Graduate Catalog

Graduate Catalog

College of Education

Deborah L. Hedden, Ph.D., Dean

Jack Newsome, Ph.D., Associate Dean

Peter R. Denner, Ph.D., Assistant Dean for Assessment

Conceptual Framework

The College of Education conceptual framework guides the curriculum, instruction, and assessment for all initial and advanced professional education programs in the College of Education. This framework comprises a standards-driven, learner-centered, assessment-informed, collaborative approach through which teachers, administrators and other school personnel develop the knowledge, dispositions, and skills deemed essential for effective professionals.

Standards for Advanced Professionals: The College of Education Standards for Advanced Professionals address the knowledge, dispositions, and skills required for school personnel completing initial and advanced/administrative preparation. These standards present the advanced professional as reflective, inquiry-oriented, cognizant of cultural diversity and individual differences, able to communicate effectively, aware of the research in his or her field, and able to assume leadership responsibilities.

Professional Studies and Research: The professional accesses, reads, and interprets the literature in his or her field and applies information from the research to professional practice.

Theoretical Foundations: The professional understands the theoretical foundations of the profession and applies knowledge of theoretical foundations to professional practice.

Professional Practice: The professional recognizes and addresses current issues in the profession, solves problems encountered in professional practice, and reflects on his or her professional practice and its effects.

Exceptionality and Diversity: The professional addresses issues of exceptionality and cultural diversity in his or her professional practice.

Technology: The professional uses technology in his or her professional practice.

Assessment: The professional uses a variety of formal and informal assessments to evaluate his or her performance and the performance of others.

Management of the Work Environment: The professional creates and maintains a safe and productive work environment.

Leadership: The professional assumes leadership roles in the profession and shares knowledge and expertise with others in the profession and community.

Interpersonal Skills: The professional fosters and maintains positive work relationships and models effective oral and written communication.

Personal Characteristics: The professional displays the beliefs, values, and behaviors that guide the ethical dimensions of professional practice.

Organization of the College of Education

To facilitate student access to advising and other academic support services, the College of Education is organized into five departments: the Department of Education Leadership, the Department of Educational Foundations, the Department of Instructional Methods and Technology, the Department of Educational Learning and Development, and the Department of Sport Science and Physical Education. Program descriptions, admission requirements, and program standards for each department are described below. However, the following are common elements to all Master’s programs within the College of Education. Requirements for doctoral programs and educational specialists are listed with those programs.

Admission to College of Education Master’s Programs

At the time of application, the applicant must specify a single Master of Education program area to which admission is requested (i.e., Educational Administration, Elementary Education, Secondary Education, Literacy, Instructional Technology, K-12 Education/Music Education Emphasis, Child and Family Studies, School Psychology or Special Education, Human Exceptionality, or Physical Education/Athletic Administration). Should a student wish to change his or her program area , he or she must reapply to the Graduate School and to the new program area for admission.

The following are required for admission by all Master of Education program areas:

OR

Program Requirements:

No more than 9 credits of unclassified and/or conditional graduate study may be applied to the student’s program. The student is responsible for meeting the requirements of, and being admitted to, the program as a classified student before taking additional coursework.

Master of Education students are strongly encouraged to sequence the Master’s core courses as follows:

EDUC 601 within the first 9 credit hours

EDUC 602 within the first 18 credit hours

EDUC 610 within the first 24 credit hours

Additional program requirements specific to the Master’s of Education and the Master’s of Physical Education are listed below with each program description.

Retention in College of Education Graduate Programs:

Students must meet university, college, and department standards for grades, residency, time limits, and continuing registration (refer to the General Information section at the front of the Graduate Catalog, and program descriptions below).

Department of Educational Leadership

Chair and Professor Johnathan Lawson

Professors: Davis, Pemberton

Associate Professors: Frantz, Thomas

Assistant Professor: Meyer, Neill, Scherz

Doctor of Education in Educational Leadership

The Doctor of Education in Educational Leadership is the College of Education’s highest degree. Knowing that students enter the program with substantial knowledge, skills, abilities, and experience, the Doctorate in Educational Leadership seeks to support the development of education professionals as scholars, researchers, and practitioners. This three-part whole provides the grounding from which all benchmarks of the student’s educational journey, from admissions, to advancement to candidacy , and ultimately program completion, are assessed.

As scholars, Doctors of Educational Leadership demonstrate content mastery. As researchers, Doctors of Educational Leadership demonstrate the application of content mastery through scholarly contributions reflecting the necessary dispositions and skills to successfully conduct meaningful education research. Finally, through guided practicum experiences, Doctors of Educational Leadership demonstrate their ability to use acquired knowledge, dispositions and skills as scholars and researchers in applied educational leadership settings.

EdD Educational Leadership Standards

The EdD in Educational Leadership is aligned with two sets of standards: The ISU COE Standards for Advanced Professionals (described above), and the Doctor of Education in Educational Leadership Standards.

Doctor of Education in Educational Leadership Standards: The Doctor of Education in Educational Leadership Standards address the knowledge, dispositions, skills and strategies that frame successful educational leadership. They include: Organizational Development, Consultation, Diversity, Supervision, Managing Change, Applied Foundations, Technology, Research, Teaching and Learning Theory, and Leadership, Ethics and Communication.

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 a 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, or Instructional Technology). Should a student wish to change his or her area of concentration, he or she must reapply to the Graduate School for readmission to the doctoral program in Educational Leadership.

In addition to the general requirements of the Graduate School, 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:

  1. A master’s degree in education or a related field.
  2. 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.
  3. A minimum score at the 35th percentile or above on the Miller Analogies Test (MAT) or a minimum combined score of 1000 on the Verbal and Quantitative sections of the Graduate Record Examination (GRE). For applicants submitting the MAT, as well as those with a Verbal GRE below 400, an on-site writing sample may be required.
  4. A current curriculum vitae.
  5. The Ed.D. Admission Checklist indicating competency in computer skills.
  6. Successful completion of an interview with faculty in the area of proposed concentration (which may include an on-site writing experience).

International students whose native language is not English must comply with Graduate School admissions requirements. Additional language-based course work may be required of international students whose native language is not English.

