 602 Theories of Learning 3 cr EDUC 610 Applied Educational Statistics 3 crIntegrative Field Research Studies
CFS 647 Internship in Child and Family Studies 3 cr CFS 669 Case Study/Project in Child and Family Studies 3 crAdditional Requirements for Family Studies Option
CFS 531 Family Resource Management 3 cr CFS 535 Family as Developmental Context 3 cr CFS 600 Issues and Trends in Child and Family Studies 3 cr CFS 631 Family Diversity 3 cr CFS 632 Theoretical Frameworks for Understanding Families 3 crAdditional elective credits to total a minimum of 36 credit hours must be approved in advance by the student's major advisor.
Additional Requirements for Early Childhood Education Option
CFS 500 Foundations of Early Childhood Special Education 3 cr CFS 501 Foundations of Early Childhood Education 3 cr CFS 600 Issues and Trends in Child and Family Studies 3 cr CFS 621 Learning and Development in Early Childhood Education 3 cr CFS 622 Curriculum in Early Childhood Education 3 cr CFS 632 Theoretical Frameworks for Understanding Families 3 crAdditional Requirements for Early Childhood Special Education Option
CFS 500 Foundations of Early Childhood Special Education 3 cr CFS 501 Foundations of Early Childhood Education 3 cr CFS 600 Issues and Trends in Child and Family Studies 3 cr CFS 632 Theoretical Frameworks for Understanding Families 3 cr CFS 642 Assessment in Early Childhood Special Education 3 cr CFS 643 Curriculum and Intervention in Early Childhood Special Education 3 cr CFS 644 Working with Families in Early Childhood Special Education 3 crAdditional elective credits to total a minimum of 36 credit hours must be approved in advance by the student's major advisor.
Child and Family Studies Graduate Courses
CFS g400 Foundations of Early Childhood Special Education 3 credits. Survey of the history, philosophy, relevant legislation, and interdisciplinary aspects of the field. Major focus on typical and atypical development from birth through five years, integrating all areas of development.
CFS g401 Foundations of Early Childhood Education 3 credits. Examination of social, historical, and philosophical foundations of early childhood education and their respective influences on currently accepted concepts and practices in programs serving young children from birth through age eight.
CFS g431 Family Resource Management 3 credits. Management theory for resource utilization and goal achievement. Issues include stress, communication, and family types. Emphasis on decision-making related to the dynamics of balancing work and family PREREQ: CFS g470, OR PERMISSION OF INSTRUCTOR.
CFS g432 CU(PDO) 132 Behavioral Growth and Development 1 credit. General body growth and development of the normal child. Major theories of psychological growth and maturation of the normal child with common aberrations. Dental management of children in regard to psychological growth and development (IDEP course).
CFS g435 Family as Developmental Context 3 credits. Study of families as a context for fostering individual development. The reciprocal impact of individual life stage and family life cycle stage is emphasized. PREREQ: CFS 203 OR PERMISSION OF INSTRUCTOR.
CFS g439 Sports Nutrition 2 credits. Review nutrition recommendations for both competitive and recreational athletic performance. Background into metabolism of nutrients related to strength and endurance given as rationale for nutrition practices. Controversies and misinformation addressed. Cross-listed as NTD g439. PREREQ: CFS 239 SUGGESTED.
CFS g457 Experimental Foods 3 credits. Development of experimental methods and their application to cookery and food technology; preparation of student for independent investigation in foods; acquaintance with literature in the field. 2 hours lecture/4 hours laboratory. Cross-listed as NTD g457. PREREQ: CFS 104.
CFS g461 Advanced Nutrition 3 credits. Advanced study of nutrition science, including protein, carbohydrate, lipid, vitamin, and mineral metabolism. Introduction to research methodology and professional literature. Cross-listed as NTD g461. PREREQ: CFS 239, CHEM 102.
CFS g470 Consumer Economics 3 credits. Financial management content with a focus on developing effective decision-making processes for managing resources. Topics: the changing American family; consumer protection and recourse; purchasing decisions; consumer credit; fundamentals of savings/investment; and insurance.
