Course Descriptions
MSE 500 Theories and Principles of Teaching and Learning
Credit Hours: 3
This technology enhanced course focuses on
contemporary theories of teaching and learning.
Emphasis will be placed on human learning
from various perspectives in psychological
theory through the 21st Century.
MSE 504 - Comparative Educational
Philosophy
Credit Hours: 3
Deals with the historical bases of educational
philosophy, and the interpretation of modern
issues and problems through a philosophical
perspective. Students will also develop or refine
their own reflective philosophies of education
as a values component in educational
decision-making.
MSE 505 - Perspectives in Curriculum
and Technology
Credit Hours: 3
This Internet course addresses planned educational
change viewed through curriculum decision-
making. Theoretically derived alternatives
are evaluated in terms of implementation and
evaluation within culturally diverse instructional
environments.
MSE 506 - History and Philosophy of
Early Childhood Education
Credit Hours: 3
This course deals with the historical bases of
early childhood educational philosophy and the
interpretation of modern issues and problems
through a philosophical perspective. Students
will also develop or refine their own reflective
philosophies of early childhood education as a
values component in educational decision-making.
MSE 507 - Reading in the
Elementary Curriculum
Credit Hours: 3
An investigation of the history, theories, models,
materials, and methods characteristic of traditional
contemporary elementary reading curricula.
Students research and contrast holistic,
individualized, integrative, and skills oriented
programs and compose personal literacy philosophies
and frameworks for instructional decisions.
MSE 509 - Characteristics/LD
Credit Hours: 3
This course provides a theoretical frame of reference
within which to view challenges faced
by students with learning disabilities (LD). A
functional definition of LD, possible causes of
LD, characteristics of students with LD, typical
academic deficits experienced by students with
LD, and methods that have been effective in
addressing the needs of students with LD will
be examined.
MSE 510 - Instructional Methods
SPED/LD
Credit Hours: 3
This course will cover critical issues and specific
methods and materials relating to the instruction
of students with a varying range of needs.
Major emphasis will be placed on students with
mild disabilities such as LD as well as students
with other mild to moderate disabilities. Major
emphasis will also include the framework for
appropriate instruction for students in light of
their learning stages, the nature of the learner,
and the content of instruction.
MSE 513 - Advanced Educational
Psychology
Credit Hours: 3
This course is intended to give the practicing
teacher or prospective teacher knowledge, experiences,
and understanding of educational
psychology. Theories of classroom management,
learning, motivation, instruction, assessment,
and diversity will be examined.
MSE 514 - Reading and Writing
Across the Curriculum
Credit Hours: 3
An in-depth examination of the nature, theories,
and models of reading and writing, and
their roles in the elementary and middle school
curricula as mediums through which learners
acquire and refine knowledge, thinking, and literacy.
Contemporary instructional approaches,
planning, and assessment procedures are reviewed
and practiced.
MSE 515 - Early Childhood Curriculum
Credit Hours: 3.
This course examines the theory, principles, and
techniques of teaching young children. Emphasis
is given to instructional planning, methodology,
and material preparation related to early
childhood education. Areas of study will include:
learning centers, individualization, educational
play, and the use of media in extending
the child’s understanding of art, music, literature,
reading instruction, mathematics, natural
and social sciences.
MSE 516 - Child, Family and
Community Relationships
Credit Hours: 3
A study of parent involvement strategies and
insights from community agency personnel pertaining
to goals of early childhood programs.
MSE - 517 Early Childhood Language
Acquisition
Credit Hours: 3
This course provides students with an overview
of the major language systems contributing to
contemporary educational theory. The primary
objectives are to: help the student understand
language and phonetic development, understand
normal and developmental language difficulties,
and create a language sample used in
early childhood classrooms.
MSE - 518 Instructional Media
and Technology
Credit Hours: 3
This course concerns the application of technology
to theories of learning and methods of instruction.
Developing and evaluating
courseware to facilitate classroom instruction
is included. This course is for those in the National
Board Certification sequence.
MSE 519 - Reflective Teaching
Practice
Credit Hours: 3
This course concerns the study of the relationship
between teacher reflection, planning, decision-
making, and teaching practice. This
course is for those in the National Board Certification
sequence.
MSE 520 - Professional Writing for
Specialization
Credit Hours: 3
This course involves intensive writing in the
candidate’s area of specialization. This course
is for those in the National Board Certification
sequence.
MSE - 521 Mathematics in the
Elementary Curriculum
Credit Hours: 3
This course provides teachers with ideas, techniques,
and approaches to teach mathematics.
