http://coe.umsl.edu/elaps/main.html

Faculty

Carole A. Murphy, Associate Professor**, Chairperson
Ed.D., Texas A & M University
Judith A. Cochran, E. Desmond Lee Professor in Tutorial Education**
Ph.D., Arizona State University
Lloyd I. Richardson Jr., Professor**
Ph.D., George Peabody College
Charles D.  Schmitz, Professor**, Dean
Ph.D., University of Missouri-Columbia
Joy E. Whitener, Dean Emeritus, Professor Emeritus*
Ed.D., Washington University
Charles J. Fazzaro, Associate Professor**
Ed.D., West Virginia University
John A. Henschke, Associate Professor**
Continuing Education Specialist, University Outreach and Extension-East Central Region
Ed.D., Boston University
Lowe S. (Sandy) MacLean, Vice Chancellor Emeritus*
Ed.D., Indiana University-Bloomington
Charles J. McClain, Interim Endowed Professor of Community College*
Ed.D., University of Missouri-Columbia
Thomas R. Schnell, Associate Professor**
Ph.D., Southern Illinois University, Carbondale
Patricia Somers, Associate Professor**
Ph.D., University of New Orleans
Ken Owen, Affiliate Associate Professor*
Ed.D., Saint Louis University
Steven Adamowski, Assistant Professor
Ph.D., St Louis University
Patricia Boyer, Assistant Professor**
Ph.D., University of Missouri-Columbia
Mary Cooper, Assistant Professor of Adult Education*
Ph.D., University of Minnesota
E. Paulette Isaac, Assistant Professor*
Ed.D., University of Georgia
Kathleen Sullivan-Brown, Assistant Professor**
Ph.D., Washington University
Shawn Woodhouse, Assistant Professor**
Ph.D., University of Missouri-Columbia
Wendell L. Smith, Assistant Professor* Special Assistant to the Chancellor and Dean Emeritus
Ph.D., Ohio State University
Margaret  R. Dolan, Affiliate Assistant Professor*
Ph.D., St. Louis University
Tom Hensley, Affiliate Assistant Professor*, Director of Special Programs, Continuing Education and Outreach
Ed.D., University of Missouri-St. Louis
John Ingram Jr., Affiliate Assistant Professor
Ph.D., University of Wisconsin-Madison
Gladys E. Smith, Affiliate Assistant Professor*
Director of PreCollegiate Programs
Ph.D., St. Louis University
Lynn Beckwith Jr., Superintendent in Residence*
Ed.D., St. Louis University

* members of Graduate Faculty
** members of Doctoral Faculty

General Information

The Division of Educational Leadership and Policy Studies faculty is housed on the second floor of Marillac Hall.  Questions about the division and its offerings may be directed to the division office, 269 Marillac Hall (314)516-5944.

The division offers master's degree work and advanced certification studies in elementary and secondary school administration, special education administration, and the superintendence.  Higher education, adult education, and community education are additional emphases offered.

The division offers courses in K-12 school administration, higher education, and adult and community education. The M.Ed. degree is offered in K-12 school administration. Both the  Ed.D. and Ph.D. are offered with emphases in K-12 school administration, higher education, and adult education.

Graduate Studies
The program options in the division include:

• Elementary and secondary school administration.
• Certification for school district administration.
• Higher education administration
• Adult and community education.

The options in educational administration are more than simply lists of courses.  Each is an organized curricular offering. 

The school administration and certification sequences are organized into a continuous two-phase, NCATE- and DESE- approved program. In the first phase, students earn the M.Ed. The second phase leads to the completion of a two-year course of study and is designated the advanced certification studies program. Both phases are correlated with current Missouri requirements for certification as a principal or director of elementary or secondary education or school superintendent in Missouri schools.

The programs in higher education administration are intended to be incorporated in a doctoral program of studies, either the Ph.D. or the Ed.D.  Students can expect to be involved in cohort groups, non-traditional scheduling of most courses, and to be taking selected courses that are Web-based or through interactive television.  Students are responsible for developing their individual programs. They are encouraged to take full advantage of the program-planning assistance provided by advisers early in the program(s).

