Graduate catalog

Graduate course descriptions

NOTE: Not all courses will be offered in any given term, semester or year. A list of courses to be offered in future years can be obtained from the graduate ofﬁce.

Art graduate courses

Art 526 Collage Mixed Media (3)

Collage Mixed Media is an exploration of the technical and expressive possibilities of various media for collage. An intensive on campus experience will provide the student with an opportunity for exploration and experimentation leading to individual direction and focused work. Emphasis is placed on the development of a cohesive body of work in collage mixed media.

Art 541 Jewelry and Metalsmithing (3)

This is an advanced course in jewelry and metalsmithing intended for in-service elementary and secondary art teachers. Content includes studio work, critical discussion of the work of selected artists, and design theory and practice.

Art 543 Ceramics for the Classroom Teacher (3)

This is an advanced course in ceramics intended for in-service elementary and secondary school teachers. Content will include studio work, group discussions, art criticism, and art historical profiles of selected ceramic artists. Prerequisites: Experience teaching ceramics in the classroom or the successful completion of an introductory course in ceramics.

Art 545 Visual Communication Design (3)

Visual Communication Design is to effectively train participants to utilize good principles of visual communication in any manner of presentation they design/plan, and to also have a working knowledge of technology and tools to execute presentation designs.

Art 498/598 Post-Baccalaureate Practicum in Art (9)

This is a studio course in which the student, under the supervision of an instructor, concentrates on the development of a portfolio in preparation for graduate study in studio art. This course is available to a limited number of students who have earned an undergraduate degree with a major in art. Prerequisites: Baccalaureate degree with a major in art, successful portfolio review of at least 20 works, a proposed plan of study, and permission of the Department of Art.

Biology graduate courses

BIO 501 Modern Biology for the Elementary Teacher (3)

Application of methodology to presentation of biological concepts at elementary school level. Students will design and develop materials for teaching life sciences at a level appropriate for their teaching interests. Discussion of current developments in life sciences will form a basis for developing activities. Prerequisite: one year of teaching experience.

BIO/ENG 24 Nebraska Story (3)

A study of the natural history of Nebraska and Nebraska authors with an interdisciplinary emphasis on science, literature and writing. This course will include visits to selected areas of Eastern Nebraska associated with well-known Nebraska writers. Students will participate in a first-hand study of the natural history of the areas and visit sites related to the literature and lives of the authors. The course will focus on the effect of the land and its history on the writers as well as on the biological and geological history of the land itself. Students' writing and photography will be the primary means of response to course materials and experience

BIO 444/544 Nutrition (3)

A study of nutrients, their chemical structures, digestion, absorption and utilization in the body. The roles of nutrients, their interactions and the results of deficiencies. Recommended dietary allowances, techniques for improving food preparation and studies on how to modify attitudes to promote healthful eating habits. Prerequisites: a course in college biology, upper level or graduate standing.

Computer science graduate courses

CS 432/532 Educational Computing (3)

This course provides the background and experience to assist one in becoming more proficient regarding the use of computers in the classroom and to enable him/her to possibly serve as a resource person in that area. Topics will be discussed and researched to enable students to effectively develop, analyze, and/or apply computer applications and computer-related technology in the classroom.

CS 548 Discrete Structures for Secondary Teachers (3)

Development of modeling and problem solving abilities using discrete structures, particularly as they relate to teaching secondary mathematics or computer science. This course will build upon previous knowledge of discrete mathematics. Topics will include but not be limited to combinatorics, recurrence relations and generating functions, graph theory, and game theory. Prerequisites: Math 248 or Math 252 or Math 335, or their equivalents, a working knowledge of a high level programming language, or permission of the instructor.

Education graduate courses

EDUC 500 Foundations of Education (3)

Examines key elements of the education profession and evaluates current trends, issues, and approaches in professional education programs. The course also provides an overview of the historical, philosophical, and social foundations underlying the development and purpose of American education and explores the ideas of key educators and the interaction between the public’s ideals and the realities of schools including the political, economic, social and legal foundations of education in effective schools.

EDUC 501 Contemporary Thought in Education (3)

An examination of the theoretical and philosophical bases for contemporary educational patterns; current educational issues are researched. Interests of the participants will determine the areas of application to private and public education.

EDUC 502 History of American Public and Private Education (3)

This course seeks to develop a critical awareness of the development of and changes in American public and private education from colonial times to the modern era, plus the assimilation of information, skills, and interpretation into the educational thinking and perspective of the contemporary educator. Rather than providing easy answers to historical and modern problems, it aims to challenge assumptions and stimulate questions.

