EDU000. Intro to Grad Studies School Counseling. 1 hour. F. SP. SU.
Introduction to Graduate Studies in School Counseling is taken in the semester in which a student enrolls in a School Counseling program degree or licensure only program. This course provides an overview of the responsibilities, requirements, and expectations of the School Counseling program, the University, and the school counseling profession. Several resources that are available to students to help them succeed at the graduate level will also be introduced.
EDU501. Research Methods. 3 hours. F. SU.
The student will demonstrate the ability to interpret and critique research in the field of education. The student will demonstrate familiarity with statistical techniques and be able to take a question and develop a research plan to answer the question.
EDU503. Developmental Psychology. 3 hours. SP. SU.
An advanced study of the physical, emotional. social, and cognitive characteristics of children within grades K-4, 5-8, and 9-12. Students will concentrate on the implications these characteristics have for the classroom setting within the appropriate grade level.
EDU505. Instructional Theory and Design. 3 hours. F. SP. SU.
This course is an in-depth study of selected models of teaching and supporting research with emphasis on practical application in K-12 classrooms. Importance is placed on designing, applying, and evaluating instructional activities; lesson planning and lesson presentation to produce a community of learners.
EDU510. Teaching Math Literacy. 3 hours. F.
This course is an in-depth study of math curriculum for grades K-8. An emphasis on constructivist teaching practices with hands-on learning, problem solving, and communicating mathematical difficulties are stressed. Attention to grade level and remediation are included.
EDU512. Procedures in Classroom Management. 3 hours. F. SP. SU.
A study and application of procedures for dealing with pupil discipline and management in the elementary and secondary grades. Special attention is given to management of pupils in the classroom.
EDU519. School Counseling Foundations. 3 hours.
An intensive look at the profession of counseling and the professional roles, tasks-responsibilities, and identity of the counselor. This course also includes an opportunity for an in-depth understanding of the many aspects of professional counseling including similarities and differences between educational roles and mental health professions. The course emphasizes self-awareness and growth as it relates to becoming an effective facilitator of change through the counseling process.
EDU521A. Teaching Secondary Sch Literacy (Trad). 3 hours. F. SP.
A general study of strategies used in building and reinforcing literacy skills in respective content areas of secondary grades. This class requires a clinical experience. Prerequisite: EDU 505 Instructional Theory and Design.
EDU521B. Teach Secondary School Literacy (JE). 3 hours. F. SP.
A general study of strategies used in building and reinforcing literacy skills in respective content areas of secondary grades. This class requires a clinical experience. Prerequisite: EDU 505 Instructional Theory and Design.
EDU522A. Research Development & Implementation I. 3 hours. F.
This course is in the first part of the six-hour research process in partial fulfillment for the Master of Education degree. In this course, students will review significant aspects of research, learn the research process, select their project, research the literature, and develop their methodology. The student must hold regular admission status.
EDU522B. Research Development Implementation II. 3 hours. SP.
This course is the second part of the six-hour research process in which students will work to execute their approved research plan, analyze their data, write up their results, defend their research before a committee and submit an article for publication. Prerequisite: EDU522A Research Development and Implementation I.
EDU524. Enhanced Student Teaching. 1 hour. F. SP.
The enhanced field experience consists of an entire semester with the student working as a student teacher in two sequentially assigned classroom settings. During this time the student is expected to demonstrate skills in teaching appropriate to the age of the children and the subject for which licensure is being sought according to specific areas of knowledge and skills. Students will also meet in a weekly, on-campus seminar to discuss experiences and other areas of interest and/or need. Initial start date for the student teaching semester follows district calendars. Prerequisite: EDU 548 Advanced Literacy IV: Teaching Methods Across Content Areas. Corequisite: EDU 550 Professional Reflection and Planning.
EDU528. Counseling Theories Interventions School. 3 hours. F.
