EDU - Education

An introduction to the contemporary issues and trends in public education from historical, sociological and philosophical perspectives. Open to all students. Can be used to satisfy an education minor.

The course introduces the topic of human development, integrating basic concepts of physical, intellectual, cognitive, psychological, social and emotional development of children, youth and adults at each major life stage, adopting a developmental psychology perspective. Theoretical viewpoints and recent research are considered with respect to the practical application of psychosocial theory emphasizing the interaction of human development and learning. Open to all students.

Students will investigate primary source data for philosophical orientations to teaching that include progressivism, perennialism, essentialism, social reconstructivism and existentialism. Students will apply that data in the process of responding to contemporary teaching/learning scenarios and in developing their own teaching philosophy. Students will also explore teacher-learner relationships and their impact on the quality of learning encounters. Can be used to satisfy an education minor.

This course is designed to provide secondary students with knowledge and practices of educational researcher. The course includes interpretation of student data, writing in APA style, knowledge of basic research techniques, basic statistical evaluation of research findings, qualitative and quantitative methods of inquiry, action research and evaluation of research studies form peer-reviewed journals. For secondary education students only.

This course is designed to provide students with knowledge and practices of global education in the classroom. Emphasis is on international educational practices, management strategies, curriculum and instruction and their relationship to current practices in the United States. Can be used to satisfy the education minor.

This course is designed to promote beginning computer literacy and engages students in problem solving, evaluation of hardware and software, examination of microcomputer applications in an educational setting and discussions of technology in education.

This course is designed to provide pre-education students with the opportunity to conduct careful and systematic field-based observations tied to coursework and to engage in seminar discussions regarding those experiences. Seminars will focus on the Danielson Framework and what the descriptors mean in practice. During the Pre-Education Practicum, students will complete eight essential research-based tasks required of those doing observations and fieldwork in school and classroom settings. Candidates will: 1) observe, 2) notice, 3) notate, 4) predict, 5) generate, 6) analyze, 7) critique and 8) reflect. Employing the use of these eight tasks to guide classroom observation efforts promotes the critical analysis of classroom life and facilitates the development of a realistic perspective of the realities of teaching. This is a pass/fail course.

This introductory-level course adopts a developmental psychology perspective with an emphasis on the new neuroscience of the exceptional brain. The course presents the types of disability in concert with the nature and needs of children and youth with disability. The course considers the intellectual, cognitive, psychological, developmental, physical, social, emotional and learning characteristics of children and youth with special needs, including gifted and talented children and youth. Children's literature is also used to explore the psychosocial aspects of disability. Can be used to satisfy the education minor.

This is a specialized methods course for secondary English education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

This course is designed to provide teacher candidates with knowledge of classroom assessment techniques needed to allow for continuous improvement for students and self. The course includes knowledge related to the creation of traditional and alternative testing techniques, the review of student assessment data, the assessment of teaching impact for reflecting on personal teaching experiences and the communication of student progress to stakeholders.

This course investigates theories and strategies enabling teachers to manage student behavior and solve classroom problems. Provides intervention and management techniques for teachers and teacher candidates using principles of applied behavior analysis. Examines frameworks for creating a learning environment that encourages positive social interaction and effective communication among members of the learning community. Areas of emphasis include structuring the classroom for success, planning for instruction, managing materials and equipment, and assessing and managing student and group behavior. The course emphasizes acquiring performance assessment techniques and strategies that measure higher-order thinking skills and identifies strategies, materials and technologies that expand students' thinking abilities.

This course is designed for the teacher candidate to understand the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Teacher candidates will gain substantive knowledge of language structure and function and cognition for each of the five major components of the reading process, including phonemic awareness, phonics, fluency, vocabulary, comprehension and integration of major reading components. Students develop and analyze instructional strategies that promote understanding across all academic disciplines. At the completion of this course, teacher candidates will have a greater understanding of the reading process and will be able to apply this knowledge to maximize instructional effectiveness for students from varying academic backgrounds and diverse cultures. This course requires students to brainstorm, research, present information and engage in draft writing, revise writing and peer editing.