CFS g471 Advanced Consumer Economics 3 credits. Advanced study of social and economic problems affecting individuals and families. Topics: financial security; credit and loans; tax planning; major consumer purchases; risk management; investments; retirement and estate planning. PREREQ: CFS g470 OR PERMISSION OF INSTRUCTOR.
CFS g472 Teaching Consumer Economics 1-3 credits. Designed to provide educators with current content and resources for developing consumer and economic education curriculum. Teaching techniques discussed and practiced. PREREQ: CFS 471 OR PERMISSION OF INSTRUCTOR.
CFS 597 Professional Education Development Topics. Variable credit. May be repeated. A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. Must be graded S/U.
CFS 600 Issues and Trends in Child and Family Studies 3 credits. Exploration and discussion of current issues and trends impacting children and families and programs designed to serve them.
CFS 621 Learning and Development in Early Childhood Education 3 credits. Investigation of the development characteristics and processes of the young child from birth to age 8 related to the process of knowledge construction.
CFS 622 Curriculum in Early Childhood Education 3 credits. Examination and implementation of developmentally appropriate curricular practices that simultaneously strengthen all domains of development and contribute to the construction of knowledge in content areas.
CFS 631 Family Diversity 3 credits. Exploration and analysis of the role of diversity in defining family structure, functioning, and development. Includes focus on educational implications and opportunities for observation in a variety of settings.
CFS 632 Theoretical Frameworks for Understanding Families 3 credits. Analysis of theories of family interaction and family functioning. Emphasis on family development theory, family systems theory, social models, and other relevant models of family functioning.
CFS 634 Public Policy for Children and Families 3 credits. Analysis of selected state and federal legislation affecting the status of children and families. Focus includes legal definitions related to children and families and advocacy networks.
CFS 642 Assessment in Early Childhood Special Education 3 credits. Selection, administration, and interpretation of assessment tools employed in early intervention programs. Emphasizes screening, educational assessment, and monitoring of child progress. PREREQ: CFS g400 OR PERMISSION OF INSTRUCTOR.
CFS 643 Curriculum and Intervention in Early Childhood Special Education 3 credits. Overview of theoretical bases for early intervention and selected service delivery models. Focus on program planning, curriculum, materials, procedures, and program evaluation. PREREQ: CFS 642 OR PERMISSION OF INSTRUCTOR.
CFS 644 Working with Families in Early Childhood Special Education 3 credits. Theoretical and applied perspectives on providing family-focused early intervention services. Emphasis on models for service delivery and service coordination for families with young disabled children.
CFS 647 Internship in Child and Family Studies 1-6 credits. Supervised practice in demonstration of competencies for children and families in a variety of educational settings. Fifty hours of experience and supervision equals one hour of academic credit.
CFS 659 Seminar in Child and Family Studies 1-3 credits. Critical analysis of the literature in one or more areas related to children and families. May be repeated up to 6 credits.
CFS 669 Case Study/Project in Child and Family 3 credits. Under faculty supervision, student is responsible for development and oral presentation of a comprehensive case study or a comprehensive graduate field project.
CFS 676 Supervision of Family and Consumer Sciences Education 2 credits. Explores roles and responsibilities of cooperating teachers and college supervisor in providing desirable experiences of family and consumer sciences student teachers in the public schools. Supervision styles will be reviewed and evaluated.
Library Science Graduate Courses
LIBR g425 Media Center Administration 3 credits. General administration of media centers, including the implementation of state and national media standards, philosophy, and scope of services and the relationship of center activities to school curriculum. Students will develop an electronic portfolio.
LIBR g426 Automation, Selection, and Evaluation of Library Materials 3 credits. Addresses automation as it relates to library services and collections as well as the selection and evaluation of library materials. Students will develop an electronic portfolio.
LIBR g440 Practicum 1-4 credits. Practicum in a library and/or media center under the supervision of professional personnel. PREREQ: APPROVAL OF LIBRARY SCIENCE COORDINATOR.