The course emphasizes manipulatives, problem
solving, estimation, mental math, math across
the curriculum and technology as an integral
part of teaching mathematics. Students are required
to spend a minimum of ten hours of observation/
teaching in a regular preK-8th grade
classroom.
Prerequisite(s): MAT 124 and EDU 214/
MSE 513 and acceptance into the Teacher Education
Program.
MSE 522 - Mathematics Methods in
Special Education
Credit Hours: 3
This course provides teachers with ideas, techniques,
and approaches to teach mathematics.
The course emphasizes diagnostic, prescriptive,
and evaluative teaching for students with mathematics
disabilities along with a study of
manipulatives, problem solving, estimation,
mental math, math across the curriculum and
technology as integral parts of teaching mathematics.
Students are required to spend a minimum
of ten hours of observation/teaching in a
regular preK-12th grade classroom.
Prerequisite(s): MAT 124 and EDU 214/MSE 513 and acceptance
into the Teacher Education Program.
MSE 524 - Leadership and Planned
Educational Change
Credit Hours: 3
This course investigates theories of leadership
and characteristics of effective leaders in both
formal and informal roles. Power and
authority, organizational vision, effective
teams, and decision-making skills will be
explored. Students will investigate the change
process and how to effectively implement
systemic change. Through the use of case
studies, the importance of ethical leadership,
leadership in a diverse society, and the role of
the servant leader will be discovered. An
important component of this course will be the
reflection and revision of the student’s own
personal leadership philosophy.
MSE 525 - Middle School Methods
and Philosophy
Credit Hours: 3
A study of philosophy and methodology approach
unique to the middle level school. Advising,
team teaching, and the unique characteristics
of the middle school student are addressed.
Students are required to spend a minimum
of ten (10) hours of observation/teaching
in a middle level (5-8) classroom.
MSE 526 - Organizational
Administration
Credit Hours: 3
This course will introduce students to systematic
problem analysis and solution generation.
Through the use of different lenses to view
problems, students will learn to integrate the
insight gained from each lens into a solution
which maximizes the potential for successful
resolution of the problem. Students will investigate
models of organizational structure
and their impact upon communication. Problems
from the areas of personnel, supervision,
finance, and law will serve as case studies for
the application of analysis skills.
MSE 527 - Legal Issues in Education
Credit Hours: 3
The purpose of this course is to introduce the
student to educational law as it impacts the formation
of school policies. Legal foundations of
educational policies and practices including constitutional
provisions, federal laws, landmark
court cases, and state regulations will be investigated.
MSE 528 - Psychoeducational Testing
Credit Hours: 3
The student will become familiar with the basic
concepts and procedures relating to assessment
in special education. Norm-referenced,
achievement, diagnostic, informal, curriculumbased,
intellectual, and adaptive assessment will
be covered. Interpretation will be stressed. Also,
application of course principles will be provided
in one or more student-conducted testing situations.
MSE 529 - Human Resource
Management and Supervision
Credit Hours: 3
This course investigates the administration and
management of professional support personnel
in educational institutions. Effective methods
of interpersonal communication are discussed.
Emphasis will be placed on needs assessment,
recruitment, selection, development,
assignment, supervision, formative and
summative evaluation. The policies, procedures,
and legal requirements of personnel
management in our culturally diverse society
will be investigated.
MSE 530 - Current Topics in
Education
Credit Hours: 1-6
Engages the student in critical analyses of current
issues or problems in education or in its
cultural context. Topics will vary. No more than
6 hours of Current Topics will count toward the
Master’s degree.
MSE 531-537 - Teaching Methods
for the Secondary School
Credit Hours: 3
These courses are designed to acquaint students
with the instructional objectives, methods and
materials, as well as evaluation and assessment
strategies applicable to teaching in the secondary
school. Numbers for the different areas are
as follows: Art - 531; Biology - 532; English - 533;
History - 534; Math - 535; Music - 536; Physical
Education - 537.
MSE 538 - Methods for Teaching
Science in the Elementary School
Credit Hours: 3
This course is designed to acquaint students
with the instructional objectives, methods and
materials, as well as evaluation and assessment
strategies applicable to teaching science in the
elementary school.
MSE 539 - Methods for Teaching
Social Studies in the
Elementary School
Credit Hours: 2
This course is designed to acquaint students
with the instructional objectives, methods and
materials, as well as evaluation and assessment
strategies applicable to teaching social studies
in the elementary school.
MSE 542 - Cross Cultural Studies
Credit Hours: 3
In this advanced cross-cultural course, students
will investigate comparisons of cultures and
study the encounter of cultures with one another.
