This is an archived copy of the 2015-16 catalog. To access the most recent version of the catalog, please visit http://coursecatalog.tamuc.edu.

Educational Leadership

Chuck Holt (Interim Department Head)
Location: Young Education Building, 903-886-5520
Educational Leadership Web Site: http://www.tamuc.edu/academics/colleges/educationHumanServices/departments/educationalLeadership/default.aspx

The Department of Educational Leadership offers programs that develop professionalism and educational leadership in practicing and prospective school administrators, technologists, and higher education professionals.

Programs of Graduate Work in the Department of Educational Leadership

The following programs are offered within the Department of Educational Leadership:

Doctoral Degrees

  • Educational Administration
  • Higher Education Leadership

Master's Degree

  • Educational Administration
  • Educational Technology Library Science
  • Educational Technology Leadership
  • Global E-Learning
  • Higher Education 

Certifications:

  • Principal
  • Trades and Industry
  • Superintendent
  • School Librarian

Graduate Work in the Educational Administration Program

The Department of Educational Leadership offers Master of Education, and Doctor of Education degrees in Educational Administration as well as professional certification programs for principals and superintendents. These differentiated programs prepare students for careers as elementary and secondary school principals, administrators of curriculum and instruction, school business administrators, school superintendents, personnel administrators, and college teachers of educational administration. Graduates of the doctoral program typically pursue careers as college teachers of educational administration or as administrators in public schools.

Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department.

Graduate Work in the Higher Education Program

A Doctor of Education degree in Higher Education Leadership is available as a 60-semester-hour program. The program does not include a minor and requires that the student has already completed a Master’s Degree. Master of Science degrees in Higher Education are available with an emphasis in college teaching or higher education administration.  The master’s and doctoral programs in Higher Education prepare students for careers as college and university faculty and administrators.

Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department.

Graduate Work in the Educational Technology Program

The Master of Science and Master of Education degrees are offered in Educational Technology. The degrees are in Educational Technology Leadership, and in Educational Technology Library Science. Coursework is available in one certification area to prepare educators for teaching or becoming School Librarians. Certification for school librarians (in public and private elementary and secondary schools) is available in two formats—students who already have a Master’s take only the certification courses, but students without a Master’s may take the certification courses as part of the Educational Technology Library Science Master’s degree.

Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department.

Graduate Work in the Global E-Learning Program 

The MS in Global E-Learning is 30 semester hours in length and utilizes a tuition structure inclusive of books, materials, and the lifelong e-portfolio provided through Epsilen. 

The MS in Global E-Learning offers 7-week modules with 6 starts per year.  This program is designed to empower the next generation of learning and teaching.

The seven programmatic competencies of the online MS in Global E-Learning follow:

  1. Metacognition - the knowledge and skills for designing, developing, and evaluating curriculum.;
  2. Communication - the fundamentals of active engagement including assessing training and teaching needs;
  3. Digital Fluency - utilizing effective instructional technologies and presentation design;
  4. Cultural Fluency - an introduction to the generational styles of learning and pedagogy for the 21st century;
  5. Global Fluency - training and development from a global perspective;
  6. Servant Leadership - management in training and development; and
  7. Commitment to Life-Long Learning - analysis of effective strategies for employment in the field of training and development.

Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department.

Professional Certification for Educational Administrators

Two professional certificates, the Principal and the Superintendent, may be obtained through the Department of Educational Leadership. Part of these certification courses might be included in a doctoral program, depending on circumstances of the student and his or her professional objectives.

Principal Certification Program

The Principal certification program is designed for principals, administrators of curriculum and instruction, and all school administrators holding a position below that of superintendent. The certificate requires a minimum of 30 specified semester hours of graduate work beyond the bachelor’s degree. In addition to completing the required coursework, to be eligible to receive the principal certificate, individuals must have passed the Principal TExES, be a certified (fully qualified) teacher in Texas, and have two years of creditable teaching experience as a classroom teacher. To be eligible to receive the standard principal certificate, individuals holding the provisional principal certificate must hold a master’s degree from an accredited institution of higher education and must have successfully completed the induction period specified in 19 TAC: 241.20 (b). Students may pursue a graduate degree while simultaneously working toward certification.

Superintendent Certification Program

The Superintendent Certification Program is an 15-hour program of coursework for candidates holding a Masters Degree and Standard Principal Certification. The candidate will complete courses designed to meet 6 national advanced leadership standards for visionary, ethical, political, collaborative, instructional, and organizational school district leadership. This certification program is designed to develop candidates who will meet the 10 competencies assessed by the State Board of Educator Certification TExES examination for the Standard Superintendent Certificate 064.

Admission

Graduate Certificates

Admission to a graduate certificate program requires admission to the Graduate School as a nondegree student and an official bachelor’s transcript.

Note: The Department reserves the right to suspend from the program any student who in the judgment of the departmental graduate committee, does not meet the professional expectations of the field

EDAD 508 - Facilitating Learning for Diverse Students
Hours: 3
This course prepares prospective educational leaders to administer various school programs for diverse student populations. Programs addressed include special education, gifted education, bilingual education/English Language Learners, early childhood, school safety, career and technology education, counseling, and alternative education. The course will also inform students about the diverse needs of all individuals within the community related to race, color, national or ethnic origin, ancestry, age, religion, disability or handicap, gender, sexual orientation, or any other characteristics protected under applicable federal, state or local law. Prerequisites: EDAD 615, 626 and 656.

EDAD 518 - Thesis
Hours: 3-6

EDAD 524 - LAW AND POLICY IN INSTRUCTION
Hours: 3

EDAD 554 - GLB/Leading the Learning Community
Hours: 3
This capstone course is designed to prepare candidates for exemplary school leadership as evidenced by student knowledge, dispositions, and performance ability to promote the success of all students. The course will include real-world situations and problem-based learning projects to enable the candidates to develop visionary, collaborative, instructional, organizational, and political leadership for the twenty-first century. Prerequisites: EDAD 615, EDAD 619, EDAD 574, EDAD 626 and EDAD 656.

EDAD 561 - Multicultural Education
Hours: 3
Multicultural Education for School Administrators - Three semester hours The purpose of this course is to examine the variables, which affect behavior, beliefs and perceptions of the many cultures and races that comprise our society. Special focus will include the role of socio-economic status, gender, religion, age, and language. Major demographic changes in the United States, Texas and the Dallas-Fort Worth Metroplex will be examined. Emphasis will also be placed on those newcomer populations and their countries of origin, ethnic contributions, and cultural influences that impact on our institutions, both public and private. Design and implementation of a program evaluation of a current bilingual school or district program followed by design and implementation of a long-term program improvement plan to include professional development, family involvement, and instructional design is a requirement of this course.