Master of Education and Advanced Certification Studies (ACS): Educational Administration
The recommended curriculum for the M.Ed. in Educational Administration is 33 semester hours. The curriculum for Advanced Certification studies is 60 semester hours.

Degree Requirements
1.00 Contexts Core (15 semester hours)
Ed Adm 6201(421) Knowledge Contexts of Education Administration and Policy
Ed Adm 6202(422) Social Contexts of Education
Ed Adm 6203(423) Political Contexts of Education
Ed Adm 6204(424) Economic Contexts of Education
Ed Adm 6205(425) Legal Contexts of Education

1.20 Research/Change Core (6-9 semester hours)
*Ed Rem 6707(420) Classroom Measurement and Evaluation
**Ed Adm 6301(431) Education Administration Policy Research
Ed Adm 6503(453) Organizational Change in Education

1.30 School Specialization Core (12 semester hours)
     1.31  Elementary School Administration
          Ed Adm 6302(432) Elementary School Administration
          Ed Adm 6401(441) School Staff Development and Supervision
          Ele Ed 6411(411) Curricular Issues in Elementary Schools
          Ele Ed 6422(422) Curriculum Construction in Elementary Schools
               *** Ed Adm 6900(490) Internship
     1.32  Secondary School Administration
          Ed Adm 6304(434) Secondary School Administration
          Ed Adm 6401(441) School Staff Development and Supervision
          Sec Ed 6415(415) Secondary School Curriculum
          Sec Ed 6416(416) Curriculum Construction in Secondary Schools
          ***Ed Adm 6900(490) Internship

* Required if student had no equivalent course at the undergraduate level.
** Exit course--must be taken during last semester of M.Ed. program.
*** Must be taken within the last 10 semester hours before completion of M.Ed. program.

Master of Education: Educational Administration with Emphasis in Community Education
This is a 32-credit hour program for students interested in community education.

Degree Requirements
2.10  Ed Fnd 6421(421)  Philosophy of Education
Ed Fnd 6435(435)  History of Western Education
OR
Ed Fnd 4330 (330) History of American Education
Ed Fnd 6422(422) Social Contexts of Education
Ed Adm 6203 Political Contexts of Education
Total Required Sem. Hrs. Section 2.10 = 12

2.20 Research Core
Ed Adm 6301(431) Educational Administration Policy Research
Ed Rem 5730(330) Educational Statistics
Total Required Sem. Hrs. Section 2.20 = 6

2.30 Community Education
Ed Rem 6601(461)  Administration of Community and Adult Education
Ed Adm 6602(462) Programming in Community and Adult Education
Ed Adm 6900(490) Internship: Community Education
Total Required Sem. Hrs. Section 2.30 = 9

2.40 School Specialization**

2.41Elementary School Administration
Ed Adm 6302(432) Elementary School Administration
Ele Ed 6411(411) Curricular Issues in the Elementary School
OR
Ele Ed 6422(422) Curriculum Construction in Elementary Schools
Total Required Sem. Hrs. Section 2.41 = 6  

2.42 Secondary School Administration
Ed Adm 6304(434) Secondary School Administration
Sec Ed 6415(415) The Secondary School Curriculum   
OR
Sec Ed 6416(416) Curriculum Construction for  Secondary Schools
Total Required Sem. Hrs. Section 2.42 = 6

TOTAL Master of Education-Community Educ = 33
*Exit Requirement--Taken within the last 9 semester hours of the M.Ed. program.
**Students take either section 2.41 or section 2.42, not both sections.

Master of Education: Secondary Education with Emphasis in Adult Education
The M.Ed. with an emphasis in adult education is designed to enable candidates to further their competencies as teachers, administrators, and program planners in various adult education settings through the study of core courses in adult education, plus a minimum of 8 hours of elective work appropriate to the candidates’ particular needs.  Adult basic education practitioners can complete course requirements for certification within the scope of or independent from the master’s degree program.