LIBR g441 Independent Study in Library Science 1-2 credits. Individual work under staff guidance. Field and/or library research on specific problems in librarianship. PREREQ: PERMISSION OF LIBRARY SCIENCE COORDINATOR.
Master of Physical Education/Athletic Administration
Individuals applying for admission to the Master of Physical Education/Athletic Administration program must meet the following admission requirements:
- Bachelor's degree from a college or university accredited in the United States or its equivalent from a school in another country.
- Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.
- Score of 38 or above on the Miller Analogies test OR score at the 35th percentile or above on one of the sections of the Graduate Record Examination (Verbal, Quantitative, Analytical).
- Submission of admission forms and application fee to the Office of Graduate Studies.
In addition, the Sport Science, Physical Education and Dance Department requires that the candidate shall have had the necessary background in tests and measurements, and a knowledge of statistical procedures. Both a thesis and non-thesis option are available.
Students must complete a minimum of 33 semester credit hours for the Master of Physical Education/Athletic Administration degree. All candidates completing a thesis will orally defend the thesis, but will not complete written examinations. All candidates not completing a thesis will be required to pass both a written examination and an oral examination.
All students must document professional experience in an athletic setting either by prior athletic administrative experience (minimum of one year) or by completing an approved internship for credit while completing the MPE/AA program.
Course Requirements
PE 605 Leadership and Administration 3 cr PE 615 Philosophy and Principles of Athletics in Education 3 cr PE 631 Athletics and The Law 3 cr PE 635 Management Aspects of Athletics 3 cr PE 640 Research and Writing 3 cr PE 649 Issues in PED and Athletic Administration 3 crThesis Option
PE 650 Thesis 1-6 cr IN ADDITION: Approved Electives 9 crNon-Thesis Option
PE 610 Advanced Sport Psychology 3 cr PE 645 Sports Medicine 3 cr IN ADDITION: Approved Electives 9 crISU-Boise State Cooperative Program
Through the ISU-Boise State Cooperative Program, students are able to complete the entire 33 credit hour Master of Physical Education in Athletic Administration degree program on the Boise State campus. Course requirements are the same as those for the on-campus program listed above, and students have the option of completing the thesis or non-thesis option. Up to 15 credit hours of approved Boise State courses may be counted toward the degree.
Idaho State University is the degree-granting institution. Students must initially apply for admission to Idaho State University and then, if accepted, apply for admission to Boise State University. An application fee must be paid to each institution. For information about the ISU-Boise State Cooperative Program in Physical Education/Athletic Administration, contact the Physical Education Program Chairperson.
The following BSU faculty members are approved as ISU At-large Graduate Faculty, and are listed with the Graduate Faculty at the back of this catalog: Professors Hoeger, McChesney, Petlichkoff, Pfeiffer, Potter, Spear, Vaughn.
Physical Education Graduate Courses
P E g465 Organization and Administration of Intramural Sports 3 credits. Study of various methods of organizing and administering intramural sports programs on the junior high school, high school, and college levels.
P E g470 Care and Prevention of Athletic Injuries 2 credits. Prevention, cause, and care of athletic injuries. Emphasis on the role of the coach relative to responsibility and resultant liability.
P E g473 Facility Planning and Design 3 credits. An investigation of the various components, principles, and fundamental practices involved in facility planning and design for physical education, athletics, and recreation.
P E g475 Organization and Administration of Physical Education and Sport 3 credits. Study of the management theory and practices utilized in conducting physical education and sports programs. Emphasis will be placed on interscholastic as well as intercollegiate physical education and athletic programs.
P E g480 Coaching Problems 2 credits. Athletic control, eligibility, new coaching techniques, finances, safety measures, public relations, duties of coaches, managers, and officials. May be repeated once for additional credit.
P E g481 Coaching Clinic 1 credit. ISU is a sponsor of the annual Idaho Coaches Association Clinic held during the first week of August. Instruction offered in football, basketball, and other sports by coaches of national reputation. May not be applied to degree programs.