EDAD 563 - Practicum in ELL
Hours: 3
Special Programs Practicum in Administering ELL Programs - Three semester hours This course develops candidates for program leadership by providing opportunities to synthesize, practice, and apply knowledge from coursework in real settings. Practice-based coursework assignments related program leadership are synthesized in a theory-based, reflective research paper that serves as a comprehensive program examination of preparedness for administering programs that serve English Language Learners.

EDAD 564 - Univ. Interschol. League
Hours: 3
University Interscholastic League - Three semester hours The purpose of this course is to prepare students to administer programs that are governed by UIL rules and policies. Emphasis will be given to basic concepts, issues, regulations, problems and procedures in the management of programs that are governed through UIL. Also included will be state and federal legislation and court decisions pertaining to these programs. The course will concentrate on best practices in leading these programs.

EDAD 566 - Special Programs Prac.
Hours: 3
Special Programs Practicum - Three semester hours This course develops candidates for program leadership by providing opportunities to synthesize, practice, and apply knowledge from coursework in real settings. Practice-based coursework assignments related to program leadership are synthesized in a theory-based, reflective research paper that serves as a comprehensive program examination of preparedness for program coordinators or directors. Pre-requisites : EDAD 595 and EDAD 564-University Interscholastic League OR EDAD 652

EDAD 567 - Admin. Positive Behavior
Hours: 3
Administering the Campus Culture to Promote Positive Student Behaviors - Three semester hours Emphasizes practical approaches and strategies to enable school leaders to build capacity in faculty and staff to manage student behavior in educational settings.

EDAD 569 - Admin. Instructional
Hours: 3
Administering Instructional Practices in Special Education Programs and Services - Three semester hours This course will assist the campus administrator in understanding and implementing roles and responsibilities of general education teachers, special education teachers and all related service providers that deal with students with special needs. The course will explore the administrator role in developing and implementing the IEP process. The course will assist administrators in understanding the needs and stressors that parents and caregivers experience as their child with special needs attends school.

EDAD 574 - Developing Quality Instructional Programs
Hours: 3
Developing Quality Instructional Programs. Three semester hours. The course explores the principles of administering instructional programs through development of a continuous improvement process utilizing a learning community. These principles are inclusive of the Instructional Leadership Development Model required for administrative certification in Texas. Prerequisites: EDAD 615, EDAD 626 and EDAD 656.

EDAD 589 - Independent Study
Hours: 1-4
Independent Study - Hours: One to four Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. Prerequisites Consent of department head. Note May be repeated when the topic varies.

EDAD 594 - Navigating the Pol Dyna of ED
Hours: 3
Navigating the Political Dynamics of Education. Three semester hours. (Same as PSci 594). This is an elective educational leadership course to develop candidates who have the knowledge and ability to promate the success of all students by understanding, responding to, and influencing the larger political context of education. Emphasis will be placed on leading a learning community by navigating the political dynamics determining educational policy at the school and district levels of organization.

EDAD 595 - Using Research for Best Practice
Hours: 3
This course provides an overview of quantitative and qualitative research designs used in the field of education in order to implement instructional best practices. Emphasis is placed on the process and consumption of research. The student is required to demonstrate competence in developing and refining research techniques for best practices through the creation of a research proposal. EDAD 626 Prerequisites: (or Corequisite) EDAD 615.

EDAD 597 - Special Topics
Hours: 1-4
Special Topics. One to four semester hours. Organized class. May be repeated when topics vary.

EDAD 601 - Foundations of Educ Administra
Hours: 3
Foundations of Educational Administration. Three semester hours. This course will provide students an opportunity to study the philosophical, psychological and sociological dimensions of educational administration in a historical, as well as, contemporary contest. Prerequisites: Doctoral status.

EDAD 602 - Comm for Effect Learning
Hours: 3
Communicating for Effective Learning. Three semester hours. This course is designed to provide prospective school leaders with the opportunity to assess and improve verbal, written, and oral communication skills. The course focuses on group dynamics, conflict management, team building and overcoming communication obstacles to impact improved student learning. Prerequisites: EDAD 574, 595, 615, 626.

EDAD 607 - Using Eval and Data to Imp Lea
Hours: 3
Using Evaluation and Data to Improve Learning. Three semester hours. This course provides school leaders with the skills and knowledge necessary to analyze state, district, and local data for use in planning systemic improvement of instructional delivery, program effectiveness, and administrative processes. Acquisition, analysis, and interpretation of data are applied in educational settings to facilitate research based decisions in planning for instructional and organizational improvement. Prerequisites: EDAD 615.

EDAD 610 - Lead Learn Comm Practicum
Hours: 3
Leading Learning Communities Reflective Practicum. Three semester hours. One of four culminating courses that develop candidates for school leadership by providing opportunities to synthesize, practice, and apply knowledge from principal preparation coursework in real settings. Practice-based coursework assignments related to each standard of school building leadership are synthesized in a theory-based, reflective research paper that serves as a comprehensive program examination of preparedness for school building leadership.. Prerequisites: EDAD 508, 574, 595, 602, 607, 615, 619, 623, 626, or SED 513, or ELED 545, Corequisite: EDAD 554 or 656.

EDAD 611 - Sch Dist CEO Lead: The Intern
Hours: 3
School District CEO Leadership: The Internship. Three semester hours. The internship is the process and product that results from applying the knowledge and skills defined by the six National Standards for School District Leadership and the State Competencies fir the Standard Superintendent Certificate. Candidates for School District Leadership will participate in planned internship activities during the entire course of the Superintendence Program. Application of standards based knowledge and skills and research in real settings over time is the critical aspect of the internship. Prerequisite: Principal certification and admission into the superintendent certification program. Co-requisite: Concurrent enrollment in EDAD 628.

EDAD 612 - Exam Iss Trends in Sch Leader
Hours: 3
Examining Issues and Trends in School Leadership. Three semester hours. The purpose of this elective course is to provide an opportunity to study a current and identified administrative or leadership issue in a specific school district or combination of districts. With departmental approval this course may be repeated when the issues of topics differ. Pre-requisite: EDAD 615

EDAD 614 - Leading Learning Communities Internship
Hours: 3
Leading Learning Communities Practicum. Three semester hours over two semesters. One of four culminating courses that develop candidates for school leadership by providing opportunities to synthesize, practice, and apply knowledge in actual school settings while collaboratively planning and being guided by a practicing school leader/mentor. Over two semesters of internship activities, students collect artifacts that are used to create a professional portfolio to demonstrate preparedness for leading learning communities. Prerequisites: EDAD 615, EDAD 626, EDAD 656, EDAD 619 and EDAD 574.

