Division of Educational Leadership and Policy Studies Home Page

Faculty

E. Paulette Isaac-Savage, Associate Professor*,
Chairperson
Ed.D., University of Georgia
Lynn Beckwith, Jr., E. Desmond Lee Professor in Urban Education
Ed.D., St. Louis University
Judith A. Cochran, E. Desmond Lee Professor in Tutorial Education*
 Ph.D., Arizona State University
Kent Farnsworth, Mary Ann Lee Endowed Professor of
Community College Leadership Community College
Professor President in Residence*
Ph.D., University of Iowa
Lowe S. (Sandy) MacLean, Vice Chancellor Emeritus*
Ed.D., Indiana University-Bloomington
Lloyd I. Richardson Jr., Professor*
Ph.D., George Peabody College
Charles D.  Schmitz, Professor*, Dean
Ph.D., University of Missouri-Columbia
Joy E. Whitener, Dean Emeritus, Professor Emeritus*
Ed.D., Washington University
Patricia Boyer, Associate Professor*
Ph.D., University of Missouri-Columbia
Kathleen Sullivan Brown, Associate Professor
Ph.D., Washington University
Charles J. Fazzaro, Associate Professor*
Ed.D., West Virginia University
John A. Henschke, Associate Professor*
Continuing Education Specialist, University Outreach and Extension-East Central Region
Ed.D., Boston University
Carol A. Murphy, Associate Professor*
Ed.D., Texas A&M University
Thomas R. Schnell, Associate Professor*
Ph.D., Southern Illinois University, Carbondale
Shawn Woodhouse, Associate Professor*
Ph.D., University of Missouri-Columbia
Mary Cooper, Assistant Professor of Adult Education*
Ph.D., University of Minnesota
Wendell L. Smith, Assistant Professor* Special Assistant to the Chancellor and Dean Emeritus
Ph.D., Ohio State University
Matthew D. Davis, Assistant Professor*
Ph.D., University of Texas, Austin
James E. Murray, Assistant Professor*
Ph.D., University of Missouri-St. Louis
Connie Koch, Affiliate Professor*
Ed.D., Southern Illinois University, Edwardsville
Ken Owen, Affiliate Associate Professor*
Ed.D., Saint Louis University
Margaret  R. Dolan, Affiliate Assistant Professor*
Ph.D., St. Louis University
John Ingram Jr., Affiliate Assistant Professor
Ph.D., University of Wisconsin-Madison

* members of Graduate Faculty

The Division of Educational Leadership and Policy Studies (ELAPS) faculty is housed on the second floor of Marillac
Hall.  Questions about the division and its offerings may be directed to the division office, 269 Marillac Hall (314)516-5944.

Graduate Studies

The ELAPS Division offers graduate programs in:

• K-12 Administration: including Missouri State School Administrator Certifications
• Higher Education: including Community College
• Adult and Community Education

K-12 School Administration:  
Includes academic degree programs at the master’s (M.Ed.), specialist (Ed.S.), and doctoral (Ed.D. and Ph.D.) levels. These programs are consistent with the academic requirements for Missouri Sate certification for elementary, middle, and secondary school administration as well as school superintendent and special Education administration.  The programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and the Missouri Department of Elementary and Secondary Education (DESE).

The Programs in K-12 school administration are not merely a list of courses.  The M.Ed. and Ed.S. degree programs are organized into a continuous two-phase academic/practice experience.  In the first phase the students earn the M.Ed. degree and meet the academic requirements for the initial Missouri State elementary and secondary school administrator’s certificates.  The second phase leads to the Ed.S., concentrating more on the relationship of academics to practical schooling experiences and solution to school-based problems.  With proper selection of courses in the Ed.S. phase, students can meet the academic requirements for the Missouri school superintendent’s certificate.

Education Specialist (Ed.S.) in Education Administration
The Education Specialist Degree (Ed.S.) in Education Administration is a logical extension of the UM-St. Louis M.Ed. in Education Administration and is designed to prepare administrators to serve in school settings from Kindergarten to grade twelve.  The Ed.S. in Education Administration requires at least sixty (60) graduate credit hours of a planned program and may include no more than thirty (30) credit hours of an approved NCATE accredited master’s degree.  The Ed.S. is a terminal academic degree within the College of Education (COE); therefore, one-half (15 credit hours) must be completed within the COE after being admitted to the program.  As constituted, the minimum course requirements for the Ed.S. in Education Administration collaterally meets the academic standards for both Elementary and Secondary advanced school administrator certification in Missouri.  To be recommended for the Missouri School Superintendent certificate requires an additional six (6) credit hours.

Admission Standards

To be admitted to the Ed.S. in Education Administration program students must meet the following criteria:

1. Be admitted without qualification to the UM-St. Louis Graduate School ;
2. Have scores on the Verbal, Quantitative, and Analytical Writing sections of the Graduate Record Examination that is at least the mean for the applicant's major field, gender, and ethnicity,
3. Have a graduate grade point average of at least 3.25 on a scale of 4.00.
4. Have on file at least four (4) recommendations including the following: one (1) from an Educator presently occupying a position equal or similar to that which the applicant aspires upon completing the Ed.S., two (2) from university professors with direct knowledge of the applicant's graduate degree work, and one (1) from someone other than a member of the applicant's family who can comment on the applicant's character.
5. Students already possessing a master's degree from an NCATE accredited institution may transfer those credit hour into the Ed.S. degree program; however, at least thirty (30) credit hours must be completed after acceptance into the program; and
6. Pass an oral interview conducted by the ELAPS K-12 faculty.

