131 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 200Foundations of Education Lec. 3./Credit 3
Students develop an understanding of the historical, philosophi- cal, and sociological foundations underlying the role, development and organization of public education in the United States. Atten- tion is given to the legal status of teachers and students, includ- ing federal and state laws and regulations, school as an organiza- tion/ culture, and contemporary issues in education. Students also explore the foundations of instructional design based on assess- ment data. This course also discusses the origin of special educa- tion from a historical perspective including major contributors that laid the foundation for the growth and improvement of knowledge and practice in the field. Additionally, applicable laws, rules and regulations, procedural safeguards, program standards and ethical considerations regarding the education of students with disabili- ties including screening, referral and placement procedures and non-biased evaluation and diagnosis techniques will be explored.
Lec. 3./Cln. 1./Credit 4. Principles of learning and motivation, individual differences in learning achievements and aptitudes will be investigated through application and the literature. Developing understanding of appli- cation of principles of learning and techniques of motivation through study of pupils in laboratory preschool, elementary school, and secondary school. An early field experience will be arranged.
Designed to enhance students skills in generating questions, reading for comprehension, scheduling course work, developing strategies for studying for examinations, writing to answer questions, and writing term papers. Skills taught in the course are expected to be applied to other academic courses. This course is not a free elective.
Lec. 3./Cln. 1./Credit 3. Students develop an understanding of the principles of learning; teaching methods tailored to promote student academic progress; the relationships among assessment, instruction, and monitor- ing student progress; and methods of improving communication between schools and families. Students shall also complete study in child abuse recognition and intervention. 288 Course Descriptions – Main Campus
Lec. 3/Cln. 1./Credit 3. Students gain an understanding of the physical, social, emotional, speech and language, and intellectual development of children and the ability to use this understanding in guiding learning expe- riences. The interaction of children with individual differences – economic, social, racial, ethnic, religious, physical, and mental – is incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related to but not limited to attention deficit disorders, gifted education including the use of multiple criteria to identify gifted students, substance abuse, child abuse, and family disruptions. Educational strategies including instructional and curricular modifications and collabora- tive options appropriate for students with exceptionalities identi- fied in the Individuals with Disabilities Education Act (IDEA) will be explored.
Lec. 3./Cln. 1./Credit 4. Fundamental statistical procedures for classroom and research. Principles and methods of evaluation in education, including selec- tion, construction, administration, interpretation and uses of for- mal tests. A clinical experience of one hour will be arranged.
Young Child Lec. 3./Lab 2./Credit 3. Teaching theory, strategies, and materials directed toward the unique needs of the very young child. Laboratory experience in pre- school settings. Successful completion of Praxis I.
EDU 310Instructional Strategies K5 Lec. 3./Credit 3
Designed to include curriculum methods and materials of instruc- tion relative to kindergarten and primary years. Relation of educa- tional objectives to differentiated curriculum plans. Prerequisite: Successful completion of Praxis I.
(1) Lec. 2./Credit 2. Critical study of the role of language in the child’s experience. Understanding and application of linguistics and semantics in rela- tion to listening, speaking, reading and writing. Individualization stressed.
Lec. 2./Credit 2. Critical examination of current practice, content, and materials in elementary school social studies. Development of inquiry skills emphasized.
Practicum (K-8) (9-12) Lec. 3./Credit 3. Observation and participation activities undertaken within the framework of Early Childhood/Elementary/Middle and Secondary programs.
Study of approaches to teaching reading in the intermediate and secondary schools; emphasis placed on specific content areas. Hampton University 2018-2020
Lec. 3./Cln. 1./Credit 3. This course is designed to expose students to foundational aspects of reading instruction and the understanding of the com- plex nature of language acquisition and reading. This course will focus on understanding of sound/symbol relationships, explicit phonics instruction, syllables, phonemes, morphemes, decoding skills, word attack skills, and a knowledge of phonics, syntax, and semantics interact. Additional skills will include proficiency in a variety of comprehension strategies, as well as the ability to fos- ter appreciation of a variety of literature and independent reading. Course emphasis includes reading theories, related research, bal- anced reading approaches systematic explicit phonics instruction, techniques and materials for planning, designing, and conducting reading instruction in grades K-8.
Lec. 4./Credit 4. Program and Curricula planning for children in the middle school. Strategies for diagnostic instruction and experimentation in modu- lar teaching. Clinical activities will be arranged. Prerequisite: Suc- cessful completion of Praxis I.
Health Education (1) Lec. 3./Credit 3. This course provides coverage of selection, and evaluation of con- tent, methods and materials for effective health instruction. Cur- riculum is included with an emphasis on lesson and unit planning. The student will have individual teaching experiences, including videotaping and experiences in test construction.
in Health and Physical Education (2) Lec. 2./Credit 2. History, development, analysis, evaluation, and application of tests in health and physical education. The coursework will integrate the Computer Technology Standards of Learning for Virginia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instructional technology to facilitate a variety of effective assess- ment and evaluation strategies to enhance productivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools.
and Instruction Lec. 2./Lab 1./Credit 3. This course is designed to provide an understanding of the knowledge, skills, and processes of various instructional methods associated with cogni- tive, psychomotor, and affective domains for teaching physical education, including sequential preK-12 instruction in a variety of movement forms (cooperative activities, outdoor and adventure activities, rhythms and dance, and team and individual activities); activities for diverse learners; and activities to help students understand, develop, and value personal fitness. Topics will include physical education standards of learning, lesson and unit planning, instructional procedures, management and motivation, student assessment, and new and emerging instructional technology. The course- work will integrate the Computer Technology Standards of Learning for Virgin- ia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instructional technology to facilitate a variety of effective assessment and evaluation strategies to enhance produc- tivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools.