EDAD 615 - Leading Effective Schools
Hours: 3
This introductory course provides an overview of school administration in Texas, which includes roles, functions, and duties of those who are charged with supervising schools in Texas. Critical review and analysis of principles of effective school leadership and organizational theories aligned to SBEC Principal Standards are examined and applied to the current challenges of leading 21st century schools in Texas.

EDAD 618 - Exp Edu Issues Colloquium
Hours: 3

EDAD 619 - GLB/Designing Curriculum
Hours: 3
This Course focuses on the development of and designing of curriculum for facilitating continuous improvement in the instructional program. Sound research-based practices related to planning, supervision, curriculum development and delivery, program evaluation, and change management for diverse learners in multicultural settings are incorporated. Prerequisites: EDAD 574, EDAD 615, EDAD 626, and EDAD 656.

EDAD 620 - School District Instructional Leadership: Human Resources
Hours: 3
School District Instructional Leadership: Human Resources. Three semester hours. This is an integrated School District Instructional Leadership course to develop candidates who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff and developing competencies for the Standard Superintendent Certificate in school district instructional leadership of human resources. Prerequisites: Principal certification and admission into the superintendent certification program or doctoral status.

EDAD 622 - Lead/Man Org Chge for Improv
Hours: 3
Leading and Managing Organizational Change for Improvements. Three semester hours. This course examines the processes for successfully initiating and implementing improvements in organizations. Issues related to commitment, strategic development, dealing with resistance, creating new organizational cultures, and evaluating and predicting intended results are included. Application of theories and models of improving and changing individual and organizational behavior will be studied. Not eligible for doctoral credit. Prerequisites: EDAD 574, 595, 626.

EDAD 626 - Using the Law in Educational Practice
Hours: 3
This leadership course serves as an in-depth examination of federal and state school law for educational leaders addressing legal issues that impact the operation of public schools. Prerequisites: EDAD 615.

EDAD 627 - School District Organizational Leadership: Finance
Hours: 3
School District Organizational Leadership: Finance. Three semester hours. This is an integrated course to develop candidates who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment and develop competencies for the Standard Superintendent Certificate in school district organizational leadership in finance. Prerequisites: Principal certification and admission into the superintendent certification program or doctoral status.

EDAD 628 - Sch Dist CEO Lead: The Supt
Hours: 3
School District CEO leadership: The Superintendency. Three semester hours. This is a School District CEO Leadership course for the superintendency to develop candidates who have the knowledge and ability to promote the success of all students through visionary leadership, collaborative leadership, ethical leadership and political leadership; and develop the competencies for the Standard Superintendent Certificate in school district CEO leadership of the superintendency. Prerequisite: Principal certification and admission into the superintendent certification program. Co-requisite: Concurrent enrollment in EDAD 611.

EDAD 634 - Examining the Dynamics of Change and Conflict Resolution in Educational Systems
Hours: 3
Examining the Dynamics of Change and Conflict Resolution in Educational Systems. Three semester hours. This course is an in-depth, advanced examination of the emerging body of contemporary literature in change theory and conflict management within education organizational systems. The course includes a culminating experience with students developing their own scholarly driven change model as it applies to their education organizational context. Prerequisites: Doctoral Status. EDAD 695, EDAD 671, EDAD 601 and EDAD 637.

EDAD 636 - Economics of Education
Hours: 3
Economics in Education. Three semester hours. An advanced study course is the exploration into the economics associated with public education. Each student will utilize a critical analysis of educational policies, reforms and educational markets from an economic perspective by examining historical, contemporary and post-modern literature in human capitol theory, demographics and societal trends and the economic impact of schools and schooling on the local, state, federal and international economic and societal systems. Prerequisite: Doctoral status.

EDAD 637 - Advanced Organizational Behavior in Education
Hours: 3
The application of theories of organizational behavior to the problems of educational institutions. Through the examination and application of theories including but not limited to leadership, decision-making, communication, motivation, power and influence, group dynamics, and change, this course is designed to develop diagnostic and problem-solving skills necessary for successful leadership of educational organizations. EDAD 695 and EDAD 671.

EDAD 639 - Educational Program Evaluation for School Leaders
Hours: 3
Educational Program Evaluation for School Leaders. Three semester hours. Theory and practice of evaluation including research methods and design strategies to measure program outcomes; skills to evaluate personnel and projects included as components of evaluation models and management of educational evaluation functions; skills in preparing and communicating evaluation findings. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 641 - School District Instructional Leadership: Curriculum
Hours: 3
School District Instructional Leadership: Curriculum. Three semester hours. This integrated School District Instructional Leadership course will develop candidates who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff and develop the competencies for the Standard Superintendent Certificate in school district instructional leadership of curriculum. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 647 - Ethics & Philosophy of Educational Administration
Hours: 3
This course will provide students an opportunity to apply the concepts of ethics and philosophy to the personal and professional aspects of school organization, operation, and leadership. Students will apply these concepts in fashioning reasoned decisions, thoughtful analyses, and problem solving events. Prerequisites: Doctoral status. EDAD 695 and EDAD 671.

EDAD 651 - School District Organizational Leadership: Facilities
Hours: 3
School District Organizational Leadership: Facilities. Three semester hours. This is an integrated course to develop candidates who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment and develop competencies for the Standard Superintendent Certificate in school district organizational leadership of facilities. Prerequisites: Principal certification and admission into the superintendent certification program or doctoral status.

EDAD 652 - Enh Sch Perf Eff Public/Comm
Hours: 3
Enhancing School Performance Through Effective Public and Community Relations. Three semester hours. This course focuses on assisting district and campus leaders in creating and using effective public relations to achieve organizational goals and enhance professional success. Educational leaders plan and apply strategic ongoing internal and external communications to build and maintain key relationships that form meaningful partnerships to enhance school performance and student achievement.

EDAD 654 - Multicultural Education for Administrators
Hours: 3
This course prepares prospective educational leaders to administer various school programs for diverse student populations. Programs addressed include special education, gifted education, bilingual education, early childhood, school safety, career and technology education, English language learners, counseling, and alternative education. The course emphasizes the leadership that will insure all students receive quality, flexible instructional services that meet individual student needs.

EDAD 655 - Executive Communications
Hours: 3
The goal of this course is for students to develop the knowledge and skills necessary for a communication plan that will effectively articulate the district’s vision, mission, and priorities to all educational stakeholders and the mass media. Additionally, this course expands one’s understanding how to effectively communicate to a diverse community of learners, build consensus, mediate conflicts, and implement an internal and external communication plan. The course is practical in nature and is designed to introduce students to many aspects of communication.

