Professor Jerry Parr, Chairperson.

Professors Bradley, Cluff, Koenig, Reavis, and Smith; Associate Professors Ahern, Claudet, DeBell, Hartmeister, Lan, Murray, Olivarez, Price, and Tallent-Runnels; Assistant Professors Almon, Burley, Butner, Cejda, Crooks, Duemer, Griffin-Shirley, R. Lanthier, Lock, Magnuson, Marbley, Maushak, Mendez-Morse, and Nathanson; Visiting Associate Professor Norem; Visiting Assistant Professor Layton; Research Associate Professors Davidson and Kelley; Research Assistant Professor Durrington; Adjunct Faculty: Bishop, Harris, Hogue, Karr, Manley, McBride, Morton, Owens, Robinson, Shonrock, Wargo, and Yoder-Wise.

The division offers study in the following graduate degree programs: COUNSELOR EDUCATION, EDUCATIONAL LEADERSHIP, EDUCATIONAL PSYCHOLOGY, INSTRUCTIONAL TECHNOLOGY, SPECIAL EDUCATION, Master of Education and Doctor of Education; HIGHER EDUCATION, Master of Education, Doctor of Education, and Doctor of Philosophy.

Programs leading to the professional certificates and associated endorsements are available.

Information on admission standards, program requirements, and other matters concerning graduate programs in the division may be obtained from the division office or the Office of Graduate Education and Research in the College of Education.

Counselor Education

The college offers both a master's and doctoral level program in counselor education. The master's program consists of 48 semester hours and offers two tracks or majors: School counseling and agency counseling. The doctoral program offers one major in counselor education. Applicants must complete the Counselor Education Application Packet available in 214 Education.

The professional certificate in school counseling is available. Students desiring to obtain the school counseling certification only must have a master's degree in education from an accredited university and be admitted to the Graduate School and the counselor education program. A maximum of 18 graduate semester hours may be accepted for transfer credit toward certification provided the courses are no more than 6 years old and they are equivalent to courses taught at Texas Tech. No transfer hours will be allowed for practica (EPCE 5360, 5362, or 5363) or techniques (EPCE 5357). In addition to successfully completing the program, the applicant must have 3 years teaching experience, a valid teaching certificate, and pass an ExCet examination administered by the Texas Education Agency. Additional information and application forms are available in 214 Education.

Courses in Counselor Education. (EPCE)

5001. Advanced Workshop in Counseling (V1-6). Prerequisite: Consent of instructor. Workshop and field experience assignments in counseling-related activities. A maximum of 6 hours of credit may be earned.

5094. Internship in Counseling (V1-12). Prerequisite: Admission to counselor education program; EPCE 5360.

5350. Introduction to the Counseling Profession (3:3:0). Survey of objectives, principles, and practices in counseling in the educational and community setting. Must be taken during the first 12 hours of counseling classes.

5352. Child Counseling (3:3:0). Prerequisite: Admission to the counselor education program or consent of instructor. Philosophy, principles, and practices of counseling children and young adolescents in school and community settings.

5353. Introduction to Community Counseling (3:3:0). Overview of the activities of community counseling, nature of specific populations, program development and evaluation, planning for client services, and public policy issues.

5354. Group Counseling (3:3:0). An overview of the principles, practices, and approaches to group counseling in school and community settings.

5355. Introduction to Career Counseling (3:3:0). Overview of career theories, assessment procedures, techniques, and counseling processes used with adolescents and adults in school and community settings.

5357. Techniques of Counseling (3:3:0). Prerequisite: EPCE 5350, 5364. Theory, simulation, and practice of counseling techniques used in school and community agency settings.

5358. Comprehensive School Counseling Programs (3:3:0). Prerequisite: Admission to the counselor education program or consent of instructor. This course is designed to equip participants with skills and knowledge to develop, implement, manage, and assess components of a comprehensive developmental school counseling program.

5360. Practicum in Counseling (3). Prerequisite: Admission to Graduate School, admission to the counseling program, and completion of 12 hours of counseling courses including EPCE 5350, 5354, 5357, 5364, 5366, 5370, 5371, and EPSY 5356. Assignment in a school or community agency setting for supervised experiences in counseling. May be repeated for credit.

5361. Practicum in Consulting Techniques (3). Prerequisite: Admission to Graduate School, full status admission to the counseling program, completion of EPSY 5350, 5357, and 5364 or consent of instructor. Examination of consultation approaches with parents and professionals on behalf of children and adolescents. Demonstrations and practice.

5362. Practicum in Group Counseling (3). Prerequisite: Admission to Graduate School, full status admission to the counseling program, EPCE 5354, and consent of instructor. Application and demonstration of small group counseling techniques under supervision. Emphasis on the integration of theory and practice in schools and community agencies.