P E g485 Independent Problems in Physical Education 1-3 credits. Individual work under staff guidance. Field and/or library research on specific physical education problems. May be repeated up to 6 credits. PREREQ: PERMISSION OF INSTRUCTOR.
P E g491 Physical Education Workshop 1-3 credits. A critical analysis of one or more areas of physical education. Limited enrollment. May be repeated up to six credits. PREREQ: PERMISSION OF INSTRUCTOR.
P E g493 Gender Issues in Education and Sport 3 credits. Using gender as a springboard, students will explore issues of social justice in education and sport.
P E g494 Adapted Physical Activity 3 credits. History, philosophy, and the teaching//learning process in providing adapted physical activity in schools and community-based settings. Includes clinical experiences. PREREQ: BIOS 301 OR EQUIVALENT, OR PE 243, PE 300 AND PE 362.
P E 597 Professional Education Development Topics. Variable credit. May be repeated. A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. Must be graded S/U.
P E 605 Leadership and Administration 3 credits. Development of leadership skills and the dynamics of group process relative to effective interpersonal relationship with special emphasis on Physical Education and Athletic programs and personnel needs.
P E 610 Advanced Sport Psychology 3 credits. Designed to define, critique, and apply critical perspectives of sport and exercise psychology, including aggression theories, violence, cohesion, and social facilitation. Aspects of coaching theory and its application are included.
P E 612 Advanced Sociology of Sport 3 credits. Social aspects of sport and society, with emphasis on the relationship between sport, culture, and ideology.
P E 615 Philosophy and Principles of Athletics in Education 3 credits. The role of athletics in education, the function and organization of leagues and conferences of coaches, certification of coaches, ethics, and public relations.
P E 620 Curriculum and Supervision 3 credits. Consideration of the physical education curriculum in public schools and in colleges and universities. Recent developments and current trends that influence the curriculum and supervision policies. Observation techniques, standards in judging instruction, the supervisory conference, cooperative supervision, basic foundation of curriculum construction, and lesson planning.
P E 622 Survey of Professional Literature 2 credits. Identification and investigation of professional literature and its application to current and future directions of the field. Extensive reading and formal writing required.
P E 631 Athletics and the Law 3 credits. A study of the administrative role relating to the regulation of athletic competition and athletic programs. A review of significant court cases dealing with sports law, with application to the schoolsetting.
P E 635 Management Aspects of Athletics 3 credits. Factors involved in the conduct of athletic events such as contracts, scheduling, travel, game management, crowd control, and the legal implications of athletics.
P E 640 Research and Writing 3 credits.Analysis and interpretation of the basic principles of research and writing as they relate to physicaleducation, athletics and allied fields of endeavor. Integration of research and writing procedures likely to have the greatest influence on programs and practices relating to the administration of P.E.D. programs.
P E 645 Sports Medicine 3 credits. Study of sports medicine principles and practices involved in athletic programs. Includes kinesiological and physiological principles involved in athletics as well as management and administrative concerns related to conducting sports medicine programs.
P E 648 Problems 1-3 credits. Individual and group study of problems in the areas of physical education and recreation. May be repeated to 6 hours credit.
P E 649 Issues in PED and Athletic Administration 3 credits. A study of the current issues applicable to the administration of PED and athletics. Opportunities may be afforded for study within specialized areas. May be repeated up to 6 hours with departmental permission. P E 650 Thesis 1-6 credits.
P E 651 Master's Project in P.E.D. & Athletics 3 credits.
P E 655 Internship 1-3 credits. Administration, supervision and operation of a P.E.D. or Athletic Program. Students work under the direction of a graduate faculty member and practicing administrator. May be repeated to 6 hours credit. PREREQ: APPROVAL OF ADVISOR AND/OR CHAIR.
P E 658 Athletics in the West 2 credits. Field-based review of programs and topics related to physical education and athletic administration, including: tours of facilities in schools, colleges, and professional athletics; lessons and seminars with practitioners and scholars.