This is a specialized methods course for secondary social studies education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

This course is designed to provide teacher candidates the opportunity to actively spend time in age appropriate classrooms with experienced teachers. During this experience, students will work with small groups of students, teach at least two lessons, critique a video of themselves teaching, receive feedback from the classroom teacher on their teaching, interview teachers about their use of technology, observe students when they participate in specials (PE, music, etc).

This is a specialized methods course for secondary biology education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations.

This is a specialized methods course for secondary mathematics education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

For elementary education and secondary English education majors. This course provides a framework for synthesizing the Florida Teacher Standards for ESOL Endorsement and the 11 ESOL competencies in order to prepare pre-professional teachers with effective linguistic and cultural classroom-based practices. The focus of this course is on ESOL methods for comprehensible instruction, ESOL materials and curriculum, and ESOL assessment procedures for English language learners (ELLs). The final exam serves as a comprehensive overview of the ESOL components infused in the education program. An ESOL field experience is required for all students (EDU 319).

This course places teachers in a position to understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the concurrent development of teacher leadership. Participants gain an understanding of how the relationships among the development of learning communities, teacher leadership, school effectiveness and site-based accountability can positively improve schools. Knowledge gained in the university classroom will be applied in site-based activities, including participant-observer studies, shadow studies, action research, problem-based learning activities, case studies and quantitative and qualitative research studies. This course requires students to brainstorm, free-write, research, rewrite, present information and peer-edit. A significant aspect of this course is teaching students about writing for different audiences.

An examination of the language arts, the cognitive and literacy development of children, methods of instruction in the communication processes, the needs of the diverse learner, and the integration of language arts across the curriculum. A focus is the use of children's literature in teaching by examining genres, student responses and a balanced literacy program.

A comprehensive survey of the basic methods of teaching reading in the elementary school. Examines the methods, materials and basic skills of teaching reading, with a focus on skill development in the intermediate classroom. Field hours required.

This course is designed to provide teacher candidates with the knowledge, skills and dispositions necessary to conduct investigations of ethics and learner diversity, including linguistic diversity with an emphasis on developing anti-bias strategies, curriculum and learning environments, as well as corresponding interaction between teacher and learner. The course provides research-based coverage of diversity and ethics issues while emphasizing contemporary topics such as creating a climate of openness, inquiry and support by practicing classroom strategies of acceptance, tolerance, resolution and mediation. Candidates will become proficient in the areas of diversity and ethics as specified in the Florida Educator Accomplished Practices Competencies. Thus they will acquire knowledge of how to implement scientifically-based research instructional practices to ensure positive impact on student learning in the classroom.

This course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for diagnosis and correction of mild to moderate reading difficulties with an emphasis on reading instruction guided by assessment. The physical, physiological, cognitive, language, emotional and socio-cultural correlates of reading disabilities are examined to help candidates understand the nature and causes of reading problems in grades K-6. Candidates will gain facility in the selection and use of formal and informal instruments for the early detection and correction of reading difficulties. The diagnostic-prescriptive model will be applied to help candidates acquire expertise in the analysis of children's reading diagnostic data and the implementation of developmentally appropriate instructional methods that address the needs of diverse student populations. Candidates will become proficient in planning and implementing reading instruction as specified in the Florida Reading Endorsement Competencies. Thus they will acquire knowledge of how to implement scientifically based reading research instructional practices in phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure positive impact on student learning in the elementary classroom. Field hours required (Practicum II).

This course is designed to provide teacher candidates with the opportunity to participate in more than 45 hours of ESOL field experience. Candidates will plan and implement ESOL-relevant instruction in one-to-one, small-group and large-group settings. This course introduces the Florida Teacher Standards for ESOL Endorsement in the following five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, and testing and evaluation of ESOL.

Involves observation/participation in early childhood education settings and an examination of instructional materials, procedures and evaluation of nursery, kindergarten and primary curricula and instructional strategies.

The course examines the ways in which early childhood programs are a part of the family support system. It focuses on the development of an understanding of traditional and nontraditional families, structural and lifestyle variations, parenting in diverse cultures and the needs of high-risk families. Implications from these understandings will guide development of a parent involvement plan that includes effective ways to communicate with parents, conference with parents, hold parent meetings and conduct home visits.

