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Professor Dave Dagley, Department Head
Office: 213 Wilson Hall
The mission of the program in educational leadership, policy, and technology is to prepare and develop educational practitioners, researchers, scholars, and reflective decision makers through teaching, research, and outreach in the areas of educational leadership, policy, curriculum, and supervision. The department strives to promote the values, knowledge, and skills needed to renew and improve education.
Educational leadership requires knowledge of curricular, instructional, supervisory, and administrative processes, as well as an awareness of and sensitivity to the ever-changing social, philosophical, historical, political, cultural, legal, moral, and economic contexts of education. Programs offered through the department emphasize practical problem-solving perspectives, reflective decision making, and professional expertise. The department aspires to develop ethical and reflective practitioners and professors who respect diversity, honor difference, and promote social justice. The department also seeks to develop and maintain an ongoing, open dialogue about school improvement through its association with various federal, state, and local educational agencies and professional organizations.
Graduate programs in educational leadership and policy studies are designed to prepare professional personnel for positions as superintendents, associate superintendents, assistant superintendents, principals, curriculum directors, instructional supervisors, specialists in educational programs, and other education-related positions. Programs are also designed to prepare personnel for university-level teaching and research positions in educational leadership.
Students enrolled in internship, practicum, and clinically related activities are encouraged and will be required, in some instances, to show proof that they have liability insurance before being allowed to engage in these activities.
Admission and degree requirements are outlined in an earlier section of this catalog.
Professor Margaret Rice
Office: 204 Wilson Hall
Professor Vivian Wright
Office: 207 Graves Hall
The program in computers and applied technology provides supporting coursework in computer technology for students throughout the College and also offers a doctoral minor and coursework to fulfill the Ph.D. Detailed information about the coursework or the minor may be obtained from the department head.
These programs provide learning opportunities for educators who hold or aspire to leadership responsibilities in educational settings. Courses in these programs are designed to provide students with technical, interpersonal, and conceptual skills essential to theory and practice.
Degrees offered by the programs include the M.A. and the Ed.S. in educational leadership, the Ed.D. and the Ph.D. in educational administration, and the Ed.D. and Ph.D. in instructional leadership. In addition, study options are available to provide eligibility for both Class A and Class AA certification application. Admission and degree requirements for the Graduate School and for the College of Education are detailed in an earlier section of this catalog.
All these programs of study are based on a cohort approach to instruction. Cohorts are established annually for June admission. Applications to each degree and/or certification program should be submitted to the program in educational leadership in January to assure consideration for that year's cohort. Admission forms and requirements, specific program parameters, and departmental policies are available through the office of the departmental chair.
The program in instructional leadership provides learning opportunities for educators who hold or aspire to leadership responsibilities for planning, implementing, and evaluating programs in schools and other agencies. Courses in the program are designed to provide the technical, human, and conceptual skills essential to theory and practice.
The staff-development component is concerned with promoting human relationship skills among educators and laypersons who have responsibilities for programs, and with increasing the effectiveness of the teaching-learning process. The program-development component is concerned with schools, school change, and curriculum as a field of study.
The program in instructional leadership offers the doctor of education and the doctor of philosophy degree in instructional leadership. The program provides a doctoral minor in staff development and supervision, a doctoral minor in curriculum and schooling, and a doctoral minor in policy and politics of education.
Students interested in a supervisory position must have earned Class A professional certification in principalship or other appropriate field prior to enrolling in the educational leadership program, or by obtaining a master's degree in educational leadership after teaching with a Class B teaching certificate. By obtaining the educational leadership certificate along with appropriate educational experience, the student may be certified to be a principal, supervisor, and/or superintendent.
Students who earned initial credit toward Class AA professional certification during the fall semester of 1992 or later must enroll in and complete the Ed.S. degree program. Courses used to qualify for a lower-level supporting certificate may not be used again in a higher-level certification program.
Admission and degree requirements for the Graduate School and for the College of Education are detailed in an earlier section of this catalog.
Local, state, federal, and private agencies are utilized in cooperative ways in order to establish reality-oriented programs. Officials of various government agencies and bodies are actively sought to assist extensively in the development and implementation of course offerings. Field studies are regularly generated and utilized in addition to research conducted by faculty and advanced students. As is the case throughout the College, this research is augmented by publication of position papers, policy statements, and studies conducted by the College's Educational Policy Center.
