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General Information Certifications |
Areas of Emphasis |
This major provides increased knowledge of the current developments in the social and behavioral sciences and their applications to education. Theory and methods for preparing students to become citizens of the twenty-first century are emphasized. Toward this end, the following themes are contained in social science area courses:
- teaching of basic and higher order thought and reasoning processes,
- using high technology in schools and society,
- working with increasingly complex social issues and problems, and
- understanding the role of the United States in an interdependent world.
Goals for the Social Science MAT Program
- Based on inquiry and scholarship, graduate students demonstrate advanced knowledge of the specialty areas and their development as global citizens.
- Based on content, current events, best practices, research, and theory, graduate students engage in continuous reflection of learning, content areas, and instructional strategies that are responsive to students' thinking, experiences, and interaction in our world.
- Through collaboration with colleagues, parents, counselors, and community resources, graduate students reflect on their roles as leaders of change and on how the social sciences impact these relationships and systems.
- Approach learning and teaching with respect for and understanding of diversity.
After completing 9 credit hours within an MAT major, all MAT degree-seeking students are required to be advanced to candidacy. Please refer to the Advancement to Candidacy section in this catalog for specific guidelines.
Social science majors are required to complete 33 credit hours, including at least 18 credit hours in social science courses. Successful completion of SOCS 5000 and EDUC 5460 or EDUC 5800 must be included in the 18-credit-hour social science requirement. If one of the emphasis areas below is also selected, those requirements must be met for completion of the program.
Emphasis in Educational Psychology
12 credit hours (3 credits of required coursework, and 9 elective credits)
Teaching is both an art and a science. It is the field of psychology that provides a significant source of scientific insights into teaching. Through the study of psychology applied to education, MAT students learn about theory and research pertaining to learning, development, and motivation. Educational psychology coursework develops skills in several areas including self-assessment, reflective teaching, interpreting and evaluating research studies in education, and conducting educational research. The study of educational psychology helps current and future teachers to appreciate differences in learning and to adapt teaching to individual learners' needs. In keeping with the mission of Webster University, MAT students with an emphasis in educational psychology are encouraged to gain "international perspectives" and to develop "a life long desire to learn and a commitment to contribute actively to their communities and the world."
Goals for Educational Psychology Emphasis
- Demonstrate knowledge of psychology applied to education.
- Understand, apply, and conduct educational research.
- Demonstrate respect for diversity through responsive teaching that values individual differences and international understanding.
- Develop self-assessment skills and the ability to reflect on roles educators can take as leaders of change.
Students seeking an emphasis in educational psychology should select EDUC 5800 Applied Research to fulfill the Social Science major requirement. In addition to SOCS 5000 and EDUC 5800 the following course is required for the educational psychology emphasis:
Required Course
- EPSY 5130 (formerly SOCS 5130) Educational Psychology 3 hours
Electives
Three courses (minimum of 3 credit hours per course) pertaining to educational psychology from the following list:
- EPSY 5060 (formerly SOCS 5060) Assessment and Evaluation of Academic Performance 3 hours
- EPSY 5110 (formerly SOCS 5110) Social and Personality Development 3 hours
- EPSY 5150 (formerly SOCS 5150) Self-Concept Development 3 hours
- EPSY 5160 (formerly SOCS 5160) Advanced Child Development 3 hours