EDAD 656 - Building Capacity for Powerful Learning
Hours: 3
This school leadership course is designed to develop the candidate's knowledge and skills of human resources, the budgetary process, and the financial accounting system. The human resources section will focus on personnel management and instructional supervision skills needed to create an effective learning environment for all students. The budgeting and finance sections will focus on performance-based projects related to budget planning and development, resource acquisition and allocation, the accounting code system, and the school finance system. Prerequisites: EDAD 615 and EDAD 595.

EDAD 658 - School Crisis Leadership
Hours: 3
School Crisis Leadership. Three semester hours. This course will provide students with tools, communication techniques, and research-based methods to assist in the prevention of and recovery from school crisis. Students will gain skills to establish safe learning environments and lead students, faculty, and other school stakeholders through potential crisis. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 663 - Doc Writing Auth Diss
Hours: 3
Doctoral Writing-Authoring the Doctoral Dissertation - Three semester hours Description : This course serves as an introductory class in the dissertation writing process. The focus of the course is the development of advanced academic writing. Course topics include topic statements, significance statements, of their proposed research and development, and reviews of literature.

EDAD 664 - Doctoral Writing - Prospectus Development
Hours: 3
Doctoral Writing - Prospectus Development -Three semester hours. This course serves as an intermediate class in the dissertation writing process. The focus of the course is the development of advanced academic writing. Course topics include theoretical frameworks, advanced reviews of literature, and alignment of research questions and research methodologies. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 671 - Gov and Pol of Edu Organ
Hours: 3
Governance and Politics of Educational Organizations. Three semester hours. This doctoral student only seminar is designed to provide students with the opportunity to create and/or refine their understanding of educational governance and politics of the environment. This understanding will be built as students acquire knowledge and skills from theories, research, and current practices related to governance and policy development in education. In addition, the course is structured to provide students with the opportunity to explore and understand current issues in school governance, policy formulation, and related legal issues. Students should be able to utilize this understanding of educational governance and policy in their formal and informal studies in the field of educational leadership. Prerequisite: Doctoral status.

EDAD 689 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Doctoral status.

EDAD 695 - Research Methodology
Hours: 3
Research Methodology. Three semester hours. (Same as Coun/EDCI/Psy) An overview of research methodology including basic concepts employed in quantitative and qualitative research methods. Includes computer applications for research. Meets requirements for a Level I research tool course. Prerequisite: Doctoral status or consent of the instructor.

EDAD 697 - Special Topics
Hours: 3
Special Topics. One to four semester hours. Organized class. May be repeated when topics vary. Prerequisite: Doctoral status.

EDAD 698 - Qualitative Research Methods
Hours: 3
Qualitative Research Methods. Three semester hours. This is an approved Level IV research tools course. Using the foundation of the following qualitative research approaches: critical ethnography, phenomenology, case studies, grounded theory, and defining cultural themes and patterns, as a basis of all thick description, this course moves into the sociological/ anthropological roots of qualitative research. It assists the student in understanding how the problem statement must be related to the methodology and the outcome of the research, assists students in selecting proper qualitative methods, and allows students to pursue those methods within the general framework of the class. Students are urged to develop solid conceptual framework from the social sciences and to formulate reason Prerequisites: Levels I, II, and III research tool courses. Doctoral Status.

EDAD 699 - Resident Doctoral Seminar
Hours: 3
Resident Doctoral Seminar. Three semester hours. Only doctoral students fulfilling their residency requirement may register for this course. Students will be guided and assisted in the development of dissertation proposals, writing dissertation chapters, design, data analysis, preparing articles for publication, proposing of papers for conferences and professional meetings, etc. Emphasis will be placed on the student working with their chairs and committee members in these activities. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 718 - Doctoral Dissertation
Hours: 3-12
Doctoral Dissertation. Three to 12 semester hours. A candidate must present a dissertation acceptable to the student's advisory committee and the Dean for Graduate Studies and Research on a problem in the area of specialization. To be acceptable the dissertation must give evidence that the candidate has pursued a program of research, the results of which reveal superior academic competence and a significant contribution to knowledge. Graded on a (S) satisfactory or (U) unsatisfactory basis. Prerequisites: Doctoral Status.

EDUC 500 - The Art of Teaching
Hours: 10
The Art of Teaching - Ten semester hours This course is the entry portal for the competency-based delivery of the Masters in the Art of Teaching. Emphasis is placed on the programmatic competencies of differentiation of instruction, management of the instructional environment, cultural fluency, digital fluency, work-force preparation, metacognition, and the field of study.

EDUC 501 - Differentiation of Instr
Hours: 3
Differentiation of Instruction - Three semester hours EDUC 501 Differentiation of Instruction (3 semester hours - 48 lecture hours) examines learning styles and curriculum design to identify best practice in the differentiated delivery and assessment of instruction to meet diverse student need.

EDUC 502 - Managing Inst Envir
Hours: 3
Management of the Instructional Environment - Three semester hours Description : EDUC 502 (3 semester hours - 48 lecture hours) examines best practice in classroom oversight to include the organization and management of instruction and strategic instructional leadership.

EDUC 503 - Cultural Fluency
Hours: 3
Cultural Fluency - Three semester hours EDUC 503 Cultural Fluency (3 semester hours - 48 lecture hours) examines the intersection of race, class, gender, & sexuality in the intercultural educational environment.

EDUC 504 - Digital Fluency
Hours: 3
Digital Fluency - Three semester hours EDUC 504 Digital Fluency (3 semester hours - 48 lecture hours) examines multimedia implementation and design to guide adoption and utilization of emerging technologies into instructional delivery.

EDUC 505 - Work-Force Preparation
Hours: 3
Work-Force Preparation - Three semester hours Description : EDUC 505 (3 semester hours - 48 lecture hours) examines employment in a global society and workplace with emphasis on required skill sets for career flexibility and upward mobility

EDUC 506 - Metacognition
Hours: 3
Metacognition - Three semester hours Description : EDUC 506 (3 semester hours - 48 lecture hours) provides a review of significant research designs used in the field of education in order to seek out “best practices” in the educational environment. Emphasis is placed on the evaluation and consumption of research.

EDUC 507 - Field of Study
Hours: 12
Field of Study - Twelve semester hours Description : EDUC 507 (12 semester hours - 192 lecture hours) documents student achievement within a designed field of study appropriate to the degree.

EDUC 510 - Utilizi Eff Inst Technologies
Hours: 3
Utilizing Effective Instructional Technologies. Three semester hours. (Previously Shed 510 and TDEV 510) Provides career and technology teachers and business/industrial trainers with knowledge and skills for selecting, applying, and evaluating basic instructional techniques and learning principles. Students will demonstrate competencies in presentations utilizing various instructional technologies and techniques. Students will be required to complete specialized research projects.

