EDI 550 Psychology of the Early Adolescent Student
This course examines various aspects of early adolescent psychological development, including cognition, social relationships, stress, self-esteem, political and moral development. Considerable attention is given to gender, race, ethnicity, the special early adolescent, and the at-risk student.
Every Semester, 3 Credits

EDI 551 Psychology of the Adolescent Student
This course examines various aspects of adolescent psychological development, including cognition, social relationships, stress, and self esteem, political and moral development. Considerable attention is given to gender, race, ethnicity, the special adolescent and the “at risk” student.
Every Semester, 3 Credits

EDI 554 Organizational and Social Foundations of the Middle School
Foundational aspects of middle school education are explored in this course which traces the development of the middle school, providing theoretical and practical examples of successful proposals and projects. Issues and problems relating to governance, structure, and middle school constituencies are studied.
Annually, 3 Credits

EDI 555: Organizational and Social Foundation of the High School
This course explores the foundational aspect of high school education. Various perspectives will aid the asking/answering of foundational questions, such as: How do philosophy and culture inform how students at the high school levels think about teaching and learning? What is the teaching-learning connection? Is learning the same as developing? By engaging in dialectical methods of critical inquiry, students will critically reexamine the philosophical, sociological, historical, political and cultural contexts of their educational pedagogy. To this effect traditional definitions of race, class and gender will also be explored with emphasis on issues of ethnicity, sexual orientation, religious affiliation, the relationship between the public and the private notions of identity. This course will further examine the underpinnings of such belief structures and explore alternate ways of knowing.
Every Semester, 3 Credits

EDI 556 Communicating Effectively with All Learners: Focus on the Adolescent Child (Grades 9-12)
Active listening and communication counseling skills provide the basis for adolescent teachers to engage in conflict resolution and medication with other teachers, students, and/or parents. Developmental counseling theories and techniques and their implementation provide and underlying theme of the course. Teachers are also prepared to develop, facilitate, and conduct advisor-advisee groups in the secondary settings.

EDI 557 Communicating Effectively with All Learners: Focus on Middle School Child (Grades 5-9)
Active listening and communication counseling skills provide the basis for teachers to engage in conflict resolution and mediation with other teachers, students, and/or parents. Developmental counseling theories and techniques and their implementation provide an underlying theme of the course. Teachers are also prepared to develop, facilitate, and conduct advisor-advisee groups in the middle school.
Annually, 3 Credits

EDI 600 Psychological Foundations of Education
This course is designed to introduce students to psychological theories and principles which affect teaching, learning, and development. Students have the opportunity to observe student and teacher behavior, as well as classroom environments in order to identify operative psychological theories and principles.
Every Semester, 3 Credits

EDI 601 Social Foundations of American Education
This course introduces students to the social, economic, political and intellectual foundations of American education. It describes the development of the American school system in a rapidly changing environment, with emphasis on the relationship between education and society. Main topics to be explored are the structure and purposes of schooling, the professionalization of teaching, educational policy making and school social factors influencing teaching and learning, and the relationship between education and work. Class discussions are based upon both primary and secondary sources.
Every Semester, 3 Credits

EDI 602 Analysis of Behavior Seminar
Small group seminar aimed at increasing candidates‚ awareness and understanding of the behavior (personality, motivation, learning) of students, themselves as professional educators, and the interfactional impact of teachers and students. Findings from psychology, group dynamics, sociology, and other behavioral sciences are considered as they apply to candidates‚ educational roles.
Every Semester, 3 Credits

EDI 603 Psychology of Teaching
This course is an analysis of how school conditions, including teachers‚ behavior, influence students‚ acquisition and subsequent application of information and abilities. Emphasis is on setting educational objectives and managing classroom variables to help students achieve them.
Every Semester, 3 Credits

EDI 604 Child Development
Scientific findings on the physical, intellectual, emotional and social development of children are examined. The integration of perception, cognition and the growth of the total personality are stressed, and their significance for teaching and guidance processes is emphasized.
Fall, 3 Credits

EDI 604 The Adolescent Student
With emphasis on the adolescent period, the child is studied from birth, in the light of development from childhood to maturity, maturational sequences, social adjustments, personality and self-concept, emotional development, vocational and educational implications, as these affect his or her capacity for living. Current research is stressed throughout.
On Occasion, 3 Credits

