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Degrees Offered Undergraduate The coiculum in physical education and business. Degrees Offered Undergraduate The coaduate The co  <\#251><\#231> iinicians, and other specialists. College faculty also contribute to the improvement of education at local, state, and national levels through their teaching, research, and professional service. Curricula listed in the following sections give students an ooating theory to practice, which includes knowledge of human growth and development and principles of human learning. The College of Education is accredited by all appropriate agencies, including the Kansas State Board of Education, the National Council fool education, sport administration, and special education; the Specialist in Education (EdS) in school psychology; the Doctor of Education (EdD) in educational administration; and the Doctor of Philosophy (PhD) in communicative disorders and sciences. Grad<\#251><\#231><\#251><\#231>  <\#255><\#255><\#255><\#148>ducation will be admitted directly into the college upon admission to WSU. Students are required to maintain at least a 2.500 overall grade point average to remain in good standing. Any student denied admission to the college may appeal by filing a writteno remain in good standing. Any student denied admission to the college may appeal by filing a written petition with the Standards Committee of the College of Education. Admission to Teacher Education Students are advisedd<\#182><\#192><\#248><\#219><\#180><\#170>U<\#170>U<\#170>U<\#170>U<\#184> <\#159><\#176><\#187><\#144> <\#128>l<\#163><\#215><\#255><\#255>   ` `` `<\#9><\#251><\#231><\#9><\#251><\#231><\#9>`<\#9>`<\#9>`<\#9>qathematics and Natural Sciences division of the General Education Program. 6. Pass the Preprofessional Skills Test (PPST), a competency test in reading, writing, and mathematics. To remain in good standing in the teacher education program requires a grtrat<\#251><\#231><\#9>`<\#9>wry courses <\#9><\#9><\#9>above, or an issues and perspectives course in <\#9><\#9><\#9>fine arts or humanities. <\#9>B. Social and Behavioral Sciences <\#9><\#9>One introductory course each from two different <\#9><\#9><\#9>social and behavioral science disciplines. <\#9><\#9>One further study course from the same <\#9><\#9><\#9>discipline as one of the introductory courses <\#9><\#9><\#9>above, or an issues and perspectives course in <\#9><\#9><\#9>social and behavioral science. <\#9>C. Mathematics and Natural Sciences <\#9><\#9>One introductory course each from two different <\#9><\#9><\#9>mathematics and natural siecience disciplines. <\#9><\#9>One further study course from the same <\#9><\#9><\#9>discipline as one of the introductory courses <\#9><\#9><\#9>above, or an issues and perspectives course in <\#9><\#9><\#9>mathematics and natural science. * No courses in the student<\#213>s major discipline may be take An introductory course meets General Education objectives and serves as an introduction to the discipline. A further study course is taken in a discipline once a student has completed an introductory course in the same discipline. An issues and perspectives course is an interdisciplinary course or one which informs students of issues or problems from a disciplinary perspective. Students may take either a second course in a discipline represented by an introductory course or an issues and perspectives couu<\#9><\#251><\#231><\#9>`<\#9><\#255><\#255><\#255><\#135>r the Accreditation of Teacher Education, the American Speech/Hearing Association, and the National Association of School Psychologists. The college recommends appropriate teacher<\#213>s certificates be issued to those who complete requirements established by t`<\#9><\#251><\#231><\#9>`<\#251><\#231><\#255><\#255><\#255><\#255><\#251><\#231> <\#255><\#255>! <\#255><\#255><\#251><\#231><\#255><\#255>Y <\#255><\#255><\#251><\#231><\#9><\#255><\#255>8<\#9><\#255><\#255><\#255><\#255><\#251><\#231> <\#255><\#255><\#255><\#255> <\#251><\#231><\#132><\#9><\#9><\#9><\#9>`<\#9><\#9> meet certification and degree requirements. A check sheet of requirements is available in the College of Education. For majors in physical education, art, music Block I Course <\#9>Hrs. CESP 334, Growth and Development<\#9>2 CI 430, Social/Multicultural Educat<\#9><\#9><\#9><\#9>`<\#9>`<\#9><\#9><\#9><\#9><\#9><\#251><\#231><\#9>`X<\#140>QHYFQSS5<\#255><\#255><\#255><\#255><\#139>mistry <\#9>Natural sciences<\#209>biological <\#9>Natural sciences<\#209>physical <\#9>Physics Social studies Minors Only Earth-space science General science Health Journalism Library med Speech communication English as a second language * Needs no minor. Combined Curricu<\#9><\#9><\#9><\#9>6 Utvidet norsk orddelingxxxxQSS7 C<\#142>sure fran<\#141>ais am<\#142>lior<\#142>exxxxQSS8 Erw. deutsche SilbentrennungxxxxQSS9 Sillabaz. italiana migliorataxxxxQSSa Verbeterd Ned. Afbr.woorde<\#9><\#9><\#9><\#9><\#9>xxxxQSSc<\#9> Utvidet dansk orddelingxxxxQSSd Erw.schw.-deutsche Silbentr.xxxx<\#180>XCL2CMSD<\#180><\#180>p0<\#156>0<\#172>0<\#188><\#204>0l0|<\#140><\#176>0<\#212>0<\#228> <\#244>   0D<\#9> <\#9><\#9><\#9>QGRYQRGB<\#9>QHSB QLAB QXYZQCMKPnH<\#9> <\#9><\#9><\#9>0Dic0Tru0Foc0PnPrPnPSPnUnPnHUPnHChe board. The college also offers BA degree programs in exercise science and in sport administration. The exercise science degree program prepares students for careers involving exercise physiology, physical therapy, health promotion, clinical exercise-rel<\#255><\#255> <\#251><\#231><\#146>pportunity for systematic study. These programs enable students to develop (1) an understanding of education<\#213>s place in a democratic society, (2) a philosophy of education consistent with functioning in that society, and (3) a conceptual base to use in relon or 12 hours during the Summer Session. Students who have completed at least 24 hours at WSU with a WSU grade point average of 3.000 or better may petition their department chairperson for permission to enroll in excess hours. Probation and Dismissal Prllege offers teaching and non-teaching programs leading to the bachelor<\#213>s degree and/or to state teacher certification at the elementary and secondary levels. The State Board of Education regulates standards for all teaching certificates; curricula offered student is accepted into one of the certification programs in teacher education. Students must satisfy the following requirements to be admitted as a candidate for a Kansas teacher<\#213>s certificate: 1. Pass CI 271, Introwith a grade of B or better, and 272, <\#9><\#9><\#9><\#9>Apple 12" RGB StandardApple 12" RGB Standardint#0int#0int#1int#1Color LW 12/600 PS<\#9><\#9><\#9><\#9><\#148><\#255><\#255><\#255> $<\#128>$<\#128>$<\#128>$<\#128><\#255><\#255><\#149><\#187><\#132>$d<<\#200><\#243>[t<\#255><\#255><\#255>$<\#128>$<\#128>$<\#128>$<\#128>$<\#200><,<\#243>[p<\#255><\#255><\#255>$<\#128>$<\#128>$<\#128>$<\#128> <\#251><\#231><\#9>U <\#255><\#255><\#255>k by the college are altered as needed to meet changes in these requirements. The programs in kinesiology and sport studies provide nonteaching routes to the bachelor<\#213>s degree. A student may obtain a second bachelor<\#213>s degree in the College of Education. Thits and the general and professional education requirements listed under secondary education. (Students planning to teach fine arts should consult the College of Fine Arts section of the Catalog.) General Education A total of 42 hours of General Education <\#255><\#255> <\#255><\#255><\#251><\#231> <\#255><\#255>UU<\#9><\#9><\#128>l<\#163><\#215><\#255><\#255><\#9><\#255><\#255>X<\#140>QHYFQSS5Ut<\#154>kad svensk avstavningxxxxQSS6 Utvidet norsk orddelingxxxxQSS7 C<\#142>sure fran<\#141>ais am<\#142>lior<\#142>exxxxQSS8 Erw. deutsche SilbentrennungxxxxQSS9 Sillabaz. <\#155>tification. All of the standards of the traditional teacher education program are required, but the model of delivery is designed to meet the needs of schools and adults making the transition from another career into teaching. RRRRRequirements for Graduarse from the division housing that discipline. Students must complete at in a discipline represented by an introductory course or an issues and perspectives course from the division housing that discipline. Students must complete at dents must complete at italiana migliorataxxxxQSSa Verbeterd Ned. Afbr.woordenboekxxxxQSSb Partici<\#151>n mejorada espa<\#150>olxxxxQSSc<\#9> Utvidet dansk orddelingxxxxQSSd Erw.schw.-deutsche Silbentr.xxxx<\#180>XCL2CMSD<\#180><\#180><\#255><\#255><\#255>Vade point average of at least 2.500 in all courses on the student<\#213>s WSU academic plan and for all work taken at WSU. Demonstrated}BhTCd}MhTNd}XhTYd}chTdd}nhTod}yhTzd}<\#132>hT<\#133>d}<\#143>hT<\#144>d}<\#154>hT<\#155>d}<\#165>hT<\#166>d}<\#176>hT<\#177>d}<\#187>hT<\#188>d}<\#198>hT must also take Stat. 370 or any higher-level math course. Professional Education Professional education requirements in areas of specialization and additional General Education requirements in these areas are summarized on the following pages. Communica on the basis of the program (check sheet) in effect when they are admitted into teacher education rather than the program (check sheet) in effect when they began their college or university work. Admission to the College of Education does not mean that awell in advance of the semester for which they wish to be readmitted. Students develop their own cases for readmission. They should center their petitions around reasons for their failure and presentation of evidence for probable future success. Transfer equirements for Graduation Several sets of graduation requirements apply to undergraduates in the College of Education seeking a Bachelor of Arts (BA) in education or the institution<\#213>s recommendation for a teaching certificate. Stude,<\#255>-s to be admitted as a candidate for a Kansas teacher<\#213>s certificate: 1. Pass CI 271, Introduction to Education, with a grade of B or better, and pass CI 272, Preprofessional Field Experience. 2. Complete 35 hours of General Education courses with a minimum grade point average of 2.750 on the 35 hours. 3. Earn a grade of C or better in ENGL 101 and 102, College English I and II; COMM 111, Public Speaking; and MATH 111, College Algebra. 4. MaintCOMM 111, Public Speaking; and MATH 111, College Algebra. 4. Maint suitability for professional practice, as determined by the teacher education faculty, is also a consideration for remaining in good standing in the teacher education program leading to certificates or endorsements indicating professional practice or achiain an overall grade point average (GPA) and a WSU GPA of at least 2.500. 5. Complete a second course in mathematics above College Algebra. Students are encouraged to choose Stat. 370, Elementary Statistics, which may be applied in the Md in the M the MM MStudents Transfer students admitted on probation must complete at least 12 semester hours of credit work and achieve a 2.500 grade point average on work at Wichita State before probation is removed. Students on probation normally are limited to a maximum levement. Enrollment Limits Students enrolled in the College of Education may not enroll in more than 21 semester hours of work per semester during the academic year. Summer Session enrollments are limited to a maximum of 6 hours for each four-week sessisiappealing, in writing, for an exception to the regulations. Cooperative Education Internships <\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>redit hours after being placed on probation and who do not have a 2.500 grade point average for the most recent semester or Summer Session will be academically dismissed. Students who have been dismissed may seek readmission to the College of Education by eral Education requirements. In Social and Behavioral Sciences, courses must be taken in two different departments. At least 3 hours of psychology are required. Elementary Education I. General Education Students majoring in elementary education should m<\#238>p0<\#156>0<\#172>0<\#188><\#204>0l0|<\#140><\#176>0<\#212>0<\#228> <\#244>   0Dl0<\#148>0<\#164><\#144>0QGRYQRGB<\#9>QHSB QLAB QXYZQCMKPnHxPnCoToy0Dic0Tru0Foc0PnPrPnPS<\#175>t average for each subsequent semester while on probation is not at least 2.500. Students who fail to earn at least a 2.500 for any semester while on probation may be dismissed for poor scholarship. Students on probar on probation is not at least 2.500. Stester unless they began that semester on academic probation. Also, students may not be academically dismissed from the College of Education before they have attempted a total of 12 semester hours at WSU after being placed on probation. Students dismissed for poor scholarship may reenroll only with the special permission of the Standards Committee. Students who have been dismissed for academic reasons may seek readmission to the College of Education by appealing in writing for an exception to the regulationsPnUnPnHUPnHCApple 12" RGB StandardApple 12" RGB Standardint#0int#0<\#177> MATH 501. II. Professional Education Preprofessional Block  Course <\#9>Hrs. CI 271, Introduction to Professional Education<\#9>2 CI 272, Field Experience<\#9>1 Block I CESP 334, Growth and Development<\#9>2 CI 430, Social/Multicultural 30, Social/Multicultural int#1int#1Color LW 12/600 PS ProfileColor LW 12/600 PS ProfileD<\#255><\#255>$d<<\#200>$s<\#132><\#255><\#255><\#255> $<\#128>$<\#128>$<\#128>$<\#128>,osely with advisors to ensure proper course selection for certification and degree. A check sheet of requirements is available from the College of Education and the department office, 113 Hubbard Hall. Applied Language Study in Fairmount College of Liberce the student<\#213>s regular academic program. Students are placed in a variety of educational experiences which range from early childhood through university settings. Participation in the program requires enrollment for credit in specific Cooperative Educatition are limited to a maximum enrollment of 12 hours per semester. Students may not be academically dismissed at the end of a sem<\#163>*<\#224>p<\#169><\#157><\#192> <\#163>*<\#176>""""""333333DDDDDDUUUUUUffffffwwwwww<\#136><\#136><\#136><\#136><\#136><\#136><\#9><\#153><\#153><\#153><\#153><\#153><\#153> <\#170><\#170><\#170><\#170><\#170><\#170>pment School (PDS), a collaboration between school and University faculty and staff, supports effective teaching practices, integration of intern and teacher learning with instructional programs, collegiality, inquiry, and dissemination of new knowledge. This design provides an environment which mixes the best of theory, research, and practice and provides an exciting alternative to the current teacher education program. In the PDS program, students spend 10 to 12 hours a week at one of the PDS complexes (either the elementary, middle school, or high school). The eight professional courses plus a portion of elective hours are delivered at the complex. Students interested in applying for the program should contact the chairperson of the Department of Curriculovers the use of the Internet, options for filtering Internet content, Internet user policies, and basic Web page design. Includes basic computer and software troubleshooting, installation and removal of software, and computer security issues. Prerequisiteerall grade point average. Requirements for Teacher Certification All graduates applying for teacher certification in Kansas are required to complete the Principles of Learnin examination established by the Kansas State Department of Education in order tos transferring to the College of Education will be advised on the basis of the program (check sheet) in effect when they are admitted into teacher education rather than the program (check sheet) in effect when they began their college or university work. For graduation from the College of Education, students must satisfactorily complete all program requirements, complete a minimum of 124 semester hours of credit, have at least a 2.500 grade point average in the major field, and must have at least a 2.500 ovon courses designated by the appropriate academic department in the college. To enroll in the program or for more information, students should contact the Cooperative Education coordinator. Professional Development School Opportunity A Professional Develoualify for their initial certificate. A grade of C or better in student teaching is necessary to receive a recommendation for a teaching certificate. Prospective teachers in specialized fields of art and music are subject to certain departmental requiremen required to complete the Principles of Learning and Teaching (PLT) examination established by the Kansas State Department of Education in order to q<\#160>V<\#152><\#160>W<\#160>a<\#152><\#160>b<\#160>l<\#152><\#160>m<\#160>w<\#152><\#160>x<\#160><\#130><\#152><\#160><\#131><\#160><\#141><\#152><\#160><\#142><\#160><\#152><\#152><\#160><\#153><\#160><\#163><\#152><\#160><\#164><\#160><\#174><\#152><\#160><\#175><\#160><\#185><\#152><\#160><\#186><\#160><\#196><\#152><\#160>um and Instruction. Transition-to-Teaching Program For those individuals who have undergraduate degrees in major fields that are transferable to secondary certification, and in areas of high need, there is an alternative route to completing teacher cerrrrrhese areas are summarized on the following pages. Communicative Disorders and Sciences I. General Education Students majoring in communicative disorders and sciences are expected to meet all Gennbe taken in two different departments. At least 6 hours of psistribution requirements <\#9>A. Fine Arts and Humanities <\#9><\#9>One introductory course from a fine arts <\#9><\#9><\#9>discipline. <\#9><\#9>One introductory course from two humanities <\#9><\#9><\#9>disciplines. <\#9><\#9>One further study course from the same <\#9><\#9><\#9>discipline as one of the introductoadvisor in the College of Education to be sure they meet certification and degree requirements. A check sheet of requirements is available from the College of Education. Secondary Education I. General Education Students majoring in secondary education shhnal Education<\#9>2 CI 272, Field Experience<\#9>1 For majors in foreign language, math, science, social studies, English Block I Course <\#9>Hrs. CESP 334, Growth and Development<\#9>2 CI 430, Social/Multicultural Education<\#9>3 CI 320, Introduction to Exceptional Childrrcation. For majors in music education For other requirements, see Music Education, College of Fine Arts. For majors in art education For other requirements, see Art Education, College of Fine Arts. For majors in foreign languages For other requiremennnne Health Journalism Library media Speech communication Teaching English to speakers of other languages * Needs no minor. Combined Curricula The teaching ass<\#255><\#255> in educational psychology, the Specialist in Education (EdS) in school psychology, and the Doctorate of Education (EdD) in educational administration. Counseling, Educational and School Psychology (CESP) Lower-Division Courses CESP 150. Workshops in Eleast one and not more than two issues and perspectives courses to fulfill General Education requirements. Courses within the student<\#213>s major discipline do not count toward General Education requirements. College of Education Spethe University prior to FEducation<\#9>3 CI 320, Introduction to Exceptional Children<\#9>2 CI 311, Field Experience/Block I<\#9>1 Block II CESP 433, Learning and Evaluation<\#9>3 CI 328, Curriculum, Instruction, and <\#9><\#9>Management<\#9>5 <\#9>CI 312, Field Experience/Block II<\#9>1 III. Elementary Specialisted among the combined curricula and departmental majors and minors (in the majors and minors section) may be counted. III. Professional Education The following courses are required:Preprofessional Block  Course <\#9>Hrs. CI 271, Introduction to Professiozation In addition to the General Education requirements and the professional education sequence, students majoring in elementary education must fulfill the teaching specialty emphasis of the elementary program. Students should work closely with a faculty Secondary Teaching Fields The major is generally no fewer than 30 semester hours. (For specific exceptions see languages and the combined curricula proy no fewer than 30 semester hours. (For specific exceptions see languages and the combined curricula proiven below. The minor will not qualify a student to teach unless special arrangements have been made in advance. Majors and Minors Art* English language and literature* Mathematics Music* Physical education Science* <\#9>CheePhysical education Science* <\#9>Cheen<\#9>2 CI 311, Field Experience/Block I<\#9>1 Block II CESP 433, Learning and Evaluation<\#9>3 CI 328, Curriculum, Instruction, and <\#9>Management<\#9>5 CI 312, Field Experience/Block II<\#9>1 In addition to the General Education requirements, the pron requirements, the proprovision may teach chemistry and general science as well as biology. Natural Science<\#209>Physical This major requires a minimum of 50 hours. A teacher who completes this program may teach chemistry, general science, and physical science. Administration, Cfe<\#128><\#128><\#255><\#255>uX<\#173>!<\#160><\#173>$0<\#208>wJ( <\#192><\#173>$<\#173>$P<\#176>wJ(HH<\#173>$3<\#216><\#173>$`pwJ(iC<\#173>$0""""""333333DDDDDDUUUUUUffffffwwwwww<\#136><\#136><\#136><\#136><\#136><\#136><\#9><\#153><\#153><\#153><\#153><\#153><\#153> <\#170><\#170><\#170><\#170><\#170><\#170> <\#187><\#187><\#187><\#187><\#187><\#187> <\#204><\#204><\#204><\#204><\#204><\#204> <\#221><\#221><\#221><\#221><\#221><\#221><\#238><\#238><\#238><\#238><\#238><\#238>day. Prerequisites: KSS 112, 380, 465, and 526. KSS 481. Cooperative Education (4). Allows students to participate in the Cooperative Education program. Offered Cr/NCr only. Prerequisites: 2.500 GPA and admission to College of Education. Courses for Graduate/Undergraduate Credit KSS 500. Health Education K-12 (3). Provides practical applications of theoretical models of change for the health field. Discusses health problems, strategies for affecting change, and outcome assessment. Develops selected inscific Requirements In addition to or as part of the University General Education requirements listed above, students applying for a degree from the College of Education or for teacher certification must have PSY 111. Students seeking teacher certificationn 328, Curriculum, Instruction, and <\#9>Management<\#9>5 CI 312, Field Experience/Block II<\#9>1 In addition to the General Education requirements, the professional education sequence, and the requirements for the major, secondary students must complete the pre-studated fields, rehabilitation, medicine, biology of exercise, research and academia, or graduate education. The sport administration degree program prepares students for careers in a variety of sport industry segments including college athletics, professionnould meet the requirements in the General Education Program as listed above. II. Secondary Teaching Major Students must fulfill the teaching specialty emphasis of a program as specified in the teaching field section that follows. Only those specialties liion<\#9>3 CI 320, Introduction to Exceptional Children, <\#9>or ART E 518, Art for the Exceptional Child, <\#9>or MUS E 611, Music for Special Education, <\#9>or KSS 360, Adaptive PE<\#9>2 CI 311, Field Experience/Block I<\#9>1 Block II CESP 433, Learning and Evaluation<\#9>3 CIting and distribution, with equipment from the desktop. Word processing on the personal computer and laser printing are the two technological achievements that make possible a desktop publishing revolution. Stresses type design, harmony, legibility, copy fThe College of Education is one of the participating colleges in the University<\#213>s Cooperative Education Internship Program. This program is designed to provide off-campus, paid work experiences that integrate, complement, and enhannnH<\#142>Bct   <\#128>A ssional education sequence, and the requirements for the major, secondary students must complete the pre-student teaching and the student teaching requirements. Students should work closely with a faculty advisor in the College of Education to be sure theyr<\#213>s consent. Upper-Division Courses CESP 333. Adolescent Development (3). A study of the growth and development of the individual during early, middle, and late adolescence; emphasizes the relationship among research, theory, and application. Prerequissounseling, Educational and School Psychology The Department of Administration, Counseling, Educational and School Psychology offers courses at the undergraduate level taken by students both in and outside of the College of Education. In addition,in counseluate offerings include courses which help students meet requirements for state certification or licensure as principals, supervisory personnel, district school administrators, school counselors, early childhood teachers, English as a second language/ bilinent teaching and the student teaching requirements. Students should work closely with a faculty advisor in the College of Education to be sure they meet certification and degree requirements. A check sheet of requirements is available in the College of Eduare stated under general requirements at the beginning of the College of Education section of