- EPSY 5170 (formerly SOCS 5170) Behavioral Management 3 hours
- EPSY 5180 Advanced Educational Psychology 3 hours
- EPSY 5290 (formerly SOCS 5290) Family Counseling 3 hours
- EPSY 5370 (formerly SOCS 5370) Counseling 3 hours
- EPSY 5510 (formerly SOCS 5510) Psychosocial Aspects of Migration 3 hours
- EPSY 5520 (formerly SOCS 5520) Children, Culture, and Violence 3 hours
- EPSY 5540 (formerly SOCS 5540) Psychology of Early Adolescence 3 hours
- EPSY 5810 (formerly SOCS 5810) Adolescent Psychology 3 hours
- SPED 5830 Evaluation 3 hours
- EPSY 5880 (formerly SOCS 5880) Psychology of Memory and Learning 3 hours
- EPSY 5890 (formerly SOCS 5890) Psychology of Stress 3 hours
- EPSY 5980 (formerly SOCS 5980) Motivation in the Classroom 3 hours
Emphasis in Educational Technology
Twelve credit hours, using at least two different course numbers from the following courses, are required:
- EDTC 5100 Teaching with Technology: Methods and Materials 2-3 hours
- EDTC 5250 Programming Languages (any topic) 3 hours
- EDTC 5290 Media Applications (any topic) 2-3 hours
- EDTC 5330 Theoretical Perspectives (any topic) 2-3 hours
- EDTC 5560 Internet Applications (any topic) 2-3 hours
- EDTC 5630 Advanced Topics in Classroom Technologies (any topic) 2-3 hours
Emphasis in Immigrant and Refugee Studies
The emphasis in immigrant and refugee studies provides educators with the knowledge and skills necessary to meet the educational, social, and emotional needs of children and families who are facing multiple challenges as they migrate to new cultures and countries. Most often the educators who work with immigrants and refugees are also second language teachers. In addition to language instruction, these teachers share cultural experiences and provide a "welcoming oasis" for newly arrived refugees and immigrants. Students who are not currently certified in teaching English as a second language or English as a foreign language may seek additional coursework in those areas.
Core Courses (12 hours required)
- COMM 5350 Intercultural Communications 3 hours
- EPSY 5510 Psychosocial Aspects of Migration 3 hours
- EPSY 5520 Children, Culture, and Violence 3 hours
- SOCS 5500 Practicum in Immigrant and Refugee Studies or COMM 5340 Language Arts Seminar: Practicum in ESOL 3 hours
International experience and the study of a second language are strongly recommended. Students may substitute the practicum requirement with an approved study abroad course.
Emphasis in Inclusive Education
The emphasis in inclusive education is designed to provide classroom teachers, regular and special educators at the preschool, elementary, and secondary levels, with the knowledge base, practical applications, and strategies necessary for implementing a successful inclusive education program, appropriate to the diverse needs of students in today's regular classroom. This emphasis will enable practicing teachers to investigate issues and examine strategies that relate to the education of all students, regardless of ability, in their local school. In addition to the two required courses for the respective major, students must complete at least 9 credit hours of appropriate coursework related to inclusive education.
The following two courses are required for the area of emphasis in inclusive education:
- EDUC 5080 Planning for the Inclusive Classroom 3 hours
- EDUC 5090 Curricular and Instructional Adaptations 3 hours
In addition, students select one course from the following courses:
- SPED 5250 Behavior Management for Children with Special Needs 3 hours
- SPED 5260 Career Preparation for Students with Special Needs 3 hours
- SPED 5270 Advocating for Persons with Disabilities* 3 hours
- SPED 5290 Collaboration and Cooperative Teaching* 3 hours
- SPED 5300 Communicating with Families and Disabled Persons 3 hours
- SPED 5330 Legal Issues in Special Education 3 hours
- SPED 5370 Educating Students with Physical and Health Impairments* 3 hours
- SPED 5480 Learning and Behavior Problems in the Classroom 3 hours
* These courses are also offered as ECED 5830 Topics in Early Learning.
See Special Education for course listings and course descriptions.
Emphasis in the Middle School/Adolescent Cluster
This group of courses is designed for teachers and other educators who deal with the adolescent.