EDU 372Methods and Materials in Physical Education
in Secondary Schools (2) Lec. 2./Credit 2. Organization and planning for instruction in the regular physical education program, athletic and intramural sports, observation in secondary schools and microteaching. Hampton University 2018-2020
of Reading Lec. 2./Lab 2./Credit 3. Selection, administration, and evaluation of assessment instruments and instructional techniques appropriate for diagnosing and correcting class- room reading difficulties. The coursework will integrate the Computer Technology Standards of Learning for Virginia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instructional technology to facilitate a variety of effective assess- ment and evaluation strategies to enhance productivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools.
EDU 406/506 Diversity in Education Lec. 3/Credit 3
Students explore the various issues of linguistic, social, and cultural diversity in education. The course includes a basic overview of the role of language in the educational process, and the educational implications of language diversity, as one component of the classroom. Social and community issues- including the effect of alcohol, drugs and tobacco--confronting teachers in contemporary society are addressed, as well as issues of culture. The course- work will integrate the Computer Technology Standards of Learning for Virgin- ia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instructional technology to facilitate a variety of effective assessment and evaluation strategies to enhance produc- tivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools. 296 Course Descriptions – Main Campus
Preschool and Kindergarten Credit 3. Directed teaching in laboratory nursery and kindergarten settings; day care centers and other group situations involving young chil- dren. Prerequisite: Successful admission to the Teacher Prepara- tion Program and satisfactory performance on required test(s).
Credit 3. Directed teaching in public school, kindergartens. Prerequisite: Successful admission to the Teacher Preparation Program and sat- isfactory performance on required test(s).
Primary Level P/K-5 Credit 6. Directed teaching in public school primary classrooms. Prerequi- site: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s).
or Junior High School (6-8) Credit 6 or 12. Directed observation and student teaching in a middle level or junior high school classroom within a public school district. Prereq- uisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s).
Techniques of teaching different branches of physics; methods of demonstration, problem teaching, laboratory supervision; labora- tory equipment; making and repairing apparatus; selection and use of science books.
Secondary School (9-12) Credit 6 or 12. Directed observation and student teaching in a secondary school class- room within a public school district. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s). The coursework will integrate the Computer Technology Standards of Learning for Virginia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instruc- tional technology to facilitate a variety of effective assessment and evalua- tion strategies to enhance productivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools.
- Elementary Schools Credit 12. A culminating experience that involves students assuming full responsibility for the management and instruction of classes in an elementary school under close clinical and University supervision. Students will be assessed using the format and criteria designed by the department.
Designed for senior education majors engaged in student teaching; discussion of problems; review of lesson and unit plans, and other topics associated with the student teaching experience. Student must be enrolled in a student teaching or internship course. Course Descriptions – Main Campus 289
EDU 500Independent Study in Education Ind./Credit 3
Open to selected students who desire to research and study a problem in-depth; related to general preparation as teachers or areas of special- ization. Action research is encouraged. Prerequisite: Approval by depart- ment chairman upon recommendation of academic advisor. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required tests.
of Reading Lec. 2./Credit 3. Selection, administration, and evaluation of assessment instruments and instructional techniques appropriate for diagnosing and correcting class- room reading difficulties. The coursework will integrate the Computer Technology Standards of Learning for Virginia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instructional technology to facilitate a variety of effective assess- ment and evaluation strategies to enhance productivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools.
Instructional Practices Lec. 3./Credit 3. Concentration on the provision of innovative techniques and edu- cational practices for improving instruction. Approaches to teach- ing, classroom discipline, management, and evaluation are devel- oped and applied to present day elementary school settings.
Structured field activity for entry students in program required during first semester in the program. Students must complete the equivalent of three full days (21 hours) in structured observation and reflection under a designated clinical professor/teacher during the course of the semester. Additionally, students must plan and execute under supervision seven hours of instructional or tutoring activities with a small group of students or a single student.