the Catalog. The major consists of a combined curriculum in speech-language pathology and audiology. It consists of a minimum of 50 hours. Students should work clhing, CDS 821. Prerequisite: prior or concurrent enrollment in CDS 510. CDS 781. Cooperative Education (1-4). A work-related placement that integrates theory with a planned and supervised professional experience designed to complement and enhance the studgrams.) Students may elect certain of the majors offered in Fairmount College of Liberal Arts and Sciences, the College of Fine Arts, or the College of Education. Students meet the specific course requirements of the department in which the major is offered. For example, students may elect to major in foreign language because they wish to become high school foreign language teachers. To do so, they complete the foreign language major as prescribed by the modern and classical languages and literatures department in Fairmount College of Liberal Arts and Sciences. In addition, they complete the University<\#213>s General Education requirements, the professional education sequence, and other requirements for the teacher<\#213>s certificate prior to graduation. Students should work closely with a faculty advisor in the College of Education to be sure they meet certification requirements. A check sheet of requirements for each teaching field is available from the College of Education. The selection of teaching fields is made with an academic advisor representing the College of Education. The teaching field or major should be declared no later than the beginning of the junior year. Students who plan to teach in secondary schools may select their major and minor from the fields gent<\#213>s academic program. Prerequisite: 2.5 GPA. Repeateable for credit. Offered Cr/Ncr. Courses for Graduate Students Only CDS801. Advanced aring Science (3). Advanced study of speech and hearing processes, primarily in their normal aspects. Attention toans. Students learn to apply psychological and evaluation principles to teaching and learning. Prerequisites: CESP 334, CI 311, 320, 430. CESP 450. Workshops in Education (1-4). Accommodates a variety of topics related to counseling, guidance, and commuusignment after graduation often involves a combination of related subjects. For this reason intensive study in the following combined disciplines is offered in lieu of a departmental major and minor. Students should work closely with advisors to ensure proper course selection for certification and degree. A check sheet of requirements for each teaching field is available from the College of Education. Natural Science<\#209>Biological This major requires a minimum of 50 hours. A teacher who qualifies under this teachers, special education teachers, reading specialists, school psychologists, speech and language pathologists, audiologists, and gifted teachers. Other programs are available to support the continued academic and professional developmental development of teachers. Graduate offerings are also available to support careers in sport-related businesses and exercise-related programs at all levels. Policies Undergraduate Admission Students who have declared a major in one of the programs in the College of E. The College of Education requires petitioners to meet with an academic counselor, and to prepare a written petition which is considered by the Standards Committee of the College of Education and then forwarded to the University<\#213>s Committee on Admissions sions and Exceptions for final action. Academic counseling and advanced planning require careful attention and time. Thus, students should secure their recent academic records, complete their petition, and have their readmissions counseling session t five atable for credit. Offered Cr/NCr. CI 490. Individual Studies in Education (1-3). Courses for Graduate/Undergraduate Credit CI 541. Desktop Publishing I (3). Desktop publishers control the entire publishing process, from creation and typesetting to prinducation (1-2). CESP 152. Special Studies in Education (1-4). For undergraduates with an interest in issues related to counseling, , and student development. Different preselected areas may be emphasized during a semester. Repeatable with adviso advisooohe nature of research methodology, (3) the preparation of research reports, and (4) criticism of current research. CESP 704. Introduction to Educational Statistics (3). An introduction to statistics, including measures of central tendency, measures of vaoad of 12 hours per semester, although exceptions may be made by the Associate Dean of the College of Education. The limitation of 12 hours also applies to students who have declared a transition semester. All students who have accumulated 12 attempted cccriability, correlation, chi square, median test, t test, correlated t test, and one-way and two-way analysis of variance. CESP 707. Child Abuse and Neglect (1). Acquaints students with the etiological factors, potential indicators, consequences, reporting procedures, and treatment strategies associated with child abuse and neglect. Covers DSM-IV diagnostic categories associated with abuse and neglect. CESP 728. Theories of Human Development (3). Describes what developmental theories are, what they do, where they come from, how they work, and how they are used to explain human nature. Uses theoretical assumptions and related research to systematically evaluate developmental theories in terms of their scientific worthiness and their ability to address charaProbation and Dismissal Students in the College of Education are placed on probation at the conclusion of any semester in which their overall WSU grade point average falls below 2.500. These students will be continued on probation if their grade poine poinent, and CESP 701 or equivalent, or instructor<\#213>s consent. CESP 732. Behavior Management (3). Presentation and utilization of psychological principles and techniques for dealing with developmental behavior and learning patterns. Emphasizes the preschool anication issues in helping relationships. May emphasize different preselected topics during a semester. Repeatable for credit. CESP 490. Independent Studies (1-3). Courses for Graduate/Undergraduate Credit CESP 681. Cooperative Education (1-8). A worknd elementary school child. Prerequisite: CESP 334 or equivalent or departmental consent. CESP 750. Workshops (1-6). CESP 752. Special Studies in Education (1-5). For students with personnel and guidance interests. May emphasize different preselected as role in the counseling process. Helps the prospective counselor develop basic interviewing skills as a foundation for more advanced techniques used in the counseling process. Prerequisite: counseling major or departmental consent. To be taken concurrently with CESP 804. CESP 803. Counseling Theory (3). A study of selected theories of counseling. Prerequisite: admission to counseling or school psychology program or instructor<\#213>s consent. CESP 804. Principles and Philosophy of Counseling (3). The developCESP 701. Introduction to Educational Research (3). An introduction to research in education. Includes (1) a survey of current educational research, (2) tAn introduction to research in education. Includes (1) a survey of current educational research, (2) tment of a guidance philosophy, including a study of the helping relationship and the services that are part of school, agency, and other institutional settings. Prerequisite: admission to counseling program or instructor<\#213>s consent. CESP 808. School Psychology Professional Issues (3). Examines roles and functions of school psychologists within the context of historical foundations of the profession. Uses lecture, discussions, observations in schools, and presentations by field-based school psychologists tod Evaluation (3). Examines the nature of learning and memory, learning strategies, individual differences, and social factors influencing learning. Also examines effective use of measurement instruments, observations, questioning strategies, and grading pl acquaint students with the kinds of problems with which school psychologists typically work, the methods they employ to deal with problems, social systems in which these endeavors occur, and professional issues that shape and characterize the profession. CESP 810. Elementary School Counseling (3). The role of the elementary counselor in providing individual and group counseling, group guidance, and consultation in the school setting. Prerequisites: CESP 701, 704, 803, and 804, or instructor<\#213>s consent. CESP 811. Educational Measurement and Evaluation (3). Issues and techniques for measurement and evaluation in the cognitive, affective, and psychomotor domains. CESP 815. Career Development (3). For master<\#213>s-level students interested in assisting students and adults in career development and related concerns. Covers (1) career development of individuals across lifespan, (2) sources and organization of information, (3) assessment designs and career intervention techniques, and (4) career decision-making/planning processes. Includes hands-on experience with a variety of assessment methods and intervention techniques and theory-based career decision-making strategies for career interventions. Prerequisites: CESP 803 or 804 or instructor<\#213>s consent. CESP 819. y of sport settings including intercollegiate sports, minor league professional sports, major league professional sports, park and recreation departments, and in the health club/fitness industry. Minor in Exercise Science The exercise science minor consilications of some major learning theories and learning principles. Prerequisite: CESP 701 or departmental consent. CESP 821. Multicultural Issues in Counseling (3). Students acquire knowledge and skills that enable them to offer help to individuals in a multicultural environment. Focuses include developing a sense of the student<\#213>s own cultural identity, increasing sensitivity to cultural differences in help-seeking attitudes and behaviors, and understanding how the potential sources of cultural misunderstanding, biases, and prejudice may affect their counseling effectiveness. Prerequisites: CESP 701, 803 or 804, or instructor<\#213>s consent. CESP 822. Assessment in Counseling (3). Survey and study of standardized tests and their application in counseling, emphasizing their selection, use, and interpretation. Studies the basic concepts pertaining to the interpretation of psychological tests and inventories, including basic measurement theory and the factors involved in the selection of tests. Prerequisites: CESP 701 and 704; CESP 803 or 804. CESP 823. Experimental Design in Educational Research (3). Focuses on the use of inferential statistics for various experimental designs. Parametric topics covered include t-test, one-way and factorial analysis of variances minimum knowledge for careers in the athletic/sport industry. Physical Activity Service Program The Physical Education Activity Program reprty of 1-credit-hour courses in areas including, team activities, individual activities, combatives, fitness activn Communicative Disorders and Sciences (1-4). Offered periodically on selected aspects of communicative disorders and sciences. Repeatable. CDS770. Communication Development and Disorders (3). Identifies communication deviations, differentiating disordedministration and Supervision (1-3). Group study in a preselected specialized area of educational administration and supervision. Repeatable for credit with departmental consent. Prerequisite: departmental consent. Courses for Graduate Students Only EAS and covariance (with and without repeated measures), post-hoc comparisons, and simple and multiple regression. Also covers selected nonparametric statistics. Develops all statistics through practical application with computer programs. Prerequisite: CESP 704 or instructor<\#213>s consent. CESP 824. Techniques of Counseling (3). Examines and practices techniques of counseling through simulated counseling situations and extensive examination of counseling case studies. Prerequisites: CESP 728, 821, 822, and counseling major or departmental consent. CESP 825. Group Counseling Techniques (3). Examines different kinds of groups, group selection, communication patterns in groups, and issues to be addressed in group settings. Prerequisites: CESP 728, 803 (or concurrer to enrollment. Courses for Graduate/Undergraduate Credit CDS518. Deaf Culture (3). Examines various cultural aspects of the deaf community. Presents the interrelationship of language and culture along with a study of socialization, norms, and values.the development of individualized research plans leading to small group or individual field-based experiences in the second year of doctoral study. Prerequisite: admission to the EdD program in EAS. EAS 986. Field-Based Research I (3). This is the first int enrollment), 804; and counseling major or departmental consent. CESP 830. Introduction to Marriage and Family Counseling (3). A survey course on marriage and family counseling including theory, techniques, and research in the field. Prerequisite: CESP 803 or departmental consent. CESP 833. Secondary School Counseling (3). Provides information and skills needed for counseling in secondary schools. Prerequisites: CESP 701, 704, 803, and 804, or instructor<\#213>s consent. CESP 837. Family Issues in Counseling (2). Teaches basic family processes and how they impact the growth and development of children and adolescents. Covers family systems theory, the family life cycle, cultural and social influences on families, healthy family functioning, the impact of sopriate for publication. CDS995. Research Proseminar (1). A weekly seminar of informal discussion and formal presentation of ongoing or planned research by the CDS faculty and doctoral graduate students. Goal is to provide CDS doctoral students with new occur. Students demonstrate openness and objectivity towards issues and theories by inspecting their own biases. Prerequisites: PSY 111, acceptance into teacher education program, and concurrent enrollment in CI 311, 320, 430. CESP 433. Learning annnnnnn or groups of graduate students. Course procedures vary according to topic. Repeatable. Prerequisite: instructor<\#213>s or departmental consent. CESP 853. Law, Ethics, and Multicultural Issues for School Psychologists (3). For school psychology students and practicing school psychologists. Covers issues of legislation, litigation, professional ethics, and cultural diversity that impact the practice of school psychology. Prerequisite: admission to the school psychology program or instructor<\#213>s consent. CESP 855. Individual Intelligence Assessment (3). Use of individual tests for assessment of intelligence. Examines the nature of intelligence, theory, administration and interpretation of selected individual intelligence tests, and critical issues related to the assessment of intelligence. Includes case simulation and practice activities. Prerequisites: CESP 822 and instructor<\#213>s consent. CESP 856. Counseling Practicum (3). Supervised practice in counseling. Requirements include at least 60 hours applied experience. Repeatable for credit. Prerequisites: CESP 824 within the last calendar year, coordinator<\#213>s consent, and counseling major or departmental consent. CESP 857. Professional and Ethical Issues (3). Study of major ethical, legal, and professional issues in counseling, including those issues related to diagnosis and treatment of mental illness using the DSM-IV. Prerequisites: CESP 803, 821, 822, or instructor<\#213>s consent. CESP 858. Diagnostic Testing (3). An in-depth examination of the assessment process. Studies the theory and uses of individual assessment techniques for evaluating the learning difficulties of preschool and school-aged children. Emphasizes planning the assessment, interpreting and integrating assessment data, proposing relevant interventions, and communicating assessment findings to others. Prerequisites: CESP 822, 855, and instructor<\#213>s consent. CESP 859. School-Based Interventions (3). Focuses on planning, implementing, monitoring, and evaluating interventions in the school setting withh students who are experiencing academic and/or behavioral problems. Prerequisite: CESP 822 or departmental consent. CESP 860. Seminar in Research Problems (1). Develop-ment and presentation of research proposals. Required of students enrolled in thesis prreas during a semester. Repeatable with advisor<\#213>s consent. Prerequisite: instructor<\#213>s consent. Courses for Graduate Students Only CESP 802. Introduction to Interaction Process (1). S/U grade only. A laboratory approach to an examination of the counselor<\#213>ograms. CESP 862. Presentation of Research (1-2). A project submitted in thesis manuscript form. Repeatable for a maximum of 2 hours of credit. Prerequisite: CESP 860. CESP 866. Practicum in Guidance Services (2-3). Supervised practice in administratioing. Repeatable for 3 hours of additional credit. The second practicum must be in a different area or have a different focus from that of the first. Prerequisites: CESP 825, 856, and instructor<\#213>s consent. CESP 875-876. Master<\#213>s Thesis (2-2). Prerequisitecteristics of human development. Focuses on those theories which helped shape the way we currently view human development as well as significant new perspectives which may shape the way we view it in the future. Prerequisites: CESP 334, PSY 334 or equivall: CESP 860. CESP 881. Seminar in School Psychology (1). Examines current trends and issues within the area of school psychology. Also considers alternative role models for the school psychologist from the standpoint of research and program development in related areas such as special education, general education, and professional psychology. Repeatable to a maximum of 4 hours. Prerequisite: CESP 804 or concurrent enrollment or instructor<\#213>s consent. CESP 890. Special Problems (1-3). Directed reading and research under the supervision of a graduate instructor. Prerequisite: departmental consent. CESP 903. Counseling Theory II (3). In-depth critical review of research and applicability of major theories to the evaluation and design of interpersonal intervention strategy. CESP 914. Consultation Techniques (3). Intensive study of the literature in counseling, school psychology, social psychology, and administration that provides a basis for consultation techniques in the interpersonal context of school and work settings. CESP 915. Intervention Design (2). Gives the student further experience and skill in utilizing theories of interpersonal relations in creating macro- and micro-learning experience designs for individuals or groups experiencing dysfunctionent. Educational Administration and Supervision (EAS) Courses for Graduate/Undergraduate Credit EAS 750. Experienced Administrator<\#213>s Workshop (1-6). Offers a variety of administrative topics. EAS 752. Special Studies in Educational Adesigned to complal situations. Stresses individual and organizational effectiveness assessment skills. CESP 926. Seminar: Selected Topics (2). Intensive study of current issues, techniques, research, and application of the selected topic. Repeatable for different topics for a maximum of 8 hours. Prerequisite: 15 hours of related graduate course work. CESP 928. Seminar: Postsecondary Student Services (2). Intensive study of issues, theories, approaches, and research in topics related to postsecondary student services. R 803. Seminar: Professional Self-Assessment and Inquiry (3). Participants engage in self-assessment and readiness for becoming a school administrator. Includes discussing and learning issues and techniques for measurement in the cognitive, affective, and pconceptual and theoretical formulations, empirical evidence, and research concerning behavioral characteristics of exceptional children. CESP 852. Special Studies (1-4). Covers specific topics identified by the department in consultation with institutionepeatable for different topics for a maximum of 8 hours. CESP 930. Marriage and Family Counseling II (3). An advanced course on marriage and family counseling, including theory, techniques, and research in the field. Prerequisite: CESP 803, 830, 30 gradusychomotor domains. Also reviews the basics of educational research, the nature of research methodologies, and methods for the preparation of research reports. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 8 the department offers programs leading to the Master of Education (MEd) in educational administration, the MEd in counseling, the MEd<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>n<\#255><\#255><\#255><\#255><\#255><\#255>8<\#172><\#224><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>05. Practicum: School Opening I (1). Participants engage in preparing to open their school for the fall semester with their principal/mentor; participate in an inquiry project in their local school; and read and critique current research literature and analyze how that research can assist in their school. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 813. Seminar: Introduction to Educational Leader-ship and School Finance (3). Discuss educational philosophy, personal goal-setting, and educational administration models. Includes (a) an examination of educational foundations and the major theories of administration and application to specific problems, and (b) an overview of administration of the school districitting, and layout fundamentals. CI 542. Desktop Publishing II (3). An intermediate-level course which enhances, enriches, and develops further skills and techniques used in desktop publishing. Students select software packages in which they need additional depth toward master-level. Prerequisite: CI 541. CI 615. Learning and Reading Strategies (3). Students are provided with the understanding of the development of learning and reading strategies and explore instructional approaches for guiding secondary t, especially problems involving the community and staff. Examine theoretical concepts related to financial planning and building resources. Review knowledge necessary to plan and organize work groups, projects, and the resources necessary to carry out day-to-day functional activities of school. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 815. Practicum: Introduction to Educational Leadership and School Finance (3). Spend time in schools identifying how major theories of administration apply to specific problems in the school and how the school interacts with the district and the community. Apply financial planning concepts to the school setting and manage the day-to-day financial and other resources allocation to schools. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 823. Seminar: Interpersonal Relations and Super-vision (3). Examine the theoretical concepts related to clinically oriented supervisory models and explicit teaching approaches. Study formative evaluation concepts focusing on performance issues related to actual teaching situations and the teacher<\#213>s guided analysis of these issues. Review the responsibility of the supervisor for planning and organizing staff development activities. Examine processes involved in the development of interpersonal skills. Engage in simulated exercises to acquire interpersonal skills desirable for group collaboration and communication. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 825. Practicum: Interpersonal Relations and Super-vision (3). Apply the concepts of clinical supervisory models and specific teaching approaches, emphasizing formative evaluation strategies which focus on performance issues generated from actual teaching situations and the teacher<\#213>s guided analysis of these issues. Cover preparation of the supervisor<\#213>s role in planning and organizing staff development activities. Apply concepts of formative evaluation and staff development using interpersonal and group process skills. Observe, analyze, and reflect upon supervisory techniques and interpersonal skills in the school setting. Prerequisite: admission to the MEd in educational administration or instructoate hours or instructor<\#213>s consent. CESP 934. Personality Assessment (3). Focuses on theory and interpretation of instruments representing three major approaches to personality assessment: projective techniques, behavioral techniques, and personality invehe Learning Environment (3). Examine developmentally appropriate practices in the classroom for student learning and behavior management. Includes discussion of developmental psychology sufficient to interpret human developmental patterns and their behavioral implications. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 832. Practicum: School Opening 2 (1). For a second time, prepare to open a school for the fall semester with a principal/mentor, and participate in an inquiry project in the local school. Read and critique current research literature and analyze how that research can assist in the school. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 833. Seminar: School Law and Personnel Management (3). Examine concepts related to staffing issues, including selection and recruitment, certification, orientation, staff development, evaluation, transfer and dismissal, and retirement. Cover general concepts of law, interpretations of statutes and court decisions affecting education, and the legal responsibilities of school personnel and professional negotiations. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 835. Practicum: School Law and Personnel Management (3). Apply the concepts related to selection, recruitment, certification, orientation, staff development, evaluation, transfer, dismissal, and retirement. Apply general legal concepts and statutes to various situations and personal/professional liability. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 842. School Law (3). General concepts of law, interpretations of statutes and court decisions affecting education, and legal responsibilities of school personnel. EAS 843. Seminar: Curriculum and Learning Theory (3). Examine theoretical concepts related to curriculum philosophies and developmental processes. Examine recent programs and proposals as well as curriculum development at the building and school system levels. Review techniques of program evaluation and major learning theories and principles. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 845. Practicum: Curriculum and Learning Theory (3). Apply the concepts of curriculum theories and development, emphasizing skills necessary to propose, implement, and evaluate various building programs. Address applications of prevailing major learning theories and principles as they relate to academic and behavioral aspects of the classroom. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 852. Special Studies in Educational Administration and Supervision (1-3). Group studies in new r<\#213>s consent. EAS 830. Practicum: School Closing (1). Engage in closing the school year with a principal/mentor. Prerequisite: admission to the MEd in educational administration or instructor<\#213>s consent. EAS 831. Seminar: Human Development and Managing t and Facilities Management (3). For those preparing to become administrators at the school-building level. Focuses upon the knowledge and skills necessary to plan and organize work groups, projects, and the resources necessary to carry out day-to-day functional activities of schools. EAS 860. Research Seminar in Educational Administration and Supervision (3). For students in advanced study. Emphasizes development of research proposals and studies. Prerequisite: completion of master<\#213>s degree or advisor<\#213>s consent. EAS 862. Presentation of Research (1-2). A project submitted in thesis manuscript form. Repeatable for a maximum 2 hours of credit. Prerequisite: EAS 860. EAS 875-876. Master<\#213>s Thesis (2-2). EAS 884. School Plant and Facilities (3). Planning new educational facilities based upon educational programs. Includes the evaluation of existing schools, remodeling, and operation and maintenance of present school plant. Prerequisite: master<\#213>s degree or instructor<\#213>s consent. EAS 890. Special Problems in Administration (1-4). Directed problems in research for master<\#213>s students primarily under supervision of a graduate instructor. Prerequisite: instructor<\#213>s consent. EAS 953. Financial Support of Education (3). Focuses on the financial support of educats<\#255>P"<\#141><\#180><\#176><\#217><\#220>9<\#224><\#141><\#204><\#176><\#218><\#255><\#255>P"<\#141><\#231><\#176><\#220><\#255><\#255>P"<\#141><\#254><\#177><\#255><\#255>"<\#142><\#177><\#255><\#255>"<\#142>Z<\#177><\#255><\#255>"<\#142>g<\#177><\#255><\#255>"<\#142><\#172><\#177><\#255><\#255>"<\#142><\#185><\#177><\#255><\#255>"<\#142><\#252><\#176><\#254><\#255><\#255>"<\#143><\#9><\#176><\#255><\#255><\#255>"<\#143>,<\#175><\#204><\#255><\#255>`"<\#143>:<\#175><\#206><\#255><\#255>`"<\#143>K<\#175><\#207><\#255><\#255>`"<\#143>W<\#175><\#209><\#255><\#255>`"<\#143>g<\#175><\#203><\#255><\#255>`"<\#143>y<\#175><\#208><\#255><\#255>`"<\#143><\#132><\#175><\#205><\#255><\#255>`"<\#143><\#145><\#175><\#214><\#255><\#255>`"<\#143><\#152><\#175><\#210><\#255><\#255>`"<\#143><\#160><\#175><\#212><\#255><\#255>`"r content of rhythmic activities appropriate for elementary and middle school children. Prerequisite: Block I of teacher education program. KSS 520. Sport Tournament and Event Management (3). A detailed account of the structural designs, mathematical calcnal setting in which the student, under professional guidance, can become directly involved. The project may fulfill a community need, a departmental concern, or a needed investigation or inquiry. Acceptable projects are developmental or must include an appropriate research design. A useful, well-documented report of the project is required, with the plan, format, and style approved by the student<\#213>s committee. Prerequisite: completion of master<\#213>s degree. EAS 956. District-Level Personnel Administration. (amination of the interaction of society and the school as it relates to administrative processes. Studies systems of control, social class, power structure, human relations, and group dynamics. Prerequisite: instructor<\#213>s consent. EAS 969. Technologies for Academic Writing in Educational Administration (3). Allows practicing administrators to gain knowledge of the doctoral program process through the use of various software packages used to collect and analyze data in Educational Administration and Supervision. Also introduces expectations for academic writing at the doctoral level. Students must own a Macintosh computer (preferably a Powerbook) and be reasonably familiar with the Macintosh operating system, Microsoft Excel, EndNote Plus, and Microsoft Word. Prerequisite: admission to the EdD program in EAS. EAS 970. Advanced Administrative Theory Seminar (5). Examines the relationship between theory and practice in educational administration. Participants consider various theoretical frameworks for empirical studies, program designs, and organizational implementation efforts, and take initial steps toward an integration of those frameworks. Class activities require the application of the constructs and propositions considered to an on-going analysis of school-related problems and the conceptualization of action programs for addressing such problems. Prerequisite: admission to the EdD program in EAS. EAS 971. Decision-Making and Problem-Solving Seminar (5). Focuses on approaches to identifying, clarifying, and solving various problems in elementary and secondary education. Decision-making and problem-solving models are reviewed, critiqued, and applied. Prerequisites: admission to the EdD program; EAS 970 and 981, concurrent enrollment in EAS 982. EAS 972. Administrative Leadership Seminar (5). Facilitates in-depth investigations of research relevant to leadership theory and practice. Activities include clarifying and developing personal leadership skills; identifying, fostering, and supporting the leadership skills of others; and conducting observations of leaders in action. Prerequisites: admission to the EdD program; EAS 970 and 971, and concurrent enrollment in EAS 986. EAS 981. Applied Inquiry Seminar I (3). Provides doctoral students with an introduction to field-based inquiry/problem-solving strategies; begins the development of field-based problems/issues; and provides practice in field research design, implementation, and reporting. Prerequisite: admission to the EdD program in EAS. EAS 982. Applied Inquiry Seminar II (3). Continues EAS 981 and provides opportunities for more sophisticated and complex field-based studies. Prerequisite: admission to the EdD program in EAS. EAS 983. Applied Inquiry Seminar III (3). Continues EAS 981 and 982. Focuses on ion at local, state, and national levels. Emphasizes methods of taxation, budget preparation, and efficient expenditures. Prerequisites: completion of master<\#213>s degree. EAS 955. Field Project in Administration and Super-vision (2-6). Field projects are pl a sequence (Fall, Spring, Summer) that provides opportunities for field work leading to the EdD dissertation proposal. Prerequisites: admission to the EdD program; EAS 981, 982, 983, and concurrent enrollment in EAS 972. EAS 987. Field-Based Research II n, test interpretation, group counseling, and other activities of the department. Prerequisites: CESP 833 or 810 and instructor<\#213>s consent. CESP 867. Practicum in Group Guidance and Counseling Methods (3). Supervised practice in group guidance and counselequence. Prerequi-sites: admission to EdD program; EAS 986 and 987. EAS 989. Advanced Research Methods in Educational Administration (3). Prepares students to examine research design techniques appropriate for use in educational administration and specifiulations, scheduling principles, procedures, and thought processes involved in organizing and conducting sport tournaments and events. Prerequisite: KSS 112. KSS 525. Sport Facility Management (3). Focuses on various aspects of facility management, such acally for doctoral dissertations. Includes qualitative and quantitative research methodology, statistical tools and techniques for analysis of data, and examination of software designed to assist researchers in educational administration. Prerequisites: EAite: PSY 111 or equivalent. CESP 334. Growth and Development (2). Examines developmental theories and principles in the dimensions of physical, cognitive, and psychosocial growth. Explores the social and cultural contexts in which growth and developmentt required doctoral course work. Communi<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>S 981, 982, 983, and 986. EAS 990. Special Problems in Administration (1-4). Directed problems in research for specialist and doctoral degree students under supervision of a graduate instructor. Prerequisite: instructor<\#213>s consent. EAS 991. Practicum in Educational Administration and Supervision (1-2). For persons who have been employed in their first administrative position and are seeking recertification in Kansas. Course is individually designed by an EAS faculty member with the student and his/her scn certification as a district-level administrator. Focuses on the role expectations of district-level administrators and includes field experiences designed to emphasize knowledge and skill in administrative practices and procedures. Work is designed for each student<\#213>s projected administrative interest. Students must file an application for this terminal course. EAS 999. Dissertation Research (1-6). Taken concurrently with EAS 986, 987, and 988 for 6 credits each semester during the last year of enrollment. Provides students with dissertation proposal and dissertation advisement and may be taken for 1-6 credits per term for a maximum of 24 credits. Up to 17 credits may be counted toward program completion. Prerequisites: admission to EdD program in EAS ands. The undergraduate program offers broad, comprehensive, and preprofessional preparation for specialized training, which is offered on the graduate level. Graduate work, culminating in a master<\#213>s degree, is required to obtain professional certification as a speech-language pathologist or audiologist in the public schools, hospitals, or rehabilitation centers, or to engage in private practice. With an undergraduate, preprofessional major, students completing the master<\#213>s program will be eligible to apply for certification by the American Speech-Language-Hearing Association, for a Kansas teacher certificate, and for Kansas licensure. The PhD in communicative disorders and sciences prepares individuals to function professionally as independent clinicians, as teacher-scholars in an academic setting, or as program administrators. Undergraduate Major The preprofessional, undergraduate major places primary emphasis on the general area of communicative sciences and disorders in the specialized areas of speech-langunts should study carefully the requirements for their particular area of study. Under Kansas Department of Education policies students are expected to complete all program requirements in effect at the time they are admitted into teacher education. Studentearing proficiency will be conducted. Significant deviations in any area must be corrected to maximum ability before enrollment in practica courses or student teaching. In addition, medical clearance is required for all observation and practica classes. Adhool district supervisor. Addresses the needs of the student and of the district. Thrust is to assist the student to extend basic skills relevant to a particular administrative assignment. The student must register for 3 hours of credit in EAS 991 to meet of Liberal Arts and Sciences. Most students take the program in the College of Education, but those wishing to emphasize applied language study may enroll in the communicative disorders and sciences major in Fairmount College of Liberal Arts and Sciences. In either case, all students must satisfy the General Education requirements of the University. Students in the College of Education must select certain courses from the General Education Program that will satisfy teacher certification requirements. These recertification requirements. S/U grading only. Prerequisites: completion of master<\#213>s degree and departmental consent. EAS 992. Superintendency/Internship (6). Two-semester course designed primarily for individuals who are completing course work to obtaiicate Program The Department of Communicative Disorders and Sciences offers a certificate program for interpreter development in Signing Exact English (SEE). The Educational Interpreter Development Certificate Program: Signing Exact English helps classroomal Arts and Sciences The major with emphasis in applied language study consists of a minimum of 36 hours. Students should work closely with advisors in the College of Education and Liberal Arts and Sciences to ensure proper course selection for the degreematerials, new research, or innovations in advanced educational administration and supervision areas for practicing administrators or advanced students. Repeatable for credit with departmental consent. Prerequisite: departmental consent. EAS 854. Financeall students working toward certification as speech-language pathologists or audiologists in an educational setting. Students must apply for practicum in an educational setting at least one semester in advance of practicum work. They must have a minimum overall grade point average of 3.000; a 3.000 average in the major field; a grade of C or better in English 101 and 102 and in Communication 111, or their equivalents; and the recommendation of the major department. Clinical Certification The communicative disorders and sciences undergraduate preprofessional major may be applied toward certification by the American Speech-Language-Hearing Association. This certification requires a master<\#213>s degree, with major emphasis in speech-language pathology or in audiology. Undergraduate Minor A minor in communicative disorders and sciences consists of 18 hours and may be earned in either the College of Education or Fairmount College of Liberal Arts and Sciences. The following courses are recommended for a minor unless(3). Follows EAS 986 and continues field-based research activities and development of dissertation proposals. Prerequisites: admission to EdD program, EAS 986. EAS 988. Field-Based Research III (1). Follows EAS 986 and 987 and culminates the field-based sclinical practica courses requires that a student obtain medical clearance prior to the start of the course. This requirement is indicated in the individual course descriptions. Procedures to be followed may be obtained from the department<\#213>s office. Also, students who participate in active clinical practice during the year must purchase professional liability insurance from the department in the amount of not less than $1,000,000/$3,000,000. This must be done each year the student is enrolled in practica co interpreters or others interested in the deaf or hard of hearing attain sufficient signing competence to meet or exceed Level 3 (Intermediate) performance on the Educational Interpreter Performance Assessment (EIPA). The program requires 19 credit hours antroduction to the theory and use of Signing Exact English (SEE) as a means of communication with the hearing impaired. Independent outside practice is necessary to facilitate skill. CDS270. American Sign Language I (3). Focuses on the use of American Sices Clinical services for members of the community with speech, language, or hearing disorders, as well as students enrolled at Wichita State, may be arranged with the Speech-Language-Hearing Clinic. Fees are charged for these services. General Admission to courses is possible with a minimum grade of C in each stated prerequisite or its judged equivalent, or with departmental consent, unless otherwise specified in the course description. Lower-Division Courses CDS111. Disorders of Human Communication (3aring (2). Reviews history and philosophies contributing to present trends in education of the deaf. Introduces state and federal laws addressing services to the deal and hard of hearing, as well as certification and evaluation requirements for teachers and interpreters. Includes a look at etiology of deafness, interventions, and devices for the deaf. CDS260. Signing Exact English I (2). 2R. I<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255> CDS 520. Poetry, Mime and Song (3). Non-verbal way of communication which forms an integral base for communication in American Sign Language. This course will emphasize the use and understanding of facial expression gestures, pantomime and body language.nteraction, and professional management. Examines the current educational, professional, and ethical issues in clinical practice. CDS570. Accent Modification (3). Primarily for the nonnative speaker of American English wanting to improve pronunciation. Ftructional materials. Two field trips to preselected local health agencies. Additional projects required for graduate students. Prerequisite: Block I of teacher education program. KSS 515. Rhythmic Activities in K-12 (3). Teaches methodology and curricula Communicative Disorders and Sciences (2). Techniques and methods for development of clinical skills in a supervised practicum in a supervised practicum setting. Clients with speech, language, and/or hearing disorders are the primary focus. Development of a philosophy of clinical processes includes procedures for therapy, writing behavior objectives and progress, and conducting parent/spouse/significant other conferences. Prerequisites: 25 clock hours of observation; grade of C or better in CDS 304, 306, 351, 416, 510 (may be concurrent), and 514; 2.750 cumulative and 3.000 GPA in the major; departmental application required one semester prior to enrollment; medical clearance and insurance. CDS676. Teaching English as a Second Language (Methods) (3). Discu the use of American Sign Language as used by the American deaf community. Development of basic communication skills leads to basic conversational skills in ASL. Upper-Division Courses CDS330. Educational Interpreting (2). Addresses the professional devcative Disorders and Sciences (CDS) The Department of Communicative Disorders and Sciences provides academic and clinical education for students at Wichita State University who wish to work with communicatively handicapped children and adult<\#255><\#255><\#255><\#255><\#255><\#255><\#255>elopment, roles, ethics, confidentiality, and responsibilities of interpreters in educational settings. Includes interpreting principles. Covers ways to efficiently integrate the role of the interpreter into the educational system, as well as current issuee in Communicative Disorders and Sciences (1). Provides graduate students as future practitioners a forum to be acquainted with and to review professional clinical issues they may encounter in their careers. Covers issues such as professional ethics, parental rights, managed care, and credentialing. Individualized and group participation stresses need for professionals to deal competently with issues and to understand professional responsibility related to these topics. CDS705. Counseling in Communication Disorders (3). Provides information on the structure and conduct of interviews, basic counseling strategies, and consideration of the <\#210>helping<\#211> role as practiced by communication disorders professionals. Focuses on information supportive of developing effectiveness in these roles. Considers multicultural concerns. CDS740. Selected Topics in Communicative Disorders and Sciences (1-3). Individual or group study in specialized areas of communicative disorders and sciences. Repeatable. CDS750. Workshop iunds and a survey of current phonetic theory and applications to speech improvement. Extensive practice in transcription of speech. Prerequisite: prior or concurrent enrollment in CDS 111 or departmental consent. CDS416. Language II: Introduction to Disrs from developmental and/or cultural/linguistic differences. Evaluates potential impact of various communication disorders on academic performance of individuals. Considers strategies for facilitating development of children<\#213>s communication skills in educ Role play and acting out will be required as part of this class. CDS522. Deaf Heritage (3). Considers the history, nature, and uses of language and iits effect upon human thought and action. Also covers the ideas and ideals expressed by deaf people overocuses upon causes of foreign accent. Analyzes speech patterns and designs an individual program in accent modification. Provides intensive practice. Not for the student who is beginning the study of English. CDS625. Introductory Methods and Practicum ints effect upon human thought and action. Also covers the ideas and ideals expressed by deaf people over many periods of time through drama, philosophy, p<\#255><\#255>ication for the fall semester must be filed by February 1 and for spring semester by September 1. The only exception to the required number of semester hours is the transfer student who has taken student teaching elsewhere or students who hold other certifainting, and related areas. CDS540. Senior Seminar (2). An exploration of theories, principles, practices, and pitfalls of audiology and speech-language pathology emphasizing creating dynamic models for research interpretation, clinical is in the field of educational interpreting. Prerequisites: CDS 240 and 260. CDS340. Pragmatic Process and Analysis in SEE (3). Introduces the pragmatic process required of the interpreter to analyze, organize, and prioritize information from a source foriences (1-4). Supervised internship in one or more of the following sections: Client Management, Clinical Supervision, Academic Instruction, Research, and Clinical and Program Administration. Intended for doctoral students or advanced master<\#213>s-level students. Repeatable; more than one section may be taken concurrently. CDS940. Advanced Selected Topics in Communicative Disorders and Sciences (1-4). Advanced individual or group study in specialized areas of communicative sciences and disorders. Intended for doctoral students or advanced master<\#213>s-level students. Repeatable. CDS990. Advanced Independent Study in Speech and Language Pathology, Audiology, or Speech Science (1-3). Arranged individual, directed study in specialized content areas in speech and language pathology, audiology, or speech sciences. Repeatable. Prerequisites: advanced standing and instructor<\#213>s consent. CDS992. Advanced Presentation of Research (1-3). A directed research project for doctoral students culminating in a manuscript apprurses. CDS 770, Communicative Development and Disorders, is a general survey course and may not be used as part of a major or minor in communicative disorders and sciences at the undergraduate or graduate level without departmental consent. Special Certifand valuable knowledge and insights regarding how real world research is performed. Prerequisite: doctoral student standing. CDS999. Doctoral Dissertation (1-18). Repeatable. Speech and Language Pathology Admission to courses is possible with a minimum Dissertation (1-18). Repeatable. 