IDE 010 is a one hour reading exam that tests students' current proficiency in communication skills. Failure to complete the exam as scheduled, with a passing score, will require the students to re-register for IDE 010.

Assists freshman with maximizing the student's potential to achieve success and to respond responsibly to the individual and interpersonal challenges presented by college life. Emphasis will be placed on study skills, time management, and writing skills. The course also provides information on the functions and resources of the University that support student academic success. Special emphasis is placed on orienting the student to the special roles and responsibilities of being an educator in today's society.

Emphasis is placed on ways to create a class and school environment that encourages responsible student behavior. William Glasser's concept of Reality Therapy as a process for successful teacher-student involvement is examined.

Course will examine research and evaluation methodology, its application to questions in education, and the application of research findings to problems in education. The students will read and evaluate research in education.

A comprehensive survey of current research, methodology and materials in the field of English as a Second Language.

The underlying philosophies behind the career education movement and various approaches to career education are discussed. Ways to increase the career options available to individuals and to facilitate more rational and valid career planning and preparation, are explored through the career education phases: career awareness, career exploration, and career preparation.

Current topics of special concern to educators. Not more than 6 hours may be earned in Special Topics courses.

Exploration of problems and issues of special interest or significance in education. Not more than 3 hours can be accepted for a degree.

Observation and supervised teaching in selected schools with opportunity for study and discussion of problems and issues encountered. Prerequisite: Permission of advisor.

This course will focus on the assessment and evaluation skills needed by educational leaders. The course will provide students with the knowledge and skills to carry out, and utilize effectively, the evaluations of programs, organizations, personnel, and students. The course will also cover how to create, interpret, and evaluate the reliability and validity of assessments.

Basic quantitative methods for decision making in the educational environment. Computer application of basic descriptive and inferential statistics.

Basic research designs, with appropriate statistical analysis. The course will consider strategies needed for, but not limited to, the following: N-of-One research surveys and needs assessments; expost-facto designs, and true experimental designs.

An extensive examination of the nature and character of experimental design in educational research. Includes the development of appropriate analytical techniques.

Introduces students to the major kinds of qualitative research and mixed methods research. Attention is given to underlying philosophies, methods of data collection, theoretical perspectives, research design, sampling, data analysis and interpretation, validity types and strategies, and writing research reports.

Nature and function of measurement in instructional design and development environments. Approaches to reducing test error, including establishing validity and reliability estimates. Item analysis and discrimination. Test development for norm-based and criterion-referenced tests. Knowledge of descriptive statistics required.

Preparation of a modular program of instruction which incorporates all elements of the instructional-design process.

This course provides students with knowledge and skills related to human performance improvement in relation to instructional design profession. It provides an overview of foundational theories of industrial-organizational psychology, organizational behavior, and organizational development and change in relation to instructional design and performance improvement practices.

This course assists teachers in becoming more professional in instructional skills through the use of micro-teaching techniques and analysis of research in teaching.

Course strives to increase the effectiveness of instructional personnel in their use of research and evaluative techniques in instructional environments. Three major areas of focus are: the conceptualization of research and evaluative models appropriate for the population; the application of basic assessment concepts to the teaching- learning environment; and the analysis of basic applied research in evaluation.

This courses concentrates on developing three major areas: the examination of psychological underpinning of various communicative models and concepts; the practicing of interactional skills, such as active listening, congruent sending, and conflict resolution; the building of a communication model for the student's instructional environment.

Teaches the role and function of simulation and games as effective instructional and learning devices.

Current topics of special concern to educators. Not more than 6 semester hours may be earned in Special Topics courses.

Survey of both current and classic research in education. Students will identify a research problem of significance in their area of specialization and develop a strategy or research design to solve this problem.

Exploration of problems and issues of special interest or significance in education. Not more than 3 semester hours can be accepted for a degree.

The internship is a supervised learning experience in an actual or similar setting to that in which instructional designers or medial administrators are employed. Prerequisite: Approval of internship coordinator.

Provides an opportunity for advanced graduate students and professors to pursue cooperatively selected concepts and theoretical formulations. May be repeated as necessary.

This course provides an introduction to doctoral study in IDD. Topics include graduate student socialization, nature of scholarship and scholarly writing, epistemology, sociology of knowledge, and systems theory as a meta-theory. Admission to doctoral program is required. 3 credit hours.

This course is designed to help doctoral students think about their dissertation research, understand the process of reviewing the literature, and organizing and writing a dissertation-level research proposal. Prerequisite: Approval of student's dissertation advisor. 1 credit hour per semester for 3 semesters.

Current topics of special concern to educators. Not more than 6 semester hours may be earned in Special Topics courses.

Survey of both current and classic research in education. Students will identify a research problem of significance in their area of specialization and develop a strategy or research design to solve this problem.

Exploration of problems and issues of special interest or significance in education. Not more than 3 hours can be accepted for a degree.

Independent research by the student under the sponsorship of the graduate faculty. Students are required to achieve doctoral candidacy before enrolling in the course. Requires faculty advisor approval.