Degree Requirements (32 hours)
1) Core requirements (9 hours)
A course in educational foundations (3 hours)
A course in curriculum (3 hours)
A course in improvement of instruction (3 hours0

2) Adult education core (8 hours)
Courses are to be selected in consultation with an adviser in the adult education-teaching field including but not limited to:
Adu Ed 6404(404), Seminar in Adult Education Research
Adu Ed 6410(410), The Adult Learner
*Ed Adm 6601(480), Administration of Adult and Community Education
Adu Ed 6376(490), Internship, or
Adu Ed 6497(497, Problems in Adult Education

3) Electives
Following is a list of possible elective courses.  Other courses may be selected after conferring with an adviser in adult education.
Ed Fnd  6421(421), Philosophy of Education
Sec Ed 6415(415), The Secondary School Curriculum
Sec Ed 6420(420), The Improvement of Secondary School Teaching

4) Exit Requirement (3 hours as specified above)

Total: 32 hours

Adult Basic Education Certification

*Adu Ed 4311(311), Teaching Basic Reading Skills to Adults
*Ele Ed 6455(445), Problems of Teaching Arithmetic in the Elementary School or Ele Ed 4346(346), Advanced Methods in Elementary School Mathematics
*Eight semester hours from these six courses, and 3 hours of adult education electives, in addition to Spc Ed 3313(313), Psychology and Education of Exceptional Individuals, are required for five-year certification from the Missouri Department of Elementary and Secondary Education.

Adult Basic Education (ABE) Certification
1) Requirements for two-year teacher’s certificate in ABE:
a.  A holder of a bachelor’s degree from a four-year college or university.
b.  Annual attendance at Department of Elementary and Secondary Education (DESE) approved adult basic education teacher certification workshops.
(The two-year ABE certificate may be renewed twice. Requirements for a five-year certificate must be completed by the end of the sixth year.)

2) Requirements for a five-year teacher’s certificate in ABE:
a.  Hold a bachelor’s degree from a four=year college or university.
b.  Earn eight semester hours in DESE-approved adult education classes, institute or workshops.
(The five-ear ABE certificate may be renewed an unlimited number of times by repeating the requirements during the previous five years.)

Note This would provide certification for (1) ABE teachers who are reaching less than half time and/or without a contract and/or not in a public school or an accredited private school and (2) ABE teachers with bachelor’s degrees who have experience teaching adults, but do not have regular teacher certification.  Information is available for professional certificates for full-time ABE teachers.

Graduate Certificate in Institutional Research
The Post-Master’s Certificate in Institutional Research (CPIR) is for academics who want training in Institutional Research in preparation for working in an IR Office at a postsecondary institution, a government agency, or a private education organization.  The program consists of 18 hours and may be taken as part of a doctoral program.  Of the 18 hours, 12 are in the required core (6 hours are in research methods and 6 hours in IR seminary), plus a 3-hour Higher Education (HIR ED) or an Educational Research (ED REM) elective and a 3-hour capstone.  Students may transfer up to 5 hours of post-Master’s work into the program with the approval of the advisor.

Course Descriptions

Educational Administration (Ed Adm)
Prerequisites may be waived by consent of the department.

6201(421) Knowledge Contexts of Education Administration and Policy (3)
Prerequisites:  Admission to masters, doctoral, and/or certification programs in Education Administration or consent of instructor.  This course is a survey of the various views of knowledge that have influenced the nature of the organizational structures and policies of American educational institutions.  The course is framed both by the purposes of American education and the scientific management movement of the first quarter of the 20^th Century.

6202(422) Social Contexts of Education (3)
Prerequisites: Ed Adm 6201(421), concurrent with ED ADM 6201(421), or consent of instructor.  This course is a critical examination of different perspectives on the social structures within which education policies are constituted and their concomitant practices implemented.

6203(423) Political Contexts of Education (3)
Prerequisites: Ed Adm 6201(421), concurrent with Ed Adm 6201(421), or consent of instructor.  This course is a critical examination of those aspects of local, state, and federal politics which significantly influence the political contexts within which education policies are constituted and their concomitant practices implemented.