A study of the practice of counseling methods in the school counseling setting. This course will examine how to identify students in need of counseling and to establish appropriate counseling goals. The course will include a review of theories of individual counseling, the practice of group counseling, and techniques and intervention methods appropriate for application in school settings. The course will also examine the appropriate scope of practice for school counselors.
EDU529A. Foundations of Literacy I (Traditional). 3 hours. F. SP.
This course will begin to build a knowledge base in regards to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisite/Corequisite: EDU 505 Instructional Theory and Design.
EDU529B. Foundations of Literacy I (JE). 3 hours. F. SP.
This course will begin to build a knowledge base in regards to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisite/Corequisite: EDU 505 Instructional Theory and Design.
EDU537. School Counseling Practicum. 3 hours. F. SP.
This course provides the implementation and practice of counseling theories; modeling, school counseling strategies for PreK-12 students, and critique of counseling skills for school counselors. This course includes a 25-hour practicum to be completed during the semester in which the course is taken. (Students will complete this practicum at the elementary/middle level or secondary level.) Prerequisites: EDU 665 Organization and Administration of School Counseling, EDU 532 Theories of Child Counseling and Consulting, EDU 534 Introduction to Group Counseling, and EDU 538 Assessments.
EDU539A. Foundations of Literacy II (Trad). 3 hours. F. SP.
Building upon the foundational principles introduced in Foundations of Literacy I, this course delves deeper into the science of reading and its practical application in literacy instruction. Through a comprehensive examination of advanced word study, handwriting, spelling, composition, fluency, comprehension, writing, and literacy instruction for English Language Learners (ELLs), students will develop the knowledge and skills necessary to effectively support diverse learners in their literacy development. A clinical experience is required for this course. Prerequisite of EDU 529 Foundations of Literacy I is required for this course.
EDU539B. Foundations of Literacy II (JE). 3 hours. F. SP.
Building upon the foundational principles introduced in Foundations of Literacy I, this course delves deeper into the science of reading and its practical application in literacy instruction. Through a comprehensive examination of advanced word study, handwriting, spelling, composition, fluency, comprehension, writing, and literacy instruction for English Language Learners (ELLs), students will develop the knowledge and skills necessary to effectively support diverse learners in their literacy development. A clinical experience is required for this course. Prerequisite of EDU 529 Foundations of Literacy I is required for this course.
EDU548A. Strategies Instruction Content (Trad). 3 hours. F. SP.
This course provides teacher candidates with the knowledge and skills necessary to effectively integrate instructional strategies across various content areas. Through an exploration of research-based practices and pedagogical approaches, students will examine how to design and deliver instruction that promotes critical thinking, content mastery, and interdisciplinary connections. Emphasis will be placed on understanding the unique characteristics of each content area and selecting appropriate instructional strategies to support diverse learners. A clinical experience is required for this course. Prerequisite of EDU539 Foundations of Literacy II is required for Integrated PreK-3 and Elementary Education. Prerequisite of EDU521 Teaching Secondary School Literacy is required for candidates in the Middle Grades and Secondary programs.
EDU548B. Strategy Content Areas (JE). 3 hours. F. SP.
This course provides teacher candidates with the knowledge and skills necessary to effectively integrate instructional strategies across various content areas. Through an exploration of research-based practices and pedagogical approaches, students will examine how to design and deliver instruction that promotes critical thinking, content mastery, and interdisciplinary connections. Emphasis will be placed on understanding the unique characteristics of each content area and selecting appropriate instructional strategies to support diverse learners. A clinical experience is required for this course. Prerequisite of EDU539 Foundations of Literacy II is required for Integrated PreK-3 and Elementary Education. Prerequisite of EDU521 Teaching Secondary School Literacy is required for candidates in the Middle Grades and Secondary programs.
EDU550A. Profess Reflecting and Planning (Trad). 1 hour. F. SP.