In addition to SOCS 5000 and EDUC 5460, the following courses are required for the middle school/early adolescent emphasis:
- EPSY 5540 Psychology of Early Adolescence 3 hours
- SOCS 5700 Middle School History and Philosophy 3 hours
Emphasis in Secondary Social Science
This group of courses focuses on the skills and knowledge necessary for teaching social studies in high schools, junior high schools, and middle schools. In addition to the two required courses, the following courses are required for the secondary social science emphasis:
- SOCS 5030 Contemporary World Affairs 3 hours
- EPSY 5810 Adolescent Psychology 3 hours
Emphasis in Humane Education and Character Development
The emphasis in humane education and character development provides educators with coursework in the history, philosophy, and practice of humane education, character development, and environmental education. These movements have aimed to promote values such as empathy for all living beings and an appreciation and sense of stewardship for the natural environment. The emphasis is designed to provide educators with the knowledge and skills necessary for instructional leadership in humane education and character development. Students will design, present, and evaluate curricula that integrates humane and environmental principles.
Twelve credit hours, using 6 credit hours from the required list below and 6 credit hours from the elective courses listed below:
Required Courses
- EDUC 5230 Foundations of Humane Education 3 hours
- SOCS 5050 Studies in Character Education 3 hours
Electives
- COMM 5051 The Role of Narrative in Humane Education 3 hours
- EPSY 5110 Social and Personality Development 3 hours
- SCIC 5090 Experiments in Environmental Education 3 hours
Gifted Education Certification
A valid Missouri teacher's certificate and the following listed courses are needed before a certificate can be granted in gifted education. State certification is issued through Missouri's Department of Elementary and Secondary Education.
- Psychology of the Exceptional Student 2-3 hours
9 credit hours from the following (minimum of 2 credit hours per course):
- The Gifted Learner
- Program Planning and Evaluation: Administration and Supervision
- Screening, Assessing, and Evaluating Gifted Students
- Curriculum and Instruction for the Gifted
- Meeting the Affective Needs of Gifted Children
- Graduate Research course 3 hours
- Practicum 3 hours
Students interested in pursuing any certification should have their transcripts evaluated and be advised by the Webster University Certification Office.
Note: Other MAT courses with the EDUC prefix are listed under Multidisciplinary Studies and Special Education. Undergraduate EDUC courses (those with a number below 5000) are listed in the Undergraduate Studies Catalog.
EPSY 5060 Assessment and Evaluation of Academic Performance (3)
Students explore methods for increasing the credibility and validity of teachers' evaluations of students' performance and behavior in the classroom. Teacher-made evaluation devices (oral and written tests, grading practices, etc.) as well as informal teacher judgments and evaluations of students' behavior are reviewed.
EPSY 5110 Social and Personality Development (3)
The content of this course focuses on the theories that explain the growth of social concepts (e.g., sharing, friendship, rules, sex roles); the development of values and conscience; and the emerging personality of children and adolescents. Students explore ways of working with children and youth in enhancing the development of these concepts.
EPSY 5130 Educational Psychology (3)
Students explore the nature of human growth and development from the perspective of learning, examine how individuals function within schools, and consider the manner in which self-image impacts on the learning process. Theoretical knowledge and practical applications are stressed.
EPSY 5150 Self-Concept Development (3)
Teachers are given basic objectives and theory related to self-concept development and develop strategies that relate to their specific classroom situations. This course should benefit the school administrator as well as the classroom teacher. The purpose of the course is to provide the student with a complete package of diagnostic techniques, a basic theoretical framework, specific objectives, and teaching strategies that help enhance self-concept development in the classroom.
EPSY 5160 Advanced Child Development (2-3)
Child development is the scientific study of the physical, cognitive, social, and personality changes that occur throughout the childhood years. This course is based on recent research in education and child development that aids the teacher in guiding learning activities of children of preschool age through early adolescence.
EPSY 5170 Behavioral Management (3)
Teachers are acquainted with techniques to understand and change student behavioral patterns, and learn to observe and interpret classroom behavior, drawing from psychodynamic, ecological, humanistic, and behavioral models. Participants explore various intervention and prevention strategies.
EPSY 5180 Advanced Educational Psychology (3)
In Advanced Educational Psychology students will investigate psychological research pertaining to education, employ researcher's observational skills and hypothesis testing methods, and discover how the scientific method can be used to improve teaching and learning in schools.