6204(424) Economic Contexts of Education (3)
Prerequisites: Ed Adm 6201(421), concurrent with Ed Adm 6201(421), or consent of instructor. This course is a critical examination of those aspects of local, state, and national economic structures which influence the nature of education policies and their concomitant practices.

6205(425) Legal Contexts of Education (3)
Prerequisites: Ed Adm 6201(421), concurrent with Ed Adm 6201(421) or consent of instructor. This course is a critical examination of both (1) local, state, and federal laws and (2) Western notions of justice within which education policies are constituted and their concomitant practices implemented.

6301(431) Education Administration Policy Research (3)
Prerequisites: Completion of at least twenty-four (24) credit hours towards the M.Ed. in Education Administration or consent of instructor.  A study of issues and trends in basic, applied, and action research in educational policy making. 

6302(432) Elementary School Administration (3)
Prerequisite: Completion of at least (15) credit hours of the M.Ed. in Education Administration or consent of instructor. This course is a comprehensive, systematic study of the elementary school principalship. Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of elementary schools.

6303(433) Middle School Administration (3)
Prerequisites: Completion of at least (15) credit hours of the M.Ed. in Education Administration or consent of instructor.  This course is a comprehensive, systematic study of the middle school principalship.  Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of middle schools.

6304(434) Secondary School Administration (3)
Prerequisites: Completion of at least (15) credit hours of the M.Ed. in Education Administration or consent of instructor. This course is a comprehensive, systematic study of the secondary school principalship. Emphasis is placed on relating theories of learning, teaching, and organization to effective administration of secondary schools.

6305(435) School District Administration (3)
Prerequisite: Enrolled in Advanced Certification Program and/or consent of instructor. Course focuses on current  research about school district administration; also deals with major central office issues including: board/ superintendent relations, central office organization, the function and authority of assistant superintendents and program directors, and the administrative team approach to school district administration.

6401(441) School Staff Development and Supervision (3)
Prerequisite: Ed Adm 6201(421), concurrent with Ed Adm 6201(421), or consent of instructor.  This course provides an examination of the conceptual bases and practical applications of staff development and supervision in educational settings.  It explores relevant conceptual models presented as heuristic devices to consider a variety of administrative techniques to assess needs, plan, deliver, and evaluate staff development and supervision programs in schooling.

6402(442) School Personnel Administration (3)
Prerequisite: Advanced graduate standing and/or consent of instructor.  This course is a comprehensive, systematic study of problems in planning, recruitment, selection, induction, and retention relative to school personnel.

6403(443) Problems in School Public Relations (3)
Prerequisites: Advanced graduate standing and/or consent of instructor. This course is an examination of a range of both traditional and critical perspectives relevant to home-school-community relations.

6404(444) Collective Negotiations in Educational Organizations (3)
Prerequisites: Advanced graduate standing and/or consent of instructor.  This course focuses on the concepts, issues, and processes involved with collective negotiations (bargaining) in American educational organizations. The major issues addressed in the course include recognition procedures, bargaining unit determination, the scope of negotiations, the proposal and counterproposal, compromise, impasse procedures, and master contract management.

6405(445) Extracurricular Activities (3)
Prerequisites: Graduate standing and/or consent of instructor.  Activities related to the extracurricular program of secondary schools will be studied in depth. Analyses of appropriate activities will include the nature and purposes of these activities.

6406(446) Leadership in Educational Administration (3)
Prerequisites: Advanced graduate standing and/or consent of instructor.  This course is designed to acquaint the administrator with the factors of groups and interpersonal relationships directly affecting job performance. The consequences of various types of group relationships upon the institution will be studied in detail.  The administrator will study various rationales for and methods of improving interpersonal relationships within the institution.

6497(497) Problems (1-10)

6501(451) Principles of Public School Finance in Missouri (3)
Advanced graduate standing and/or consent of instructor.  Course is designed to analyze and study critical areas of public school finance at the local and state levels, highlighting the role of such factors as legislative procedures, principles of local and state support, budgeting and accounting procedures, assessment of property, etc.