For students seeking initial licensure. A capstone course taken in conjunction with student teaching. It includes participation in scheduled topical and workshop sessions, meeting state licensure requirements, completion of a professional portfolio, and reflective practice. This course is a prerequisite to the completion of the initial licensure program and is a program requirement to receive the recommendation of Freed-Hardeman University for licensure. Prerequisite: approval for student teaching. This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout this seminar also with the final submission as well as possible guest speakers to promote personal and professional growth. Prerequisite: EDU548. Corequisite: EDU524 Enhanced Student Teaching.
EDU550B. Pro Reflecting & Planning (Job Embed). 1 hour. F. SP.
For students seeking job-embedded licensure. A capstone course taken upon approval at the end of a job-embedded license. It includes participation in scheduled topical and workshop sessions, meeting state licensure requirements, completion of a professional portfolio, and reflective practice. This course is a prerequisite to the completion of the initial licensure program and is a program requirement to receive the recommendation of Freed-Hardeman University for licensure. Prerequisite: an active, non-expired job-embedded license. This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout this seminar also with the final submission as well as possible guest speakers to promote personal and professional growth. Prerequisite: EDU548A-C.
EDU599. EdTPA Preparation. 1 hour.
Preparation for MAT students who are not job embedded. This will be an 8-week course for the purpose of preparing traditional or permit students to successfully complete the edTPA licensure assessment.
EDU601. Foundations School Admin/Supervision. 3 hours. F. SU.
A study of the relationships between people's behavior and their beliefs and/or value structures; groups process as a problem solving device, various leadership styles and their consequences; the student's own concept of educational administration; and the importance of the continuance of one's own professional growth. In addition, this course will assess the student's qualifications and dispositions to meet professional, ethical, and leadership qualities associated with an effective instructional leader candidate. Candidates will prepare a professional portfolio, produce an on-demand writing sample and present additional artifacts as outlined in the Tennessee Learning Centered Leadership System or other artifacts as directed by the professor. In addition, all prospective FHU Instructional Leadership Licensure candidates must present their previous teacher evaluation(s). Candidates with TVAAS data will submit their latest assessment and are required to score a minimum of 3 on a 1 to 5 scale. Candidates will be required to earn a minimum of 3.1 on a 1 to 5 scale in the Teacher Observation portion of the Tennessee Educator Acceleration Model (TEAM). Candidates from out-of-state will present comparable assessments. Prerequisite: 12 hours of 500-level core courses. This course will include field experiences and projects or activities in the areas covered.
EDU610. Leadership Theories and Applications. 3 hours. F.
A study of the organizational structure for the administrator to facilitate the goals and objectives of the unit; implementation of a management process for the administrator most appropriate to a specific administrator's position; prediction of the consequences of selected management processes; verbalization and demonstration of technical skills that are necessary to perform formative and summative teacher evaluations; verbalization and demonstration of supervisory skills. Field experiences and/or projects and activities will be included in this course. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
EDU611. School Business Management. 3 hours. SU.
This course requires that students identify a specific school district and verbalize the budgetary responsibilities of each of its administrative components; do an operating cost analysis of a specific program after having been given a specific program in a school and a traditional line-item budget; compare the procedures and capabilities of a planning programming budgeting system of budgeting model with a traditional budgeting model; develop an appropriate budgeting model and identify the steps necessary for its implementation for an identified school district; conceptualize the business management competencies necessary to function as a business administrator or unit head in a specified school. National and state finance issues and trends will be addressed. Field experiences, projects, and activities will be included. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
EDU612. School and Community Relations. 3 hours. SP.
A study of processes, systems and instruments for obtaining and disseminating information pertaining to school and community; the investigation and analysis of procedures for utilizing human and physical community resources for improving education. This course will include field activities, group projects, and individual activities. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
EDU613. The Principalship. 3 hours. F.
School leadership strategies and practices of organization, supervision, and management appropriate to elementary, middle, and high school are studied. The course will focus on engagement both psycho-socially and academically. It will also challenge preconceived constructs of what the principal should know and do. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
EDU614. Instructional Leadership Licensure Inter. 3 hours. SP. SU.