Degree Program
There are three (3) phases to this degree program.  Phase 1.00 must be completed by students not possessing a UM-St. Louis M.Ed. in Education Administration and those wanting to transfer appropriate grade courses from other NCATE institutions. Phase 2.00 applies to those students meeting all of the requirements in Phase 1.00.  There are two (2) sections to Phase 2.00--- Section 2.10 Technical Aspects of Education Administration and Section 2.20 Human Aspects of Education Administration.  Courses in these two sections may be taken simultaneously.  There are two (2) sections to Phase 3.00--- Section 3.10 Writing Exit Requirements and Section 3.20 Examination Exit Requirements.  Both sections must be completed no sooner than one (1) semester before completing all degree requirements.

Phase 1.00

1.00 Elementary and Secondary School Education Emphases

1.10 Contexts Core
Ed Adm 6201, Knowledge Contexts of Education Administration and Policy (3)
Ed Adm 6202, Social Contexts of Education (3)
Ed Adm 6203, Political Contexts of Education (3)
Ed Adm 6204, Economic Contexts of Education (3)
Ed Adm 6205, Legal Contexts of Education (3)
Required Semester Hours Section 1.10..... 15

1.20 Research/Change Core (6-9 semester hours)
*Ed Rem 6707, Classroom Measurement and Evaluation (3)
** Ed Adm 6301, Education Administration and Policy Research(3)
Ed Adm 6503, Organizational Change in Education (3)
Required Semester Hours Section 1.20.....6-9

1.30 School Specialization Core

1.31 Elementary School Administration

Ed Adm 6302, Elementary School Administration (3)
Ed Adm 6401, School Staff Development and Supervision (3)
Ele Ed 6411, Curricular Issues in Elementary Schools OR
*** Ed Adm (6900) Internship (3)
Required Semester Hours Section 1.31........12

1.32 Secondary School Administration

Ed Adm 6304, Secondary School Administration (3)
Ed Adm 6401, School Staff Development and Supervision (3)
Sec Ed 6415, Secondary School Curriculum OR
*** Ed Adm 6900 Internship (3)
Required Semester Hours Section 1.32........12

TOTAL Phase I...............33-36

* Required if student had no equivalent course at the undergraduate level
** Must be taken during the first semester of Phase 2.00 courses
*** This course must be taken within the last (10) ten semester hours of completion of Phase 1.00

Phase 2.00 Section 2.10

Technical Aspects of Education Administration
(12 Semester hours required)

At least 12 graduate semester hours are required from the following list of recommended courses. Other courses must be approved by the student's advisor and ELAPS division chairperson.

Ed Adm 6303, Middle School Administration (3)
Ed Adm 6305, School District Administration (3)
Ed Adm 6501, Principles of Public School Finance in Missouri (3)
Ed Adm 6502, School Buildings and Sites (3)
Ed Adm 6601, Administration of Adult and Community Education (3)
Ed Adm 6603, Financing of Community Education (3)
Hir Ed 6473, Curriculum in Higher Education (3)
Hir Ed 6476, Organization and Administration of Higher Education (3)
Ele Ed 4316, Middle Level Curriculum and Instruction (3)
Ele Ed 6411, Curricular Issues in the Elementary School (3)
Sec Ed 4315, The Middle Level School (3)
Sec Ed 6415, Secondary School Curriculum (3)
Sec Ed 6420, Improvement of Secondary School Teaching (3)
Ed Adm 6306, Special Education Administration (3)
Ed Tec 5340, Selection and Utilization of Educational Media (3)
Ed Tec 6433, Educational Technology Systems Management (3)
Ed Tec 6449, Using Technology in Administrative Processes (3)
Ed Rem 6708, Education and Psychological Measurement
Ed Rem 6709, Individual Assessment of Cognitive Abilities (3)  

At least 12 graduate semester hours are required from the following list of recommended courses. Other courses must be approved by the student's advisor and ELAPS division chairperson.

Ed Adm 6402, School Personnel Administration (3)
Ed Adm 6403, Problems in School Public Relations (3)
Ed Adm 6404, Collective Negotiations in Education Organizations (3)
Ed Adm 6602, Programming in Adult and Community Education (3)
Hir Ed 6474, The College Student (3)
Hir Ed 6477, History and Philosophy of American Higher Education (3)
Ed Fnd 6421, Philosophy of Education (3)
Ed Fnd 6422, Analysis of Education Issues (3)
Ed Fnd 6435, History of Western Education (3)
Ele Ed 4317, The Middle Level Child (3)
Ed Psy 6225, Psychology of Adolescence (3)
Cns Ed 6200, Foundations of School Guidance (3)
Pol Sci 6462, Political Theory and Public Policy (3)
Pol Sci 6470, Proseminar in Urban Politics (3)
Cns Ed 6200, Foundations of School Guidance (3)
Ed Adm 6900, Internship (School District Level) (3)
Ed Adm 6900, Internship (Special Education Setting) (3)

TOTAL Education Specialist Degree in Education Administration................ 60

Phase 3.00

Writing and Examination Exit Requirements

Section 3.10 -Writing Requirements
At least four (4) months before the completion of all course work for the degree, each student must present to the ELAPS Division K-12 Regular faculty Ed.S. Writing Committee a scholarly paper on a topic approved by the student’s academic advisor.  The paper submitted may be original in that it has been written especially for this requirement or it may be a more comprehensive version of a paper written for a class taken after being admitted to the Ed.S. program.  The paper must conform to the writing standards found in the booklet ELAPS K-12 Writing Requirements-Form and Style.  The topic and substance of the paper will be central to the oral comprehensive examination (see below).