5363. Practicum in Counseling with School Families (3). Prerequisite: Admission to Graduate School, admission to the counseling program, EPCE 5350, 5354, 5357, 5360, and 5364. Assignment in schools and community agencies for supervised experiences counseling with families. Application of theoretical principles and case analyses.

5364. Theories of Counseling (3:3:0). Overview of theories and paradigms of counseling.

5366. Dysfunctional Behavior (3:3:0). Prerequisite: EPCE 5350 and 5364, or consent of instructor. Overview of dysfunctional behavior, analysis of dysfunctional behavior in educational and counseling settings.

5367. Family Counseling Applied to School Settings (3:3:0). Prerequisite: EPCE 5350, 5364, or consent of instructor. Family counseling applied to school settings. Theory, simulation, and practice of techniques used in family counseling applied to school and community agencies.

5369. Seminar in Counseling (3:3:0). Prerequisite: Departmental approval required. A critical investigation of counseling topics related to school and community agencies. May be repeated as topic varies.

5370. Ethical and Legal Issues in Counseling (3:3:0). Prerequisite: EPCE 5350 and 5364. An investigation of legal and ethical issues in the counseling profession. Focus on schools and community agencies.

5371. Counseling Diverse Populations for Licensed Professional Counselor (3:3:0). Prerequisite: EPCE 5350, 5364. The course provides an overview of counseling theory as it applies to diverse groups including gender, geriatric, racial, ethnic, and exceptionality issues.

5372. Addictions: An Overview for School and Community Counselors (3:3:0). This basic course provides an overview of addictions theory, issues, and practice. The course's focus is on community and school counseling.

5374. Applied Principles and Practices of Play Therapy-Counseling I (3:3:0). This course includes an overview of essential elements and principles of play therapy including theories, techniques, modalities, and environments. The course features a practicum element during which students conduct play therapy sessions under supervision of the instructor.

5375. Applied Principles and Practices of Play Therapy-Counseling II (3:3:0). Prerequisite: EPCE 5374 or consent of instructor. Advanced theories, techniques, modalities, and environments of play therapy amplified by supervised experience with children in playrooms.

6000. Master's Thesis (V1-6).

6001. Advanced Study of Special Topics in Counselor Education (V1-6). Prerequisite: Consent of instructor and admission to doctoral program in counselor education. An organized course to foster in-depth study of a current topic in counselor education. Course work will focus on one major current topic. May be repeated for credit.

6094. Doctoral Internship in Counseling (V1-6). Prerequisite: Admission to Ed.D. program in counseling, completion of all course work including practica and supervision, and consent of instructor. Supervised employment or field experience in a school or community agency setting. May be repeated for credit.

6335. Advanced Counseling Theory and Techniques (3:3:0). Prerequisite: EPCE 5357, 5364, and admission to doctoral program in counseling. Analysis of major approaches to counseling with integration of the techniques in clinical practice.

6350. Doctoral Seminar in Counseling (3:3:0). Prerequisite: Admission to doctoral counseling, consent of instructor, EPSY 5381 or equivalent. Special topics in counseling covering both research and practice. May be repeated for credit.

6354. Advanced Theory and Practice of Group Leadership (3:3:0). Prerequisite: EPCE 5354, 5364, and consent of instructor. Survey of major theoretical paradigms and their application in leading small groups. Supervised practice to integrate theory and application.

6360. Advanced Practicum in Counseling (3). Prerequisite: Admission to the Graduate School, admission to the counseling program, completion of all EPCE 5000 level practica, and consent of instructor. Supervised laboratory and field experience in schools and community agencies. Emphasis on integration of theory and practice. May be repeated for credit with the instructor's consent.

6366. Advanced Practicum in Counselor Education and Supervision (3). Prerequisite: Admission to the Graduate School, full status admission to the counseling program, completion of all EPCE 5000 level practica, EPCE 6360 and 6335, and consent of instructor. Emphasis on supervision theory, training, and experience in the supervision of counselors.

7000. Research (V1-12).

8000. Doctor's Dissertation (V1-12).

Educational Leadership

Students in this program may choose to emphasize educational leadership or supervision at the elementary, secondary, or system level in the public schools. Work in related fields outside of the College of Education is encouraged.

Graduate work is offered in preparation for these professional certificate programs: supervisor; principal; superintendent.

Degree programs and certification programs have different requirements, but many courses will apply to both.

Courses in Educational Leadership. (EDLD)

5001. Advanced Education Workshops in Teaching and Administration (V1-6). Prerequisite: Consent of instructor. Advanced workshop activities and experiences in administration. A maximum total of 6 hours of credit may be earned either simultaneously or in different semesters.

5306. School-Based Leadership (3:3:0). This course examines the major theories, concepts, and empirical findings related to school-based leadership.