EDUC 511 - Managing Instr Envirnmt
Hours: 3
Managing the Instructional Environment. Three semester hours. (Previously Shed 511 and TDEV 511) Provides career and technology teachers and business/industrial trainers with knowledge and skills for implementing classroom management strategies. Students will conduct learner assessments to develop program performance standards which will be documented through career portfolios. Budgeting procedures, safety practices, legal issues, and instructor liability will be discussed. Students will be required to complete specialized research projects.

EDUC 514 - GLB/Gen Issues in Global Edu
Hours: 3
This course provides an introduction to generational issues in the training and development profession. Topics include an overview of the history of pedagogy and its development over the last century, a comparison of the strengths and weaknesses of the generational styles of learning, parallels between the different generations, the learning style of the different generations and a pedagogy for the 21st century related to the training and development profession.

EDUC 515 - Intercultural Education
Hours: 3
Intercultural Education- Three semester hours This course provides an introduction to the training and development profession from an intercultural perspective. Topics include an overview of the roles and skills of training and development professionals in intercultural contexts, contributions of intercultural training and development to an organization's goals, trends in the training and development industry in intercultural contexts, and resources available for intercultural contexts to those employed in the training and development profession.

EDUC 516 - Fund of Act Engagement
Hours: 3
Fundamentals of Active Engagement - Three semester hours This course provides an introduction to the fundamentals of active engagement. Topics include assessing training needs and participants, developing active training objectives, creating practical opening activities, preparing brain-friendly lectures, designing active training exercises, creating e-learning applications, and the process for providing for back-on-the-job application.

EDUC 518 - Thesis
Hours: 3-6
Thesis. Six semester hours. (Same as ACED and ETEC 518). Introduces the candidate for the Master of Arts or Master of Science (Option I) degree to the theories and techniques of educational research and leads on to the completion and acceptance of the thesis. Graded on a (S) satisfactory or (U) unsatisfactory basis.

EDUC 523 - Internship
Hours: 3
Internship. Three semester hours. Provides experiences in various environments which will be supervised by mentors and university liaisons. Regular seminar sessions may be held which will focus on concerns related to education and/or the workplace.

EDUC 525 - GLB/Hum Relat in Global E-Lrng
Hours: 3
Provides career and technology teachers and business/industrial trainers with knowledge and concepts for developing effective working relationships within the school, community, and workplace. This course includes the development of skills related to problem solving, group dynamics, motivation, communication, and change theory. Students will be required to complete specialized research projects.

EDUC 528 - Intro to Pres Design
Hours: 3
Intro to Presentation Design - Three semester This course is designed to help trainers move their training and facilitation skills to the next level of performance. Topics cover a wealth of issues including how to use case studies, conduct inventories, exercises, games, and simulations, facilitate role plays, as well as conduct effective and safe demonstrations and administer tests.

EDUC 548 - Design & Evaluatn Curriculm
Hours: 3
Designing and Evaluating Curriculum. Three semester hours. (Previously Shed 548 and TDEV 548) Provides career and technology teachers and business/industrial trainers with the knowledge and skills needed for designing, developing, and evaluating curricula. Emphasis will be placed on formulating course goals and objectives and on developing a variety of measurement instruments. Students will be required to complete specialized research projects.

EDUC 552 - Going Global
Hours: 3
Going Global - Three semester hours This course includes topics related to the history of training and development, organization and management of training and development, diversity, training, and the law, adult learning, designing instructional systems, media and methods used in

EDUC 553 - Transformational Lship
Hours: 3
Transformational Leadership - Three semester hours This course includes topics related to the role of management in training and development The focus of the course is directed toward the individual and the organization. Included are the broad areas of executive development, supervisor development and career development.

EDUC 554 - Theories of Adult lrning
Hours: 3
Theories of adult Learning. Three semester hours This course explores adult development to promote an expanded understanding of issues and practices in adult education. the course focuses on three core areas of concern in adult education: acknowledgement of learner experience, promotion of autonomy and self-direction, and establishment of teacher-learner relationships in the adult environment

EDUC 556 - Survey Design & Eval
Hours: 3
Survey Design & Eval. Three semester hours This course provides a framework for th development of survey instruments. specific attention will be given to the methodologies for determining reliability and validity. Methodologies for converting data into information will also be discussed .

EDUC 560 - Org/Imple Work-Based Lrn
Hours: 3
Organizing and Implementing Work-Based Learning. Three semester hours. (Previously Shed 512 and TDEV 560) Provides career and technology teachers with knowledge and skills for identifying, evaluating, and selecting work-based training stations. Emphasis will be placed on training opportunities, training agreements, legal issues, and criteria for work-based learning.

EDUC 570 - Seminar in Global Education
Hours: 3
Seminar in Global Education - Three semester hours. This is a capstone course. Topics include an analysis of servant leadership, effective strategies for employment in the field of training and development, globalization, appreciation of human diversity, and commitment to life-long learning.

EDUC 579 - Hist & Prin Career/Tech Edu
Hours: 3
History and Principles of Career and Technology Education. Three semester hours. Traces the history and principles of career and technology education. In addition, emphasis will be placed on the administration of career and technology education as it relates to public education. Students will be required to complete specialized research projects.

EDUC 589 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of department head.

EDUC 595 - Research Methodologies
Hours: 3
Research Methodologies - Three semester hours Description : EDUC 595 Research Methodologies(3 semester hours) provides a review of significant research designs used in the field of education in order to seek out “best practices” in global delivery for the classroom, campus, and educational entity. Emphasis is placed on the evaluation and consumption of research.

EDUC 597 - Special Topics
Hours: 1-4
Special Topics. One to four semester hours. Organized class. May be repeated when topics vary.

ETEC 518 - Thesis
Hours: 3-6

ETEC 522 - Internship/Practicum
Hours: 3
Internship/Practicum. Three semester hours. Varied on-the-job experiences, on or off campus, applicable to student's professional preparation and goals are provided. Supervision by a member of the Graduate Faculty is required. Prerequisite: Permission from the instructor.

ETEC 524 - Intro to Educational Technolog
Hours: 3
Introduction to Educational Technology. Three semester hours. This course will introduce the student to educational technology and current research on critical issues, trends, diffusion and adoption of technology and history and theoretical foundations of the field. Students will identify, develop and apply a variety of technological skills congruent to their educational technology philosophy. Prerequisite: None

ETEC 525 - Webmaster for Ed & Trng
Hours: 3
Webmastering for Education and Training. Three semester hours. A study of Internet development applications for teaching and training, with an emphasis on on-line production, presentation, and research activities and the development of effective computer-mediated-communication methods to facilitate on-line learning communities. Methods of accessing, obtaining, managing and utilizing information from a variety of sources will be explored, as will the organization, deployment and evaluation of on-line materials. Prerequisite: ETEC 524, or permission from the instructor.