Section 3.20 -Examination Requirements

There is both a written and oral portion to this examination requirement.

Written:
At least three (3) months before completion of all course work for the degree, each student must complete a written examination of no less than three (3) hours on two (2) topics agreed upon by the student’s academic advisor and the student.  The examinations will be read and evaluated on scholarly substance of content and quality of writing as either PASS or FAIL by at least two (2) Regular members of the ELAPS K-12 faculty.  Students receiving a FAIL grade may retake the examination no more than twice.  Students failing the examination a third time will be dropped from the program.

Oral:
Within two (2) weeks after receiving a PASS grade on the written portion of this examination, each student must stand to a one (1) hour oral examination by at least three (3) members of the ELAPS K-12 administration faculty (at least one must be Regular). The examination must include the student’s scholarly paper and may include any other aspect of the student’s program deemed important to the examiners.  The grade for the oral portion will be either PASS or FAIL.  Students receiving a FAIL grade may retake the oral portion of the examination no more than twice. Students failing the oral examination a third time will be dropped from the program.

Master of Education (M.Ed.) and Initial Missouri School Administration Certification:
The program of study for the M.Ed. in Education Administration is thirty-three (33) graduate credit hours.  All courses in the program are required and must be taken in a particular sequence. The program meets the academic requirements for either the Missouri elementary or secondary school administrator certificate.

Degree Requirements

1.00 Contexts Core (15 semester hours)

Ed Adm 6201, Knowledge Contexts of Education Administration and Policy
Ed Adm 6202, Social Contexts of Education
Ed Adm 6203, Political Contexts of Education
Ed Adm 6204, Economic Contexts of Education
Ed Adm 6205, Legal Contexts of Education

1.20 Research/Change Core (6-9 semester hours)

*Ed Rem 6707, Classroom Measurement and Evaluation
**Ed Adm 6301, Education Administration Policy Research
Ed Adm 6503, Organizational Change in Education

1.30 School Specialization Core (12 semester hours)

1.31 Elementary School Administration

Ed Adm 6302, Elementary School Administration
Ed Adm 6401, School Staff Development and Supervision
Ele Ed 6411, Curricular Issues in Elementary Schools
*** Ed Adm 6900, Internship

1.32 Secondary School Administration

Ed Adm 6304, Secondary School Administration
Ed Adm 6401, School Staff Development and Supervision
Sec Ed 6415, Secondary School Curriculum
*** Ed Adm 6900, Internship

* Required if student had no equivalent course at the
undergraduate level.
** Exit course--must be taken during last semester of M.Ed. program.
*** Must be taken within the last 10 semester hours before completion of M.Ed. program.
Master of Education: Educational Administration with Emphasis in Community Education
This is a 32-credit hour program for students interested in community Education.

Degree Requirements

2.10

Ed Fnd 6421, Philosophy of Education
Ed Fnd 6435, History of Western Education

or

Ed Fnd 4330, History of American Education
Ed Fnd 6422, Social Contexts of Education
Ed Adm 6203, Political Contexts of Education
Total Required Sem. Hrs. Section 2.10 = 12

2.20 Research Core

Ed Adm 6301, Educational Administration Policy Research
Ed Rem 5730, Educational Statistics
Total Required Sem. Hrs. Section 2.20 = 6

2.30 Community Education

Ed Rem 6601, Administration of Community and Adult Education
Ed Adm 6602, Programming in Community and Adult Education
Ed Adm 6900, Internship: Community Education
Total Required Sem. Hrs. Section 2.30 = 9

2.40  School Specialization **

2.41 Elementary School Administration

Ed Adm 6302, Elementary School Administration
Ele Ed 6411, Curricular Issues in the Elementary School
Total Required Sem. Hrs. Section 2.41 = 6

2.42   Secondary School Administration

Ed Adm 6304, Secondary School Administration
Sec Ed 6415, The Secondary School Curriculum OR
Total Required Sem. Hrs. Section 2.42 = 6

TOTAL Master of Education-Community Educ = 33

*Exit Requirement--Taken within the last 9 semester hours of the M.Ed. program.

**Students take either section 2.41 or section 2.42, not both sections.

Master of Education in Adult & Higher Education
The M.Ed. in Adult & Higher Education is intended for 1) faculty and other Educators who want to improve their adult teaching skills; 2) persons who occupy and seek to advance into administrative or management positions in a variety of Educational settings; and 3) others who work with adults in a variety of agencies.  The degree program includes courses in foundations, curriculum and teaching (including distance learning), organization and administration, research, and electives so that students can create an emphasis area to fit their career goals.  To help address student interests, special topic seminars are offered from time to time. An internship in the student’s emphasis area is a required exit experience. Students elect either the adult Education or higher Education emphasis area.

Admission Requirements:
This degree program follows the policies of The College of Education and the Graduate School relating to admissions, academic standards, residency, transfer credit, time limitations, and thesis options (see Graduate Study in the Bulletin). The minimum number of hours required for the M.Ed. degree is 32 credit hours.