General Requirements

The Doctor of Education in Educational Leadership requires a minimum of 65/66 semester credits of course work: For Educational Administration 25 credits in the doctoral core, and a minimum of 30 credits in the area of concentration. For Higher Education Administration 17 credits in the doctoral core and 39 credits in the area of concentration, including 6 credits of electives. Both emphases include 9 credits of graduate-level cognate study, and at least 10 credits of dissertation. The Educational Leadership program defines cognate study as a planned set of courses, 500-level and above, outside the student’s concentration area, taken within the College of Education or outside it. Cognate study is to be determined prior to cognate course enrollment, in consultation with the student’s advisor.

Of the 65/66 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. Failure to maintain continuous enrollment can result in dismissal from the program.

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 admissions status review, 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 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 the Graduate School, the Dissertation Committee, including the Graduate Faculty Representative, is established and the student is advanced to candidacy.

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. Examination guidelines are provided in the EdD Handbook.

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 65/66 semester credits of course work: For Educational Administration 25 credits in the doctoral core and a minimum of 30 credits in the area of concentration. For Higher Education Administration 17 credits in the doctoral core and 30 credits in the area of concentration, including 6 credits of electives. Both emphases include 9 credits of graduate level (500 or above) cognate study (determined in consultation with the student’s advisor and concentration area), and at least 10 dissertation credits. The student may select from the following areas of emphasis: Educational Administration, Higher Education Administration, or Instructional Technology.

Doctoral Core (Higher Education 17 credits (Read A) or Educational Administration (Read B) 25 credits)

EDLP 700 Change Strategies (A&B) 3 cr

EDLP 701 Advanced Statistics in
Education (A&B) 3 cr

Or approved equivalent or alternative (A) 3 cr

EDLP 702 Supervision & Empowerment (B) 3 cr

EDLP 703 Leadership & Organizational
Development (A&B) 3 cr

EDLP 704 Conditions of Learning
& Teaching (B) 3 cr

EDLP 705 Advanced Research Design I
(qualitative) (A&B) 3 cr

EDLP 706 Advanced Research Design II
(quantitative) (A&B) 3 cr

EDLP 707 Instructional Technology (B) 3 cr

EDLP 800 Seminar (A&B) 1 cr

EDLP 801 Capstone Seminar (A) 1 cr

Dissertation (10 credits)

EDLP 850 Dissertation 10 cr

Area of Concentration: (Students select 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 Data-Driven Decision-
Making 3 cr

EDLA 723 Educational Planning
and Evaluation 3 cr

EDLA 737 Practicum 6 cr

Electives 3 cr

Cognate Study (minimum 9 graduate level credits (500 or above) - to be determined prior to cognate study enrollment, in consultation with the student’s advisor and confirmed by concentration area review)

Higher Education Administration (minimum 39 credits)

Required-Plus Cognate STUDY (33 credits)

EDLH 730 History and Philosophy of
Higher Education 3 cr

EDLH 731 Law in Higher Education 3 cr

EDLH 732 College and University
Curriculum 3 cr

EDLH 733 Finance in Higher Education 3 cr

EDLH 734 Issues/Trends in
Higher Education 3 cr

EDLH 736 Instructional Leadership and

Affairs in Higher Education 3 cr

EDLH 737 Practicum 3 cr

EDLH 738 Assessment and Accountability
in Higher Education 3 cr

ELECTIVES (6 credits)

COUN 680 Foundations of Student Affairs 3 cr

EDLA 630 Education Equity and Ethics 3 cr

EDLC 730 The Modern Community College 3 cr

EDLH 735 Government and External

Relations 3 cr

EDLH 739 Higher Education Leadership:

Strategies and Enrollment Planning,

Governance, and Institutional

Research 3 cr

Cognate Study (minimum 9 graduate level credits (500 or above) - to be determined prior to cognate study enrollment, in consultation with the student’s advisor and confirmed by concentration area review)

Instructional Technology (minimum 30 credits)

EDLT 737 Practicum 6-12 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

Cognate Study (minimum 9 graduate level credits (500 or above) - to be determined prior to cognate study enrollment, in consultation with the student’s advisor and confirmed by concentration area review)

Educational 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.

EdS Educational Leadership Standards

The Education Specialist in Education-Education Administration curriculum is aligned with three separate but related sets of standards: The ISU COE Standards for Advanced Professionals (described above), the Interstate School Leaders Licensure Consortium (Standards for School Leaders), and the Idaho State Department of Education’s Superintendent Certification Standards. All sets of standards align and overlap with each other.

Interstate School Leaders Licensure Consortium: Codified in 1996, these standards were drafted by personnel from 24 state education agencies and professional associations. These standards represent best practice model standards for school leaders. They represent a common core of knowledge, dispositions and performance skills developed to link leadership more forcefully to productive schools and enhance educational outcomes. The standards include: Facilitating a Vision, School Culture & Instructional Program, Management, Collaboration with Families & Communities, Integrity, Ethics & Fairness, and Political, Social, Economic, Legal and Cultural Context.

Idaho State Superintendency Certification Standards: These standards address competencies determined by the State of Idaho to be necessary for effective school (district level) leadership (i.e., the superintendency). These standards include: Advanced School Finance, Grant Writing & Revenue Generation, Policy Development & School Board Relations, District Wide Support Services, Employment Practices & Negotiations, Educational Product Marketing & Community Relations, and Special Services & Federal Programs. Superintendent level certification endorsement can be a student outcome through this curricular/standards alignment.

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 and obtain a minimum score at the 35th percentile 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 a letter 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 the Graduate School.

Program Requirements

Course requirements will be distributed within the areas listed below. Students 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

EDLA 644 Instructional Leadership 3 cr

EDLA 662 Superintendency 3 cr

Content Specialization

EDLA 630 Education Equity and Ethics 3 cr

EDLA 643 School Personnel Administration 3 cr

EDLA 664 Public School Monetary Policy 3 cr

EDLA 720 Legal Issues in Educational
Organizations 3 cr

EDLA 721 Educational Policy and
Governance 3 cr

EDLA 722 Data Driven Decision Making 3 cr

Research and Evaluation

EDUC 610* Applied Education Statistics 3 cr

EDLA 723 Educational Planning and
Evaluation 3 cr

*Students must have taken EDUC 610 or an equivalent course in the last five (5) years prior to being accepted into the program or during enrollment for which credits will NOT be counted toward degree completion.