Students must meet criteria for admission to enter any of the programs at any level. Admission to the Graduate School does not ensure admission to the doctoral program. Upon admission, each student must complete 9-12 semester hours of coursework with appropriate faculty. The student is then eligible to submit the declaration of intent, which is a formal request to enter a doctoral program. A personal interview and submission of a writing sample are also required; the results are reviewed by the program faculty. Based on the student's performance in classes, an interview, and a writing sample, the request to enter a doctoral program is approved or denied.
The exclusively graduate-level program in higher education administration, through its varied course offerings and structured learning experiences, meaningfully serves a broad clientele, especially current and future administrators in viable roles in the administration of two- and four-year colleges and universities. Course offerings are designed primarily to train, sensitize, and broaden the information base of administrators and personnel already affiliated with institutions of higher learning, and to prepare others for employment with institutions of higher learning in Alabama and the Southeast. The program offerings also complement other courses of study undertaken by graduate students pursuing other majors within the area, the College, and the University. The program in higher education administration offers the following degrees: the M.A., Ed.D, and Ph.D.
Admission and degree requirements for the Graduate School and for the College of Education are detailed in an earlier section of this catalog.
Foundations of education course offerings include basic support courses for undergraduate and graduate teacher education programs throughout the College of Education, and for programs in other units of the College and University. Students pursuing a Ph.D. in instructional leadership may choose a concentration in foundations of education. Students in foundations of education complete coursework in the areas of educational policy, social theory, philosophy, and history. Special emphasis is placed on critical examination of the relationships between education and social justice in both U.S. and global contexts.
CAT 520 Computer Graphics Education. Three hours.
Prerequisite: CAT 531 or CAT 532.
Application course dealing with the use of graphics in learning, including implications for designing materials for education and training applications. Core of course is student's individual product development and research.
CAT 531 Computer-Based Instructional Technologies. Three hours.
An introductory course for teacher educators in the fundamentals of computer applications for educational use. It covers historical and social contexts of computer development, fundamentals in computer systems, Macintosh and DOS, configuring hardware, and the use of word-processing, database, and spreadsheet software applications for personal productivity and educational uses.
CAT 532 Current and Emerging Instructional Technologies. Three hours.
Prerequisite: CAT 531.
The course focuses on the educational applications of emerging chronologies, including Internet, fax, bulletin boards, voice mail, and networks. Students will use electronic mail and transfer files through Internet. Production skills are required in desktop publishing and use of graphics, including draw and paint programs and animation. A significant part of the course concerns production in hypermedia software. Also, students will engage in the uses of telecommunications other than computer, such as one-way interactive satellite class, two-way video phone course sequence transmission, and two-way IITS instructional event.
CAT 533 Curriculum Integration of Technology. Three hours.
Prerequisite: CAT 532.
This course is a culminating course that will involve the production of technological pieces and uses of existing technologies for the development of learning activities appropriate for the student's grade level and subject matter.
CAT 534 Issues and Trends in Educational Technology. Three hours.
Study of current issues and trends affecting educational computing. Examines emerging technologies; legal, social, and ethical issues affecting technology; technology funding and grants; technology planning; professional development; and multicultural issues.
CAT 589 Practicum Research Educational Computer Technology. Three hours.
Prerequisites: CAT 531, and either CAT 532 or CAT 533.
Students pursue individual research in educational computer technology; they are required to implement, analyze, and report findings in APA format.
CAT 689 Practicum in Educational Computer Technology. Three to six hours.
Prerequisites: CAT 531, and either CAT 532 or CAT 533.
Students pursue individual research in the program in educational computer technology; they are required to implement, analyze, and report findings in APA format.
AEL 500 Introduction to Educational Organization and Administration. Three hours.
An analysis of the general concepts and issues of organization, administration, and leadership in education.
AEL 505 The Educational Leader. Three hours.
An exploration of the relationship between leadership theory and the roles, functions, and tasks of school leaders. Emphasis on developing competencies required for leadership in the N-12 educational setting.
AEL 510 Principles of Curriculum and Instruction. Three hours.
