98 courses with the subject EDU, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDU 000Introduction to Graduate Studies in School Counseling. Su., F., Sp1
Introduction to Graduate Studies in School Counseling is taken in the semester in which a student enrolls in a School Counseling program degree or licensure only program. This course provides an overview of the responsibilities, requirements, and expectations of the School Counseling program, the University, and the School Counseling profession. Several resources that are available to students to help them succeed at the graduate level will also be introduced.
A study of existing educational practices, the knowledge base of the program of teacher education, lesson planning using Canvas, and the foundations of American public education. This course includes a seven (7) hour field experience. This course includes a significant writing component.
EDU 250Professional Reflective Seminar I – Lesson Planning and edTPA. F., Sp1
This course is an in-depth study of designing, applying and evaluating instruction, lesson planning, and lesson presentations to produce effective educators. Emphasis will also be placed on the overall structure, specific terminology, and samples of the edTPA portfolio system. Prerequisite:
EDU 310Literacy I: Emergent Literacy Methods Across Content Areas. F., Sp3
This is the first course in the sequence of literacy courses. This course will begin to build a knowledge base in regards to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisites: Admission to Teacher Education AND successful completion of EDU 250 Professional Reflective Seminar I – Lesson Planning and edTPA, OR instructor approval to take concurrently.
EDU 314Literacy II: Teaching Literacy. (W) F., Sp3
This is the second course in the sequence of literacy courses. This course will continue to build the knowledge base and will provide more opportunities to apply learning in a clinical setting. Students will be expected to apply their knowledge of theoretical and research-based literacy instructional practices; select, develop, administer, and interpret a variety of literacy assessments; engaging students in a literacy rich environment; and demonstrate positive dispositions in professional behavior, learning, and leadership. In a clinical setting, they will apply effective teaching strategies, intervention, and materials. Prerequisites: Admission to Teacher Education AND EDU 310 Literacy I: Emergent Literacy Methods Across Content Areas.
EDU 317Literacy III: Literacy and Literature. F., Sp3
This is the third course in the sequence of literacy courses. This course is an in-depth study of children’s literature focused on the needs of elementary school students. Students will be expected to explain theoretical and research-based literacy instructional practices; review a variety of literacy assessments; observe characteristics of a literacy rich environment; and demonstrate positive dispositions in professional behavior, learning, and leadership. As part of this course, students will complete a clinical experience in which they will identify effective teaching strategies, intervention, and materials. This course includes a significant writing component. Prerequisite: EDU 314 Literacy II: Teaching Literacy.
A study of methods designed to prepare pre-service teachers to effectively use technology as a learning tool in PreK–12 classrooms. The course emphasis is on technology integration, while attention is given to helping pre-service teachers obtain ISTE Standards for Teachers related skills that will benefit them in their future classrooms. Prerequisite: Admission to Teacher Education.
A consideration of a variety of tests used to evaluate student progress and the analysis of test data using statistical techniques. Development of high-quality test questions, critical analysis of ready- made assessments, and interpretation of test data are included. Attention is given to content validity, data interpretation, and data usage. Prerequisite: Admission to Teacher Education. 330
EDU 330Teaching Mathematics: Methods, Strategies, and Techniques. Sp3
A study of methods, strategies, and techniques designed to prepare pre-service teachers to develop a variety of mathematical teaching skills to support student learning. Particular attention will be given to the principles and standards of the National Council of Teachers of Mathematics (NCTM), as well as the Tennessee Academic Standards. Pre-service teachers will explore a variety of research-based strategies for teaching mathematics in alignment with those NCTM and Tennessee Academic Standards. Prerequisite: Admission to Teacher Education.
EDU 350Professional Reflective Seminar II – Lesson Planning and edTPA. F2
Sp. This course is an in-depth study of applying and evaluating instruction through lesson planning and assessment to produce effective educators. Emphasis will also be placed on refining writing tasks, videoing, and submission structure of the edTPA portfolio system. Prerequisites: Must be taken the semester before student teaching concurrently with EDU 428 Classroom Management AND EDU 415 Literacy IV: Teaching Methods Across Content Areas, OR EDU 431A Teaching Methods and Literacy: Secondary English, OR EDU 431B Teaching Methods and Literacy: Secondary Mathematics, OR EDU 431C Teaching Methods and Literacy: Secondary Social Studies, OR EDU 431D Teaching Methods and Literacy: Secondary Science, OR EDU 431E Teaching Methods and Literacy: K–12 Content Areas.