Education Requirements

Foundation Courses (12 hours required)
A course focusing on the learner
Adu Ed 6410, The Adult Learner (3) OR
Hir Ed 6474, The College Student (3)
A course in historical foundations
Adu Ed 6411, History of Adult Education (3) OR
Hir Ed 6477, History and Philosophy (3)
A course on the improvement of instruction
Adu Ed 6413, Improvement of Instruction in Adult Education (3) OR
Hir Ed 6473, Curriculum in Higher Education (3) OR
Ed Psy 7647, Teaching for Learning in the University (3)

One of the following:
Adu Ed 6412, Philosophical Foundations of Adult Education (3)
Adu Ed 6414, Curriculum Theory & Development in Adult Education (3)
Hir Ed 6476, Organization and Administration (3)

Adult and Higher Education Electives (12 hours minimum)
Adu Ed 4311, Teaching Basic Reading Skills to Adults (3)
Adu Ed 6404, Seminar (3)
Adu Ed 6411, History of Adult Education (3)
Adu Ed 6416, Survey of Adult Distance Education (3)
Adu Ed 6417, Multicultural Issues in Adult Education (3)
Adu Ed 6418, Assessment in the Adult Classroom (3)
Adu Ed 6230, Adult Learning and Development (3)
Adu Ed 6420, Survey of Human Resource Development & Adult Ed (3)
Adu Ed 6425, Principles of Business Education (3)
Adu Ed 6426, Coordination of Cooperative Vocational Programs (3)
Adu Ed 6427, Improvement of Instruction in Teaching Business Subjects (3)
Adu Ed 6430, Comparative Education: Adult & International (3)
Adu Ed 6432, Teaching in the Community College (3)
Adu Ed 6435, Problems in Teaching College Biology (3)
Adu Ed 6997, Problems in Adult Education Research (3)
Hir Ed 5401, Current Issues in Higher Education (3)
Hir Ed 5402, Student Affairs Administration (3)
Hir Ed 6404, Seminar (3)
Hir Ed 6405, Economic s and Finance (3)
Hir Ed 6406, Governance of Higher Education (3)
Hir Ed 6420, Legal Aspects of Higher Education (3)
Hir Ed 6421, Legal Aspects of Postsecondary Teaching (3)
Hir Ed 6422, Policy Analysis of Higher Education (3)
Hir Ed 6430, The Community College (3)
Educ 6308, Foundations of Adult Basic Education (3)
Ed Adm 6461, Administration of Adult and Community Education (3)
Ed Adm 6462, Programming in Adult and Community Education (3)
Ed Psy 6111, Psychology of Education (3)
Ed Tec 5340, Selection and Utilization of Educational Multimedia (3)
Ed Tec 6415, Teaching and Learning with Technology: Authoring Tools (3)
Ed Tec 6416, Teaching and Learning with Technology: Data Rep. Tools
Ed Tec 6436, Computer-Mediated Communication in Education (3)
Ed Tec 6437, Distance Learning via Networks and Telecommunications (3)
Ed Tec 6452, Educational Multimedia Design (3)
Ed Tec 6454, Instructional Video Production (3)

Research Course(s) (3-6 hours required)
Ed Rem 6710, Research Methods* (3)
Ed Rem 6707, Classroom Measurement and Evaluation (3)
Ed Rem 6709, Educational & Psychological Measurement (3)
*Required for Higher Education

Exit Requirement (3 hours required)
One of the following taken during the 9 semester hours of the program
Hir Ed 6490, Internship or Thesis in Higher Education (3)
Adu Ed 6990, Internship in Adult Education (3)

Adult Basic Education Certification
*Adu Ed 4311, Teaching Basic Reading Skills to Adults
*Ele Ed 6455, Problems of Teaching Arithmetic in the Elementary School or Ele Ed 4346, Advanced Methods in Elementary School Mathematics

*Eight semester hours from these six courses, and 3 hours of adult Education electives, in addition to Spc Ed 3313, Psychology and Education of Exceptional Individuals, are required for five-year certification from the Missouri Department of Elementary and Secondary Education.

Adult Basic Education (ABE) Certification
1) Requirements for two-year teacher's certificate in ABE:

1. A holder of a bachelor's degree from a four-year college or university.
2. Annual attendance at Department of Elementary and Secondary Education (DESE) approved adult basic Education teacher certification workshops.

(The two-year ABE certificate may be renewed twice. Requirements for a five-year certificate must be completed by the end of the sixth year.)

2) Requirements for a five-year teacher's certificate in ABE:

1. Hold a bachelor's degree from a four-year college or university.
2. Earn eight semester hours in DESE-approved adult Education classes, institute or workshops.

(The five-year ABE certificate may be renewed an unlimited number of times by repeating the requirements during the previous five years.)

Note: This would provide certification for (1) ABE teachers who are teaching less than half time and/or without a contract and/or not in a public school or an accredited private school and (2) ABE teachers with bachelor’s degrees who have experience teaching adults, but do not have regular teacher certification.  Information is available for professional certificates for full-time ABE teachers.

Graduate Certificate in Institutional Research
The Post-Master’s Certificate in Institutional Research (CPIR) is for academics who want training in Institutional Research in preparation for working in an IR Office at a postsecondary institution, a government agency, or a private Education organization.  The program consists of 18 hours and may be taken as part of a doctoral program.  Of the 18 hours, 12 are in the required core (6 hours are in research methods and 6 hours in IR seminars), plus a 3-hour Higher Education (Hir Ed) or an Educational Research (Ed Rem) elective and a 3-hour capstone.  Students may transfer up to 5 hours of post-Master’s work into the program with the approval of the advisor.