An examination of foundations, principles, and concepts inherent in the field of curriculum. Focuses on knowledge of and understanding about learning, and methods and strategies for program planning, design, implementation, and evaluation. The fit between the needs of the learner, a planned program of instruction, and an implemented program of instruction is examined critically.
AEL 552 Foundations of Instructional Supervision. Three hours.
Prerequisites: Either AEL 500, AEL 505, and AEL 600, or permission of the instructor.
A comprehensive study of basic concepts of effective supervision, including supervisory roles and functions, communicative interaction, and formative and summative strategies for improving instruction. Focuses on practical application of approaches to, organization of, and techniques of supervision for use with individuals and groups to facilitate continued professional development and contributions to the educational enterprise.
AEL 581 Educational Policy and Reform. Three hours.
A focus on the relation of the public school to the state, on the principles of education, and on the possibilities for reform.
AEL 599 Thesis Research. Variable credit.
Directed thesis research in the field of educational leadership. Enrollment is subject to program regulations and consent of the student's program committee.
AEL 600 Introduction to Educational Law. Three hours.
An introduction to how legal methods and kinds of laws, such as torts, contracts, agency, equity, and constitutional law, apply to educational situations. Students will be exposed to research and will be tested on state and federal statutes, state and federal administrative law, and case law.
AEL 602 Educational Leadership and School Restructuring. Three hours.
Prerequisite: AEL 500, AEL 505, or permission of the instructor.
An inquiry into identification, analysis, and application of leadership theories and interpersonal dynamics and the relationship of leadership theories to other disciplines. Implications of these for school restructuring and change for the improvement of instruction are emphasized.
AEL 605 Internship in Educational Leadership. Three hours.
The application of theory, knowledge, and skills in authentic educational settings. Students are required to complete two consecutive semesters of internship for a total of 6 hours of credit.
AEL 608 Educational Finance: Theory and Practice. Three hours.
A study of litigation, legislation, and implementation of public-school finance programs in the 50 states. Concentrates on four aspects of equity: resource equity, input equity, output equity, and tax equity.
AEL 610 Personnel Administration: Theory and Practice. Three hours.
A comprehensive analysis of personnel functions in educational administration, including dimensions of personnel needs, fulfillment of those needs, and the maintenance and improvement of personnel services.
AEL 611 Superintendency and the Leadership Team. Three hours.
An inquiry - utilizing the perspectives of effective delegation and participation - into the nature of the superintendency and the development of a leadership team.
AEL 612 Instructional Supervision and Mentoring: Theory and Practice. Three hours.
Prerequisite: AEL 552 or permission of the instructor.
A comprehensive critical examination of advanced philosophy, theory, and research of instructional supervision, including an interdisciplinary focus on forces impinging upon instruction. Implications of these findings for individual and group development and the improvement of instruction and the instructional environment are emphasized.
AEL 616 Operational and Strategic Planning: Theory and Practice. Three hours.
A focus on the major strategies and tactics of long-term and short-term planning for education and other organizations. Integration of various planning functions is stressed. The course includes 6 hours of field experience.
AEL 618 Advanced Educational Law. Three hours.
Prerequisite: AEL 600 or permission of the instructor.
Emphasizes original legal research by the student. After reviewing general principles of educational law, each student selects a topic for intense research. With the instructor's assistance, each student will prepare a publishable article on some area of educational law. Proper use of legal notations, forms, and research methods is stressed.
AEL 619 Politics of Education. Three hours.
Prerequisite: Advanced graduate standing.
Study of politics as it relates to educational decision making, with emphasis on political theory, history of politics in education, and the legislative process. Offered once during the academic year.
AEL 620 Curriculum: Theory and Practice. Three hours.
Prerequisite: AEL 510 or permission of the instructor.
Presents a synoptic overview of historical and contemporary discourses necessary to understand curriculum as a synergetic field of study and an area of professional practice. Emphasis is placed on the contributions of individual scholars and the 1970s shift in the field from traditionalist to reconceptualist perspectives. Applications to practice are explored.
Prerequisite: Completion of all AEL required courses.
Directed opportunities to use educational leadership knowledge and skills to design projects and solve problems. Students develop a field-based project that includes the identification and analysis of a local school or district problem and the implementation and evaluation of a solution to the identified problem.
AEL 639 Educational Theory and Policy. Three hours.