Educational Specialist in School Psychology or Special Education
The Ed.S. program is designed for persons who have completed a master's degree and wish to increase their skills for advanced certification requirements or other professional objectives. The Ed.S. level is the minimum preparation for school psychologists and directors of special education in most states. Further, the Ed.S. has become the intermediate degree for many professionals who supervise master's degree level personnel.
Admission to Ed.S. Study
The applicant must hold a master's degree in the area of the chosen Ed.S. major. Master's degree majors in a closely related field may be approved upon recommendation of the selection committee.
General Requirements
The student must complete 64 credits in Special Education or 66 credits in School Psychology, including the master's degree and a specialist paper. All post-master's degree course work must be taken from members of the ISU graduate faculty or be approved in advance by the graduate faculty. A minimum grade point average of 3.0 (B) is required over all course work taken in the Ed.S. program. An oral examination covering the specialist paper, portfolio, and/or relevant topics is required.
Time Requirement
All requirements for the Ed.S. must be completed within a period of five years from the date of completion of the first post-master's degree course to be applied toward the degree.
Specific Requirements:
School Psychology Major
The Ed.S. in School Psychology is designed to be consistent with the minimal entry-level requirements in the field of school psychology as presented by the National Association of School Psychologists. A master's degree as a school psychological examiner or its equivalent is required. The Ed.S. is viewed as a practitioner's degree and will focus on applied activities.
Course Requirements
CFS 631 Family Diversity 3 cr EDUC 616 Integrating Technology into the School Curriculum 3 cr SCPY 615 Advanced Child Psychology 3 cr SCPY 616 Psychological Assessment 3 cr SCPY 652 Specialist Paper 1 cr SCPY 661 Techniques in School Psychology 3 cr SCPY 662 Consultation in the Schools 3 cr SCPY 664 Neurocognition and Learning 3 cr SCPY 665 Clinical School Psychology 3 cr SCPY 669 Internship in School Psychology 3 cr SCPY 670 Practicum in School Psychology Clinic 2 cr SCPY 759 Ed.S. Internship 6 crAdditional Requirements
Students will also prepare a School Psychology Portfolio. The Portfolio will be presented and defended in the Oral Examination.
Special Education Major
The following course work is required:
- A minimum of 21 credits in special education course work at or above the 600 level (including administration of special education), of which 6 credits are in the supervision of clinical practicum in special education and 3 credits are in internship in special education.
- Behavioral sciences and/or education/school psychology, 9 credits.
- Educational Specialist Paper in Special Education, SPED 652, 1-3 credits. The number of credits will be determined by the advisor and student.
Master of Education in Human Exceptionality
The Master of Education in Human Exceptionality is designed to strengthen the student's understandings, knowledge, and skills in three major areas_Professional Studies, Specialty Studies, and Integrative Field Research Studies_as they relate to human exceptionality. The student may select one of two options for the Master's degree in Human Exceptionality:
- Special Education
- School Psychological Examiner
Individuals applying for admission to the Master of Education program in Human Exceptionality must meet the following admission requirements:
- Bachelor's degree from a college or university accredited in the United States or its equivalent from a school in another country.
- Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.
- Score of 38 or above on the Miller Analogies test OR score at the 35th percentile or above on one of the sections of the Graduate Record Examination (Verbal, Quantitative, Analytical/Analytical Writing).
- Submission of admission forms and application fee to the Office of Graduate Studies.
All candidates completing a Master of Education in Human Exceptionality must compete both a written comprehensive examination and an oral examination.
Professional Studies Core
EDUC 601 Research and Writing 3 cr EDUC 602 Theories of Learning 3 cr EDUC 610 Applied Educational Statistics 3 crAdditional Requirements for Special Education Option
The student must either have an undergraduate special education major or a 14-credit undergraduate core of special education course work including SPED 330, SPED 334, SPED g423, SPED g424, and SPED g427. These courses will not be counted as part of the master's degree program. Persons seeking initial certification must also complete SPED 529, SPED 532, SPED 538, SPED 546, and complete the Idaho Technology Portfolio assessment.