Adult Education (Adu Ed)

4311 Teaching Basic Reading Skills to Adults (3)
A study of the reading process and of the characteristics of adult learners with a focus on instructional techniques and materials useful in upgrading the performance of adults with deficient reading skills.

4410 The Non-Traditional Adult Learner (3)
An introduction to the non-traditional adult learner.  At the completion of the course the students will be able to identify the characteristics of non-traditional adult learners and various theories of how they learn, as well as the implications of these characteristics and theories on adult

6230 Adult Learning and Development (3)
Prerequisites: Ed Psy 6210 or Ed Psy 6111, or Adu Ed 6410. (Same as Ed Psy 6230). Study of how life stage theories and theories of learning pertain to adult learner. Research bases of these theories explored in relationship to instructional practice with adult learners.

6404 Seminar in Adult Education Research (1-10)
Prerequisites: Adu Ed 6410 or consent of instructor. A review of current research on various topics in the field of adult Education. An in‑depth study of these research topics will be conducted. Application to the field of adult Education will be considered. Special focus will be placed on assessing and improving competency in Educational, corporate and community settings.

6410 The Adult Learner (3)
This course is designed for those who help adults learn in a variety of settings. A study will be made of the characteristics of Adult Learners and various theories of how they learn, as well as the implications of these characteristics and theories for adult Education research, programming, curriculum, planning, and instructional practice.

6411 History of Adult Education (3)
Prerequisites: Adu Ed 6410. A study of the historical foundation of adult Education in America will include the major theorists and their contributions and the continuing Education of the adult in a progressive social context.

6412 Philosophical Foundations of Adult Education (3)
Prerequisites: Adu Ed 6410 or consent of instructor. A comprehensive, systematic philosophical  foundation for adult Education. Exploration of philosophical underpinnings of various approaches to Education of adults--role of learner, teacher, and objectives within each philosophy.

6413 Improvement of Instruction in Adult Education (3)
Prerequisites: Adu Ed 6410 or consent of instructor. A study of selected methods and instructional techniques appropriate for the teaching of adults. An examination of current research will be made as it relates to the problems of instructing adults.

6414 Curriculum Theory and Development in Adult Education (3)
Prerequisites: Adu Ed 6410 or consent of instructor. A study of curriculum theory and its application to adult Education. Particular emphasis will be placed on the development of model curricula for various programs in adult Education.

6416 Survey of Adult Distance Education (3)
Prerequisites: Adu Ed 6410. Survey of distance Education covers concept, theories, history, present practice, delivery systems, major issues and directions of distance learning. Emphasis on research and practice in U.S.; however, course will explore topics and issues in distance Education from international perspective, identifying similarities and differences among countries.

6417 Multicultural Issues in Adult Education (3)
Prerequisites: Adu Ed 6410. Discussion of cultural diversity from an adult Education perspective. Topics include cultural self-awareness, challenges/issues in intercultural Educational settings, theoretical perspectives of multicultural Education, and practitioner concerns and strategies for implementing multiculturalism in adult Education settings.

6418 Assessment in the Adult Classroom (3)
Prerequisites: Adu Ed (6) 6410 & Ed Rem 6707 or consent of instructor.  This course addresses assessing how effectively adult Educators are facilitating adult learning.  Emphasis will be on knowledge and skills, learner characteristics, and learner reactions to instruction effectiveness in the adult classroom.  Special attention will focus this assessment in the adult classroom within Educational, corporate, community, and non-formal settings.

6420 Survey of Human Resource Development and Adult (3)
Prerequisites: Graduate standing and permission of instructor. Overview of fields of human resource development and adult Education. Examines societal contexts within which training of adults and organization development occur. Explores systems theory that frames a discussion of adult Education, training, and organization development. Represents unique characteristics of each field as well as ways in which two fields come together, along with general concepts: definitions, philosophies, goals, sponsoring agencies, professional roles, processes, participants, and resources.

6424 Intervention Determination in Adult Learning and Human Resource Development (3)
Prerequisites: Adu Ed 6410. A variety of strategies will be studied with a view to examining systemic problems in workforce and adult learning situations. The determination of interventions for program planning and development is the major focus.  As key outcomes for this course, learners will be able to design and develop plans and distinguished among workplace, community and Educational needs that can be met with Educational interventions and those that require other, and more appropriate, non-training solutions.  While specifically focused on HRD applications, the content of this course will apply to any Educational setting for adults.

6425 Principles of Business Education (3)
Prerequisites: Business Education certification and consent of instructor. Designed for the business Education teacher, this course examines in depth the principles, practices, and problems of business Education programs. It emphasizes research into historical and philosophical implications, the influence of contemporary attitudes on business Education, evaluation of current programs, and development of innovative approaches. It may be applied toward Missouri Vocational Business Education certification.

6426 Coordination of Cooperative Vocational Programs (3)
This course deals with student selection procedures. Coordinating vocational instruction and planned employment experiences; research techniques for collecting and analyzing data for process and product evaluation; procedures for implementing new ideas and innovations in cooperative vocational Education programs. The course is designed for vocational teachers and for teachers who wish to qualify as coordinators of cooperative vocational programs. This course may be applied toward Missouri Vocational Certification.