The common problems and concerns of
different cultures, such as constructive political
relationships, economic interrelationships, ecological
issues, cultural cross-fertilization, and
other facets will be investigated.
MSE 544 - Reading in the
Content Areas
Credit Hours: 3
A study of contemporary models of reading
pedagogy in the content areas. Students research,
draft, and practice a diverse repertoire
of instructional approaches which promote critical
thinking and strategic reading across the
content area curriculum.
MSE 545 - Policy Analysis and
Implementation
Credit Hours: 3
This course centers on developing an understanding
of the educational policy-making process.
Emphasis will be placed on educational
policy implementation and evaluation. The
course is grounded in the belief that education
does not operate in a vacuum but within the
context of the community.
MSE 547 - Educational Play/Learning Centers in Early Childhood
Credit Hours: 2-3
This course investigates the theories of learning
for preschool children and initiates the development
of a learning center appropriate for
young children. Students will relate learning
theories to practice through planning and preparing
stimulating environments in which
young children will be challenged through active
exploration and interaction.
MSE 548 - Statistics in Education
Credit Hours: 3
An introductory yet comprehensive survey of
common statistical analyses encountered in educational
research.
MSE 549 - Early Childhood
Assessment
Credit Hours: 3
Intensive investigation of techniques and tools for assessing the development level of children
from birth through approximately eight years
of age.
MSE 550 - Characteristics/Strategies
for Emotionally/Behaviorally
Disordered
Credit Hours: 3
A study of the characteristics, casual factors,
and educational implications for the emotionally/
behaviorally disordered student. This
course will cover strategies for more effective
education with parents, community organizations,
and school personnel in relation to the E/
BD student.
MSE 551 - Practicum in SPED/MR
Credit Hours: 3
This practicum is to be taken in conjunction
with or following MSE 568 - Characteristics and
Strategies of MR/POHI or a separate strategies
course in mental retardation (MR). The intent
of this practicum is to provide the prospective
educator with firsthand experience in working
with students with MR. A minimum of 150 clock
hours of field experience needs to be
documented for this practicum. The student
will take an active role in ensuring a quality
experience by working with his/her cooperating
teacher(s) in developing the experience.
The practicum requires that the prospective
educator interact fully in teaching students
with mental retardation.
MSE 553 - Seminar/Practicum
Moderate Severe
Credit Hours: 3
This course is to be taken concurrently with
MSE 569 (Autism/Traumatic Brain Injury/
Physical & other Health Impairments). This
combined seminar (approximately one semester
hour) and practicum (approximately two
semester hours) provides a chance to gain
additional knowledge about students who
pose atypical challenges in terms of learning
and functioning within general and special
education settings and who are in need of
specialized educational and related services.
Such services as those provided by special
educators who work with low-incidence
disabilities, by occupational and physical
therapists, medical personnel, and behavioral
specialist will be addressed. The student will
document at least 100 clock hours of outsideof-
seminar experience in interacting with
students in school or nonschool settings. Time
spent in planning for teaching/interactive
experiences and researching aspects related to
disabilities of focus in the seminar/practicum
experiences may be counted within the 100
clock hours. However, a minimum of 70 clock
hours should be documented for actual
interaction with individuals with moderate and
severe disabilities.
MSE 554 - Understanding Poverty:
A Research-Based Perspective
Credit Hours: 3
The goal of this course is to use various research
strategies to examine the economic differences
that separate social classes so they can be minimized
in the educational setting. The course will
also use research to identify and analyze issues
central to effectively teaching students from
poverty.
MSE 556 - Classroom Management
Credit Hours: 3
This course is designed to give experienced
teachers, as well as school administrators a more
in-depth perspective regarding practical methods
that can aid in developing and maintaining
a positive environment for learning. Classroom
simulations are utilized to deal with such
topics as behavior modification, relationship
building, and current classroom management
skills. Prerequisite: Admission to the Teacher
Education Program.
MSE 557 Principles and Techniques
for Assessing Reading
and Reading Disabilities
An in-depth examination of norm-referenced,
criterion- referenced, informal, annotated, and
portfolio-based assessment instruments and
techniques. Students explore authentic learning
situations and corresponding process indicators
of pupil progress to inform instruction
and learning. Practical application is enhanced
through concurrent enrollment in Practicum I.
MSE 558 - Advanced Reading
Practicum I
Credit Hours: 3
Supervised laboratory experience in diagnosing
and remediating the literacy needs of children
enrolled in the Reading Center. Product and
process assessments are administered and later
collated with instructional data for end-ofprogress
reports. Course taken with MSE 557.