EDU 415Literacy IV: Teaching Methods Across Content Areas. F., Sp3
This is the fourth course in the sequence of literacy courses. This course is the culminating course in which students will apply the substantial literacy instruction knowledge base previously developed. Students will be expected to implement their knowledge of theoretical and research- based literacy instructional practices; select, develop, administer, and interpret a variety of literacy assessments; engage students in a literacy rich environment; and reflect on personal professional behavior, learning and leadership. In a clinical setting, they will identify, integrate, and analyze effective teaching strategies, intervention, and materials. Prerequisite: EDU 317 Literacy III: Literacy and Literature. Corequisites: EDU 350 Professional Reflective Seminar II – Lesson Planning and edTPA and EDU 428 Classroom Management. Must be taken the semester before student teaching.
A study of various classroom management principles. Must be taken the semester before student teaching. Prerequisites: Admission to Teacher Education and successful completion of EDU 250 Professional Reflective Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II and EDU 415 Literacy IV: Teaching Methods Across Content Areas, OR EDU 431A Teaching Methods and Literacy: Secondary English, OR EDU 431B Teaching Methods and Literacy: Secondary Mathematics, OR EDU 431C Teaching Methods and Literacy: Secondary Social Studies, OR EDU 431D Teaching Methods and Literacy: Secondary Science, OR EDU 431E Teaching Methods and Literacy: K–12 Content Areas.
EDU 431ATeaching Methods and Literacy: Secondary English. F., Sp3
A study of research, methods, instructional design, materials, and media for use in content area 6– 12 classroom instruction. Specific focus will be given to content-specific methods and strategies for English-content classrooms. Must be taken the semester before student teaching. Prerequisites: Admission to Teacher Education AND successful completion of EDU 250 Professional Reflective Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II AND EDU 428 Classroom Management. 331
EDU 431BTeaching Methods and Literacy: Secondary Mathematics. F., Sp3
A study of research, methods, instructional design, materials, and media for use in content area 6– 12 classroom instruction. Specific focus will be given to content-specific methods and strategies for mathematics-content classrooms. Must be taken the semester before student teaching. Reflective Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II AND EDU 428 Classroom Management.
Admission to Teacher Education AND successful completion of EDU 250 Professional
EDU 431CTeaching Methods and Literacy: Secondary Social Studies. F., Sp3
A study of research, methods, instructional design, materials, and media for use in content area 6– 12 classroom instruction. Specific focus will be given to content-specific methods and strategies for social studies-content classrooms. Must be taken the semester before student teaching. Reflective Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II AND EDU 428 Classroom Management.
Admission to Teacher Education AND successful completion of EDU 250 Professional
EDU 431DTeaching Methods and Literacy: Secondary Science. F., Sp3
A study of research, methods, instructional design, materials, and media for use in content area 6– 12 classroom instruction. Specific focus will be given to content-specific methods and strategies for science-content classrooms. Must be taken the semester before student teaching. Prerequisites: Admission to Teacher Education AND successful completion of EDU 250 Professional Reflective Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II AND EDU 428 Classroom Management.
EDU 431ETeaching Methods and Literacy: K–12 Content Areas. F., Sp3
A study of research, methods, instructional design, materials, and media for use in non-core content area 6–12/K–12 classroom instruction. Specific focus will be given to content-specific methods and strategies for content taught in non-core 6–12/K–12 licensed educators. Must be taken the semester before student teaching. Prerequisites: Admission to Teacher Education AND successful completion of EDU 250 Professional Reflective Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II AND EDU 428 Classroom Management.
Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements that may be of unequal periods of duration. One placement will be the PreK–K level and the other will be in a lower elementary level (grades 1–3). follows school district calendars.
Approval for student teaching. Initial start date for the student teaching semester
EDU 445Student Teaching, Elementary. F., Sp12
Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements that may be of unequal periods of duration. One placement will be at the early grades level. Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.
EDU 446AStudent Teaching, Middle Grades (Math 6-8). F., Sp12
Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements that may be of unequal periods of duration. Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars. 332
EDU 446BStudent Teaching, Middle Grades (Math 6-10). F., Sp12
Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements that may be of unequal periods of duration. Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.
Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements that may be of unequal periods of duration. One placement will be at the junior high school grade level (grades 6–8), and the other will be at the high school grade level (grades 9–12). Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.
Classroom teaching experience under the supervision of an approved teacher. The student teaching experience will consist of two placements that may be of unequal periods of duration. One placement will be at the elementary level (grades K–5) and the other will be at the secondary level (grades 6–12). Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.
EDU 450Professional Reflective Seminar III – Professional Growth/edTPA Capstone1
hour. F., Sp. This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout this seminar also with the final submission as well as guest speakers to promote personal and professional growth. Corequisite: Must be taken the semester with student teaching.