6427 Improvement of Instruction in Teaching Business Subjects (3)
Prerequisites: Business Education certification or consent of instructor. Designed for business Education teachers, this course examines current trends in planning, organizing, developing, and evaluating instructional materials relevant to business Education classes. Emphasis is placed on research techniques and strategies for selecting and utilizing appropriate curriculum materials, resources, and media to match learning needs. This course may be applied toward Missouri Vocational Certification.

6432 Teaching in the Community College (3)
This course is designed for students considering a teaching career in the community college. The main emphasis of the course will be to expose students to the unique features of the community college with respect to the special goals of the institution, variety of degree and nondegree programs, and diversity of community college students. A second objective will be to offer a brief review of teaching techniques that will be useful in the community college classroom.

6435 Problems in Teaching College Biology (3)
Same as Biology 5985. Prerequisites: Teaching experience, 30 semester hours in biology, and consent of the instructor. Basic philosophies underlying undergraduate biology Education at the college level will be presented and examined with concern for establishment of an individual philosophy in the prospective college teacher. Teaching techniques suitable for college‑level instruction will be considered, practiced, and evaluated. Advantages and limitations of various methods of instruction will be considered with respect to current research findings.

6494 Directed Readings in Adult Learning (1.0-6.0)
Prerequisites: Graduate Standing, Adu Ed 6410 and consent of instructor.  Self-directed learning, as a key concept in Adult Education, is encouraged as a means of understanding the adult experience, both personally and professionally, and is a recognized core competency in the field of Adult Education.  This course consists of supervised, independent study into the current research, literature, and issues in the area of Adult Learning.  Learners are given the opportunity to meet with other learners and the instructor on a regular basis to share resources, ideas, and to gain feedback.

6497 Problems in Adult Education (1-10)
Prerequisites: Adu Ed 6410 or consent of instructor. Independent study on topics in adult Education.

6990 Internship (1-10)
Prerequisites: Adu Ed 6410 or consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.

Educational Administration (Ed Adm)
Prerequisites may be waived by consent of the department.

6201 Knowledge Contexts of Education Administration and Policy (3)
Prerequisites:  Admission to masters, doctoral, and/or certification programs in Education Administration or consent of instructor.  This course is a survey of the various views of knowledge that have influenced the nature of the organizational structures and policies of American Educational institutions.  The course is framed both by the purposes of American Education and the scientific management movement of the first quarter of the 20th Century.

6202 Social Contexts of Education (3)
Prerequisites: Ed Adm 6201, concurrent with Ed Adm 6201, or consent of instructor.  This course is a critical examination of different perspectives on the social structures within which Education policies are constituted and their concomitant practices implemented.

6203 Political Contexts of Education (3)
Prerequisites: Ed Adm 6201, concurrent with Ed Adm 6201, or consent of instructor.  This course is a critical examination of those aspects of local, state, and federal politics which significantly influence the political contexts within which Education policies are constituted and their concomitant practices implemented.

6204 Economic Contexts of Education (3)
Prerequisites: Ed Adm 6201, concurrent with Ed Adm 6201, or consent of instructor. This course is a critical examination of those aspects of local, state, and national economic structures which influence the nature of Education policies and their concomitant practices.

6205 Legal Contexts of Education (3)
Prerequisites: Ed Adm 6201, concurrent with Ed Adm 6201 or consent of instructor. This course is a critical examination of both (1) local, state, and federal laws and (2) Western notions of justice within which Education policies are constituted and their concomitant practices implemented.

6301 Education Administration Policy Research (3)
Prerequisites: Completion of at least twenty-four (24) credit hours towards the M.Ed. in Education Administration or consent of instructor.  A study of issues and trends in basic, applied, and action research in Educational policy making.

6302 Elementary School Administration (3)
Prerequisite: Completion of at least (15) credit hours of the M.Ed. in Education Administration or consent of instructor. This course is a comprehensive, systematic study of the elementary school principalship. Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of elementary schools.

6303 Middle School Administration (3)
Prerequisites: Completion of at least (15) credit hours of the M.Ed. in Education Administration or consent of instructor.  This course is a comprehensive, systematic study of the middle school principalship.  Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of middle schools.

6304 Secondary School Administration (3)
Prerequisites: Completion of at least (15) credit hours of the M.Ed. in Education Administration or consent of instructor. This course is a comprehensive, systematic study of the secondary school principalship. Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of secondary schools.

6305 School District Administration (3)
Prerequisite: Enrolled in Advanced Certification Program and/or consent of instructor. Course focuses on current  research about school district administration; also deals with major central office issues including: board/ superintendent relations, central office organization, the function and authority of assistant superintendents and program directors, and the administrative team approach to school district administration.

6306 Special Education Administration (3)
Prerequisites: Completion of graduate degree in Special Education, Education Administration or consent of instructor. A study of organizational issues in special Education and implications for practices and procedures.  Specific attention will be given to special Education delivery systems, compliance standards, funding sources, and regulatory standards.

6315 Middle School Educational Philosophy (3)
Prerequisites: Graduate standing. An in-depth examination of the Educational philosophy and historical basis of middle level schools, and the relationship between philosophy and middle school organizational practices. Includes a review of the research, organizational structures and current trends and practices.

6317 Supervision and the Middle School Child (3)
Prerequisites: Graduate standing. The unique developmental characteristics and needs of early adolescents are explored through a variety of supervisory activities involving middle level students, teachers, administrators. The implications of economic and ethnic diversity for middle level schools will also be addressed.

