Educational and Interdisciplinary Studies (2003-2004)
Department Chairperson: P. Lance Ternasky
Associate Graduate Faculty
The Department of Educational and Interdisciplinary Studies is characterized by the flexibility it provides students in developing a focused sequence of course work, drawing from a variety of academic disciplines. The department is currently the home of three distinct programs. A Master of Science (M.S.) in College Student Personnel is offered for those whose career goals include working in areas such as college admissions, housing, and student affairs (see College Student Personnel). The Master of Arts in Teaching (M.A.T.) prepares those with an undergraduate degree within an approved area of certification for roles as professional educators (see Secondary Education). The Master of Science in Education (M.S. Ed.) in Educational and Interdisciplinary Studies permits students to pursue one of three interdisciplinary foci: Adult Education, Bilingual/ESL Education, or General Studies.
The department recognizes that the issues facing society and its institutions are complex and that complex problems typically require complex solutions. Inquiry into and the resolution of such problems are, therefore, enhanced when multiple perspectives are employed. The Department of Educational and Interdisciplinary Studies is comprised of scholar-practitioners representing several core disciplines including educational psychology, sociocultural studies, philosophical/historical studies and college student personnel. Faculty members utilize their distinctive disciplinary orientations and accompanying methodologies to collectively address pressing educational, intellectual, and social concerns. It is the union of an unusually diverse faculty and an uncommon approach to inquiry that makes the department and its degree options interdisciplinary.
Through co-advising and the employment of national professional standards, students also have been able to pursue concentrations in other areas. Particular interdisciplinary foci can be constructed out of course offerings in the department, across the college, and across other colleges in the University as long as departmental core requirements are met and the concentration of courses selected are directed toward clearly defined personal/professional goals.
Students seeking admission must formally apply to the School of Graduate Studies declaring Educational and Interdisciplinary Studies as their area of study. Students must meet general admission requirements of the School of Graduate Studies and have a minimum cumulative GPA for all undergraduate work of 2.75. Prior to consideration for acceptance into this degree program by the Departmental Graduate Committee, a student must interview with a member of the Graduate Committee or the department chairperson and must submit a rationale statement identifying the degree suitability to his/her personal and professional goals and objectives.
The 32-hour M.S. Ed. requires that learners complete a minimum of 18 semester hours of course work offered by the department. The remaining hours of course work may be completed in this or any WIU department. Based upon their rationale and degree plan, learners satisfy the department core course requirement by selecting from among several generally equivalent courses contained in 6 areas: Methods of Research; Sociocultural Foundations of Education; Assessment, Evaluation, and Statistics; Educational Psychology; History/Philosophy of Education; and culminating project, or portfolio plus additional course work. Learners select one of three tracks: Adult Education, Bilingual/Bicultural/ESL Education, or General Studies.
*Students choosing the additional course work option must submit a portfolio of their best work, including one artifact from each core course, no later than the completion of 28 semester hours of graduate work as stated on the degree plan. Portfolios must be approved as satisfactory before a student may proceed to complete the additional course work, a minimum of three hours.
Regardless of the track chosen, each learner will conclude her/his program with a culminating action research project or thesis. The culminating project requirement may be met instead with the completion of a portfolio and sufficient additional semester hours of course work to satisfy the 32-hour requirement. Course work beyond the 15-hour core for each track would be selected from any department or discipline, including specialized courses in the Department of Educational and Interdisciplinary Studies. Approved courses require a coherent and focused rationale and degree plan. Depending on the courses chosen, the actual number of semester hours may well exceed the minimum required. Students must complete the program within six consecutive years.
Note that no more than 50% of the degree plan may be at the 400G level.
The Degree Plan and accompanying rationale statement, including action research culminating project, thesis, or portfolio plus additional course work in Educational and Interdisciplinary Studies, must be developed in consultation with the student’s adviser and approved by the Department Graduate Committee. Any substitutions for courses on the degree plan must have the approval of the adviser prior to enrollment in the course. Substitutions must be proposed by petitions, approved by the adviser, and submitted to the Departmental Graduate Committee for final approval.
A maximum of nine hours of graduate course work completed before a student is admitted to the Educational and Interdisciplinary Studies program may count toward meeting the requirements of this master’s degree, subject to approval by the Departmental Graduate Committee. Only nine total hours of transfer credit from another institution will be accepted.
Students in the M.S.Ed. Educational and Interdisciplinary Studies degree program must complete all requirements in an incomplete course within six months after course ending. The only exception to this policy is in regard to the completion of EIS 584 or EIS 601 which is to be completed no more than two years after initial enrollment.
Students who have taken courses, but have not been actively enrolled in course work in the last three years, will be placed on inactive status and will be required to petition the Graduate Committee for reactivation.