EPSY 5290 Family Counseling (3)
This course is designed for the educator who is interested in providing the student and family with specialized individual attention. Special emphasis is placed on basic communication skills for individual and group work and on various educational and community services that are available to individuals and families. May be repeated for credit if content differs.
EPSY 5370 Counseling (3)
This course focuses on the communication skills teachers can use in working with students, parents, and administrators. The theory and application of at least one counseling approach are examined in depth. The emphasis is on the practical applications of communication skills. May be repeated for credit if content differs.
EPSY 5510 Psychosocial Aspects of Migration (3)
This course examines the psychosocial aspects of migration. Students learn to identify the needs of immigrant and refugee children and families, and how to help these families adapt to living in new environments.
EPSY 5520 Children, Culture, and Violence (3)
Students in this course will research and debate the psychological impact of violence on children. Topics include the effects of violent toys, games, and television and the impact of community violence on the lives of young people. How war or the threat of war affects children's development is studied. Students will critically evaluate violence prevention programs and discover ways to promote peaceful classrooms.
EPSY 5540 Psychology of Early Adolescence (3)
This course focuses on the psychological growth and development of the early adolescent (ages 9-15). Participants examine the physical, intellectual, personality, and emotional development; sexuality; and the social adjustment of the transescent child. The course also explores the relationship of the school environment to the child's development.
EPSY 5810 Adolescent Psychology (3)
This course involves the theoretical and empirical study of adolescence. Topics addressed include physical development, intellectual development, values and moral development, social problems, sexuality, and discipline. Students examine the educational applications for each topic.
EPSY 5880 Psychology of Memory and Learning (3)
Students examine current research concerning information processing, memory, and learning systems. Emphasis is placed on studying metacognitive strategies and the development of expertise.
EPSY 5890 Psychology of Stress (3)
This course focuses on the biological and psychological foundations of stress. Specific techniques for handling school- and classroom-related stressors and tensions are examined.
EPSY 5980 Motivation in the Classroom (3)
This course examines current thinking, theory, and practice regarding achievement motivation. Students will review theories of motivation, including social cognitive, self-determination, goal orientation, and "flow" theory. Implications of these theories for the classroom will be studied, and practices that derive from these theories and concepts will be developed in a course project.
SOCS 5000 Interdisciplinary Course
Students entering the program are required to take the interdisciplinary course. There are opportunities to work across discipline lines with faculty from other departments, to help develop minicourses to meet specific needs, and to work with teachers from all educational levels in a cooperative manner that encourages sharing of knowledge. May be repeated for credit if content differs.
- Constitutions, Courts, and Conflict (2-3)
This course examines a variety of ways to enrich the study of the U.S. Constitution and the judicial system in the classroom. A special feature explores the use of law-related strategies (e.g., mediation, negotiation, arbitration) to resolve classroom conflicts. The course provides law-related teaching strategies (e.g., case studies, mock trials), instructional materials, and resource persons. - Global Awareness (2-3)
Students explore the issues, philosophies, and methodologies in teaching global awareness education in grades K-12. Topics arising from the present nuclear-age, interdependent civilization, including population, values, the environment, diplomacy, and international economics are addressed. The inclusion of these issues in elementary and secondary school curriculum is also examined. - Multiculturalism (3)
The purpose of this course is to help participants gain a better understanding of the issue of multiculturalism in society and its impact on curriculum, instruction, and relationships in the educational community. - Multiethnic Education (2-3)
This course examines issues arising from the debate as to the manner in which curriculum reflects the diversity of American society. This course explores various viewpoints regarding minority and set gender curriculum issues, as well as the meaning of Eurocentric approaches to the past and present. - School/Parent Relations (3)
Participants in this class examine the relationship among schools, parents, and the community from various social science perspectives, including sociology, anthropology, psychology, and political science. Students draw implications for their work with parents. - Technology and Social Science (3)
This course examines the impact of high technology on the study and teaching of elementary and secondary school social sciences.
SOCS 5010 Social Studies for Secondary Schools (2-4)
This course is designed to assist participants in gaining an overview of significant social studies curricula being used at the secondary level. It also introduces students to the area of historiography, which enables them to understand specific ways students can grasp the historical process.