ETEC 526 - Games & Simulations for Learning
Hours: 3
Games and Simulations for Learning - Three semester hours. This course examines games and simulations as learning technologies, including defining qualities and characteristics, as well as theories of learning and play. Emphasis is placed on processes for designing and selecting appropriate games and simulations based on analysis of instructional needs.

ETEC 527 - Web 2.0 Technologies for Instruction
Hours: 3
Three semester hours. This course explores the current and emerging Web 2.0 technologies used in education and other instructional settings. Students will explore, analyze, and design uses of these technologies to enhance instruction. Emphasis will be on the appropriate selection of technologies for various instructional goals and settings.

ETEC 557 - Integr Tech throughout the Cur
Hours: 3
Integrating Technology and Computer Applications into Content Areas. Three semester hours. Includes an in-depth study of methods for integrating the emerging technologies into specific content areas. Research, as well as current and future implementation issues, will be investigated, and a program for action will be developed.

ETEC 561 - Learning & Technology
Hours: 3
Learning & Instructional Design - Three semester hours Description : This course will focus on learning theory, instructional design and development, and various instructional technologies to support the teaching and learning process.

ETEC 562 - Applying Instructional Media & Technology
Hours: 3
Applying Instructional Media and Technology. Three semester hours. Introduces students to the selection and use of computer-based media, multimedia, and conventional media, in the preparation of materials for instructional purposes. Special attention is given to computer hardware and software involved in computer based media production, digital formatting technology, and multimedia processes.

ETEC 578 - Inst Design & Dev
Hours: 3
Instructional Design and Development. Three semester hours. Students will utilize a systems approach to design and develop instruction. The four phases of instructional design, analysis, design, development, and evaluation, are examined. Prerequisite: ETEC 561

ETEC 579 - Implementation of Educational Technology Programs
Hours: 3
Three semester hours. An examination of the theories, practices, and competencies required for effective implementation of educational technology programs. Examines historical trends in technology integration and explores key factors and considerations for the implementation of instructional technology programs. Prerequisites: ETEC 524 or permission of instructor.

ETEC 581 - Digital Video/Audio in Instruc
Hours: 3
Digital Video and Audio Production and Applications for Instructional Settings. Three semester hours. Concerned with digitizing video and audio for use in multimedia and web applications. Emphasis is on knowledge and skills for digital video/audio production, compression, and digitizing from traditional media. Prerequisite: ETEC 562.

ETEC 588 - Issues In Ed Tech & Tech Chg
Hours: 3
Issues in Educational Technology and Technological Change. Three semester hours. This course focuses on the processes by which professional change agents (for example, educational technologists) influence the introduction, adoption, and diffusion of technological change. The interlocking relationships of technology, culture, and society and the role of the change agent in affecting those relationships are covered. Students learn how to predict and minimize the undesirable consequences of change and how to enhance the development of communication skills required when working with people. areas to the addressed, but not limited to include mentoring for and with technology, assistive technology solutions, and applications of emerging technologies.

ETEC 589 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of department head.

ETEC 591 - Online, Virtual, and Distributed Learning Systems
Hours: 3
Three semester hours. Examines theories and practice of online, virtual, or distributed learning systems, such as flipped classrooms, hybrid or blended learning environments, and distance education. Emphasis is on the design and implementation of effective instructional strategies for online, virtual, or distributed learning environments. Prerequisites: ETEC 524 or permission of the instructor.

ETEC 593 - Strategic Planning for Technology Integration
Hours: 3
This course examines the process for developing and implementing a strategic plan for technology integration in educational settings. Emphasis is placed on developing a mission, vision, and priority goals for technology integration that align with school/institution strategic plans, as well as state technology and readiness standards.

ETEC 594 - Technology and Inquiry-based Instructional Methods
Hours: 3
Technology and Inquiry-based Instructional Methods - Three semester hours. This course examines the role of technology in the inquiry-based instructional methods vital to fostering critical thinking and complex problem solving skills and abilities. Emphasis is placed on social constructivist learning theories and inquiry-based instructional methods, such as case study approaches and problem- or project- based learning.

ETEC 597 - Special Topics
Hours: 3
Special Topics. One to four semester hours. Organized class. May be repeated when topics vary.

HIED 513 - Secondary Sch Curriculum
Hours: 3
The Secondary School Curriculum. Three semester hours. Focuses on descriptions and analyses of models of curriculum theory and curriculum development. Specific emphasis will be placed on philosophical and social forces which affect the design, implementation, and assessment of the curriculum. Particular attention will be given to practical applications of curriculum design and evaluation and leadership efforts necessary for overcoming individual and organizational resistance to change.

HIED 528 - GLB/Philosophy of Education
Hours: 3
Includes a study of systematic philosophies of education and their views of the learner, learning process, curriculum, instruction, and leadership. Particular attention will be given to the use of philosophical techniques and concepts for solving problems.

HIED 540 - American Community College
Hours: 3
The American Community College. Three semester hours. Provides an overview of the community college with particular emphasis on the history, philosophy, and uniqueness of the institution. State and local governance and finance are also examined.

HIED 541 - Community College Curriculum
Hours: 3
The Community College Curriculum. Three semester hours. Furnishes an examination of trends and issues in the community college, and an evaluation of major community college curriculum areas. Changes in the community college curriculum will be analyzed to suggest future planning strategies.

HIED 542 - Analysis of Teaching in High E
Hours: 3
The Community College Curriculum. Three semester hours. Furnishes an examination of trends and issues in the community college, and an evaluation of major community college curriculum areas. Changes in the community college curriculum will be analyzed to suggest future planning strategies.

HIED 543 - Issues in Adult & Dev Ed
Hours: 3
Issues in Adult and Developmental Education. Three semester hours. Exploration of adult and developmental education including analysis of nontraditional learners in higher education. Emphasis is placed on history, social impact, current practices, and research in the areas of basic education, developmental education, and customized training.

HIED 589 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of Program Coordinator.

HIED 595 - Research Methodolgies
Hours: 3
Research Methodologies. Three semester hours. Provides a study of research methodologies with appropriate practical application in relevant problem solving. Specific research types, including action research, will be emphasized. The student is required to demonstrate his or her competence in the investigation and formal reporting of a problem.

HIED 597 - Special Topics
Hours: 4
Special Topics

HIED 617 - Stat Proc for Edu & Rese
Hours: 3
Statistical Procedures for Education and Research. Three semester hours. (Same as HHPK 617). An introduction to statistical methods and their implications for educators and educational researchers. Appropriate computer applications will be integrated with classroom content relating to populations and samples; organizing, displaying, and summarizing data; probability; normal distribution; tests of significance; correlation and simple regression; Z and T tests; and the chi square test. Meets requirements for a Level II research tool course.