EDI 605 Problem Solving, Measurement, and Other Topics in the Current Mathematics Curriculum
The mathematics curriculum across the grades now emphasizes such topics as problem solving, probability and statistics, measurement, and algebra. The content of these topics is explored, as are strategies and materials to teach these topics effectively. A workshop format is followed to illustrate experiences intended to assist students in grades K-8.
On Occasion, 3 Credits

EDI 606 Contemporary Issues in American Education
The course offers analyses of selected contemporary issues in American education. The issues are considered in terms of their origin, present institutional manifestations and socio-economic policy implications for schooling or education at the district, state and national levels of American society.
Every Semester, 3 Credits

EDI 608 Issues in Gender and Education
This course investigates various issues and theories of gender including such possible areas as how gender affects ways of thinking, cognitive and emotional development, ethics and moral development, learning, curriculum design, and assessment. In all cases, there are considerations of how gender issues should affect classroom organization and teaching practice.
On Occasion, 3 Credits

EDI 609 Gender and Language in the Classroom
To raise awareness of the ways gender affects students and teachers in classrooms, this course examines the strategies and approaches female and male students use to process their learning through language. Specifically, the course focuses on the ways males and females speak, write and interpret what they read, participate in classroom discussions, and interact with male and female peers and teachers. The research, conducted primarily in U.S. and British classrooms, looks at different racial, socio-economic, age, and ethnic learners.
Spring, 3 Credits

EDI 610 Curriculum and Teaching in Middle and High Schools
Cross-listed as LIS 625
This course is a study of generic instructional techniques in which the student begins to explore the development of a repertoire of methodologies and materials to match instructional purposes. Students are expected to demonstrate mastery in a variety of teaching methods.
Every Semester, 3 Credits

EDI 612 Teaching Social Studies in the Elementary School Grades
This course examines social studies curriculum development through examination of theory and current practices in the school. Inquiry approach, model development, organizational patterns and teaching strategies are examined through current research.
Every Semester, 3 Credits

EDI 613 Teaching Mathematics in the Elementary School Grades
Educational and psychological dimensions of learning and teaching mathematics in grades K-6 are examined in the context of current trends in mathematics education. The development of mathematics concepts and understandings is explored through relevant activities and materials. Model programs and teaching approaches are discussed in light of current recommendations for mathematics education.
Every Semester, 3 Credits

EDI 614 Teaching Science in Nursery, Kindergarten, and Elementary School Grades
This course is an examination of existing programs, materials and problems of science education in the light of current psychological and philosophical theories. Development of science activities with emphasis on the process of science, conceptual understanding, meeting individual differences, discovery approach and utilization of inexpensive easily available materials for experiments and demonstrations are covered.
Every Semester, 3 Credits

EDI 615 Methods and Materials of Early Childhood Education
The content and method of early childhood education based on current models are covered. Studies with an emphasis on the Integrated Day Studies Model are included in the course.
Every Semester, 3 Credits

EDI 616 Developmental Mathematics in the Elementary School
Educational and psychological dimensions of low achievement in mathematics in elementary school students are explored. A case study, including diagnosis and program development, is developed during the semester.
On Occasion, 3 Credits

EDI 617 Developmental Mathematics in the Middle School
Educational and psychological dimensions of low achievement in mathematics in middle school students (grades 5-8) are explored. A case study, including diagnosis and program development, is developed during the semester.
On Occasion, 3 Credits

EDI 618 Creative Expression for Early Childhood
Techniques for instructing young children to handle various art materials creatively and expressively are examined. Techniques of storytelling, creative dramatics, and related language activities for use with young children are included in this course along with the integration of the creative arts into the total curriculum.
Spring, 3 Credits

EDI 619 Individual and Cooperative Approaches to the Teaching of Mathematics
The organization and presentation of mathematics content in both individual and cooperative learning settings are explored. Effective use of teaching strategies and materials in these settings is emphasized. Exploration of the rationale for each approach permits assessment of its relative value and appropriate use.
On Occasion, 3 Credits

EDI 623 Career Education for Teachers: An Integrated Approach
This course acquaints teachers with current principles and practices related to career education. Exploration included the history, goals, theories and methodologies of career education as it applies to the K-12 school program is discussed. Emphasis is placed on problems and processes involved in planning and developing career education curricula and developing community resource files.
On Occasion, 3 Credits