EDU 508517, 550, 552 are counted toward graduate degree requirements3
16 and are not part of the 120 credit hours that count toward the Bachelor of Science degree in Biology. 2nd 3 *Note: Students who withdraw from a course during the semesters that 4 have 12-14 credit hours are in jeopardy of losing financial aid/and or schol- - arship support. 3 Integrative Biology Electives (Select at least three): BIO 420, 504, 507, 509, 3 514, 515, 516, 516, 517, 518, 519, 524, 525, 526, 538, 540, 541, 542, 543, 3 544; CHE 509; MES 130, 450, 452, 510. 1 Anatomy, Physiology & Development Electives: BIO 224, 225, 301, 302, 17 308, 336, 402, 409, 411, 503, 506, 510, 513, 521, 546. 2nd Genetics/Molecular & Cellular Biology Electives: BIO 309, 311, 312, 404, 4 405, 406, 410, 423, 424, 430, 502, 512; CHE 303-304. 3 Biological History & Method Electives: BIO 391, 407, 422 A&B, 501, 508, 1 520, 523; NUR 221. - Curriculum Outline – English – B.A./M.T. (Secondary English) - 4 Freshman Year Semester 1st 2nd 1 English 101-102........................................................................ 3 3 *16 History 106. .............................................................................. 3 Social Science. ......................................................................... 3 3 2nd Humanities 201. ....................................................................... 3 Mathematics 110, College Math II (or higher). ....................... 3 - University 101........................................................................... 1 Physical Education. .................................................................. 1 1 Communication 103. ................................................................. 3 - Humanities Elective. ................................................................. 3 Biology 101................................................................................ 3 Total 17 16 *15 Sophomore Year Semester 1st 2nd English 208. .............................................................................. 3 2nd English 201-202........................................................................ 3 3 - English 203-204........................................................................ 3 3 - Foreign Language – Intermediate1........................................... 3 - Education 200........................................................................... 3 English 216, World Literature II2............................................... 3 Hampton University 2018-2020
Childhood Education Lec. 3./Credit 3. Evaluation of materials, program organizations, designing learn- ing environment in relation to sound educational practices for the kindergarten. 290 Course Descriptions – Main Campus
EDU 510Survey of Model Programs in Early Childhood
Education Lec. 3./Credit 3. Course will compare and trace educational movements and thoughts related to early childhood from early philosophers to present innovations.
EDU 516The Study of Child Behavior Lec. 3./Credit 3
Basic presentation of skills required to assess the needs, moti- vations, and capacities of young children through observational procedures. Methods of observing, recording, and documenting behavior (individual and group) and interpretation of the underlying etiology are studied.
Management Lec. 3./Credit 3. Students develop skills that contribute to an understanding and application of classroom and behavior management techniques and individual interventions, including techniques that promote emotional well-being and teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the edu- cational environment. The class addresses diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice.
EDU 518Analytical Study of Teaching Lec. 3./Credit 3
Study of the teaching process as substantive basis for concept formation. Theoretical consideration of several analytical systems. Emphasis is on extending the student’s conceptual scheme of teaching.
Childhood Education Lec. 3./Credit 3. Study of the learning process as applied to the professional devel- opment and inservice training of staff, the organization and admin- istration of classrooms and of the total school program, and the relationship of the school to parents’ organizations and community groups.
Lec. 3./Credit 3. Course includes examination of historical, sociological, and philo- sophical basis and factors of education. Additional material will include comprehensive exploration of human growth and develop- ment and educational psychology.
Lec. 3./Credit 3. Lectures, discussions, and seminars to advance the knowledge and skill of education professionals in teaching about the interrela- tionships and interdependencies of diverse people and cultures of selected regions. Development of related curriculum and technical instructional materials. Hampton University 2018-2020
Lec. 3./Credit 3. Designed primarily for in-service and pre-service school teach- ers. Selection, use, and integration of technical and instructional resources. Demonstration of successful use of technology in the classroom.
Gifted/Talented Education Lec. 3./Credit 3. Survey and historical perspective of gifted and talented education. Designed to give an introductory understanding of the field, the nature and needs of the gifted/talented child, early identification of giftedness and psychosocial characteristics including cognitive/ behavioral styles. Observation and participation in gifted/talented group setting.
Lec. 3./Credit 3. Survey of administrative organizational patterns and major teach- ing/learning models (theories, teaching strategies, and content modification) for providing for differentiated education of the gifted and talented. Emphasis upon strategies for enhancing inquiry skills, creativity and self-esteem. Observation participation in gifted and talented group setting. Prerequisite: EDU 540 or con- sent of instructor.
Talented Student Lec. 3./Credit 3. In-depth focus on characteristics identification, learning styles, and program adjustments in meeting the needs of culturally diverse gifted and talented students. Review of research including studies of lives of eminent persons from similar backgrounds. Prerequi- sites. EDU 540, EDU 541 or consent of instructor.
Gifted/Talented Education Lec. 3./Credit 3. Study of research literature addressed to current crucial issues in the field of gifted talented education. Development of relevant research paper. Prerequisites: EDU 540, 541 or consent of instructor.
EDU 544Facilitating Creative BehaviorLec. 3./Credit 3
Advanced study of theory, measurement, and research concerned with the creative process. Introduction to the variety of instruments for measuring creativity with emphasis on those available to the classroom teacher. Further exposure to strategies and instructional models for development of creative thinking in children. Participa- tion required. Prerequisite: EDU 540, 541 or consent of instructor. Hampton University 2018-2020
Lec. 3./Credit 3. Students shall meet each of the six ISTE standards for applying technology in educational settings, including: 1) demonstrating a sound understanding of technology operations and concepts, 2) planning and designing effective learning environments and expe- riences supported by technology, 3) implementing curriculum plans that include methods and strategies for applying technology to maximize student learning, 4) applying technology to facilitate a variety of effective assessment and evaluation strategies, 5) using technology to enhance their productivity and professional practice, and 6) understand the social, ethical, legal, and human issues sur- rounding the use of technology in PK-12 schools and apply those principles in practice.