6502(452) School Buildings and Sites (3)
Prerequisites: Advanced graduate standing and/or consent of instructor.  This course deals with methods and procedures for (1) projecting the future building and facility needs of a public school district, (2) supervising actual planning and construction of educational facilities, (3) optimizing the use of current facilities, and (4) maintenance of buildings, grounds, and equipment.

6503(453) Organizational Change in Education (3)
Prerequisite: Advanced graduate standing and/or consent of instructor. This course deals with (1) developing strategies for assessing educational needs, (2) methods of assessing the school's organizational health, (3) the designing of educational change strategies involving theory-based models, (4) using systems-analysis techniques to implement educational change, and (5) methods of involving students and staff in incorporating meaningful organizational change strategies in educational institutions.

6601(461) Administration of Adult and Community Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  A course designed to familiarize the student with the structure, purpose, and processes of community education with particular emphasis being placed on the administrative theories and functions of adult education.

6602(462) Programming in Community and Adult Education (3)
Prerequisite: Ed Adm 6601(461) and/or consent of instructor.  Study and analysis of basic situations in which community and adult educational programming take place. Within this framework, application will be made of a fundamental series of steps essential to sound educational programming.

6603(463) Financing of Community Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  The student will develop the necessary skills needed to construct an operational budget for the administration of community education programs. Emphasis will be placed on developing a support base from federal, state, and local funding resources. The student will be exposed to proposal writing and funding procedures.

6800(482) Education Policy Studies Seminar (1-6)
Prerequisites: Admission to doctoral program and consent of instructor.  Intensive directed study of selected education policy issues.

6900(490) Internship (1-10)
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.

7800(481) Education Administration Doctoral Seminar (1-6)
Prerequisites: Admission to doctoral program and consent of instructor.  Intensive directed study of selected issues related to the administration of educational institutions.

Higher Education (HIR ED)

5401(401) Current Issues in Higher Education (3)
Prerequisites: Graduate admission. Familiarizes student with nature and characteristics of American higher education--structure of higher education, roles played by various constituencies, and current issues. 

5402(402) Student Affairs Administration (3)
Prerequisites: Graduate admission. Survey course in student personnel administration with emphasis on understanding college student and on learning ways to meet his/her academic and nonacademic needs.

6404(404) The Seminar (1-10)
Prerequisites: Graduate standing. 

6405(405) Financial Issues in Higher Education (3)
Prerequisites: Graduate standing.  Provides an overview of the state/federal funding mechanisms for higher education in the U.S.  Addresses practices in budgeting at various types of postsecondary institutions.

6406(406) Governance of Higher Education (3)
Prerequisites: Graduate admission. Concentrates on study of unique system of governance in higher education, including faculty, institutional, system, and state governing mechanisms.

6420(420) Legal Aspects of Higher Education (3)
Prerequisites: Graduate admission. Examines legal rights and responsibilities of faculty, students, staff, and administrators. Includes fair employment, due process, affirmative action, and liability.

6421(421) Legal Aspects of Postsecondary Teaching (3)
Prerequisites: Graduate admission. Examines legal issues of interest to faculty. Areas include faculty (contracts, grievances/appeals/affirmative action, free speech, tenure) and student (disability, sexual harassment, academic integrity, free speech, classroom incivility, student behavioral standards, grades) issues.

6422(422) Policy Analysis of Higher Education (3)
Prerequisite: Graduate admission.  Introduces students to the analysis of higher education public policy. Includes state and local policy analysis and examination of legislative history of major federal higher education laws.

6430(430) The Community College (3)
Prerequisites: Graduate admission. Develops an understanding of the two-year college--its past, present, and future. Examines history, operations, funding, internal constituents, curricular mission, societal role, and current issues.

6440(440) Issues in Institutional Research I (3)
Prerequisites: Graduate standing.  Provides a history and overview of institutional research in postsecondary education.  Other areas of interest include student issues, student outcomes, higher education funding, productivity funding, and legal issues.