EDUC 503 Educational Psychology (3)

Explores the psychology of learning. As an interdisciplinary blend of psychology and education, it addresses both theoretical and practical issues. As a branch of psychology, it investigates the science of human behavior, especially the behaviors connected to development and learning. This course will focus on how theoretical and empirical knowledge about human cognition and learning can be applied in middle and high schools.

EDUC 504 Middle School Pedagogy (3)

Examines curricular and instructional strategies for middle school grades 5-8. Interdisciplinary curriculum, personalization of learning, instructional technologies, and other teaching strategies for the early adolescent are discussed, modeled and practiced.

EDUC 505 High School Pedagogy (3)

Will examine the different types of secondary schools and their structure/organization, the implications of federal and state legislation on school systems as it pertains to student instruction, and effective characteristics of secondary student instruction. The course emphasizes instructional analysis, standards-based lesson plan and unit plan construction, instructional strategy selection, and classroom management implications.

EDUC 506 Integrating Technology into the Classroom (3)

This course is designed to provide students with a practical understanding of educational technology, computer use and applications, integration of technology in classroom curriculum, and use of the World Wide Web as an information repository and learning tool. This hands-on course will provide teachers with opportunities to use and explore existing hardware, software and Internet resources in order to incorporate them into the design process. Each teacher will be expected to use course information to design an instructional unit that effectively integrates technology as a tool for enhancing the learning environment.

EDUC 507 Reading/Writing Across Curriculums (3)

Will show students how to incorporate reading, including study skills; writing; speaking; listening; research and inquiry, and technology and media into specific content areas. This course will examine theories and practices in reading comprehension, instructional strategies and communication skills that assist students in becoming mature readers.

EDUC 508 Multiculturalism, Exceptionality and Human Relations in a Pluralistic Society (3)

This course will increase student knowledge and awareness related to issues of multiculturalism and exceptionality. The course will also provide students with socio-historical global perspectives for the study of culture including race, ethnicity, religion, language, gender, sexual orientation, socio-economic status and age in an increasingly diverse world. Students will be challenged to reflect both individually and collectively on the multiple meanings of diversity, exceptionality and multiculturalism in American education and society with a focus on positive human relations.

EDUC 509 Special Topics in Reading (1)

Offered in conjunction with the Plum Creek Children’s Literacy Festival, this course will provide for the study of special topics in literacy. Students will review professional literature and practice. They will design and implement a project that will enhance literacy instruction in their classroom or school.

EDUC 510 Analyzing and Applying Assessments to Improve Instruction (3)

Gain an in-depth understanding of formal and informal student assessment including assessment design and analysis. Emphasis on analyzing assessment data to improve instruction, and incorporating effective student assessment into the planning and delivery of instruction.

EDUC 511 Special Education and the Law (3)

Focuses on issues related to the characteristics of special needs populations on both ends of the academic spectrum, classroom strategies for instruction of special needs populations and litigation resulting in the mandated provision of services for children with special needs. The course will also look at development and adaptation of materials, media and procedures, specific modifications and accommodations, and classroom organization/management. The course also places an emphasis on understanding and informed use of assessment data, and community involvement and collaboration.

EDUC 512 Professional Ethics (3)

This is a course that emphasizes the integrity of the teaching profession, including both building and modeling character and a Christian value system. The course will look at the judicial system and major federal and state court decisions that have affected or influenced education, ethical considerations of the teaching profession, procedures for obtaining a license and teaching position, and other practical issues for teachers.

EDUC 416/516 Education of the Moderately, Severely & Profoundly Handicapped (3)

The course will define the construct of moderate and severe mental retardation. Terminology of the field as well as characteristics of clients, theoretical models, evaluation of psychomotor, cognitive and affective domains of human development and curriculum development will be discussed.

EDUC 425a/524 English as a Second Language/Foreign Language Instruction, Curriculum, and Assessment (3)

The purpose of this course is to introduce students to the theory and practice of second/foreign language teaching and learning, curriculum selection, evaluation, and development as well as assessment and evaluation of second/foreign language learners. Clinical hours are required.

EDUC 425b/525 English as a Second Language/Foreign Language Instruction, Curriculum, and Assessment (3)

EDUC 426/526 Language and Culture (3)

Language and culture are two multidimensional and constantly changing phenomena that are integrally connected to everything that happens in the world. As any language is culturally conditioned, any culture is linguistically defined. Therefore, the main goal of this course is to examine the relationship between language and culture, their influence on each other as well as their effect on community, identity, beliefs, and values.