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An orientation to disorders of human communication, communicative and psychosocial problems commonly encountered, and general approaches to habilitation. CDS232. Introduction to Clinical Practices in Communicative Disorders (3). An overview of clinical other arrangements are made: CDS 111, 232, 300, 304, 306, and 501. Arrangements for the minor should be made in consultation with an advisor in the Department of Communicative Disorders and Sciences. Other Requirements Participation in the department<\#213>s ivision Courses CDS300. Anatomy and Physiology of the Speech and Hearing Mechanisms (3). A study of the prenatal development and basic anatomy of the systems necessary for speech and hearing. Discusses the respiratory, phonatory, articulatory, and auditte, and skills for conducting clinical and basic science research and for reading and critically evaluating the clinical research literature. CDS890. Independent Study in Speech and Language Pathology or Audiology (1-3). Arranged individual, directed stucquired language disorders. Requires observation of clinical procedures with children who have language differences and disorders. Prerequisite: CDS 304. Courses for Graduate/Undergraduate Credit CDS501. Speech and Hearing Science (3). Examines elements assessment and treatment procedures for communicative disorders. Requires observation of assessment and treatment techniques for speech-language-hearing disorders. Guides student observation of therapy and assessment in the speech-language-hearing clinic erlying basic diagnostic processes for speech/language disorders across the life span. Teaches observation techniques, how to take case histories, beginning interview techniques, and how to administer and interpret formal and informal assessment measures. Requires observation of diagnostic procedures in the speech-language-hearing clinic. Prerequisites: CDS 416 and 514. CDS514. Speech-Sound Disorders (3). Discusses basic methods and procedures of identifying, assessing, analyzing, and remediating speech-smaster<\#213>s degree and instructor<\#213>s consent. EAS 955. Field Project in Administration and Super-vision (2-6). Field projects are planned to meet a legitimate need in an educatio<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>ound disorders. Practice in phonetic transcription of highly unintelligible speech samples. Prerequisite: CDS 306. CDS516. Language III: Introduction to Assessment and Intervention<\#209>Birth to School Age (3). Discussion of current language intervention strategies and programs for infants, toddlers, preschoolers, and school-age children, birth to 8 years. Examination of the development of individual and family plans. Discussion of the multidimensional nature of language and culturally different language patterns. Requires observation of clinical intervention and a laboratory experience. Prerequisites: CDS 416 and 510. CDS519. Genetic and Organic Syndromes (3). Introduces human genetics and the impact of chromosomal and structural anomalies of communication dational settings. Courses for Graduate Students Only CDS800. Research Methods (3). A survey of different research methods utilized in the fields of communication sciences and communication pathology. Students acquire the fundamental motivation, knowledge representation of speech and language in the human central nervous system and of conditions resulting from neurological impairment. Prerequisite: at least senior standing. CDS616. The Science of Reading: Current Research in the Identification and Treatment of Dyslexia (3). Teaches students about the relationship between oral language and reading acquisition. Students will differentially diagnose and apply treatment protocols appropriately to individuals who present with specific reading disabilities. Exposes students to the last quarter century of research from the National Institutes of Child Health and Development (NICHD) centers that demonstrate the significant relationship between explicit and direct teaching of oral language aspects of acquiring reading in a written alphabetic language system. Prerequisite: instructor<\#213>s consent. CDS780. Communication Disorders in Educational Settings (2). Organization, administration, and professional relationships in public school speech and language management programs on the elementary and secondary school levels. Emphasizes procedures and materials for surveying, scheduling, writing IEPs; therapeutic management, record keeping, and utilization of various instructional media. Should be taken prior to student teac. A check sheet of requirements is available from the College of Education and from Fairmount College of Liberal Arts and Sciences. Teacher Education Certification One full semester of practicum in the public schools is required at the graduate level for urrent understanding of speech generation, the speech signal, and the normal function of hearing. Attention also to techniques of investigation of these processes. Prerequisite: CDS 501 or equivalent or departmental consent. CDS810. Neurology of Speech and Language II: Motor Speech Disorders (3). Studies speech disorders resulting from upper and lower motor neuron lesions in the central nervous system and emphasizes evaluation and treatment strategies for intervention. Prerequisite: CDS 605. CDS811. Dysphagia (3). Covers the disorder of dysphagia as it affects persons of all ages. Addresses normal swallowing in infants, children, and adults. Covers the etiologies which cause dysphagia as well as assessment procedures appropriate for various ages. Examines treatment procedures. Covers the importance of team interventions for dysphagia assessment and treatment. Addresses ethical and funding issues. Prerequisite: CDS 605. CDS812. Neurology of Speech and Language III: Normal Aging, Aphasia, and Dementia (3). Examines the continuum of communicative abilities (including speech, language, hearing, and cognition) which may be seen in older persons. Covers normal aging as well as the influence of stroke, dementia, and other neuropathologies on communicative fuisorders. Assessment and remediation of cleft palate speech. Prerequisite: CDS: 300. CDS605. Neurology of Speech and Language I: Basic Processes (4). A consideration of basic neuroanatomy and neurophysiology necessary for obtaining an understanding of thnction in the elderly. Prerequisite: CDS 605 or instructor<\#213>s consent. CDS813. Communication Disorders in Medical Settings (2). Provides the principles underlying a transdisciplinary teaming approach, emphasizing differential diagnosis and treatment of complex disorders found in medical settings. Discusses the fundamentals of private practice and legal issues in the practice of speech-language pathology. Prerequisites: CDS 810 and 812. CDS814. Phonological Disorders (2-3). Analysis of unintelligible children<\#213>s phonological systems. Development of individualized remediation plans for expediting intelligibility gains. Critical review and discussion of clinical and developmental phonology research and phonological theories. Prerequisite: CDS 514. CDS815. Assistive Technology for Special Populations (3). Provides information about assistive technology for persons with special needs across the life span (e.g., autism, cerebral palsy, and degenerative neurological disease). Considers physical, linguistic, and cognitive factors in the design and implementation of assistive technology resources. Studies augmentative and alternative communication systems and computer applications/modifications. Explores resources for funding. CDS816. Language Disabilities in Children and Adolescents (3). Examination of various approaches to working with children and adolescents with language disabilities. Practical application of language assessment procedures, individualized planning, and language intervention strategies. Language in the classroom for school-age children and adolescents and collaborative strategies. Multicultural literacy and the multidimensional nature of language in the classroom. Prerequisite: CDS 416 and 516 or departmental consent. CDS817. Voice Disorders (3). Reviews current knowledge on the symptomatology and etiology of commonly encountered voice disorders in children and adults. Presents procedures for differential diagnosis and clinical intervention, based on a working knowledge of the anatomy and physiology of normal voice production. Considers multicultural issues. Prerequisites: CDS 300 and 510. CDS818. Fluency Disorders (3). Reviews current theories on the etiology and development of the disorder. Considers behaviorally based diagnostic procedures for children and adults, as well as methods for clinical intervention, including procedures for parent interviewing and counseling, and multicultural concerns. Provides opportunities for observation, one focus being demonstration of intervention methods. Prerequisites: CDS 300 and 510. CDS819. Acquired Brain Injury and Metacognitive Disorders Across the Life Span (3). Addresses issues of assessment and treatment of individuals with metacognitive, executive function, and behavioral disorders as a result of brain injury (traumatic, moderate, mild) and/or identified Attention Deficit Disorders (ADD), Attention Deficit with Hyperactivity Disorders (ADHD), Developmental Dyslexia (DD), Acquired Dyslexia (AD), and Specific Linguistic Impairments (SLI) influencing processing and production of narrative and discourse skills in oral and written language. Prerequisites: CDS 605 or equivalent and instructor<\#213>s consent. CDS820. Graduate Methods and Practicum in Speech and Language Evaluation (2). Discusses clinical methods for evaluation and diagnosis of children and adults presenting with speech and/or language disorders. Prerequisites: CDS 510, medical clearance, and insurance. CDS821. Graduate Methods and Practicum in Educational Settings (7). Discussion and evaluation of student teaching experiences in public schools, demonstrations of applied clinical skills, counseling on the elementary and secondary school levels. Prerequisites: CDS 780 and 816, instructor<\#213>s consent one semester prior to enrollment, medical clearance, and insurance. CDS822. Beginning Graduate Methods and Practicum in General Clinic (2-4). Provides an opportunity to relate theories and methods for students<\#213> assigned practica through discussion of various management techniques and methods with regard to different types of communication disorders and provides support for the present clinical experience. Prerequisites: CDS 625, medical clearance, and insurance. CDS823. Graduate Methods and Practicum in Medical Settings (4 or 6). Class discussions cover various topics pertaining to hospital and adult care practicum experiences. Relates theory and methods to student<\#213>s practicum assignments. Prerequisites: CDS 813, department approval one year prior to enrollment, medical clearance, and insurance. CDS824. Graduate Methods and Practicum for External Placements (2). Techniques and methods for development of clinical skills in a supervised external practicum setting. Focuses on clients with language and speech sound disorders. Development of a philosophy of clinical processes includes procedures for therapy, writing behavior objectives and progress, and conduction of parent conferences. Supervised practicum of clinical assignments in off-site settings. Prerequisites: department approval one semester prior to enrollment, medical clearance, and insurance. CDS825. Graduate Methods, Practicum, and Diagnostics in Autism Spectrum Disorders (2-4). Techniques and methods for development of clinical skills in a supervised practicum setting. Primary focus on children with social language disorders. Practicum issues relate to current client needs. Prerequisites: CDS 516, 816 (can be concurrent), instructor<\#213>s consent, medical clearance, and insurance. CDS826. Graduate Methods, Practicum, and Diagnostics i Language and Literacy (2 or 4). Techniques and methods for development of clinical skills in a supervised practicum setting (in the WSU Speech-Language-Hearing Clinic, <\#210>After-School Program,<\#211> and the College of Education<\#213>s Assessment, Intervention Multi-Disciplinary (AIM) program). Primary focus on clients with language (oral and written) and literacy disorders. Development of a philosophy of clinical processes includes procedures for therapy, writing behavior objectives and progress, and conduction of client conferences. Prerequisites: departmental consent one semester prior to enrollment, medical clearance, and insurance. CDS827. Graduate Methods, Practicum, and Diagnostics in Voice (2-4). Techniques and methods for development of clinical skills in a supervised practicum setting (in the WSU Speech-Language-Hearing Clinic). Primary focus is on clients with voice disorders. Development of a philosophy of clinical processes includes procedures for therapy, writing behavior objectives and progress, and conduction of client conferences. Prerequisites: CDS 817, departmental consent one semester prior to enrollment, medical clearance, and insurance. CDS828. Graduate Methods and Practicum in Fluency (2-4). Develops advanced clinical skills in the diagnosis and treatment of children and adults presenting fluency disorders. Prerequisites: CDS 818, departmental consent one semester prior to enrollment, medical clearance, and insurance. CDS829. Graduate Methods and Practicum in Accent Modification (2). Lecture and discussion of techniques for foreign accent and dialect modification. Relates techniques to students<\#213> practicum experience in CDS 570. Attendance in CDS 570 required. Prerequisites: CDS 625, 822, department consent one semester prior to enrollment, medical clearance, and insurance. CDS830. Graduate Methods and Practicum in Early Language (4). Techniques and methods for development of clinical skills in a supervised early childhood interdisciplinary preschool practicum setting. Primary focus on preschool children with language disorders. Development of a philosophy of clinical processes includes procedures for group and classroom therapy, writing behavior objectives and progress, and conduction of client conferences. Prerequisites: departmental consent one semester prior to enrollment, medical clearance, and insurance. CDS900. Speech Acoustics (3). A detailed analysis of the acoustics of speech. Studies the various theories of speech sound production along with the instrumental analysis of speech sounds and ends with an examination of various speech disorders from the point of view of acoustics. Prerequisite: CDS 801. CDS903. Speech Perception (3). A critical review of the theories and empirical research addressing the perception of speech, species-spen<\#255><\#255><\#255><\#255><\#255><\#255><\#163><\#253> <\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>cific communication, and speech recognition systems through artificial intelligence. Discusses both unimodal and bimodal models of perception. Prerequisite: CDS 900. CDS904. Speech Physiology (3). A critical review of pertinent research concerning the ph establish and maintain programs for hearing-impaired children in regular educational settings. Prerequisite: CDS 351. Courses for Graduate/Undergraduate Credit CDS655. Graduate Methods and Practicum in Auditory Assessment-SLP (2). Methods in audiologic behaviors, methods of assessment, measurement, grading, curriculum goals and content as they influence classroom teaching, and teachers<\#213> methods of classroom management and instruction. Graded S/U only. Prerequi-sites: acceptance into teacher education, C evaluation for speech and language pathology students. Discusses procedures for diagnostic evaluation of a broad range of auditory disorders in infants, children, and adults in weekly class meetings, along with procedures for hearing screening, hearing aid maintenance and fitting, counseling, and others as appropriate. Speech and language pathology students engage in practicum experiences in audiologic screening and assessment as arranged. Prerequisites: CDS 251 and 351, medical clearance, and insurance. its accurate conveyance. Focuses on diagnosing areas causing breakdowns of interpreting, followed by strategies for improvement of skills. Prerequisites: CDS 240, 260, 330, 360, and 380. CDS345. Refining Interpreting Techniques in SEE (3). Provides strantories. Includes alternative personality assessment approaches and reviews of personality theory and psychopathology. Includes supervised experience. Prerequisites: CESP 822, 855, post-master<\#213>s standing or last 6 hours of master<\#213>s program, and instructor<\#213>Courses for Graduate Students Only CDS802. Anatomy and Physiology of the Auditory System (2). Examines in detail anatomy and function of the auditory system in light of current research knowledge. Studies the normal system as a basis for understanding the pathological system. Prerequisites: CDS 251 and 501. CDS803. Introduction to Psychoacoustics (2). Basic principles underlying the perceptual hearing process, emphasizing the interdependencies between sound stimuli and subjective auditory experience as tegies for improving vital skills in expressive and receptive interpreting. Addresses such issues as reading signs, non-manual markers, and grammar, as well as application of lag time and prioritization for proper word and grammar choices in English. Also related to communication behavior. Prerequisite: CDS 802. CDS804. Clinical Audiology I (4). Provides in-depth theoretical and clinical principles associated with the administration and interpretation of the basic comprehensive audiological test batteries. Provides hands-on learning of auditory equipment and test batteries in tandem with the theoretical background for auditory assessment. Prerequisites: CDS 251 and 351. CDS805. Clinical Audiology II (3). Discusses diagnostic and rehabilitative proceduresuction to the discipline of sport administration and its vast array of career opportunities (since the sport industry represents the eleventh largest industry in the U.S.). KSS 115. Personal and Community Health. (3). Introductory course to study the mul in the audiology clinic. Includes application of theoretical clinical principles toward the administration and interpretation of site-of-lesion and other special tests of auditory function beyond the traditional auditory test battery. Prerequisite: CDS 804. CDS851. Medical Audiology (3). Many hearing disorders require evaluation/treatment by both the audiology and medical professions. Reviews the audiological and physiological/medical aspects of the more common of these conditions found in children and adults. Prerequisites: CDS 251 and 802. CDS855. Pediatric and Educational Audiology (4). Reviews current trends and legislation related to Newborn Infant Hearing Screening. Comprehensive study in auditory development and effects of auditory pathologies in infants and children. Early identification strategies, diagnostic audiometric evaluation protocols, and early intervention/remediation strategies for hearing impaired children birth to school-age. Provides demonstration and practicum experiences in the assessment of the status of the auditory system. Refers to working in conjunction with individuals in related professions (i.e., speech pathology, psychology, education, medicine). Administration and interpretation of tests for Central Auditory Processing Disorder with commensurate recommendations for treatment. Addresses issues of pseudohypoacousis/non-organic hearing loss and an overview of appropriate amplification systems for this age group. Addresses the audiologist<\#213>s role on an Individual Education Planning team. Discusses issues regarding public school systems, laws, and requirements for qualification for services. Prerequisites: CDS 804, 805. 858, 860, and 861. CDS858. Electrophysiologic Audiology (4). Techniques and procedures for administration and interpretation of electrophysiologic tests of the auditory system, including otoacoustic emissions (OAEs), electrocochleography (ECOg), auditory brainstem response (ABR, AEP), later occurring cortical evoked potentials (MLR, LAEP, P300), and somatosensory evoked response testing (SEP). Addresses interoperative monitoring and imaging techniques. Techniques and procedures for clinical evaluation of the functional status of the peripheral and central nervous system in relation to the vestibular or balance system (ENG). Prerequisite: CDS 802. CDS860. Amplification and Hearing AidsI (3). Reviews basic electronics as it applies to amplification systems. Encompasses the history, function, and maintenance of hearing aids. Addresses the measurement and significance of electroacoustic characteristics. Presents the principles and procedures for the selection and recommendation of specific amplification systems for individual<\#213>s hearing losses. Provides review of recent developments in research involving the measurement of real ear insertion responses and real ear effects of hearing aid modifications, as well as acquired competency in application of real ear testing. Discusses counseling and techniques related to hearing aid fitting. CDS861. Amplification and Hearing AidsII (3). Continuation of CDS 860. Describes and discusses the performance of digital, analog, and hybrid amplification systems and provides a detailed evaluation of requirements for dispensing such devices. Discusses counseling and techniques relate in the chain of events that lead to human communication. Studies speech production and perception at physiological and acoustical levels, emphasizing acoustics. Prerequisite: CDS 111. CDS510. Introduction to Diagnostics (3). Provides the principles unddage pathology and audiology. Supervised practicum courses are required as part of the educational program. Students should make formal application for practicum courses one semester prior to enrollment. Evaluation of the student<\#213>s speech, language, and hhadults with hearing loss. Prerequisites: CDS 351 and 450. CDS865. Graduate Methods and Practicum in Aural Rehabilitation (2). Provides students with experiences in the provision of aural habitation/rehabilitation on behalf of hearing-impaired children an     +*  <\#178>    <\#180>  <\#204>*  <\#131>    N  d adults. Prerequisite: CDS 864 (can be concurrent). CDS885. Advanced Methods in Auditory Assessment-Aud (1). Methods in audiologic evaluation for audiology students. 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Prerequisites: audiology faculty<\#213>s consent, medical clearance, and insurance. CDS886. Advanced 66<\#128><\#128><\#255><\#255>:<\#175>6<\#192><\#175>=@:<\#240><\#177>x<\#128>)<\#234>:<\#175>6<\#192><\#175>=@<\#171><\#224><\#217><\#176><\#206><\#255><\#255>w_:<\#175>6<\#192><\#175>=`:<\#176><\#177>x<\#128>HH<\#175>6<\#192><\#175>=@:<\#144><\#177>x<\#128><\#175>6<\#192><\#175>=@:p<\#177>x<\#128><\#197>Z<\#175>6<\#192>""""""333333DDDDDDUUUUUUffffffwwwwww<\#136><\#136><\#136><\#136><\#136><\#136><\#9><\#153><\#153><\#153><\#153><\#153><\#153> <\#170><\#170><\#170><\#170><\#170><\#170>Practicum in Auditory Assessment-Aud (1-5). Practicum experiences encompassing diagnostic evaluations covering a full range of auditory disorders and types of evaluations in infants, children, and adults, including standard audiologic batteries, masking, site-of-lesion testing, electrophysiologic measurements, hearing aid fitting and dispensing, patient follow-up, and counseling. Prerequisites: audiology faculty<\#213>s consent, medical clearance, and insurance. CDS887. Externship in Auditory (1-9). Placement in variable credit off-campus practicum experiences in audiology. Placement is contingent upon successful completion of didactic graduate program in audiology and three semesters of CDS 885 and 886. Prerequisites: application one semester prior to enrollment, medical clearance, and insurance. Curri<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255> Through intensive academic and field experience combined with systematic student reflection, the goal of this program is to produce effective, informed, and reflective teachers, capable of independent practice and continued professional growth. Students enter the set of course work for the teacher education program when they are in their 35th hour with the Preprofessional Block taking CI 271 and 272 concurrently. Each block thereafter contains two to four classes which must be taken concurrently. The coursdy in specialized content areas in speech and language pathology or audiology. Repeatable. Prerequisite: instructor<\#213>s consent prior to enrollment. CDS892. Presentation of Research (1-3). A directed research project. culminating in a manuscript appropriaes in each of the blocks must be taken together and completed before entering the next set of course work. Lower-Division Courses CI 101. Introduction to the University (3). Helps students make connections with academic programs, faculty, staff, and othher students; develop required academic and career competencies; and make sense of the higher education environment. CI 170. Introduction to Library Research (1). Students learn to locate and retrieve information in both print and electronic formats, incllland software to organize course work, outline and plan papers, write and edit text, search for information, compile and report data, and integrate data with text. Apply the course content in a computer lab under the supervision of the instructor. CI 271. uding the Internet, and learn to distinguish between scholarly research and non-scholarly publications. CI 201. The Computer as a Learning Tool I (1). Provides computing skills necessary to succeed in the academic environment. Learn how to use computers Introduction to Professional Education (2). Students examine the career in education, characteristics of good teaching, the nature of teacher education programs, basic historical and philosophical foundations of education, and employment options. After analyzing their own personalities, personal strengths and weaknesses, and values and beliefs about teaching, students reach an informed sion regarding their own suitability for teaching. Prerequisites: C or better in English I and II, Communication, and Colleory mechanisms from a functional point of view. Prerequisite: CDS 111. CDS304. Language I: Normal Acquisition (3). Cross-listed as Ling. 304. The study of the acquisition of language in the child from birth to six years of age. Evaluation of various acqqncerning the physiological bases of speech. Emphasizes understanding the instrumental techniques utilized in such studies. Prerequisite: CDS 801. Audiology Admission to courses is possible with a minimum grade of C in each stated prerequisi<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>decision regarding their own suitability for teaching. Prerequisites: C or better in English I and II, Communication, and College<\#168><\#169>n<\#255><\#234>0.