A course that brings closure to the initial Instructional Leadership Licensure program in which the intern will prepare an electronic portfolio, complete content competencies aligned to the Tennessee Instructional Leadership Licensure (TILL) and pass the Praxis 6990 examination . The intern will take any remedial steps required to obtain a TILL. The student will also develop and implement a professional development plan for the following year. Prerequisites: EDU 601 Foundations of School Administration and Supervision, EDU 610 Leadership Theories and Applications, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
EDU621. Advanced Educational Leadership. 3 hours. SU.
School leaders are entrusted with overseeing the education of the present and the next generation. They are held by the public and by their staff and faculty to high professional standards and expectations. This course is designed for prospective school administrators and supervisors to expand and enhance their knowledge and skills in leadership areas.
EDU630. Professionalism and Ethics. 3 hours. F.
School leaders are expected to model and promote professional and ethical standards in their actions and in their decisions. This course will research national, state, local, and organizational leadership expectations of professional behavior. Students will study, discuss, and practice desired behaviors through written in-basket activities and role play.
EDU634. Sem Multicultural/Diversity Issues Educa. 3 hours. SP.
This graduate seminar provides an overview of the issues, principles, and practices associated with effective teaching in diverse school contexts. Students will explore theory and pedagogy as they relate to culturally responsive teaching from the perspectives of both the teacher and the learner in school settings. In addition, teachers' and students' diverse and multiple social identities and a variety of student learning styles, course topics will include problem-based learning, inquiry-based teaching, and other models for ensuring engagement and inclusion. The interaction of theory and practice is an important theme (and challenge) of the course.
EDU635. Advanced Legal Issues in School Admin. 3 hours. SP. SU.
This course will concentrate on legal issues that were not covered in EDU 513 Education Law and on issues that have recently been changed by the courts in subjects covered in other law courses. This course is designed for local building administrators as well as the central office administrators.
EDU637. Data Analysis for School Improvement. 3 hours. SP.
Using data to guide decision making and continuous improvement is predicated on consistent, reliable, and informative sources of data. While schools assess students with tremendous frequency, the lack of distribution, organization, and explanation of data often prevents is meaningful application. This course is intended to develop the capacity of teacher leaders to address these problems and lead their school to more systematic application of data to guide decision making and continuous improvement.
EDU638. Instructional Design & Improvement. 3 hours. F.
An overview of learning centered on leadership, addressing the improvement of instruction through research findings. Emphasis is also placed on the demonstration of instructional improvement in various settings and the development of leaders who can facilitate the process of educational change.
EDU639. Development Professional Learning Commun. 3 hours. SU.
Professional Learning Communities (PLC) has emerged as an effective model for school improvement and higher student achievement. This course will orient participants around the concepts of PLC, where PLC fits in the broader perspective of school reform, and strategies for implementing PLC. The PLC is an essential component of fostering a collaborative culture to support educator development and student achievement.
EDU665. Organ/Admin School Counseling Services. 3 hours. SP.
This course will expose students to the knowledge and skills necessary to develop, implement and coordinate a comprehensive school-wide counseling program involving students, teachers, parents and outside agencies.
EDU670A. Advanced Educational Research Design I. 3 hours. F. SU.
In this two-part course followed by EDU 670B, students will plan out significant aspects of a particular research study focused around a chosen methodology. Data collection, survey creation, and other areas or research design will be explored in order to successfully defend a research proposal.
EDU670B. Advanced Educational Research Design II. 3 hours. F. SP.
In this course, students will engage in the collection and synthesis of relevant research on a specific research topic and the development of a professional literature review. An emphasis will be placed on the in-depth review and analysis of current professional literature toward the development of Chapter 2 of the student's proposed research study. Prerequisite: EDU 670A Advanced Educational Research Design I.
EDU671A. Quantitative Stats App Soc Sci Res I. 3 hours. F.