EDUC 427/527 ELL Practicum (1)

Students are assigned to teach under the supervision of a classroom teacher and a university supervisor in settings that require application of skills and principles developed in the ELL curriculum. Prerequisites: EDUC 524, EDUC 525, EDUC 526; ENG 530 (May be taken concurrently with EDUC 526; ENG 530).

EDUC 428/528/FL528 Parent Education (1)

Examines lifespan faith and moral development of children and parents; characteristics, types, styles and forces that shape parenting practices and processes; development and dynamics of life-span relationships; changing family contexts; programs/services, training and delivery systems; and the impact of cultural-religious norms and family policies upon families.

EDUC 430/530 School, Community, and Parent Involvement (2 or 3)

This course concentrates on the teacher's role in building successful relationships between families, educators, schools, and communities. Strategies for increasing respectful family-school relationships that enhance children's school success will be emphasized.

EDUC 531 Differentiating Instruction to Increase Student Achievement (3)

This course will review theory-based differentiated models of instruction that will provide practitioners with a strong background in a variety of instructional modalities. In this course students will discover what is old and what is new. They will learn how to determine important differences in their students’ points of entry to their classroom and uncover implications for class management; for working with students and parents; and for creating fair and appropriate assessments. This course balances information with practical applications and includes material for teachers across grade levels, personal styles and philosophies of teaching.

EDUC 532 Enhancing Learning Through Linguistic and Cultural Diversity (3)

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored.

EDUC 533 Classroom Management: Theory and Practice (3)

In this course, teachers will study and explore educational literature on classroom management techniques, group dynamics, teacher/student interrelations, leadership styles, peer group dynamics, appropriate punishment, crisis control, coping with special students, teacher/student rights, teacher authority, and communication with parents and administration. The primary objective of this course is to provide teachers with an understanding of classroom management strategies and theories, as applied to real life situations, pertaining to both teachers and students.

EDUC 534 Empowering Teachers as Leaders (3)

This course introduces the concept of teacher leadership and its value in the field of education today. This course will explore what it means to be a teacher leader in various environments, to be advocates for students, to participate meaningfully in school reform and/or renewal processes, and to articulate knowledge of content, pedagogy, and other teaching/learning.

EDUC 535 Portfolio 1 (0)

The portfolios are outcome and evidence based with the student showing evidence of competency in the standards within his or her field of study. Depending upon the program, students complete either two or three portfolios, which are submitted electronically at set points during the student’s program. The portfolio shows professional growth over time and can serve as a basis for documenting professional development outside of the university setting.

EDUC 536 Portfolio 2 (0)

See Educ 535

EDUC 537 Portfolio 3 (0)

See EDUC 535

EDUC 538- Internship in Reading (3)

The internship in Reading is for the student who is completing a second field experience that focuses on the administration of reading programs. These 3 additional credit hours supplement the Practicum in Reading (EDUC 568) and meet the NCATE and International Reading Association’s recommendations for field experiences.

EDUC 540 Curriculum and Instruction Capstone (3)

The capstone course is an opportunity for students to demonstrate that they have achieved the goals for learning established in their professional development plan. This project should take into consideration all of the courses leading to this degree and focus on a student’s personal interest area(s) as they relate to improvement in two of the INTASC teaching standards.

EDUC 545/FL-544 Lifespan Family Education (3)

This course reviews the nature of lifespan family life education in the community, workplace and church. Students become familiar with professional and faith perspectives related to the foundation and practice of major lifespan family areas. Personal and professional family life assumptions and values are examined. Immediate course applicability is possible through pre-and-post work.

EDUC 548 Instructional Models (3)

There are many powerful models of teaching designed to result in the learning of students. Successful teachers need to be familiar with a wide spectrum of techniques in order to help students become more effective learners. This course will investigate a variety of teaching strategies, the underlying theories upon which they are based, and illustrations of how to use them in an instructional setting.

EDUC 549 The Teacher as a Curriculum Builder (3)

A common view of curriculum building or curriculum design centers around the idea of putting together curriculum documents that illustrate what is to be covered in a given class. However, there are other ways of looking at the concept that we call “curriculum.” One such way is the paradigm of teacher inquiry. In this course, various methods of personal professional inquiry will be investigated in order to empower teachers to learn more about what guides their practice in an effort to maximize their contribution to their personal “curricula.”

EDUC 550 Curriculum History and Philosophy (3)

This course will examine the historical antecedents and philosophical foundations of the area of curriculum study. The contributions of noted curricularists, historical curriculum trends, and the philosophical applications to curriculum theory and practice will form the core of the class content.