BASIC for Educators Lec. 3./Credit 3. Introduces BASIC programming exclusively geared to microcom- puters. Students will write programs for their own use, based on psychologically sound concepts and learning theory. Prerequisite: EDU 550.
Lit . . . . . . . . . . - 3 TOTAL 15 15 MAJOR TOTAL 123 *This four-year schedule represents a suggested sequence. Courses may be taken at any time students can schedule them keeping in mind prerequisite requirements. 1The major requires through the Intermediate Level. If it is met, students should take other courses in its stead. If the student has less than two years of high school Foreign Language, he must enroll in Foreign Language 101 and complete the two-year sequence. 2ENG 215 World Literature I may be substituted for this State Licen- sure requirement. 3This requirement can be met by ENG 313 or 314. 4This requirement can be met by ENG 409 or 410. 5The prerequisites must be met before one can enroll in this course. t 2nd Hampton University 2026-2028
Lec. 3./Credit 3. This course is designed to provide students with experience to develop skill, dispositions, and understanding of a multi-ethnic approach to teaching children literature. Special emphasis requires students to demonstrate competencies through authentic, docu- mentary course projects and varied activities. Prerequisitesuccess- ful completion of Praxis I. Course Descriptions – Main Campus 291
EDU 564Teaching Social Studies in Secondary Schools
Lec. 3./Cln. 1./Credit 4. Students survey theories and practices, objectives, content, and methods of presentation and evaluation of social studies curricu- lum in secondary schools. Analysis of major curricular programs and materials utilized by school districts to meet pupil needs (6-12). Instruction supplemented by observation and participation in public and private science settings. A clinical experience of one hour will be arranged. EDU (Education – Graduate Only)
Lec. 3./Credit 3. Designed to aid student in assessing role of education in society, with consideration of social and economic changes in their bear- ings on school practices; major psychological and philosophical concepts.
Childhood through Adolescence Lec. 3./Credit 3. Emphasis upon physical, social, and mental changes. Utilization of insights from sociology, anthropology, and natural sciences; pertinent research findings in developing background for understanding children and adoles- cents. The coursework will integrate the Computer Technology Standards of Learning for Virginia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instruc- tional technology to facilitate a variety of effective assessment and evalua- tion strategies to enhance productivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools.
Lec. 3./Credit 3. This course is designed to acquaint students with various curricu- lar and instructional strategies used to teach unit topics across the curriculum. Students will be exposed to the theory and practice of interdisciplinary curriculum development.
Secondary Education Sem 3./Cln. 6./Credit 3. Directed practicum in planning, implementing and conducting classroom activities at 6-12 secondary school levels. The coursework will integrate the Computer Technology Standards of Learning for Virginia’s Public Schools Grades K-12 and the International Society for Technology in Education (ISTE) standards for applying instructional technology to facilitate a variety of effective assessment and evaluation strategies to enhance productivity and professional practice, maximize student learning, and understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools.
EDU 610Current Issues in Education Sem. 3./Credit 3
Students analyze educational reform movements, the school envi- ronment, and instructional research findings as related to class- room strategies and the development of a professional identity.
in Education Research Sem 3/Credit 3. Develop skills necessary to read, analyze, interpret and criticize the range of educational research designs including experimental, correlational, survey, descriptive, case study, ethnography, narrative, policy and longitudinal - research
Lec. 3./Credit 3. Seminar in research methodology; covering a variety of research traditions. Methods used include classroom observation, inter- view, survey, and assessment of learning outcomes. The course also covers use of library resources, data gathering and process- ing, and writing a research paper and report. 292 Course Descriptions – Main Campus
Credit 3. Experience designed to enable students to observe and practice skills and approaches critical to the elementary classroom in school settings. Instructional development, lesson planning and implementation, classroom management skills will be tested and refined. Prerequisite: Successful admission to the Teacher Prepara- tion Program and satisfactory performance on required test(s).
Theory and Practice Lec. 3./Credit 3. A study of the developmental teaching of reading, including cur- rent approaches, strategies and materials of instruction. Emphasis on development.
Sem. 3./Credit 3. Students develop an understanding of comprehension skills in all content areas, including a repertoire of questioning strategies, sum- marizing and retelling skills, and strategies in literal, interpretive, critical, and evaluative comprehension, as well as the ability to fos- ter appreciation of a variety of literature and independent reading.
This course presents the curriculum through which the child becomes aware of his/her place in the environment, respecting others and caring for himself/herself and the surroundings. Control of movement and the acquisition of concentration skills, self-confi- dence and independence are explored through purposefull activity.