EDU 500AIntroduction to Graduate Studies. Su., F., Sp1
A requirement of the Graduate Studies in Education program is the successful completion of the course, EDU 500A or B Introduction to Graduate Studies, through which the student is provided an orientation to the University, graduate studies, use of library resources, preparation of a portfolio, and advising. NOTE: Students cannot go beyond seven (7) hours in their program without completing this course with a passing grade. Grading is pass/fail.
EDU 500BIntroduction to Graduate Studies. Su., F., Sp2
A requirement of the Graduate Studies in Education program is the successful completion of the course, EDU 500A or B Introduction to Graduate Studies, through which the student is provided an orientation to the University, graduate studies, use of library resources, preparation of a portfolio, and advising. NOTE: Students cannot go beyond seven (7) hours in their program without completing this course with a passing grade. Grading is pass/fail.
The student will demonstrate the ability to interpret and critique research in the field of education. The student will demonstrate familiarity with statistical techniques and be able to take a question and develop a research plan to answer the question. 333
An advanced study of the physical, emotional, social, and cognitive characteristics of children within grades K–4, 5–8, and 9–12. Students will concentrate on the implications these characteristics have for the classroom setting within the appropriate grade level.
EDU 505Instructional Theory and Design. Su., F., Sp3
This course is an in-depth study of selected models of teaching and supporting research with emphasis on practical application in K–12 classrooms. Importance is placed on designing, applying, and evaluating instructional activities; lesson planning and lesson presentation to produce a community of learners.
This course is an in-depth study of math curriculum for grades K–8. An emphasis on constructivist teaching practices with hands-on learning, problem-solving, and communicating mathematical difficulties are stressed. Attention to grade level and remediation are included.
EDU 512Procedures in Classroom Management. Su., F., Sp3
A study and application of procedures for constructing a supportive classroom environment for all students in the elementary and secondary grades. Special attention is given to various classroom management principles and theories, social-emotional learning (SEL), and trauma-informed practices.
An intensive look at the profession of counseling and the professional roles, tasks-responsibilities, and identity of the counselor. This course also includes an opportunity for an in-depth understanding of the many aspects of professional counseling including similarities and differences between educational roles and mental health professions. The course emphasizes self-awareness and growth as it relates to becoming an effective facilitator of change through the counseling process.
EDU 521ATeaching Secondary School Literacy (Traditional Path). F., Sp3
A general study of strategies used in building and reinforcing literacy skills in respective content areas of secondary grades. This class requires a clinical experience. Prerequisite: EDU 505 Instructional Theory and Design.
EDU 521BTeaching Secondary School Literacy (Job–Embedded Path). F., Sp3
A general study of strategies used in building and reinforcing literacy skills in respective content areas of secondary grades. This class requires a clinical experience. Prerequisite: EDU 505 Instructional Theory and Design.
EDU 521CTeaching Secondary School Literacy (Permit). F., Sp3
A general study of strategies used in building and reinforcing literacy skills in respective content areas of secondary grades. This class requires a clinical experience. Prerequisite: EDU 505 Instructional Theory and Design.
EDU 522AResearch Development and Implementation I. F3
This course is the first part of the six (6) hour research process in partial fulfillment for the Master of Education degree. In this course, students will review significant aspects of research, learn the research process, select their project, research the literature, and develop their methodology. The student must hold regular admission status. 334
EDU 522BResearch Development and Implementation II. Sp3
This course is the second part of the six (6) hour research process in which students will work to execute their approved research plan, analyze their data, write up their results, defend their research before a committee and submit an article for publication. Prerequisite: EDU 522A Research Development and Implementation I.
The enhanced field experience consists of an entire semester with the student working as a student teacher in two sequentially assigned classroom settings. During this time the student is expected to demonstrate skills in teaching appropriate to the age of the children and the subject for which licensure is being sought according to specific areas of knowledge and skills. Students will also meet in seminars to discuss experiences and other areas of interest and/or need. Prerequisite: EDU 548A-C Strategies for Effective Instruction Across Content Areas. Corequisite: EDU 550A Professional Reflection and Planning (Traditional Student Teaching). Initial start date for the student teaching semester follows district calendars.
EDU 528Counseling Theories and Interventions in the Schools. F3
A study of the practice of counseling methods in the school counseling setting. This course will examine how to identify students in need of counseling and to establish appropriate counseling goals. The course will include a review of theories of individual counseling, the practice of group counseling, and techniques and intervention methods appropriate for application in school settings. The course will also examine the appropriate scope of practice for school counselors. Prerequisite or taken concurrently: EDU 519 School Counseling Foundations (or COU 500A Clinical Mental Health Counseling Foundations).
