100 courses with the subject EDUO, 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.
EDUO 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 Lab 2./Credit 3. Selection, administration, and evaluation of assessment instruments and instructional techniques appropriate for diagnosing and correcting class- room reading difficulties. Prerequisite: EDU 315.
Behavior Management Credit 3. Students develop skills that contribute to an understanding and application of classroom and behavior management techniques and individual interven- tions, including techniques that promote emotional well-being and teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment. The class addresses diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice.
Lec. 3./Credit 3. Philosophical bases for study of pupil behavior and performance. Mathematical nature of measurement and standardized tests; construction and standardization of group tests; functions and definitions of aptitude tests, intelligence, and achievement tests; interest inventories and personality tests. Sampling statistical measures, understanding of use, administration, and interpretation of personality, aptitude, and achievement tests. Course Descriptions — Hampton University Online 437
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.
in Secondary Schools Cln. 1./Credit 4. Students survey theories and practices, objectives, content, and methods of presentation and evaluation of science in the secondary school curriculum. Analysis of major curricular programs utilized in the local school districts to meet pupil needs (6-12). Instruction supplemented by observation and partici- pation in public and private science settings. A clinical experience of one hour will be arranged.
to Literature for Children 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, documentary course projects and varied activities.
Problems of educational finance; theory, practice, and control; federal-state local relations in finance, budgeting, salary schedules, retirement, and school bonds.
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.
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.
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.
in Secondary Schools Cln. 1./Credit 4. Students survey theories and practices, objectives, content, and methods of presentation and evaluation of mathematics in the secondary school curric- ulum. 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.
EDUO 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.
All Students: Theory and Practice Sem. 3./Credit 3. A study of the developmental reading, including current approaches, strate- gies, and materials of instruction. Emphasis on development.
Lec. 3./Credit 3. Major problems and issues in organization, administration, and supervision of secondary schools. Nature and function of adminis- tration. Examination of recent trends in school administration and supervision.
Lec. 3./Credit 3. Philosophy of developmental reading; types of reading encoun- tered in content areas. Emphasis on teaching-learning strategies to deal with content and process simultaneously. 438 Course Descriptions — Hampton University Online
Lec. 3./Credit 3. Legal characteristics of public schools. Authority, powers, and responsibilities of teachers. Aspects of school finances, curricu- lum, property. Emphasis upon statutes and judicial decisions relat- ing to education.
Elementary Level Trn./Credit 12. Culminating experience involves student in assuming full responsibility for the management and instruction of classes in an elementary 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).
in the Public Schools 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 lifetime professional development and growth.
Designed for education majors engaged in student teaching: discussion 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.
EDUO 651Elementary School Curriculum Lec. 3./Credit 3
Basic concepts of curriculum, modern trends in developing educational programs for children. Critical study of reorganization, construction, and administration of elementary curriculum in light of relevant educational principles and objectives.
in Secondary Schools Cln. 1./Credit 4. Students survey theories and practices, objectives, content, and methods of presentation and evaluation of teaching writing, speech, and literature in secondary schools. Analysis of major curricular programs and materials utilized by school districts to meet pupil needs (6-12). Instruction supple- mented by observation and participation in public and private school settings. A clinical experience of one hour will be arranged.
EDUO 662Internship in Administration Lec. 3./Credit 3
Designed for prospective school administrators. Opportunities to observe and participate in operating policy. Student spends 15 hours per week working under the direction of a public school administrator. Approval by dean required.
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.
EDUO 671Secondary School Curriculum 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. Hampton University 2018-2020
EDUO 673Supervision 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 organization, personnel, and materials.
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 management 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 experi- ence.
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.
Lec. 3./Credit 3. Major problems and issues in organization, administration, and supervision of secondary 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 secondary school level. Adolescent development issues and the role of leadership with professional ethics will be discussed. Principles of school security and safety will be discussed. Hampton University 2018-2020
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.
(Grades PK-6) Lec. 3./Credit 3. Major problems and issues in organization, administration, and supervision of elementary 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 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.