This course is designed to provide teacher candidates with knowledge of classroom assessment techniques needed to allow for continuous improvement for students and self.  The course specifically includes knowledge related to the creation of traditional and alternative testing techniques, the review of student assessment data, the assessment of teaching impact for reflecting on personal teaching experiences and the communication of student progress to stakeholders. For secondary education majors only.

Involves study and practice in elementary physical education methods. Examines and evaluates subject matter, methods and source materials for health programs. Field hours required.

This course provides elementary education teacher candidates with the knowledge, skills, and dispositions necessary for teaching social studies in the elementary school curriculum. Candidates will become proficient in planning, implementing, and evaluating social studies instruction as specified in the Competencies and Skills Required for Teacher Certification in Florida: Elementary Education for Social Studies. Candidates will acquire knowledge of how to develop and implement scientifically-based instructional practices in the following curricular areas: history, geography, government and civics, economics, and assessment in social studies. Field hours required.

This course investigates theories and strategies enabling secondary teachers to manage student behavior and solve classroom problems.  Provides intervention and management techniques for teachers and teacher candidates using principles of applied behavior analysis at the secondary level.  Examines frameworks for creating a learning environment that encourages positive social interaction and effective communication among members of the learning community in the 6-12 classroom.  Areas of emphasis include structuring the classroom for success, planning for instruction, managing materials and equipment, and assessing and managing secondary student and group behavior.  The course emphasizes acquiring performance assessment techniques and strategies that measure higher order thinking skills in the 6-12 classroom and students’ thinking abilities.  This course requires students to brainstorm, free-write, research, draft writing, revise writing, present information, and peer-edit. For secondary education majors only.

Instructional Laboratory I will offer students the chance to provide learning experiences in specialized contemporary and education-related topics such as social-emotional learning, growth mindset, differentiation, data-led instruction, backward design, inclusive instruction, instructional leadership, exploratory practice, innovation, and content professional development. Instructional Laboratory I provides students with the opportunity to explore contemporary subject matter in education more thoroughly than is possible in a formal class.

The Methods of Secondary Instruction course discusses how to teach effectively in today’s secondary schools.  This course develops an understanding of various learning modes, learning styles, multiple intelligence, questioning techniques, and other instructional strategies to engage students and be effective in today’s secondary school classroom.  This course demonstrates how to use effective lesson plan design as well as various assessment techniques.  The course is designed to provide teacher education candidates with an opportunity to study, reflect, question, become knowledgeable about, and develop skills in instructional methods while applying and practicing these methods in a collaborative and constructive setting.  Major topics include characteristics of effective and intentional teaching; student diversity, social justice and how understanding students influences learning; planning for instruction; creating effective lessons using a variety of approaches & technologies; classroom management; assessment of student learning; and professional development. For secondary education majors only.

Required for all secondary majors, this survey course introduces the Florida Teacher Standards for ESOL Endorsement in the following five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, and testing and evaluation of ESOL. Has a field component.

This course provides an in-depth coverage of the various curricular models and developmentally appropriate teaching methods common at the elementary level in physical education. Students will be placed at a school to observe and teach physical education under the supervision of a licensed physical education teacher. Field study required.

This course is a clinical tutorial-based course that will provide students with additional, individualized and alternative curricula knowledge, skills and experiences to further develop the performance of teacher education candidates within the department of education.

This writing-intensive course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for the teaching of science and social studies content in the elementary school curriculum. Candidates will become proficient in planning, writing, implementing and evaluating science and social studies instruction as specified in the Florida Elementary Education Subject Area Competencies. Thus they will acquire knowledge of how to write and implement scientifically based instructional practices in the following curricular areas: history; geography; government and civics; economics; assessment in science and social studies; knowledge of matter; knowledge of forces, motion and energy; knowledge of Earth and space science; knowledge of life science; knowledge of the nature of science; and knowledge of the relationship of science and technology. In order to improve their writing skills, class participants will spend time with students in school and teach them how to write social science-based and science-based texts. Field hours required. This course requires students to brainstorm, free-write, research, rewrite, present information and peer-edit. A significant aspect of this course is teaching students about writing and learning through teaching writing, as well as learning through writing.