SOCS 5030 Contemporary World Affairs (2-3)
A crucial feature of the twentieth century has been the globalization of human society. Participants in this course examine the key world issues affecting us, including their origins, current status, and prospects for the future. Particular emphasis is on global survival issues and their interrelationships. May be repeated for credit if content differs.
SOCS 5040 Modern Asian Civilization: Modern China (3)
Students examine the background of Western impact on traditional China, the revolution in China leading to the creation of the People's Republic of China, and current U.S. relations with China. The course focuses on 10 to 15 problem questions using readings and discussions. May be repeated for credit if content differs.
SOCS 5050 Studies in Character Education (3)
This course examines the psychology and application of character and values education as it relates to humane education. Students reflect on the developmental perspectives of prosocial behaviors such as cooperation and compassion. Research on programs that aim to instill student values (e.g. responsibility, prosocial behavior, kindness) are evaluated. Classroom applications of character education programs are explored.
SOCS 5070 Teaching Styles for Adolescents (3)
The focus of this course is teaching strategies, curricular approaches, classroom methods, resources, and materials for working with middle school, junior high, and senior high school students. Discussion covers the practical classroom applications of various theories and research in adolescent development.
SOCS 5080 Topics in Classroom Computing (1-3)
Participants examine a specific topic, programming language, or application methodology for using computers in the classroom, especially in the language arts and the social studies. May be repeated for credit if content varies.
- Building Simulations (2-3)
Participants create computer simulations for social studies classroom applications. They develop lesson designs and support materials. - Problem Solving with Computers (2-3)
Class members explore methods of using computers to pose, find, and solve problems in the social studies curriculum.
SOCS 5100 Teaching Critical Thinking Skills (3)
This course examines the curricular and organizational issues of teaching thinking skills. Class participants explore various approaches to teaching critical and creative thinking, "learning to learn," and problem solving, and evaluate some instructional methods for these skills.
SOCS 5140 Social Conflict Analysis (3)
In this interdisciplinary investigation of social conflict, students employ clinical models for the analysis of personal and national conflict situations. The course emphasizes group interaction and discussion of student work and case studies.
SOCS 5180 Gifted Education Practicum (2-4)
This practicum provides supervised field experience in programs for gifted children. In the summer, students work in various programs. During the school year, students work in classrooms for the gifted. Students must complete an application with the University School Programs Office. Prerequisite: permission of the advisor and University School Programs Office.
SOCS 5190 School as a Workplace (3)
This course focuses on the teacher's own quality of life as a worker in the classroom, school, and educational system. The positive rewards of teaching and negative pressures on teachers are identified through means of the student's own experience as well as outside resources. Students examine the effects of job stress on physical and psychological functioning of teachers and discuss alternative proposals for teachers to improve the quality of their lives in schools.
SOCS 5200 Independent Study (1-3)
MAT students with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case is an independent study set up when an existing course already covers the subject. May be repeated for credit if content differs.
SOCS 5210 In-Service Education (1-4)
Various graduate in-service courses are offered that are not part of the existing MAT curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. Prerequisite: prior approval of the MAT advisor. May be repeated for credit if content differs.
SOCS 5250 Topics in Economic Education (3)
Students work with new materials in economics education and study selected topics in economics. May be repeated for credit if content differs.
SOCS 5260 Topics in Geography (3)
A combination of work with experimental units in geography as well as geographical concepts, the course is of interest to teachers seeking ways to make geography more relevant to the lives of students. May be repeated for credit if content differs.
SOCS 5270 Frontier American History (1-3)
This course examines the movement of the U.S. frontier, beginning with early Ohio settlements, moving through the Louisiana Purchase era, and ending with the California Gold Rush of 1848 and the Colorado Gold Rush of 1858. Prerequisite: permission of the instructor.
SOCS 5280 American Civilization (3)
This course examines the origin and development of North and South American societies, including comparisons between the United States and other nations in the Americas. Particular emphasis is placed on the involvement of the United States in Latin America. May be repeated for credit if content differs.