Field Experience

EDLA 637 Practicum 3 cr

EDLA 751 Field Project/Case Analysis 1 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.

MEd Educational Leadership Standards

The Masters in Education with Educational Administration Emphasis curriculum is aligned with three separate but related sets of standards: The ISU COE Standards for Advanced Professionals (described above), the Interstate School Leaders Licensure Consortium (Standards for School Leaders - described above), and the Idaho State Department of Education’s Principalship Certification Standards. All three sets of standards align and overlap with each other.

Idaho State Principalship Certification Standards: These standards address competencies determined by the State of Idaho to be necessary for effective school (building) level leadership (i.e., the principalship). Standards must be met through graduate level course work in school administration for the preparation of school principals at an accredited college or university. The standards include: Vision & Strategic Leadership, Instructional Leadership, Management & Organizational Leadership, Family & Community Partnerships, Professional & Ethical Leadership, and Governance & Legal Leadership. Principal level certification endorsement can be a student outcome through this curricular/standards alignment.

Program Admission

In addition to the general requirements of the Graduate School, individuals applying for admission to the Master of Education with Educational Administration Emphasis will be reviewed using the following criteria. Preference will be given to applicants who meet or exceed these criteria.

  1. Bachelor’s degree from a college or university accredited in the United States or its equivalent from a school in another country.
  2. Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.
  3. A minimum score at the 35th percentile 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).
  4. One year of pre-K-12 teaching experience or documentation of equivalent experience.
  5. Submission of admission forms and application fee to the Graduate School.

Students must complete a minimum of 39 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, middle school, and high school levels. At least 6 internship credits are required. Students enroll in 3 credits during their first semester of internship work and thereafter maintain continuous enrollment of at least 1 credit/semester until internship hours are completed. 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 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 cr

Specialty Studies

EDLA 608 Educational Leadership and

Administration 3 cr

EDLA 612 School Law 3 cr

EDLA 613 Using Data to Improve School

Leadership 3 cr

EDLA 614 Curriculum Leadership 3 cr

EDLA 615 Supervision of Instruction 3 cr

EDLA 630 Education Equity and Ethics 3 cr

EDLA 642 School Communications and
Public Relations 3 cr

Integrative Field Research Studies (Either 650 or 651 and 657)

EDLA 650 Thesis 6 cr

EDLA 657* Internship 6 cr

OR

EDLA 651 Field Project/Case Study in
Education 3 cr

EDLA 657* Internship 6 cr

*Minimum of 6 credits required. Three (3) credit enrollment first semester, thereafter at least one (1) credit per semester continuous enrollment

Department of Instructional Methods and Technology

Chair and Professor Jonathan Lawson

Associate Professors: Coffland, J. Strickland

Assistant Professor: Moulton

The Department of Instructional Methods and Technology offers the Doctor of Philosophy in Instructional Design, the Instructional Technology emphasis of the Educational Leadership doctorate (see above) and the following Master’s in Education: Elementary Education, Secondary Education, Instructional Technology, and K-12 Education (Music Education).

Doctor of Philosophy in Instructional Design

The Doctor of Philosophy (Ph.D.) in Instructional Design degree prepares students to assume positions of leadership in instructional design, research, measurement or evaluation. Graduates direct instructional design, research, measurement or evaulation projects as faculty at colleges and universities, in private or public institutions, or work as individual consultants.

While research is an integral component of the Instructional Design Ph.D. program, candidates are provided primarily with courses and experiences preparing them to function more effectively as leaders in guiding instruction to meet specific educational outcomes.

Admission to Doctoral Study

Admission to the Instructional Design Ph.D. program is based on a cohort model. Cohort cycles depend on the start date of the particular cohort (contact department chair for specific details). However, there is a specific sequencing of curriculum, and this may strongly influence the start date of a particular cohort. Applications for cohort admission are accepted at any time, in accordance with the deadlines set by the Graduate School. Every effort is made to accommodate the doctoral program of study for non-cohort students who enroll in full-time doctoral studies. In addition to the Graduate School general requirements, individuals applying for admission to the Instructional Design Ph.D. program will be reviewed using the following criteria for admission. Preference will be given to applicants who have:

  1. A master’s degree in instructional technology, instructional design, or a related field.
  2. An academic record of at least 3.0 Grade Point Average (GPA) in the last two years of undergraduate course work and 3.5 GPA at the graduate level.
  3. A minimum score at the 45th percentile, or above, on the Miller Analogies Test (MAT) or a minimum combined score of 1100 on the Verbal and Quantitative sections of the Graduate Record Examination (GRE). For applicants submitting a Verbal GRE score below 400, an on-site writing sample will be required. International students whose native language is not English must achieve a combined score of 550 with a score of 55 on Section I of the Test of English as a Foreign Language (TOEFL). Additional language-based course work may be required of international students whose native language is not English.
  4. A current curriculum vitae.
  5. Successful passing of the Department of Instructional Methods and Technology graduate technology performance examination.
  6. Successful completion of an interview with graduate faculty from the Department of Instructional Methods and Technology

General Requirements

The Doctor of Philosophy in Instructional Design requires a minimum of 67 semester credits, 12 credits in the Instructional Design Ph.D. core, a minimum of 30 credits in the Instructional Design specialty area, 15 credits in the Instructional Design Ph.D. Research area, and at least 10 credits of dissertation. Of the 67 semester credits required for the Ph.D. in Instructional Design, at least 30 semester credits of course work must be taken at Idaho State University. Dissertation credits may not be transferred from another institution.

Upon initial enrollment, all Instructional Design Ph.D. students will be required to maintain continuous enrollment, with 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. Failure to maintain continuous enrollment can result in dismissal from the program.

Students must maintain a 3.5 GPA to qualify for the Ph.D. in Instructional Design. Two grades of C+, or below, during the entire program will result in the Department of Instructional Methods and Technology reviewing the student’s performance within the program. The result of this review may lead to dismissal from the program. Any additional grading policies are set by the Gradate School.

Program of Study

A Program of Study will be drafted during the first semester of course work. With the help of the student’s major advisor and departmental approval, this plan of study will be filed with the Graduate School. Programs of Study will be updated each semester. The final Program of Study must be submitted with the Comprehensive Examiantion Notice of Intent and routed through the student’s advisor, the Department, and the Dean of the College of Education. Upon successful completion of the comprehensive examination and submission of the final Program of Study to the Dean of the Graduate School, the Dissertation Committee, including the Graduate Faculty Representative (GFR), is established and the student is advanced to candidacy.