A critique of educational theory-learning, curricular, instructional, administrative-and its implications for policy making.
AEL 649 Advanced Research. Variable credit.
Directed research activities related to educational leadership topics. Enrollment is subject to program regulations and permission of the student's program committee. Credit is based on the nature and degree of student involvement.
AEL 650 Organizational Theory. Three hours.
An exploration of the relationship among concepts, generalizations, and theoretical models found in the behavioral and social sciences. The application of these to administrative practice in educational settings is addressed.
AEL 655 Human Resource Development: Theory and Practice. Three hours.
Prerequisite: AEL 610 or permission of the instructor.
An analysis of the major functions involved in administering a staff personnel program. Stresses the interrelationship of functions and focuses on the administrative level and the organizational development/human resource development relationship.
AEL 661 Major Issues and Trends. Three hours.
An advanced analysis of current issues and trends impacting educational organizations and the leaders of those organizations.
AEL 664 The Dynamics of Change. Three hours.
Components of change will be identified and theories of social and personal dynamics will be adapted and applied to planned programs of change in education.
AEL 666 Educational Facilities Planning and Utilization. Three hours.
Emphasis on the practical applications of planning building programs for school districts. Includes bond issues, educational specifications, architectural specifics, and construction.
AEL 667 Multicultural and Social Education for Leadership Personnel. Three hours.
An advanced inquiry into contemporary social and cultural dimensions of education and their relationships to leadership. Includes issues of diversity, gender, ethnicity, pluralism, and equality.
AEL 669 Curriculum and the Study of Schooling. Three hours.
Prerequisite: AEL 620 or permission of the instructor.
An inquiry into the curriculum of schooling. Critical analysis of the relationship of curricular decision making to social and political systems and other school context variables is emphasized. Application is made to contemporary issues and problems in school leadership and restructuring.
AEL 671 Survey of Instructional Supervision. Three hours.
Prerequisite: AEL 612 or permission of the instructor.
A critical examination, interpretation, and evaluation of significant current and classical writings in the field of instructional supervision with particular emphasis on research findings, the emergence of instructional trends and issues across the literature, and applications for effective leadership of instructional supervision.
AEL 681 Ethics and Education. Three hours.
Doctoral core course. An exploration and examination of traditional and contemporary ethical issues confronting educational leaders, managers, and teachers at all levels of the educational process. Emphasis on an interdisciplinary approach to foundations in ethical theory and establishing a conceptual framework for the resolution of moral and ethical questions prevalent across the education spectrum.
AEL 682 Leadership and Organizations: Theory and Applications. Three hours.
Prerequisite: AEL 602 or permission of the instructor.
Doctoral core course. An examination of historical and contemporary theories, models, concepts, and practices for effective and efficient approaches to leadership within organizations and how these apply to educational settings.
AEL 683 Contemporary Political and Economic Issues in Education. Three hours.
Doctoral core course. An exploration of contemporary economic and political dimensions of education and their relationships to leadership. Includes issues related to issues of democracy, governance, power, equity, and choice.
AEL 694 Clinical Research Project Dissertation. Variable credit.
Twelve semester hours (Ed.D.) or 24 semester hours (Ph.D.) required. Research for and preparation of Ed.D. clinical research project dissertation designed to address a policy or problem of practice. Student must maintain continuous enrollment for a minimum of 3 semester hours per semester until dissertation is completed. Enrollment is subject to program regulations and permission of the student's dissertation committee.
AEL 695 Seminar in Curriculum Leadership. Three hours.
An advanced seminar for students to explore, discuss, and interpret contemporary curriculum practice and research. Provides students with opportunities for critical inquiry into an area of specialized need and interest.
AEL 696 Seminar in Administration and Planning. Three hours.
An advanced seminar for students to explore, discuss, and interpret contemporary curriculum practice and research in leadership for administration and planning. Provides students with opportunities for critical inquiry into an area of specialized need and interest.
AEL 697 Seminar in Instructional Leadership. Three hours.
An advanced seminar for students to explore, discuss, and interpret contemporary curriculum practice and research in instructional leadership. Provides students with opportunities for critical inquiry into an area of specialized need and interest.
AEL 698 Dissertation Seminar in Educational Leadership. One hour.