EDU 529AFoundations of Literacy I (Traditional Path). F., Sp3
This course will begin to build a knowledge base in regard to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisite/Corequisite: EDU 505 Instructional Theory and Design.
EDU 529BFoundations of Literacy I (Job-Embedded Path). F., Sp3
This course will begin to build a knowledge base in regard to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisite/Corequisite: EDU 505 Instructional Theory and Design.
EDU 529CFoundations of Literacy I (Permit). F., Sp3
This course will begin to build a knowledge base in regard to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisite/Corequisite: EDU 505 Instructional Theory and Design. 335
EDU 532Theories of Child Counseling and Consulting. Su., Sp3
This course provides a comprehensive study in person-centered, behavioral and related theories in counseling children. Experiences include exercises in counseling, consulting, and coordinating with a focus on elementary and middle school students.
EDU 533Career Development, Counseling, and Consulting in Schools. Su., Sp3
This course provides intensive study in the processes of career development and planning, career and lifestyle counseling, planning, and development with a focus on secondary students.
EDU 534Introduction to Group Counseling in Schools. Su., Sp3
This course is designed to provide students with methods, materials, leadership skills, and counseling techniques appropriate for group work in a school setting. The course will address group and classroom approaches for promoting academic achievement and success in school for the at- risk student. Principles and practices of group counseling, group dynamics, teaching and training models and skills, teaming and collaboration, and working with parent groups will be covered. This course is designed to provide students with methods, materials, leadership skills, and counseling techniques appropriate for group work and collaboration with teams in a school setting.
EDU 535Counseling Diverse Populations in Schools. F., Sp3
This course involves an in-depth study in the theory and research on individual and group multicultural counseling in schools with particular attention to social development and academic achievement.
The student works in face-to-face relationships with students under the supervision of an approved on-site supervisor in an approved school. A minimum of 100 clock hours is required for this practicum with a minimum of 40 clock hours of direct service with actual students. Class meetings on campus are also required within this course. Prerequisites: EDU519 School Counseling Foundations, EDU528 Counseling Theories and Interventions in the Schools, EDU665 Organization and Administration of School Counseling Services AND liability insurance.
This course provides an advanced study of standardized tests used in schools, including achievement, aptitude, intelligence, interests, motivation, and structured interview instruments. Students will also be introduced to principles of measurement, rationale for tests selection, guidelines for administration, and the use of appraisal data for decision making.
EDU 539AFoundations of Literacy II (Traditional Path). F., Sp3
Building upon the foundational principles introduced in Foundations of Literacy I, this course delves deeper into the science of reading and its practical application in literacy instruction. Through a comprehensive examination of advanced word study, handwriting, spelling, composition, fluency, comprehension, writing, and literacy instruction for English Language Learners (ELLs), students will develop the knowledge and skills necessary to effectively support diverse learners in their literacy development. A clinical experience is required for this course. Prerequisite of EDU 529 Foundations of Literacy I is required for this course.
EDU 539BFoundations of Literacy II (Job-Embedded Path). F., Sp3
Building upon the foundational principles introduced in Foundations of Literacy I, this course delves deeper into the science of reading and its practical application in literacy instruction. Through a comprehensive examination of advanced word study, handwriting, spelling, composition, fluency, comprehension, writing, and literacy instruction for English Language Learners (ELLs), students will develop the knowledge and skills necessary to effectively support diverse learners in their literacy development. A clinical experience is required for this course. Prerequisite of EDU 529 Foundations of Literacy I is required for this course. 336
EDU 539CFoundations of Literacy II (Permit). F., Sp3
Building upon the foundational principles introduced in Foundations of Literacy I, this course delves deeper into the science of reading and its practical application in literacy instruction. Through a comprehensive examination of advanced word study, handwriting, spelling, composition, fluency, comprehension, writing, and literacy instruction for English Language Learners (ELLs), students will develop the knowledge and skills necessary to effectively support diverse learners in their literacy development. A clinical experience is required for this course. Prerequisite of EDU 529 Foundations of Literacy I is required for this course.
EDU 548AStrategies for Effective Instruction Across Content Areas (Traditional Path)3
hours. F., Sp. This course provides teacher candidates with the knowledge and skills necessary to effectively integrate instructional strategies across various content areas. Through an exploration of research- based practices and pedagogical approaches, students will examine how to design and deliver instruction that promotes critical thinking, content mastery, and interdisciplinary connections. Emphasis will be placed on understanding the unique characteristics of each content area and selecting appropriate instructional strategies to support diverse learners. A clinical experience is required for this course. Prerequisite of EDU539 Foundations of Literacy II is required for Integrated PreK-3 and Elementary Education. Prerequisite of EDU521 Teaching Secondary School Literacy is required for candidates in the Middle Grades and Secondary programs.