<\#255><\#232><\#144>n<\#255><\#228>H<\#192><\#129><\#252>=@<\#255><\#244>0.<\#255><\#234><\#144>n<\#255><\#230>=@<\#255><\#246>B<\#167>Hn<\#255><\#228>Hn<\#255><\#236>/.<\#255><\#244>Bg/,zB<\#167>/<?<D<\#169><\#231>&_ fp`<\#200> S|<\#128>$~=G<\#255><\#254>=G<\#255><\#252>z|<\#149><\#202>`<\#162> lB"J<\#211><\#208>?Hnevel teaching strategies, how to adapt materials, how to assess and grade a variety of language proficiency levels, and how to best utilize available people resources (bilingual paraprofessionals, parents, etc.) to maximize successful performance among thieer in education. In addition, students begin to develop skills in observing educational situations and settings which help them develop a teacher perspective, anseeing schools as prospective workplaces and teachers as colleagues. Graded S/U only. Prerequiish as a Second Language (ESL) I (1-4). Students work with an ESL specialist to learn hands-on strategies for teaching students whose native language is not English. Includes observing the interrelationship between language and culture, how to use multi-ll Algebra; sophomore standing; 2.750 GPA; in the 35th hour; and concurrent enrollment in CI 272. CI 272. Preprofessional Field Experience (1). Intended primarily to give prospective teachers the opportunity to consider seriously their suitability for a cars population. Prerequisites: acceptance into the Teacher Education Program and a Professional Development Site Program. CI 304. Clinical Field Experience: English as a Second Language (ESL) II (1-4). An extension of CI 303. Prerequisites: acceptance inttto the Teacher Education Program and a Professional Development Site Program. CI 305. Clinical Field Experience: Special Education I (1-4). Students learn how special education services are delivered in public schools; gain practical experience interactiii, and/or management tool; gain hands-on experience with computers (management systems, word processing, internet/e-mail, graphics); become familiar with basic terminology; and gain experience in the selection and use of appropriate commercial software to eth special needs, and approaches that work to maximize the success of all students. Prerequisites: acceptance into the Teacher Education Program and a Professional Development Site Program. CI 306. Clinical Field Experience: Special Education II (1-4). An extension of CI 305. Prerequisites: acceptance into the Teacher Education Program and a Professional Develop-ment Site Program. CI 307. Clinical Field Experience: Technology I (1-4). Students work with teachers using technology as a teaching, learningggain experience in assessing developmental levels, personalizing instruction (developing centers, using learning contracts, structuring multi-level lessons), and designing and implementing appropriate instruction for each level. Prerequisites: acceptance iculum and Instruction (CI) Undergraduate teacher education in curriculum and instruction is a five-stage competency-based program beginning with an introduction to teaching and concluding with reflections on an extended student teaching experience.<\#255><\#255><\#255><\#255>nhance the regular curriculum. Prerequisites: acceptance into the Teacher Education Program and a Professional Develop-ment Site Program. CI 308. Clinical Field Experience: Technology II (1-4). An extension of CI 307. Prerequisites: acceptance into the TTand facilitates understanding of behavioral and descriptive goals, objectives, and techniques used in treatment of communicative disorders. Fulfills the ASHA requirement of 25 observation hours prior to beginning clinical practicum. Prerequisites: prior orstudents in those strategies and their use in content areas. CI 616. Literature for Adolescents (3). Students participate in extensive reading of literature in all genres consistent with studies of adolescents; reading interests, abilities, and responses eacher Education Program and a Professional Develop-ment Site Program. CI 309. Clinical Field Experience: Developmentally Appropriate Practices I (1-4). Students work with teachers delivering Developmentally Appropriate Practices in a classroom setting; nto the Teacher Education Program and a Professional Development Site Program. CI 310. Clinical Field Experience: Developmentally Appropriate Practices II (1-4). An extension of CI 309. Prerequisites: acceptance into the Teacher Education Program and a characteristics of exceptional learners including mental retardation, learning disabilities, emotional disturbances, physical challenges, hearing/visual impairments, and gifted. Also explores the effect of cultural differences and human development on diisabilities. Presents service delivery models and current special education practices. Prerequisites: admission to teacher education; CI 271 and 272; concurrent enrollment in CI 311. CI 322. Instructional Strategies in Language Arts and Reading: ElementaryProfessional Development Site Program. CI 311. Block 1 Field Experience (1). Provides students with experiences in socio-cultural school and classroom observations, observations of and work in special education settings, alternative schools and tutorialll work with individuals or small group settings. Graded S/U only. Prerequisites: acceptance into teacher education, CI 271 and 272 and concurrent enrollment in CI 320 and 430 and CESP 334. CI 312. Block 2 Field Experience (1). Focuses on pupils<\#213> learninggg educational settings. They develop a knowledge and understanding of various curriculum models and how these models influence instruction and the work of teachers. Students acquire a knowledge and understanding of instruction: the decisions and processes by which teachers translate goals and objectives into classroom realities. Students become familiar with a wide range of practical strategies and techniques associated with various models of teaching, and learn to apply these strategies and techniques in actual and simulated teaching situations. Students also acquire practical knowledge of and experience with the development and use of a wide range of instructional media and technology, including the use of computers. Students examine and learn to use various classroom management strategies in order to maintain control, promote a positive learning climate, and facilitate the achievement of instructional objectives. Prerequisites: acceptance into teacher education; CI 311, 320, 430; CESP 334; concurrent enrollI 311, 320 and 430, CESP 334 and concurrent enrollment in CESP 433 and CI 328. CI 316. Children<\#213>s Literature (3). Students examine literature suitable for use with children in the preschool and elementary grades. Includes reading and examination of a wide selection of children's literature in all genres. Students develop evaluative techniques for identifying materials and practice in the use of selection aids. Prerequisite: acceptance into teacher education. CI 320. The Exceptional Child (2). Surveys thee School (5). Students examine the content and methods of instruction in the subject areas of language arts and reading and practice teach their subjects in a variety of settings. Prerequisites: acceptance into teacher education; CI 3111, 316, 320, 3430; CE, 316, 320, 328, 430; CESP 334 and 433; concurrent enrollment in CI 413 for a practicum experience. CI 328. Curriculum, Instruction and Management (5). Students examine the nature, purposes, and development of curriculum innnm innulum in of curriculum inuisition theories in the light of current psychological and linguistic thought. Emphasizes the development of phonology, morphology, syntax, semantics, and pragmatics. Prerequisite: CDS 111 or departmental consent. CDS306. Phonetics: Theory and Applicating with public school students with various labels, abilities, and exceptionalities in a variety of settings; and become familiar with related terminology (PIT, IEP, ECSE, ADHD, EMR, Child Study Team, etc.), the steps used to evaluate and place students wicourses is required for all students in the college, including the following requirements for graduation: <\#9>I. Basic Skills courses (12 hours) to be completed <\#9><\#9><\#9><\#9>with a grade of C or better. <\#9><\#9>ENGL 100 or 101 and 102, College <\#9><\#9><\#9><\#9><\#9>English I and II (6 hourrvaluation and measurement in social studies in the elementary school. Prerequisites: CI 312 and 328 and CESP 433. CI 413. Prestudent Teaching (1-3). This field experience allows students to spend an extended length of time in an appropriate classroom workcluding the planning of school programs and assuming the responsibilities of a teacher. Graded Cr/NCr only. Prerequisites: acceptance into teacher education; CI 322, 402, 406; concurrent enrollment in CI 447 and 457. CI 447. Student Teaching in the Elemening with a cooperating teacher to plan and implement instruction designed to teach distinct objectives and evaluate learning outcomes. Students also evaluate their own instruction, noting strengths and weaknesses and planning for improvment. Graded S/U onl the schools, preservice teachers gradually assume responsibility for instructing a full complement of classes, including a full schedule for at least 10 days. Prerequisites: acceptance into teacher education; CI 322, 402, 406; concurrent enrollment in CI 446 and 457. The student teaching semester is required of all students working toward a degree certificate in education. Every student wishing to receive the certificate must file an application, available in 107 Corbin, with the certification office. Applucation (3). Examines the social and multicultural foundations of education and schools in a changing society. In addition students develop an appreciation for the changing ethnic and cultural characteristics of American schools. Prerequisites: acceptanceeeld experience provides half-time participation in preschool (three- and four-year-olds) under guidance of a master teacher and a college supervisor. Prerequisites: CI 322, 402 and 406 and 9 semester hours of early childhood education. Prerequisites ma maa into teacher education including successful completion of CI 271 and 272 and concurrent enrollment in CI 311 and 320 and CESP 334. CI 446. Student Teaching Seminar: Elementary (1). Students study and discuss experiences emerging from student teaching innement. Graded S/U only. Prerequisites: acceptance into teacher education; CI 312 and 328 and CESP 433. CI 427. Philosophy and History of Education (2). Presents the major contemporary educational philosophies, the development of American education, and thicates or who may have taught for a number of years. Any deviations from established grade point averages and other regulations must be approved by the College of Education<\#213>s Standards Committee. CI 448. Student Teaching in Early Childhood (4-6). This fiiy be waived for equivalent experience with departmental consent. See CI 447 for deadlines for filing an application to enroll in student teaching. CI 451. Student Teaching in the Elementary School: Music (4). Prerequisites: acceptance into teacher educattttings. In addition, students are provided with the understanding of the development of learning and reading skills and explore instructional approaches for guiding secondary students in those skills and their use in content areas. Prerequisites: acceptancion, CI 328, CESP 433, methods in the subject area, and concurrent enrollment in CI 457 and student teaching seminar. CI 452. Special Studies in Education (1-3). Primarily for elementary and secondary education majors. Repeatable with advisor<\#213>s consent. riences emerging from student teaching including planning school programs and assuming the responsibilities of a teacher. Prerequisites: acceptance into teacher education; CI 312, 328, 413, 454; CESP 433; and concurrent enrollment in CI 457 and student tea CI 454. Instructional Strategies: Secondary (3). (E) English; (F) Foreign Language; (J) Social Studies; (M) Mathematics; (S) Science. Students examine the content and methods of instruction in their subject area and teach their subject in a variety of seeole of the teacher as a professional: legal concepts related to employment, the role of the teacher in the educational system, ethics of the profession, communication skills as a staff member, planning for and scheduling aides and volunteers. Provides students with the opportunity to connect field experiences and reflective practice and the WSU College of Education Teacher Education Program. Prerequisites: acceptance into teacher education and concurrent enrollment in student teaching and student teaching se into teacher education, CI 312 and 328, CESP 433, and concurrent enrollment in CI 413. CI 455. Student Teaching Seminar: Secondary (1). (E) English; (F) Foreign Language; (J) Social Studies; (M) Mathematics; (S) Science. Students study and discuss expeedary School. The student teaching semester is required of all students working toward a secondary certificate and is a full-time assignment. Application for approval to enroll in the program must be made in the certification office by February 1 for the fall semester or by September 1 for the spring semester. In addition, students must obtain approval from the representative of the subject area in which they wish to student teach before placement can be considered. It is expected that students will student teach in their field of major interest. However, individuals who are well prepared in more than one field may apply to student teach in a second field, but they must take the special methods course in the second field before entering the student teaching semester. The assignment for student teaching begins with the opening of the public school semester, and enrollees must arrange to meet from 8 a.m. to 5 p.m. daily and to be available for selected evening programs throughout the semester. Prerequisites: accching. CI 457. Senior Seminar (1). Students engage in reflective practice during their professional semester, reflecting on the social, cultural, philosophical, and psychological foundations of education as they relate to practice. Students examine the rrment in CESP 433 and CI 312. CI 402. Instructional Strategies in Math and Science: Elementary School (5). Students examine the content and methods of instruction in their subject area and teach their subject in a variety of elementary school settings. Prreptance into teacher education, methods in the subject area, and concurrent enrollment in CI 457 and student teaching seminar. *For special areas see CI 462 through 466. CI 462. Student Teaching: Secondary Art (4). Prerequisites: acceptance into teacherr education, methods in the subject area, 2.500 GPA in the major, and concurrent enrollment in CI 457 and student teaching seminar. CI 465. Student Teaching: Secondary English (8-15). Prerequisites: acceptance into teacher education, CI 413 and 454, 2.5000to literature. Prerequisite: acceptance into teacher education. Currently and previously certified teachers meet prerequisites. CI 621. Instructional Strategies: Middle Level Education (3). Students examine the middle grades school as an organization that GPA in the major, and concurrent enrollment in CI 457 and student teaching seminar. CI 466. Student Teaching: Secondary Foreign Language (8). Prerequisites: acceptance into teacher education; CI 312, 328; CESP 433; 2.500 GPA in the major; and concurrennt enrollment in instructional strategies, CI 457, and student teaching seminar. CI 468. Student Teaching: Secondary Social Studies (8-15). Prerequisites: acceptance into teacher education, CI 413 and 454, 2.500 GPA in the major, and concurrent enrollmenne student a work-related placement that integrates theory with a planned and supervised professional experience designed to complement and enhance the student<\#213>s academic program. Prerequisites: successful completion of 24 credit hours and a 2.500 GPA. Repet in CI 457 and student teaching seminar. CI 469. Student Teaching: Secondary Music (4). Prerequisites: acceptance into teacher education, methods in the subject area, CI 312 and 328, CESP 433, 2.500 GPA in the major, and concurrent enrollment in CI 4555 takes its design specifically from the analysis of 10-14 year olds, their characteristics and needs. Students examine many curricular and instructional alternatives for middle grades education and learn to manage changes. CI 701. Foundations of Education7 and student teaching seminar. CI 471M. Student Teaching: Secondary Mathematics (8-15). Prerequisites: acceptance into teacher education, CI 413 and 454, 2.500 GPA in the major, and concurrent enrollment in CI 457 and student teaching seminar. CI 4777eminar. CI 459. Student Teaching in the Elementary School: Art (4). Prerequisites: acceptance into teacher education, CI 328 and CESP 433, 2.500 GPA in the major, and concurrent enrollment in CI 457 and student teaching seminar. *Student Teaching<\#209>Seconn (3). Students survey the various foundations areas, including philosophical, historical, social, and comparative. This course is prerequisite to subsequent foundations courses. Prerequisite: graduate standing. CI 702. Introduction to Exceptional Children (3). A survey of the characteristics of exceptional learners, including the handicapped and the gifted. Presents service delivery models and current practices. Fulfills certification requirements for teachers and serves as an introductory course in exceptionality for special education majors, administrators, and school psychologists. Prerequisite: bachelor<\#213>s degree or departmental consent. CI 705. Knowledge and Beliefs About Reading (3). Helps students understand the theories of reading development, individual student differences, the nature of reading difficulties, and principles of assessment. Includes the standards developed by the International Reading Association concerning knowledge and beliefs about reading as the learning outcomes. Prerequisites: graduate standing and teaching certificate. CI 706. Reflective Inquiry into Learning, Teaching, and Schools (5). Fosters the reflective thinking ability elationships among learning, teaching, and schools. Explores various frameworks of growth and developme learning theory, social and multicultural education, and philosophical foundations. Students are engaged in initial reading and investigation into individualized research topics. Prerequisites: admission to graduate school, CESP 701. CI 708. Current Topics in Curriculum (1-3). Addresses a broad range of topical issues in curriculum development and implementation. A current issue will be covered under this course number, an umbrella number for a variety of topics/innovations in curriculum. Repeatable. CI 709. Current Topics in Instruction (1-3). Addresses a broad range of topical issues in current practices for effective instruction. A current issue will be covered under this course number, an umbrella number for a variety of topics/innovations in instructional practices. Repeatable. CI 710. Current Topics in Classroom Management (1-3). Addresses a broad range of topical issues in current classroom management practices. A current issue will be covered under this course number, an umbrella number for a variety of topics/innovations in classroom management. Repeatable. CI 711. Multicultural Education (3). Emphasizes students understanding multiple perspectives in a global society and developing multiple modality, culturally aware curriculum experiences. Prove historical influences on the structure of schools today. Some emphasis on the students<\#213> examination of their own educational philosophy. Prerequisites: entrance into teacher education, CI271 and 272. CI 430. Social/Multicultural Edcial/Multicultural Eds consent. CESP 946. Practicum in School Psychology (3 or 6). Supervised practice in providing school psychological services to children in school, clinical, or community agency settings. Requires at least 300 hours applied experience per 3 hours of credides disciplined inquiry and critical experience <\#210>to become more responsive to the human condition, cultural integrity, and cultural pluralism in society<\#211> (NCATE, 1982, p. 14). Emphasizes diversity issues in education and the development of a knowledge bastary School (15). The primary purpose of the student teaching field experience is to provide evidence of the preservice teacher<\#213>s readiness to engage in independent reflective practice as a certified teacher. Working with one or more cooperating teachers ie to support culturally responsible pedagogy. Prerequisite: graduate standing or departmental consent. CI 712. Environmental Education (3). Provides basic information on environmental issues which can be addressed in the classroom. Become familiar with a n<\#255><\#255><\#255><\#255><\#255><\#255><\#128>0<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>wide range of resources for both teachers and their students. Stresses applying environmental issues to everyday teaching. CI 713. Agriculture in the Classroom (2). K-12 teachers learn about agriculture and develop ways to integrate that information into their everyday teaching. Includes presentations, field trips, and projects showing how the food chain industry touches every person<\#213>s life. Teachers learn to integrate agricultural information into existing teaching basic subjects like math, language arts, social studies, science, and art. CI 714. Reading Instruction and Assessment (4). Helps students create instructional environments; teaches phonemic awareness, word identification (including phonics), vocabulary-building skills, strategies for comprehenof teachers about the relationships among learning, teaching, and schools. Explores various frameworks of growth and development, the relationships among learning, teaching, and schools. Explores various frameworks of growth and development,nd development, in the school. Studies issues affecting school libraries and librarians. Prerequisites: teacher certification and acceptance into graduate study in curriculum and instruction or departmental consent. CI 717. Qualitative Inquiry in Education (3). Through readings and guided experiences in acts of inquiry in qualitative research, students acquire the disposition of a reflective inquirer, becoming familiar with the knowledge base for qualitative inquiry. Prerequisite: instructor<\#213>s consent. CI 718. Acts of Qualitative Inquiry in Education (3). Through guided experiences and fieldwork in acts of inquiry in qualitative research, graduate students develop and employ the skills of the reflective, qualitative inquirer. Prerequisite: CI 717 or departmental or instructor<\#213>s consent. CI 723. Analysis and Management of Behavior (3). Covers behavior management strategies specifically needed by classroom teachers to affect academic and social outcomes. Addresses technical, theoretical, and practical aspects of applied besion and the construction of meaning, and study strategies; and assesses student performance and progress. Prerequisite: CI 705. CI 716. Introduction to School Librarianship (3). Introduces the role of the library and the librarianibrary and the librariannce of students with mild exceptionalities (learning disabilities, emotional disturbances/behavior disorders, or mental retardation). Includes competencies for (a) teaching readiness, cognitive, and academic skills as well as content to students with exceptional learning needs; (b) basing instructional decisions on data; (c) determining where to begin instruction for students with special needs; (d) instructional management and monitoring strategies; and (e) strategies for working with students with exceptional learning needs in general and special education settings. Prerequisites: CI 320 or 702, CI 430 or 711, admission to the Teacher Education Program or to the graduate program in special education as a non-degree-seeking student, or instructor<\#213>s consent. CI 725. Improvement of Instruction in Science (3). Assists teachers in improving the way they teach science and the way their students learn science. Includes instructional strategies, curriculum, research, and technology. Prerequisite: CI 402. CI 726. Information Technologies in the School Library I (3). Introduces a wide range of information technology applications, including word processing, database, spreadsheet, and presentation software. Emphasis on using these applications in a library setting. CSocial Psychology of Education (3). A critical study of the individual in social interaction in a variety of educational settings. Application of theory and research to school-related issues and problems. CESP 820. Learning Theory and Instruction (3). Ap: Windows 95 or equivalent skills. CI 727. Information Technologies in the School Library II (3). Introduces a wide range of technologies and equipment in the school library. Covers selection and purchase as well as basic maintenance and repair