Prerequisite: Admission to doctoral study.
Analysis and discussion of current research topics, effective research approaches, and exemplary research practices and programs related to educational leadership. Outlines expectations for graduate work, explores possible areas of investigation for doctoral dissertations, examines research designs and proposals, and provides opportunities for refinement of student manuscripts prior to formal presentation. A minimum total of 3 semester hours of credit is required.
AEL 699 Dissertation Research. Variable credit.
Twelve semester hours (Ed.D.) or 24 semester hours (Ph.D.) required. Directed dissertation research in the area of educational leadership. Student must maintain continuous enrollment for a minimum of 3 semester hours per semester until the dissertation is completed. Enrollment is subject to program regulations and permission of the student's dissertation committee.
AHE 500 Perspectives on Higher Education Administration. Three hours.
How higher education has been shaped by the major trends in American society, how it has contributed to the development of this country, and what may be expected of higher education in the future. Higher education is also viewed in institutional and conceptual forms from the perspective of students, faculty, and administrators.
AHE 510 The Community and Junior College. Three hours.
An overview of the development, format, issues, and purposes of the contemporary community and junior college.
AHE 511 Orientation in Higher Education. Three hours.
Introduction to structure, processes, and study of higher education organizations, including community colleges, technical schools, and universities.
AHE 520 The Student in Higher Education. Three hours.
A survey of the needs, characteristics, and cultures of the American college student within various types of higher education institutions.
AHE 530 Law in Higher Education. Three hours.
Investigates and explicates the structure and background of law and equity in higher education, with emphasis on how statutory law, administrative law, and case law respond to and affect faculty, students, administrators, and trustees. Constitutional law, contracts, torts, the law of private associations, civil rights statutes, executive orders, injunctions, specific performance, corporate and partnership law, law of agency, and laws on liability are studied as they apply to higher education.
AHE 540 Organization and Administration of Higher Education. Three hours.
Overview of the organization, administrative roles and positions, administrative process, and administrator relationships within various institutions of higher learning.
AHE 550 Finance and Business Affairs in Higher Education. Three hours.
An overview of the budgeting processes, sources of revenue, types of expenditures, and issues and innovations in financing various types of contemporary institutions of higher education. Also a survey of the various business and planning operations vital to the operation of colleges and universities.
AHE 560 Comparative Higher Education. Three hours.
This course is designed to provide a cross-cultural perspective on issues related to higher education throughout the world. The course will focus on topics such as reform, students and student activism, internal and external governance of universities, unions, and the academic profession in key world regions.
AHE 590 Independent Study in Higher Education. Three hours.
Prerequisite: Permission of the instructor.
Directed independent study in the literature of higher education, designed for the student seeking a minor or pursuing master's work in the program in higher education (AHE).
AHE 591 Seminar in Higher Education. Three hours.
A topical seminar on a current issue or problem in higher or postsecondary education. On occasion, the seminar involves travel or on-site visitations to institutions or oversight bodies.
AHE 599 Thesis Research. Three to six hours.
Directed thesis research.
AHE 600 Student Development Theory I. Three hours.
Introduction to the theoretical basis for the delivery of services through organizational student development, and a study of the research basis for student development.
AHE 601 Professional Seminar in Higher Education. Three hours.
This course is designed for students newly admitted to the doctoral program in higher education administration. As such, the seminar concentrates on issues and concerns that arise as part of the doctoral experience. Course activities and experiences may vary according to the professional experience and academic background of course participants.
AHE 602 Problems in Higher Education. Three hours.
Seminar studying the current issues and trends related to higher education.
AHE 603 College and University Teaching. Three hours.
An intensive graduate seminar that provides an overview of the issues, principles, and practices associated with effective college teaching. Topics include learning and diversity; teaching models and strategies; teacher and student behaviors and learning outcomes; and instructional improvement strategies.
AHE 607 Student Development Theory II. Three hours.
Provides a comprehensive study of student growth and development during the college years. The course is designed to address professionals in student affairs and higher education administration.
AHE 610 Academic Cultures and Learning in Academe. Three hours.
An intensive examination of the student, faculty, and administrative cultures in higher education environments. The impact of various internal and external factors on institutional culture and behavior will also be studied, particularly as they relate to teaching, learning, research, and service.