SOCS 5320 Humanistic Education (3)
This course includes humanistic approaches to the schooling process. Students discuss topics such as motivation, achievement, discipline, self-concept development, values clarification, and model development. Special attention is given to communication skills and group interaction processes. This class is appropriate for upper elementary through high school level teachers.
SOCS 5390 Game Simulation (3)
This course examines the premises on which game simulations are built. Particular attention is given to the techniques of having students design simulation games in the open classroom environment. The focus of the class is on applying the principles of game simulation in the classroom.
SOCS 5400 Issues in Education
This course provides an opportunity to examine a selected issue area in education through readings, discussion, and individual projects. May be repeated for credit.
- Family Transitions (3)
Students in this course examine the impact of modern family dynamics on young children and adolescents. Topics include family stress, blended family dynamics, and single-parent families. Emphasis is placed on the teacher's role in working with parents and students experiencing these transitions. - Reform and Reality (2-3)
Since the document "Nation at Risk" was published, there has been a significant reaction in the form of programs, coalitions, and projects aimed at school reform. Reform and Reality gives an overview of some of the significant programs, such as the College Board EQ Project and Brown University's Coalition of Essential Schools Project. The course allows educators a chance to select the successful teaching and learning strategies that can be effectively used in any classroom, even if the school or district has not formally joined a specific reform movement. - St. Louis History (2-3)
Students are engaged in a chronological, thematic approach to teaching St. Louis history within the content of national American history. Use of primary materials and material culture in the classroom is emphasized. Students are expected to produce and teach a St. Louis history lesson plan based on primary materials and to write short papers (two to three pages) based on assigned readings/discussion questions during the course. - Urban Education (3)
This course examines contemporary issues in education through means of discussion, reading, and individual projects. Participants study key controversies, such as busing, open enrollment, the urban school, and teacher movements.
SOCS 5410 In-Service Topics (1-3)
In-service courses are designed to provide MAT degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses have been approved for the MAT with prior approval of the student's advisor. May be repeated for credit if content differs.
SOCS 5430 Contemporary Latin American Policies (3)
This course is an interdisciplinary examination of social, political, and cultural developments in Latin America. Specific topics and themes are selected in order to provide in-depth analysis of problems and issues in Latin America.
EDUC 5460 Curriculum Design (3)
This course is designed to help individuals plan learning experiences. Topics included are technology in the classroom, research regarding learning, models of curriculum design, and methods of evaluation. Each student develops a curriculum package that has direct application to his or her particular teaching situation.
SOCS 5490 Seminars in Social Sciences (1-3)
Seminars are designed to focus on contemporary research and classroom application of these data. May be repeated for credit if content differs.
SOCS 5500 Practicum in Immigrant and Refugee Studies (3)
After exploring the educational, social, and emotional needs of immigrants and refugees, students enrolled in this practicum will work with children and families on a regularly scheduled basis in a community setting. Prerequisite: permission of the instructor.
SOCS 5680 Biographies: People in American Society (3)
Students examine the lives of several significant people in American society who have influenced the course of twentieth-century life. These individuals came from varied social and economic backgrounds and altered history in their own ways. May be repeated for credit if content differs.
SOCS 5690 American Government
This course focuses on the decision-making process in American government by examining several case studies. There will be extensive class discussions and advanced level examination of the dynamics of government in the United States. May be repeated for credit if content differs.
- Bill of Rights in Action (2-3)
Participants examine and celebrate the bicentennial of the Bill of Rights of the United States Constitution. They explore the historical content and significant struggles to protect individual rights as well as emphasize the contemporary challenges to fundamental freedoms affecting our everyday lives. The course offers a rich variety of teaching strategies (e.g., case studies, simulations, mock trials, conflict management techniques), a wealth of instructional materials, resource persons (e.g., federal judges), and possible field experiences to observe a trial.
SOCS 5700 Middle School History and Philosophy (3)
Students examine the history of the middle school movement and its evolving philosophy. Implications for school design, organization, and curricula are also studied.