6401 School Staff Development and Supervision (3)
Prerequisite: Ed Adm 6201, concurrent with Ed Adm 6201, or consent of instructor.  This course provides an examination of the conceptual bases and practical applications of staff development and supervision in Educational settings.  It explores relevant conceptual models presented as heuristic devices to consider a variety of administrative techniques to assess needs, plan, deliver, and evaluate staff development and supervision programs in schooling.

6402 School Personnel Administration (3)
Prerequisite: Advanced graduate standing and/or consent of instructor.  This course is a comprehensive, systematic study of problems in planning, recruitment, selection, induction, and retention relative to school personnel.

6403 Problems in School Public Relations (3)
Prerequisites: Advanced graduate standing and/or consent of instructor. This course is an examination of a range of both traditional and critical perspectives relevant to home-school-community relations.

6404 Collective Negotiations in Educational Organizations (3)
Prerequisites: Advanced graduate standing and/or consent of instructor.  This course focuses on the concepts, issues, and processes involved with collective negotiations (bargaining) in American Educational organizations. The major issues addressed in the course include recognition procedures, bargaining unit determination, the scope of negotiations, the proposal and counterproposal, compromise, impasse procedures, and master contract management.

6405 Extracurricular Activities (3)
Prerequisites: Graduate standing and/or consent of instructor.  Activities related to the extracurricular program of secondary schools will be studied in depth. Analyses of appropriate activities will include the nature and purposes of these activities.

6406 Leadership in Educational Administration (3)
Prerequisites: Advanced graduate standing and/or consent of instructor.  This course is designed to acquaint the administrator with the factors of groups and interpersonal relationships directly affecting job performance. The consequences of various types of group relationships upon the institution will be studied in detail.  The administrator will study various rationales for and methods of improving interpersonal relationships within the institution.

6407 School Staff Development & Supervision for Special Education Administration (3)
Prerequisites: Completion of graduate degree in SpecialEducation, Education Administration or consent of instructor. This course provides an examination of the conceptual bases and practical application of staff development and supervision for special Education settings for staffs serving special Education students.  It explores relevant conceptual models presented as heuristic devices to consider a variety of administrative techniques to assess needs, plan, deliver, and evaluate staff development and supervision programs serving students with special Education needs.

6449 Using Technology in Administration Processes (3)
Prerequisites: A course in measurement, statistics or evaluation, or consent of instructor. (Same as Ed Tec 6449).  This course will explore how the use of data analysis with technology can be applied in the administration of schools or other work settings.  Administrators will explore software tools and their implications for making decisions.  A case study will be completed on the implementation of a technology in a school or other appropriate setting.

6497 Problems (1-10)

6501 Principles of Public School Finance in Missouri (3)
Advanced graduate standing and/or consent of instructor.  Course is designed to analyze and study critical areas of public school finance at the local and state levels, highlighting the role of such factors as legislative procedures, principles of local and state support, budgeting and accounting procedures, assessment of property, etc.

6502 School Buildings and Sites (3)
Prerequisites: Advanced graduate standing and/or consent of instructor.  This course deals with methods and procedures for (1) projecting the future building and facility needs of a public school district, (2) supervising actual planning and construction of Educational facilities, (3) optimizing the use of current facilities, and (4) maintenance of buildings, grounds, and equipment.

6503 Organizational Change in Education (3)
Prerequisite: Advanced graduate standing and/or consent of instructor. This course deals with (1) developing strategies for assessing Educational needs, (2) methods of assessing the school's organizational health, (3) the designing of Educational change strategies involving theory‑based models, (4) using systems‑analysis techniques to implement Educational change, and (5) methods of involving students and staff in incorporating meaningful organizational change strategies in Educational institutions.

6504 Organizational Change in Special Education Administration (3)
Prerequisites: Advanced graduate standing and/or consent of instructor. This course deals with developing strategies for assessing special Educational needs, methods of district wide self-assessment of inclusive practices, the designing of Educational change strategies involving theory based models, using collaborative-problem solving techniques to implement Educational change, and methods of involving students and staff in incorporating meaningful organizational change strategies in special Education.

6601 Administration of Adult and Community Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  A course designed to familiarize the student with the structure, purpose, and processes of community Education with particular emphasis being placed on the administrative theories and functions of adult Education.

6602 Programming in Community and Adult Education (3)
Prerequisite: Ed Adm 6601 and/or consent of instructor.  Study and analysis of basic situations in which community and adult Educational programming take place. Within this framework, application will be made of a fundamental series of steps essential to sound Educational programming.

6603 Financing of Community Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  The student will develop the necessary skills needed to construct an operational budget for the administration of community Education programs. Emphasis will be placed on developing a support base from federal, state, and local funding resources. The student will be exposed to proposal writing and funding procedures.

6800 Education Policy Studies Seminar (1-6)
Prerequisites: Admission to doctoral program and consent of instructor.  Intensive directed study of selected Education policy issues.

6900 Internship (1-10)
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.

7050 The Research Process I: Framing Research Questions Within the Education Literature (3)
(Same as Educ 7050) Prerequisites: Admission to the Ed.D. or Ph.D. in Education Programs.  An overview of the essential elements of research proposals and familiarization with the techniques and tools used to identify important research questions within the Education literature.  Emphasis is placed on exploring the research literature and both framing and justifying research questions within that literature.

7150 Educational Inquiry (3)
Prerequisites: Ed Adm 7050.  This course is required for doctoral students in the Educational Administration program.  The course supports the development of the student’s individual research topic and explores options for methodological approaches to Education policy and administration issues.