EDI 629 Social Growth in the Classroom
The focus of this course is on the classroom and its underlying dynamics. The practical implications of the findings and theories of social psychology as they relate to learning in "social systems" are considered. The format of the course involves the student in lecture/discussion laboratory exercises and field experiences.
On Occasion, 3 Credits

EDU 771 Evaluation and Measurement for the Classroom Teacher
This course examines measurement and evaluation in classroom teaching as a process integral to sound educational programs. Emphasis is placed upon the construction, use and revision of teacher-made measurement and evaluation techniques, relevant statistical concepts and their applications, and a brief survey of selected published standardized tests.
Every Semester, 3 Credits

EDI 640 Comparative Education I
This course is a study of selected systems of education in Europe and Asia within their respective political, cultural, and economic contexts.
On Occasion, 3 Credits

EDI 641 Comparative Education II
This course covers the problems and trends of education in newly developing countries. Emphasis is upon countries of Latin America, Africa, and southern Asia.
On Occasion, 3 Credits

EDI 642 Contemporary Philosophies of Education
This course is an overview of major contemporary philosophies of education. Considerable attention is given to the practical application of the various theories of reality, knowledge, and value to the classroom situation. The student is encouraged to develop his or her own philosophy through dealing with educational problems he or she has encountered.
Annually, 3 Credits

EDI 643 Education for Cultural Diversity
The principles and practices of multicultural education are studied in this course which provides a practical approach to implementation of a culturally diverse curriculum. Major issues covered include human rights, involvement of parents and the community, criteria for multicultural curricula, assessment and evaluation strategies, global issues in education, and formulating an agenda for educational and social action.
Every Semester, 3 Credits

EDI 644 Learning in an Urban Setting
This is a basic course for teachers and other professional personnel concerned with the study of critical forces affecting the organization of the inner city school and its implications for learning. Particular attention is given to the problems of the culturally different and educationally disadvantaged. In addition, an analysis of the programs shaping the future of urban education is explored.
On Occasion, 3 Credits

EDI 645 Individualizing Science Instruction in Elementary and Secondary Schools
This course explores the various aspects of individualized instruction; equips participants with a rich repertoire of ideas and techniques for individualizing science instruction; assists participants to select the techniques and ideas most appropriate for their respective classrooms and guides participants to adapt the various ideas and techniques to the particular students in their respective classes.
On Occasion, 3 Credits

EDI 649 Curricular Practices Related to Health Sciences
Theories and practices in curriculum development with in-depth study of selected concepts applicable to health sciences are covered in this course. The focus of the course includes assisting the student in developing the curricula for their specific areas of teaching.
On Occasion, 3 Credits

EDI 650 Methods and Materials in Teaching English to Speakers of Other Languages or Dialects
This is a basic course in the analysis of the teaching of grammar, pronunciation, reading and vocabulary development to students who speak other languages or nonstandard dialects of English, using the principles and application of descriptive linguistics and including problems of cross-cultural communication, and a survey of methods, materials, techniques, and media appropriate for individual and group instruction on the elementary, secondary, adult and college level.
Annually, 3 Credits

EDI 651 Methods and Materials of Teaching Art in Schools
This course is a consideration of the principles and practices of Art Education. The elementary through high school curricula are examined and studied in relation to student needs and current Art curriculum standards. Methods, materials, and teaching aids are considered for each developmental level. Each student is required to make 15 hours of observations of art classes in a public placement.
Annually, 3 Credits

EDI 652 Methods and Materials of Teaching Music in Secondary Schools
Annually, 3 Credits

EDI 654 Methods and Materials of Teaching Modern Languages in Secondary Schools
This course is a study of the current methods of instruction in foreign languages. Curriculum materials and instructional devices for the effective teaching of foreign languages in the middle, junior and secondary schools are discussed, examined and appraised. Materials for co-curricular programs such as assemblies, club meetings and other activities are considered.
Annually, 3 Credits

EDI 655 Methods and Materials of Teaching Science in Secondary Schools
Existing curricula, trends and issues in science instruction in grades 7-12 are examined in light of recent advances in science content and in teaching for process, planning instruction, assessment strategies, classroom management, and the use of easily available materials for laboratory activities. Demonstration lessons are taught by members of the class. The interaction of science and technology and the implication for the development of values and attitudes in today’s youth are discussed.
Annually, 3 Credits