All doctoral requirements must be completed within five years of passing the Comprehensive Examination. Doctoral students must also meet appropriate residency requirements.

Doctor of Instructional Design Program Course Work

All course work is subject to the approval of the student’s academic advisor, Instructional Design Ph.D. program chair, and the Department.

Instructional Design Ph.D. Core (12 credits)

The following list of courses are suggested (not required) and may fulfill the requirements within the Instructional Design Ph.D. Core. The intent of the core area is to provide depth of knowledge in learning theory and/or organizational theory. A prerequisite for the core curriculum may include EDUC 602 or demonstration of equivalent knowledge. Additional prerequisites may be required if the specific course indicates the need for a prerequisite.

EDLP 700 Change Strategies 3 cr

EDLP 702 Supervision and Empowerment 3 cr

EDLP 703 Leadership and Organizational

Development 3 cr

EDLP 704 Conditions of Learning and

Teaching 3 cr

PSYC 612 Theories of Perception 3 cr

PSYC 634 Cultural Diversity 3 cr

PSYC 642 Cognitive Psychology 3 cr

PSYC 644 Advanced Developmental

Psychology 3 cr

PSYC 703 Advanced Ethics Seminar 1 cr

Instructional Design Ph.D. Research Area (15 credits)

The following list of courses are suggested (not required) and may fulfill the requirements within the Research Area. The intent of this Ph.D. Research Area is to provide depth of knowledge of quantitative and qualitative research designs and the statistical procedures that support both research design areas. Prerequisite for the research curriculum may include EDUC 601, EDUC 610, or demonstration of equivalent knowledge. Additional prerequisites may be required if the specific course indicates the need for a prerequisite.

EDLP 701 Advanced Statistics in Education 3 cr

EDLP 705 Advanced Research Design I

(qualitative) 3 cr

EDLP 706 Advanced Research Design II

(quantitative) 3 cr

PSYC 632 Advanced Experimental Design I 3 cr

PSYC 637 Advanced Experimental Design II 3 cr

ANTH g549 Methods and Techniques of

Ethnographic Field Research 3 cr

MATH g558 Experimental Design 3 cr

MATH g559 Applied Multivariate Analysis 3 cr

Instructional Design Ph.D. Area (30 credits)

The following five courses are required, with the additional 15 credits intended to provide depth of knowledge of instructional design principles in print, digital, and classroom contexts. Instructional design for e-learning is emphasized. It is expected that this knowledge may be applied within a wide array of instructional design applications. Prerequisites for the Instructional Design curriculum may include EDUC 622, EDUC 655, EDUC 656, EDUC 639, or demonstration of equivalent knowledge. Additional prerequisites may be required if the specific course indicates the need for a prerequisite.

Required Courses:

EDLP 707 Instructional Technology 3 cr

EDLT 740 Instructional Systems Design I 3 cr

EDLT 742 Multimedia Authoring I 3 cr

EDLT 743 Multimedia Authoring II 3 cr

EDLT 745 Instructional Design for Distance

Learning Delivery 3 cr

The remaining 15 credits will be taken in appropriate course work that supports the candidate’s work within Instructional Design.

Dissertation (10 credits)

A minimum of 10 semester credits for dissertation work is expected. Please note that some students may require more than 10 semester credits in order to successfully meet the requirements of the dissertation investigation.

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 Instructional Design.

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.

Master of Education in Elementary Education

Candidates for the Master’s of Education must meet all college and university requirements for admission and retention.

  1. The advanced elementary education professional, through the core curriculum, is expected to be aware of: theories of learning in education, research in education, the integration of technology in the elementary curriculum, and statistics that permit analyzing and interpreting student data.
  2. The advanced elementary education professional is expected to extend their subject matter depth in social science, language arts, science, mathematics or language.
  3. The advanced elementary education professional is expected to be aware of testing, measurement, and assessment as it relates to their extended subject area concentration.
  4. The advanced elementary education professional is expected to utilize the knowledge of subject area concentration in specific applications and assessments within the educational methods curriculum.

The 36-credit non-thesis Master’s degree in Elementary Education is a combination of pedagogy and content; designed for the practicing elementary school teacher to meet the demands of content focused accountability. This degree will permit the practicing teacher to acquire greater depth in English, history, mathematics, or science (geology, physical science, and biology).

Educational Core (12 credits)

EDUC 601 Research and Writing 3 cr

EDUC 602 Theories of Learning 3 cr

EDUC 610 Applied Educational Statistics 3 cr

EDUC 616 Integration of Technology into
School Curriculum 3 cr

Educational Pedagogy (12 credits)

EDUC 622 Educational Assessment and
Evaluation 3 cr

EDUC 630 Advanced Elementary Methods 3 cr

EDUC 641 Advanced Studies in K-12
Curriculum 3 cr

EDUC 670 Seminar in Elementary
Education 3 cr

Content Area (12 credits)

See your education advisor for an outline of the 12 hours of approved electives from among graduate-level courses in mathematics, science, history, or language arts.

Master of Education in Secondary Education

Candidates for the Master’s of Education in Secondary Education must meet all college and university requirements for admission and retention.

  1. The advanced secondary education professional, through the core curriculum, is expected to be aware of: theories of learning in education, research in education, the integration of technology in the secondary curriculum, and statistics that permit analyzing and interpreting student data.
  2. The advanced secondary education professional is expected to extend their subject matter depth in social science, language arts, science, mathematics or language.
  3. The advanced secondary education professional is expected to be aware of testing, measurement, and assessment as it relates to their extended subject area concentration.
  4. The advanced secondary education professional is expected to utilize the knowledge of subject area concentration in specific applications and assessments within the educational methods curriculum.

The 36-credit non-thesis Master’s degree in Secondary Education is a combination of pedagogy and content designed for the practicing secondary teacher to meet the demands of content focused accountability. This degree will permit the practicing teacher to acquire greater depth in English, history, mathematics, or science (geology, physical science, and biology).