EDUC 551 Curriculum Design and Evaluation (3)

This course will begin with a review of major educational philosophies and their respective approaches to curriculum development. The focus of the course will include basic principles and practices in the curriculum planning and development cycle; aligning standards to curriculum; issues surrounding curriculum design and implementation, and the link between curriculum, instruction, and evaluation for an elementary, middle or secondary school. Theory will be linked to real-life problems utilizing a variety of active learning exercises.

EDUC 552 Processes in Elementary and Secondary School Administration (3)

This course deals with processes in educational administration with emphasis on administrative organization and the role of the principal in leadership and management responsibilities in the elementary, middle or secondary school.

EDUC 553 Administration of School Relations and Finance (3)

Principles of planning and administering a school public relations program. Capital funding. Long range financing and building programs.

EDUC 554 The Supervision of Instruction in the Schools (3)

The student will study modern theories of supervision of instruction; their purpose, methods, and participants. Special emphasis on the role that both teacher and administrator play in the process of supervision in an elementary, middle or secondary school.

EDUC 557 School Law (3)

A survey of the principles and practices of school law and their effect on the administrator and classroom teacher. Topics will include education as a state function, separation of church and state, discipline and corporal punishment, tort liability, contracts, and educator protection against lawsuits.

EDUC 565 The Young Child: Language and Literacy Development (3)

A foundations course in developmental reading for teachers of younger children (ages three through grade 3), emphasizing the characteristics of young children, oral language development, developing reading interests, the integration of all language arts in the beginning reading program, and current issues in teaching the young child to read.

EDUC 566 Reading in Middle and Secondary Schools (3)

A foundations course in developmental reading for teachers of intermediate, junior, and senior high students (grades 4 through 12), emphasizing reading in the content areas, comprehension levels, reading-study skills, oral interpretation of literature, recreational reading, and current issues in teaching the older student to become more proficient in reading.

EDUC 567 Assessment and Instruction in Reading (3)

This course emphasizes diagnostic evaluation and the organization of the learning environment which will permit personalized literacy instruction for struggling readers, students with special needs, gifted students, and those from diverse cultural and linguistic backgrounds.

EDUC 568 Practicum in Reading Instruction and Assessment (6)

This is a laboratory (practicum) experience in which the student, under direct supervision, assesses reading abilities and develops individual educational programs and materials in reading for students with special needs: students experiencing literacy difficulties, gifted students, those with cultural differences, and/or varied linguistic backgrounds.

EDUC 569 Seminar in Reading (3)

In this course the student studies and evaluates research and topics in reading in light of sound. Students also begin developing their capstone project.

EDUC 570 Cultural Awareness for Teachers and Young Children (3)

An intensive study of some major cultural/ethnic groups in the U.S. today, with emphasis on helping teachers and children accept and enjoy the beautiful diversity of God’s people. Classroom application will be made. Meets Nebraska human relations requirement.

EDUC 571 Issues in Early Childhood Education (3)

Issues covered will include working with today’s families, developing appropriate curriculum, environments and assessment for children ages 3-8. Helpful for administrators as well as teachers.

EDUC 572 Social and Church Agencies that Assist Early Childhood Education (3)

Examination of a variety of public and church-related agencies that are available to assist families with young children and the educators who care about them.

EDUC 573 Practicum in Early Childhood Education (6)

In this capstone course in the Early Childhood master’s program, the student studies and evaluates developmentally appropriate program practices to be implemented in her/his own program over the course of a semester.

EDUC 574 Early Childhood Program Organization and Management (3)

This course focuses on organizing, planning, managing, and evaluating programs for young children. Daycare and preprimary programs are examined in light of current developmentally appropriate practice. (Also listed as EDUC 452)

EDUC 578 Infants and Toddlers: Development, Methods, Curriculum, & Assessment (Birth-3) (3)

Emphasis on linguistic, physical, social, cognitive, moral, emotional, aesthetic development of children from birth to age three; developmentally appropriate methodology, curriculum, and assessment; family partnerships; advocacy; professionalism; resources for families of children from birth to age three.

EDUC 580 Pre-Primary Education: Development, Methods, Curriculum & Assessment (Ages 3 through 5) (3)

Emphasis on linguistic, physical, social, cognitive, moral, emotional, aesthetic development of children from age three to age five; developmentally appropriate methodology, curriculum, and assessment; family partnerships; advocacy; professionalism; resources for families of children age three through five.