5310. Instructional Supervision (3:3:0). Principles, planning, organizations, and processes of supervision in both elementary and secondary schools.

5330. Staff Development (3:3:0). Principles and procedures of organizing programs of school improvement through comprehensive and ongoing staff development.

5340. Educational Law (3:3:0). Introduction to the legal aspects of educational organizations, focusing on the school building level and emphasizing the rights and responsibilities of students, teachers, and administrators.

5350. School Personnel and Fiscal Management (3:3:0). Introduction to the concepts of fiscal and human resource management with an emphasis on site-based decision making.

5351. Communication for School Leaders (3:3:0). The study and application of interpersonal communication theory and research as related to organizational, social, and environmental contexts. Individual conferencing, informational and employment interviewing, and group dynamics, are included.

5361. Process of Educational Change (3:3:0). A study of the knowledge base of change management in education. Application of the cognitive understandings to national change models and local settings.

5380. The School Superintendent and Educational Governance (3:3:0). Prerequisite: Admission to superintendent certification program. Prepare educational leaders for the national, state, and local aspects of school district governance in the 21st century.

5381. School District Resource Management (3:3:0). Prerequisite: Admission to superintendent certification program. Critical analysis of the business services of school districts, emphasizing planning, budgeting, resource management, fiscal operations, and accountability.

5382. The Superintendency, Organizational Politics, and Legal Issues (3:3:0). Prerequisite: Admission to superintendent certification program. Emphasis on political and legal knowledge, skill and competencies; also board and superintendent relationships, conflict resolution, communications, and community relations.

5391. School and Community (3:3:0). Explores the development of collaborative culture at school, enlist community support, and form partnerships with businesses, universities, and parents. Addresses improved communication among increasingly diverse members of the school staff, parents, students, community members, and media.

5392. Mid-Management Internship in Education (3:3:0). Prerequisite: The internship can only be taken as the final course in the mid-management certification program. Guided experience in mid-management administration and under the supervision and direction of a mid-management administrator and a University professor.

5394. Superintendent Internship in Education (3). Prerequisite: Admission to superintendent certification program. Guided experiences in central office administration under the supervision and direction of a central office administrator and a University professor. The internship can only be taken as the final course in the superintendent's certification program.

6000. Master's Thesis (V1-6).

6001. Advanced Study of Special Topics in Educational Administration (V1-6). Prerequisite: Consent of instructor and admission to doctoral program. An organized course to foster in-depth study of a current topic in Educational Leadership. Course work will focus on one major current topic. May be repeated for credit.

6300. Organizational Theory in Education (3:3:0). Prerequisite: Admission to doctoral program. Theories and paradigms to determine implications for theory development, for research activities, and for practical applications.

6321. Educational Finance (3:3:0). Prerequisite: Admission to doctoral program. The development and content of public school finance policy in the United States focusing on the fiscal, political, legal, and economic and normative dimensions.

6340. Educational Policy and the Law (3:3:0). Prerequisite: Admission to doctoral program The interplay of the law and public policy emphasizing the relationship between legal decisions and educational practices from the perspectives of the governing board and central administration.

6341. Legal Issues With Special Populations (3:3:0). Prerequisite: EDLD 5340 or consent of instructor. Prepare educational leaders for legislative and litigating aspects of working with special populations

6351. Organizational Communication in Education (3:3:0). Prerequisite: Admission to doctoral program. The study of organizational communication theory and research as related to theoretical issues, environments, and patterns in education. Organizational communication methodology and process are included.

6361. Doctoral Seminar in Educational Administration (3:3:0). Prerequisite: Admission to doctoral program. Advanced analysis and synthesis of research and practice concerning problems and issues in educational leadership. May be repeated for credit.

6385. Research in Educational Administration (3:3:0). Prerequisite: Admission to doctoral program. Survey of educational leadership research focusing on contemporary issues, techniques in research design and methodology (qualitative and quantitative), and grantsmanship.

6392. Doctoral Internship in Educational Leadership (3:3:0). Prerequisite: Admission to doctoral program and consent of instructor. The application of reflective practice to problems of leadership in a school setting. Expert practitioners and University professors coach students through a process of thinking about the definition and solution of problems as they develop and test plans for action.

7000. Research (V1-12).

8000. Doctor's Dissertation (V1-12).

Courses in Early Childhood Education. (EDEC)

5310. Application of Studies in Maturation and Learning to Early Childhood Education (3:3:0). Study of the influence of environmental factors on the physical, emotional, social, and intellectual growth of young children.

5311. Analysis and Design of Programs in Early Childhood Education (3:3:0). Research study and laboratory observations to determine nature and need of school experiences for young children.