EDI 656 Curricula, Trends and Issues in Science Instruction: 7-12
Existing curricula, trends and issues in science instruction in grades 7-12 are examined and evaluated in the light of the conceptual structures of the various science disciplines, recent advances in science content and in teaching-learning theories. The teaching of science as inquiry, conceptual understanding, individualizing instruction, diagnosis and evaluation techniques, and the use of inexpensive, easily available materials for laboratory activities are demonstrated. The nature and interrelationships of science and technology and implications for the development of values and attitudes in today’s youth are discussed.
On Occasion, 3 Credits

EDI 657 Educational Theories and Principles in Health Science Education
This is a course designed to acquaint health science majors with educational theories and principles relevant to their field. Instruction in post-high school institutions is examined in the light of recent learning theories. The focus is on the following topics: verbal and nonverbal communication skills, the place of A.V. in instruction, sequencing and
simplifying abstract concepts in science, individualizing instruction, diagnosis and evaluation of learning, and the
interpersonal dynamics in the laboratory or classroom.
On Occasion, 3 Credits

EDI 658 Methods and Materials of Teaching English in Secondary Schools
The course explores the scope and sequence of instruction in secondary English. Students have the opportunity to design and teach lessons, to videotape their teaching and to observe experienced teachers of English.
Annually, 3 Credits

EDI 659 Method and Materials of Teaching Mathematics in Secondary Schools
The psychological and educational dimensions of teaching mathematics as a secondary school subject are explored. Detailed analysis of the content of algebra I, algebra II, geometry, coordinate geometry, trigonometry and other branches of secondary school mathematics is explored.
Annually, 3 Credits

EDI 660 Methods and Materials of Teaching Social Studies in Secondary Schools
This course is designed to acquaint the student with the content areas which comprise social studies and to examine the methods relevant to its teaching. It is intended that the student becomes aware of a variety of approaches used in dealing with the subject and creates a method with which to present his or her competence. In addition, the course seeks to provide the understanding that the process of social studies is one of synthesis of the academic areas in the social sciences and that its teaching necessitates creativity. To that end, students are encouraged to enter the public schools for the purpose of observation of teaching styles.
Annually, 3 Credits

EDI 677 Curriculum Development for the Classroom Teacher
This course examines principles of curriculum construction, planning, development and justification in relationship to historical, theoretical and practical considerations of purpose, content, and the organization of educational experiences. Consideration is given to principles of curriculum research and evaluation. The course embraces concerns of the school and non-school settings for educational experiences.
Every Semester, 3 Credits

EDI 679 Advanced Methods and Evaluation in TESOL
This course focuses on the application of ESL theory and techniques to the development of specific lesson plans, ESL curriculum and evaluation techniques. The use of testing instruments for diagnostic and evaluative purposes is studied. Observations of teachers working in the field are incorporated into the discussion and evaluation of teaching strategies. A microtaping with videotape is made of student performance.
Annually, 3 Credits

EDI 680 Bilingual Education and ESL: Theory and Practice
This course covers the history of bilingual education and ESL in the United States. The course is a study of present theories and practices and of available materials in these fields. Discussion of the different types of bilingual and ESL programs and the importance of a bicultural component is covered.
Every Semester, 3 Credits

EDI 681 Teaching Language Arts and Reading with a Bilingual Approach
This course is a consideration of theories, practices, and available materials in the teaching of language arts and reading to speakers of other languages. Emphasis is placed on a bicultural approach to be used by the classroom teacher to meet the needs of Spanish-speaking children. Given in Spanish and English.
On Occasion, 3 Credits

EDI 683 Teaching Mathematics and Science with a Bilingual Approach
This course covers the current principles, practices and materials in the teaching of mathematics and science to speakers of other languages. The course includes the development and adaptation of the mathematics and science curricula to meet the needs of Spanish-speaking children. Emphasis is placed on a bi-cultural approach with demonstrations and evaluations of teaching procedures. Given in Spanish and English.
On Occasion, 3 Credits

EDI 687 Cultural Linguistics
Cross-listed as LIN 518
This course is an exploration of human communication in its cultural context including the origins of language, the creation of new languages signs and symbols, nonverbal communication, and contemporary issues in language and culture.
Annually, 3 Credits