An intensive study involving the application of theoretical, philosophical and pedagogical education principles for grades 6-12. Required is a 120-hour minimum field experience for which extensive, fully planned lessons are developed and implemented in the classroom. Lectures and seminars about curriculum and instruction issues are presented at the University. Field experience placements are assigned by the Department of Education.

A specialized elementary music, art and physical education methods course. Features demonstrations with class participation. Implements a variety of strategies that facilitate active learning with music, art, movement and drama.

The focus of this course is the design, development and evaluation of learning experiences using the Internet. Instructional design and development applied to multimedia instruction. Instructional strategies for higher-order learning, including problem solving. Alternative design and development methodologies. Essential multimedia production tools and techniques. Students form design and development teams to create an engaging online-based learning experience. Students create and evaluate learning activities using the Web; creation of personal learning portal.

This course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for the teaching of mathematics content in the elementary school curriculum. Candidates will become proficient in planning, implementing and evaluating mathematics instruction as specified in the Florida Elementary Education Subject Area Competencies. Thus they will acquire knowledge of how to implement scientifically based instructional practices in the following curricular areas: knowledge of numbers and operations, knowledge of geometry and measurement, knowledge of algebra, knowledge of data analysis, and knowledge of instruction and assessment in mathematics.

Pre-internship for elementary education and secondary education majors. An intensive study involving the application of theoretical, philosophical and pedagogical principals for grades K-12. Required is a 120-hour minimum field experience for which extensive, fully planned lessons are developed and implemented in the classroom. Lectures and seminars about curriculum and instruction issues are presented at the University. Field experience placements are assigned by the Department of Education.

A course taken concurrently with Teaching Practicum IV: Final Internship. Topics include reflective inquiry, classroom management, the diverse classroom, lesson and unit planning, ethics and continued professional growth. Students will develop a professional portfolio as part of their evaluation.

A full semester of 14 weeks provides practical application and practice in a classroom under the direction of a certified teacher. Seminars and lectures on campus are required throughout the semester. The internship is graded on a satisfactory/unsatisfactory basis. Students enrolling are advised that the internship is a full-time endeavor. Interns are advised against outside employment and may not enroll in additional courses concurrently without permission of the Clinical Education Committee.

EDU 416T is a course taken concurrently with EDU 413 Practicum IV: Final Internship and EDU 410. Topics include reflective inquiry, classroom management, the diverse classroom, lesson and unit planning, ethics, and continued professional growth. Upon successful completion of a ten week internship (EDU 413), the remaining weeks of the internship will be completed in Northern Ireland. Seminars and lectures on campus are required throughout the first seven semester weeks. The internship is graded on a satisfactory/unsatisfactory basis.

This is a practicum course taken in conjunction with EDU 413 Final Internship Practicum IV for elementary education majors.  Programs seeking the Reading Endorsement through the Florida Department of Education are required to include a reading practicum as part of the final capstone teaching experience.  Through this culminating practicum, teacher candidates will demonstrate knowledge of the components of reading, as well as assessment and data analysis, to implement a comprehensive research-based reading plan of instruction from all students. Teacher candidates will engage in the systematic problem solving process.

A study and practice in methods pertinent to middle school and secondary physical education. Field hours required.

This course provides elementary education teacher candidates with the knowledge, skills, and dispositions necessary for teaching science in the elementary school curriculum. Candidates will become proficient in planning, implementing, and evaluating science instruction as specified in the Competencies and Skills Required for Teacher Certification in Florida: Elementary Education for Science. Candidates will acquire knowledge of how to develop and implement scientifically-based instructional practices in the following curricular areas: knowledge of matter, knowledge of forces, motion, and energy, knowledge of Earth and space science, knowledge of life science, and knowledge of the nature of science and knowledge of the relationship of science and technology. Field hours required.