5312. Environmental Systems and Teaching Strategies in Early Childhood Education (3:3:0). Prerequisite: EDEC 5310 and 5311 or consent of instructor. Study of facilities, equipment, materials, and methods designed for maximum development of the individual child.

5314. Early Education for Culturally Diverse Children (3:3:0). Prerequisite: EDEC 5310 and 5311 or consent of instructor. Study of cultural differences, values, concepts, and language development of young children. Emphasis upon English as a second language and/or a second dialect and parent involvement.

5393. Internship in Early Childhood Education (3). Prerequisite: Advanced graduate classification in education.

Educational Psychology

Students enrolled in the educational psychology program earn a master's and/or doctoral degree with a variety of areas of emphasis (e.g. history and/or philosophy of education, learning and motivation, human development, multicultural education, and research, measurement, and statistics). A minimum of 36 semester credit hours is required for the Master of Education degree. Students pursuing a master's degree can do so with or without a thesis. A minimum of 93 semester credit hours is required for the Doctor of Education degree. Applicants to either program must first apply to and be cleared by the Graduate School before being reviewed and approved by the educational psychology faculty. Admission to a master's program does not constitute admission to a doctoral program later. Applicants without a strong background in psychology may be required to complete leveling courses before unconditional admission to the program. Additional information and applications forms are available in 214 Education.

Courses in Educational Psychology. (EPSY)

5310. Philosophy of Education (3:3:0). Major western social philosophies and their application to the field of education in the United States.

5314. History of Education (3:3:0). A study of the development of Western education with emphasis on pedagogical leaders and reformers.

5323. Cultural Foundations of Education (3:3:0). Analysis of linkages between school and community with special reference to the impact of the selection and allocation functions of schooling on minority groups.

5331. Human Development in Education (3:3:0). Interrelationships of social and psychological development through the lifecycle and implications for teaching and learning.

5332. Educational Psychology (3:3:0). Emphasis on the application of educational psychological principles to teaching at all levels.

5333. Adolescent Learners (3:3:0). Environmental, social, developmental, and cognitive factors influencing learning in adolescence; application of learning theory to classroom environment and instructional design for adolescent learners.

5349. Seminar in Educational Psychology (3:3:0). Research analysis and synthesis in the field of educational psychology. May be repeated for credit.

5356. Principles of Educational and Psychological Measurement (3:3:0). Analysis and techniques of tests and measurements in educational settingsachievement tests, tests used in counseling and assessment of students.

5379. Introduction to Educational Research (3:3:0). Introduction to the nature of research and its relationship to educational thought and practice. Focus on preparing research consumer.

5380. Introduction to Educational Statistics (3:3:0). An introductory course in statistics with major emphasis on univariate measures for analyzing educational data.

5381. Intermediate Educational Statistics (3:3:0). Prerequisite: EPSY 5380 or STAT 5302. Topics include multiple regression, analysis of variance and covariance, multiple comparison tests, and additional non-parametric tests.

5382. Qualitative Research in Education (3:3:0). Study in theoretical perspectives informing qualitative research in education including relevant issues and methodological criteria.

5385. Foundations of Educational Research (3:3:0). Methods of educational research; methods of obtaining, processing, interpreting, and using significant educational data.

5389. Individual Intelligence Testing (3:3:0). Use of individual appraisal instruments and techniques in educational evaluation of children, youth, and adultsWISCIII, Stanford-Binet, K-ABC.

5393. Internship in Education (3). Prerequisite: For counseling students, admission to counseling program and completion of practicum requirements. Supervised employment or field experience in an educational setting. May be repeated for credit.

6000. Master's Thesis (V1-6).

6301. Advanced Data Analysis (3:3:0). Prerequisite: EPSY 5381 or STAT 5303 or consent of instructor. Study of multivariate techniques for analyzing educational data, including such topics as multivariate regression, manova, discriminate analysis, and factor analysis.

6302. Survey Research in Education (3:3:0). Prerequisite: EPSY 5381, 5385, or consent of instructor. The design and implementation of survey methodology in educational settings. Coverage of sampling techniques. Questionnaire design, analysis of data, and strategies for dissemination of findings to specific audiences.

6303. Educational Measurement (3:3:0). Prerequisite: 3 hours of statistics. Study of psychometric theory, test and instrument development, and use of standardized instruments in educational research.

6304. Qualitative Research Methods (3:3:0). Prerequisite: EPSY 5382. Study of qualitative methods used in educational research. Includes application and problems.

6305. Qualitative Data Analysis in Education (3:3:0). Prerequisite: EPSY 6304. Study of methods used in the analysis of data gathered through qualitative research methods and of ways of reporting these research findings.

6310. Seminar in Early Childhood Education (3:3:0). Prerequisite: 12 hours of graduate credit in early childhood education or consent of instructor. Trends in modern early childhood education.