HIED 619 - Advanced Statistical Procedures for Education and Research
Hours: 3
Advanced Statistical Procedures for Education and Research - Three semester hours. Includes a review of introductory statistics, presentation of basic concepts of analyses of variance, advanced correlation methods, and multiple regression, as well as other advanced statistical methods. Focuses on use of the computer for data. Prerequisites: HIED 695 and HIED 617.

HIED 621 - Eff Tch/Learning Higher ED
Hours: 3
Effective Teaching and Learning in Higher Education. Three semester hours. Consists of a study of diverse teaching strategies and the learning paradigms on which they are based. Also included will be an analysis of special problems encountered by the professoriate.

HIED 622 - Internship
Hours: 3
Internship. Three semester hours. Provides supervised experiences in a setting appropriate to the student's projected career aspirations and areas of specialization. Prerequisite: Consent of instructor.

HIED 627 - Hist HIED in US
Hours: 3
History of Higher Education in the United States. Three semester hours. Examines the origin, development, and distinctive features of American higher education. Special emphasis is given to the traditional and contemporary roles of post-secondary institutions, and how political, economic, and social forces have altered the public and private college and university landscape

HIED 628 - Survey of Dev ED
Hours: 3
Survey of Developmental Education - Three semester hours A survey of best practices and current and emerging trends in the administration and delivery of effective developmental education programs.

HIED 637 - Inst Eff & Outcomes Assessmt
Hours: 3
Institutional Effectiveness and Outcomes Assessment. Three semester hours. Examines the application of a variety of institutional assessment processes to the development, or improvement, of the organization and to the measurement of accountability. Special attention will be devoted to strategic planning as a necessary foundation for both assessment and development.

HIED 639 - Seminar in Supervision
Hours: 3
Seminar in Supervision. Three semester hours. Provides a study of various supervisory models utilized in the improvement of instruction. Particular attention will be devoted to identifying and solving on-going problems as they impact the enhancement and delivery of effective programs.

HIED 640 - Policy Making in Higher Edu
Hours: 3
Policymaking in Higher Education. Three semester hours. Examines the development, implementation, and enforcement of policies by institutions of higher education, state higher education agencies, governing boards, and the government. Emphasis is placed on the impacts of policies on institutions and students.

HIED 641 - HIED Reform in U.S.
Hours: 3
Higher Education Reform in the United States and Texas - Three semester hours The course focuses on higher education reform in the U.S. and Texas. Starting from an overview of major historical reforms in American higher education, students examine recent and current calls for reform via the area targeted for change—curriculum, students, faculty, institutions, and types/systems of higher education. Finally, students investigate current Texas initiatives for reform, their purpose and likely impact.

HIED 642 - Texas HIED Reform
Hours: 3
Texas Higher Education Reform - Three semester hours This course focuses on higher education reform in Texas. A brief overview of major reforms in Texas since 2000 is followed by an examination of recent actions or the THECB and the Texas Legislature as well as the recommendations for reform in public higher education. The course is organized around the “big ideas” identified by the Advisory Committee for Cost Efficiencies—Pay for performance; Pathways for successful student outcomes; New approaches to delivery; Strategies for capital financing; and Creating a culture of productivity and continuous improvement

HIED 650 - Doctoral Research Practicum
Hours: 3
Doctoral Research Practicum - Three semester hours This course includes individualized research that culminates with a significant foundation for the dissertation proposal, as demonstrated by an extensive review of the literture related to the student's selected topic.

HIED 651 - Curr Dev High Ed
Hours: 3
Curriculum Development in Higher Education. Three semester hours. Provides a study of the factors and influences which have affected the development of the curriculum in higher education. Procedures for designing, implementing, and evaluating curricula at the senior college level will be examined. In addition, trends, issues, problems, and variations in general education programs in colleges and universities are studied. The objectives of general education in all post-high school curricula are emphasized.

HIED 653 - Com Col Instr Lead
Hours: 3
Fundamental Theories in Community College Instructional Leadership. Three semester hours. Introduces prominent theories of administrative thought, including the theories of change, communication, role, and evaluation of personnel. Practical applications of these theories will be studied; and leadership strategies for the dean, division chair, and department chair will be emphasized.

HIED 654 - Sem Inst Leadersh
Hours: 3
Seminar in Instructional Leadership. Three semester hours. Curriculum development, organizing for instruction, evaluation, and other community college leadership skills will be emphasized, particularly as they apply to strategies for faculty development to enhance teaching and learning.

HIED 655 - GLB/Issues Higher Education
Hours: 3-6
Provides an in-depth analysis of prevalent issues unique to both community colleges and to senior institutions, as illustrated in the higher education literature. Emphasis is placed on the effects of these factors on the total institution.

HIED 656 - Higher Ed & Law
Hours: 3
Higher Education and the Law. Three semester hours. Organic structure of the law, how to use legal resources, and significant issues and trends, past, present, and future, in higher education law.

HIED 657 - Org & Govern in HIED
Hours: 3
Organization and Governance in Higher Education - Three semester hours Examines organizational theories, models, policies, and cultures; external and internal governance and management processes; leadership theories and practices; and critical roles and responsibilities affecting a variety of college and university administrative and instructional units.

HIED 658 - Admin of Stu AFF in HIED
Hours: 3
Administration of Student Affairs in Higher Education - Three semester hours Examines organizational structures and leadership and management processes associated with college and university student affairs administration. Special emphasis is given to institutional policies, planning, and coordination to support enrollment management, housing and dining, recreation services, and career services, and how these key processes contribute to the mission of public and private 2- and 4-year institutions.

HIED 659 - HIED Finance
Hours: 3
Higher Education Finance - Three semester hours Examines the complexities of higher education finance and how political, economic, and social forces impact budgetary decisions. Provides an overview of financial administration in public and private colleges and universities, with special emphasis on funding theories and strategies, governmental and private-sector programs and initiatives, resource allocation concerns, and institutional fund-raising activities.

HIED 670 - Diversity in HIED
Hours: 3
Diversity in Higher Education - Three semester hours Provides historical and modern-day contextual frameworks for studying the presence, promotion, and refinement of diversity programs in American colleges and universities. Examines best practices employed by institutions of higher education to address challenges and opportunities in planning for and implementing diversity programs and related activities.

HIED 689 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of Program Coordinator.

HIED 695 - Research Methodology
Hours: 3
Research Methodology. Three semester hours. An overview of research methodology including basic concepts employed in quantitative and qualitative research methods. Includes computer applications for research. Meets requirements for a Level I research tool course. Prerequisites: Admission to the doctoral program.