SOCS 5710 Sexuality Education (3)
The purpose of this course is to help participants develop and refine their skills in sexuality education. It is designed for persons in the helping professions, such as K-12 teachers, counselors, social workers, nurses, and others, whose work includes some form of counseling or program administration in the area of sexuality. This course will appeal to professionals from public, private, and parochial institutions because it is designed to help participants promote sexuality education with respect to the philosophy of the school and community.
SOCS 5720 Children's Humor (3)
This course provides an opportunity for students to examine the origins and evolution of laughter, humor, and wit, from early childhood through adolescence. Links are drawn from humor to the child's cognitive, social, and personality development, as well as mental health and adjustment. Participants explore methods of using humor to stimulate children's development.
SOCS 5730 New Directions in Elementary School Education (3)
This course involves a critical examination of the elementary school, with emphasis on the successes and failures of curriculum innovation, including such topics as open education. A critical look at the growth of special education programs and their implication for the future of elementary schools is a major topic. Class members discuss new directions in the elementary school during the coming five years.
SOCS 5740 Consumer Education (3)
Designed to assist teachers in preparing students for consumer education, this course explores significant ideas concerning how and why one should become aware of issues in modern consumerism.
SOCS 5750 Special Institute
Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the social science program. May be repeated for credit if content differs. For more specific and current information, see the current course offerings.
- Eighteenth Century Tidewater Virginia
Explores the social and material culture of eighteenth-century tidewater Virginia. Emphasis areas include gender issues, Native American, European, and African interactions that helped shape and define the American character. - Abused and Victimized Children (1-2)
This institute outlines the ways teachers can identify children and youth who are or have been victims of physical, sexual, or psychological abuse or neglect. Students discuss productive ways of working with the student, with the counselor, and with family members. Class members identify community resources for coping with the family problem. - Children of Divorce (1)
This institute helps students examine how children and adolescents are affected by divorce and separation. Participants explore methods for supporting children who have experienced their parents' separation or divorce, currently or in the past. - Colonial Williamsburg Field Study (3)
Enjoy a field based course where Pre-service students will be engaged in the Living History museum at Colonial Williamsburg, Virginia, and will be exposed to new pedagogical practices in the field of the social sciences. Theoretical paradigms from multiple intelligences, constructivism, living history, and museum interpretation will be explored. Students will live in the historic museum for 4 days/3 nights and immerse themselves in eighteenth-century Virginia culture. Expert historians, interpreters, social studies educators, archivists, and curators along with a professor and master teacher will lead the course. This course will meet certification methods requirements for elementary, middle, and secondary certification in social studies. - Juvenile Law (2-3)
This course examines the evolution of laws governing youth, family, and our social institutions (e.g., schools), with a special focus on the rights and responsibilities of parents, children, and schools in contemporary society. The course provides a variety of instructional strategies focusing on teaching about responsibility and law. - Psychology of the Adolescent Girl (1)
Psychological and educational research indicates that between grades 7 and 12 American adolescent girls become less ambitious, less confident, less assertive, and more fatalistic. It appears that they make less progress than boys in psychological development and moral reasoning. Educators who have an understanding of the psychology of adolescent girls can work to counteract these negative developmental trends. Through lecture, discussion, films, reading, and activities, we study adolescent girls and begin to formulate new strategies for working with them. - Teaching with Living History (3)
Students explore the issues, philosophies, and methodologies in teaching using living history in grades K-12. Topics include oral interpretation, oral history, museum education theory and practice, living history museums, virtual field trips, History Alive!, and Colonial Williamsburg curriculum materials. Students will portray a person from the past and conduct oral history interviews. - Understanding the African-American Child (2-3)
This course is intended to provide students with research and data about issues in the black experience that affect motivation, discipline, and cognition. Information is shared about learning styles, the psychology of performance, curriculum materials, and teaching strategies that can be applied to classroom instruction. - Using International Education Resources (2)
This course explores methods for demonstrating the globalization of our culture. The class covers materials and resources for working with topics such as international trade, immigrants, and international culture and politics. - Working with Alcoholic Families (2)
This institute focuses on how teachers can detect pupils who come from alcohol-abusing families, or students who themselves are alcohol abusers. Participants examine self-awareness of one's own experience, knowledge, and attitudes about the topic. Discussions include how to work with students whose behaviors and performances are directly or indirectly affected by alcohol abuse and other drug abuse by family members.