6314. Sociocultural Foundations of Early Childhood Education (3:3:0). Prerequisite: 9 hours of graduate credit in early childhood education and EDEC 5314 or consent of instructor. An analysis of societal influences on the child and the cultural milieu in which the child functions. A study of the impact of these factors on the early childhood learning environment.

6316. Facilitating Divergent Thinking in Early Childhood (3:3:0). Prerequisite: 12 hours of graduate credit in early childhood education or consent of instructor. An analysis of research in divergent thinking as a process for cognitive development. A study of early childhood learning environments which encourage creativity.

6332. Advanced Educational Psychology (3:3:0). Emphasis on the research and theories of educational psychology and the evaluation and synthesis of psychology theories.

6349. Doctoral Seminar in Educational Psychology (3:3:0). Prerequisite: Admission to doctoral program. Several topics in research and analysis in educational psychology. May be repeated for credit.

7000. Research (V1-12).

8000. Doctor's Dissertation (V1-12).

Higher Education

The Higher Education program is committed to excellence in preparing and supporting instructional and administrative leaders for higher education, generating and supporting research, and delivering public service to the field of higher education.

Higher education students come from a variety of fields and types of higher education institutions. Our primary role is to prepare leaders for the higher education enterprise. The program delivers teaching, research, and professional development services to students, institutions of higher education, and other academic disciplines.

Students working on a master's degree may pursue either nonthesis or thesis options. The master's program consists of two tracks or majors: Higher education administration (36 semester hours) and student affairs (48 semester hours).

The Higher Education program offers two doctoral degrees. The Doctor of Education (Ed.D.) is designed for the advanced student who wishes to achieve a superior level of competency in his or her professional field with emphasis on practice and leadership. There are three tracks or majors in the Ed.D.: University administration, community college leadership and teaching, and student affairs. The Doctor of Philosophy (Ph.D.) is designed for the advanced student who ants to acquire the ability to contribute to the knowledge base of teaching, education, and leadership through a thorough grounding in the conduct of research. The Ph.D. will prepare students for professional careers as: Institutional researchers and planners; administrators with an orientation towards research, sponsored programs, or grant proposal writing; and program assessment-evaluation specialists, research associates, and faculty members.

Both doctoral degrees require the completion of 93 credit hours beyond the baccalaureate. As part of the credit hour requirements, candidates for both the Ed.D. and the Ph.D. are required to demonstrate proficiency in independent research in higher education, culminating in the completion of a dissertation.

For further information, see the program Web site at <www.educ.ttu.edu/edhe>.

Courses in Higher Education. (EDHE)

5001. Seminar in Higher Education (V1-6). A special topics course designed to acquaint students with current research, theory, policies, and/or practices in higher education. May be repeated for credit.

5300. The History of Higher Education in the United States (3:3:0). An examination of the development of the American system of higher educationits origin, major characteristics, trends, and distinctive features.

5301. American Higher Education (3:3:0). A comprehensive introduction to the basics of American higher education including facts and fundamental theoretical concepts on which to build future understandings and research.

5302. Comparative Higher Education (3:3:0). A comparative study of systems of higher education throughout the world and their counterparts in the United States.

5303. Critical Issues in Higher Education (3:3:0). An examination of perspectives on equity and access, excellence, and efficiency concerns in higher education.

5304. Higher Education Institutions (3:3:0). An examination of institutional and disciplinary differences in faculty work, belief, and authority in universities, four-year colleges, and two-year colleges.

5305. Organization and Governance in Higher Education (3:3:0). An examination of organization theory, models, and policies; governance and management processes; and leadership perspectives and theory. A review of research and new conceptual perspectives.

5308. Introduction to Andragogy (3:3:0). Aspects and conditions of adulthood, determining teaching strategies and techniques to facilitate effective learning and possible institutional adaptation to adult learners and students.

5313. The Community Junior College (3:3:0). An introductory course to acquaint students with the purposes, programs, people, organization, control, and resources of these colleges.

5314. Community College Curriculum (3:3:0). An examination of the various curricular functions of the American community college: occupational education, remedial education, community services, liberal arts, and general education.

5315. Community College Leadership (3:3:0). A study of different leadership styles, strategies, and theories applicable to the community college sector.

5321. The Administration of Higher Education (3:3:0). Examines administration of higher education at institution and unit level. Addresses organizational culture and behavior, as well as management and leadership studies.

5322. Institutional Planning in Higher Education (3:3:0). An examination of the current models and theories used to develop strategies for organizational planning, including an analysis of internal assumptions and the external environment.

5323. Development and Finance in Higher Education (3:3:0). A study of the requirements for a sound institutional development program, including mission and objectives, budgeting, organization and planning. Relationships with constituencies and proposal preparation is analyzed.