EDI 688 Historical Linguistics
Cross-listed as LIN 514 and ENG 514
This course is a historical survey of language study giving special attention to the classical origins, the extensive development in the 19th century, and the current understanding of the classification of languages into families. Topics include how languages change by analogy, how the sounds of language change over time, and how borrowing occurs.
On Occasion, 3 Credits

EDI 689 TESOL in Content Areas: Science, Humanities and Social Science
This course examines current principles, practices, and materials in the use of TESOL in the specific content areas. The course includes the development and adaptation of science, humanities, and social science curricula to meet the needs of the non-English speaking child.
Annually, 3 Credits

EDI 690 Special Topics in Mathematics Education
The focus of this course is the in-depth examination of a special topic in
mathematics education. This topic is chosen each semester by a committee comprised of faculty and graduate students. Activities include readings, discussions, and projects appropriate to the selected topic.
On Occasion, 3 Credits

EDI 700 Introduction to Educational Research
The primary purpose of this course is to help teachers and other education professionals become more informed consumers and producers of educational research relative to their areas of specialization or expertise. The course introduces the major principles which govern the conduct of action or evaluation research. It examines elements common to different types of research design and criteria appropriate to the evaluation of published research. The course also reviews measurement principles relevant to teaching.
Every Semester, 3 Credits

EDI 701 Research in Mathematics Education
This course is intended to provide a research-based examination of current issues in mathematics education. An overview of contemporary issues in mathematics education precedes identification of a topic of current interest in mathematics education for in-depth study. A research-based investigation of the selected topic in mathematics education is the focus of this course. Successful completion of

EDU 771 (Evaluation and Measurement for the Classroom Teacher) or EDI 700 (Introduction to Educational Research) is recommended as a prerequisite to or in conjunction with this course.
On Occasion, 3 Credits

EDI 705 Thesis Seminar
This course is available only to those matriculated master’s degree candidates electing to develop and write a thesis under the supervision of an approved faculty member. Registration must be approved by the student’s departmental chairperson or designated representative.
Every Semester, 3 Credits

EDI 706 Independent Study
The course, Independent Study, involves in-depth development of a project idea as a result of study in a previous course. Permission to take this course would be based on particular criteria: (1) merit of proposed study; (2) needs and background of student, i.e. ability to carry out such a study. Permission to take this independent course would necessitate the signature of the faculty member conducting the study and the department chairperson and Dean of the School of Education. It is understood that the faculty member who would direct the project would be qualified in the area designated by the student and that the choice of faculty (with the previous stipulation) would be made by the student. Hours arranged with approval of instructor. 6 credits must be approved by the department.
Every Semester, 1, 2, or 3 Credits

EDI 710 Supervised Student Teaching and Seminar in the Elementary School
This course is the systematic, extended observation and student teaching experience under supervision in a selected private or public school. Half of the experience is in kindergarten through grade 3, and the other half in grades 4 through 6. A minimum of 360 hours of observation and student teaching and participation in appropriate staff and school activities is required. Students must spend at least 110 of those 360 hours in actual teaching, the balance given to related activities. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Prerequisites: EDI 549, EDI 551, EDI 603, EDI 559, EDI 660, EDI 661

EDI 662 plus 6 credits in Reading
Every Semester, 6 Credits

EDI 711 Supervised Student Teaching and Seminar in the Middle School
Students preparing to qualify as Adolescence or Middle Childhood school teachers are required to spend half of their student teaching experience in grades 7-9, and the other half in grades 10-12. A minimum of 360 hours of observation and student teaching and participation in appropriate staff and school activities are required. At least 110 of those 360 hours is actual teaching, the balance given to related activities. Students are expected to participate in conferences, meetings, and extracurricular activities in the schools to which they are assigned. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Prerequisites: EDI 600, EDI 601, EDI 602

EDI 610, and specific methods course plus 36 credits in subject area
Every Semester, 6 Credits

EDI 713 Supervised Student Teaching and Seminar in the Elementary School in Bilingual Education
This course is the systematic, extended observation and student teaching experience under supervision in selected public and private kindergarten and elementary grades. A minimum of 360 hours with a minimum of 110 hours in teaching, and participation in appropriate staff and school activities are required. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Prerequisites: Permission of advisor, and appropriate methods courses
Every Semester, 6 Credits