HIED 696 - Advanced Research Methodolgy: Interpretive Inquiry
Hours: 3
Advanced Research Methodology: Interpretive Inquiry. Three semester hours. This is a Level IV doctoral research tool course that provides a background and analysis of the interpretive act in all educational research. Designed to provide an in depth study of the process of conducting research in the naturalistic paradigm, the course focuses on an examination of the major methodological traditions of this approach. Also included is terminology and consideration of the distinctions between the naturalistic and rationalistic, or quantitative methods of inquiry. Prerequisites: Completion of HIED 695.

HIED 697 - Special Topic
Hours: 1-4
Special Topics Hours: One to Four Organized class. Prerequisites HIED 595 or HIED 695 Note May be repeated when topics vary.

HIED 698 - Advanced Qualitative Research
Hours: 3
Advanced Qualitative Research - Three semester hours. An intensive analysis of the theory and practice of qualitative research in Higher Education, including a review of primary methods such as grounded theory, case study, and ethnography and an examination of additional methods such as connoisseurship, ethnomethodology, and symbolic interactionism. Emphasis will be placed upon practice in research design, multiple methods of data collection, and exhaustive data analysis. Prerequisite: Completion of HIED 695 and 696 with grade of B or better

HIED 710 - Research Colloquium
Hours: 3
Research Colloquium. One to three semester hours. This course is a forum for the search of knowledge and understanding of contemporary and historical issues concerning education. The student will demonstrate his/her competence in using systematic research procedures through preparation of a doctoral proposal. Prerequisites: Completion of four research tools with grade of B or above.

HIED 718 - Doct Dissertation
Hours: 3-12
Doctoral Dissertation. Twelve semester hours. A candidate must present a dissertation acceptable to the student's advisory committee and the Dean for Graduate Studies and Research on a problem in the area of his specialization. To be acceptable the dissertation must give evidence that the candidate has pursued a program of research, the results of which reveal superior academic competence and a significant contribution to knowledge. Graded on a (S) satisfactory or (U) unsatisfactory basis.

LIS 512 - Info Ref & Mediographic
Hours: 3
Information, Reference, and Mediographic Services. Three semester hours. Includes a detailed study of the basic and most useful reference sources with strong emphasis on new computer technologies applicable to the school library situation.

LIS 515 - Cataloging/Classification
Hours: 3
Cataloging and Classification. Three semester hours. Descriptive cataloging of print and non-print materials for the school library. Emphasizes Anglo-America Cataloging Rules, Dewey Decimal Classification, and Sears Subject Heading.

LIS 524 - Dev General/Spec Collectn
Hours: 3
Developing General and Specialized Collections. Three semester hours. Examines principles and practices in selecting print and non-print media for school library programs. Evaluates media for children and young adults.

LIS 527 - Books Child/Young Adults
Hours: 3
Books and Related Materials for Children and Young Adults. Three semester hours. In-depth study of leading examples of media as they relate to the curriculum and the role of the school librarian.

LIS 540 - Admin School Libraries
Hours: 3
Administration of School Libraries - Three semester hours Administration of a school library is a complex process that affects the entire school. The librarian must manage a many-faceted operation that involves staff, materials, equipment, facility, and furnishings. Application of management principles and state library competencies will be studied as they relate to the school library program. The course will cover the library in relation to curriculum, selection and acquisition of materials and equipment, scheduling, facility design, cooperative planning with staff members, censorship, and professional standards including laws and regulations.

LIS 550 - Practicum in a School Library
Hours: 3
Practicum in a School Library. Three semester hours. Open only to graduate students applying for school librarian cetification, this course is designed to give the student experiences in organization, administration, selection, classification, cataloging, and reference work in a school library under the supervision of a certified librarian. Prerequisite: Completion of all other required certification courses and permission of the instructor.

LIS 557 - Technology Integration for School Librarians
Hours: 3
This courses includes an in-depth study of methods for integrating the emerging technologies into specific content areas, with an emphasis on the role of school librarians. Research, as well as current and future implementation issues, will be investigated, and a program for action will be developed. Prerequisites: ETEC 524 or permission of the instructor.

LIS 560 - ACQ ORG NON PRT MAT
Hours: 3

LIS 589 - Independent Study
Hours: 1-4

LIS 597 - Special Topics
Hours: 4

Educational Leadership

Melissa Arrambide
Assistant Professor
B.A., Baylor University; M.S., Ed.D., Texas A&M Univeristy-Commerce

Julia Ballenger
Assistant Professor
B.S., M.Ed., East Texas State University; Ph.D., University of Texas-Austin

Arthur Borgemenke
Assistant Professor
B.S., New Mexico State University; M.Ed., Texas Tech University; Ed.D., University of Texas at El Paso

Mary Jo Dondlinger
Assistant Professor
B.A., Arizona State University-Tempe, M.A. Arizona State University-Tempe, PhD, The University of North Texas-Denton

Chuck Holt
Assistant Professor
B.S., Texas AM University; M.Ed., Stephen F. Austin University; Ed.D., Lamar University.

Madeline C. Justice
Professor
B.A., M.A., Texas Woman’s University; Ed.D., East Texas State University.

Kriss Kemp-Graham
Assistant Professor
B.A., University of Pittsburgh; M.S., Hunter College; Ph.D., New York University

JoHyun Kim
Assistant Professor
B.A., SookMyung Women’s University; M.A., Ph.D., University of Illinois at Urbana-Champaign

Charlotte Larkin
Assistant Professor and Assistant Dean of Business and Entrepreneurship
B.B.A., Texas Tech University; M.S., Ed.D., Texas AM University-Commerce.

Derek Lester
Assistant Professor
B.A., Central Washington University; M.A., New Mexico State University; Ph. D., University of Nevada.

Ava Munoz
Assistant professor
BA., M.Ed., and Ed.D., from University of Texas-Pan American

Warren Ortloff
Assistant Professor
B.A., M.E.D., Southeastern Louisiana University; Ed.D., Oklahoma State University

Denise Pheils
Assistant Professor
B.B.A., Bowling Green State University; M.B.A., University of Toledo; Ph.D., Capella University

Delores Rice
Assistant Professor
B.S., The University of Texas at Austin; M.E.D., Texas State University; Ph.D., Texas A&M University

Jackie Thompson
Assistant Professor
B.A., East Texas Baptist College; M.E.D., East Texas State University; Ed.D, Stephen F. Austin State University

Jon E. Travis
Professor
B.A., University of Iowa; M.A., West Virginia University; Ed.D., Arizona State University.

Mary Ann Webb
Assistant Professor
B.S., M.S.,EdD, Arkansas State University-

Seung Won Yoon
Associate Professor
B.A., Sung Kyun Kwan University; M.A., Ph.D., University of Illinois at Urbana-Champaign