Core Professional Studies (12 credits)

EDUC 601 Research and Writing 3 cr

EDUC 602 Theories of Learning 3 cr

EDUC 610 Applied Educational Statistics 3 cr

EDUC 616 Integration of Technology into
School Curriculum 3 cr

Educational Pedagogy (12 credits)

EDUC 622 Educational Assessment and
Evaluation 3 cr

EDUC 631 Advanced Secondary Methods 3 cr

EDUC 641 Advanced Studies in K-12
Curriculum 3 cr

EDUC 671 Seminar in Secondary
Education 3 cr

Content Area (12 credits)

See your education advisor for an outline of the 12 hours of approved electives from among graduate-level courses in mathematics, science, history, or language arts.

Master of Education in Instructional Technology

Candidates for the Master’s of Education in Instructional Technology must meet all college and university requirements for admission and retention.

  1. The advanced secondary or elementary technology education professional, through the core curriculum, is expected to be aware of: theories of learning in education, research in education, the integration of technology in the elementary/secondary curriculum, and statistics that permit analyzing and interpreting student data.
  2. The advanced secondary or elementary technology education professional is expected to extend his/her technology subject matter knowledge and expertise.
  3. The advanced secondary or elementary technology education professional is expected to be aware of testing, measurement, and assessment as it relates to the integration of technology in the K-16 curriculum.
  4. The advanced secondary or elementary technology education professional is expected to utilize the knowledge of technology in specific applications and assessments within the educational methods curriculum.

The M.Ed. in Instructional Technology prepares educators to greater depth in a cognitive area and in this way influences directions in elementary school curriculum. The program is designed to strengthen the student’s understanding, knowledge, and skills in three major areas—Educational, Core Educational, and Specialty Studies — as they relate to teaching in the secondary school.

Applicants enter the program after completion of the bachelor’s degree and will complete a minimum of 36 semester credit hours for the Master’s degree. 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 degree in Instructional Technology have professional experience in an educational context.

Core Professional Studies (12 credits)

EDUC 601 Research and Writing 3 cr

EDUC 602 Theories of Learning 3 cr

EDUC 610 Applied Educational Statistics 3 cr

EDUC 616 Integration of Technology into
School Curriculum 3 cr

Educational Pedagogy (12 credits)

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

Technology Content (12 credits)

EDUC 639 Delivering Instruction in
Electronic Formats 3 cr

EDUC 656 Fundamentals of Multimedia
Development in Education 3 cr

Electives 6 cr

Master of Education in K-12 Education

Candidates for the Master’s of Education in K-12 Education must meet all college and university requirements for admission and retention. Master of Education in K-12 Education

Music Education 36 Credits (course work only option)

The M.Ed. in Music Education is designed to strength 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 music education. The program is designed to meet the needs of music education specialists who work in the public school system (grades K-12) or who aspire to further graduate study and teaching in music education.

Individuals applying for admission to the Master of Education/Music Education, must meet the following admission requirements:

Students complete a minimum of 36 semester credit hours for the Master’s degree. 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 have professional experience in an education context.

Education Core (12 credits)

EDUC 601 Research and Writing 3 cr

EDUC 602 Theories of Learning 3 cr

EDUC 610 Applied Educational Statistics 3 cr

EDUC 616 Integration of Technology into
School Curriculum 3 cr

Pedagogy and Content (24 credits)

MUSC 515 Seminar in Band Music 2 cr

OR

MUSC 516 Seminar in Choral Music 2 cr

MUSC 517 Advanced Conducting 2 cr

MUSC 601 Foundations in Music
Education 3 cr

MUSC 610 Practicum in Rehearsal
Techniques 2 cr

MUSC 671 Music Education Seminar 3 cr

Graduate Performance Ensemble (2 semesters) 2 cr

Music History/Theory Elective 2 cr

Music history Theory Elective 2 cr

Other Music Electives 6 cr

Total 36 credits

Department of Educational Foundations

Chair and Assistant Professor Beverly Ray

Professors: Denner, Bliss, Jenkins, Rankin

Associate Professors: Luckey, Jack Newsome, Julie Newsome

Assistant Professor: Sanger

The Department of Educational Foundations offers the Planned Fifth-Year Program.

Master of Education with Child and Family Studies Emphasis

Family Studies

Early Childhood Education

Early Childhood Special Education

Candidates for the Master’s of Education with Child and Family Studies Emphasis must meet all college and university requirements for admission and retention.

The goal of the Early Childhood Education Program is to prepare professionals who have the necessary knowledge, dispositions, and abilities to:

  1. Enhance learning and development of young children, with and without disabilities, between the ages of birth and third grade.
  2. Establish collaborative relationships with families, and other professionals in ways that produce outcomes for your children.
  3. View their own professional development as a lifelong endeavor.
  4. Advocate for children, families, and the early childhood profession.

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, Integrative Field Research Studies, and Specialty Studies–as they relate to Child and Family Studies. The student must select one of the following option areas for the Master of Education with Child and Family Studies Emphasis:

Emphasis:

Applicants enter the program after completion of the Bachelors degree. All candidates completing a Master of Education with Child and Family Studies Emphasis must complete a written comprehensive examination and an oral examination; AND either a case study/project, a case study/project/internship combination, OR a thesis.

Required Core Professional Studies

EDUC 601 Research and Writing 3 cr

EDUC 602 Theories of Learning 3 cr

EDUC 610 Applied Educational Statistics 3 cr

Integrative Field Research Studies

(must total 6 credits)

Either these two courses:

CFS 647 Internship in Child and Family
Studies 3 cr

CFS 669 Case Study/Project in Child and
Family Studies 3 cr

OR

CFS 669 Case Study/Project in Child and

Family Studies 6 cr

OR

EDUC 650 Thesis 6 cr

Additional Requirements for Family Studies Option

CFS 531 Family Resource Management 3 cr

CFS 535 Relationships Within Families 3 cr

CFS 600 Issues and Trends in Child and
Family Studies 3 cr

CFS 632 Theoretical Frameworks for
Understanding Families 3 cr

CFS 659 Seminar in Child and Family

Studies 3 cr

Additional 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 cr

Additional 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 cr

Additional elective credits to total a minimum of 36 credit hours must be approved in advance by the student’s major advisor.