SCPY 614 Diagnostic Evaluation of Learning Difficulties 3 cr SPED 630 Professional Development in Special Education 2 cr SPED 638 Practicum in Special Education 6 cr SPED 662 Consultation in the Schools 2 crIn addition, elective credits to total a minimum of 33 semester credit hours for the Master's degree must be taken from relevant graduate-level courses. Elective credits must be approved in advance by the student's major advisor.
Additional Requirements for the School Psychological Examiner Option
Specialty Studies in Psychological ExaminerSCPY 614 Diagnostic Evaluation of Learning Difficulties 3 cr SCPY 619 Individual Intelligence Testing 3 cr SCPY 660 Seminar in School Psychology 3 cr Elective credits approved by the School Psychology Program Chair 6 crIntegrative Field Research Studies
SCPY 668 Practicum in School Psychology 3 cr SPED 638 Practicum in Special Education 3 crThe deadline for submission of applications is July 1. Applications will be reviewed and degree-seeking students will continue to be admitted until program capacity is reached.
Special Education Graduate Courses
SPED g423 Designing Instruction 3 credits. Introduction to instructional design principles and strategies for engaging students in higher order thinking and problem-solving. Emphasis on teaching complex concepts in reading comprehension, writing, mathematics and other academic subjects. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g424 Assessment Procedures in Special Education 3 credits. Introductory study of diagnostic assessment techniques and the writing of individual educational, behavioral prescriptions, and instructional objectives which are required to provide interventions suitable for remediating the learning programs in basic school curricula. PREREQ OR COREQ: SPED 330 AND SPED 334 OR PERMISSION OF INSTRUCTOR.
SPED g426 Assessment: Severe Disabilities 3 credits. Selection, administration, and interpretation of criterion-referenced tools employed with severely disabled students. Emphasizes functional approach to assessment and evaluation of behavioral and instructional domains. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g427 Precision Teaching 1 credit. Techniques of data collection, charting, and decision making in the educational programs of children withdisabilities. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g429 Strategies: Severe Disabilities 3 credits. Consideration and evaluation of curriculum materials from behavioral, developmental, and ecological perspectives. Emphasizes functional approach to development and implementation of individualized intervention plans. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g432 Direct Instruction Systems 3 credits. This course provides mastery level skills training in direct instruction systems for reading, math, and written language. Includes field work, adaptation of curricula to direct instruction model and evaluation. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g433 The Emotionally Disturbed Child 3 credits. Survey of the causes of emotional disturbance in children and the effects upon the child's school performance and achievement. School programs and treatment considerations will be reviewed.
SPED g438 Policies and Procedures in Special Education 3 credits. Consideration of legal background, current court ruling, professional responsibilities, and models for consultation and collaboration in a variety of educational settings. Includes the IEP process. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g440 Biomedical Aspects of Physical Disability 2 credits. Study of the causes, treatments, and educational implications of physical and neurological disorders of genetically and orthopedically disabled children. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g443 Autism 2 credits. An overview of autism and implications for educational planning. Teaching strategies that are successful in working with individuals who have autism will be reviewed.
SPED g446 Secondary Special Education 3 credits. Teaching methodology focusing on needs of secondary and adult special education students. Topics include functional academics, transition, independent living, social skills, vocational training, employment options, and accessing community resources. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g448 Pre-practicum, Moderately Handicapped 1-3 credits. Supervised practical work with moderately handicapped children in a clinical setting. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g450 Creating Inclusive Classes 3 credits. Curricula and methods for educating students with disabilities in general education classrooms. Emphasizes inclusive lesson design, curricular adaptations, and collaborative teaching.
SPED g462 Advanced Issues in Behavior Disorders 2 credits. Study of educational organization, collaboration and consultation skills necessary to provide integrated service for this exceptionality. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g480 Seminar in Special Education 1 credit. Current topics in the field of special education by departmental faculty and guest lecturers. May be repeated for a total of 2 credits. GRADED S/U.