5324. Higher Education and the Law (3:3:0). A study of constitutional, statutory, and case law concerning public and private college and university boards, administrators, faculty, and students.

5332. Student Services in Higher Education (3:3:0). Focuses on the theoretical bases of the profession, roles and models for practice and competencies, and techniques of student services.

5333. Issues in Student Affairs (3:3:0). Prerequisite: EDHE 5332 or consent of instructor. Current issues in the administration of student affairs programs and activities on college and university campuses in the United States.

5335. The American College Student (3:3:0). This course will examine the changing demographics and characteristics of college students. Research on college students will be reviewed to determine the impact of college on students.

5341. Assessment of Student Outcomes in Higher Education (3:3:0). An examination of the philosophy and practice of assessment and evaluation in higher education.

5342. College Teaching (3:3:0). An exploration of the nature of college teaching and the teaching-learning process, including a review of major issues and problems.

5343. College and University Curriculum (3:3:0). Issues, problems, and basic considerations in curriculum development. The structure of knowledge. Developments and trends in liberal education, the disciplines, and professional education.

5393, 5394. Internship in Higher Education (3 each).

6000. Master's Thesis (V1-6).

6310. Higher Education Research Seminar (3:3:0). A series of seminars dedicated to the development of student research proposals, Manuscripts, and grant applications. The seminars bridge the gap between theory and practice. May be repeated for credit.

6325. Policy Analysis and Issues in Higher Education (3:3:0). Examines the relationship between colleges and universities and policies developed by boards and governments. Explores prevalent issues facing higher education from a policy prospective.

6370. Capstone Seminar (3:3:0). Integrates the Ph.D. experience and prepares graduates for entry into the profession. Students will develop a portfolio, conference research paper, and a reflection paper.

7000. Research (V1-12).

8000. Doctor's Dissertation (V1-12).

Instructional Technology

The instructional technology program offers both master's and doctoral degrees. the goal of the program is to prepare specialists in the field of instructional design and technology. Instructional technology students come from a variety of backgrounds including public school education, higher education, and the private sector. Graduate programs include a foundation of educational research and educational psychology as well as an in-depth study of instructional design and educational technology applications. Several courses are offered via the World Wide Web.

The doctoral program requires 83 credit hours plus a dissertation beyond a bachelor's degree. Doctoral program graduates often enter the field of higher education as professors, instructional designers, and technology specialists.

The master's program requires 40 credit hour beyond a bachelor's degree. Two areas of emphasis are available, educational computing and distance education. Graduates often accept positions as technology specialists in public education, as consultants or developers of instructional materials in the private sector, or as community college instructors or technology specialists.

A cooperative program in library information systems is also offered in conjunction with the University of North Texas. This program prepares library and information specialists for public schools and for public and academic libraries.

The instructional technology program offers three certification programs which may be taken in conjunction with a graduate degree program or independently. Information processing technology (IPT) is a state teaching certificate endorsement, which certifies the holder to teach certain technology related courses in public schools. Computer information systems is a secondary school teaching field program for teachers of computer science. A distance education certificate program is a university issued certificate, which certifies competency in distance education teaching and instructional design.

For more information, see the program Web site at <www.educ.ttu.edu/edit>.

Courses in Educational Instructional Technology. (EDIT)

5000. Special Topics in Instructional Technology (V1-3). Covers special designated topics in instructional technology. May be repeated for credit.

5301. Selection, Evaluation, and Acquisition of Instructional Materials (3:3:0). Selection, evaluation, and acquisition of commercially prepared materials in all formats. Special emphasis on selecting multicultural and multiethnic materials and on selection aids and evaluation criteria.

5302. Administration and Organization of Learning Resources Centers (3:3:0). State, regional, system-wide, and building learning resource centers; budgeting, procurement, distribution systems for all formats, facilities, personnel, public relations, and research.

5317. Instructional Technology Foundations (3:3:0). Technological advances in instruction with emphasis in instructional systems design; and a broad overview of the field of instructional technology.

5318. Introduction to Small Computers in Education (3:3:0). Introduction to computers for educators. Includes computer terminology, operations, overview of applications, hardware, and software. Hands-on experience with small computers included.

5319. Technology Applications for School and Classroom Management (3:3:0). Explores methods of using technology, computers, and networks for classroom instruction and school administration. Emphasizes use of computers in planning, managing, decision making, and leadership.

5320. Educational Network Applications (3). Computer applications for school-based networks. Issues of instructional support, design, and administration will be discussed.

5321. Computer Programming for Educators (3:3:0). Prerequisite: EDIT 5318 or consent of instructor. Overview of instructional programming using a high level object oriented language to develop educational software. Best practice and design will be modeled.