Instructional Laboratory II will place teachers in position to understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the concurrent development of teacher leadership AND their own professional learning. Participants will participate in mock professional learning communities while engaging in curriculum content learning, teacher leadership, school effectiveness, and site-based accountability. Knowledge gained in the university classroom will be applied in site-based activities, including problem-based learning activities, case studies, and/or exploratory enquiry. Students will develop a product representing their growth in understanding of teaching, learning and development.

The course consists of directed readings and research projects on a topic of interest to the student. Content covered must be different from that included in current courses in the major. Independent studies may be taken with any full-time professor in education programs and require consent of the department chair. Subject matter must be determined through student-faculty consultation.

This course is a capstone exam that provides a framework for students to synthesize the subject area competencies and skills (SACS). A final comprehensive exam serves as an overview of subject area components infused in the education program.

Provides in-service and teachers in training with fully accredited education coursework that satisfies Florida Department of Education certification and continuing education certification requirements.

This course introduces students to the study of curriculum theory. Students explore the nature of curriculum theory, differentiate curriculum theory from curriculum planning, place the study of curriculum theory within the larger history of the American school curriculum, and explore a variety of models of curriculum theory including alternative models.

For graduate students only. This course provides a reflective look at current research and a variety of teaching strategies for the diverse classroom with a particular emphasis on adolescent behaviors in the classroom context and effective options for classroom management. The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida will be discussed. This practical view of life in the middle and secondary classroom will feature procedures for school safety and salient information on school law.

This course is designed for students and teachers who want to explore frameworks, materials and strategies that will help them translate the rationale for diversity education into effective educational practice with learners of any age, level or background. Accordingly, the course focuses on approaches to curriculum consonant with a diverse perspective.

For graduate students only. This course presents mathematics instruction or science instruction as one multifaceted and dynamic experiential learning module that responds to real-world problems and issues. Emphasis is on strategies for exploring mathematics or science in local, state, national and international community environments. Teacher candidates whose emphasis is mathematics 6-12 or middle grades mathematics 5-9 are enrolled in the section co-taught by mathematics and education faculty. Teacher candidates whose emphasis is biology 6-12, chemistry 6-12, physics 6-12 or middle grades science 5-9 are enrolled in the section co-taught by science faculty and education faculty.

For graduate students only. This course addresses all social dimensions of learning, including decisions regarding social aspects of classrooms, schools and other types of learning environments that teachers face, and the powerful impact these decisions have on educational climate. Students will develop an understanding of the influence of social factors on teaching and learning, and that social dimensions impact equal access, school progress and performance, and completion of academic programs.

Technology and innovation are key resources for education and school reform initiatives. They not only provide an avenue to access 21st-century learning and teaching practices, but also define and shape the way schools operate. Managed properly, technological innovations are a primary source of competitive advantage for school systems; they also enhance the educational well-being of a nation and anchor its global know-how. The challenge of how best to manage technology and innovation has expanded beyond its traditional home in departments like instructional technology or media centers, to the point where it now permeates nearly every aspect of teaching and learning in modern schools. Schools are increasingly turning to technological innovations to enable new forums of engaging with knowledge; to change the way we think of teacher-learner roles; to improve quality and school/home/community communication patterns; and to create and retain student motivation. In addition, teachers now face an accelerating pace of innovation in the technologies supporting and changing the processes involved in school management, assessment and instruction. This course will explore the strategic role of technology and innovation in the survival and success of schools and schooling. The course will have a strong emphasis on state-of-the-art technologies in the selection of case examples.

This course is an introduction to epistemology and historical, experimental, descriptive and survey research as it relates to seeking solutions to problems within the field of education. Classic educational research, research techniques, the analysis of research results and the uses of research are explored. This course guides classroom teachers through the process of reviewing, evaluating, conducting and disseminating educational research, and is designed to help teachers evaluate research findings and their applications to classroom practice.

This course provides a reflective (and reflexive) overview of the educational policy-making process at local, state and national levels, and of the ethical principles that can influence such policy making.

Effectively using technology across all functions of a school system is, in itself, significant systemic reform. There is a wealth of evidence showing that facilitating change in schools, and especially maintaining that change, depends heavily on capable leadership. It is imperative, therefore, that we in higher education focus on leadership for technology in schools if we are to optimize its benefits in learning, teaching and school operations.