Educational and Interdisciplinary Studies
405G Classroom Management. (2) Study of classroom management models applied to educational settings. Organization and management to facilitate learning. Legal policies, procedures, and strategies for dealing with behavior, disruption, and conflict resolution. Prerequisites: Prior or concurrent prestudent teaching instructional field experience, concurrent student teaching, or graduate status.
427G Foundations of Education for Culturally and Linguistically Diverse Populations. (3) An introduction to the historical, philosophical, political, social, and educational issues that have contributed to policy regarding public school services for language minority populations.
430G Methods and Materials for Teaching in Bilingual Programs. (3) Acquaints students with methodology and materials, with instruction in the preparation of audio and visual teaching aids, lesson plans, objectives, and the inquiry teaching methods for the bilingual/ESL classroom. Portion of content presented in Spanish. Clinical experience-15 hours required. A grade of C or higher must be earned for teacher certification.
435G Cultural Studies of Second Language Learners in the Classroom. (3) Study of classroom techniques used by bilingual/bicultural/ESL teachers to demonstrate the importance of culture and relevancy to education for second language learners. Clinical experience–15 hours required.
453G Assessment of Bilingual and ESL Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing: multicultural, bilingual, ESL language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of intelligence testing; assessment in classroom. Clinical experience of 15 hours required.
457G Methods and Materials of Teaching English Language Learners. (3) Analysis of language learning processes of bilingual children. The appropriate order for learning basic skills in two languages will be discussed and techniques of teaching English as a second language will be introduced and practiced. Clinical experience-15 hours required. A grade of C or higher must be earned for teacher certification.
458G Linguistics for the Teacher of English Language Learners. (3) The study of linguistics applied to teaching limited-English-speaking students. Includes English and non-English phonology, syntax, analysis, and application of linguistic theory. Clinical experience-20 hours required.
500 Methods of Research. (3) An introduction to the nature and techniques of contemporary social scientific research (including educational and human service). Emphasis placed on developing research literacy through critically reading, examining, and evaluating the characteristics of both quantitative and qualitative research. Additional emphasis on the critical issue of the nature of the relationship between research and its application to practice. Prerequisite: Some exposure to the basic nature of statistical reasoning recommended before enrolling in the course.
501 Philosophy of Education. (3) Historical and analytical study of cultural, social, political, and economic trends of civilization in relation to education.
502 Advanced Educational Psychology. (3) Introduction to the relationship between psychological theory and educational practice through critical examination of current theories and models in the field.
503 Educational Statistics. (3) Introduction to the practice of statistical analysis in contemporary social science. Topics include exploratory analysis, measures of central tendency, measures of variability, probability, correlation and regression, chi square, and analysis of variance.
507 Social Change and the Multicultural Aspects of Schooling. (3) Designed to provide students an in-depth examination and evaluation of important views of society and social change as they relate to schooling. Theories will be examined with attention to their possible influences on schooling. The multiethnic and multicultural aspects of schooling will be studied in their relationship to contemporary issues.
508 Seminar in Learning Theory. (2) A study pertaining to the influence of learning theories on educational practice. Reference will be made to psychological systems, the nature of man, transfer of learning, teaching, key proponents of theories, etc. It is especially designed for teachers and other scholars working in education.
510 Community Education: Concepts and Practices. (3) Examination of the concepts and social forces leading to the wide range of educational services outside of traditional schooling and the procedures for implementing and operating such programs, focusing especially on educational options and community education. Discussions will include philosophies and theories as well as specific implementation strategies and operational procedures for a variety of different popular program types.
512 Learning through Adulthood. (3) Study of psychological development and instructional theory applied to adult learners. Special emphasis on skills, perspective, and cognitive, affective, and social challenges encountered by learners throughout the adult years.
513 Teaching of Adult Literacy Skills. (3) Designed to provide an in-depth exploration of effectual methods of literacy instruction for adult learners. The course will focus on various student populations, their learning styles, and their literacy survival skills (writing, reasoning, communicating).
520 Computers in Research and Evaluation. (1) A course designed to introduce graduate students to the use of the Statistical Package for the Social Sciences (SPSS) for the coding and analysis of quantitative data.
523 Advanced Measurement and Evaluation. (3) Study of theories and applications of measurement in education including testing and evaluation. Attention to measures of central tendency, data collection, and analysis.
533 Special Problems in Education. (1–3, repeatable to 6) Designed to provide students the opportunity to enhance professional growth and development by gaining familiarity with current thinking in the field in regard to specific educational problems as they pertain to actual educational settings.