SOCS 5760 Middle School Curriculum and Instruction (3)
Students examine curricular and instructional strategies for the middle school. Interdisciplinary curricula, evaluation of instruction and learning, instructional technologies, and personalization of learning are discussed.
SOCS 5790 Education and Individual Rights (3)
This course covers trends in education relating to development of legal rights and responsibilities among teachers, parents, students, and schools. May be repeated for credit if content differs.
EDUC 5800 Applied Research (3)
This course enables students, through action research projects, to develop strategies for problem solving within their classrooms and procedures for conducting self-study as it relates to, but is not limited to, teacher behaviors, learning outcomes, curriculum, policy development, and behavior management. Prerequisites: advancement to candidacy and permission of the instructor. This course may be substituted for EDUC 5460 Curriculum Design.
SOCS 5840 Comparative Educational Systems (3)
Comparing educational systems from various countries increases international understanding and provides insights into our own education methodology and values. Each participant is responsible for researching a particular system and providing an abstract for class evaluation and discussion.
SOCS 5850 Developing a Future-Oriented Curriculum (3)
This is a practicum in which each participant develops a curriculum unit or sequence of classroom activities to help students become better prepared to cope with the world they will face as adults.
SOCS 5900 Innovations in Elementary Social Studies (3)
Students examine new social studies trends in elementary schools, with an emphasis on the place and meaning of social studies curriculum. Analysis of the curriculum materials, the rationale behind them, an understanding of the strategies and techniques utilized, and investigating appropriate evaluation procedures are important to the course.
SOCS 5910 Curriculum and Instruction for the Gifted (3)
Students study the basic premises of curriculum design and classroom structure appropriate for gifted and talented students. A variety of curriculum models and strategies for teaching the gifted are discussed.
SOCS 5920 Meeting the Affective Needs of Gifted Children (3)
This course reviews the affective needs of gifted students and ways to provide services to meet those needs. Students study the social and emotional development of the gifted child. They address the issues of self-esteem, underachievement, leadership, and social relationships, and discuss helping the families of gifted children.
SOCS 5930 Screening, Assessing, and Evaluating Gifted Students (3)
This course is for graduate students who are pursuing certification in gifted education. Theory of testing, analysis of standardized tests, development of testing procedures, and analysis of test data for the gifted are covered. Emphasis is on intelligence testing, assessment of creativity, and interpretation and integration of test data.
SOCS 5940 Gifted Program Planning and Evaluation (3)
This course offers an understanding of administration and supervision of gifted programs and provides students already familiar with the educational theory and models in gifted education with an overview of the skills needed to plan and supervise a defensible program for gifted and talented students. Topics in identification, curriculum design, in-service preparation, grant writing, and community relations are covered.
SOCS 5970 The Gifted Learner (3)
Participants in this course examine current issues in the field of education for the gifted. Programs, teaching methods, and curriculum for the gifted are presented in the course.
SOCS 5990 Independent Scholar (1-3)
MAT graduates with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case can an independent study be set up when an existing course already covers the subject. Prerequisite: must be an MAT graduate. May be repeated for credit if content differs.
SOCS 6000 Advanced Graduate Certificate Project (3)
The advanced graduate certificate (AGC) project is the culminating experience in the AGC program. The student chooses a faculty member to supervise this final project. Examples include a presentation or demonstration for an MAT class, a school district, a local board of education, or a community group; a paper or research project which might be published or distributed within an appropriate school, community group, or for a large audience; or an action project designed and implemented within the student's place of employment. Prerequisite: permission of the AGC coordinator.
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