EDUC 581a Practicum in Elementary School Administration and Supervision, Part 1 (3)

Observation and practice of speciﬁed administrative and supervisory skills. This course requires 75-125 hours of clinical experience.

EDUC 581b Practicum in Secondary School Administration and Supervision, Part 1 (3)

Observation and practice of speciﬁed administrative and supervisory skills. This course requires 75-125 hours of clinical experience.

EDUC 582a Practicum in Elementary School Administration and Supervision, Part 2 (3)

Observation and practice of speciﬁed administrative and supervisory skills. A continuation of EDUC 581, pt. 1. This course requires 150-175 hours of clinical experience. A total of 250 hours of clinical experience is required for certification in Nebraska.

EDUC 582b Practicum in Secondary School Administration and Supervision, Part 2 (3)

EDUC 583 Primary Education: Development, Methods, Curriculum & Assessment (Ages six through eight) (3)

Emphasis on linguistic, physical, social, cognitive, moral, emotional, aesthetic development of children ages six through eight; developmentally appropriate methodology, curriculum, and assessment; family partnerships; advocacy; professionalism; resources for families of children from age six to eight.

EDUC 467/584 Special Education Methods and Materials (3)

The course will focus on identification and assessment of learning disabilities and ADHD while providing methodology and materials appropriate for this population. The field range of placement options and effective communication will also be addressed.

EDUC 485/585 Parish Education Program Administration (3)

An introduction to and exploration of the theory and processes associated with the administration of parish education programs. Special emphasis is placed on: idea generating, initiating change, leadership, promotion, evaluation, program planning, use of technology, creating ownership, explanation of pertinent systems, budget management, and curriculum review.

EDUC 586 Parish Education: Planning and Evaluation (3)

The course will enable the student to assist a Board of Education to plan a comprehensive Christian education effort for a congregation. Through this experience the student will (1) broaden his/her understanding of the role, nature, types and methods of planning and evaluation; and (2) improve his/her ability to use planning and evaluation on both a congregational and board level.

EDUC 595 Educational Research Design (3)

The evaluation of various forms of existing information, with emphasis on the ability to relate this information to personal professional growth. Development of skills in qualitative and quantitative research methods. The project in EDUC 595 will be completed in EDUC 599 or EDUC 540.

EDUC 598 Thesis (6)

Research, organization and writing of the Master’s thesis. A student may register for three hours a term. The thesis must be completed at least 45 days before the day of graduation.

EDUC 599 Independent Study (3)

A required course in the Educational Administration program, EDUC 599 is the completion of the project developed in EDUC 595. The student will complete an intensive study involving the relationship of a particular content or administrative area taught in the local school or parish.

EDUC 599 Independent Study - NCFR Certification (3)

This course is a 125 hour practicum in the congregation, school or community. The practicum provides opportunities to develop increased understandings of families and individuals. Students develop essential skills under the supervision of the LCMS district education administrators and/or community leaders. The practicum is required for students who desire certification by the National Council on Family Relations.

English graduate courses

ENG 521 Teaching Writing in Grades PK-12 (3)

A close examination of the writing of children and youth, and the techniques for teaching writing. Special emphasis on the relationship of writing to literature, reading, language, and the other language arts.

ENG/BIO 524 Nebraska Story (3)

ENG 530 Linguistics for Educators (3)

This course provides a rigorous overview of the elements of English linguistic study and its application to English language learning and teaching. The course examines grammars and theories of English, language diversity and change, language acquisition, and philosophy and application of language study and teaching.

ENG 531 English Language and Linguistics (3)

The study of language as a symbolic system for communication in varied socio-economic environments, in dialects, and in varied usages. The study of the development of the English language and its structures and patterns. Language analysis with differing theories of grammar.

ENG 466/566 Teaching Shakespeare/ Great Books in Grades 7-12 (3)

A study of six to eight plays, including histories, comedies, and tragedies. Special attention devoted to adapting the material for teaching in elementary and secondary schools.

ENG 535 Survey of Contemporary Literature from Pre-Kindergarten to Grade 12 (3)

A survey of contemporary literature for readers from pre-kindergarten level through grade 12. Students will become familiar with contemporary youth poetry and fiction, explore societal issues in literature, develop skills of literary analysis, and connect the use of literature to research in literary study and literacy learning.

Geography graduate courses

GEOG 401/501 Geography Workshop for Teachers (3)

A geography workshop to assist teachers and others in producing lesson plans/projects for the classroom. Can be used to fulfill "Educate America Act: Goals 2000" to help put geography back into the curriculum.