This course provides the basis for understanding, applying, and interpreting univariate statistics in social science settings and introduces multiple correlation research. The students will use data sets that apply directly to social science research and explore the theory and application behind various inferential statistical methods.
EDU671B. Quantitative Stats App Soc Sci Res 2. 3 hours. SP.
This course is an extension of EDU 671A that further explores the application in inferential statistics in social science settings. The student will relate specific quantitative research procedure using appropriate software. Prerequisite: EDU 671A Quantitative Statistics Applied to Social Science Research I.
EDU672. Qualitative Methods Applied SS Research. 3 hours. SP.
This course conveys the history and characteristics of qualitative methodology used in educational settings. A theoretical and practical examination of qualitative methods will include the use of action research as students gain experience in employing qualitative techniques and analyses.
EDU685. Seminar in Professional Development. 3 hours. F.
This course provides students the opportunity of a planned field-based experience to demonstrate the development of identified professional competencies related to the student's concentration and area of professional interest and scheduled periods for reflection and professional collaboration with peers. Each student will supply documentary validation of demonstrated identified professional competencies. The course is designed to be a guided induction experience and will be the equivalent of at least one (1) semester, spent full-time in a school setting with a mentor principal. Prerequisite: Approval of advisor.
EDU770. Advanced Educational Research Designs. 3 hours.
This course conveys the orientation and strategies needed to employ both quantitative and qualitative methodologies of research and investigation in the field of education. Topics include an examination of significant designs, their relations to specific types of research questions, hypotheses, descriptions of subjects, data collection procedures, and analyses. Limitations to each design will also be thoroughly examined. Prerequisites: Acceptance into the Ed.D. in Instructional Leadership program and satisfactory completion of comprehensive exams.
EDU771. Quantitative Methods Education Research. 3 hours.
This course provides the basis for understanding, applying, and interpreting univariate statistics in educational settings and introduces multiple correlational research. The student will relate specific quantitative research questions and hypotheses to appropriate statistical procedures as well as analyze each procedure using appropriate software. Students will use data sets that apply directly to educational research. Prerequisites: EDU 770 Advanced Educational Research Design.
EDU772. Qualitative Methods Education Research. 3 hours.
This course conveys the history and characteristics of qualitative methodology used in educational settings. A theoretical and practical examination of qualitative methods will include the use of action research as students gain experience in employing qualitative techniques and analyses. Prerequisites: EDU 770 Advanced Educational Research Design.
EDU773. Dissertation Seminar I. 3 hours. F. SP. SU.
This dissertation seminar course is one of three that all doctoral students must take. It is an individualized course designed to help progress doctoral students through the dissertation process depending on where they are in the dissertation phase. Students may plan, conduct, and/or write about significant aspects of their particular research study. Academic writing, data collection, data analysis, and other areas of the research process will be explored in order to prepare students to meet the requirements of the doctoral program. Prerequisite: Doctoral candidacy.
EDU774. Dissertation Seminar II. 3 hours. F. SP. SU.
This dissertation seminar course ie one of three that all doctoral students must take. It is an individualized course designed to help progress doctoral students through the dissertation process depending on where they are in the dissertation phase. Students may plan, conduct, and/or write about significant aspects of their particular research study. Academic writing, data collection, data analysis, and other areas of the research process will be explored in order to prepare students to meet the requirements of the doctoral program. Prerequisite: EDU-773 Dissertation Seminar I.
EDU775. Dissertation Seminar III. 3 hours. F. SP. SU.
This dissertation seminar course ie one of three that all doctoral students must take. It is an individualized course designed to help progress doctoral students through the dissertation process depending on where they are in the dissertation phase. Students may plan, conduct, and/or write about significant aspects of their particular research study. Academic writing, data collection, data analysis, and other areas of the research process will be explored in order to prepare students to meet the requirements of the doctoral program. Prerequisite: EDU-774 Dissertation Seminar II.
SPE541. Differentiated Instruction/Intervention. 3 hours. SP. SU.