AHE 620 Power, Politics, and Change in Higher Education Systems. Three hours.
A study of higher education institutions as complex organizations within a framework of local, state, and federal domains. Attention is focused on the institution as a dynamic political entity that continually undergoes change. State-level coordination and systems behavior are also examined.
AHE 632 Affirmative Action Law. Three hours.
An examination of anti-discrimination legislation and litigation and their impact on the university, especially in light of the judicial revolution in interpretation of the 11th Amendment.
AHE 635 Seminar in Continuing Education. Three hours.
AHE 636 Continuing Education Operations. Three hours.
The course addresses the programmatic operations of continuing education as it relates to mission, clientele, marketing, program planning, facilities, and delivery.
AHE 641 Personnel and Human Resource Management in Higher Education. Three hours.
Need for and types of personnel; recruitment, advancement, and security of personnel; salaries, wages, and benefits; and problems peculiar to college personnel.
AHE 642 Institutional Research and Assessment in Higher Education. Three hours.
An overview of the institutional research and analysis techniques utilized in contemporary higher education. The course is configured for those with an interest in conducting institutional research and/or working in offices of institutional research on the campus, system, and/or state level.
AHE 643 Grant Writing and Contract Management. Three hours.
Prerequisite: AHE 630 or permission of the instructor.
An introduction to the legal principles of contracts and grants in higher education, including how to identify funding sources, make the proposal, and manage the project. Statutory, administrative, and case law will be studied as they relate to making the proposal and managing the project.
AHE 644 Academic Program Development and Evaluation in Higher Education. Three hours.
Design and management of academic programs; study of institutional structures for academic affairs; practice in program review for instructional improvement; and overview of graduate programs (general and liberal education, as well as occupational and professional education).
AHE 690 Directed Doctoral Study in Higher Education. Two to six hours.
Prerequisites: Permission of the instructor and prior approval of study topic.
Directed individual study and analysis of a problem confronting higher education. Note: Frequently, special one-time-only seminars focusing on a particular aspect of higher education are offered by program faculty under this course number.
AHE 699 Dissertation Research. Three to twelve hours.
Directed dissertation research in the field of higher education. Enrollment is subject to program regulations and permission of the student's dissertation committee chairperson. Also offered in summer school.
AIL 600 Integration of Technology in Education and Training. Three hours.
An examination of advanced applications of current and emerging instructional technological applications in a variety of settings and in the context of various fields of study and job environments. Technologies and applications addressed in current course include computers, the Internet, presentation media, and multimedia. Cognitive, product, and skill competencies are included. Cognitive competencies are integrated into product and skills evaluations. Products are required to reflect some competencies, while skills competencies are either observed directly or inferred from the products.
AIL 601 Theories of Learning Applied to Technological Instruction. Three hours.
Advanced theory and applications of educational technology. Including the effects of technology on thinking and learning, and the effects of technology in problem solving and other higher-level thinking skills, the course examines current research on computerized learning (CAI, simulation, and tutorials) and other relevant topics such as virtual reality, games and gaming theory, hypertext (design and comprehension), presentation software, groupware for cooperative learning, and telecommunications (distant and/or distributed learning).
AIL 602 Electronic Instructional Design. Three hours.
Designed to develop basic knowledge and skills for electronic instructional design - analysis, design, production, evaluation, and revision - for specific electronic projects.
AIL 603 Telecommunications and Networking. Three hours.
Designed to explore design, layout, and installation of local and wide area networks. Addresses topologies, ethernet standards, physical layer, network operating software, data-link layer, file server, network cards, hubs, peripherals, routers, and other network operations.
AIL 604 Distance Technologies. Three hours.
Prepares students with knowledge and skills in methods of distance education, which incorporates telecommunications and computer technology to instruct students at remote locations or to serve as an adjunct to classroom instruction. The technology used includes telephony, cable television, satellite communications, videocassettes, videoconferencing, computer-mediated instruction, and/or online computer communication via the Internet.
AIL 605 Interactive Multimedia Process. Three hours.
Prepares students with knowledge and skills in modeling, simulation, testing, or analysis or training in real-world contexts using interactive multimedia processes.
AIL 606 Software Technology. Three hours.