EDU 548BStrategies for Effective Instruction Across Content Areas (Job–Embedded
Path). 3 hours. F., Sp. This course provides teacher candidates with the knowledge and skills necessary to effectively integrate instructional strategies across various content areas. Through an exploration of research- based practices and pedagogical approaches, students will examine how to design and deliver instruction that promotes critical thinking, content mastery, and interdisciplinary connections. Emphasis will be placed on understanding the unique characteristics of each content area and selecting appropriate instructional strategies to support diverse learners. A clinical experience is required for this course. Prerequisite of EDU539 Foundations of Literacy II is required for Integrated PreK-3 and Elementary Education. Prerequisite of EDU521 Teaching Secondary School Literacy is required for candidates in the Middle Grades and Secondary programs.
EDU 548CStrategies for Effective Instruction Across Content Areas (Permit). F3
Sp. This course provides teacher candidates with the knowledge and skills necessary to effectively integrate instructional strategies across various content areas. Through an exploration of research- based practices and pedagogical approaches, students will examine how to design and deliver instruction that promotes critical thinking, content mastery, and interdisciplinary connections. Emphasis will be placed on understanding the unique characteristics of each content area and selecting appropriate instructional strategies to support diverse learners. A clinical experience is required for this course. Prerequisite of EDU539 Foundations of Literacy II is required for Integrated PreK-3 and Elementary Education. Prerequisite of EDU521 Teaching Secondary School Literacy is required for candidates in the Middle Grades and Secondary programs. 337
EDU 550AProfessional Reflection and Planning (Traditional Student Teaching)1
F., Sp. For students seeking initial licensure. A capstone course taken in conjunction with student teaching. It includes participation in scheduled topical and workshop sessions, meeting state licensure requirements, completion of a professional portfolio, and reflective practice. This course is a prerequisite to the completion of the initial Licensure program and is a program requirement to receive the recommendation of FHU for licensure. This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout the seminar also with the final submission as well as possible guest speakers to promote personal and professional growth. Prerequisite: EDU 548A-C. Corequisite: EDU 524 Enhanced Student Teaching.
EDU 550BProfessional Reflection and Planning (Job–Embedded Path). F., Sp1
For students seeking job–embedded licensure. A capstone course taken upon approval at the end of a job–embedded license. It includes participation in scheduled topical and workshop sessions, meeting state licensure requirements, completion of a professional portfolio, and reflective practice. This course is a prerequisite to the completion of the initial Licensure program and is a program requirement to receive the recommendation of FHU for licensure. This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout the seminar also with the final submission as well as possible guest speakers to promote personal and professional growth. Corequisite/Prerequisite:
EDU 550CProfessional Reflection and Planning (State–Issued Permit). F., Sp1
For students seeking endorsement through a state–issued permit. A capstone course taken upon approval by a student seeking endorsement through a state–issued permit. It includes participation in scheduled topical and workshop sessions, meeting state licensure requirements, completion of a professional portfolio, and reflective practice. This course is a prerequisite to the completion of the initial Licensure program and is a program requirement to receive the recommendation of FHU for licensure. This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout the seminar also with the final submission as well as possible guest speakers to promote personal and professional growth.
EDU 597BMentoring in the Classroom (Job–Embedded Path). F., Sp1
This mentoring will include face-to-face meetings, classroom observations, formal evaluations, attendance at in-service in identified areas of need, and attendance at group meetings of all candidates. Course is “pass/fail.”
EDU 597CMentoring in the Classroom (Permit). F., Sp1
This mentoring will include face-to-face meetings, classroom observations, formal evaluations, attendance at in-service in identified areas of need, and attendance at group meetings of all candidates. Course is “pass/fail.”
A cooperatively planned reading-research course or special project guided and evaluated by a member of the graduate faculty. May be repeated. Prerequisites: student must have regular admission status, have completed twelve (12) graduate hours with 3.00 or above, AND completed required forms with appropriate signatures before the drop/add date of the semester for which the credit is to be earned. It is the student’s responsibility to develop a proposal, initiate contact with a faculty member willing to serve as mentor and see that all requirements are met. A maximum of six (6) semester hours may be counted toward a master’s degree at Freed–Hardeman University. Same as SPE 598. 338
Preparation for MAT students who are not job embedded. This will be an 8-week course for the purpose of preparing traditional or permit students to successfully complete the edTPA licensure assessment.