MSE 559 - Remedial Reading with
Case Studies
Credit Hours: 3
Introductory course in evaluating the reading
and language abilities of individual children
through instruction within a classroom setting.
Includes group and individual evaluation, informal
assessment procedures, selection of materials,
and instructional strategies to meet the
needs of individual learners.
Prerequisite(s): ELE
315, 316, and acceptance into Teacher Education
Program.
MSE 560 - Remedial Reading
Practicum II
Credit Hours: 3
Supervised laboratory experience in
remediating the literacy needs of children enrolled
in the Reading Center. Assessment results
are reviewed, appropriate instructional responses
implemented, and later exhibited
through the teacher work sample documenting
all aspects of assessing and designing results
based on series of instruction. Taken concurrently
with MSE 559.
MSE 561 - Characteristics of
Students with Emotional
and Behavioral Disorders
Credit Hours: 3
This course examines the characteristics of children
and youth with emotional and behavioral
disorders. Consideration is given to the nature
of, prevalence of, and conceptual approaches
to emotional and behavioral disorders. Family
and cultural issues associated with emotional
and behavioral disorders and also given attention.
The appropriate adjustment and inappropriate
maladjustment of students with emotional
and behavioral disorders in school settings
will be given primary attention.
MSE 562 - Instructional Strategies
for Teaching Students
with Emotional and
Behavioral Disorders
Credit Hours: 3
This course focuses on the instruction of students
with emotional and behavioral disorders.
Specific techniques for assessment, arranging
an appropriate learning environment, working
with parents and other professionals, and teaching
social and academic skills will be emphasized.
MSE 563- Characteristics/MR
Credit Hours: 3
This course provides a frame of reference within
which to view the exceptionality of Mental Retardation
(MR) as follows: historical and current
perspectives of MR, accepted definitions of MR,
different levels of MR, overview of educational
programming (school age), preparation for
adulthood, issues surrounding family living,
rights of individuals with MR, and current and
emerging issues.
MSE 564 - Instructional Strategies/MR
Credit Hours: 3
This course will cover critical issues and specific
methods and materials relating to the instruction
of students with MR. Special emphasis will
be given to the following major areas: 1) lifegoal
planning for individuals and groups with
MR; 2) the importance of working effectively
with parents and other IEP team members; 3)
diagnostic, prescriptive, and evaluative teaching;
4) curriculum planning; 5) functional skills
basic to future adjustment (e.g., transitional and
vocational skills, social and interpersonal skills,
and leisure and recreation skills).
MSE 565 - Effective Inclusion
Credit Hours: 3
This course concentrates on effective strategies
to integrate general and special education students
when appropriate while at that same time
recognizing the need for alternative settings
where appropriate. Significant emphasis will be
placed on learning to construct appropriate Individual
Education Plans and upon modification
of content area instruction.
MSE 566 - Educational Finance
Credit Hours: 3
Basic school finance theory and practice will be
discussed. Historical development, current
trends, future expectations, involvement of various
governmental agencies, and major problems
and constraints of local, state and federal
financial support will be emphasized. Special attention
is given to building-level financial planning
and budget formulation.
MSE 568 - Characteristics and Strategies - MR/POHI
Credit Hours: 4
This course provides a frame of reference within
which to view Mental Retardation (MR). It includes
an overview of major characteristics and
appropriate education programming with an
emphasis on functional life skills. In addition,
some aspects of programming for physical disabilities,
multiple disabilities, and other health
impairments (POHI) will be addressed.
MSE 569 - Autism/TBI/POHI
Credit Hours: 3
A comprehensive overview of students eligible
for special education under the categories of
Autism, Other Health Impairments, and Traumatic
Brain Injury. Topics will cover characteristics
of individual students as well as strategies
to help with programming to meet educational
needs of students eligible in these categories.
MSE 570 - Individual Study
Credit Hours: 1-3
Individual inquiry into a topic of unique interest
to the student is supervised by members of
the graduate faculty. Records and reports of the
inquiry will be presented to relevant audiences.
MSE 580/1 - Advanced Practicum I, II
Credit Hours: 3, 3
This experience provides an opportunity to (a)
learn new skills through internship with an acknowledged
teacher or mentor, or (b) to generate,
implement, and evaluate a special project
that demonstrates the integration of theory
into practice. Reports appropriate to these experiences
are presented to relevant audiences.
Project presentations may be in the form of a
written essay, formal thesis, laboratory project,
documentary film, video, or multimedia presentation.