Intended for students who have had some prior programming experience; otherwise, students will need to develop competencies prior to taking this course. Issues include matching the capabilities of the medium to the intellectual structure of the subject, who directs the interaction between human and computer; the size of the intellectual field; and pedagogical concerns in choosing the operations of a software environment. Students are expected to design and complete a project at the end of the course.
BEF 503 History of American Education. Three hours.
An interpretive history of the educational and social movements and conflicts leading to understanding contemporary issues of educational aims, curriculum, teaching methodology, administrative policy, and the professionalization of teaching. Offered in alternate semesters and in summer school.
BEF 504 Philosophy of Education. Three hours.
An examination into the meaning and purpose of education in light of major philosophical problems of knowledge, value, and reality. Offered in alternate semesters and in summer school.
BEF 507 Sociology of Education. Three hours.
A sociological emphasis on cultural factors (such as ethnic background; socioeconomic status; family, peers, and community; and sex-role stereotyping) that influence education in a pluralistic society.
BEF 510 Social and Philosophical Foundations of Education. Three hours.
Prerequisite: Admission to an alternative certification program or permission of the instructor.
Education is necessarily concerned with issues of value, knowledge, and reality - philosophy. Yet these concerns are always understood from the vantage point of cultures in transition within the framework of a social tradition - sociology and history. This course examines the development of the public school in relation to the social, cultural, and intellectual makeup of the nation as a whole.
BEF 512 Church, State, and the School. Three hours.
A critical interpretation of the First Amendment and the separation of church and state in American education.
BEF 534 Multicultural Education. Three hours.
Selected aspects of the anthropological and sociological foundations of education, with a critical evaluation of their relevance for increasing and/or enhancing multicultural understanding.
BEF 575 Foundations of Education through Film. Three hours.
One of the most powerful media for awakening and reflecting on ideas is film. This course uses various films with educational themes to examine social and philosophical issues in education.
BEF 581 Educational Policy and Reform. Three hours.
A focus on the relation of the public school to the state, on the principles of education, and on the possibilities for reform.
BEF 585 Language Politics and Education. Three hours.
Course covers the history and politics behind the English-only movement and its effect on education policy for language minority students. Informed by international comparisons, second language acquisition theory, and effectiveness studies, the pros/cons of bilingual and English-only policies are analyzed.
BEF 598 Nonthesis Research. Variable credit.
Individual research in history, philosophy, or sociology of education.
BEF 599 Thesis Research. Three to six hours.
BEF 607 Readings in Sociology of Education. Three hours.
Individualized readings in the sociology of education, with a focus on the educator as reflective practitioner and facilitator of learning.
BEF 639 Educational Theory and Policy. Three hours.
A critique of educational theory - learning, curricular, instructional, administrative - and its implications for policy making.
BEF 640 Studies in the History of Education. Three hours.
A critical examination of significant events, movements, or individuals in the history of education.
BEF 641 Studies in the Social Foundations of Education. Three hours.
A special topics course providing an in-depth analysis of important individuals, theories, and contemporary issues in the social foundations of education.
BEF 642 Studies in the Philosophy of Education. Three hours.
This course provides in-depth analyses of important individuals, ideas, or concepts that have helped to develop, expand, or shed light on our philosophical understandings of the myriad and contested purposes, policies, and practices of schooling.
BEF 644 Philosophy of Science and Its Relation to Educational Research. Three hours.
An inquiry into the basic assumptions and principles underlying scientific research in education. Offered spring semester.
BEF 653 History of American Higher Education. Three hours.
A critical interpretation of the institutional development of American higher education and its cultural and intellectual roots.
BEF 654 Philosophy and American Higher Education. Three hours.
An analysis of the language, concepts, and value judgments embedded in higher-education policy issues.
BEF 667 Multicultural and Social Educations for Leadership Personnel. Three hours.
An advanced inquiry into contemporary social and cultural dimensions of education and their relationships to leadership. Includes issues of diversity, gender, ethnicity, pluralism, and equality.
BEF 681 Ethics and Education. Three hours.
An exploration and examination of traditional and contemporary ethical issues confronting educational leaders, managers, and teachers at all levels of the educational process. Emphasis on an interdisciplinary approach to foundations in ethical theory and establishing a conceptual framework for the resolution of moral and ethical questions prevalent across the educational spectrum.
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