Planned 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 be related 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:

  1. Possess a baccalaureate degree from an accredited institution.
  2. Meet standard certification requirements in the area and at the level of their planned Fifth-Year Program.
  3. Apply for admission to graduate study.
  4. See an advisor/sponsor as soon as possible, preferably at the time of application for admission to graduate study.
  5. Establish with the advisor a proposal for the planned Fifth-Year Program that reflects the candidates professional development goals and/or career ladder goals.
  6. Work with the advisor to submit and gain approval of the proposal.

Requirements of the Planned Fifth-Year Program:

  1. 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).
  2. A minimum of 15 credits to be taken following approval of the planned Fifth-Year Program proposal.
  3. A maximum of 1/3 of the credits may be undergraduate work.
  4. A maximum of 10 credits of EDUC 397/597.
  5. A maximum allowance of 8 transfer credits (graduate transfer credits must meet requirements of the Graduate School.)
  6. All course work must be completed within a six-year period.
  7. 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.

Department of Educational Learning and Development

Chair and Associate Professor L. Peterson

Professors: Hedeen, Nunn, Pena, S. Peterson

Associate Professors: Klug, Squires

Assistant Professors: Coulter, Jantz

The Department of Educational Learning and Development offers the following graduate degrees: M.Ed. with Child and Family Studies Emphasis, M.Ed. with Literacy Emphasis, M.Ed. in Human Exceptionality (Specail Education or School Psychological Examiner), and Educational Specialist in School Psychology or Special Education.

Master of Education with Literacy Emphasis

Candidates for the Master of Education with Literacy Emphasis must meet all college and university requirements for admission and retention.

  1. The Literacy specialist understands the related nature of reading, writing, listening, speaking, and viewing and that literacy is a process of constructing meanings. These meanings begin with personal knowing.
  2. The literacy specialist understands the importance of building on strengths of individual learners rather than emphasizing needs.
  3. The literacy specialist is able to support and expand student expression in speaking, writing, and creative art forms across subject matter areas.
  4. The literacy specialist is able to conduct assessment that involves multiple indicators of student progress and develop an instructional plan based on these indicators.

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:

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 cr

EDUC 616 Integration of Technology into

School Curriculum 3 cr

Specialty Studies

EDUC g519 Developmental Literacy 3 cr

EDUC g524 Assessing Literacy 3 cr

EDUC g526 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 cr

Integrative Field Research Studies

EDUC 650 Thesis 6 cr

OR

EDUC 673 Seminar in Literacy Education 3 cr

Master of Education in Human Exceptionality

Candidates for the Master’s of Education in Human Exceptionality must meet all college and university requirements for admission and retention.

  1. The special educator will understand the field as an evolving and changing discipline.
  2. The special educator will know and demonstrate respect for their students first as unique human beings and contributing members of the community.
  3. The special educator will understand the appropriate use of various types of assessments.
  4. The special educator will adapt general curriculum by using a variety of instructional strategies and positive behavior supports.
  5. The special educator will collaborate with colleagues, families, and agencies to develop inclusive communities.

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:

Individuals applying for admission to the Master of Education program in Human Exceptionality must meet the following admission requirements:

All candidates completing a Master of Education in Human Exceptionality must complete 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 cr

Additional Requirements for the 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 g523, SPED g524, and SPED g527. 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 cr

In 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 Examiner

SCPY 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 cr

Integrative Field Research Studies

SCPY 668 Practicum in School Psychology 3 cr

SPED 638 Practicum in Special Education 3 cr

The 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.

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

Candidates for the EducationalSpecialist in School Psychology or Special Education degree must meet all college and university requirements for admission and retention. 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.

Goals for School Psychology Program at ISU

The School Psychologist is a professional operating within the school system, collaborating with professional educators, students, parents, and the community-at-large to improve psychosocial and academic success of all students. Primary goals of the program are grounded in research-based best practices promulgated by the National Association of School Psychologists Standards for Training and Field Placement programs (NASP, July, 2000). These standards represent an integrated and comprehensive model by which program content and experiences provided to school psychologists in training may be effectively organized and provided. These goals are:

  1. Diagnostic Goal. The school psychologist will select, administer and interpret the results of various psychological instruments designed to evaluate a broad spectrum of human traits and characteristics, and make specific recommendations to provide insight and direction in dealing with the problem situation.
  2. Intervention Goal. The school psychologist will provide direct service to students in such areas as academic skills and performance, life and social skills, social-emotional and behavioral disorders and conditions.
  3. Consultation Goal. The school psychologist will consult with administrators, teachers, other professionals, and parents, regarding a wide variety of psychosocial, behavioral, academic and social-emotional problems affecting educational performance and life success.
  4. Research Goal. The school psychologist will gather and analyze data in a systematic way utilizing experimental, developmental psychology, and statistical skills and competencies for contributing to existing knowledge in his or her field.
  5. Problem Solving Goal. The school psychologist will act as a problem-solver, trained in using systematic methodologies of identifying and defining problems/concerns, determining best practice interventions and applying them, and using data-based decision-making to ascertain the impact upon presenting problems and concerns of the student.

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 cr

Additional 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:

  1. 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.
  2. Behavioral sciences and/or education/school psychology, 9 credits.
  3. Educational Specialist Paper in Special Education, SPED 652, 1-3 credits. The number of credits will be determined by the advisor and student.

Department of Sport Science and Physical Education

Chair and Professor M. Lester

Professor: Lyons

Associate Professor: Fitzpatrick

Assistant Professors: Appleby, Faure

Instructor: Cordingley

The Department of Sport Science and Physical Education offers the Master’s of Physical Education/Athletic Administration degree at ISU and through the ISU-Boise State Cooperative Program.

Master of Physical Education/Athletic Administration

The Master of Physical Education/Athletic Administration is aligned with 2 sets of standards: The ISU COE Standards for Advanced Professionals (described above), and the National Association for Sport and Physical Education (NASPE) and the North American Society for Sport Management (NASSM) Standards.

NASPE-NASSM Content Standards: The NASPE-NASSM standards for Master’s Degree Programs in Sport Management address eight specific areas that include the following: Management, Leadership and Organization in Sport; Research in Sport; Legal Aspects of Sport; Marketing in Sport; Sport Business in the Social Context; Financial Management in Sport; Ethics in Sport Management; and Field Experience in Sport Management.