SPED g481 Seminar: Behavior Disorders 1 credit. Covers topical issues related to the education of children with behavior disorders in a variety of educational and therapeutic settings. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g485 Independent Problems 1-2 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to majors in education. Experience in research composition. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g491 Seminar 1-3 credits. Critical analysis of the literature in one or more areas of education. Limited enrollment. May be graded S/U or on a letter-grade basis in separate sections. PREREQ: PERMISSION OF INSTRUCTOR.
SPED g498 Advanced Fieldwork 1-3 credits. Orientation, observation, planning and implementation of special education instruction in a special education setting in the public schools. PREREQ: PERMISSION OF INSTRUCTOR.
SPED 597 Professional Education Development Topics. Variable credit. May be repeated. A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. Must be graded S/U.
SPED 630 Professional Development in Special Education 2 credits. Issues related to the professional role of the master's-degree-level special educator, including professional societies, history, philosophical and humanistic foundations.
SPED 632 Administration of Special Education 2 credits. Supervision of special education, including the organization, financing, equipping, housing, and staffing of educational facilities for exceptional children. Also includes legal provisions relevant to special education.
SPED 633 The Behaviorally Maladjusted Child 3 credits. Comprehensive study of the characteristics, learning problems, educational organizations, and teaching competencies for this exceptionality. PREREQ: SPED 334 OR PERMISSION OF INSTRUCTOR.
SPED 634 The Mentally Gifted Child 3 credits. Physical, mental, emotional, and social characteristics of the mentally gifted; teaching procedures, types of organization, analysis of educational need, and curricula material used in their education.
SPED 636 Medical and Health Issues in Special Education 2 credits. Consideration of medical and health issues, problems, and practices as they pertain to children with disabilities in hospital, home-, and school-based programs.
SPED 638 Practicum in Special Education 2-8 credits. Individual observation, program development, and supervised practice in the development of teaching competencies for the education of exceptional children. A combination of fifty hours of experience and supervision equals one hour of academic credit. PREREQ: PERMISSION OF INSTRUCTOR.
SPED 639 Internship in Special Education 3-12 credits. A combination of fifty hours of experience and supervision equals one hour of academic credit. PREREQ: SPED 638 AND PERMISSION OF INSTRUCTOR.
SPED 650 Thesis 1-6 credits.
SPED 651 Master's Paper 3 credits. A paper involving extensive familiarity with research findings written under the supervision of a faculty member in the department.
SPED 652 Specialist Paper 1-3 credits. A paper involving extensive familiarity with research finding under the supervision of a faculty member of the program, consisting of applied research activity in the field of special education, written in format appropriate for publication consideration by a peer-reviewed journal.
SPED 658 Independent Problems 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems. Experience in research composition. May be repeated up to 6 credits. PREREQ: PERMISSION OF INSTRUCTOR.
SPED 659 Seminar 1-3 credits. Critical analysis of the literature in one or more areas of education. Enrollment limited. May be repeated up to 8 credits. PREREQ: PERMISSION OF INSTRUCTOR.
SPED 662 Consultation in Schools 2 credits. Provides theoretical and practical experience in the development, implementation, and evaluation of a variety of consulting strategies suitable for working with teachers, administrators, community agencies, and parents. PREREQ: PERMISSION OF INSTRUCTOR.
SPED 758 Independent Problems 2-4 credits. Individual work under staff guidance. Field and/or library research on specific educational problems. Experience in research composition. May be repeated up to 8 credits. PREREQ: PERMISSION OF INSTRUCTOR.
SPED 759 Ed.S. Internship 1-9 credits. Placement in a post-master's degree counseling, school psychology, or special education setting. A combination of fifty hours of experience and supervision equals one hour of academic credit. May be repeated. PREREQ: COMPLETION OF ALL PROGRAM COURSE WORK, AND PERMISSION OF INSTRUCTOR.
School Psychology Graduate Courses
SCPY 597 Professional Education Development Topics. Variable credit. May be repeated. A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. Must be graded S/U.