7250 The Change Process in Schools and School Districts (3)
Prerequisites: Ed Adm 7050 and Ed Adm 7150 Advanced study of the literature pertaining to the theories of action and strategies for leading and sustaining change in schools and school districts.  Emphasis is on the framing of research questions through the perspective of the literature on the change process in the schools.

7800 Education Administration Doctoral Seminar (1-6)
Prerequisites: Admission to doctoral program and consent of instructor. Intensive directed study of selected issues related to the administration of Educational institutions.

Higher Education (Hir Ed)

5401 Current Issues in Higher Education (3)
Prerequisites: Graduate admission. Familiarizes student with nature and characteristics of American higher Education--structure of higher Education, roles played by various constituencies, and current issues.

5402 Student Affairs Administration (3)
Prerequisites: Graduate admission. Survey course in student personnel administration with emphasis on understanding college student and on learning ways to meet his/her academic and nonacademic needs.

6404 The Seminar (1-10)
Prerequisites: Graduate standing.

6405 Financial Issues in Higher Education (3)
Prerequisites: Graduate standing.  Provides an overview of the state/federal funding mechanisms for higher Education in the U.S.  Addresses practices in budgeting at various types of postsecondary institutions.

6406 Governance of Higher Education (3)
Prerequisites: Graduate admission. Concentrates on study of unique system of governance in higher Education, including faculty, institutional, system, and state governing mechanisms.

6420 Legal Aspects of Higher Education (3)
Prerequisites: Graduate admission. Examines legal rights and responsibilities of faculty, students, staff, and administrators. Includes fair employment, due process, affirmative action, and liability.

6421 Legal Aspects of Postsecondary Teaching (3)
Prerequisites: Graduate admission. Examines legal issues of interest to faculty. Areas include faculty (contracts, grievances/appeals/affirmative action, free speech, tenure) and student (disability, sexual harassment, academic integrity, free speech, classroom incivility, student behavioral standards, grades) issues.

6422 Policy Analysis of Higher Education (3)
Prerequisite: Graduate admission.  Introduces students to the analysis of higher Education public policy. Includes state and local policy analysis and examination of legislative history of major federal higher Education laws.

6430 The Community College (3)
Prerequisites: Graduate admission. Develops an understanding of the two-year college--its past, present, and future. Examines history, operations, funding, internal constituents, curricular mission, societal role, and current issues.

6431 Community College Leadership (3)
Prerequisites: Graduate admission.  Introduces students to leadership theory and practice and the literature of leadership development.  Applies theory and practice to the unique role of the leader in community colleges, including the community college presidency.  Particular emphasis is given to the diverse roles expected of the successful leader in today’s community college.

6432 Current Issues in Community College Education  (3)
Prerequisites: Graduate admission.  A review and analysis of current issues affecting community college students, instruction, administration, policy and community relations. Hir Ed 6430, The Community College, is recommended before taking this course for those not currently working in community college settings.

6435 The International Community College (3)
Prerequisites: Hir Ed 6430. Exploration of the development of systems of post secondary Education throughout the world that mirror all or parts of the mission of the community college system in the United States.  The course takes a comparative approach to examining the  history, philosophy, structure, curriculum and student characteristics of these international systems, using the American system as a point of reference.

6440 Issues in Institutional Research I (3)
Prerequisites: Graduate standing.  Provides a history and overview of institutional research in postsecondary Education.  Other areas of interest include student issues, student outcomes, higher Education funding, productivity funding, and legal issues.

6441 Issues in Institutional Research II (3)
This course provides the study of key issues in institutional research, including faculty workload and salary, program assessment, fact books, peer institutions, national databases, and strategic planning.

6473 Curriculum in Higher Education (3)
Prerequisites: Graduate standing and/or consent of instructor. The development, implementation, and assessment of curriculum in higher Education as well as historical and philosophical perspectives; major figures and emerging trends are included.

6474 The College Student (3)
Prerequisites: Graduate standing and/or consent of instructor.  A comprehensive overview of the theories and research related to college and university student development.  Particular attention is given to student demographics, patterns of growth and development, and attitudinal changes.

6476 Organization and Administration of Higher Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  This course includes the study of the missions, governance, and organizational structures of American higher Education institutions.  Within this context, particular attention is given to administrative roles, responsibilities, and issues of leadership.

6477 History and Philosophy of American Higher Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  This course is a systematic study of the historical and philosophical contexts that have conditioned the evolution of American higher Education.  Particular attention is given to significant events, trends, and movements within American higher Education.

6497 Problems (1-10)
Prerequisites: Graduate standing and/or consent of the instructor.

6900 Internship (1-10)
Prerequisites: Graduate standing and/or consent of the instructor.  Closely supervised experience in a field under the direction of a graduate faculty member.  An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern.  The internship will include planning, research, evaluation, and related professional activities.

6930 International Community College Internship (3)
Prerequisites: Hir Ed 6430 and consent of instructor. Supervised experience in an international community college setting under the direction of a graduate faculty member will include planning, research, evaluation, and related professional activities.  Participants will be expected to both provide administrative or instructional assistance to the host college, and complete research related to the setting and experience.

7800 Higher Education Doctoral Seminar (1-6)
Prerequisites: Doctoral standing and/or consent of instructor. Intensive directed study of selected issues related to the administration of higher Education institutions.