5322. Authoring Systems for Computer-Assisted Instruction (3:3:0). Explores computer authoring languages and systems, including hypermedia systems, and their application to the design of instructional programs.

5325. Planning and Developing Instructional Materials (3:3:0). The design, development, preparation, and use of educational media Includes photographic, video, and computer graphic techniques.

5326. Computer-Assisted Instruction (3:3:0). Prerequisite: EDIT 5318 or consent of instructor. An in-depth study of instructional software design and development. Principles and procedures for creating sound instructional software will be investigated. Evaluation and usability methodologies will be explored.

5327. Learning Resources Cataloging and Classification (3). Cataloging print and nonprint materials for the school learning resources center. Includes study of classification systems.

5328. Reference and Bibliography of Instructional Materials (3:3:0). Survey of basic reference tools and services with emphasis on those particularly appropriate for elementary and secondary teachers. Emphasis given to major reference sources including alternative forms and sources, information needs of users and methods for determining needs, and communication processes and relationship concepts for providing effective services in the elementary and secondary learning resources center.

5330. Computers, Critical Thinking, and Problem Solving in the Content Areas (3:3:0). Prerequisite: EDIT 5317 or 5318 or consent of instructor. Surveys research and strategies for using computers to promote higher order thinking and problem solving in all content areas. Includes software identification, use, and evaluation.

5340. On-line Communications and the Internet for Educators (3:3:0). Covers skills in use of on-line communications and the Internet, including use of communications hardware and software, e-mail, commercial information services, electronic research, Internet resources, and procedures for educators.

5341. Curriculum Applications of the Internet (3:3:0). Prerequisite: EDIT 5340 or consent of instructor. Integration of the Internet and World Wide Web into the K-12 curriculum, focusing on the use of the resource for communication, information access, and instructional delivery.

5342. Authoring Systems for Network-based Instruction (3:3:0). Explores network based authoring languages with an emphasis on proper instructional design to deliver effective and appropriate network based instructional applications.

5380. Principles and Practice for Video Based Distance Learning (3:3:0). Prerequisite: EDIT 5318 or consent of instructor. Evaluation, selection, and administration of video based distance learning systems, emphasizing legal, ethical, and access issues. Strategies for creating effective distance learning environments.

5395. Administration of the Educational Technology Program (3:3:0). Prerequisite: EDIT 5318 and 5319 or consent of instructor. Covers organization and management of computer resources; selection and acquisition of computer hardware and software.

5396. Practicum in Learning Resources Centers (3). Prerequisite: EDIT 5325, 5327, 5328. The application of basic competencies in a real learning resource center setting; selection, evaluation, acquisition, processing, and organizing materials in all formats; instructional design, assisting learners with selection and use.

5397. Practicum in Educational Technology (3:3:0). Prerequisite: EDIT 5318, 5319, or consent of instructor. Supervised experience in an educational setting which requires the application of competencies such as teaching, management, supervision, and administration.

6000. Master's Thesis (V1-6).

6317. Advanced Instructional Design: Theory and Practice (3:3:0). Prerequisite: EDIT 5317 or EDCI 5310. This seminar explores the theory and practice of instructional design in-depth. Product development, research, and evaluation of instructional design models are included.

6322. Research in Instructional Technology (3:3:0). Prerequisite: EDIT 5318 and EPSY 5380 or consent of instructor. Review of research on instructional technology, use of computers for research data analysis, and designing research on instructional technology.

6324. Seminar in Instructional Technology (3:3:0). Prerequisite: EDIT 2318 or 5318 or consent of instructor. A study of specialized aspects of educational computing and instructional technology. Specific topics will vary. May be repeated for credit.

6325. Multimedia Production for Instruction (3:3:0). Explores design and delivery of individualized instruction and information retrieval via modern multimedia systems.

6380. Distance Learning Systems and Design (3:3:0). Prerequisite: EDIT 5318 or consent of instructor. New and emerging technologies for instruction. Emphasis given to on-going interactive distance learning projects, instructional design for distance learning, issues, and concerns.

7000. Research (V1-12).

8000. Doctor's Dissertation (V1-12).

Special Education

The special education program emphasizes generic special education at both the master's and the doctor's level. Graduate work at the master's level may include sufficient course work in one area of exceptionality to produce an endorsement on the basic provisional elementary or secondary certificate. The course offerings also apply to preparing the special education teacher, educational diagnosticians, teachers of students with visual impairments, teachers of students with deaf-blindness, and orientation and mobility specialists.

For specific information and advisement, students should consult appropriate program advisors.

Courses in Special Education. (EDSP)

5093. Internship in Special Education (V1-3). Prerequisite: Consent of instructor.

5094. Advanced Internship in Special Education (V1-3). The arranged internship gives students practical experience in an area of specialization.