SCPY 614 Diagnostic Evaluation of Learning Difficulties 3 credits. Investigation of theoretical and applied assessment of intervention measures suitable for remediating learning problems.
SCPY 615 Advanced Child Psychology 3 credits. In-depth study of the principles of educational psychology and child development. Emphasis will be placed on applying research-based practices from the science of educational psychology to solve problems found in schools and other social settings. PREREQ: EDUC 602.
SCPY 616 Psychological Assessment 3 credits. Psychometric assessment to determine eligibility of students and provide diagnostic information to develop interventions and assess their effects. Includes writing of integrated reports that address various exceptionalities. PREREQ: SCPY 614 AND SCPY 619.
SCPY 619 Individual Intelligence Testing 3 credits. Supervised practice in administering, scoring, and interpreting the results of individual intelligence tests. Each section limited to 6 students. PREREQ: PERMISSION OF INSTRUCTOR.
SCPY 652 Specialist Paper 1 credit. An applied research paper in school psychology, written in format appropriate for publication consideration by a peer-reviewed journal. PREREQ: EDUC 601
SCPY 658 Independent Problems 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems. Experience in research composition. May be repeated up to 6 credits. PREREQ: PERMISSION OF INSTRUCTOR.
SCPY 660 Seminar in School Psychology 3 credits. Introduce students to the field of school psychology through guest speakers, literature, and discussion. Focus on assessment, diagnosis, professional ethics, historical development, and school law. PREREQ: PERMISSION OF INSTRUCTOR.
SCPY 661 Techniques in School Psychology 3 credits. Design, implement, and evaluate in-service training activities suitable for teachers, administrators, community agencies, and parents over a wide variety of topics. PREREQ: SECOND-YEAR SCHOOL PSYCHOLOGY STUDENT. COREQ: EDUC 616.
SCPY 662 Consultation in the Schools 3 credits. Provides theoretical and practical experience in the development, implementation, and evaluation of a variety of consulting strategies suitable for working with teachers, administrators, community agencies, and parents. PREREQ: SCPY 665 AND PERMISSION OF INSTRUCTOR.
SCPY 664 Neurocognition and Learning 3 credits. This course will increase skills of school psychologists and educators in applying neurocognitive research to psychoeducational adjustment in schools. Content will emphasize intervention, assessment, instruction, consultation, individual differences in emotionality, attention, memory, and problem solving. PREREQ: EDUC 602.
SCPY 665 Clinical School Psychology 3credits. Clinical practice in school settings including individual interviewing, and group training techniques, case study methods, behavioral methods, and clinical assessment strategies. PREREQ: PERMISSION OF INSTRUCTOR.
SCPY 668 Practicum in School Psychology 3 credits. Supervised experience in educational, intelligence, and personality testing as well as diagnostic evaluation of learning difficulties and report writing. Special emphasis on the interpretation of test results to teachers, counselors, and administrative personnel. A combination of fifty hours of experience and supervision equals one hour of academic credit. PREREQ: SCPY 619 AND PERMISSION OF INSTRUCTOR. COREQ: SCPY 614.
SCPY 669 Internship in School Psychology 1-12 credits. A combination of fifty hours of experience and supervision equals one hour of academic credit. PREREQ: SCPY 668 AND PERMISSION OF INSTRUCTOR.
SCPY 670 Practicum in School Psychology Clinic 1-2 credits. Second-year students will process school and community-based referrals. Fifty (50) hours contact time per credit. This involves a collaborative problem-solving approach with school-based teams to gain experience with pre-referral activities, evaluation, and intervention plans. COREQ: SCPY 665.
SCPY 759 Ed.S. Internship 1-9 credits. Placement in a post-master's degree counseling, school psychology, or special education setting. A combination of fifty hours of experience and supervision equals one hour of academic credit. May be repeated. PREREQ: COMPLETIONS OF ALL PROGRAM COURSE WORK, AND PERMISSION OF INSTRUCTOR.
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IDAHO STATE UNIVERSITY
Academic Information Contact: webmaster@isu.edu Revised: July 2002 |