A grade of “DE” is given for a practicum
that is incomplete at the end of the semester.
(Graded P/F)
MSE 588 - Principalship
Credit Hours: 3
The study of the roles and responsibilities of
the school principal, assistant principal or supervisor
of an educational specialty will be
examined. The responsibilities of the school
principal as site supervisor, educational leader,
and instructional leader in curriculum will be
emphasized. Data analysis and its use in determining
school improvement goals will be a
focus for this class. Students will investigate
action research as a tool for school improvement
and curriculum refinement. The political
role of the principal in the community for
the betterment of the school will be studied
in the context of authentic partnership with
an increasingly diverse population. Scheduling,
room usage, school budget processes, and
school culture will be explored.
MSE 589 - Administrative Internship
Credit Hours: 3
Field experience in school principalship under
the supervision of a school principal or a school
district administrator and a university supervisor.
Priority will be given to multi-cultural settings
that reflect the cultural diversity and rich
heritage of the community in the selection of
internship sites. Reports appropriate to this experience
will be presented to the graduate committee.
A grade of “DE” is given for internships
incomplete at the end of the semester. (Graded
P/F)
MSE 590 - Field Experience/Seminar
Credit Hours: 1-3
Participation experience in selected attendance
centers. Focus will be on individual, small group,
and whole group teaching (120 clock hours).
Student must attend weekly seminar to reflectively
and critically analyze teaching strategies
in practical situations. A grade
of "DE" is given for a field experience that is
incomplete at the end of the semester. Graded
P/F.
Prerequisite(s): Acceptance
into the Teacher Education Program
MSE 591 - Internship Seminar
Credit Hours: 1
This course is taken in conjunction with Student
Teaching Internship and coordinates the
student’s past coursework and the Student
Teaching Internship experience. Special attention
is given to behavior changing techniques,
job placement, and teacher expectations.
Teacher candidates are required to complete an
online professional portfolio in Livetext.
Prerequisite(s): Acceptance into the Teacher Education
Program.
MSE 596 - Practicum in Physical Education
Credit Hours: 3-6
This experience provides an opportunity to a)
learn new skills or role patterns through practicum
with an acknowledged teacher or mentor;
or b) to generate, implant, and evaluate a special
project that demonstrates the integration
of theory into practice. Reports appropriate to
these experiences and a written research document
are presented to the graduate committee.
A grade of “DE” is given for a practicum
incomplete at the end of the semester. (Graded
P/F)
MSE 600 - Research Methodology
Credit Hours: 3
This course addresses the nature and characteristics
of educational research. The development
of basic skills required in the understanding,
planning, and executing of a research study.
Taken concurrently with MSE 601. (Formerly
MSE 501)
MSE 601 Master’s Project
Credit Hours: 1
A project will be designed by the student with
guidance from his/her advisor. The student must
present the proposal to the graduate committee
and receive approval. The project will be
reviewed with the advisor throughout the program.
A report appropriate to the project will
be presented to the graduate committee and
must be successfully defended. The student
must register for the course each semester until
a successful defense has been completed.
(Graded P/F)
MSE 620/621 - Thesis I, II
Credit Hours: 3, 3
This final project is a culminating activity that
represents the student’s application of the interdisciplinary
approach to human value systems
and an attempt to communicate what the
student has learned. It will take the form of a
formal thesis. The project is designed by the student
and relevant faculty advisors, beginning
with a proposal submitted to a faculty member.
Reports appropriate to this experience will
be presented to the graduate committee. A
grade of “DE” is given for projects incomplete
at the end of the semester. (Graded P/F) (Formerly
MSE 597/598)
Student Teaching
MSE 582/3 - Elementary School Internship I, II
Credit Hours: 3, 3
MSE 584/5 - Middle School Internship I, II
Credit Hours: 3, 3
MSE 586/7 - High School Internship I, II
Credit Hours: 3, 3
MSE 592/3 - Special Education Internship I, II
Credit Hours: 3, 3
MSE 594/5 - Special (K-12) Internship I, II
Credit Hours: 3, 3
This experience is designed to be part of the culminating activities for students enrolled in the
Master’s Program with emphasis in the teaching certification program. Students will spend eight
weeks (out of sixteen) as teaching interns in the local schools. This internship will integrate the
theoretical and clinical dimensions of coursework through direct classroom application experience.
Students will enroll concurrently in Internship I and II. Reports appropriate to this experience
will be presented to the graduate committee. A grade of “DE” is given for projects incomplete
at the end of the semester. (Graded P/F) Prerequisite: Acceptance to Student Teaching. |