6441(441) Issues in Institutional Research II (3)
This course provides the study of key issues in institutional research, including faculty workload and salary, program assessment, fact books, peer institutions, national databases, and strategic planning.

6473(473) Curriculum in Higher Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  The development, implementation, and assessment of curriculum in higher education as well as historical and philosophical perspectives; major figures and emerging trends are included.

6474(474) The College Student (3)
Prerequisites: Graduate standing and/or consent of instructor.  A comprehensive overview of the theories and research related to college and university student development.  Particular attention is given to student demographics, patterns of growth and development, and attitudinal changes.

6476(476) Organization and Administration of Higher Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  This course includes the study of the missions, governance, and organizational structures of American higher education institutions.  Within this context, particular attention is given to administrative roles, responsibilities, and issues of leadership.

6477(477)  History and Philosophy of American Higher Education (3)
Prerequisites: Graduate standing and/or consent of instructor.  This course is a systematic study of the historical and philosophical contexts that have conditioned the evolution of American higher education.  Particular attention is given to significant events, trends, and movements within American higher education.

6497(497) Problems (1-10)
Prerequisites: Graduate standing and/or consent of the instructor. 

6900(490) Internship (1-10)
Prerequisites: Graduate standing and/or consent of the instructor.  Closely supervised experience in a field under the direction of a graduate faculty member.  An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern.  The internship will include planning, research, evaluation, and related professional activities.

7800(481) Higher Education Doctoral Seminar (1-6)
Prerequisites: Doctoral standing and/or consent of instructor.  Intensive directed study of selected issues related to the administration of higher education institutions.

Adult Education (Adu Ed)
4311(311) Teaching Basic Reading Skills to Adults (3)
A study of the reading process and of the characteristics of adult learners with a focus on instructional techniques and materials useful in upgrading the performance of adults with deficient reading skills.

6230(419) Adult Learning and Development (3)
Prerequisites: Ed Psy 6210(410) or Ed Psy 6111(411), or Adu Ed 6410(410). (Same as Ed Psy 6230(419). Study of how life stage theories and theories of learning pertain to adult learner. Research bases of these theories explored in relationship to instructional practice with adult learners.

6404(404) Seminar in Adult Education Research (1-10)
Prerequisites: Adu Ed 6410(410) or consent of instructor. A review of current research on various topics in the field of adult education. An in-depth study of these research topics will be conducted. Application to the field of adult education will be considered. Special focus will be placed on assessing and improving competency in educational, corporate and community settings.

6410(410) The Adult Learner (3)
This course is designed for those who help adults learn in a variety of settings. A study will be made of the characteristics of Adult Learners and various theories of how they learn, as well as the implications of these characteristics and theories for adult education research, programming, curriculum, planning, and instructional practice.

6411(411) History of Adult Education (3)
Prerequisites: Adu Ed 6410(410). A study of the historical foundation of adult education in America will include the major theorists and their contributions and the continuing education of the adult in a progressive social context.

6412(412) Philosophical Foundations of Adult Education (3)
Prerequisites: Adu Ed 6410(410) or consent of instructor. A comprehensive, systematic philosophical  foundation for adult education. Exploration of philosophical underpinnings of various approaches to education of adults--role of learner, teacher, and objectives within each philosophy.

6413(413) Improvement of Instruction in Adult Education (3)
Prerequisites: Adu Ed 6410(410) or consent of instructor. A study of selected methods and instructional techniques appropriate for the teaching of adults. An examination of current research will be made as it relates to the problems of instructing adults.

6414(414) Curriculum Theory and Development in Adult Education (3)
Prerequisites: Adu Ed 6410(410) or consent of instructor. A study of curriculum theory and its application to adult education. Particular emphasis will be placed on the development of model curricula for various programs in adult education.

6416(416) Survey of Adult Distance Education (3)
Prerequisites: Adu Ed 6410(410). Survey of distance education covers concept, theories, history, present practice, delivery systems, major issues and directions of distance learning. Emphasis on research and practice in U.S.; however, course will explore topics and issues in distance education from international perspective, identifying similarities and differences among countries.