5095. Internship for Diagnosticians (V1-3). This arranged internship provides experiences in educational diagnostics.

5300. Exceptional Children and Youth (3:3:0). Major categories of exceptional children and youth; psychological, sociological, and educational implications of exceptionality.

5301. Educational Appraisal of Exceptional Children (3:3:0). Appraisal instruments and techniques employed by relevant disciplines in determining appropriate educational placement and programming for exceptional children.

5303. Applied Behavior Analysis in Special Education (3:3:0). Use of applied behavior analysis in special education programs. Included are techniques for observing and recording behavior testing intervention, effects, and use in learning environment.

5304. Instructional Strategies for Teaching Students with Mild Disabilities (3:3:0). Provision of knowledge of various models of instruction and strategies related to education of learners with varying disabilities, including materials development and evaluation.

5306. Instructional Strategies for Teaching Students with Severe Disabilities (3:3:0). Strategies for teaching students with severe disabilities utilizing a critical skills model curriculum aimed at teaching appropriate functional skills across the domains.

5307. Problems and Trends in Special Education (3:3:0). Current problems and future trends in the field of special education.

5308. Authentic Assessment for Students with Exceptionalities (3:3:0). Authentic appraisal strategies and techniques that document the strengths and needs of students with exceptionalities in a naturalistic setting.

5310. Gifted and Talented Children and Youth (3:3:0). Psychological, sociological, and educational implications of higher level intelligence and intellectual ability as well as various talents.

5312. Creativity and the Gifted and Talented (3:3:0). Psychological foundations of creativity especially as they apply to gifted children, how to assess and nurture creativity, and establish an environment conducive to creativity.

5320. Children and Youth with Severe Disabilities (3:3:0). The characteristics and psychological, sociological, and educational implications of severe disabilities including mental retardation, autism, serious emotional disturbance, dual sensory impairment, and multiple disabilities.

5330. Children and Youth with Mild Disabilities (3:3:0). The characteristics and psychological, sociological, and educational implications of mild disabilities including learning disabilities, behavior disorders, and mild mental retardation.

5380. Programs and Services for Individuals with Visual Impairments (3:3:0). Introduction to educational programs and services for students with visual impairments, including history, developmental characteristics, psychological needs, and legislation.

5381. Instructional Strategies for Individuals with Visual Impairments (3:3:0). Strategies for teaching and adapting instruction in content areas, independent living, career-vocational, P.E., and leisure. Includes a theoretical framework, assessment strategies, and research applications.

5382. Communication Skills for Individuals with Visual Impairments (3:3:0). Knowledge and skills in reading and writing the literary Braille code, Nemeth mathematics code, and format. Overview of other codes and basic signing skills for nonverbal communication.

5383. Anatomy and Functions of the Visual System (3:3:0). Structure and function of the eye, causes and implications of eye conditions, clinical and functional vision assessments, relationship to other disabilities, and neurological aspects of visual impairment.

5384. Basic Orientation and Mobility Skills (3:3:0). Prerequisite: EDSP 5300. Exploration of space in the home and school environment and the wider community according to individual needs; appreciation and understanding of professional mobility instruction programs.

5386. Intermediate Orientation and Mobility Training for Multihandicapped and Blind (3:3:0). Prerequisite: EDSP 5384. Development of teaching skills in orientation and mobility in semi-independent settings with multihandicapped and blind students.

5387. Advanced Orientation and Mobility Training for Multihandicapped and Blind (3:3:0). Prerequisite: EDSP 5386. Advanced orientation and mobility teaching techniques for travel in independent settings for multihandicapped and blind students.

5388. Programs and Services for Students with Dual Sensory Impairments (3:3:0). Psychological, sociological, and educational implications of dual sensory impairments in children and youth, including appropriate community, educational, and social services.

5389. Methods and Materials for Teaching Students with Dual Sensory Impairments (3:3:0). Curricular adaptation and additions for students with dual sensory impairments. Emphasis on functional communication, behavior management, and training for independent living and employment.

5390. Seminar in Special Education (3:3:0). Recent research practices and problem areas in special education. May be repeated for credit.

6000. Master's Thesis (V1-6).

6301. Leadership Issues with Special Populations (3:3:0). Prerequisite: Admission to doctoral program. Preparation of leaders in Special Education through analysis of research and critical issues, professional writing and speaking, and grant preparation. May be repeated for credit.

6303. Physical and Psychological Aspects of Special Populations (3:3:0). Preparation of graduate students to understand physical and psychological backgrounds of people with disabilities.

6304. Preparing Leadership Personnel for Special Populations (3:3:0). Course will prepare doctoral level students to develop a leadership and managerial style and to effectively develop, implement, and evaluate preservice and inservice programs for adults.

7000. Research (V1-12).

8000. Doctor's Dissertation (V1-12).