This graduate level course is designed to provide candidates with the knowledge, skills, and dispositions necessary for effectively integrating children's literature into a balanced reading program. Course content provides a survey of literature for children from preschool through grade 6 with an emphasis on applying the principles of valuation to selected books from a wide variety of genres. Candidates will explore the positive correlation between children's literature and reading achievement and will learn how to apply their knowledge of literature to help children grow in their language and reading abilities.

This course traces the historical development of special education and inclusive classrooms through landmark legislation and litigation, parent advocacy and national economic and social needs. The provisions of federal and state special education mandates, judicial interpretations and Florida state guidelines regulating the delivery of educational services to persons with handicaps also will be addressed.

This course is an introduction to the philosophical field of epistemology and how it applies to education and learning. While the course is strongly grounded in philosophy, an emphasis will be placed on the application and relationship of epistemology to students, teachers and learning.

This course examines the numerous school law and legal issues that affect the public school system. Educators will become knowledgeable about the various social and political issues that are manifested in school systems. It will provide educators with a general understanding of how various legal issues have been decided. Specific legal principles relating to church/state issues, tort liability, teachers’ responsibilities, students’ rights, and administrative concerns such as contracts and collective bargaining will be covered. Students will be required to apply these legal principles to analyze actual case scenarios. Topics included: (1) Students: Rights and responsibilities; discipline; First Amendment issues; special education issues; general education issues. (2) School personnel/employees: Discipline; hiring, termination, discharge; certified, non-certified and administrators; union issues. (3) Board of education/administration: School finances; board elections; role of the board; role of the administration; procurement issues; bond issues; construction issues. (4) State Department of Education: Role of FLDOE. The course will review federal and state law decisions which effect the daily operations of the Florida public schools.

This course is designed to examine social emotional learning and teaching and to explore how pro-social centered education impacts various aspects of school climate and culture. In this course students will examine the who, what, where, why and how of the significance of emotions and social skills and why teaching and learning these skills matters profoundly. The course will examine the following questions about pro-social education initiatives: Can students be taught pro-social behaviors, such as, being kinder to one another? How would teachers implement teaching pro-social skills in the classroom? Would such instruction "stick"? Influence behavior? Rub off on teachers? What might a pro-social education program look like? Can such instruction be formalized without becoming dogmatic or political? How does social context play into social and emotional learning? Does explicit instruction in pro-social behavior positively affect the behavior of children? How might such outcomes be measured? Is there a positive correlation between pro-social behavior and overall achievement in schools where traits like kindness and empathy are explicitly taught? Can such a program be replicated?

For graduate students only. This course is a study of secondary school curriculum and instruction as a specialized part of the total schooling system. The study of this curriculum is intended to examine historical, societal and organizational issues with special emphasis on the interdisciplinary nature of curricular content and on the nature of the students being served in middle and secondary schools.

This course provides an overview of the five areas pertinent to teaching English language learners (ELLs) in order to a) promote an understanding of first and second language acquisition processes; b) facilitate the development of culturally and linguistically appropriate instructional and assessment skills; and c) present effective means for modifying curricula. The five areas are 1) applied linguistics and second language acquisition; 2) cross-cultural communication and understanding; 3) methods in teaching English to speakers of other languages (ESOL); 4) curriculum and materials development; and 5) testing and evaluation of ESOL. This course meets the 60-hour ESOL education requirement for Category II teachers and administrators as determined by the Florida Department of Education.

This is a clinical tutorial-based course that will provide students with additional, individualized and alternative curricula knowledge, skills and experiences to further develop the performance of teacher education candidates within the department of education.

Developing effective grant writing skills is essential to acquiring competitive funding from government agencies and private foundations. Writing a successful grant proposal is a blend of art and science. It requires content knowledge, writing proficiency, strong research skills, creativity, organizational ability, patience and a great deal of luck. This course will provide students with the background necessary to develop a competitive funding proposal endeavor.

The course consists of directed readings and research projects on a topic of interest to the student. Content covered must be different from that included in current courses in the major. Independent studies may be taken with any full-time professor in education programs and require consent of the department chair. Subject matter must be determined through student-faculty consultation.