6417(417) Multicultural Issues in Adult Education (3)
Prerequisites: Adu Ed 6410(410). Discussion of cultural diversity from an adult education perspective. Topics include cultural self-awareness, challenges/issues in intercultural educational settings, theoretical perspectives of multicultural education, and practitioner concerns and strategies for implementing multiculturalism in adult education settings.

6418(418) Assessment in the Adult Classroom (3)
Prerequisites: Adu Ed (6) 6410(410)  & Ed Rem 6707(420) or consent of instructor.  This course addresses assessing how effectively adult educators are facilitating adult learning.  Emphasis will be on knowledge and skills, learner characteristics, and learner reactions to instruction effectiveness in the adult classroom.  Special attention will focus this assessment in the adult classroom within educational, corporate, community, and non-formal settings.

6420(420) Survey of Human Resource Development and Adult  (3)
Prerequisites: Graduate standing and permission of instructor. Overview of fields of human resource development and adult education. Examines societal contexts within which training of adults and organization development occur. Explores systems theory that frames a discussion of adult education, training, and organization development. Represents unique characteristics of each field as well as ways in which two fields come together, along with general concepts: definitions, philosophies, goals, sponsoring agencies, professional roles, processes, participants, and resources.

6425(425) Principles of Business Education (3)
Prerequisites: Business education certification and consent of instructor. Designed for the business education teacher, this course examines in depth the principles, practices, and problems of business education programs. It emphasizes research into historical and philosophical implications, the influence of contemporary attitudes on business education, evaluation of current programs, and development of innovative approaches. It may be applied toward Missouri Vocational Business Education certification.

6426(426) Coordination of Cooperative Vocational Programs (3)
This course deals with student selection procedures. Coordinating vocational instruction and planned employment experiences; research techniques for collecting and analyzing data for process and product evaluation; procedures for implementing new ideas and innovations in cooperative vocational education programs. The course is designed for vocational teachers and for teachers who wish to qualify as coordinators of cooperative vocational programs. This course may be applied toward Missouri Vocational Certification.

6427(427) Improvement of Instruction in Teaching Business Subjects (3)
Prerequisites: Business education certification or consent of instructor. Designed for business education teachers, this course examines current trends in planning, organizing, developing, and evaluating instructional materials relevant to business education classes. Emphasis is placed on research techniques and strategies for selecting and utilizing appropriate curriculum materials, resources, and media to match learning needs. This course may be applied toward Missouri Vocational Certification.

6432(432) Teaching in the Community College (3)
This course is designed for students considering a teaching career in the community college. The main emphasis of the course will be to expose students to the unique features of the community college with respect to the special goals of the institution, variety of degree and nondegree programs, and diversity of community college students. A second objective will be to offer a brief review of teaching techniques that will be useful in the community college classroom.

6435(435) Problems in Teaching College Biology (3)
Same as Biology 5985(485). Prerequisites: Teaching experience, 30 semester hours in biology, and consent of the instructor. Basic philosophies underlying undergraduate biology Education at the college level will be presented and examined with concern for establishment of an individual philosophy in the prospective college teacher. Teaching techniques suitable for college-level instruction will be considered, practiced, and evaluated. Advantages and limitations of various methods of instruction will be considered with respect to current research findings.

6494(494) Directed Readings in Adult Learning (1.0-6.0)
Prerequisites: Graduate Standing, Adu Ed 6410(410) and consent of instructor.  Self-directed learning, as a key concept in Adult Education, is encouraged as a means of understanding the adult experience, both personally and professionally, and is a recognized core competency in the field of Adult Education.  This course consists of supervised, independent study into the current research, literature, and issues in the area of Adult Learning.  Learners are given the opportunity to meet with other learners and the instructor on a regular basis to share resources, ideas, and to gain feedback.

6497(497) Problems in Adult Education (1-10)
Prerequisites: Adu Ed 6410(410) or consent of instructor. Independent study on topics in adult education.

6990(490) Internship (1-10)
Prerequisites: Adu Ed 6410(410) or consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.