Program Admission

Candidates for the Master’s of Physical Education/Athletic Administration must meet all college and university requirements for admission and retention. In addition to the general requirements of the Graduate School, individuals applying for admission to the Master of Physical Education/Athletic Administration program will be reviewed using the following criteria. Preference will be given to applicants who meet or exceed these criteria.

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 cr

Thesis Option

PE 650 Thesis 6 cr

IN ADDITION: Approved Electives 9 cr

Non-Thesis Option

PE 610 Advanced Sport Psychology 3 cr

PE 645 Sports Medicine 3 cr

IN ADDITION: Approved Electives 9 cr

ISU-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.

Graduate Courses in the College of Education

Child and Family Studies Graduate Courses

CFS g500 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 g501 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 g531 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 g570 OR PERMISSION OF INSTRUCTOR.

CFS g532 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 g535 Relationships Within Families 3 credits. Building and maintaining positive relationships within families. Critical issues facing individuals and families including communication, cultural diversity, balancing multiple roles, time management, and financial planning.

CFS g539 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 g539. PREREQ: CFS 239 SUGGESTED.

CFS g561 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 g561. PREREQ: CFS 239, CHEM 102.

CFS g570 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 g571 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 g570 OR PERMISSION OF INSTRUCTOR.

CFS g572 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 g500 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 1-6 credits. Under faculty supervision, student is responsible for development and oral presentation of a comprehensive case study or a comprehensive graduate field project. May be repeated up to 6 credits.

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.

Educational Administration Graduate Courses

EDLA 608 Educational Leadership and Administration 3 credits. Study of the nature of educational leadership, administration, and management with reference to current practice at the school building level. Attention will be given to administrative theory and practice, philosophy, and organizational 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, self-supervision, administrator-teacher, and teacher-teacher.

EDLA 630 Education Equity and Ethics 3 credits. Designed to raise awareness among school leaders of equity issues and empower them to advocate equal opportunity for ALL students.

EDLA 637 Practicum 1-3 credits. Students observe, participate in, and perform activities in a school setting over 2 semesters. Focus: Idaho Superintendent’s Certification competencies. 300 hours required (includes 20 hours/600 level EdS course). May be repeated for a maximum of 12 credits. PREREQ: PERMISSION OF INSTRUCTOR Graded S/U.

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 Public School Personnel Administration 3 credits. Study of effective human resources management, including recruitment, selection, induction, staff development, employee assistance, evaluation, contract negotiations and personnel management.

EDLA 644 Instructional Leadership 3 credits. Course emphasizes leadership for district-wide planning, implementation and monitoring of curriculum, assessment and instruction. Designed to address superintendent certification competencies.

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. PREREQ: PERMISSION OF INSTRUCTOR. Graded S/U.

EDLA 651 Field Project/Case Analysis in Education 1-6 credits. A Field Project or Case Analysis is completed in conjunction with the field practicum/internship and/or an educational setting scenario. Written report and oral explication required. May be repeated. Graded S/U.

EDLA 657 Internship 1-12 credits. A partnership educational leadership experience between the University and public schools. 540 hours of onsite work at a variety of school levels. Minimum of 6 credits required, 3 credit enrollment first semester, thereafter at least 1 credit/semester continuous enrollment. By application only. Graded S/U.

EDLA 662 The Superintendency 3 credits. Study of school district leadership including organizational systems, ethics, change processes, school board operations, community relations, the role of education in a democratic society, and the needs of diverse constituencies.

EDLA 664 Public School Monetary Policy 3 credits. Advanced study of the financial structure of public schools, including equity issues, taxation, revenue generation (grants) and budget development. Special emphasis on Idaho public education.

EDLA 751 Field Project/Case Analysis in Educational Administration 1-3 credit. A Field Project or Case Study/Analysis is completed in conjunction with the field practicum/internship and/or an educational scenario. Written report and oral explication required. May be repeated. Graded S/U.

Educational Administration Doctoral Courses

EDLA 720 Legal Issues in Educational Organizations 3 credits. Advanced study of legal issues in educational organizations and school systems, including major court cases, use of legal council and monitoring of legal compliance.

EDLA 721 Educational Policy and Governance 3 credits. Study of the relationship between politics, policy and governance of schools, including political systems, inter-governmental relations, power and conflict, and policy development regarding equity, quality and efficiency.

EDLA 722 Data-Driven Decision-Making 3 credits. Theory and practice for school system leaders to collect and use data for continuous school and school district improvement. PREREQ: EDUC 610 OR EQUIVALENT.

EDLA 723 Educational Planning and Evaluation 3 credits. Study of planning and evaluation in schools and school districts including strategic planning, effectiveness and curriculum audits, facility planning, and program planning and evaluation.

EDLA 737 Practicum 1-3 credits. Students observe, participate in and perform activities in a school setting. Designed to facilitate school/district leadership knowledge, skills and dispositions. Focus on certification standards. May be repeated for a maximum of 12 credits. PREREQ: PERMISSION OF INSTRUCTOR. Graded S/U.

Community College Doctoral Courses

EDLC 730 The Modern Community College 3 credits. Course content addresses the history and philosophy of community college education, including Tribal colleges. Examines the mission, objectives, educational functions, populations served, student and faculty characteristics, and current issues facing community colleges in a global environment.

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 Government and External Relations 3 credits. Course explores leadership strategies for effective advocacy with state and federal policy makers, governing boards, development boards, foundations, business and industry, and the general public.

EDLH 736 Instructional Leadership and Faculty Affairs in Higher Education 3 credits. Practical study of leadership values and practices unique to higher education and necessary for successful administration in the context of shared governance: focus on faculty leadership in processes of curriculum and program design for college learners; evaluation, remediation, and rewards; and the development of academic policy.

EDLH 737 Practicum 1-3 credits. Students engage in practical experiences in higher education administration. Students work under the direction of a graduate faculty member/practicum supervisor and university administrator. May be repeated for a maximum of 12 credits. PREREQ: PERMISSION OF INSTRUCTOR. Graded S/U.

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.

EDLH 739 Higher Education Leadership: Strategic and Enrollment Planning, Governance, Institutional Research 3 credits. Study of leadership strategies for strategic and enrollment planning, application of institutional research, and negotiation of complex on- and off-campus governance systems required for successful higher education leaderhsip.