of equipment. Includes the basics of local area network design. Presents methods of using technology with students including CD-ROM, laser disc, and video. Students learn the basics of media production and strategies for teaching media production to students. Also it. Repeatable for a maximum of 6 hours. Prerequisite: departmental consent. CESP 947. Internship in Counseling (2). The internship is a placement appropriate to the intern<\#213>s career objectives in a position within an agency, institution, or school. The sd to hearing aid fitting. Prerequisite: CDS 860. CDS864. Aural Rehabilitation (3). Psychological, social, educational, and occupational impact of hearing loss in children and adults. Theory and procedures for habilitation/ rehabilitation of children and nd non-print materials in US MARCformat, how to assign Dewey Decimal Classification numbers and subject headings, how to identify the sources for copy cataloging records, and the importance of authority control in a library. Prerequisites: CI 726 and 727. CI 729. Reference Materials (3). Provides skills in evaluating and using indexes, bibliographies, encyclopedias, dictionaries, and other print and electronic media, including the Internet. Prerequisite: CI 716. CI 730. Curriculum in the School Library (3). Gives students knowledge about the role of the school library in curriculum. Addresses how the school library media specialist teaches information literacy to students and staff. Prerequi-site: CI 716. CI 731. The Reflective and Inquiring Educator (6). Builds a foundation for reflective thinking about (a) the role of the educational practitioner; (b) educational issues in curriculum, instruction, and change theory; and (c) principles and application of teacher-based action research. Prerequisite: admission to MEd in curriculum and instruction. CI 732. Library Management and Design (3). Provides information and examples on ways to effectively manage a library. Covers budgeting, grants, policies, procedures, and collection/selection/deselection. Prerequisite: CI 716. CI 734. Literature-Based Reading Programs (3). Students examine specific methods for developing a literature program with children (preschool-elementary years) emphasizing extending literature and media through the reading environment, lahavior analysis. Prerequisites: CI 320 or 702 and CI 430 or 711 or equivalent; admission to graduate program in special education; or instructor<\#213>s consent. CI 724. Methods I: Academic and Cognitive Skillr improving the cognitive skills and academic perfors, Mild Exceptionalities (3). Introduces students to specific techniques for improving the cognitive skills and academic performaed: CI 740, 741, 842, 847A Practicum, and 887. For gifted education: CI 735, 847M Practicum, and 883. CI 894. Advanced Topics irganizing a Reading Program (3). Helps students communicate information about reading to various groups, develop literacy curricula, participate in or lead professional development programs, participate in or conduct research, collaborate or supervise othenguage arts, the arts, and creative expression. Prerequisite: graduate standing. CI 735. Introduction to the Gifted (3). Students are introduced to the historical and socio-educational perspectives germane to gifted education. Explores issues related to tdren with disabilities and their families. Prerequisites: CESP 728 and CI 761. CI 741. Early Childhood Special Education Methods: Preschool (3). Provides specific techniques needed to teach children with exceptionalities in preschool settings. Includes competencies within early childhood special education for (a) legal foundations (IDEA, Part B); (b) characteristics of learners; (c) assessment, diagnosis, and evaluation; (d) report and Individualized Education Plan (IEP) development; (e) instructional content and management strategies; (f) instructional content and practice; (g) planning and managing the teaching and learning environment; (h) managing student behavior and social interaction skills; (i) collaborating and forming partnerships with family members and other professionals; (j) professional and ethical practices; and (k) strategies for working with students with exceptional learning needs in general and special education preschool settings. Prerequisites: CI 320 or 702, CI 740, admission to the Teacher Education Program or to the special ed graduate program as a non-degree student, or instructor<\#213>s consent. CI 743. Alternative Certification Internship I (3). In the alternative teacher certification program, this internship replaces the required student teaching assignment for the purposes of certification. Students teach half-time or more with a provisional certificate. Credit is given for a combination of (a) the teaching experience and (b) attendance and the completion of assignments in the scheduled seminars. Prerequisites: employment by a school district and completion of course work for provisional teacher certification. CI 744. Alternative Certification Internship II (3). Continuation of CI 743. Prerequisites: employment by a school district and completion of course work for provisional teacher certification. CI 746. Alternative Certification Internship III and IV (1). Continuation of CI 743 and 744. Prerequisites: employment by a school district, CI 743 and 744, and admission to MEd in CI. CI 747L. Practicum: ESL/Bilingual Education (K-12 or adult) (3). Provides full-time participation in an ESL class supervised by a master teacher and a University professor. Focuses on the application of teaching methods for ESL/bilingual learners, the approhe field of gifted education such as theories of intelligence, identification, delivery modes, characteristics and learning needs, special populations, curriculum differentiation, and underachievement. Prerequisite: graduate standing. CI 736. O. CI 736. Oon Internship III (3). Prerequisites: employment by a school district and completion of course work for provisional teacher certification. CI 749. Alternative Certification Internship IV (3). Prerequisites: employment by a school district and completion o course work for provisional teacher certification. CI 750. Workshops in Education (1-4). CI 751, 752, 753, 754, or 755. Special Studies in Education (1-3). For elementary and secondary school teachers. Repeatable with advisor<\#213>s consent. Prerequisite: teacher certification or departmental consent. CI 760. Parent Education (3). An introduction to ways of working with parents of preschool and elementary children and an analysis of formal and informal approaches emphasizing the teacher<\#213>s role in developing these procedures. CI 761. Early Childhood Education (3). Students examine programs, problems, and philosophy of educating children in the preschool years. Prerequisite: admission to the Teacher Education Program. CI 762. Instructional Strategies: Preschool Education (3). Students examine the content and methods of instruction in preschools and observe/teach in a variety of settings. Students study teaching methods for preschool children and prepare materials to enhance the learning experiences of these children. Prerequisite: CI 761. CI 765. How Computers Work (1). The basics of how computers process, store, and retrieve data. All educators seeking a computer specialization should take this course early in their sequence of course work toward that specialization. Educators who want to know more about computers gain a basic knowledge base that will be helpful in other computer-related courses. CI 772. Integrating Technology into the Curriculum (3). Covers skills and strategies needed for classroom teachers to use computers and computer-related technology to meet curricular goals and professional standards. Includes professional standards, classroom management, choosing appropriate software, assessment, teaching strategies and activities, and professional resources. A project-based course; educators develop materials and strategies to assist in integrating available technology into the curriculum. CI 780C. Computers and the Young Child (1). Learn to use the computer with children in preschool through second grade. Appropriate software is evaluated and used in planning for instruction. CI 780L. Computers in Language Arts (2). Enables classroom teachers to utilize computers and related technology in the language arts curriculum. Appropriate software is evalumission to a major in CDS does not constitute assurance of automatic entrance into the practica or student teaching sequence. Undergraduate students may major in communicative disorders and sciences in either the College of Education or Fairmount College ated and used in planning for instruction. CI 780M. Computers in the Math Classroom (1). Focuses on the integration of software programs designed for middle and high school mathematics classrooms. Explore software and instructional activities which support math at the middle and high school levels using Apple IIe and Macintosh systems. CI 780S. Computers in Science (2). Introduces classroom teachers to application of computer technology, CD-ROM, and laserdisc technology in the science curriculum. Appropriate software is evaluated and used in planning for instruction. CI 781. Cooperative Education (1-4). Provides the student a work-related placement that integrates theory with a planned and supervised professional experience designed to complement and s mission development, funding and budget, site selection/planning/ design, floor surfaces, risk management, equipment purchase and maintenance, and personnel management. Prerequisite: KSS 112. KSS 526. Sport Public Relations (3). Focuses on the applicatienhance the student<\#213>s academic program. CI 782. Internet in the Classroom (3). This project-based course requires students to identify Internet resources that best meet classroom curricular goals and plan instruction using those resources. This course assumes all enrolled students have basic computing skills prior to enrolling in this class and access to a computer connected to the Internet. CI 783. Special Projects in Internet (1). Explore and expand your knowledge of Internet. Complete a special project designed to utilize knowledge and experiences developed in CI 782. Students and instructor establish goals and activities appropriate for graduate-level study and applicable in an educational setting. Prerequisite: CI 782 or instructor<\#213>s consent. CI 786. Beginning Algorithms and Problem Solving (2). Introduces basic algorithms and principles of computer programming. CI 790. Special Problems in Education (1-4). Directed reading, activity, or research under supervision of a graduate instructor. Prerequisite: departmental consent. CI 791. Practicum: Methods of Computer-Related Instruction (2). Investigate teaching and learning strategies related to the use of computers in the classroom. Includes the design and management of instructional activities related to software integration, programming, and the development and assessment of computer-related student competencies. Students will be supervised in the field while they apply methods and principles of computer-related instruction. Prerequisite: CI 772 or departmental consent. CI 793. Multimedia in the Classroom (2). Prepares educators to plan and create multimedia presentations. Includes digitizing audio and video, storyboards, scripting, appropriate hardware, and authoring software. Courses for Graduate Students Only CI 802. Seminar on Current Issues in Special Education (3). Analyze and critique research, integrate understandings, evaluate current issues in light of historical events, and draw conclusions relating theory to practice. Students make oral anr literacy practitioners, communicate assessment results, and engage in professional activities. Prerequisites: CI 705 and 714. CI 740. Introductioy Childhood Special Education (3). Students are provided a basic introduction to the emerging field of earl and report data to evaluate the effectiveness of educational policies and/or practices. Sustained exploration of topics from CI 731 expected. Prerequisite: CI 731. CI 807. Philosophy, History, and Psychology of Secondary and Elementary Education (3). Stuents survey of concepts of mind, learning, experience, and knowledge, and philosophical, historical, and psychological systems and theories as they relate to current educational problems and practices. Prerequisite: CI 701. CI 809. Foundations and Characteristics of Mild Exceptionalities (3). Introduces students to the principles, concepts, and historical foundations underlying the provision of services for students with mild exceptionalities. Explains characteristics of students identified as having behavior disorders, learning disabilities, or mental retardation. Discusses legal and ethical principles related to various delivery approaches, and examines roles of the students with exceptional learning needs, their parents, and educators as well as related services and community personnel. Discusses current developments in the field of special education. Prerequisites: CI 320 or 702, CI 430 or 711, CI 723 and 724, and full admission to the MEd program in special education; or instructor<\#213>s consent. CI 810. Methods II: Social Skills for Mild Exceptionalities (3). Provides the knowledge and skills necessary to teach social skills and affective education to children and youth with exceptionality. Prerequisites: full admission to the graduate program, CI 723, 724, 809, and 887, and instructor<\#213>s consent for majors in other master<\#213>s degree programs. CI 811. Family and Professional Collaboration (3). Assists the special educator in developing the skills to collaborate and consult with parents, siblings, regular educn to Early Childhood Special Education (3). Students are provided a basic introduction to the emerging field of early intervention for chil"<\#248><\#158><\#194>(G <\#233>c<\#167>dH<\#142>Bct   <\#128>A <\#160><\#149><\#130>ra?<\#255>?<\#255> <\#128><\#226><\#254>@<\#9><\#241>? <\#132><\#226>ge <\#128>@ <\#128>er<\#255><\#166><\#232> <\#9> <\#177>ps. CI 812. Transition Across the Life Span (3). Examines aspects of transition programming for individuals with exceptionalities across their life span. Addresses transitions from (a) early childhood special education settings to the school environment, (b) elementary to middle school, (c) middle school to high school, (d) one special education setting to another (e.g., self-contained classroom to resource room or general education classroom), and (e) high school to post-secondary settings and independent functioning. Discusses roles of individuals with exceptional learning needs, parents, educators, and community personnel. Prerequisites: CI 809, full admission to the MEd program in special education, or instructor<\#213>s consent. CI 821. Classroom Reading Prapriate use of formal and informal assessment procedures, the development of cross-cultural teaching strategies, and the integration of language with content-area instruction. Prerequisites: CI 430 or 711, CI 755U, CDS 676. CI 748. Alternative Certificatiehind, the development of, and the syntaxes for viable instructional practices; (2) to apply instructional models to the analysis and evaluation of various learning environments; and (3) to develop a commitment as a reflective practitioner to more effective instruction through an expanded and integrated repertoire of teaching strategies. Prerequisites: admission to MEd in curriculum and instruction program, CESP 701. CI 837. Collaborating and Refining Problem-Solving Skills (6). This integrated class guides students in implementing school and classroom improvement practices that have documented success. Emphasizes collaboration skills in the identification, selection, and development of approved school and professional development projects. CI 842. Early Childhood Special Education Methods: Infants/Toddlers and Families (3). Provides specific techniques needed to provide services, supports, and accommodations for infants/toddlers and their families who face challenges of developmental disabilities. Includes competencies within early childhood special education for (a) legal foundations (IDEA Part C); (b) collaborating and forming partnerships with family members and other professionals; (c) typical and atypical developmental patterns; (d) child assessment, diagnosis, and evaluation; (e) family assessment and evaluation; (f) family service coordination; (g) development of Individualized Family Service Plans (FSP); (h) family-centered intervention strategies; (i) instructional content and practice; (j) planning intervention strategies in natural environments; (k) transitions for infants/toddlers and families; and (l) professional and ethical practices. Prerequisites: CI 320 or 702, CI 740, full admission to the MEd in special education program, or instructor<\#213>s consent. CI 843. Leadership and Sustained Professional Growth (4). Emphasizes commitment to and application of professional leadership in curriculum and instruction and/or school improvement. Sustained exploration of topics from CI 731, 804, and 837 expected. Prerequisite: CI 837. CI 845. Curriculum Models and Practices (3). Examines theories, development processes, evaluation procedures, and current practices in curriculum. Emphasizes multiple conceptual frameworks for thinking about curriculum and reflective inquiry into the implications of those frameworks in today<\#213>s classrooms and schools. Prerequisites: admission to MEd in curriculum and instruction program, CESP 701. CI 847. Practicum/Internship in Special Education (1-10). Provides students with pard@to/<\#249>><\#233><\#192> @S-    @NB?<\#255>?<\#255>?<\#255> @12 @10 @M ?<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#238>o?<\#255>?<\#255> <\#128>@ <\#128>er   <\#128>@<\#9><\#241>? <\#134>B /<\#253>/<\#253>#<\#196><\#248><\#135><\#146>"<\#130>G c<\#167>d<\#137>R$tt  "$<\#204><\#130>"ds for students with mild exceptionalities, including formal-informal psycho-educational assessment devices, curriculum strategies, behavior management, and prescriptive remediation for academic deficits. Prerequisites: full admission to MEd program in spervice to the community and profession. The following degrees are offered: a BA degree in sport administration, a BA degree in physical education: K-12, and a BA degree in exercise science. Each degree area provides students with a qualiith a qualih a qualid written presentations. Prerequisite: within 6 hours of graduation, CESP 701. CI 804. Classroom Research in Curriculum and Instruction (6). Guides students in formulating questions and using appropriate research principles to collect, analyze, interpret,of an experienced practitioner in the field and a University supervisor. Prerequisites: CI 716, 727, 728, 729, 730, and 732. CI 847C. Practicum: Cataloging (2-4). Students pursue a professional experience in a school library media center or central services office under the cooperative supervision of an experienced cataloger in the field and a University supervisor. Prerequisites: CI 728 and 847B. CI 847M. Practicum: Gifted (3-6). Stresses applied teaching approaches. Provides opportunities to apply various theoretical, structural, and technological methodologies related to the education of the gifted learner. Prerequisites: CI 735 and 883. CI 847R. Practicum: Regular Early Childhood (3). Provides opportunities in a traditional setting for the student to develop competencies with young children by working in a classroom setting with a trained professional. Prerequisites: CI 761 and 762. CI 853. Improvement of Instruction in Language Arts (3). Students examine recent developments in the teaching of languagCI 854. Improvement of Instruction in Social Studies (3). Students examine recent changes in social studies curriculum and instruction to investigate strengths and limitations of various approaches. Stresses competions of various approaches. Stresses compems (1-3). Helps MEd students formulate either an acceptable agenda for the development of a professional portfolio or an acceptable proposal for a master<\#213>s thesis to satisfy the applications requirement for the MEd in curriculum and instruction. CI 861. Stency in teaching for concept development, dealing with value-laden issues, and teaching for inquiry. An inquiry-centered learning environment emphasizes personalizing the social studies curriculum for children. Reviews and practices alternative teaching strategies and complementary evaluative techniques. CI 855. Models and Practices of Curriculum and Instruction (6). Examines theories behind, the development of, current practices and trends in, and evaluation and assessment procedures pertaining to curriculum and instruction. Emphasizes multiple conceptual frameworks for thinking about curriculum and instruction, and reflective inquiry into the implications of those frameworks in today<\#213>s classrooms. Prerequisite: CI 706. CI 856. Improvement of Instruction in Mathematics (3). Students examine recent trends in subject matter content and teaching guides to improve understanding of meanings, vocabulary, and mathematical concepts. Includes instructional methods and materials. CI 860. Seminar on Research Problee@to/<\#249>C<\#149>0 @S-    @NB?<\#255>?<\#255>?<\#255> @12 @10 @M ?<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#238>o?<\#255>?<\#255> <\#128>@ <\#128>er   <\#128>@<\#9><\#241>? <\#134>B /<\#253>/<\#253>#<\#196><\#248><\#135><\#146>"<\#130>G c<\#167>d<\#137>R$tt  "$<\#204><\#130>"minar in Special Education Research (3). Development and presentation of research proposal. Prerequisites: admission to MEd in special education, CESP 701. CI 862. Professional Portfolio Development (2). Students develop the professional portfolio proposed and accepted in CI 860. In consultation with their portfolio advisor and two other faculty members, students proceed with their approved agendas. Prerequisite: CI 860. CI 863. Presentation of Professional Portfolio (2). Students complete, present to their faculty portfolio committee, and orally defend the professional portfolio proposed in CI 860. Prerequisites: CI 860 and 862 (or concurrent enrollment in CI 862). CI 870. Trends in Early Childhood Education (3). Students analyze current early childhood looks at the future of technology in school libraries. Prerequisite: CI 726. CI 728. Organization of Information Resources (3). Introduces the organization of information resources in the school library. Includes the organization and cataloging of print acompletion and oral defense of the student<\#213>s thesis. Students work closely with their advisor and committee. Students needing an additional semester to satisfy these requirements should enroll in CI 876. Students receive credit for course(s) when their thesis has been completed and defended. Prerequisite: CI 860. CI 883. Methods in Teaching the Gifted (3). Students examine strategies and techniques for planning qualitatively differentiated curriculum to meet the unique academic needs of the gifted learner. Students explore a variety of curriculum approaches including acceleration, enrichment, compacting, grouping, and combinations of these. Prerequisite: CI 735. CI 887. Assessment and Analysis of the Learner (3). Students learn the application of standardized and informal evaluation techniques including critical evaluation of standardized tests and their appropriateness for special populations (including school-age individuals with exceptionalities and reading disabilities as well as young children and culturally and linguistically diverse learners), and alternative methods of assessment and intervention techniques based on diagnostic profiles. Prerequisites: CI 320 or 702, 430 or 711, 723 and 724, full admission to the MEd program in special education, or instructor<\#213>s consent. CI 889. Action Research in Special Education (3). Students learn the process of classroom inquiry and reflection through the use of action research. Students identify a curriculum or instruction question related to special education settings. Through research, students seek to answer the question and prepare a paper to disseminate findings to professional colleagues. Prerequisites: Completion of the Core 1 provisional sequency in one of the MEd in special ed specializations. For mild exceptionalities: CI 723; 724; 809; 847E, I, or K Practicum; and 887. For early childhood special ed: CI 740, 741, 842, 847A Practicum, and 887. For gifted education: CI 735, 847M Practicum, and 883. CI 894. Advanced Topics in Early Childhood Special Educa3) This course is designed for those students preparing to become district level school administrators in general and school superintendents in particular. The course focuses on the selection, retention, development, and evaluation of the panopoly of perso, physical education, and sport administration, as well as to provide the University community with physical activity experiences. Students are provided with quality instruction and practical experiences by faculty who engage in intellectual inquiry and seon of public relations principles in a sport-related setting. Significant attention to media relations with specific topics including media guides and publications, handling statistics, and crisis management. Prerequisite: KSS 380 and 465. KSS 528. Sport ty education leading to numerous career opportunities. Physical Education: K-12 Wichita State<\#213>s elementary and secondary physical education teacher preparation degree program offers a quality education for students desiring a career teaching physical education. The curriculum provides students with a scientific and practical background upon which to base teaching content and methods. The K-12 program addresses the importance of a developmentally appropriate curriculum based on the national physical education standards. Students are provided a minimum of 45 contact hours with K-12 students during pre-student teaching experiences. Graduates qualify for the Kansas teacher certification in physical education K-12. Exercise Science Wichita State<\#213>s exercise science program is for those interested in careers involving exercise physiology, physical therapy, health promotion, clinical exercise-related fields, rehabilitation, medicine, biology of exercise, research, and academia or graduate education in health-related fields. The department also has a comprehensive human performance laboratory that is available for students completing exercis. Sport Administration Wichita State<\#213>s sport administration degree provides students with a quality curriculum including couse science course work. Sport Administration Wichita State<\#213>s sport administration degree provides students with a quality curriculum including coursU,&W<\#131>X`,&b<\#131>Xk,&m<\#131>Xv,&x<\#131>X<\#129>,&<\#131><\#131>X<\#140>,&<\#142><\#131>X<\#151>,&<\#153><\#131>X<\#162>,&<\#164><\#131>X<\#173>,&<\#175><\#131>X<\#184>,&<\#186><\#131>X<\#195>,&es such as sport marketing, sport law, sport management, and sport facility management. Students pursuing the sport administration degree program complete a two-semester internship requirement (or its equivalent). Graduates of this program work in a variet major. KSS 201C. Introduction to Physical Activity (2). Introduces fundamental motor patterns and movement education. Prerequisite: K-12 physical education major. KSS 201D. Introduction to Physical Activity (2). Introduces basic skills and strategies xams. Minor in Sport Administration The sport administration minor consists of 18 credit hours including the following courses: KSS 525, 560, and 565; MKT 300; and two of the following three courses: KSS 475, 520, and 544. This program provideeram provideesents a variety of 1-credit-hour courses in areas including team activities, individual activities, combatives, fitness activitt<\#138>t<\#224><\#135><\#146>U`<\#251><\#191><\#138>t<\#176>""""""333333DDDDDDUUUUUUffffffwwwwww<\#136><\#136><\#136><\#136><\#136><\#136><\#9><\#153><\#153><\#153><\#153><\#153><\#153> <\#170><\#170><\#170><\#170><\#170><\#170>tion (1-4). Students participate in topical seminars in early intervention offered periodically to facilitate opportunities for the in-depth study of critical issues or topical research in this rapidly developing field. Prerequisites: CI 740, 741, 842, 847ies, and aquatics. Activity courses in the service program may be repeated for credit. Students should consult their college requirements to ascertain whether the activity courses will count toward degree requirements. Lower-Division Courses KSS 111. FouFinance (3). Introduces the sport administration student to financial challenges, financial statements, financial planning, and related issues within sport organizations. Prerequisite: KSS 380 and 465. KSS 530. Physiology of Exercise (3). 