Division of Educational Leadership and Policy Studies

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
President in Residence
Ph.D., University of Iowa
Lloyd I. Richardson Jr., Professor
Ph.D., George Peabody College of Vanderbilt University
Charles D. Schmitz, Professor, Dean
Ph.D., University of Missouri-Columbia
Joy E. Whitener, Professor Emeritus, Dean Emeritus
Ed.D., Washington University
Patricia Boyer, Associate Professor
Ph.D., University of Missouri-Columbia
Kathleen Sullivan Brown, Associate Professor
Ph.D., Washington University
Matthew D. Davis, Associate Professor
Ph.D., University of Texas, Austin - New location
Charles J. Fazzaro, Associate Professor
Ed.D., West Virginia University
John A. Henschke, Associate Professor, Continuing Education Specialist, University of Missouri Extension-East Central Region
Ed.D., Boston University
Carole 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
Wendell L. Smith, Assistant Professor Special Assistant to the Chancellor and Dean Emeritus
Ph.D., Ohio State University
Matthew D. Davis, Associate Professor
Ph.D., University of Texas, Austin
James E. Murray, Assistant Professor
Ph.D., University of Missouri-St. Louis
Pi-Chi Han, Assistant Professor
Ed.D., University of Arkansas
Ken Owen, Associate Teaching Professor
Ed.D., Saint Louis University
Margaret R. Dolan, Assistant Teaching Professor
Ph.D., St. Louis University
John Ingram Jr., Associate Teaching Professor
Ph.D., University of Wisconsin-Madison
Lowe S. (Sandy) MacLean, Vice Chancellor Emeritus
Ed.D., Indiana University-Bloomington

General Information

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 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 State 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 most of the academic requirements for the Missouri school superintendent’s certificate. Please see your advisor for specifics regarding the superintendent certification.

Education Specialist (Ed.S.) in Education Administration
The Education Specialist Degree (Ed.S.) in Education Administration is a logical extension of the UMSL 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-six (36) credit hours of an approved NCATE accredited master’s degree. One-half (15 credit hours) must be completed within the COE after being admitted to the Ed.S. 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, students must complete at least a minimum of six (6) additional hours, depending on the courses taken for the Ed.S., for a total of sixty-six (66) hours above the baccalaureate.

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 UMSL 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.
  3. Have a graduate grade point average of at least 3.25 on a scale of 4.00.
  4. Have on file at least three (3) 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., one (1) from a 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 twenty-four (24) credit hours must be completed after acceptance into the program.

Degree Program
There are three (3) phases to this degree program. Phase 1.00 must be completed by students not possessing a UMSL 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. Students seeking the superintendent certification must complete ten (10 specifically required courses.

Phase 1.00

1.00 Elementary and Secondary School Education Emphases

1.10 Contexts Core
ED ADM 6201, Knowledge Contexts of Education Administration 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
*** ED ADM (6900) Internship (3)
Required Semester Hours Section 1.31........12 OR
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
*** 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 nine (9) 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 6407, School Staff Development & Supervision for Special Ed Administrators (3)
ED ADM 6501, Principles of Public School Finance in Missouri (3)
ED ADM 6502, School Buildings and Sites (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 TECH 5340, Selection and Utilization of Educational Media (3)
ED TECH 6433, Educational Technology Systems Management (3)
ED TECH 6449, Using Technology in Administrative Processes (3)
ED REM 6708, Education and Psychological Measurement

Section 2.20
Human 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 6307, Intergrated Curriculum for Special Ed Administrators (3)
ED ADM 6317, Supervision of the Middle School Child (3)
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)
ED FND 6421, Philosophy of Education (3)
ED FND 6422, Analysis of Education Issues (3)
ED FND 6435, History of Western Education (3)
ED PSY 6225, Psychology of Adolescence (3)
POL SCI 6462, Political Theory and Public Policy (3)
ED ADM 6900, Internship (School District Level) (3)
ED ADM 6900, Internship (Special Education Setting) (3)

Total Section 5.32…………………………………….. 12

TOTAL Education Specialist Degree in Education Administration................ 60 (inclusive of a maximum of 36 credit hours from an M.Ed. in education administration.)

Phase 3.00

Writing Exit Requirements

Section 3.10 -Writing Requirements
At least two (2) 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 PS K-12 Writing Requirements-Form and Style.

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 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 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 ADM 6202, 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 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.

Competencies/Expectations/Outcomes that all students must demonstrate to complete the program successfully:

School Administrator candidates in the College of Education are held to the Interstate School Leaders Licensure Consortium’s Standards for School Leaders (ISLLC)

  1. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
  1. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
  1. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
  1. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
  1. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner.
  1. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.
  1. A school administrator is an educational leader who promotes the effective use of technology to maximize student learning and efficiently manage school operations.