This course deals with the administration of Montessori opera- tions including licensing requirements, legal, structure, financial and budget issues, inclusion, teacher evaluation and student recruitment/promotion. Requirements in terms of materials, class structure, teacher training and other considerations pertinent to school accreditation will be presented.
Lec. 3./Credit 3. e Examination of critical issues in science education at the elemen- tary and secondary levels; course designed for elementary and secondary science teachers for retooling and updating science concepts and methods.
Elementary Level Credit 12. Culminating experience involves student in assuming full respon- sibility for the management and instruction of classes in an ele- mentary school under close clinical and University supervision. Student will be assessed using the format and criteria designed by the department. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s). Hampton University 2018-2020
Individuals with Gifts and Talents Lec. 3./Credit 3. This course focuses on the social and emotional characteristics and development of individuals with gifts and talents. Also, this course focuses on the needs in counseling and various guidance strategies that can facilitate development over the life span. The course will place emphasis on theories of intelligence and emo- tional development.
in Gifted Education Lec. 3./Credit 3. This course focuses on development of curriculum and differenti- ated instructional strategies for individuals with gifts and talents. The course will focus on key content, process, product, concept and implementation issues in working with the learner with gifts and talents in various domains of inquiry.
Lec. 3./Credit 3. This course will focus on trends and issues surrounding special populations in gifted education. This course will look at policy, research, and programming that affect minority and special popu- lations in gifted education and learners with gifts and talents.
A culminating experience that involves students in assuming full responsibility for the management and instruction of classes in a middle school under close clinical and University supervision. Stu- dents will be assessed using the format and criteria designed by the department. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s).
TOTAL 15 15 TOTAL CREDITS 30 *Note that EDU 506, 517, 552, 531 are counted toward graduate degree requirements and are not part of the 124 credit hours that count toward the Bachelor of Science degree in Biology. When taken by Hampton University undergraduates in the Pre-profes- sional stage of the M.T. program, these courses serve as advanced placement and are used in the calculation of graduate credit hours. MASTER IN TEACHING COURSE SEQUENCE –
Credit 9. This course is a culminating experience in which students assume full responsibility for the management and instruction of classes in elementary and secondary schools under close clinical and Uni- versity supervision. Students will be assessed using the format and criteria designed by the department. Prerequisite: Successful admission of the Teacher Preparation Program and satisfactory performance on required tests.
Designed for education majors engaged in student teaching; dis- cussion of problems, review of lesson and unit plans, and other topics associated with the student teaching process. Student must be enrolled in a student teaching or internship course. Hampton University 2018-2020
Lec. 3./Credit 3. Basic concepts of curriculum, modern trends in developing educa- tional programs for children. Critical study of reorganization, con- struction, and administration of elementary curriculum in light of relevant educational principles and objectives.
EDU 656Psychology and Education of Individuals with
Gifts and Talents Lec. 3./Credit 3. This course focuses on individuals with gifts and talents and how they differ in cognitive, affective, developmental, and behavior aspects from more general learners. It will emphasize general theories of intelligence, development, and learning and how they apply to individuals with gifts and talents.
Lec. 3./Credit 3. The practicum is designed to provide students with an opportu- nity to demonstrate their knowledge of theory, best practices, and instructional strategies towards students with gifts and talents in the classroom environment.
Communicative Arts Lec. 3./Credit 3. A consideration of the objectives, methods and materials of instruction issues, trends, and research related to oral language, written expression, listening skills and reading.
Lec. 3./Credit 3. Principles underlying the revision and reorganization of high school curriculum and critical survey of current practices in implementing programs focused upon meeting needs of adolescents.
Lec. 3./Credit 3. Emphasis on computer and data analyses through examination of the computer system-components, processes, and care. Introduc- tion of hardware and software integration into K-12 curriculum related to promote student learning, administration and manage- ment, research and evaluation, statistics, peripheral interface, and personal productivity. Mathematical nature of data analyses to include sampling and statistical measures.
Principles and issues related to fiscal operations of school man- agement to include use of school facilities and space. Problems of educational finance; theory, practice, and control; federal, state, local relations in finance, budgeting, salary schedules, retirement, and school bonds. Ethical and legal aspects will be discussed. This course will include a 10 hour practicum experience. Course Descriptions – Main Campus 293
Lec. 3./Credit 3. Introductory course that provides an understanding of research methods, statistical analyses, needs assessment, and program evaluation. The course includes discussions regarding the impor- tance of research in the education profession, research methods, the use of technology and statistical methods, understanding pub- lished research, and the use of research to improve educational effectiveness. Ethical and legal aspects will be discussed.
Lec. 3./Credit 3. Process of strategic planning to include development of goals and objectives with measurable outcomes. Using behavioral sci- ence, emphasis will be placed on understanding systems theory, organizational development, and the change process of systems, organizations, and individuals. Development of effective commu- nication skills to implement consensus building and negotiations will be discussed. The development of the current school system and education will be discussed. Ethical and legal aspects will be discussed. This course will include a 10 hour practicum experience.
(Grades 7-12) Lec. 3./Credit 3. Major problems and issues in organization, administration, and supervi- sion of secondary schools with specific emphasis on developmental stage of students. Nature and function of administration. Examination of recent trends in school administration and supervision at the secondary school level. Adolescent development issues and the role of leadership with profes- sional ethics will be discussed. Principles of school security and safety will be discussed.