3R; 1L. Providesns, descriptions, and explanations of various psychological and physiological factors that influence diverse aspects of sport and physical activity. Prerequisites: KSS 112, 380 KSS 470. Fitness Practicum (3). Application of theory to practice by assistiiindations in Physical Education, Sport, and Fitness (3). Introduction to the history, principles, philosophy, and foundations of physical education with concomitant outgrowths for modern society. KSS 112. Introduction to Sport Administration (3). IntrodddKSS 117. Community First Aid and Community CPR (2). Community first aid and community cardiopulmonary resuscitation with certification by the American Red Cross. KSS 125. Health/Wellness Concepts (1). Teaches health and wellness conceee<\#137>R$tt  "$<\#204><\#130>"pts to promote living a positive, healthy life. Covers behavior-change theory to maximize the chances that behavior changes stimulated during the class will become permanent. KSS 150. Workshop (1-3). KSS 152. Special Studies in Health, Physical Educaaation, and Recreation (1-3). Group activities in preselected areas of physical education, exercise science, or sport administration. Offered Cr/NCr only. KSS 201A. Introduction to Physical Activity (2). KSS 201A. Introduction to Physical Activity. (2)standards for certification in Emergency Water Safety and Water Safety Instructor Training. Students must show proficiency at the American Red Cross Swimmer skill level within three weeks after enrolling. Prerequisite: KSS 107A or departmental consent. KIntroduces basic skills and strategies of individual sports/activities. Prerequisite: K-12 physical education major. KSS 201B. Introduction to Physical Activity (2). Introduces activities focusing on life adventures. Prerequisite: K-12 physical educationnequisite: KSS 112. KSS 229. Applied Human Anatomy (3). A study of the structure and function of the cardiovascular, skeletal, and muscular systems of the human body with direcand function of the skeletal and muscular systems of the human body with direcof team sports. Prerequisite: K-12 physical education major. KSS 201E. Introduction to Physical Activity (2). Introduces activiities appropriate for students majoring in exercise science or K-12. Focuses on basic conceptfitness instruction. Prerequisite: ties appropriate for students majoring in exercise science or K-12. Focuses on basic concepts of exercise physiology and fitness instruction. Prerequisite: KSS major. KSS 201F. Introduction to Physical Activities (2). Introduces fitness activities such aas aerobics, fitness games, fitness testing, healthy heart games, strength, and conditioning. KSS 210. Practicum<\#209>Sport Administration (3). Integrates course work with planned and supervised professional experiences for a minimum of 15 hours per week. Prerr The whys and hows behind activities designed to develop and maintain the muscular and cardiorespiratory systems of the human body. Two days per week are spent in a laboratory situation to assess fitness components and participate in an individually designd experiences and observation in selected middle schools. Prerequisite: Block I of teacher education program. KSS 312. Physical Education in High School (3). Methods, techniques, teaching progression, analysis, and skill deveen, analysis, and skill deveeSpeech and Hearing Science (3). Advanced study of speech and hearing processes, primarily in their normal aspects. Attention to c\=^j<\#166>g=ij<\#166>r=tj<\#166>}=j<\#166><\#136>=<\#138><\#202><\#147>=<\#149>j<\#166><\#158>=<\#160>j<\#166><\#169>=<\#171>j<\#166><\#180>=<\#182>j<\#166><\#191>=<\#193>j<\#166><\#202>=<\#204>j<\#166><\#213>=<\#215>j<\#166><\#224>=<\#229>ed fitness program. One day per week involves a lecture to enhance understanding of exercise, weight control, cardiovascular disease, and fitness parameters. Upper-Division Courses KSS 306. Water Safety Instructor (2). 1R; 2L. Meets American Red Cross SS 310. Methods in Physical Education (3). Presentation and participation in methods of teaching physical education, emphasizing techniques, skills, organization of activities, and classroom procedures. Prerequisites: KSS 270 and 201A, B, C, D, admission to teacher education block, and completion of Preprofessional Block. KSS 311. Physical Education in Middle School (3). Methods, techniques, teaching progression, analysis, and skill development of the Physical Focus curriculum. Requires 15 hours of fiellilopment of the Physical Focus curriculum for high school. Requires 15 hours of field experience and observation in selected high schools. Prerequisite: Block I of teacher education program. KSS 326. Phyyyyck I of teacher education program. KSS 326. Phyng the necessary skills to teach physical education in grades 3-6. Includes 15 hours in laboratory experiences with intermediate grade school children. Prerequisite: Block I of teacher education program. KSS 328. Kinesiology and Biomechanics (3). The unnsical Education in the Primary Grades (3). 3R; 2L. Second in the series for an emphasis in elementary school physical education. Focuses on developmental movement activities for children in grades K-2. Includes 15 hours of laboratory experiences with primmary school children. Prerequisite: Block I of teacher education program. KSS 327. Physical Education in the Intermediate Grades (3). 3R; 2L. Final course in the series for an emphasis in elementary school physical education. Assists students in developii of sport and business as it applies in the practical setting. Prerequisites: 2.500 GPA, admission to College of Education, KSS 460, and senior standing. KSS 543. Organization and Administration of Exercise Science (3). Introduces the various organizationderstanding of the kinesthetics and mechanics of human motion with respect to performance of sport activities. Prerequisite: KSS 229 or equivalent. KSS 331. Care and Prevention of Athletic Injuries (3). For prospective coaches, athletic trainers, healthhh  h <\#192>>2XQAAWDBN<\#166><\#241><\#128><\#255><\#255><\#169>#Jody:graduate bulletin:gb biz 26-35<\#128><\#255><\#255><\#249><\#156>COLLEGE OF EDUCATION/COMMUNICATIVE DISORDERS AND SCIENCES 67<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>33 3 3<\#255><\#255><\#249>lZ<\#205><\#188>g<\#226><\#156>>"@<\#153>o@<\#136><\#145><\#166> %68<\#128><\#128><\#255><\#255>:<\#175> <\#175>5<\#160>:<\#240><\#177>p<\#224>)<\#234>:<\#175> <\#175>5<\#160><\#171><\#224><\#220><\#206><\#255><\#255>w_:<\#175> <\#175>5<\#192>:<\#176><\#177>p<\#224>@to/<\#249><\#175> <\#175>5<\#160>:<\#144><\#177>p<\#224><\#184>t<\#184> <\#211><\#251>t<\#175> <\#175>5<\#160>:p<\#177>p<\#224><\#175>6 :`<\#175> @12<\#175> @10 @M ?<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>vides knowledge, skills, and tools to effectively implement technology into health and physical education. Examines computer technology as well as technology associated with the HPER disciplines. Students have opportunities for practical applications of tt and physical educators<\#209>to aid in the recognition, evaluation, and care of athletic injuries. Techniques in taping, prevention, and rehabilitation of injuries. Prerequisite: KSS 229 or equivalent. KSS 332. Technology for K-12 Physical Educators (3). Proo  <\#252> t<\#177> .p@ <\#145> <\#250>U <\#255><\#255><\#255><\#128>7<\#255><\#255><\#255><\#188>Z<\#195><\#204>g<\#230>@COLLEGE OF EDUCATION/CURRICULUM AND INSTRUCTION 69IENCES xx<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>3 3 3 3<\#153>o@<\#136><\#145><\#166> %<\#128>;<\#255><\#255><\#254>f<\#176><g<\#226>d<\#248><\#250>@70<\#128><\#128><\#255><\#255>V<\#167>Y0<\#167>Y<\#176><\#242><\#128><\#168>L<\#128>)<\#234>V<\#167>Y0<\#167>Y<\#176><\#171><\#224><\#145><\#240><\#206><\#255><\#255><\#147>_V<\#167>Y0<\#167>Y<\#208><\#242>@<\#168>L<\#128>m<\#205>m<\#247><\#148><\#205><\#167>Y0<\#167>Y<\#176><\#242> <\#168>L<\#128>m<\#205>m<\#247><\#148><\#205><\#167>Y0<\#167>Y<\#176><\#242><\#168>L<\#128><\#167>Z0<\#241><\#240><\#167>Y0? <\#134>B /<\#167>Y0#<\#196><\#248><\#135><\#146>"<\#130>G c<\#167>d<\#137>R$tt  "$<\#204><\#130>"<\#130>H<\#138><\#233>]<\#162>D<\#130><\#226>wP/<\#253>/<\#253>"$<\#204><\#130>"TH<\#138><\#169>_<\#162>echnological skills. KSS 338. Theory and Organization of Baseball (2). The theory, organization, responsibilities, and techniques of coaching baseball. KSS 360. Adapted Physical Education (3). Assists students in developpppry, organization, responsibiliing the necessary skills for the implementation of enjoyable physical activity into the lives of persons impaired, disabled, or handicapped. In addition to classroom work, students participate in at least two hours per week in observations and physical act"  h <\#192>>2XQAAWDBN<\#166><\#241><\#128><\#255><\#255><\#169>#Jody:graduate bulletin:gb biz 26-35<\#128><\#255><\#255><\#249>COLLEGE OF EDUCATION/CURRICULUM AND INSTRUCTION 71<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>6#6 6 6<\#255><\#255><\#249> Z<\#205><\#188>g<\#226><\#156><\#9>D@<\#153>o@<\#136><\#145><\#166> %72<\#128><\#128><\#255><\#255>:<\#174><\#223><\#176><\#174><\#239>:<\#240><\#177>*P)<\#234>:<\#174><\#223><\#176><\#174><\#239><\#171><\#224><\#223><\#206><\#255><\#255>w_:<\#174><\#223><\#176><\#174><\#239>0:<\#176><\#177>*PHH<\#174><\#223><\#176><\#174><\#239>:<\#144><\#177>*P<\#184>t<\#184> <\#211><\#251>t<\#174><\#223><\#176><\#174><\#239>:p<\#177>*P<\#174><\#239><\#144>:`<\#174><\#223><\#176>""<\#174><\#223><\#176>333333DDDDDDUUUUUUffffffwwwwww<\#136><\#136><\#136><\#136><\#136><\#136><\#9><\#153><\#153><\#153><\#153><\#153><\#153> <\#170><\#170><\#170><\#170><\#170><\#170>College of Education<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>ivity with persons impaired, disabled, or handicapped. Prerequisite: KSS 229 or equivalent, admission to teacher education block, and completion of Preprofessional Block. KSS 380. Organization and Administration of Sport (3). Discusses the fundamental assCOLLEGE OF EDUCATION/CURRICULUM AND INSTRUCTION 73.9@jBgHx?HlN<\#186><\#244>b0,N^NuNV9n^)n BgHx@HlN<\#186><\#244><0,N^NuNVA<\#238>)H BgHxAHlN<\#186><\#244>0,N^NuNV)n9n j)n.)n&)n*BgHxFHlN<\#186><\#243><\#226>0,N^NuNV9nj)n )n.9nl)nBgHxGHlN<\#186><\#243><\#170>s requires (1) admission to the College of Education, (2) completion of a minimum of 30 credit hours in a program not required for the first bachelor<\#213>s degree, and (3) completion of all the requirements for graduation from the College of Education. Graduu74<\#128><\#128><\#255><\#255>:<\#174><\#217><\#192><\#174><\#220>08<\#128><\#177>)<\#234>:<\#174><\#217><\#192><\#174><\#220>0<\#171><\#224>P4<\#206><\#255><\#255>w_:<\#174><\#217><\#192><\#174><\#220>P8@<\#177><\#255><\#255><\#255><\#255><\#255><\#255><\#174><\#217><\#192><\#174><\#220>08 <\#177><\#184>t<\#184> <\#211><\#251>t<\#174><\#217><\#192><\#174><\#220>08<\#177><\#174><\#220><\#176>7<\#240><\#174><\#217><\#192><\#255><\#255><\#255><\#255><\#255><\#255><\#174><\#217><\#192><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>COLLEGE OF EDUCATION/KINESIOLOGY AND SPORT STUDIES 75<\#216>/@<\#153>$pects of a management within any sport-related entity. Addresses management, marketing, facility management, human resources, legal issues, budgeting/finance, purchasing, and communication. KSS 425. Methods in Physical Education and Health (2). Methods a working knowledge of human physiology as it relates to exercise. Prerequisite: KSS 229 or equivalent. KSS 540. Seminar in Sport Business (3). Integrates the knowledge basey of the modern practices utilized in the total evaluation of physical education'  <\#252> t<\#177> .p@ <\#145> <\#250>U <\#255><\#255><\#255>&<\#128>7<\#255><\#255><\#255><\#187>Z<\#195><\#204>g <\#225>@76f<\#128>:<\#172><\#230><\#174><\#201>@<\#171> <\#219><\#172> f<\#128>:<\#172><\#230><\#174><\#201>@<\#176>0<\#179>P<\#128> :<\#174><\#201>@<\#174><\#201><\#128><\#176><\#179>P<\#128><\#255><\#255><\#255><\#255><\#255><\#255><\#174><\#201>@<\#174><\#201>@<\#175><\#240><\#179>P<\#128><\#184>t<\#184> <\#211><\#251>t<\#172><\#230><\#174><\#201>@<\#175><\#208><\#179>P<\#128><\#174><\#201><\#192><\#175><\#192><\#172><\#230><\#255><\#255><\#255><\#255><\#255><\#255><\#172><\#230><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>6)6 6 6<\#153>o@<\#136><\#145><\#166> %<\#128>;<\#255><\#255><\#254>f<\#176><g<\#226>d<\#248><\#250>@COLLEGE OF EDUCATION/KINESIOLOGY AND SPORT STUDIES 77<\#166> :<\#9><\#228> ,<\#9><\#173> -<\#9>I -<\#9># &<\#9> *<\#9><\#152> $<\#9>H 5<\#9>Y L<\#9>W <\#9>Y * .<\#9><\#222>of teaching physical education, health, and wellness. Acquaints elementary and middle school classroom majors with organizational skills and instrucot open to students in physical education. Prerequisite: admission to teacher education block. KSS 430. Advtional materials. Not open to students in physical education. Prerequisite: admission to teacher education block. KSS 430. AdvanX?,&A<\#131>XJ,&L<\#131>XU,&W<\#131>X`,&b<\#131>Xk,&m<\#131>Xv,&x<\#131>X<\#129>,&<\#131><\#131>X<\#140>,&<\#142><\#131>X<\#151>,&<\#153><\#131>X<\#162>,&<\#164><\#131>X<\#173>,&<\#175><\#131>X<\#184>,&<\#186><\#131>X<\#195>,&ced Evaluation of Athletic Injuries (3). Advanced study of the etiology, pathology, and clinical signs of common athletic injuries. Emphasizes clinical evaluation of athletic injuries/illness by the athletic trainer. Includes application of orthopaedic annd neurological evaluations. KSS 431. Rehabilitation and Therapeutic Modality Use for Athletic Injuries (3). Principles in planning and implementing rehabilitation programs for injured athletes, emphasizing application of contemporary therapeutic exercise techniques. Advanced study of the use of hydrotherapeutic and electrotherapeutic agents in the rehabilitation of athletic injuries and t use and application of various modalities in the treatment of athletic injuries. KSS 432. Athletic Training Lab I, Ies and the use and application of various modalities in the treatment of athletic injuries. KSS 432. Athletic Training Lab I, II,iE`<\#222>@{N0jiE0""""""333333DDDDDDUUUUUUffffffwwwwww<\#136><\#136><\#136><\#136><\#136><\#136><\#9><\#153><\#153><\#153><\#153><\#153><\#153> <\#170><\#170><\#170><\#170><\#170><\#170>or screening, health appraisal, and fitness assessment as required for prescribing exercise programs for persons without disease or with controlled disease, and provision for practical experience in a supervised setting outside the class. Prerequisite: KSS 201E and 530 or equivalent. KSS 465. Psychology of Sport (3). Explores the observatiooisites: completion of all courses in major field and completion of Block III of teacher education program. KSS 465. Psychology of Sport. (3). Explores the observation the Profession (3). Survey and critical analysis of research and other pertinent materials in the field. KSS 801. Leadership and Management in Sport (3). Initial introduction into the administration of sports in public schools, institutions of higher ep<\#255><\#255><\#255><\#255><\#255><\#255><\#217><\#239><\#208><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255> III, IV (1). 1 L. Laboratory course. Provides practical learning experiences in the prevention, first aid, and care of athletic injuries. May be repeated. KSS 440. Concepts in the Prescription of Exercise (3). An introduction of techniques appropriate fhe student intends to enroll. The assignment for student teaching begins with the opening of the public schools, and the student is expected to follow the public school calendar for a semester. Prerequisite: completion of all classes in the major field andl courses in major field and Block III of teacher education program. KSS 472. Student Teaching<\#209>Physical Education<\#209>Elementary (4). Application for student teaching must be made to the coordinator of laboratory experiences prior to the semester in which ttng in various activities associated with the field of exercise science (i.e., fitness instruction, weight management, weight training, athletic training, etc.) a minimum of 15 hours per week. Prerequisites: KSS 117, 201E, 530; Prerequisite: completion of Block III of teacher education program. KSS 473. Student Teaching Seminar (1). Weekly seminar evaluates strategies for managing classrooms and assesses instructional strategies. Students also discuss the employment process and the requirements for teaccher certification. Prerequisite: concurrent enrollment in KSS 471 and 472. KSS 475. Issues and Trends in Sport Administration (3). A basic uuf the developments, trends, and social processes that explain the widely popular sporting experiences in society al and administrative issues existing in the field of exercise science. Addresses the concepts and issues involved with administering and organizing facilities such as corporate-sponsored wellness programs, sports medicine clinics, exercise laboratories, athletic training departments, physical therapy centers, cardio-pulmonary rehabilitation clinics, and health and fitness centers. KSS 544. Organization and Administration of Physical Education Programs (3). The organizational and administrative problems ofnderstanding of the developments, trends, and social processes that explain the widely popular sporting experiences in society toX?,&A<\#131>XJ,&L<\#131>XU,&W<\#131>X`,&b<\#131>Xk,&m<\#131>Xv,&x<\#131>X<\#129>,&<\#131><\#131>X<\#140>,&<\#142><\#131>X<\#151>,&<\#153><\#131>X<\#162>,&<\#164><\#131>X<\#173>,&<\#175><\#131>X<\#184>,&<\#186><\#131>X<\#195>,&a 2.500 GPA; or departmental consent. KSS 471. Student Teaching<\#209>Physical Education<\#209>Secondary (4). Prerequisite: completion of al<\#160><\#139>P<\#149>O <\#196><\#128>(<\#128>\<\#137><\#160>HH3<\#216><\#137><\#208><\#139><\#149>O <\#255><\#207><\#137><\#160>"""""" physical education programs and the management of the physical plant. KSS 547A. Internship in Sport Administration (8). Culminating activity for students in sport administration. Students spend the equivalent of full-time employment in an appropriate agency for a total of at least 520 hours. Prerequisites: 90 hours of accumulated course credit, KSS 475, 2.500 GPA overall, and internship coordinator<\#213>s permission. KSS 547B. Internship in Sport Administration (8). Second internship experience for students in sport administration; takes place in a different setting than KSS 547A. Students spend the equivalent of full-time employment in an appropriate agency for a total of at least 520 hours. Prerequisites: KSS 547A, 2.500 GPA overall and in major, senior standing in College of Education, advisor<\#213>s approval. KSS 557. Internship in Exercise Science (8). Culminating activity for students completing the BA in exercise science. Students spend the equivalent of full-time employment in an appropriate agency for one full semester. Prerequisites: senior standing, departmental consent, KSS 470, 2.500 minimum GPA overall and for major, admission to College of Education. KSS 560. Legal Aspects of Sport and Physical Activity (3). Focuses on the concepts of tort law, constitutional law, and statutory law as they relate to the sport professions. Emphasizes liability-related issues as they impact sport administrators, exercise professionals, and teachers/coaches of physical activity. Prerequisites: KSS 112, 380, and 465. tudent and University supervisor develop goals and objectives that enhance the student<\#213>s level of professional functioning. Repeatable up to 6 hours of credit. CESP 948. Practicum in Marriage and Family Counseling (3). Prerequisite: CESP 930, graduate-st KSS 565. Marketing Sport and Physical Activity Programs (3). Introduces concepts and tools used to market sport and physical activity. Emphasizes marketing strategies that are applicable to the sport administrator, teacher/coach, and exercise professional. Prerequisite: MKT 300. KSS 590. Independent Study (1-3). Prerequisite: departmental consent. KSS 720. Teaching Strategies (3). Non-traditional and innovative techniques and strategies for increasing student participation and motivation in the physical education lesson. Prerequisites: senior standing, graduate standing, or instructor<\#213>s consent. KSS 726. Communication in Sport (3). Since a sport organization<\#213>s success is largely dependent on the degree to which it can effectively communicate with key constituents, this class addresses a variety of communication-related topics, including public relations management, image, media relations, and community relations. KSS 732. Introduction to ECGs (3). Develops a foundation in electrocardiography. Includes ECG leads, rate and rhythm, ECG complexes and intervals, conduction disturbances, arrhythmias, ECG identification of myocardial infarction location, and drug effects on an ECG. Prerequisites: KSS 530 and senior standing, full standing in the Graduate School, or instructor<\#213>s consent. KSS 750. Workshop in Education (1-4). KSS 752. Special Studies in Kinesiology and Sport Studies (1-3). Group study in a preselected area of health, physical education, or recreation. Repeatable for credit with departmental coeducation research with an in-depth study of contemporary programs influencing the education of young children. CI 875-876. Master<\#213>s Thesis (2-2). Students complete their research proposal that was accepted by their thesis committee. Also required is the Measurement in Human Performance (3). Introduces testing, measurement, and evaluation techniques used in human performance and related fields. Students learn to conduct valid, reliable, and objective laboratory/field testing, measurement, and evaluation procedures commonly used in human performance settings. Prerequisites: KSS 111, 201E, 229, 328, and 530. KSS 770. Psychology of Sport (3). An in-depth analysis of the psychology of motor learning and its implications for the teacher/coach. KSS 780. Physical Dimensions of Aging (3). Covers the complex physiological changes that