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
ADULT ED 6410, The Adult Learner (3) OR
HIGHERED 6474, The College Student (3)
A course in historical foundations
ADULT ED 6411, History of Adult Education (3) OR
HIGHERED 6477, History and Philosophy (3)
A course on the improvement of instruction
HIGHERED 6473, Curriculum in Higher Education (3) OR
ED PSY 7647, Teaching for Learning in the University (3)

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

Adult and Higher Education Electives (12 hours minimum)
ADULT ED 4410, The Non-Traditional Adult Learner (3)
ADULT ED 6416, Survey of Adult Distance Education (3)
ADULT ED 6417, Multicultural Issues in Adult Education (3)
ADULT ED 6418, Assessment in the Adult Classroom (3)
ADULT ED 6230, Adult Learning and Development (3)
ADULT ED 6420, Survey of Human Resource Development & Adult Ed (3)
ADULT ED 6427, Improvement of Instruction in Teaching Business Subjects (3)
ADULT ED 6432, Teaching in the Community College (3)
ADULT ED 6494, Directed Readings in Adult Learning (3)
ADULT ED 6497, Problems in Adult Education (3)
ADULT ED 6404, Seminar in Adult Education Research (3)
ADULT ED 6540, Comparative International Adult and Higher Education (3)
HIGHERED 5401, Current Issues in Higher Education (3)
HIGHERED 5402, Student Affairs Administration (3)
HIGHERED 6404, Seminar (3)
HIGHERED 6405, Economics and Finance (3)
HIGHERED 6406, Governance of Higher Education (3)
HIGHERED 6420, Legal Aspects of Higher Education (3)
HIGHERED 6421, Legal Aspects of Postsecondary Teaching (3)
HIGHERED 6422, Policy Analysis of Higher Education (3)
HIGHERED 6430, The Community College (3)
EDUC 6308, Foundations of Adult Basic Education (3)
ED ADM 6462, Programming in Adult and Community Education (3)
ED PSY 6111, Psychology of Education (3)
ED TECH 5340, Selection and Utilization of Educational Multimedia (3)
ED TECH 6415, Teaching and Learning with Technology: Authoring Tools (3)
ED TECH 6416, Teaching and Learning with Technology: Data Rep. Tools
ED TECH 6436, Computer-Mediated Communication in Education (3)
ED TECH 6437, Distance Learning via Networks and Telecommunications (3)
ED TECH 6452, Educational Multimedia Design (3)
ED TECH 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 last 9 semester hours of the program
HIGHERED 6490, Internship or Thesis in Higher Education (3)
ADULT ED 6990, Internship in Adult Education (3)

Adult Basic Education Certification
*ADULT 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 SPEC 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.

Learning Outcomes

The Adult & HE student should demonstrate and/or have an understanding of:

  1. Integrating teaching, learning, and technology.
  1. Awareness of education and educational research as a lifelong process.
  1. The unique role of shared governance in postsecondary institutions.
  1. The legal, social, and political contexts as it relates to organization and postsecondary institutions.
  1. Student learning and development, including learning communities and curricular issues.
  1. Exploring issues related to faculty.
  1. Critical inquiry, including research courses and internships.
  1. Historical periods and historical adult and higher education educators.
  1. Characteristic issues associated with different historical periods; Role of adult education during various historical periods.
  1. Knowledge of the vast array of methods, techniques, devices, and research findings available for helping adults learn.
  1. Application of the various techniques for helping adult learners in their adult education programs.
  1. Philosophical perspectives informing the field of adult education or higher education.

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 (HIGHERED) 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.

Course Descriptions

Adult Education (ADULT ED)

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 education research, programming, curriculum planning and instructional practice.

6230 Adult Learning and Development (3)
Prerequisites: ED PSY 6210 or ED PSY 6111, or ADULT 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: ADULT 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: ADULT ED 6410. A study of the historical foundation of adult education in America will be studied. This includes the major theorists and their contributions; together with the continuing education of the adult in a progressive social context.

6412 Philosophical Foundations of Adult Education (3)
Prerequisites: ADULT 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: ADULT 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: ADULT 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: ADULT ED 6410. Survey of distance education covers concept, theories, history, present practice, delivery systems, major issues and future directions of distance learning. Emphasis on research and practice in U.S.; however, since much of the literature in the field has been written by educators in other countries, the course will explore topics and issues in distance education from international perspective, identifying similarities and differences among countries as they relate to adult learning.

6417 Multicultural Issues in Adult Education (3)
Prerequisites: ADULT 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: ADULT 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 through use of formative assessment of both student learning and instructional 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 will be represented 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: ADULT 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 distinguish 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.

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 non-degree 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.

6494 Directed Readings in Adult Learning (1-6)
Prerequisites: Graduate Standing, ADULT 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: ADULT ED 6410 or consent of instructor. Independent study on topics in adult education.

6540 Comparative International Adult & Higher Education (3)
Prerequisites:  ADULT ED 6410 or HIGHERED 6476.  A study of lifelong learning as well as adult and higher education with a view to a more global understanding of educational systems.  Selected western and non-western educational themes and issues will be viewed from the context of their respective

6990 Internship (1-10)
Prerequisites: ADULT 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 Ed.S. 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.

6307 Integrated Curricula for Special Education Administrators (3)

Prerequisites: Graduate Standing. Development of skills to understand, supervise and evaluate the integration and differentiation of curriculum. Intended for special education administrators.

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, and 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.

6407 School Staff Development & Supervision for Special Education Administration (3)
Prerequisites: Completion of graduate degree in Special Education, 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 TECH 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)
Prerequisites: 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.

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 (HIGHERED)

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.

6408 Legal Issues in Student Affairs (3)

Prerequisites: Graduate Standing. Provides an exploration of the legal and philosophical principles that guide decision-making in higher education institutions and the courts. It also includes a detailed, in-depth analysis of legal cases that have an impact on students in private and public two- and four-year colleges and universities in the United States.

6409 Critical Issues in Student Affairs (3)

Prerequisite: Graduate standing. Explores the historical development and foundational theories of the student affairs profession. This course also explores the organization and management of programs and services, the formulation of policies that guide student personnel service programs, and the integration of program elements, research, current problems and trends.

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. HIGHERED 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: HIGHERED 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: HIGHERED 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.