Lec. 3./Credit 3. Legal characteristics of schools and the history of the legal process in public and private education in the United States and Virginia. Authority, powers, and responsibilities of teachers and adminis- trators. Aspects of school finances, curriculum, property. Empha- sis upon statutes and judicial decisions relating to education to include current issues. Ethical and legal aspects will be discussed. This course will include a 10 hour practicum experience.
Lec. 3./Credit 3. Major problems and issues in organization, administration, and supervision of elementary schools with specific emphasis on devel- opmental stage of students. Nature and function of administration. Examination of recent trends in school administration and supervi- sion at the elementary school level. Child development issues and the role of leadership with professional ethics will be discussed. Principles of school security and safety will be discussed. 294 Course Descriptions – Main Campus
in Schools and Districts Lec. 3./Credit 3. An in-depth study of the goals of the school personnel department to attract, develop, retain and motivate personnel to accomplish the school’s goals and objectives; assist members to achieve life-time professional development and growth to include adult learning. Topics of personnel issues, pay, fringe benefits, records, professional negotiations, insurance, fringe benefits, and school counseling programs from a leadership perspective will be discussed. This course will include a 10 hour practicum experience.
EDU 688Curriculum Planning and Design Lec. 3./Credit 3
Basic concepts of curriculum development and modern trends in developing educational programs for children. Critical study of reorganization, construc- tion, and administration of elementary and secondary curriculum for teaching and student learning in light of relevant educational principles, objectives, and global issues. Human growth and development will be investigated to include motivational and learning theories applied to effective curriculum planning and design. Ethical and legal aspects will be discussed. This course will include a 10 hour practicum experience.
and Diversity Lec. 3./Credit 3. Examination of public relations in school administration in a multicultural community. Critical study of practices, emerging issues and trends that impact the school community. Understanding community resources and partnerships of school, family, business, government and higher educa- tion institutions. The importance of community relations, the diverse school community, and marketing strategies will be discussed. The importance of education and equity in a democratic society with economic impact will be discussed. Ethical and legal aspects will be discussed. This course will include a 10 hour practicum experience.
EDU 690Supervision of Instruction Lec. 3./Credit 3
Purpose and principles of instructional supervision at both elementary and secondary levels characteristics of effective supervision; planning, directing, and evaluating instructional programs; and treatment of organi- zation, personnel, and materials. Applied learning, motivational theories, diversity, emerging theories and trends that impact the school community, and community resources and partnerships will be discussed. Principles of school security and safety will be discussed. Ethical and legal aspects will be discussed. This course will include a 10 hour practicum experience.
Designed for prospective school administrators. Opportunities to observe and participate in operating policy. Student will complete a minimum of 400 clock hours of a structured and supervised internship to include multiple sites with diverse populations.
Educational Organizations Lec. 3./Credit 3. The course is the foundation course for the doctoral program in Educational Leadership. Leadership will be defined, demystified, and distinguished from management and administration. The roles and expectations of leaders will be explored, and the competen- cies required for leadership will be identified. Issues of power, authority, and ethics are studied. Candidates will develop a theo- retical position regarding their personal administrative style.
Performance Lec. 3./Credit 3. The main goal of this course is to give aspiring educational leader the knowledge of concepts and practices to effectively manage, measure, and improve organizational performance. Sample topics include establishing and communicating organizational expecta- tions, the manager as coach and motivator, measurement meth- odologies, and performance improvement methods. Students will have an opportunity to increase their ability to be a better manager by developing greater understanding of the dynamics of personal- ity and perception, attitudes and values, motivation, group work, leadership, power and politics, conflict, and organizational culture and change. Readings and class discussions, integrated with case studies, exercises, self-assessments, and other experiential activi- ties will reveal links between theory, research, and practice.
The purpose of this course is to provide the student with an overview of the financial and budget elements that are essential to a higher education insti- tution’s existence. This course draws upon basic and applied literature in the economics and finance of higher education, including work on processes of individual choice (e.g., students’ sensitivity to tuition and aid levels), on federal, state, and institutional approaches to financing higher education and students, and on financial management, including budgeting and cost-effec- tiveness analysis. Studies in fundraising, alumni relations, and foundation management are also included.
and Budgeting Lec. 3./Credit 3. This course offers a study of the processes by which financial decisions are made by local school districts, with special emphasis on the roles of district administrators in the budgeting process. Included are the techniques of constructing and managing the budget, while addressing issues of need and equity in the school community. Also covered are the sources of school revenues and an introduction to the process and principles of facility planning.
This course is designed to help students write a systematic literature review that is appropriate for a dissertation. The course will emphasize skills for writing the Problem Statement and conducting and writing the Review of Literature. Substantial time will be devoted to researching peer-reviewed articles on the topic the Ph.D student has chosen and critiquing previously written Literature Reviews as a way of helping the student understand the differences between a well-written and a poorly-written literature review. Substantial reading of journal articles will be required.
in Educational Systems Lec. 3./Credit 3. This course focuses on the development of leadership skills that will provide students with the ability to innovate and implement change in schools and colleges. Specific topics will involve stu- dents in the study of organizational and social change, intervention theory, organizational design, group dynamics, interpersonal com- munication, and the use of self in leadership. Factors encompassed in politics of change, being a change agent, integrating staff devel- opment and school improvement, and changing organizational cul- ture will also be explored.