This course is designed to help equip special education and general education teachers with the skills, strategies, and dispositions to teach all children. An emphasis on children with disabilities, children from diverse cultural backgrounds, and English Language Learners within the context of the regular classroom will be the focus. The use of technology in the classroom will be emphasized. Same as SPE441.
SPE544. Manage Behavior Students W/Special Needs. 3 hours. F. SU.
This course is designed to acquaint students with the origin of inappropriate behavior on the part of children with special needs. An emphasis is placed on understanding the social and emotional aspects of behavior and how behavior impacts academic achievement. Students will also gain an understanding of evidence-based strategies, tiered behavioral supports, effective techniques and approaches decrease inappropriate behaviors and increase desirable behaviors in the classroom. Attention will also be given to understanding of how trauma impacts student behavior, at-risk behaviors in children and how those behaviors impact learning. Same as SPE 444
SPE546. Practical Applications Special Education. 3 hours. SP.
This course focuses on learners with mild disabilities. Special topics of focus will include issues in assessment and identification, instruction and placement (IEP), learners with intellectual and developmental disabilities, learning disabilities, etc. Same as SPE 347.
SPE547. Assessment in Special Education. 3 hours. F.
This course focuses on appropriate assessment instruments and procedures for students with disabilities or suspected of having disabilities. Provides training in the administration and interpretation of psycho-educational tests. Attention will be given to use of appropriate assessments to drive specialized instruction, data-driven behavioral supports, and the use of tiered behavioral supports. Same as SPE 447.
SPE548. Consultation School-Family & Community. 3 hours. SP.
This course focuses on the development of skills in communicating and collaborating with parents, general education teachers, school administrators, support service personnel in the school, and with other service agencies in the community. Includes topics such as: special education resources, laws and regulations, professional ethics, licensure requirements, and professional organizations and successful strategies for parent interaction. Same as SPE 448.
SPE549. Transitional and Vocational Education. 3 hours. F.
This course is designed to provide students with knowledge, strategies, and recourses necessary to prepare adolescents and young adults with disabilities for the transition from school to future careers, continuing education, and independent living. Students will develop knowledge and skills about the context within which adolescence occurs, transition assessment/planning strategies, transition-related content/instruction strategies (including student-focused skill development strategies), and strategies for interacting and collaborating with families and community-based agencies in the transition process. Students enrolled in SPE 549 will write a paper on a topic relative to those discussed in class regarding working with students in this area and/or types of services for these students, outside of high school. In addition, this course is designed for the 6-12 interventionist licensure pathway. Same as SPE 449.
SPE562. Characteristics Needs Exceptional Child. 3 hours. F.
This course is a study of etiology, characteristics, and educational needs of individuals with high incidence disabilities (i.e., learning disabilities, intellectual disabilities, behavior disorders) and low-incidence disabilities (i.e., hearing impaired). Discussions and practical applications of educational methods, strategies, and techniques will also be incorporated. Same as SPE 362.
SPE583. Teaching Students W/Moderate/Severe Disa. 3 hours. SP.
This course focuses on educating students with severe and multiple disabilities including physical disabilities, multiple disabilities, sensory disabilities, and other special health care needs. Emphasis will be placed on building trauma-informed classrooms, designing collaborative educational services, partnering with parents and families, designing and adapting the curriculum, educating students with physical disabilities and multiple disabilities, sensory disabilities, and other special health care needs. This course requires clinical observation and practicum experience of a classroom that serves students with severe and multiple disabilities. This course is designed for the K-12 comprehensive licensure pathway. This course also requires the student to obtain First Aid/CPR Certification. Same as SPE 483.
SPE651. Literacy Interventions. 3 hours. F. SP.
This course provides an overview of literacy, including diverse cultural and linguistic backgrounds, the science of reading, and typical and atypical language development. Evidence-based strategies and interventions for students with language delays, developmental disabilities, and learning disabilities (e.g., dyslexia) will be emphasized. Same as SPE 351.