Educational Leadership Doctoral Courses

EDLP 700 Change Strategies 3 credits. Investigation and application of individual and organizational change strategies and tactics.

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 705 OR 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. PREREQ: EDUC 602 OR EQUIVALENT.

EDLP 705 Advanced Research Design I (qualitative) 3 credits. Process-based examination of qualitative research designs and methodologies commonly used in education and related fields. PREREQ: EDUC 601 AND EDUC 610 OR EQUIVALENT.

EDLP 706 Advanced Research Design II (quantitative) 3 credits. Process-based examination of quantitative research designs and methodologies commonly used in education and related fields. PREREQ: EDUC 601 AND EDUC 610 OR EQUIVALENT.

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.

EDLP 800 Doctoral Seminar 1 credit. Serves
as an initiation/orientation to doctoral study. Exploration of educational leadership through readings, reflections and dialog. Special attention will be paid to social justice advocacy and service learning. Taken during the first year of doctoral course work. Graded S/U.

EDLP 801 Capstone Seminar 1 credit. Course provides doctoral students (typically advanced to candidacy) with a capstone experience designed to support and facilitate the dissertation process. Graded S/U.

EDLP 850 Dissertation 1-10 credits. Graded S/U.

Instructional 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: EDLP 706.

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 742 AND EDLT 744.

Education Graduate Courses

EDUC g519 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 g520 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 g524 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 g519 OR PERMISSION OF INSTRUCTOR.

EDUC g526 Remediation of Literacy Problems 3 credits. Teaching strategies for remediating problems in literacy. Emphasis on planning, implementing, and evaluating approaches and materials. PREREQ: EDUC g524.

EDUC g560 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 g563 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. PREREQ: EDUC g560 OR PERMISSION OF INSTRUCTOR.

EDUC g564 ESL Methods Lab (Practicum) 1 credit. Field experience in settings with English-as-a-Second-Language learners. COREQ: EDUC g563 OR PERMISSION OF INSTRUCTOR.

EDUC g570 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 g571 Interpersonal Communications 2 credits. Examination of basic concepts, principles, models, and theories of interpersonal communications and their application to educational settings.

EDUC g581-g582 Contemporary Issues in Education 1-3 credits. Examination and analysis of contemporary issues and trends in theories and practices in education.

EDUC g583 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 g585 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 g591 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 630 Advanced Elementary Methods 3 credits. Advanced study of the subject content and teaching methods in grade K-8 programs. The course includes emphasis on development of materials, lesson planning, instructional strategies, assessment, and application of technology for information acquisition, analysis, and presentation by students and teacher.

EDUC 631 Advanced Secondary Methods 3 credits. Advanced study of the subject content and teaching methods in grade 6-12 programs. The course includes emphasis on development of materials, lesson planning, instructional strategies, assessment and application of technology for information acquisition, analysis, and presentation by students and teacher.

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 g524, EDUC g526, 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 639 Delivering Instruction in Electronic Formats 3 credits. Advanced study of electronic distance education, especially web-based instruction. Using instruction design principles, students will design, develop, and conduct a formative evaluation of a web-based instructional unit.

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 641 Advanced Studies in K-12 Curriculum 3 credits. Advanced study of research and development of subject-specific curriculum in K-12 environments. Students will create a curriculum unit, demonstrating it as part of a spiral K-12 curriculum in a subject area. Separate sections will be established for each subject area. PREREQ: EDUC 601.

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. Graded S/U.

EDUC 651 Field Project/Case Study in Education 1-6 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. Graded S/U.

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. Graded S/U.

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 670 Seminar in Elementary Education 3 credits. Examination of research and current issues in Elementary Education requiring active participation in readings, discussions, written assignments, and presentations. A portfolio of subject-matter-related lessons will be presented that demonstrates the student’s performance in meeting state and national standards. PREREQ: EDUC 630 AND EDUC 641.

EDUC 671 Seminar in Secondary Education 3 credits. Examination of research and current issues in Secondary Education. Seminar format requires active participation in readings, discussion, written assignments, and presentations. PREREQ: EDUC 631 AND EDUC 641.

EDUC 673 Seminar in Literacy Education 3 credits. Examination of research and current issues in Literacy Education. Seminar format requires active participation in readings, discussions, written assignments, and presentations. PREREQ: EDUC 635.

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.

Library Science Graduate Courses

LIBR g525 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 g526 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 g540 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 g541 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.

Physical Education Graduate Courses

P E g565 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 g570 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 g573 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 g575 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 g580 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 g581 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 g585 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 g591 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 g593 Diversity Issues in Education and Sport 3 credits. Explores various issues of social justice that are encountered in education and sport settings. PREREQ: GENERAL EDUCATION GOAL 1.

P E g594 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: BIOL 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 school setting.

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 physical education, 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. Graded S/U.

P E 651 Master’s Project in P.E.D. & Athletics 1-3 credits. May be repeated. May be graded S/U.

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 up to 6 credit. May be graded S/U. 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.

Special Education Graduate Courses

SPED g523 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 g524 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 g526 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 g527 Precision Teaching 1 credit. Techniques of data collection, charting, and decision making in the educational programs of children with disabilities. PREREQ: PERMISSION OF INSTRUCTOR.

SPED g529 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 g532 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 g533 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 g538 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 g540 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 g543 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 g546 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 g548 Pre-practicum, Moderately Handicapped 1-3 credits. Supervised practical work with moderately handicapped children in a clinical setting. PREREQ: PERMISSION OF INSTRUCTOR.

SPED g550 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 g562 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 g580 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 g581 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 g585 Independent Problems 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. May be repeated. May be graded S/U. PREREQ: PERMISSION OF INSTRUCTOR.

SPED g591 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 g598 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. Graded S/U. 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. Graded S/U. PREREQ: SPED 638 AND PERMISSION OF INSTRUCTOR.

SPED 650 Thesis 1-6 credits. Graded S/U.

SPED 651 Master’s Paper 1-3 credits. A paper involving extensive familiarity with research findings written under the supervision of a faculty member in the department. May be repeated. Graded S/U.

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. Graded S/U. 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 3 credits. 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: COMPLETION OF ALL PROGRAM COURSE WORK, AND PERMISSION OF INSTRUCTOR.

Last Modified: 09/23/08 at 03:51:48 PM