EDU 601Foundations of School Administration and Supervision. Su., F3
A study of the relationships between people’s behavior and their beliefs and/or value structures; groups process as a problem-solving device, various leadership styles and their consequences; the student’s own concept of educational administration; and the importance of the continuance of one’s own professional growth. In addition, this course will assess the student’s qualifications and dispositions to meet professional, ethical, and leadership qualities associated with an effective instructional leader candidate. Candidates will prepare a professional portfolio, produce an on- demand writing sample and present additional artifacts as outlined in the Tennessee Learning Centered Leadership System or other artifacts as directed by the professor. In addition, all prospective FHU Instructional Leadership Licensure candidates must present their previous teacher evaluation(s). Candidates with TVAAS data will submit their latest assessment and are required to score a minimum of 3 on a 1 to 5 scale. Candidates will be required to earn a minimum of 3.1 on a 1 to 5 scale in the teacher observation portion of the Tennessee Educator Acceleration Model (TEAM). Candidates from out-of-state will present comparable assessments. Prerequisite: Twelve (12) hours of 500–level core courses. This course will include field experiences and projects or activities in the areas covered.
This course provides knowledge and strategies in the areas of developmental supervision, supervisory behavior, and technical skills of supervision. Training in the tasks of supervision as well as designing school improvement programs and encouraging teacher-directed action research and inquiry are included.
A study of the organizational structure for the administrator to facilitate the goals and objectives of the unit; implementation of a management process for the administrator most appropriate to a specific administrator’s position; prediction of the consequences of selected management processes; verbalization and demonstration of technical skills that are necessary to perform formative and summative teacher evaluations; verbalization and demonstration of supervisory skills. Field experiences and/or projects and activities will be included in this course. Prerequisites:
This course requires that students identify a specific school district and verbalize the budgetary responsibilities of each of its administrative components; do an operating cost analysis of a specific program after having been given a specific program in a school and a traditional line-item budget; compare the procedures and capabilities of a planning programming budgeting system of budgeting model with a traditional budgeting model; develop an appropriate budgeting model and identify the steps necessary for its implementation for an identified school district; conceptualize the business management competencies necessary to function as a business administrator or unit head in a specified school. National and state finance issues and trends will be addressed. Field experiences, projects, and activities will be included. Prerequisites: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure program, AND an approved mandatory FHU Administrative Licensure Program Proposal on file in Canvas. 339
A study of processes, systems, and instruments for obtaining and disseminating information pertaining to school and community; the investigation and analysis of procedures for utilizing human and physical community resources for improving education. This course will include field activities, group projects, and individual activities. Prerequisites: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure program, AND an approved mandatory FHU Administrative Licensure Program Proposal on file in Canvas.
School leadership strategies and practices of organization, supervision, and management appropriate to elementary, middle, and high school are studied. The course will focus on engagement both psycho-socially and academically. It will also challenge preconceived constructs of what the principal should know and do. Prerequisites: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure program, AND an approved mandatory FHU Administrative Licensure Program Proposal on file in Canvas.
EDU 614Instructional Leadership Licensure Internship. Su., Sp3
A course that brings closure to the initial Instructional Leadership program in which the candidate will prepare an electronic portfolio, complete content competencies aligned to the Tennessee Instructional Leadership Licensure (ILL) and pass the Praxis 6990 examination. The candidate will take any remedial steps required to obtain an ILL. The candidate will also develop and implement a professional development plan for the following year. Prerequisites: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure program, AND an approved mandatory FHU Administrative Licensure Program Proposal on file in Canvas.
EDU 615Service Learning: Principles and Practice. Offered on sufficient3
demand. A practical experience designed to prepare educators to develop and lead service learning experiences through experiential education, theories of service and service learning, strategies for facilitation and effective teaching practice, and critical reflection. The course requires each student to present a paper in a FHU Saturday “Service Learning” Conference. This course is not a part of the Licensure or Ed.S. programs.
This course will study the requisite knowledge and skills necessary to develop programs dependent on competitive funding. It will include an overview of proposal development strategies; skills in determining, critiquing, and assessing criteria of successful proposals; a systems approach in project development; and skills in identifying and critiquing viable sources of funding for developed projects.
School leaders are entrusted with overseeing the education of the present and the next generation. They are held by the public and by their staff and faculty to high professional standards and expectations. This course is designed for prospective school administrators and supervisors to expand and enhance their knowledge and skills in leadership areas.
School leaders are expected to model and promote professional and ethical standards in their actions and in their decisions This course will research national, state, local, and organizational leadership expectations of professional behavior. Students will study, discuss, and practice desired behaviors through written in-basket activities and role-play. 340
EDU 634Seminar in Multicultural and Diversity Issues in Education. Sp3
This graduate seminar provides an overview of the issues, principles, and practices associated with effective teaching in diverse contexts. Students will explore theory and pedagogy as they relate to culturally responsive teaching from the perspectives of both the teacher and the learner in school settings. In addition, teachers’ and students’ diverse and multiple social identities and a variety of student learning styles, course topics will include problem-based learning, inquiry-based teaching, and other models for ensuring engagement and inclusion. The interaction of theory and practice is an important theme (and challenge) of the course.