accompany advancing age and how exercise affects the aging process. Includes an appreciation for how functional consequences affect mental and social dimensions of life. Emphasizes factors associated with the preparation, implementation, and evaluation of research projects involving elderly populations. KSS 781. Cooperative Education Field Study (1-8). Provides the graduate student with a field placement which integrates theory with a planned and supervised professional experience designed to complement and enhance the student<\#213>s academic program. Individualized programs must be formulated in consultation with appropriate graduate faculty. The Plan of Study for a graduate degree-bound student must be filed before approval of enrollment for cooperative education graduate credit. May be repeatable for credit with a limit of 8 hours counting toward the graduate degree. Offered Cr/NCr only. KSS 790. Applied Exercise Physiology (3). Focuses on the applied aspect of exercise physiology. Includes the areas of environmental influences on performance; optimizing performance through training, nutrition, and ergogenic aids; training and performance of the adolescent athlete and of elderly; and the differences in performance and training between genders. Prerequisite: KSS 530 or 830. KSS 795. Physiology of Athletic Performance (3). Explores the physiological responses involved with various athletic performances, including sports requiring endurance, speed, and power. Includes such areas of physiological study as metabolic energy systems, cardiovascular and skeletal muscle adaptation, muscle fiber type differentiation, and responses to extreme environmental conditions. Discovers parameters for performance and establishes guidelines for training at high levels of performance. KSS 796. Motor Integration (3). Examines the principles of motor skill acquisition, human motor performance, and motor control. Emphasizes the use of transfer, memory, practice schedules, motivation, knowledge of results, neuromotor functioning, and differences in motor abilities that are involved in motor skill performance. Prerequisite: graduate standing at WSU. Courses for Graduate Students Only KSS 800. Recent Literature isemester. Prerequisite: departmental consent. KSS 860. Research Methods in the Profession (3). Examination of research methodology as related to topics in health, PE, recreation, sports studies, and exercise science/wellness. Includes review and criticalducation, and commercial and professional sports organizations. Learn about the various components of sports administration by reading appropriate materials and entering into dialogue with practicing administrators. KSS 803. Sport Marketing (3). Focuses on the application of marketing principles in a sport-related setting. Addresses such content areas as corporate sponsorships, ticket sales, broadcast agreements, promotional events, and direct marketing in the sport entertainment, sport participation, ands) <\#9><\#9>COMM 111, Public Speaking (3 hours) <\#9><\#9>MATH 111, College Algebra (3 hours) <\#9><\#9>CDS, Exercise Science, and Sports Administration <\#9><\#9><\#9><\#9>majors may take either Math 111, College <\#9><\#9><\#9><\#9><\#9>Algebra (3), or Math 131, Contemporary <\#9><\#9><\#9>Mathematics (3). <\#9>II. DD3). <\#9>II.D sporting goods sectors of the industry. KSS 812. Advanced Techniques in Physical Education (3). Comprehensive coverage of selected physical activities, emphasizing class procedures. Includes laboratory experiences. KSS 814. Analysis of Teaching (3). An in-depth examination of teacher effectiveness. Includes analyzing of research in physical education, identifying significant teacher and student behaviors involved in effective teaching, examining evaluation models designed for analyzing and measuring teaching effectiveness, and developing intervention programs. KSS 815. Fitness Assessment/Exercise Recommendations (3). Introduces techniques appropriate for screening, health appraisal, and fitness assessment as required for prescribing exercise programs for individuals without disease or with controlled disease. Requires out-of-class laboratory experiences. Prerequisites: KSS 530 or equivalent and graduate standing. KSS 816. Physical Education in Secondary Schools (3). For the physical education specialist. New concepts and recent trends in methodology, programming, and supervision at the secondary level. KSS 825. Physical Education in Elementary Schools (3). For the elementary teacher and physical education specialist. New concepts, recent trends, methodology, programming, and supervision. KSS 830. Advanced Physiology of Exercise (3). In-depth study into the physiological basis of exercise. Includes energy metabolism, respiratory dynamics, cardiovascular function, and regulation during rest, steady state, and exhaustive physical activity. Emphasizes immediate and long term adaptation to exercise and training. Prerequisite: KSS 530. KSS 835. Legal Issues in the Profession (3). Acquaints the graduate student with legal research and the role that law plays in governing the sport and fitness industries. Actively research various theories of law and how they affect the nature of sport, fitness activity, the participants, and consumers. Investigates the basic concept of negligence utilizing illustrative cases from sports, physical education, and fitness activities. Also focuses on specific situations regarding injury and subsequent lawsuits. KSS 847. Internship (6). Internship in selected areas of specialization in sport administration. Prerequisite: departmental consent. KSS 857. Internship in Exercise Science/Wellness (6). Internship in selected area of specialization within the exercise science/wellness program. Students spend the equivalent of full-time employment in an appropriate agency for one full Repeatable, but total credit hours may not exceed 3. Prerequisites: CDS 800 and instructor<\#213>s consent prior to enrollment. CDS895. Thesis Research (1-2). Repeatable, but total credit hours counted toward degree requirements must not exements must not ex evaluation of the literature, research design and statistical processes, methodology, data collection techniques, computer-based analysis of data and thesis/report writing. Students design and complete a mini-research project. Prerequisite: KSS 800. KSS 862. Professional Portfolio Development (1-2). Students develop the professional portfolio proposed and accepted in CI 860. In consultation with their portfolio advisor and two other faculty members, students proceed with their approved agendas. Prerequisite: CI 860. KSS 863. Presentation of Professional Portfolio (1-2). Students complete, present to their faculty portfolio committee, and orally defend the professional portfolio proposed in CI 860. Prerequisites: CI 860 and KSS 862 or CI 862 (or concurrent<\#129><\#173><\#174><\#235><\#250><\#236><\#249><\#159><\#165><\#240><\#254><\#168><\#167>_<\#216><\#231><\#179><\#188><\#181><\#182><\#183><\#191><\#252><\#153><\#230><\#160><\#234>q<\#186><\#187><\#185><\#129><\#190><\#149><\#189><\#148>D<\#255>Z<\#246><\#193>rs<\#254>t<\#196><\#255><\#255><\#252>f enrollment in 862). KSS 875. Thesis Research (1-2). Development of a research problem and proposal with the direction of a graduate faculty member. Repeatable but total credit hours counted toward degree requirements must not exceed 2. Prerequisites: admission to graduate school in good standing, KSS 860, and departmental consent. KSS 876. Thesis (1-2). Repeatable but total credit hours counted toward degree requirements must not exceed 2. Students must be enrolled in this course during the semester in which all requirements for the thesis are met. Prerequisites: KSS 875 and consent of the student<\#213>s committee chair. KSS 890. Special Topics (1-4). Directed reading and research under supervision of a graduate instructor. Prerequisite: departmental consent. KSS 895. Applied Research (1-4). Provides opportunity for the student to develop, in collaboration with a departmental faculty member, objectives and protocol for independent work. Music Education See School o Music section, College of Fine Arts. Tf Music section, College of Fine Arts. The following abbreviations are used in the course descriptions; R stands for lecture and L for laboratory. For example, 4R; 2L means 4 hours of lecture and 2 hours of lab.<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>erequisites: CI 312 and 328, CESP 433, MATH 501, and a physical and/or biological science class. CI 406. Instructional Strategies in Social Studies: Elementary School (3). Students examine objectives, methods of teaching, equipment and resources, and eeeubstance abuse on the family, and the unique challenges faced by single parent and blended families. Presents basic family assessment and therapy techniques. Prerequisite: graduate standing. CESP 840. Psychology of Exceptional Children (3). Study of the sts of 23 credit hours including the following courses: KSS 201E, 328, 331, 440, 470,and 530; HS 331; and a prerequisite course in Anatomy and Physiology. This program provides minimum knowledge for careers in the fitness industry and for certification eeCDS251. Auditory Development and Disorders (2). Introduces the etiology, nature, and symptomology of auditory disorders and pathologies. Prerequisite: CDS 111. Upper-Division Courses CDS351. Introooorders and pathologies. Prerequisite: CDS 111Q. Uppermunication with the hearing impaired. Emphasizes vocabulary and interpreting skills. Prerequisite: CDS 260. CDS370. American Sign Language II (3). Increases vocabulary and speed of the use of ASL. Focuses on a greater fluency in expressive and receptive application to physical activity. KSS 270. Motor Learning (3). The introduction and examination of the physiological and psychological factors that affect the acquisition of motor skills. KSS 280. Fitness for Life (2). 1 R; 2L......fe. (2). 1 R; 2L... expressive and receptive skills. Develops intermediate conversational skills. Prerequisite: CDS 270. CDS380. Practicum in Signing Exact English (1). Provides students with observation of skilled interpreters in various educatio<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>nal K-12 settings throughout the semester. Opportunities to discuss with the interpreters about their responsibilities and roles in providing communication access to students in and outside of the classroom in school-related activities. Repeatabl class in e for credit. CDS470. Conversational American Sign Language III (3). Students demonstrate expressive and rct English (SEE) as a means of communication with the hearing impaired. Emp<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>eet all requirements in the General Education Program. In addition, two social science courses and Psychology 111 are required in Social and Behavioral Sciences. In Mathematics, a biological science and/or a physical science are required (one must include and Behavioral Sciences. In Mathematics and Natural Sciences, a biological science and/or a physical science are required (one must include a lab), along with<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>eceptive mastery of targeted, context specific commands, questions, and statements in ASL and are exposed to ASL as a foreign language. Exposes students to the life and experiences of deaf people. Prerequisite: CDS 370. CDS481. Cooperative Education (1-81S. Student Teaching: Secondary Science (8-15). Prerequisites: acceptance into teacher education, CI 413 and 454, 2.500 GPA in the major, and concurrent enrollment in CI 457 and student teaching seminar. CI 481. Cooperative Education (1-8). Provides thhhudent status, or departmental consent. CESP 977. Internship in School Psychology (2). Supervised experience as a school psychologist in a school or agency setting. Requires at least 600 hours of applied experience. Repeatable for a maximum of 4 hours. Pr4). Allows students to participate in the cooperative education program. Offered Cr/NCr only. CDS490. Directed Study in Speech and Language gy or Audiology (1-3). Individual study or research on specific problems. Repeatable. Instructor<\#213>s consent must bPathology or Audiology (1-3). Individual study or research on specific problems. Repeatable. Instructor<\#213>s consent must be obtained prio<\#255><\#255>sses current methods of teaching English to nonnative speakers. Students learn to analyze interlanguage patterns and to design appropriate teaching units for class and language laboratory use. CDS704. Graduate Issues in Ethics and Practirelated placemenervation hours prior to beginning clinical practicum. Prerequisites: prior or concurrent enrollment in CDS 111 and medical clearance. CDS240. Introduction to Deaf and Hard of He<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>c<\#255><\#255><\#255><\#255><\#255><\#255><\#163>l`<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>ceed 2. Prerequisite: instructor<\#213>s consent. CDS899. Thesis (1-2). Repeatable, but total credit hours counted toward degree requirements shall not exceed 2. Prerequisite: instructor<\#213>s consent. CDS935. Advanced Practicum in Communicative Dis-orders and Sc@to/<\#249><\#160>_<\#208> @S-    @NB?<\#255>?<\#255>?<\#255> @12 @10 @M ?<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#238>o?<\#255>?<\#255> <\#128>@ <\#128>er   <\#128>@<\#9><\#241>? <\#134>B /<\#253>/<\#253>#<\#196><\#248><\#135><\#146>"<\#130>G c<\#167>d<\#137>R$tt  "$<\#204><\#130>"te or its judged equivalent, or with departmental consent, unless otherwise specified in the course description. Lower-Division Course CDS240. Introduction to Deaf and Hard of Hearing (2). Reviews history and philosophies contributing to present trends f@to/<\#249><\#223><\#197> @S-    @NB?<\#255>?<\#255>?<\#255> @12 @10 @M ?<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#238>o?<\#255>?<\#255> <\#128>@ <\#128>er   <\#128>@<\#9><\#241>? <\#134>B /<\#253>/<\#253>#<\#196><\#248><\#135><\#146>"<\#130>G c<\#167>d<\#137>R$tt  "$<\#204><\#130>"erequisites: CESP 946 and departmental consent. CESP 990. Special Problems in Counseling and School Psychology (1-3). Directed problems in research for EdS students under supervision of a graduate instructor. Prerequisites: CESP 701 and instructor<\#213>s consnd generally can be completed in one academic year, including the summer session. Contact the department office for details. Clinical Serviis completed in one academic year, including the summer session. Contact the department office for . Clinical Servion (3). Cross-listed as Ling. 306. Introduction to the International Phonetic Alphabet and its use in transcribing the sounds of American English with emphasis on the major dialects. Study of physiologic, acoustic, and perceptual specification of speech soduction to Auditory Assessment (3). History and scope of the field. Surveys audiology threshold testing procedures, immitance audiometric interpretation. Prerequisite: CDS 251. CDS380. Practicum in Signing Exact English (1). Provides students with observ CDS450. Educational Audiology (2). Evaluation of historical approaches and current trends in the educational management of hearing impaired children. Presentation of techniques and resource materials toPresentation of techniques and resource materials toorders (3). Introduces language disorders and children who do not acquire language typically. Studies language and behavioral characteristics of children with specific impairment, mental retardation, learning disabilities, autism, hearing impairment, and adevelop a teacher perspective and seeing schools as prospective workplaces and teachers as colleagues. Graded S/U only. Prerequisii<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>tes: C or better in English I and II, Communica-tion, and College Algebra; sophomore standing; 2.750 GPA; in the 35th hour; and concurrent enrollment in CI 271. CI 290. Directed Study (2-3). Upper-Division Courses CI 303. Clinical Field Experience: Engladdresses interpretation of cultural information and effective public speaking. Prerequisites: CDS 240, 260, 330, 360, and 380. CDS360. Signing Exact English II (2). An advanced class in the theory and use of Signing Exact English (SEE) as a means of comators, support personnel, and community agencies to facilitate the needs of children with exceptionality. Prerequisites: full admission to the graduate program, CI 735, 740, 809, and 887, and instructor<\#213>s consent for majors in other master<\#213>s degree programcticum (3). Students participate in a practicum experience, delivering developmental and corrective reading instruction in a classroom setting. Prerequisites: CI 705. CI 835. Instructional Models and Practices (3). For teachers (1) to explore the theoriessroom setting. Prerequisites: CI 615, 705, 714, 734, 736. CI 835. Instructional Models and Practices (3). For teachers (1) to explore the theories b<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#238>o?<\#255>?<\#255> <\#128>@ <\#128>er   <\#128>@<\#9><\#241>? <\#134>B /<\#253>/<\#253>#<\#196><\#248><\#135><\#146>"<\#130>G c<\#167>d<\#137>R$tt  "$<\#204><\#130>"ticipation in a class for early childhood disability (847A), children/ adolescents with learning disabilities (847E), educable mental retardation (847I), or behavior disorders (847K) supervised by a University professor, emphasizing applied teaching methoocial education and completion of all core courses needed for provisional endorsement in specialty areas. CI 847B. Practicum: School Libraries (3). Students pursue a professional experience in a school library media center under the cooperative supervision <\#185><\#135><\#171><\#194><\#221><\#157>Mp<\#205><\#221><\#207><\#135><\#171><\#216><\#221><\#218><\#135><\#171><\#227><\#221><\#229><\#135><\#171><\#238><\#221><\#240><\#135><\#171><\#249><\#221><\#251><\#135><\#171><\#221><\#135><\#171><\#221><\#135><\#171><\#221><\#135><\#171>%<\#221>'<\#135><\#171>0<\#221>2<\#135><\#171>;<\#221>=<\#135><\#171>F<\#221>H<\#135><\#171>Q<\#221>S<\#135><\#171>\<\#221>^<\#135><\#171>g<\#221>i<\#135><\#171>r<\#221>t<\#135><\#171>}<\#221><\#135><\#171><\#136><\#221><\#138><\#135><\#171><\#147><\#221><\#149><\#135><\#171><\#158><\#221><\#160><\#135><\#171><\#169><\#221><\#171><\#135><\#171><\#180><\#221><\#182><\#135><\#171><\#191><\#221><\#193><\#135><\#171><\#202><\#221><\#204><\#135><\#171>A, and 887 or instructor<\#213>s consent. Repeatable for credit. Kinesiology and Sport Studies (KSS) The mission of the Department of Kinesiology and Sport Studies is to prepare students for careers in exercise scienceeeeee<\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255><\#255>quisite or its judged equivalent, or with departmental consent, unless otherwise specified in the course description. Upper-DDDDisorders of Human Communication (3). An orientation to disorders of human communication, communicativenication, communicativeeeJon Engelhardt, PhD, Dean 107 Corbin Education Center (316) WSU-3300 education.wichita.edu The College of Education offers programs to develop skilled and competent teachers, administrators, counselors, school psychologists, speech and language clguage clnnel that comprise a typical school district. Particular emphasis is placed on hiring practices, staff development, conflict resolution, and contract management. Prerequisite: Admission into the district-l EAS 963. Politics and Power in Education (3). An lution, and contract management. Prerequisite: Admission into the district-level certification program. EAS 963. Politics and Power in Education (3). An exTj<\#166>]=_j<\#166>h=jj<\#166>s=uj<\#166>~=<\#128>j<\#166><\#137>=<\#139>j<\#166><\#148>=<\#150>j<\#166><\#159>=<\#161>j<\#166><\#170>=<\#172>j<\#166><\#181>=<\#181>j<\#166><\#190>=uv<\#255><\#154>I<\#199><\#231><\#210><\#255><\#157><\#196><\#192><\#194><\#169><\#255>x<\#137>y<\#158><\#176><\#226><\#200><\#202><\#194><\#255><\#213><\#201><\#195><\#255><\#205><\#233><\#207><\#217><\#129><\#214><\#211><\#221><\#196><\#201><\#203><\#152><\#224><\#225><\#226><\#227><\#228><\#204><\#222><\#133><\#137><\#197><\#157><\#231><\#232><\#206><\#219><\#246>/<\#134><\#198><\#238><\#247><\#218><\#255>f<\#255><\#250><\#253><\#230><\#255><\#246><\#211><\#250><\#154><\#239><\#241><\#242><\#243>"<\#255><\#245><\#247><\#248><\#249><\#251><\#252><\#254><\#255><\#255><\#255><\#252>cnsent. Prerequisite: departmental consent. KSS 760. Sport in Society (3). Impact of sports on American culture, with focus on competition, economics, mythology, education, religion, ethics, professional sports, sports and minorities. KSS 762. 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Have a minimum GED score of 50 if 21 or older. Transfer students <\#9><\#9><\#165> Must have a minimum cumulative GPA of 2.000 (on 4.000 scale) on all previo "#")"/"#""<\#9>"$"&""$$$<\#177>N*.$$( "#")"/"/"-""#""<\#9>"$"&""$$$<\#177>O**C***A*S<\#155>! <\#9>    1P<\#216><\#205>B<\#149>C<\#141>><\#231>CC)C<\#243>CC<\#245>C<\#197><\#160><\#255><\#255><\#252>y is accredited by the National Council for Accreditation of <\#9><\#9>Teacher Education (NCATE). <\#165> WSU is fully accredited by the North Central Association. year colleer to enrolling. The advisor can provide information about degree requirements and the eligibi<\#255> <\#9>*Title II Disclosure Statement. Questions about any of this information should be directed to Dean, College of Education, Wichita State University, 1845 Fairmount, Wichita, Kansas 67260-0131, (316) 978-3301.......) 978-3301.<\#164><\#162><\#197><\#174><\#228><\#190><\#175><\#162><\#197><\#185><\#228><\#190><\#184><\#162><\#197><\#194><\#228><\#190>Q<\#243>Q&*<\#162><\#231> #C<\#142>Q<\#170>Q+QQ<\#253>C<\#162>QSQ<\#216>Q<\#166>C<\#152><\#251><\#218>Q<\#189>Q<\#226><\#200>AjA<\#136>AAA<\#195>AA<\#148>A<\#161><\#224>AA>A<\#186>A<\#149>A<\#179>A<\#254>AFA<\#251><\#229>A<\#233><\#231>CACRC<\#134>CC<\#211>  B*JaBJ #G<\#253>B<\#147>G<\#244>B<\#231>B<\#204>C<\#213>C<\#190>C<\#159>><\#129>>><\#147>><\#168>><\#180>?<\#184>?R.A<\#234><\#156>%<\#255><\#255><\#252>Pass Information <\#9>Number of program completers: 158 <\#9> <\#9>Individual Assessment Pass Rate Data <\#9><\#9><\#9>Assessment<\#9># taking<\#9># passing<\#9>institution<\#9>Kansas <\#9><\#9><\#9><\#9>assessment<\#9>assessment<\#9>pass rate<\#9>pass rate <\#9><\#9><\#9>PPST-Writing<\#9>156<\#9>156<\#9>100%<\#9>100% <\#9><\#9><\#9>PPST-Math<\#9>157<\#9>1-Math<\#9>148<\#9>157<\#9>100%<\#9>99% <\#9><\#9><\#9>PPST-Reading<\#9>157<\#9>157<\#9>100%<\#9>100% <\#9><\#9><\#9>NTE or PLT<\#9>112<\#9>112<\#9>100%<\#9>100% <\#9>Aggregate and Summary Assessment Pass Rate Data <\#9><\#9><\#9>Assessment<\#9># taking<\#9># passing<\#9>institution<\#9>Kansas <\#9><\#9><\#9><\#9>assessment<\#9>assessment<\#9>pass rate<\#9>pass rate <\#9><\#9><\#9>Aggregate: Basic Skills<\#9>15Q<\#194>QQPMA\AaA<\#179>ADA<\#193>AA<\#193><\#163>A<\#214>A<\#206>A<\#141>A<\#245>A<\#177>YU<\#236>_<  0n <\#208>bTT<\#174>T)<\#234>?oT<\#233>?)<\#197>A<\#201><\#156><\#143><\#226><\#211>CC<\#145>Q<\#242>41.-"--"- 9919+41.-,. -,.-88h;2<\#203>2f2@2Z2V2\8644N0.'4b44947/W/e4>40:*::%77<\#136>7<\#144>7=!5|5U<\#159>O<\#223><\#230><\#198>oC<\#195><\#235><\#223><\#131>A9A<\#128>A<\#200>A*A<\#195>@A ?U?N<\#234>AA<\#255><\#255><\#252>157<\#9>157<\#9>100%<\#9>99% <\#9><\#9><\#9>(PPST)<\#9> <\#9><\#9><\#9>Aggregate: Professional<\#9>158<\#9>157<\#9>100%<\#9>98% <\#9><\#9><\#9>Knowledge (NTE) <\#9><\#9><\#9>Summary<\#9>158<\#9>157<\#9>99%<\#9>97% <\#9>WSU is ranked in the 1st (top) quartile among institutions of higher education in the e among institutions of higher education in the shed by the Educational Testing Service Program Information Enrollment: Number of enrolled students in the teacher preparation program: <\#9><\#9>Full-time = 506<\#9>Part-time = 146<\#9>Total = 652 Student Teaching: Number of students in teachnts in teachhhhhhhhhhher preparation program participating in supervised <\#9><\#9>student teaching:<\#9>199 Number of faculty supervising student teachers who were: <\#9><\#9>1) Appointed full-time in professional education:<\#9>13 <\#9><\#9>2) Appointed part-time in professional educattttttttttttttttucation and full-time in the institution:<\#9>1 <\#9><\#9>3)<\#9>Appointed part-time in professional education and not otherwise employed by the institution:<\#9>18 Student/faculty ratio for student teaching supervision:<\#9>6 : 1 Time required in student teaching by students: <\#9>Average number of:<\#9>1) Hours per week:<\#9>40 <\#9><\#9><\#9><\#9>2) Weeks:<\#9>16/semester <\#9><\#9><\#9><\#9>3) Total hours:<\#9>1,280 Accreditation/State Approval <\#165> WSU<\#213>s teacher preparation programs in elementary Accreditation/State Approval <\#165> WSU<\#213>s teacher preparation programs in elementary and secondary education are approved by the Kansas State <\#9><\#9>Department of Education. <\#165> The College of Education at Wichita State Universitproved by the Kansas State <\#9><\#9>Department of Education. <\#165> The College of Education at Wichita State Universit Universit Aa<\#173><\#160>A<\#132>S #?WA<\#193>?<\#157>?<\#149>?<\#128>??4?<\#157>AdA3 )<\#197>CG5Q<\#142>Q<\#254>Q<\#195>C*V<\#243><\#186>=<\#253>=<\#252>=<\#228>=X=<\#163>= Teacher Education at Wichita State University, 2000-2001*d l<\#160>)BgB<\#167>Hn<\#255>zN<\#186><\#255><\#158>>JGg &<\#174><\#255>z=G`. l$P/ /. 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