Lec. 3./Credit 3. Basic concepts of curriculum development and modern trends in developing educational programs for children. Critical study of reorganization, construction, 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.
EDUO 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.
EDUO 691Internship in Administration Trn./Credit 9
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.
Lec. 3./Online/Credit 3. The purpose of this course is to provide the student with an over- view of the financial and budget elements that are essential to a higher education institution’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-effectiveness analysis. Studies in fundraising, alumni rela- tions, and foundation management are also included.
Lec. 3./Online/Credit 3. This course offers a study of the processes by which financial deci- sions 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.
Lec. 3./Online/Credit 3. This course offers a presentation of the principles and practices involved in strategic planning, including those of problem-solving and goal-setting as pre-requisites to strategic planning, as appli- cable to various institutional and school settings. Included in the course are issues relating to the perspective, prospects, and prepa- rations needed for effective strategic planning.
Lec. 3./Online/Credit 3. This course surveys the history of American education from the Colonial Era to the present. It treats the changing character of edu- cation 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 experienced discrimination and will see what changes arose from such conflicts.
Lec. 3./Online/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.
Lec. 3./Online/Credit 3. This course is designed for the study of educational problem solv- ing and accountability and their relationship to needs assessment techniques, evaluation methodologies, and data driven decision- making processes. It will explore strategies and tools to collect, analyze, organize, and present comprehensible and useful data. Data driven decision-making exercises will address problems and issues in a variety of educationally related scenarios.
Lec. 3./Online/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.
Lec. 3./Online/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.
in Higher Education Lec. 3./Online/Credit 3. Focus on the administration of institutions of higher learning. Emphasis will be placed on higher education structure and charac- teristics, intra-institutional and extra-institutional forces affecting the governance of higher education, power delineations and strug- gles, and principles of problem solving. Taught with NURO 730.
Lec. 3./Online/Credit 3. This course surveys the legal aspects of public K-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.
Lec. 3./Online/Credit 3. This course promotes visionary P-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, sci- ence, and technology. Includes a fieldwork requirement.
EDUO 728History of STEM Education Lec. 3./Credit 3
A multidisciplinary course designed to provide insights about the fundamental concepts and basis for STEM education programs. Standards for the school subjects of science, technology, engineer- ing education and mathematics literacy will be reviewed. Connec- tions between these subjects will be explored. The course will also examine current problems, issues, research, and practice related to the teaching of STEM (science, technology, engineering and math- ematics) subjects in school settings.
The qualifying examination is a written examination. The purpose is evaluate the candidate’s grasp of essential factors related to leadership and management and socio-political and cultural con- texts of educational leadership. Students must pass this exam before being allowing to undertake coursework the cognate area of interest.
Lec. 3./Online/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. Taught with NURO 714.
Lec. 3./Online/Credit 3. This course focuses on the design of experimental education- related research. Emphasis is placed on the collection and statis- tical analysis of quantitative data and the use of statistical soft- ware. Taught with NURO 715. 442 Course Descriptions — Hampton University Online
Lec. 3./Online/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 researcher describes their practice-based reality, reflects upon it, analyzes that reality and through research and study of theory devise an action plan that is applied. In this way, practice becomes a dynamic process is 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.
This course provides students with the opportunity to collaborate with a faculty member conducting ongoing research. An individual teaching-learning research contract specifies the amount of time, particular tasks and level required to earn the desired grade for the number of credits earned. Contracts must be negotiated during the first week of class. ENGO (English – Online)
Online/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.
This course prepares doctoral students for academic scholarship. Topics include expectations and standards for scholarly discourse, critical and analytic thinking skills, logical argument, scholarly writ- ing for publication, and the development of a scholarly research agenda. Doctoral students are immersed in practical experiences in conducting research relevant to educational leadership. Students will participate in faculty-supervised research projects involving the design and implementation of a study, including the collection and analysis of data and the development of appropriate research reports that focus on improving educational practice. This course will place significant emphasis on research knowledge dissemina- tion by preparing doctoral students to present research at national and international conferences and publish research results in peer reviewed academic journals.