EDU 635Advanced Legal Issues in School Administration. Sp., Su3
This course will concentrate on legal issues that were not covered in EDU 513 Education Law and on issues that have recently been changed by the courts in subjects covered in other law courses. This course is designed for local building administrators as well as the central office administrators.
Using data to guide decision making and continuous improvement is predicated on consistent, reliable, and informative sources of data. While schools assess students with tremendous frequency, the lack of distribution, organization, and explanation of data often prevents its meaningful application. This course is intended to develop the capacity of teacher leaders to address these problems and lead their school to more systematic application of data to guide decision making and continuous improvement.
An overview of learning centered on leadership, addressing the improvement of instruction through research findings. Emphasis is also placed on the demonstration of instructional improvement in various settings and the development of leaders who can facilitate the process of educational change.
EDU 639Development of Professional Learning Communities. Su3
Professional Learning Communities (PLC) has emerged as an effective model for school improvement and higher student achievement. This course will orient participants around the concepts of PLC, where PLC fits in the broader perspective of school reform, and strategies for implementing PLC. The PLC is an essential component of fostering a collaborative culture to support educator development and student achievement.
A study of school facilities and a brief overview of the services provided within the facilities as part of the normal operations. Topics to be covered include the following: planning and needs assessment, community expectations, financing of school facilities, site selection criteria, design and construction, agency approvals, food service, maintenance and operations, and transportation services.
EDU 642Advanced Technology for Educators. (W) F., Sp3
A projects-based course in technology usage for teachers working on their +30, school administrators, teacher leaders and/or school counselors seeking to enhance their skills in an understanding of varied technology media. The online course is intended to help candidates gain a clear understanding of the International Society of Technology in Education (ISTE) National Educational Technology Standards (NETS) for students, teachers, administrators, and coaches in order to assimilate, analyze, and evaluate data through problem-solving strategies related to their educational settings. This online course includes significant writing, blogging, tweeting, Skyping, podcasting, and videocasting. 341
EDU 665Organization and Administration of School Counseling Services. Sp3
This course will expose students to the knowledge and skills necessary to develop, implement, and coordinate a comprehensive school-wide counseling program involving students, teachers, parents, and outside agencies. Prerequisite: COU 500A Clinical Mental Health Counseling Foundations or
EDU 670AAdvanced Educational Research Design I. Su., F3
In this two-part course followed by EDU 670B, students will plan out significant aspects of a particular research study focused around a chosen methodology. Data collection, survey creation, and other areas or research design will be explored in order to successfully defend a research proposal.
EDU 670BAdvanced Educational Research Design II. F., Sp3
In this course, students will engage in the collection and synthesis of relevant research on a specific research topic and the development of a professional literature review. An emphasis will be placed on the in-depth review and analysis of current professional literature toward the development of Chapter 2 of the student’s proposed research study. Prerequisite: EDU 670A Advanced Educational Research Design I.
EDU 671AQuantitative Statistics Applied to Social Science Research I. F3
This course provides the basis for understanding, applying, and interpreting univariate statistics in social science settings and introduces multiple correlation research. The students will use data sets that apply directly to social science research and explore that theory and application behind various inferential statistical methods.
EDU 671BQuantitative Statistics Applied to Social Science Research II. Sp3
This course is an extension of EDU 671A that further explores the application in inferential statistics in social science settings. The student will relate specific quantitative research procedure using appropriate software. Prerequisite: EDU 671A Quantitative Statistics Applied to Social Science Research I.
EDU 672Qualitative Methods Applied to Social Science Research. Sp3
This course conveys the history and characteristics of qualitative methodology used in educational settings. A theoretical and practical examination of qualitative methods will include the use of action research as students gain experience in employing qualitative techniques and analyses.
This course provides students the opportunity of a planned field-based experience to demonstrate the development of identified professional competencies related to the student’s concentration and area of professional interest and scheduled periods for reflection and professional collaboration with peers. Each student will supply documentary validation of demonstrated identified professional competencies. The course is designed to be a guided induction experience and will be the equivalent of at least one (1) semester, spent full-time in a school setting with a mentor principal.