EDI 715 Supervised Student Teaching and Seminar in Elementary School of Bilingual Education
This course is the systematic extended observation and student teaching experience under supervision in selected public and private elementary school settings. This course is designed for students who are already certified in another area and who are seeking certification in Bilingual Elementary Education. A minimum of 180 hours with a minimum of 110 hours of teaching, and participation in appropriate staff and school activities is required. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Every Semester, 3 Credits

EDI 716 Supervised Student Teaching and Seminar in the Secondary School in Bilingual Education
Students preparing to qualify as secondary school bilingual teachers are required to: (1) spend five complete days per week at an assigned secondary school for at least 15 weeks, or a total of 360 periods; (2) to spend at least 110 of these 360 periods in actual teaching, the balance given to relates activities. Students are expected to participate in conferences, meetings, and extracurricular activities in the schools to which they are assigned.
Prerequisite: Permission of advisor, and appropriate methods courses
Every Semester, 6 Credits

EDI 717 Supervised Student Teaching and Seminar in the Secondary School in Bilingual Education
This course is designed for students who are already certified in another area and who are seeking certification in Bilingual Secondary Education. Students preparing to qualify as secondary school bilingual teachers are required to: (1) spend five complete days per week at an assigned secondary school for at least 15 weeks, or a total of 180 periods; (2) spend at least 110 of these 180 periods in actual teaching, the balance given to related activities. Students are expected to participate in conferences, meetings, and extracurricular activities in the schools to which they are assigned.
Every Semester, 3 Credits

EDI 721 Practicum in Early Childhood
This course is a guided orientation to the many programs of early childhood. Students spend time studying, observing and participating in a variety of preschool programs. The course meets every week on campus. Alternate weeks are spent observing seven different models of early childhood programs from an identical list. Bi-weekly discussions include reports of field visits and the relationship of the on-site visit to the assigned readings. This course cannot be waived on the basis of teaching experience.
Every Semester, 3 Credits

EDI 726 Supervised Student Teaching and Seminar in Teaching English to Speakers of Other Languages (K-12)
This course is the systematic, extended observation and student teaching experience under supervision in selected public and private school settings. This course is designed for students who seek certification in teaching in grades kindergarten through 12 (K-12). A minimum of 360 hours with 110 hours in actual teaching under supervision of certified staff in classroom instruction and appropriate school activities are required. Students who qualify would spend half a semester student teaching on the elementary school level and the other half teaching their academic subject area on the secondary level in a TESOL setting. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Prerequisite: Permission of advisor, and appropriate methods courses
Every Semester, 6 Credits

EDI 727 Supervised Student Teaching and Seminar in Teaching English to Speakers of Other Languages (K-12)
This course is the systematic, extended observation and student-teaching experience under supervision in selected public and private school settings. This course is designed for students who are already certified in another area and who are seeking certification in Teaching English to Speakers of Other Languages (TESOL)in grades kindergarten through 12 (K-12). A minimum of 180 hours with 110 hours of actual teaching under supervision of certified staff in classroom instruction at appropriate school activities is required. Qualified students would spend half a semester student teaching on the elementary school level and the remainder teaching on the secondary level in a TESOL setting. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Every Semester, 3 Credits

EDI 729 Practicum in Mathematics Education
In this course, supervised field experiences focuses on mathematics education in elementary school classrooms. Students study, observe, and participate in elementary classrooms while mathematics is taught. Weekly seminars relate field experiences to conceptual and theoretical knowledge. Experienced personnel supervise the field experience.
On Occasion, 3 Credits

EDI 750 Instructional Design and Leadership
Cross-listed as LIS 620
This course covers the basic skills needed to undertake instructional development and instructional consultation. Materials needed to plan and prepare instruction are included as well as exercises designed to upgrade interpersonal skills. This course is for library media specialists, supervisors, administrators and others who assist teachers in the development of instruction.
Prerequisite: LIS 510
Fall, 3 Credits

EDI 751 School Media Centers
Cross-listed as LIS 622
This course is a study of the place and function of a media center in the school that emphasizes the principles and techniques of administration and management, as well as a discussion of issues and trends. This course examines problems and practices in formulating policy, finance, budget, preparation, personnel, resource building, and facility development.
Prerequisites: LIS 510, LIS 511, LIS 512 or permission
Fall, 3 Credits