EDU 716History of Higher Education Lec. 3./Credit 3
This course explores the administrative development of American higher education from 1636 to the present, including internal trends and external forces. It adopts the widely acknowledged view that knowledge of the history of higher education is important for successfully providing leadership and performing other professional responsibilities. History provides important perspectives for routinely resolving critical leadership issues and problems. This is the case because institutions and institutional systems over time develop customs, values and traditions that continually affect students, faculty, administrators and other stakeholders. History identifies institutional customs, values and traditions, and analyzes their origins and consequences.
Educational Reform Lec. 3./Credit 3. This course surveys the history of American education from the Colonial Era to the present. It treats the changing character of education in the context of broader social and cultural developments. The course attempts to provide both knowledge of the history of American education and an appreciation of historical perspectives as ways of understanding contemporary education. Students will consider the creation, purposes, effects, and evolution of public schools in the United States, especially at the elementary and secondary level, as well as look at conflict over school structure, goals, and governance. By putting these debates in the context of American economic, social, and cultural history, students will also ask about the effects of public schooling on particular groups that have experi- enced discrimination and will see what changes arose from such conflicts.
Lec. 3./Credit 3. This course surveys local, state, and federal legal, political, eco- nomic, and social factors that contribute to the processes of edu- cational policy development, implementation, and evaluation. It explores current policy and governance issues. Students will examine a variety of recent reform efforts at both the federal and state levels, with particular attention to No Child Left Behind and the debates around its reauthorization, and to the emergence of a select group of high performing charter schools and the views of their critics. Finally, students will consider questions of politics with an eye towards how to move ideas into action. Includes a fieldwork requirement.
EDU 719Diversity and Equity in Education Lec. 3./Credit 3
The course addresses changing demographics in our society that have created the need for educational and business leaders who are culturally competent change agents and policy makers, especially as they consider the impact that cultural variables such as race, ethnicity, gender, and age have on the overall performance of people within an organization. Course content deals with diversity both among the student body and the workforce. It addresses the ways that people are alike and explores issues of difference. It focuses on the power that valuing difference can have in establishing quality interper- sonal relations, in taking advantage of the cultural richness that can result from diversity, and in creating mutual respect among groups. It examines how the educational leaders might overcome resistance to change in this regard. Students will demonstrate the acquisition of specific multicultural awareness, knowledge and skills competencies that are necessary to become culturally competent policy makers within educational organizations. Emphasis will be placed on the student’s ability to create environments within their institutions that foster the highest level of performance by those individuals who learn and work within the institution.
and Accountability Lec. 3./Credit 3. This course is designed for the study of educational problem solving and accountability and their relationship to needs assessment techniques, evalu- ation methodologies, and data driven decision-making processes. It will explore strategies and tools to collect, analyze, organize, and present compre- hensible and useful data. Data driven decision-making exercises will address problems and issues in a variety of educationally related scenarios.
Lec. 3./Credit 3. Students explore community attitudes, cultures, communication strategies, and resources to understand, evaluate and improve internal and external college/school-community relations. Stu- dents will explore community resources to form college-school partnerships for student success and community recognition and will learn how to set attainable goals for mutual beneficial out- comes. Includes a fieldwork requirement. 296 Course Descriptions – Main Campus
Lec. 3./Credit 3. This course will review research and literature on college students from freshman through graduate school. It will include a discussion of student subcultural patterns and a survey of the major areas of higher education law regarding the college student. The course will conclude with a study of the organization and administrative functioning components, concepts, and models of student person- nel administration systems using a historical and topical approach. , EDU 723 Legal Issues in Higher Education Lec. 3./Credit 3. This course serves as an overview of the legal issues that con- front college and university personnel. Pertinent federal and state statutes as well as case law will be used to instruct about legal rights and responsibilities of university and college administrators. The legal relationships between the institution and the faculty, the student, the state government, and the federal government will be explored. In addition, the course focuses on the nature of fram- ing issues, analyzing situations and cases, and providing sensible (sometimes innovative) recommendations/solutions.
EDU 723Legal Issues in Higher Education Lec. 3./Credit 3
This course serves as an overview of the legal issues that confront college and university personnel. Pertinent federal and state statutes as well as case law will be used to instruct about legal rights and responsibilities of university and college administrators. The legal relationships between the institution and the faculty, the student, the state government, and the federal govern- ment will be explored. In addition, the course focuses on the nature of framing issues, analyzing situations and cases, and providing sensible (sometimes innovative) recommendations/solutions.
in Higher Education Lec. 3./Credit 3. Focus on the administration of institutions of higher learning. Emphasis will be placed on higher education structure and characteristics, intra-institu- tional and extra-institutional forces affecting the governance of higher educa- tion, power delineations and struggles, and principles of problem solving.