Sem. 3./Online/Credit 3. This course is designed to prepare doctoral students in leadership studies to develop and implement a field project that incorporates leadership and policy theories learned in previous courses. Various approaches and issues associated with design and implementa- tion of a field project will be examined. Through and exploration of the literature, critique of theories, and direct hands-on exercises, students will be able to build competency in integrating leadership theories and research methods into their own field project. Using her/his individual study to institute change in an organization, students will develop skills: to analyze the cultural characteristics of their educational organization and describe the organizational behavior patterns reflective of the existing cultural characteristics; to identify a significant organizational change to be made or prob- lem to be studied in her/his institution; to write a cogent statement or question to guide the project; and to choose appropriate meth- odology for data collection and analysis.
This course surveys the historical development of mathematics. Mathematical pedagogy, concepts, critical thinking and problem solving are studied from a historical perspective. The course aims at serving the needs of a wide student audience as well as con- necting the history of mathematics to other fields such as the sci- ences, engineering, economics and social sciences.
Lec. 3./Credit 3. This course will provide an interdisciplinary approach to integrating STEM into practice across the disciplines. The course will involve the participation in problem-based and project-based learning activities, mathematics and science inquiries learning tasks, and using technology to gain and display information. Students will practice backwards design to develop their own STEM learning activity. Graduate students will implement their activity in a class- room and monitor student learning outcomes.
Lec. 3./Credit 3. This course provides a fundamental understanding of learning sci- ences, an interdisciplinary field dedicated to studying learning and how learning may be facilitated in designed environments. Stu- dents will design a technology-based learning environment and conduct an evaluation of the embedded theories in an existing environment of their choice, such as digital media, games, or other innovative technologies.
and Evaluation ...................................................................3 3 EDUO 714 Strategy and Strategic Planning . ......................................3 3 EDUO 715 Dynamics of Innovation and Change in . ...........................3 Educational Systems .........................................................3
Lec. 3./Credit 3. Federal and state laws governing the administration of special edu- cation programs and services will be discussed in detail. Review and analysis of special education funding sources and formulas at the local, state, and national levels will also be highlighted. Stu- dents will examine the impact and application of the laws, and strategies for complying with them in the P-12 setting.
Lec. 3./Credit 3. Theories of educational leadership will be explored. Federal regu- lations and state rules pertinent to special education programming will be examined. Students will participate in simulations, pre- sentations and group discussions designed to provide information about, and insight into, effective leadership and management of special education programs and services.
This course focuses on the mechanics of grantsmanship, including public and private sources. Students will conduct Internet searches weekly as they determine a myriad of different funding sources. Students will explore the “how-to” of writing research, training and demonstration grants. A completed proposal suitable for sub- mission will be required of all enrollees. Peers and selected faculty members will conduct critiques of the proposals. This course may be taught in conjunction with NURO 725 and/or COUO 825.
Lec. 3./Credit 3. A seminar focusing on a variety of topics related to the advance- ment of knowledge in family nursing science. Topics arranged through student and faculty research interest. This is a Nursing Cognate course.
Examination Online/0 Credit The purpose of the comprehensive examination is to demonstrate an under- standing of knowledge in relevant, related fields of study, which undergirds the student’s dissertation research. Course Descriptions – Hampton University Global 415
Research Methods Online/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.
Research Methods Online/Credit 3. This course focuses on design of qualitative related research with the emphasis on design of effective methodology for collection of data, analysis and interpretation.
Research Methods Online/Credit 3. This course focuses on the design of experimental education-related research. Emphasis is placed on the collection and statistical analysis of quantitative data and the use of statistical software.
Research Seminar Online/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 840 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).
Research II Online/Credit 4. Designed for students who are preparing a doctoral dissertation. Students enroll in EDUO 841 after successful completion of EDUO 840. 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 accom- plished 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).