EDU 695BSchool Counseling Internship: Elementary/Middle. F., Sp3
A field-based clinical experience within a participating elementary/middle school level (K–5) supervised by a qualified and approved licensed school counselor. Interns spend a minimum of 300 clock hours in counseling activities within the internship, with a minimum of 120 clock hours of direct service with actual students. The internship provides interns with an opportunity to develop and apply counseling skills within a practical setting. Prerequisites: Permission from the program director, EDU537 School Counseling Practicum (with a grade of “A” or “B”), AND EDU665 Organization and Administration of School Counseling Services. 342
EDU 695CSchool Counseling Internship: Secondary. F., Sp3
A field-based clinical experience within a participating secondary school level (6–12) supervised by a qualified and approved licensed school counselor. Interns spend a minimum of 300 clock hours in counseling activities within the internship, with a minimum of 120 clock hours of direct service with actual students. The internship provides interns with an opportunity to develop and apply counseling skills within a practical setting. Prerequisites: Permission from the program director, EDU537 School Counseling Practicum (with a grade of “A” or “B”), AND EDU665 Organization and Administration of School Counseling Services.
EDU 695DSchool Counseling Internship: Alternative License. F., Sp6
A field-based clinical experience within a participating school supervised by a qualified and approved licensed school counselor. Interns spend a minimum of 600 clock hours in counseling activities within the internship, with a minimum of 240 clock hours of direct service with actual students. The internship provides interns with an opportunity to develop and apply counseling skills within a practical setting. Prerequisites: Permission from the program director, completion of all non-internship coursework within the program of study, AND a passing score on the School Counseling Praxis®.
A cooperatively planned reading-research course or special project guided and evaluated by the director of the Administration and Supervision program or a designee. This course would normally be one applied to the Ed.S. Prerequisite: Admission to the Education Specialist degree program. The subject of the independent study cannot be applied by the student to their thesis.
EDU 699ASchool Counseling Internship Continuance A. Su., F., Sp
This course provides students the opportunity to continue working on hours in a school counseling internship (EDU 695B, EDU 695C, OR EDU 695D). The student will continue to gather the required hours of experience and complete additional requirements as specified by the instructor. This course does not count toward satisfying graduation requirements. Grading is “pass/fail” and cannot be repeated if it is passed.
EDU 699BSchool Counseling Internship Continuance B. Su., F., Sp2
This course provides students the opportunity to continue working on hours in a school counseling internship (EDU 695B, EDU 695C, OR EDU 695D). The student will continue to gather the required hours of experience and complete additional requirements as specified by the instructor. This course does not count toward satisfying graduation requirements. Grading is “pass/fail” and can be repeated.
This dissertation seminar course is one of three that all doctoral students must take. It is an individualized course designed to help progress doctoral students through the dissertation process depending on where they are in the dissertation phase. Students may plan, conduct, and/or write about significant aspects of their particular research study. Academic writing, data collection, data analysis, and other areas of the research process will be explored in order to prepare students to meet the requirements of the Doctoral program. Prerequisite: Doctoral candidacy. 343
This dissertation seminar course is one of three that all doctoral students must take. It is an individualized course designed to help progress doctoral students through the dissertation process depending on where they are in the dissertation phase. Students may plan, conduct, and/or write about significant aspects of their particular research study. Academic writing, data collection, data analysis, and other areas of the research process will be explored in order to prepare students to meet the requirements of the Doctoral program. Prerequisite: EDU 773 Dissertation Seminar I.
This dissertation seminar course is one of three that all doctoral students must take. It is an individualized course designed to help progress doctoral students through the dissertation process depending on where they are in the dissertation phase. Students may plan, conduct, and/or write about significant aspects of their particular research study. Academic writing, data collection, data analysis, and other areas of the research process will be explored in order to prepare students to meet the requirements of the Doctoral program. Prerequisite: EDU 774 Dissertation Seminar II.
Students will complete their research and writing. This course may be taken once for continuous enrollment after completion of EDU 773, 774, and 775 Dissertation Seminar I, II, and III. Students will work with their dissertation advisors both individually and in small groups. Candidates will also prepare future presentations and publications. Prerequisites: EDU 773, EDU 774, and EDU 775 (Dissertation Seminar I, II, and III).
Students will complete their research and writing. This course may be taken as often as needed for continuous enrollment throughout the duration of dissertation writing and defense. Students will work with their dissertation advisors. Candidates will also prepare future presentations and publications. Prerequisite: EDU 776 Dissertation Seminar IV.
This course is designed to allow students who have obtained “All but dissertation” (ABD) status the opportunity to maintain continuous enrollment as required by FHUs Ed.D. program. As a part of this course, students will continue to finalize their research and writing. Students will work individually with their dissertation chair and dissertation committee members. A student may only enroll in this course three (3) times. Prerequisites: EDU 776 Dissertation Seminar IV.