Lec. 3./Credit 3. This course offers an overview of personnel functions in educa- tional environments with a focus on recruitment, selection, orien- tation, evaluation, and development; interpersonal skills; motiva- tional theories; and the utilization of technology in the personnel process. Students examine educators’ professional learning in organizations and its contributions to organizational change, learn- ing , and renewal.
Lec. 3./Credit 3. This course surveys the legal aspects of public PK-12 education, including: legal structure; employee rights; employee discipline; curriculum; students’ rights; student discipline, special education; torts; contracts, religion. The impact of federal and state constitu- tions, statutes, and court decisions on education are also reviewed.
This course promotes visionary PK-12 instructional leadership with capacity to improve academic achievement. It surveys research-based models for educational improvement, particularly in high needs areas: literacy, second language learning, mathematics, science, and technology. Includes a field- work requirement.
The qualifying examination is a written examination. The purpose is to evaluate the candidate’s grasp of essential factors related to leadership and management, and to sociopolitical and cultural con- texts of educational leadership. Students must pass this examina- tion before being allowed to undertake coursework in the cognate area of interest.
EDU 731Qualitative Research Methods Lec. 3./Credit 3
The ability to carry out, interpret, understand and digest research in diverse contexts and with diverse populations is critical for successful educational leaders. The course provides learning experiences to continue to understand qualitative research methodologies, data collection techniques, analysis and communicating results. Some topics include: structured class inquiry, data collection and data analysis; design of original qualitative studies; and writing of research results. Emphasis on the relationship between research and practice.
EDU 732Quantitative Research Methods Lec. 3./Credit 3
This course focuses on the design of descriptive and correlational education- related research. Emphasis is placed on the collection and statistical analysis of quantitative data and use of statistical software.
EDU 733Quantitative Research Methods II Lec. 3./Credit 3
This course focuses on the design of experimental educationrelated research. Emphasis is placed on the collection and statistical analysis of quantitative data and the use of statistical software. Pre-requisite: EDU 732.
EDU 734Action Research in Education Lec. 3./Credit 3
Action research is a qualitative approach to research that involves reactionary reflections and self-study with the support of a researcher, who may be a more knowledgeable peer or expert. The research describes their practice-based reality, reflects upon it, analyzes that reality and through research and study of theory devises an action plan that is applied. In this way, practice becomes a dynamic process in which reflection and practice interacts to produce change. Course participants will actively engage in action research on a topic of their choosing and report on the outcomes of their study.
Credit 0. The purpose of the comprehensive examination is to demonstrate an understanding of knowledge in relevant, related fields of study, which undergirds the student’s dissertation research. Hampton University 2018-2020
This course provides students enrolled in the doctoral program with a capstone internship experience in which the candidate will be immersed in an operational setting distinct from prior or concur- rent work experience. The internship is designed to synthesize the various facets of leadership, organizations and change in a way that will enable students to view issues related to these topics at a critical/deeper level of analysis while working on the disserta- tion. Specifically, students will be able to formulate, articulate and design a method to study their personal theory of leadership in action. The course will place special emphasis on issues of con- temporary leadership in times of organizational and social turbu- lence. Course may be repeated.
EDU 739Dissertation Research Seminar Sem 3./Credit 3
This course is designed to provide doctoral students with the skills neces- sary to develop a dissertation prospectus. Students learn how to: 1) conduct a literature review; 2) critique relevant theories; 3) write cogent statements of purpose and research question(s); 4) develop a research design and select appropriate methodology and 5) carry out data collection and analysis. This course is also designed to assist students in the development of their research prospectus in preparation for presentation to the Ph.D. Advisory Committee. Students are to complete a draft of at least 3 chapters of their dissertation.
Designed for students who are preparing a doctoral dissertation. Students enroll in EDUO 740 in the first session after completion of course work (to include the completion of the dissertation prospectus and the Dissertation Research Seminar). The student works on their dissertation (and is required to complete up to three chapters). This work is accomplished under the supervision of their dissertation chairperson and committee, who oversee the student’s work toward completion. (Note: Students will have up to three sessions to repeat/complete this portion of the dissertation).
Designed for students who are preparing a doctoral dissertation. Students enroll in EDUO 741 after successful completion of EDUO 740. The student works on their dissertation (and is required to complete a specified number of chapters as designated by the dissertation chairperson). This work is accomplished under the supervision of their dissertation chairperson and committee, who oversee the student’s work toward completion. (Note: Students will have up to three sessions to repeat/complete this portion of the dissertation).
Designed for students who are preparing a doctoral dissertation. Students enroll in EDUO 742 after successful completion of EDUO 741. The student works on their dissertation (and is required to complete a specified number of final chapters and revisions as designated by the dissertation chairperson). This work is accomplished under the supervision of their dissertation chairperson and committee, who oversee the student’s work toward completion. (Note: Students will have up to three sessions to repeat/complete this portion of the dissertation.)
The doctoral candidate presents and defends their dissertation to their dissertation committee. The course is the culmination of the Ph.D. program. EGR (Engineering – General)
