Course Catalog & Registration
(on demand) An advanced course of selected topics of interest in the field of Economics. Prerequisite: Business major/minor with junior or senior standing and 21 credit hours in business courses or permission of the department head.
Independent study or research on selected topics.
A survey of economic theory, including examples of how it can be taught to K-12 students through examination of current events from the news.
Methods and materials for integrating economics into the curriculum, focusing on societal choices in th use of scarce resources related to ecosystem survival, environmental quality, and human welfare.
Opportunities to include economic education in any subject area, at any grade level. Teachers in this course discover that they already know and teach economics without realizing it, and learn ways to expand this instruction, or to develop their own plans for teaching economics to their students. This course is designed for teachers and assumes no background in economics.
An introduction to areas of consumer economics that can be applied at any level, K-12. The course will also provide education in consumer economics issues, which will be of personal interest and use to teachers as consumers.
History of legal provisions for public education in the United States, interpretation and application of present school law, federal and state.
Federal, state and local financing of schools, equalization of educational opportunities, sources of school revenue, school budgets, and business methods of accounting.
Organization of the modern public school, staff-teacher relationships, programs of studies, teacher records and reports, personal and public relations, utilization of teacher time and physical facilities, and the impact of judicial policy making.
A study of the purposes, principles, and techniques of educational supervision. Emphasis on the instructional aspects of school administration.
Examination of the roles of the school principal. Prerequisite: must be accepted into the educational leadership program.
Examination of school-community relationships. Special emphasis on leadership roles, operational modes, communication concerning public school relations.
This course is designed to give students a practical understanding of current policies, procedures and regulations concerning special education in Kentucky. A review of court cases regarding special education will play a major part of the course.
Analysis of the educational leader in practice. Provides the student with 100 clock hours of practicum experience under the direction of one or more P-12 principals.
Introduces candidates to the idea of ethical decision-making in the field of educational leadership. The course will examine dominant theorists and principles that have shaped modern perspectives on ethical decision making and their relevance in an ever-changing global society. A particular emphasis of the course is placed on current issues related to educational leadership and the idea of "ethical dilemnas". Through course assignments, discussions, and assigned readings, students will be able to explore and define their current ethical perspective on educational decision-making.
This course examines the divergent theories of educational leadership for operation of educational institutions, programs, and services. Special emphasis is given to the idea of leadership theories (i.e. Psychological Size, Peter Principal, etc.) in the various duties performed by educational leaders and administrators on a daily basis. Additional topics covered, as related to educational leadership theory, include: institutional vision and mission statements, program and personnel evaluation, resource management, interpersonal communications, and partnership development and expansion.
This course covers the study of human growth and development across the life span. Emphasis will be on normal growth and milestones as well as barriers to development achieved in the physical, cognitive, social, and emotional systems. The course also examines the context of culture as it relates to growth and development. Before teachers can assume their important positions in an educational system, they must first thoroughly understand how children grow and develop normally, understand some of the theories and research examining that growth and development, and know how to apply that knowledge to the varying individuals who will represent the learners whose lives they affect. Many times, educators find themselves challenged by differing levels of ability, social skills, and experience as well as learners from other cultures. To serve as effective educators, students must know how to adapt methods in order to incorporate all students into a group of successful learners.
The course continues the exploration of legal issues that dominate the field of education. The intent of this course is to closely examine certain aspects of court decisions and laws affecting educators and students. Particular emphasis will be placed on issues including special education, the rights of students, and educators, and other stakeholders, and controlling court decisions. Students will be expected to critically examine state and federal court decisions as well as statutes affecting the broader education field. The intent is for each student to understand the often complex legal principles of court decisions.
The course focuses on the role of program evaluation and improvement for educational programs, services, and activities. With the increased demand for variant assessments toward goals of accountability and improvement, effective program evaluation methods remain an invaluable tool for today's educators. Through study of program evaluation methodes, action research projects, and service as "observers" in a current program evaluation activiity, students will become more knowledge of best practices for program evaluation.
An examination of principles, practices, goals, and processes in education. Course discussions will include analyses of topical challenges faced by the varying stakeholders in the education system. Some emphasis will be placed on the specific challenges in the broader education field in the 21st century. Topics of discussion include but are not limited to: national standards and expectations of learners, implications of budget cuts to local, state, and national education resources, changing definitions for student achievement, and school redistricting.
The course focuses on the role grant writing and prospectus finding in educational leadership. The course will examine sources of funding for educational programs including for-profit and nonprofit agencies, foundations, scholarships, and state and federal grants. Students will develop the knowledge necessary to compose submission materials for funding across multiple program and agency requirements. A particular emphasis on the application, revision, and evaluation of federal grant submissions is examined.
Through assigned readings, course assignments, and clinical placements, students will explore foundational elements of transformational and transactional leadership as they relate to educational programs, services, and activities. Students will be challenged to examine their own leadership styles based on the ideas presented in class to determine how their views on leadership compare or contrast to the ideas of transformantional and transactional leadership. A particular emphasis of the course is placed on the 50 hour clinical placement within an eductional program, service, or activity and related assignments.
This course focuses on the idea of leadership practice and theory as it relates to building an organization's culture. As such, the role of an eductional leader is examined through the lens of establishing, supporting, and advancing an organizational climate towards success. A particular emphasis is placed on examining the use of human and material resources as it applies to leadership theory and practice.
Required in all Rank I programs. Following prescribed guidelines, the student works on a problem of practical significance in the school, or school district and prepares a formal project report. A written project proposal is prepared during the first month of the course. Students must complete course requirements by the end of the term in which they are registered. Regular consultation with the instructor is expected. Cross-listed as EDUC 670.