535 Adolescent Psychology for Educators. (2) Study of developmental theory focusing on specific issues/concerns facing early, middle, and late adolescents in today’s classroom. Emphases include social/emotional, cognitive and physical development with particular attention to the affective elements of adolescence. Prerequisite: Graduate standing.
536 Seminar in Cognition. (2) An examination of contemporary cognitive models of learning, problem solving, and cognitive factors (beliefs, ability, strategies, etc.) that mediate learning and problem solving, including their application to the design and delivery of classroom instruction. Prerequisites: Prior completion of EIS 535 with a grade of “B” or better and graduate standing.
538 Seminar in Individualized Education. (3) Current psychological theory and best practices applied to characteristics and assessment of, and individualized instruction for, gifted, at-risk, and special needs students in compliance with federal and statutory law. Prerequisites: Completion of EIS 535, EIS 536, and EIS 507 with grades of “B” or above.
539 Instructional Methods for Secondary Teachers. (3) Study and application of prevailing instructional methodologies, curricular theory, and planning identified as effective in meeting the cognitive, social, and behavioral needs of high school students. Prerequisites: Prior completion of EIS 535 and EIS 536 with a grade of “B” or better, or permission of instructor.
550 Professional Workshop. (1–3) Course is for graduate students only. Workshops deal with topics in the broader areas of educational and interdisciplinary studies. Students will participate in a variety of activities including reading, research, reports, etc.
552 Strategies for Teaching the Content Areas to Bilinguals. (3) Analysis of culturally and linguistically appropriate strategies for effective bilingual teaching in the content areas.
555 Community Resources and Parental Involvement for Language Minority Populations. (2) A study of effective techniques for involving parents and other community members and organizations in implementing bilingual education.
570 Seminar in College Teaching. (3) Designed for new faculty and graduate students who are interested in preparation for college teaching. Topics will address ethical issues, instructional strategies, and other components for effective practices. An asynchronous course offered on the World Wide Web.
580 Current Problems in Education. (2) Course is designed to acquaint the student with current issues in today's educational programs; to analyze trends in the development of teaching methods; to evaluate techniques, to evaluate curriculum planning, to consider educational administration; and to examine critically the significant issues and problems of contemporary educational practice.
584 Action Research in Interdisciplinary Studies. (4) Applied research specifically focused on solving site-specific, practical problems using the conceptual and methodological tools of the researcher. Enrollment is contingent upon approval of the student's graduate academic adviser.
585 Seminar in Intellectual History of Education. (2) Intellectual history of education and the emergence of democratic society in the West, social change, and the expansion of the educational enterprise.
586 Adult Education and the Culturally Diverse. (3) Analysis and critique of U.S. historical, cultural, linguistic, demographic, sociological, economic, and political issues impacting the education of culturally diverse adult learners.
587 Human Development Throughout the Life Span. (3) Relationship of various aspects of developmental theory (analytic, behavioral, cognitive, and psychosocial) to human development throughout the life span.
590 Field Study Projects. (1–3 each) Extensive readings, observations, and interpretations of educational systems in the United States and selected foreign countries. Prerequisites: Permission of the student's adviser and the Department Graduate Committee.
592 Field Experience in Education. (1–4, repeatable to 4) Supervised field experience in off-campus education situations including public or private school or alternative education programs. Prerequisites: Permission required. Prior or concurrent course work appropriate to the assignment.
599 Independent Study. (1–4, repeatable to 4) Investigation of problems related to the student's major area. A substantial written report, as well as informal oral report, will be required. Students will meet with an instructor during the course on a periodic basis.
601 Thesis. (4) Capstone project to integrate and apply the knowledge and skills gained through the degree program. Focused toward investigating a problem or extending the current state of knowledge in an area of interest, employing formal quantitative or qualitative research methodology. Enrollment is contingent upon approval of the student's graduate academic adviser.
602 Interdisciplinary Studies Portfolio. (0) Upon the completion of 28 graduate credit hours, interdisciplinary studies students will submit examples of work completed in the program. The accompanying narrative will note the alignment between the student’s stated objectives and degree plan and the objectives of the program. The narrative also will justify the inclusion of particular items. Three members of the department graduate faculty will review the document for both personal and professional growth, for an understanding of core knowledge, for an understanding of relevant scholarly literature, and for an application of evolving skills to pressing issues in the field of education. Graded S/U. Prerequisite: Approval of the department graduate coordinator.
607 Implications of Diversity for Educational Leaders. (3) Rapidly changing demographic patterns hold implications for school policy. Effective educational leaders understand diverse cultures and communication styles, and practice collaboration and dialogue. This course will provide resources necessary for administrators to establish themselves as facilitators who offer an inclusive educational vision for the community. Prerequisites: EDAD 600, EDAD 640, and admission to candidacy in the Education Specialist program, or permission of instructor.